{"page": 1, "printed_page": null, "text": "This is a reproduction of a library book that was digitized\nby Google as part of an ongoing effort to preserve the\ninformation in books and make it universally accessible.\n\nhttps://books.google.com\n\n"}
{"page": 2, "printed_page": null, "text": "B 1,081,271\n\n"}
{"page": 3, "printed_page": null, "text": "1837\n\nARTES\n\nSCIENTIA\n\nHIGAN\n\nIC\nUNIVERSITYOFM\n\nLIBRARY VERITAS OF THE\n\nTUEBOR\n\nSI- QURHIS PENINSUL AMIENAM\nAM\nCIRCU\n\nMSPIC\n\nE\n\nEDUCATION\n\n"}
{"page": 4, "printed_page": null, "text": "L\n13\n\nN281\n\n"}
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{"page": 10, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n=\n\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\n\nSIXTY- FIRST ANNUAL MEETING\nHELD AT\n\nOAKLAND-SAN FRANCISCO\nCALIFORNIA\n\nJULY 1-6, 1923\n\nVOLUME LXI\n\n1923\n\nPublished by the National Education Association\n1201 Sixteenth Street N. W.\n\nWashington, D. C.\n\n"}
{"page": 11, "printed_page": null, "text": "MEMBERSHIP FEES AND PUBLICATIONS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe National Education Association has three classes of membership :\n1. The $2 membership entitles one to all the privileges of membership and\n\nto receive The Journal of the National Education Association for one year.\n(1ò issues.)\n\n2. The $5 membership entitles one to all the privileges of membership and\nto receive for one year : ( a) The Journal of the National Education Association; ( b) The annual volume of addresses and Proceedings ; ( c) The\nResearch Bulletin; (d) Occasional bulletins and reports.\n3. The $ 100 life membership, which entitles one to the publications and\nprivileges of the $5 membership for life.\n\nMEMBERSHIP FEES AND PUBLICATIONS\nOF\n\nDEPARTMENTS OF THE NATIONAL\nEDUCATION ASSOCIATION\nSeveral departments of the National Education Association have separate\n\nmembership fees and issue departmental publications. One must be a member\nof the National Education Association before he can become a member of any\n\ndepartment of the Association. The payment of one of the membership fees\nof the National Education Association does not include membership in any\ndepartment having membership fee. The membership of the departments\nwhich issue publications follow :\n1. The Department of Superintendence-$5 membership entitles one to\nreceive for one year : ( a) The Yearbook of the Department of Superintendence ; ( b) The Official Report of the Winter Meeting and occasional bulletins.\n\n2. The Department of Elementary School Principals $2 membership entitles one to receive for one year : ( a) The Yearbook of the Department of\nElementary School Principals ; (b) The Quarterly Bulletin of the Depart-\n\nment of Elementary School Principals.\nThis volume of Addresses and Proceedings is sent to all members of the\n\nNational Education Association paying an annual fee of $5, or it may be\npurchased by non-members for $3. With the creation of new publications,\nsuch as The Research Bulletin, which are sent to all $5 members, the size of\nthe Proceedings has been reduced. A space schedule for the departments was\nadopted by the Executive Committee in Cleveland, February, 1923. In\naccordance with this plan of space allotment the officers of the departments\nhave coöperated in deciding the selection of material for their respective\ndepartments.\nMembership fees of the National Education Association and its departments\nand inquiries concerning all publications should be sent to 1201 Sixteenth\n\nStreet Northwest, Washington, D. C.\n\n"}
{"page": 12, "printed_page": null, "text": "FOREWORD\nFor over sixty-five years the Proceedings of the National Education\nAssociation have recorded the thought of the Nation's leaders on important\neducational problems. The collection of educational literature thus produced\nis without rival anywhere in the world. Nowhere else can there be found\nso great a wealth of material on such a variety of subjects by men and women\nof the most widely recognized influence and scholarship.\nIn the early years of the Association's history the volumes were small\nand were published under difficulties. Until recent years the Volume of\nProceedings was practically the only publication of the Association.\n\nBeginning in 1918 with the sharp upward movement in membership the\npublications of the Association showed a corresponding increase in volume.\nInJanuary, 1921, the present Journal was established. From then until now\ngrowth in the Association and its publications, has been so rapid that the\nVolume of Proceedings represents scarcely a tenth of the Association's total\nprintedoutput of over 111,000,000 pages for 1922-23. The Journal, which\nis sent to each of the Association's 130,000 members, is the largest single\nitem in the Association's printing. Several departments, as indicated on the\nopposite page, now publish more material than did the Association itself a\nfew years ago.\n\nThe influence of this great mass of educational literature is wide and\npowerful. The National Education Association has kept its work on a high\nplane and its leadership is recognized everywhere. Its publications are often\nreferredtoin foreign countries with the comment that nowhere else has anything so valuable and arresting and so definite and scientific been produced.\nThis recognition of the Association's place in the world carries with it a\ncorresponding obligation.\nAmerica's vast material achievements have given it such a powerful\ninfluence that it can to a remarkable degree shape the educational and\n\nspiritual affairs of the world. Sound and adequate education in America,\nproperly sympathetic and coöperative with similar efforts in other countries,\nis the goal of the National Education Association. The Association is more\nand more helping to make this goal the common objective of all thinking\nCitizens.\n\nJOY ELMER MORGAN,\n\nDirector of the Division of Publications.\n\n"}
{"page": 13, "printed_page": null, "text": ""}
{"page": 14, "printed_page": null, "text": "Contents\nINTRODUCTORY MATTER\nPAGE\n\nAct of Incorporation.\n\nI\n\nBy-Laws\n\n5\n\nCalendar of Meetings .\n\n15\n\nficers for 1922-23 ..\n\n17\n\nList of Committees, 1922-23 .\n\n22\n\nOfficers for 1923-24..\n\n27\n\nProgram of General Sessions .\n\n30\n\nMinutes of Third Representative Assembly\n\n36\n\nReport of Committee on Resolutions .\nReport of the Trustees .\nTreasurer's Report, June 1, 1922-May 31 , 1923 .\nReport of Executive Committee .\n\n54\n\n58\n72\n77\n\n80\n\nMinutes of Executive Committee .\nMinutes of Board of Directors .\n\n82\n\nSecretary's Report:\nBusiness Division\nDivision of Publications .\nResearch Division\n\n108\n\n113\n119\n\nDivision of Elementary School Service .\nField Division\n\n122\n\n125\n128\n\nLegislative Division\n\nDepartment of Superintendence .\nActive Membership for Life .\n\n132\n\n135\n\nGENERAL SESSIONS\nOAKLAND ADDRESSES\nThe Ideals of the American Public School-Robinson ..\nThe Pan-Pacific Union and Education-Bunker ....\n\n137\n\nAddress of Welcome for the City of Oakland-Davie .\n\n140\n\n139\n\nAddress of Welcome for the State of California-Wood .\n\n141\n\nResponse toAddress of Welcome-Winship .\n\n145\n\nThrift Education-Patterson\nEducation for Parenthood-Binzel .\nThe Conservation of Talent- Terman ..\n\n148\n\nThe Financing of the American Schools-Strayer .\nThe Teacher as a Student\n\nHosic ..\n\n147\n\n152\n\n158\n164\n\nEducational Research and the American School Program-Judd .\n\n168\n\nParent Power, A School Auxiliary-Reeve .....\n\n176\n\nTheAmerican School Program from the Standpoint of the Nation-Cubberley .\nThe American School Program from the Standpoint of the State-Finegan ...\nThe American School Program from the Standpoint of the City-Ettinger ....\n\n188\n195\n\nTheAmerican School Program from the Standpoint of the Rural School-Hale .\nAddress of Welcome-Campbell ....\nVitizenship Through Education-Wood ...\n\n180\n\n202\n205\n208\n\nThe Place of the Junior College in Public Education- Dorsey .\n\n214\n\nThe Classical Investigation-West ....\n\n219\n\n[v]\n\n"}
{"page": 15, "printed_page": null, "text": "vi\n\nNATIONAL EDUCATION ASSOCIATION\n\nPAG\n\nHealth Aspect of the World's Children-Wilbur .\n\nThe Hope of the Nations-Sawayanagi .\nThe Meaning of the World Conference-Sainsbury .\nWomen in Education-Borghese .\n\n21\n\n22\n:\n22\n\n221\n\nIndia and the World-Rakhit .\n\n231\n\nEducation and World Progress-Thomas .\n\n231\n\nREPORTS OF COMMITTEES\n\nReport of the Committee on Salaries-Evenden .....\nReport of the Committee to Coöperate with Motion Picture Producers-Judd ..\nReport of the Committee on Character Education-Bennion ...\nReport of the Committee on the Reorganization of Elementary EducationJones\n\n241\n\n243\n250\n\n255\n\nReport of the Editorial Council-Bagley .....\nReport of the Committee on Health Problems in Education-Wood .\n\nReport of the Illiteracy Commission-Stewart .\n\n257\n259\n266\n\nReport of the Rural School Committee-Sims :\nCommittee on Rural Education .\n\nPublicity for Rural Education-Alexander .\nArousal of Interest on the Part of the People in their Own Schools-Dick\nThe Most Effective Administrative and Taxing Unit-Hines ......\nConsolidation of Rural Schools-Baylor and Muerman .\nThe Rural School Curriculum-Foght .....\nRural Teacher Training and Demonstration Schools-Sims .\n\n270\n271\n\n280\n281\n\n285\n303\n\n308\n\nRural School Administration and Supervision-Macdonald .\nThe County Superintendent-Steiner ..\n\n318\n\nCertification-Baker\n\n321\n\n320\n\nTests and Measurements in Rural Schools-Cram\n\n322\n\nSuggestions for County Surveys-Cook ..\n-Lathrop .\nStandardization of Rural Schools\n\n342\n345\n\nRural Health and Sanitation-Preston ...\n\n352\n\nRural Recreation and Social Life-Campbell ..\n\n358\n\nSocial Needs in Rural Life-Neale ...\n\n363\n364\n369\n\nSummary and Recommendations-Sims .\nReferences on Rural Education ..\n\nReport of the Committee on Tenure-Updegraff .\nReport of the Committee on Pensions-Carlson ..\n\n370\n376\n\nReport of the Committee on Coördination of Research Agencies-Newlon .....\n\n390\n\nReport of the Committee on Thrift-Chamberlain .\n\n393\n\nReport of the Committee to Coöperate with the American School Citizenship\nLeague-Andrews\nReport of the Legislative Commission-Strayer ...\nReport of the Committee to Coöperate with the American Legion-Gwinn ....\nReport of the Committee on Foreign Relations-Thomas ...\n\n396\n397\n399\n402\n\nNATIONAL COUNCIL OF EDUCATION\nCLEVELAND MEETING\n\nSecretary's Minutes\nPresident's Address-Concerning the Council-Gwinn .\n\n425\n\nThe Need of Professional Leadership in Education-Beveridge .......\nReport of Committee on the Reorganization of the Seventh, Eighth, and Ninth\n\n429\n\nGrades-Glass\n\n427\n\n433\n\nWays and Means for a Closer Union Between the School and the Non- School\nActivities-Wirt\n-\n\nReport of Committee on the Teaching of Democracy-Yocum ...\n\n444\n447\n\n"}
{"page": 16, "printed_page": null, "text": "vii\n\nCONTENTS\n\nPAGE\n\nReport of Committee on American Teachers' Colleges-Maxwell ..\n\n483\n\nReportof Committee on the Status of the American Woman Teacher-Force ..\n\n484\n\nConclusions Based on Questionnaire Concerning Certain Aspects of the Professional and Social Status of American Women Teachers-Threlkeld ....... 486\nThe Status of the Classroom Teacher-Adair .\n487\n\nThe Status of the Woman Teacher in Rural Districts-Bradford .\nReport of the Committee on Character Education-Bennion ....\n\n490\n491\n\nThe Possibilities of Part-Time Education-Small .\n\n494\n\nOpen Forum on Part-Time Education ..\nReportofCommittee on Health Problems in Education-Wood ..\n\n503\n\n501\n\nSAN FRANCISCO MEETING\n\n506\n508\n\nSecretary's Minutes\nOfficers for 1923-24.\n\nThe Continuity of Education in its Relation to Education for CitizenshipGwinn\n\n511\n\nEducational Progress in 1922-Finegan .\nSuspended Animation in English Education-Adams .\n\n515\n523\n\nObjectives of Part-Time Education for Boys-Brillhart .\n\n527\n531\n\nReport on Visual Education-Hines ..\nVisual Education in Community Center Work-Dorsey .\nThe Child and the Commercial Moving Picture-Jones ....\n\n534\n\n538\n\nVisual Aids and How to Handle Them-Crandall .\nThe Status of the American Woman Teacher-Force .\n\n540\n\nWoman's Personality in Teaching-Winship .\nSupervision by the Principals-Hamilton .\n\n544\n\nArtitude of the Teacher Toward Supervision-Newlon.\n\n548\n\n543\n\n545\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nSecretary's Minutes\nFundamental Objectives in Commercial Education as Viewed by the Personnel\nManager-Kelly\nTheFundamentals of Commercial Education as a Sales Manager Sees ThemMouser\n\n553\n\n554\n\n556\n\n558\n\nThe Psychology of Habit Formation-Breitwieser .\n\nAMethod of Teaching Typewriting Based Upon a Psychological Analysis of\nExpert Typing-Coover\n\n561\n\nDEPARTMENT OF CHILD HYGIENE\n\nSecretary's Minutes\n\n....\n\n568\n\nDEPARTMENT OF CLASSROOM TEACHERS\n569\nSecretary's Minutes\nThe Contribution of the Classroom Teacher Toward Progress in Education :\n578\nFrom the Viewpoint of the American Legion-Fisk ..\nFrom the Viewpoint of LaborDavis\n\n579\n\nMarsh\n\n580\n584\n588-\n\nFrom the Viewpoint of Agriculture-Kern .\nFrom the Viewpoint of Business-Reuterdahl ....\n\nFrom the Viewpoint of the Business and Professional Woman-Hatcher .\nClassroom Teachers' Organizations-Lang .\n\n593\n594\n\n1\n\n"}
{"page": 17, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nviii\n\nPAGE\n\nContribution of the Classroom Teacher Toward Progress in Education:\n606\n\nIn Securing Equal Salary for Equal Service-Sullivan ..\nIn the Interest of the Towner-Sterling Bill-Montgomery .....\nAs Seen by the Classroom Teacher of Hawaii-Ewaliko ...\nAs Seen by the President of the Department of Classroom TeachersMacGregor\n\n610\n\n616\n\n618\n\nDEPARTMENT OF DEANS OF WOMEN\n\nSecretary's Minutes ......\nThe Women's Foundation for Health-Nordfeldt .\nThe Extra-Mural Activities of a Dean of Women-What Shall They Be ?......\n\nYost\n\n621\n\n627\n631\n\nSocial Conditions Arising from the Inter-Racial Contacts on the CampusBlitz\nTalks to Freshmen- Their Content and Value-Brown ...\n\n632\n634\n\nThe Teaching Load of a Dean of Women in a State Teachers' CollegeRichards\n\n635\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\nSecretary's Minutes\nReport of the Committee on Standards for Educational Journals-Morgan ...\n\n637\n\n637\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n643\nSecretary's Minutes\nThe New Rural School and Its Interdependence with the City School System643\nStanley\n644\nThe New Elementary School Curriculum-Wilson .\n\nThe Elementary School Library Defined in Dollars and Cents- Certain ....... 646\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nCLEVELAND MEETING\n\nSecretary's Minutes\n\n653\n\nPossibilities of the Elementary School Principalship from the Superintendent's\nPoint of View-Weet..\n\n654\n\nThe Project Method from the Principal's Point of View-Agnew ...\n\n660\n\nOAKLAND MEETING\n\nSecretary's Minutes\n\n665\n\nDEPARTMENT OF HIGHER EDUCATION\n\n667\nSecretary's Minutes\nWhat the Colleges and Universities do to Elevate the Moral Tone of the Students-Jordan\n\n667\n\nDEPARTMENT OF IMMIGRANT EDUCATION\nCLEVELAND MEETING\n\nSecretary's Minutes\n\n669\nSAN FRANCISCO MEETING\n\nSecretary's Minutes\n\n671\n\nWhat is a Citizen ?-Dean ....\n\n676\n\nPractical Suggestions for the Organization of Citizenship Classes to Bring\nAbout Citizen's Participation- Woellner ,\n\n676\n\n"}
{"page": 18, "printed_page": null, "text": "CONTENTS\n\nix\n\nPAGE\n\nThe Plea of an Immigrant-Horvath ..\nWhy State Leadership is Needed for Immigrant Education-Vermillion .\n\n680\n\n682\n\nTypes of State Organization-Clark .....\n\n686\n\nRelation Between Schools and Other Social Agencies-Davis .\nThe Work of City Supervision-Smith ..\n\n690\n694\n\nAdministration of City Supervision in Work with the Foreign-bornBeglinger\nThe Work of a City Supervisor-Hennessey .\nCitizenship Ceremonies Godfrey\n\n695\n698\n699\n\nThe American Public Schools and Old-World Culture-Wilson .\n\n700\n\nTheAmericanization Program of Fresno County, California-Merrill .......\n\n701\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nSecretary's Minutes\n\n705\n\nThe Nature and Importance of Behavior in Early Childhood-Holmes ......\n\n707\n\nWhat Dominates Individual and Group Behavior-Podstata .\n\n708\n\nIrternal Factors Underlying Congenital Responses of Children-Stone ......\nThe Use of the Subconscious as an Ally in Education-Jackson .......\n\n712\n\nThe Needs of the Nursery Period-Morse ...\n\n714\n\nHow the Needs of the Kindergarten Period are Being Met-Alder ........\n\n716\n\nHow are the Needs of the Primary School Period Being Met ?-Harrison .....\n\n717\n\n710\n\nLIBRARY DEPARTMENT\n\nSecretary's Minutes\n\"Seventeen\" and the Reference Librarian-Fargo .......\nRecreational Reading as Part of the Present-day Curriculum-Hosic .\n\n724\n\n719\n721\n\nInstruction in the Use of Books and Libraries-Harris .\n\n725\n\nLibrary Resources and Objectives-Morgan ..\n\n727\n\nUnited States School Libraries in the Pacific Ocean-Lawrence .\n\n727\n\nLibrary Problems in Training Teachers-Wilson .\n\n730\n\nConference on Reading Cireles-Kerr ..\n\n731\n\nDEPARTMENT OF MUSIC EDUCATION\nSecretary's Minutes\nPresident's Address-Woods\n\n733\n734\n\nDEPARTMENT OF NORMAL SCHOOLS\nProgram\n\n737\n\nAMeasuring Stick for Libraries of Teacher-Training Institutions-Kerr.....\n\n737\n\nDEPARTMENT OF PHYSICAL EDUCATION\n\nSecretary's Minutes\n\n744\n\nDEPARTMENT OF RURAL EDUCATION\nCLEVELAND MEETING\n\nSecretary's Minutes\n\n745\n\nThe Economic Background of Rural Education-Sapiro .\n\n750\n\nWhat is Instructional Supervision-Dunn .\nWhat are the Activities of the State Supervisor that Directly Influence the\n\n758\n\nResults of Instruction-Holloway .\n\n764\n\n"}
{"page": 19, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nX\n\nPAGE\n\nA State Program for Improving Instruction in Reading-Davidson\n\n766\n\nThe Part of the County Superintendent in Rural School Supervision-Yawberg .\nThe Advantages of Geographic Districting in the Supervision of Rural\n\n772\n\nSchools\n\nRucker\n\n779\n\nPractical Standards for the Development of Rural Education Departments in\nNormal Schools and Teachers' Colleges-Root .\n\n784\n\nNecessity of the County Unit for the Efficient Administration of Rural SchoolsBurris\n\n789\n\nThe County Unit-Harris\nThe Beginnings of a County School System-Coon .\n\n796\n801\n\nThe County Unit in Montana-Trumper .........\nThe Standardization of Consolidated Schools-Campbell.\n\n805\n809\n\nA Comparative Study of Instruction in Consolidated and One-Teacher\nSchools\n\n812\n\nFoote\nOAKLAND MEETING\n\nSecretary's Minutes\n\n826\n\nSelling Rural Education to the Public in Kansas-Rarick ..\nThe Elements of Rural Civilization in the Course of Study for Country\n\n827\n\nSchools-Kern\n\n834\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\n\nSecretary's Minutes\n\n842\n......\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nSecretary's Minutes\nGreeting from the President of the Department .\nScience and Human Affairs—Millikan ...\nThe Role of Science in Education-Rowell ..\n\n843\n\n844\n845\n848\n\nConsiderations Which Led to the Proposal of a Six-Year Science SequenceCaldwell\n\nWhy Teach Science at All ?-Ritter .\n\n851\n854\n\nRelation Between College and Secondary School Science-Hildebrand ........\n\n856\n\nDEPARTMENT OF SECONDARY EDUCATION\n\nSecretary's Minutes\n\n861\n\nSchool Counseling and the Problem of Individual Differences Dickson ...... 864\n868\nSecondary School Counseling Based on Scientific Tests-Biedenbach ..\n873\nThe Social Life of the High School and Some of Its Problems-Hayes\nEducational Implications of the Social Program of the High School-Sturtevant\n\n878\n\nDEPARTMENT OF SUPERINTENDENCE\n\nSecretary's Minutes\nResolutions of the Department of Superintendence .\nSupreme Values in Education-Bryan ...\nOpening Addresses\nProgress in Education in 1922-Winship .\n\n881\n\n887\n889\n892\n893\n\nThe Reorganization of Education in the United States Government-Tigert.. 894\nWhat Constitutes American Citizenship ? Owsley .\n900\nReport of Committee on Status of Superintendent-Chadsey ....\n903\n\n"}
{"page": 20, "printed_page": null, "text": "CONTENTS\n\nxi\n\nPAGE\n\nSuggestions on the Report of Committee on Status of Superintendent-Engelhardt\n\n905\n\nAProgram for the Coming Year-Jones .\nBey Scouts\n-Cody\nOutdoor Gymnasium-Saam\n\n907\n\nJanitor Service-Condon\n\n913\n915\n\n910\n911\n\nStimulating the Growth of Teachers-Bair .\n\nChicago's Public School Classes for Crippled Children-Mortenson .\n\n916\n\nWhat I Most Desire of My Assistant Superintendent- Cole ..\n\n920\n\nWhatMay Be Done to Improve the Quality of Teaching-Hartwell ...\n\n922\n\nAProgram for the National Education Association-Owen .\nLeisure Time-Bailey\nEducation for Democracy-Baker\n\n924,\n925\n\nThe Cost and the Fiscal Administration of Schools :\n\n929\n\nSome Facts from the\n\nEducational Finance Inquiry-Strayer ....\n\nTheTax Problem in Relation to the Financing of Public Education-Haig ...\nTwo Phases of What the Schools Do in Relation to What They Cost-Bruner .\nWhat the Schools Do in Relation to What They Cost-Weet ..\nThe City School Budget-Moehlman .....\nBudget Making and Spending by the County-Harman ...\nBudgetMaking and Spending by the State-Graves .....\n\nPrinciples and Types of Curricular Development-Caldwell .\nKeeping the Curriculum Alive-Bengtson ....\n\n929\n\n933\n938\n944\n949\n\n955\n\n960\n962968\n\n971\nWho Shall Make the Course of Study and How ?-Horn ....\n975\nHow Modern Business May Aid in Reconstructing the Curriculum-Judd .\nThe Human Element in Curriculum Making-McAndrew .\n980\nResponsibility of the Board of Education in Modern School Organization986\nBentley\n\nOrganizing a State School System for Effective Service-Harris .\n\n990\n\nImmigrant Education-Steiner\n\n994\n\nThe Junior High School as an Aid in the Solution of Individual Pupil Adjustment\n-Bate\n\nThe Superintendent and His Teachers-Stark .\nPupil Progress by the Individual Method-Stoddard .\nSchool Provisions for the Exceptional Child-Buswell .\n\n994\n995\n\n996\n997\n\nEconomic and Administrative Value of the Platoon Plan in Junior High\nSchools\n-Tidwell\n\n998\n\nAdjusting the Junior High School Building to the Educational ProgramLewis\n\nThe Status of the Junior High School-Briggs .\nThe Place and Significance of Extra-Curricular Activities in the Junior High\nSchool\n-French\n\nSquare Pegs and Round Holes-Bruner ..\n\n999\n\n999\n1001\n1001\n\nAUnified, Universally Educated, Efficient Nation Demands a National System\n1003\nof Public Schools-Capen ......\nANationalized System of Education: The Spirit of Democracy, as Well as the\n\nAmerican Constitution, Requires that Education be Left to the States- Clark . 1004\nThe Pre-Service Training of Teachers-Suhrie .\n\n1006\n\nThe Training and Development of Teachers After Entering the ProfessionKelly\nThe Year-Round School-Weber\n\n1007\n\n1008\n\nBusiness Principles Applied to Educational Organization and AdministrationBorden\n\nVaking the School Curriculum-Wilson .\nResponsibility of the Superintendent to the Public-Ward .\nThe Superintendent's Relation to His Supervisors-Kimball .\n\n1009\n1010\n1012\n\n1013\n\n"}
{"page": 21, "printed_page": null, "text": "xii\n\nNATIONAL EDUCATION ASSOCIATION\n\nPAGE\n\nThe Superintendent's Relationship to His Principals-Clark ..\nSome Problems in Reorganizing Secondary Education-Pickell.\n\n1014\n\nA Comprehensive School Survey and its Consequences-Strayer .\n\n1016\n\nThe Principal's Multiple Functioning-Jones ...\n\n1018\n\n1015\n\nThe Elementary School Principal's Contribution to Public Education-Sargeant\n\n1019\n\nThe Place and Value of Extra-Curricular Activities in the High SchoolWinner\n\n1021\n\nThe Stabilizing Factor in Education-Lake .\n\n1023\n\nDEPARTΜΈΝΤ OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\nCLEVELAND MEETING\n\nProgram for Cleveland Meeting .\n\n1025\n\nExtending School Service in Part-Time and Evening School Classes-Edgerton . 1025\n\n1029\nWhat the Vocational Schools are Doing for Our Girls -McCauley .........\nIs Vocational Education an Essential Part of the Public School Program ?Lewis\n\n1032\n\nResponsibility of the State for a Program of Vocational Education-Wilson .. 1034\n\n1035\nProgram for San Francisco Meeting...\nTo What Extent Does Vocational Education in Agriculture Contribute in\n1036\nProducing a Trained Rural Citizenry-Skidmore ......\n\nVocational Education in California-Lee ....\nThe Need for Vocational Education of Women and Girls-Weeks\n\n1043\n\nIndex\n\n1051\n\n1039\n\n.....\n\n"}
{"page": 22, "printed_page": null, "text": "National Education Association of the\nUnited States\n1857-1870\nTHE NATIONAL TEACHERS ASSOCIATION\n\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPURPOSE-To elevate the character and advance the interests of the profes-\n\nsion of teaching and to promote the cause of popular education in the\nUnited States.\n\n/\nThe name of the association was changed at Cleveland, Ohio, on August\n15, 1870, to the \" National Educational Association.\"\n1870-1907\nNATIONAL EDUCATIONAL ASSOCIATION\n\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.\n1907-\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the \" National Educational Association.\" The charter was\n\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention\nheld July 10, 1907, at Los Angeles, California.\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\n\nSECTION 1. That the following-named persons, who are now officers and directors and trustees of the National Educational Association, a corporation organized\ninthe year eighteen hundred and eighty-six, under the Act of General Incorporation of the Revised Statutes of the District of Columbia, viz.: *Nathan C. Schaeffer,\n*Fliphalet Oram Lyte, John W. Lansinger, of Pennsylvania ; Isaac W. Hill, of\n\nAlabama ; Arthur J. Matthews, of Arizona ; John H. Hinemon, *George B. Cook,\nof Arkansas ; Joseph O'Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of\nCalifornia;\n\nAaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee, of Colorado ;\n\n•Deceased.\n\n[1]\n2\n\n"}
{"page": 23, "printed_page": null, "text": "2\n\nNATIONAL EDUCATION ASSOCIATION\n\nCharles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware; *J Ormond\nWilson, William T. Harris, Alexander T. Stuart, of the District of Columbia ;\nClem Hampton, of Florida; William M. Slaton, of Georgia; *Frances Mann, of\nIdaho ; J. Stanley Brown, *Albert G. Lane, Charles I. Parker, John W. Cook,\n*Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois ; *Nebraska Cropsey,\nThomas A. Mott, of Indiana; John D. Benedict, of Indian Territory ; John F. Riggs,\nAshley V. Storm, of Iowa ; John W. Spindler, Jasper N. Wilkinson, *A. V. Jewett,\n*Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky ;\n*Warren Easton, of Louisiana ; John S. Locke, of Maine; M. Bates Stephens, of\nMaryland ; Charles W. Eliot,\n\nMary H. Hunt, Henry T. Bailey, of Massachusetts;\n\nHugh A. Graham, Charles G. White, William H. Elson, of Michigan; William F.\nPhelps, Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of\nMississippi ; *F. Louis Soldan, James M. Greenwood, William J. Hawkins, of\nMissouri ; * Oscar J. Craig, of Montana; George L. Towne, of Nebraska ; Joseph E.\nStubbs, of Nevada ; James E. Klock, of New Hampshire ; *James M. Green, John\nEnright, of New Jersey; Charles M. Light, of New Mexico; *James H. Canfield,\nNicholas Murray Butler, William H. Maxwell, Charles R. Skinner, *Albert P.\nMarble, James C Byrnes of New York; James Y. Joyner, Julius Isaac Foust, of\nNorth Carolina;\n\nPitt Gordon Knowlton, of North Dakota; Oscar T. Corson,\n\nJacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma ; * Charles Carroll Stratton, Edwin D. Ressler, of Oregon ;\n\nThomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson,\nRobert P. Pell, of South Carolina ; Moritz Adelbert Lange, of South Dakota ;\n*Eugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas ; David H. Christensen,\n\nof Utah; Henry O. Wheeler, Isaac Thomas, of Vermont, Joseph L. Jarman, of\nVirginia ; Edward T. Mathes, of Washington; T. Marcellus Marshall, Lucy Robinson, of West Virginia ; * Lorenzo D. Harvey, of Wisconsin ; *Thomas T. Tynan,\nof Wyoming ; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F.\nGriffiths, of Hawaii ; C. H. Maxson, of the Philippine Islands; and such other\npersons as now are or may hereafter be associated with them as officers or members\nof said Association, are hereby incorporated and declared to be a body corporate\nof the District of Columbia by the name of the \" National Education Association\nof the United States,\" and by that name shall be known and have perpetual succession with the powers, limitations, and restrictions herein contained.\n\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\n\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 Art\nEducation ; seventh, of Kindergarten Education; eighth, of Music Education ; ninth,\nof Secondary Education; tenth, of Business Education ; eleventh, of Child Study ;\ntwelfth, of Physical Education ; thirteenth of Natural Science Instruction ; fourteenth,\n\nof School Administration ; fifteenth, the Library Department; sixteenth, of Special\nEducation; seventeenth, of Indian Education; the powers and duties and the number\nand names of these departments and of the National Council of Education may be\n\nchanged or abolished at the pleasure of the corporation, as provided in its by-laws.\nSEC. 3. That the said corporation shall further have power to have and to use\na common seal, and to alter and change the same at its pleasure; to sue or to be\n\nsued in any court of the United States, or other court of competent jurisdiction ;\nto make by-laws not inconsistent with the provisions of this act or of the Constitution of the United States; to take or receive, whether by gift, grant, devise,\nbequest, or purchase, any real or personal estate, and to hold, grant, convey, hire,\nor lease the same for the purpose of its incorporation; and to accept and administer any trust of real or personal estate for any educational purpose within the\nobjects of the corporation.\n\n"}
{"page": 24, "printed_page": null, "text": "ACT OF INCORPORATION\n\n3\n\nSEC. 4. That all real property of the corporation within the District of Columbia\nwhich shall be used by the corporation for the educational or other purposes of the\n\ncorporation as aforesaid, other than the purposes of producing income, and all personal property and funds of the corporation held, used, or invested for educational\npurposes aforesaid, or to produce income to be used for such purposes, shall be exempt\nfrom taxation ; provided, however, That this exemption shall not apply to any property of the corporation which shall not be used for, or the income of which shall not\nbe applied to, the educational purposes of the corporation ; and, provided further,\nThatthe corporation shall annually file, with the Commissioner of Education of the\n\nUnited States, a report in writing, stating in detail the property, real and personal,\nheld by the corporation, and the expenditure or other use or disposition of the\nsame, or the income thereof, during the preceding year.\nSEC\n. 5. That the membership of the said corporation shall consist of three\n\nclasses of members-viz., active, associate, and corresponding-whose qualifications, terms of membership, rights, and obligations shall be prescribed by the by- laws\nof the corporation.\nSEC. 6. That the officers of the said corporation shall be a President, twelve Vice-\n\nPresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee,\nand a Board of Trustees .\n\nTheBoard of Directors shall consist of the President, the First Vice-President, the\nSecretary, the Treasurer, the Chairman of the Board of Trustees, and one additional\nmember from each State, territory, or district, to be elected by the active members\nfor the term of one year, or until their successors are chosen, and of all life\ndirectors of the National Educational Association. The United States Commissioner\n\nof Education, and all former presidents of the said Association now living, and all\n\nfuture Presidents of the Association hereby incorporated, at the close of their respective terms of office, shall be members of the Board of Directors for life. The\n\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrustedto the Board of Trustees; and shall possess such other powers as shall be\nconferred upon them by the by-laws of the corporation.\nThe Executive Committee shall consist of five members, as follows : the President\nof the Association, the First Vice- President, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be chosen annually by the\nBoard of Directors, to serve one year. The said commitee shall have authority to\nrepresent, and to act for the Board of Directors in the intervals between the meetings\nof that body, to the extent of carrying out the legislation adoped by the Board of\nDirectors under general directions as may be given by said 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, who\nshall be a member ex officio during his term of office. At the first meeting of\n\nthe Board of Directors, held during the annual meeting of the Association, at\nwhich they were elected, they shall elect one trustee for the term of four years .\nA.l vacancies occurring in said Board of Trustees, whether by resignation or\notherwise, shall be filled by the Board of Directors for the unexpired term; and\nthe absence of a trustee from two successive annual meetings of the board shall\nforfeit his membership.\nSEC. 7. That the invested fund now known as the \" Permanent Fund of the\n\nNational Educational Association,\" when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the safekeeping and\ninvestment of such fund, and of all other funds which the corporation may receive\n\nby donation, bequest, or devise. No part of the principal of such Permanent Fund\ner its accretions shall be expended, except by a two thirds vote of the active\n\nmembers of the Association present at any annual meeting, upon the recommendaton of the Board of Trustees, after such recommendation has been approved by\nvote of the Board of Directors, and after printed notice of the proposed expendi\n\n"}
{"page": 25, "printed_page": null, "text": "4\n\nNATIONAL EDUCATION ASSOCIATION\n\nture has been mailed to all active members of the Association.\n\nThe income of the\n\nPermanent Fund shall be used only to meet the cost of maintaining the organization of the Association and of publishing its annual volume of Proceedings,\n\nunless the terms of the donation, bequest, or devise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment of all bills approved\nby the Board of Directors, or by the President and Secretary of the Association\n\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 $ 500 that shall remain in the hands of the Treasurer after paying the\nexpenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the\nensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall\nalso be Secretary of the Executive Committee, and shall fix the compensation and\nthe term of his office for a period not to exceed four years.\nSEC. 8. That the principal office of the said corporation shall be in the city of\n\nWashington, D. C.; provided, That the meetings of the corporation, its officers, committees, and departments, may be held, and that its business may be transacted, and\nan office or offices may be maintained, elsewhere, within the United States, as may\nbe determined by the Board of Directors, or otherwise in accordance with the\nby-laws.\nSEC. 9. That the charter, constitution, and by-laws of the National Educational\nAssociation shall continue in full force and effect until the charter granted by\n\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,\n\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\n\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt by-laws, to elect officers to succeed those whose terms have expired or\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 in corporated shall thereupon, if the charter granted by this act be accepted,\n\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\n\nthe District of Columbia and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\nlast-named Association, or any other person having charge of any of the securities,\n\nfunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Pro-\n\nvided, That a verified certificate executed by the presiding officer and secretary of\nsuch annual meeting, showing the acceptance of the charter granted by this act by the\nNational Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided further, That\n\nin the event of the failure of the Association to accept the charter granted by this act\nat said annual meeting then the charter of the National Educational Association and\n\nits incorporate existence shall be and are hereby extended until the thirty- first day\nof July, nineteen hundred and eight, and at any time before said date its charter\nmay be extended in the manner and form provided by the general corporation of\nthe District of Columbia.\n\nSEC. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property hertofore mentioned, nor\nshall any liability or obligation, or the payment of any sum due or to become due,\nor any claim or demand, in any manner, or for any cause existing against the\n\n"}
{"page": 26, "printed_page": null, "text": "BY-LAWS\n\n5\n\nsand 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 its 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.\n\nSEC. 11. The 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\n\nby a representative assembly composed of delegates apportioned, elected, and\ngoverned in accordance with the provisions of the by-laws adopted by said\ncorporation.\n\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National EducatianAssociation of the United States by the active members of the National Educa-\n\ntional Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\n\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\n\nAssociation of the United States by the active members thereof in annual session at\nSaltLake City, Utah, July 9, 1920.\nBY- LAWS\nComplete as amended at the Annual Business Meeting of the Representative\nAssembly, Oakland, California, July 6, 1923. Amendments made at\nthe Oakland meeting are in italics.)\nARTICLE I-MEMBERSHIP\nSECTION\n\n1\n.\n\nThe membership of the National Education Association of the\n\nUnited States shall consist of three classes, Active, Associate, and Corresponding,\n\nwhose qualifications, rights, and obligations shall be as hereinafter prescribed.\nSEC. 2. Active members of the Association shall be those actively engaged in\nthe profession of teaching or other educational work at the time of their becoming\nmembers.\n\nSEC. 3. The annual dues of an active member shall be $2.00, which shall entitle\nhim to attend all meetings of the Association and its several departments, to\nreceive The Journal free, and, on application, to secure all publications of the\nAssociation at a price fixed by the Publication Committee, which shall be the\napproximate cost. By the payment of annual dues of $5.00 an active member\nshall receive, in addition to The Journal, without application or other condition,\nthe volume of Proceedings and all other regular publications of the Association,\nmcluding reports of committees and all special bulletins and announcements\n@hen issued.\n\nSEC. 4 All life members and life directors shall have all the rights and privileges of active members without the payment of annual dues, and shall receive\ntree without application or condition the publications of the Association.\n\nSEC. 5. Associate members of the Association shall be persons who are not\nactively engaged in the profession of teaching, but interested in the promotion of\ncation. The annual dues of an associate member shall be the same as the dues\n\nan active member, and he shall have the same rights and privileges excepting\nright to vote and hold office.\n\n"}
{"page": 27, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6\n\nSEC. 6. Eminent educators not residing in America may be elected by the\nBoard of Directors as corresponding members. The number of corresponding\nmembers shall not at any time exceed fifty. They shall pay no dues and may\n\nreceive free the publications of the Association.\nSection 7. The membership year shall be from September I to August 31. All\nmembership dues paid during the membership year shall be credited to that year\nunless otherwise requested.\nSection 8. The annual dues of members shall be sent to the Secretary on or\nbefore November 1. An active member failing to pay his dues as herein provided\n\nshall forfeit the privileges of membership and after being in arrears one half year\nbe dropped from the list of members.\nSEC. 9. The Secretary of the Association shall furnish each member of the\nAssociation a Membership Card, declaring him to be a member of the National\nEducation Association for the year for which his dues are paid, and as such\nentitled to all the rights and privileges granted by the charter and by-laws of the\nAssociation.\n\nSEC. 10. The right to vote shall be limited to active members of the Association whose dues are paid. The right to hold office in the Association or in any\ndepartment shall be limited to active members whose dues are paid. The right to\nvote and hold office in the Council shall be limited to members of the Council\n\nwhose dues are paid. Each active member shall have one vote.\nARTICLE II— ELECTION OF OFFICERS, REPRESENTATIVE\n\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\nSECTION 1.\n\nThe election of officers and transaction of business at the annual\n\nbusiness meeting shall be by a Representative Assembly composed of delegates\napportioned, elected, and governed as hereinafter provided.\nSEC. 2. The President, Vice-Presidents, Treasurer, and Directors of the Association\nshall be chosen by the Representative Assembly by ballot, at the annual business\nmeeting, a majority of the votes cast being necessary for a choice. They shall\ncontinue in office until the close of the annual meeting subsequent to their election,\nand until their successors are chosen, except as herein provided. The Secretary\nand the Treasurer shall enter upon their duties at a date which shall be determined\n\nby the Board of Trustees and which shall not be later than the first of October and\nshall continue in office during the terms for which they are separately chosen and\nuntil their successors are duly elected.\nSEC. 3. The State Teachers Association or Educational Association of a State,\n\nterritory, or district, may become affiliated with the National Education Association and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a State unit in the organization of the National Education\nAssociation and as such shall be entitled to representation in the Representative\nAssembly as hereinafter provided. The annual dues of an Affiliated State Associa-\n\ntion shall be $10 for each delegate to which said State shall be entitled, with\na maximum of $100. Said Association shall receive without application, or other\ncondition, all regular publications of the National Education Association, including\n\nthe volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\n\nSEC. 4. A local educational association or teachers' organization within a State,\n\nterritory, or district, may affiliate with the National Education Association and\nshall be designated an Affiliated Local Association. Each Affiliated Local Association shall be a local unit in the organization of the National Education Association and as such shall be entitled to representation in the Representative Assembly\nas hereinafter provided. The annual dues of an Affiliated Local Association shall\nbe $5, which shall entitle said Association to receive without application, or other\n\ncondition, all regular publications of the National Education Association, including\nthe volume of Proceedings, reports of committees, and all bulletins and announcements when issued.\n\n"}
{"page": 28, "printed_page": null, "text": "BY-LAWS\n\n7\n\nSEC. 5. Each Affiliated Association, both State and local, shall be furnished a\ncertificate of membership and shall be entitled to the active assistance and support of the National Education Association in promoting the interest of such\nAffiliated Association and its members in so far as such interest come within the\n\npurpose and object of the National Education Association as set forth in its\ncharter. The Secretary of the National Education Association shall, with the\n\nadvice and approval of the Executive Committee, make such arrangements for\nmutual coöperation between the National Education Association and the State\n\nand Local Affiliated Associations as will promote the welfare of all and advance\nthe interests of the teaching profession.\nSEC. 6. Each Affiliated State Association shall be entitled to elect one delegate\n\nand one alternate to the Representative Assembly for each one hundred of its members, or major fraction thereof, who are active members of the National Education\nAssociation, up to five hundred such active members, and thereafter one delegate\nand one alternate for each five hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association. Such delegates\nshall 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\n\nmembers, or major fraction thereof, who are active members of the National\nEducation Association. Such delegates shall be designated Local Delegates .\nSEC. 8.\n\nOnly active members of the National Education Association shall be\n\neligible to be delegates to the Representative Assembly, and to vote in the election\not delegates in a State or Local Affiliated Association. An active member shall\nhe permitted to vote for the election of delegates in but one Affiliated Local\n\nAssociation. For determining the apportionment of delegates, an active member\nmay be counted in two affiliated associations, and no more; and that one of these\nsmall be the State Association.\n\nSEC. 9. The officers of the National Education Association as named in the\ncharter and the State Superintendent or Commissioner of Education of each State,\n\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. In case of a tie the President shall cast the deciding vote.\nSEC\n. 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. The Secretary shall turn over such credentials\nto the Credential Committee, when appointed, with such information thereon as\nmay be obtained from the records of the Association. The Representative Assembly\nshall be the final judge of the qualifications of delegates. The delegates shall have\nequal rights and each shall have one vote. Meetings of the Representative\nAssembly shall be open to the active members of the Association who shall be\nprivileged to address the Assembly on subjects pertaining to the Association. The\nRepresentative Assembly shall adopt rules of procedure which shall not conflict\nwith the charter and by-laws of the Association. It shall recommend an equitable\nplan for paying the expenses of delegates to the annual business meeting of the\nAssociation.\n\nSEC. 11. The officers shall be permitted to hold meetings other than for business\npurposes and expenses therefor shall be provided.\nARTICLE III-DUTIES OF OFFICERS\n\nSECTION 1. The President shall preside at all meetings of the Association, and\nstali perform the duties usually devolving upon the chief executive of such an\n\nsciation. In his absence, the ranking Vice-President who is present shall prewde, and in the absence of all Vice-Presidents a chairman pro tempore shall be\nriected. The President shall prepare the program for the general sessions of\n\n"}
{"page": 29, "printed_page": null, "text": "8\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe annual meeting of the Association, and, with the approval of the Executive\nCommittee, shall determine the time and place of the general meeting of the\n\nAssociation and of the various departments not definitely fixed by these by-laws,\nand shall have the power to require such changes to be made in the programs of\nthe Council and the departments as will promote the interest of the annual meet-\n\ning. The President shall be a member ex officio of the Board of Trustees and\nChairman of the Board of Directors and of the Executive Committee. He shall\n\nsign all bills approved for payment by the Board of Directors, and all bills\napproved or authorized by the Executive Committee between the meetings of the\nBoard of Directors. On the expiration of his term of office as President, he\nshall become First Vice-President for the ensuing year, and shall be chairman\nex officio of the Committee on Publication.\n\nSEC. 2. The Secretary shall keep a full and accurate record of the proceedings\nof the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the Asso-\n\nciation 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\n\ndue the Association and pay the same each month to the Treasurer, shall countersign\nall bills approved for payment by the Board of Directors, or by the Executive Committee in the interval between the meetings of the Board of Directors, or on the\n\napproval of the President acting under authority of the Board of Directors, or Executive Committee. The Secretary shall have his records present at all meetings\n\nof the Association, of the Board of Directors, and of the Executive Committee. He\nshall keep a list of members and shall revise said list annually. He shall be\nSecretary 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\n\nthe Treasurer and the Board of Trustees. He shall give such bond for the faithful\nperformance of his duties as may be required by the Board of Trustees. He shall\nsubmit his annual report to the Executive Committee not later than July I prior to\n\nthe annual meeting of the Association, which report shall be transmitted to the\nBoard of Directors at its annual meeting. At the expiration of his term of office, he\n\nshall transfer to his successor all money, books, and other property in his possession belonging to the Association. The Secretary shall not print, publish, nor dis-\n\ntribute any official report or other document without the approval of the Publication Committee.\n\nSEC. 3. The Treasurer shall receive from the Secretary and under the direction\nof the Board of Trustees shall hold in safekeeping all moneys paid to the Association; shall pay the same only upon the order of the Board of Trustees; shall\nnotify the President of the Association and the Chairman of the Board of Trustees\nwhenever the surplus funds in his possession exceed five hundred dollars ; shall keep\nan exact account of his receipts and expenditures, with vouchers for the latter; and\n\nsaid accounts, ending on the thirty-first day of May of each year, he shall render to\nthe Executive Committee not later than July 1, and when approved by said committee they shall be transmitted by the committee to the Board of Directors at the first\nregular meeting of the board held during the week of the annual meeting and to the\nRepresentative Assembly at the annual business meeting. The Treasurer shall give\n\nsuch bond for the faithful performance of his duties as may be required by the\nBoard of Trustees. At the expiration of his term of office, he shall transfer to his\nsuccessor all moneys, books, and other property in his possession belonging to the\nAssociation.\n\nSEC. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 6 of Article I of these by-laws, shall elect members of the National\n\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 meet\n\n"}
{"page": 30, "printed_page": null, "text": "9\n\nBY- LAWS\n\ning of the Association, the Council of Education, and the departments. The Board\nof Directors shall approve all bills incurred under authority of the Board of\n\nDirectors, the Executive Committee, or the President and Secretary acting under the\nauthority of the Board of Directors or Executive Committee, shall appropriate from\nthe current funds of the year the amounts of money ordered by the Representative\nAssembly at the annual business meeting for the work of all special committees of\nresearch and investigation authorized and provided for at the annual business\nmeetings, shall make a full report of the financial condition of the Association\nincluding the reports of the Secretary, the Treasurer, and the Board of Trustees)\nto the Representative Assembly at the annual business meeting, and shall do all in\nits 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\n\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 by\n\nany of its departments; it shall recommend the amount of money to be appropriated for such investigations. When such special committees are provided for\nand duly authorized by the Representative Assembly at the annual business meet-\n\ning, the Executive Committee shall have general supervision of them, shall receive\nand consider all reports made by them, and shall print such reports, and present\nthe same, together with the reports received from the Secretary, the Treasurer, and\ntheBoard of Trustees and the recommendations of the Executive Committee thereon,\nto the Representative Assembly at the annual business meeting. All such special\ncommittees shall be appointed by the President of the National Education Association.\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors, Board of Trustees,\nandthe office of Secretary.\n\nSEC. 6. The Board of Trustees shall require of the Secretary and Treasurer\nbonds of such amount as may be determined by said board for the faithful performance of their duties, shall make a full report of the finances of the Association\n\nto the Executive Committee not later than July 1 prior to the annual meeting of the\nAssociation, which report shall be transmitted by the Executive Committee to the\nBoard of Directors at the first regular meeting of the board held during the week\nof the annual meeting of the Association. It shall choose annually its own Chairman and Secretary.\nARTICLE IV-THE NATIONAL COUNCIL OF EDUCATION\n\nSECTION 1. The National Council of Education shall discuss educational questhons of public and professional interest ; propose to the Executive Committee, from\n\ntime to time, suitable subjects for investigation and research; have a report made\nat its annual meeting on \" Educational Progress During the Past Year \" ; and in\nother ways use its best efforts to further the objects of the Association and to promote the cause of education in general.\nSFC. 2.\n\nThe National Council of Education shall consist of one hundred and\n\ntwenty regular members, selected from the active membership of the National\n\nEducation Association. Any active member of the Association is eligible to membership in the Council and each member shall be elected for six years and until\nhis successor is elected.\n\nSEC. 3. The annual election of members of the Council shall be held at the\n\ntime of the annual meeting of the Association.\n\nThe Board of Directors of the\n\nAssociation shall annually elect ten members and the Council ten members, and\nrach body shall fill all vacancies in its quota of members. No State, territory, nor\ndistrict in the United States shall have at one time more than seven regular members in the Council.\n\n"}
{"page": 31, "printed_page": null, "text": "10\n\nNATIONAL EDUCATION ASSOCIATION\n\nSEC. 4. The annual meeting of the Council shall be held during the week of\nthe annual meeting of the Association.\nSEC. 5. The absence of a regular member from two successive annual meetings\n\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 member-\n\nship in the Association with the privilege of attending the regular sessions of the\nCouncil and participating in its discussions. A member who discontinues or forfeits\nhis active membership in the Association forfeits his membership in the Council.\nSEC. 6. The officers of the Council shall consist of a President, a Vice-President,\na Secretary, and such standing committees as may be prescribed by its by-laws,\nall of whom shall be regular members of the Council. The Secretary of the Council\n\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 bylaws for its government not inconsistent with the act of incorporation or the by-laws\n\nof the Association ; provided, That such by-laws be submitted to, and approved by,\nthe Board of Directors of the Association before they shall become operative.\n\nSEC. 8. The powers and duties of the Council may be changed or the Council\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 V-DEPARTMENTS\n\nSECTION 1. The following departments are now ( 1923) in existence, to wit :\nThe departments, first, of Superintendence; second, of Normal Schools and Teachers '\n\nColleges ; third, of Elementary Education; fourth, of Higher Education; fifth, of\nVocational Education; sixth, of Kindergarten Education ; seventh, of Music Education; eighth, of Secondary Education, ninth, of Business Education; tenth, of\n\nChild Hygiene ; eleventh, of Physical and Health Education; twelfth, of Science\nInstruction; thirteenth, of School Administration ; fourteenth, the Library Department; fifteenth, of Rural Education, sixteenth, of Classroom Teachers ; seventeenth,\nof the Wider Use of Schoolhouses ; eighteenth, of Educational Publications ; nineteenth, of Deans of Women; twentieth, of Elementary School Principals; twentyfirst, of Immigrant Education ; twenty-second, of Visual Instruction.\nSEC. 2. Each department shall have the right to fix the qualifications of its members for the purpose of electing officers and transacting the other business of the\n\ndepartment; provided, Active members of the Association, and no others, shall be\neligible to such department membership, and provided also that all active members\nof the Association shall be permitted to attend the professional programs and discussions of any department.\n\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 time\n\nas may be determined by said department, subject to the approval of the Board of\nDirectors of the Association.\n\nSEC. 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. Each\ndepartment shall be limited to two sessions, with formal programs, unless otherwise ordered by the President of the Association, except that a third session of business or informal round-table conference may be held at the discretion of the department officers.\n\nSEC. 5. The officers of each department shall consist of a President, a VicePresident, and a Secretary, who shall be elected at the last formal session of the\n\n"}
{"page": 32, "printed_page": null, "text": "BY-LAWS\n\n11\n\ndepartment to serve one year and until their successors are duly elected, and who\nshall, at the time of their election, be active members of the association.\n\nIn case\n\nthere is a vacancy in the office of President of any of the departments, it shall be\nfilled by an appointment made by the President of the Association. Any other\ndepartmental vacancy shall be filled by appointment made by the President of the\ndepartment. Any department may provide for the creation of an executive committee\nand assign to it any duties consistent with the purposes of the department, and the\ncharter 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\nofthe Association without the consent of the Executive Committee of the Association.\n\nSEC. 7. All departments shall have equal rights and privileges, with the exception stated 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. Each department may be governed by its own regulations in so far\nasthey 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\nBoard of Directors taken at a regular meeting of the Board, or by a two thirds\n\nvote of the Representative Assembly at any annual business meeting ; provided\nThat awritten application for said department, with title and purpose of the same,\nshall have been made at the regular meeting of the board next preceding the\n\none at which action is taken, or at the preceding annual business meeting, by\nat least twenty-five members engaged or interested in the field of labor in the\ninterest of which the department is purposed to be established. A department\nalready established may be discontinued by the Board of Directors upon a two\nthirds vote taken at a regular meeting, or by a two thirds vote of the Representa-\n\ntiveAssembly 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\nbediscontinued when it fails to hold a regular meeting for two successive years.\n\nSEC. 9. Any department, by a two thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\ntheAssociation. Such membership fees shall be paid to the Secretary of the department who shall transmit them monthly to the Secretary of the Association. Such\nfunds shall be added to the department's allowance from the Association and shall\n\nbe used for the work of said department only, and shall be disbursed upon the\nrecommendation of the executive officers of the department in the same manner as\nother funds of the Association are disbursed.\nARTICLE VI-COMMITTEES\n\nSECTION 1. At the regular meeting of the Board of Directors on the first day\nof the annual meeting, the president shall appoint an Auditing Committee consisting 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\n\nsame, as provided in Section 6 of this article ; and the committee shall report\nits findings atthe meeting of the Representative Assembly.\nSFC. 2. On the first day of the annual meeting of the Association, at such time\n\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 delegates from the Secretary and report thereon to the Representative Assembly.\nSEC. 3. The Committee on Nominations shall meet on the third day of the\n\nannual meeting at 9.00 A. M., at a place designated by the president of the Associa\n\n"}
{"page": 33, "printed_page": null, "text": "12\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion, 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 meet-\n\ning of Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said committee without discussion.\n\nThis committee shall re-\n\nceive and consider all resolutions proposed by active members, or referred to it\nby the President; some time during the second day of the annual meeting of the\n\nAssociation the committee shall hold a meeting, at a place and time to be announced\nin the printed program, for the purpose of receiving proposed resolutions and\nhearing 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.\n\nSEC. 6. Within thirty days prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm, or corporation\nlicensed to do business as expert accountants; the accountants so appointed shall\nexamine the accounts, paper, and vouchers of the Secretary, the Treasurer, and\n\nthe Board of Trustees, and compare the same, and shall also examine the securities\nof the Permanent Fund held by the Board of Trustees.\n\nThe report of said ac-\n\ncountants shall be filed with the President before the opening day of the annual\nmeeting of the Association, and shall be by him submitted with such comments\nas he may think proper, to the Board of Directors, at their meeting held on the\nfirst day of the annual meeting of the Association.\nARTICLE VII-MEETINGS\n\nSECTION 1. A stated meeting of the Association, of the Council of Education,\nand of each department shall be held annually at such time and place as shall be\n\ndetermined by the Board of Directors or the Executive Committee acting for the\nboard in accordance with these by-laws. An annual meeting of the Association\nand its subordinate bodies may be omitted for an extraordinary cause, upon the\nwritten consent of two thirds of the directors of the Association, obtained by the\nExecutive Committee.\n\nSEC. 2. The annual business meeting of the Representative Assembly shall\nbegin on the second day of the annual meeting at 9.00 A. M. A regular meeting of\nthe Board of Directors shall be held on the first day of the annual meeting at\n10.30 A. M. The first regular meeting of the new Board of Directors shall be held\nas soon as practicable and within twenty-four hours after the close of the last\nsession of the annual meeting, the place and time of the meeting to be announced\nin the printed program. The Board of Trustees shall hold its annual meeting at\n\nsome convenient time and immediately following the meeting of the new Board\nof Directors referred to above in this section. Special meetings of the trustees\n\nmay be called by the chairman, and shall be called on request of the majority of\nthe Board of Trustees. Due notice of all meetings of the Board of Trustees shall\nbe given to every member of the board by the Secretary thereof.\nARTICLE VIII- PROCEEDINGS\n\nSECTION 1. The proceedings of the Association, the Council, the departments,\nthe commissions and committees, shall be published at the discretion of and under\nthe direction of a committee appointed by the Executive Committee, provided,\nThat in the opinion of the Executive Committee the funds of the Association warrant\n\nthe publication. Each member of the Association shall be entitled to a copy of the\nProceedings .\n\n"}
{"page": 34, "printed_page": null, "text": "BY-LAWS\n\n13\n\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\n\npaper, lecture, or address be published in the Proceedings without the approval\nof the Publication Committee.\nARTICLE IX- QUORUM\n\nSECTION 1. Representatives from twenty-five States and territories shall constitute a quorum in all meetings of the Representative Assembly and of the Board\nofDirectors.\nARTICLE X-APPROPRIATIONS\n\nSECTION 1. Unless otherwise ordered by the Representative Assembly at the\nannual business meetings, not less than 10 per cent of the gross income of the\n\nAssociation each year shall be set aside for such educational investigations and\nstudies as may be ordered in accordance with Section 5 of Article III .\nARTICLE XI-AMENDMENTS\n\nSECTION 1.\n\nThese by-laws may be altered or amended at the annual meeting\n\nof the Representative Assembly by unanimous vote, or by a two thirds vote of the\nRepresentative Assembly if the alteration or amendment shall have been proposed\nin writing at the annual business meeting next preceding the one at which action\nis taken, and due announcement of the proposed action shall have been made in\nthe official publication of the Association.\n\n"}
{"page": 35, "printed_page": null, "text": "12\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion, 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.\n\nThis committee shall re-\n\nceive and consider all resolutions proposed by active members, or referred to it\nby the President; some time during the second day of the annual meeting of the\n\nAssociation the committee shall hold a meeting, at a place and time to be announced\nin the printed program, for the purpose of receiving proposed resolutions and\nhearing those who may wish to advocate them.\n\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\n\nAssociation, the President shall appoint a competent person, firm, or corporation\nlicensed to do business as expert accountants ; the accountants so appointed shall\n\nexamine the accounts, paper, and vouchers of the Secretary, the Treasurer, and\nthe Board of Trustees, and compare the same, and shall also examine the securities\nof the Permanent Fund held by the Board of Trustees. The report of said accountants shall be filed with the President before the opening day of the annual\nmeeting of the Association, and shall be by him submitted with such comments\nas he may think proper, to the Board of Directors, at their meeting held on the\nfirst day of the annual meeting of the Association.\nARTICLE VII-MEETINGS\n\nSECTION 1. A stated meeting of the Association, of the Council of Education,\n\nand of each department shall be held annually at such time and place as shall be\ndetermined by the Board of Directors or the Executive Committee acting for the\n\nboard in accordance with these by-laws. An annual meeting of the Association\nand its subordinate bodies may be omitted for an extraordinary cause, upon the\nwritten consent of two thirds of the directors of the Association, obtained by the\nExecutive Committee.\n\nSEC. 2. The annual business meeting of the Representative Assembly shall\nbegin on the second day of the annual meeting at 9.00 A. M. A regular meeting of\nthe Board of Directors shall be held on the first day of the annual meeting at\n10.30 Α. Μ. The first regular meeting of the new Board of Directors shall be held\nas soon as practicable and within twenty-four hours after the close of the last\nsession of the annual meeting, the place and time of the meeting to be announced\nin the printed program. The Board of Trustees shall hold its annual meeting at\nsome convenient time and immediately following the meeting of the new Board\nof Directors referred to above in this section. Special meetings of the trustees\nmay be called by the chairman, and shall be called on request of the majority of\nthe Board of Trustees. Due notice of all meetings of the Board of Trustees shall\nbe given to every member of the board by the Secretary thereof.\nARTICLE VIII-PROCEEDINGS\n\nSECTION 1. The proceedings of the Association, the Council, the departments,\nthe commissions and committees, shall be published at the discretion of and under\nthe direction of a\n\ncommittee appointed by the Executive Committee, provided,\n\nThat in the opinion of the Executive Committee the funds of the Association warrant\nthe publication. Each member of the Association shall be entitled to a copy of the\nProceedings.\n\n"}
{"page": 36, "printed_page": null, "text": "BY- LAWS\n\n13\n\nSEC. 2. No paper, lecture, nor address shall be read before the Association or\n\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\nofthe Publication Committee.\n\nARTICLE IX- QUORUM\n\nSECTION 1. Representatives from twenty-five States and territories shall constitute a quorum in all meetings of the Representative Assembly and of the Board\nofDirectors,\nARTICLE X -APPROPRIATIONS\n\nSECTION 1. Unless otherwise ordered by the Representative Assembly at the\nannual business meetings, not less than 10 per cent of the gross income of the\nAssociation each year shall be set aside for such educational investigations and\nstudies as may be ordered in accordance with Section 5 of Article III .\nARTICLE XI-AMENDMENTS\n\nSECTION 1.\n\nThese by-laws may be altered or amended at the annual meeting\n\nofthe Representative Assembly by unanimous vote, or by a two thirds vote of the\nRepresentative Assembly if the alteration or amendment shall have been proposed\ninwriting at the annual business meeting next preceding the one at which action\nis taken, and due announcement of the proposed action shall have been made in\nthe official publication of the Association.\n\n"}
{"page": 37, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\n\nNATIONAL EDUCATION ASSOCIATION\n\nOF\n\nTHE UNITED\n\nSTATES\n\nCERTIFICATE\n\nof Acceptance of Charter and Adoption of By-Laws under the Act of Congress\napproved June 30, 1906.\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled \"An Act to Incorporate the National Education Association of\nthe United States,\"\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted by-laws as\nprovided in said act and elected officers ; and the undersigned pursuant to said\nresolutions,\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 lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\n\nNATHAN C. SCHAEFFER, Presiding Officer\nIRWIN SHEPARD, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS , JULY 10, 1907\n\n1. Resolved, That the National Educational Association hereby accepts the charter\ngranted by an act of Congress entitled \" An Act to Incorporate the National Educa-\n\ntion Association of the United States,\" passed June 30, 1906, and that the President\nand Secretary of this meeting be authorized and directed to execute and file with the\nRecorder of Deeds of the District of Columbia a verified certificate showing the\nacceptance by the Association of the charter granted by said act.\n\n2. Resolved, That the proposed by-laws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\n\nJournal of said meeting, be and the same are hereby adopted to take effect immediately.\n3. Resolved, That the Association adopt as its corporate seal a circle containing\nthe title \" National Education Association of the United States,\" and the dates\n\" 1857-1907 .\"\n\n4. Resolved, That the Association do now proceed to elect officers, and to organize\nunder the charter granted by the act of Congress.\n\nFiled in the office of the Recorder of Deeds of the District of Columbia, September\n4\n, 1907.\n\n[\n14\n]\n\n"}
{"page": 38, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857-PHILADELPHIA , PA. (Organized )\n\n1865- HARRISBURG, PA.\nS. S. GREENE, President.\n\nJAMES L. ENOS , Chairman.\n\nW. E. SHELDON , Secretary .\nZ. RICHARDS, Treasurer .\n\nW. E. SHELDON, Secretary.\n1858 CINCINNATI, OHIO\n\nZ. RICHARDS, President.\n\n1866- INDIANAPOLIS , IND.\nJ. P. WLCKERSHAM , President.\nS. H. WHITE, Secretary.\nS. P. BATES, Treasurer\n\nJ. W. BULKLEY, Secretary.\n\nA. J. RICKOFF, Treasurer.\n1859--WASHINGTON , D. C.\nA. J. RICKOFF, President.\n\nJ. W. BULKLEY, Secretary.\nC. S. PENNELL, Treasurer.\n\n1867-No session.\n1868--NASHVILLE , TENN .\n\nBUFFALO , N. Y.\nJ. W. BULKLEY, President.\n\nJ. M. GREGORY, President.\nL. VAN BOKKELEN , Secretary.\nJAMES CRUIKSHANK, Treasurer.\n\nZ. RICHARDS, Secretary.\nO. C. WIGHT, Treasurer.\n1861, 1862-No session .\n1853-CHICAGO , ILL.\nJOHN D. PHILBRICK, President .\n\n1869-TRENTON, N. J.\nL. VAN BOKKELEN, President.\nW. E. CROSBY, Secretary .\nA. L. BARBER, Treasurer.\n\nJAMES CRUIKSHANK, Secretary.\nO. C. WIGHT, Treasurer.\n\n1870- CLEVELAND , OHIO\n\n14-OGDENBURG, N. Y.\nW. H. WELLS, President.\n\nDANIEL B. HAGAR, President.\n\nDAVID N. CAMP, Secretary.\n\nA. P. MARBLE, Secretary.\n\nZ. RICHARDS, Treasurer.\n\nW. E. CROSBY, Treasurer.\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1883- SARATOGA SPRINGS, N. Y.\nE. T. TAPPAN, President.\nW. E. SHELDON , Secretary.\nN. A. CALKINS, Treasurer.\n1884-MADISON , WIS.\nTHOMAS W. BICKNELL, President.\n\n1871\n-ST. LOUIS, MO.\nJ. L. PICKARD, President.\n\nW. E. CROSBY, Secretary .\nJOHN HANCOCK, Treasurer.\n1872- FOSTON , MASS .\nE. E. WHITE, President.\n\nH. S. TARBELL, Secretary.\n\nS. H. WHITE, Secretary.\nJOHN HANCOCK, Treasurer\n\nN. A. CALKINS , Treasurer .\n1885-- SARATOGA SPRINGS , N. Y.\nF. LOUIS SOLDAN, President.\n\n3\n-ELMIRA, N. Y.\nB. G. NORTHROP , President.\n\nW. E. SHELDON, Secretary .\n\nS. H. WHITE, Secretary .\nJOHN HANCOCK, Treasurer.\n\nN. A. CALKINS, Treasurer.\n1886 - TOPΕΚΑ, ΚΑΝ .\n\n254-DFIROIT , MICH .\nS. H. WHITE, President .\n\nN. A. CALKINS, President.\nW. E. SHELDON , Secretary.\n\nA. P. MARBLE, Secretary.\nJOHN HANCOCK, Treasurer.\n\nE. C. HEWETT, Treasurer.\n1887-CHICAGO , ILL.\n\n17- MINNEAPOLIS , MINN.\nW. T. HARRIS, President.\nМ. В. Аввотт, Secretary.\n\nW. E. SHELDON, President.\nJ. H. CANFIELD , Secretary.\n\nE. C. HEWETT, Treasurer.\n\nA. P. MARBLE, Treasurer.\n\n1888- SAN FRANCISCO , CALIF .\nAARON GOVE, President.\n\n18-6\n-BALTIMORE, MD.\n\nW. F. PHELPS , President.\nW. D. HENKLE, Secretary.\n\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n\nA. P. MARBLE, Treasurer.\n17-LOUISVILLE, KY.\nM. A. NEWELL, President.\nW. D. HENKLE , Secretary.\n\n1889-- NASHVILLE, TENN.\n\nALBERT P. MARBLE, President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n1890-ST. PAUL, MINN.\nJ. H. CANFIELD, President.\n\nJ. ORMOND WILSON , Treasurer.\n18-8 No session.\n19- PHILADELHIA, PA .\n\nW. R. GARRETT, Secretary.\nE. C. HEWETT, Treasurer.\n1891-TORONTO , ONT.\nW. R. GARRETT, President.\nЕ. Н. Соок, Secretary.\nJ. M. GREENWOOD, Treasurer.\n1892- SARATOGA SPRINGS, N. Y.\n\nCHN HANCOCK, President.\nW. D. HENKLE, Secretary.\n1. ORMOND WILSON, Treasurer.\nCHAUTAUQUA , N. Y.\n\n1. ORMOND WILSON , President.\nW. D. HENKLE, Secretary.\nΕ. Τ. ΤΑPPAN, Treasurer.\nATLANTA, GA.\n\nЕ. Н. Соок , President.\nR. W. STEVENSON, Secretary.\nJ. M. GREENWOOD, Treasurer.\n1893- CHICAGO , ILL.\n\nJAMES H. SMART, President.\nW. D. HENKLE, Secretary.\nE. T. TAPPAN, Treasurer.\n\n(International Congress of\nEducation)\nALBERTG. LANE, President.\nIRWIN SHEPARD , Secretary.\nJ. M. GREENWOOD , Treasurer.\n\nSARATOGA SPRINGS , N. Y.\nG.JORR , President.\nWE SHELDON , Secretary.\nHS. TARBELL, Treasurer.\n\n[15]\n\n"}
{"page": 39, "printed_page": null, "text": "16\n\nNATIONAL EDUCATION ASSOCIATION\n\n1894-ASBURY PARK, N. J.\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary.\nJ. M. GREENWOOD, Treasurer.\n\n1895-DENVER, COLO.\nNICHOLAS MURRAY BUTLER, Pres .\nIRWIN SHEPARD , Secretary .\nI. C. MCNEILL, Treasurer.\n1896-BUFFALO, N. Y.\nNEWTON C. DOUGHERTY, President.\nIRWIN SHEPARD, Secretary.\n\nI. C. MCNEILL, Treasurer.\n1897-MILWAUKEE, WIS .\nCHARLES R. SKINNER, President.\nIRWIN SHEPARD , Secretary .\nI. C. MCNEILL, Treasurer.\n1898-WASHINGTON , D. C.\n\nJ. M. GREENWOOD, President .\nIRWIN SHEPARD, Secretary.\nI. C. MCNEILL, Treasurer.\n1899-LOS ANGELES , CALIF.\nE. ORAM LYTE, President.\n\nIRWIN SHEPARD, Secretary.\nI. C. MCNEILL, Treasurer.\n\n1901- DETROIT, MICH .\nJAMES M. GREEN, President.\nIRWIN SHEPARD, Secretary.\nL. C. GREENLEE, Treasurer.\n1902-MINNEAPOLIS, MINN.\nWILLIAM M. BEARDSHEAR, Pres .\nIRWIN SHEPARD, Secretary.\n\nCHARLES H. KEYES , Treasurer.\n1903-BOSTON, MASS .\nCHARLES W. ELIOT, President.\nIRWIN SHEPARD, Secretary.\nW. M. DAVIDSON , Treasurer.\n\n1904-ST . LOUIS , MO .\nJOHN W. Cook, President.\n\nIRWIN SHEPARD, Secretary.\nMCHENRY RHOADS, Treasurer .\n\n1905-ASBURY PARK AND OCEAN\nGROVE, N. J.\n\nWILLIAM H. MAXWELL, President.\nIRWIN SHEPARD, Secretary.\nJAMES W. CRABTREE, Treasurer.\n1906-No session.\n\n1907-LOS ANGELES , CALIF.\n\n1900-CHARLESTON , S. C.\n\nOSCAR T. CORSON , President.\nIRWIN SHEPARD , Secretary .\nCARROLLG. PEARSE, Treasurer.\n\nNATHAN C. SCHAEFFER, President.\nIRWIN SHEPARD , Secretary.\nJ. N. WILKINSON , Treasurer.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\n\nUNITED STATES, 1908—\n1908 - CLEVELAND , OHIO .\nEDWIN G. COOLEY, President.\nIRWIN SHEPARD, Secretary.\nARTHUR H. CHAMBERLAIN, Treas.\n1909-DENVER, COLO .\nLORENZO D. HARVEY, President.\nIRWIN SHEPARD, Secretary.\nARTHUR H. CHAMBERLAIN, Treas .\n1910- BOSTON, MASS .\n\nJAMES Y. JOYNER, President.\nIRWIN SHEPARD, Secretary.\nARTHUR H. CHAMBERLAIN, Treas .\n1911 -- SAN FRANCISCO , CALIF .\nELLA FLAGG YOUNG, President .\nIRWIN SHEPARD, Secretary.\nDURAND W. SPRINGER, Treasurer.\n1912-CHICAGO , ILL .\nCARROLL G. PEARSE, President.\nIRWIN SHEPARD , Secretary.\n\nKATHERINE D. BLAKE, Treasurer.\n1913- SALT LAKE CITY, UTAH\nEDWARD T. FAIRCHILD, President.\nDURAND W. SPRINGER, Secretary.\n\nGRACE M. SHEPHERD, Treasurer.\n1914- ST. PAUL, MINN.\nJOSEPH SWAIN, President.\n\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n1915-OAKLAND, CALIF.\n(International Congress of\nEducation)\nDAVID STARR JORDAN, President.\nDURAND W. SPRINGER, Secretary.\n\nGRACE M. SHEPHERD, Treasurer.\n\n1916-NEW YORK, N. Y.\n\nDAVID B. JOHNSON, President\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n1917-PORTLAND , ORE .\nROBERT J. ALEY, President.\nDURAND W. SPRINGER, Secretary.\nTHOMAS E. FINEGAN, Treasurer.\n1918-PITTSBURGH , PA.\n\nMARY C. C. BRADFORD, President.\nJ. W. CRABTREE, Secretary.\n\nA. J. MATTHEWS, Treasurer.\n1919-MILWAUKEE, WIS .\nGEORGE D. STRAYER, President.\n\nJ. W. CRABTREE, Secretary.\nA. J. MATTHEWS , Treasurer.\n\n1920- SALT LAKE CITY, UTAH\nJOSEPHINE CORLISS PRESTON, Pres.\n\nJ. W. CRABTREE, Secretary.\nA. J. MATTHEWS , Treasurer.\n1921-DES MOINES , IOWA\nFRED M. HUNTER, President.\nJ. W. CRABTREE , Secretary.\n\nCORNELIA S. ADAIR, Treasurer.\n1922-BOSTON, MASS.\nCHARL ORMOND WILLIAMS, Pres\nJ. W. CRABTREE, Secretary.\nCORNELIA S. ADAIR, Treasurer .\n\n1923-- OAKLAND- SAN FRANCISCO\nWILLIAM B. OWEN , President.\nJ. W. CRABTREE, Secretary.\nCORNELIA S. ADAIR, Treasurer .\n\n"}
{"page": 40, "printed_page": null, "text": "National Education Association of the\nUnited States\nOFFICERS FOR 1922-1923\n\nGENERAL ASSOCIATION\n\n.... Chicago, Ill.\nWashington, D. C.\nRichmond, Va.\n\nWILLIAM B. OWEN, President....\nJ.W. CRABTREE, Secretary..\nCORNELIA S. ADAIR, Treasurer.\n\nVICE- PRESIDENTS\n\nCHARL ORMOND WILLIAMS , Legislative Secretary .......\nMINNIE J. NIFLSON, State Superintendent of Public Instruction.\n\nWashington, D. C.\n\nJOBS W. ABERCROMBIE, State Superintendent of Education .\nCLARENCE H. DEMPSEY, State Commissioner of Education .\n\nMontgomery, Ala.\nMontpelier, Vt.\n\nHW DODD, Superintendent of Schools ...\nWF. GEIGER, Superintendent of Schools ...\nCN JENSEN , State Superintendent of Public Instruction .\nT' W. LAMKIN, President Northwest State Teachers' College ....\nMARY MCSKIMMON , Principal, Pierce School ....\nMARY E. LAWLER , Teacher , School No. 12 .....\nH. LESTER SMITH , Dean, School of Education, Indiana University .\nR.BERT H. WRIGHT, President, East Carolina Teachers' College .\nBOARD\n\nBismarck, N. D.\n\nAllentown, Pa.\nTacoma, Wash.\nSalt Lake City, Utah\nMarysville, Mo.\n\nBrookline, Mass.\nPaterson, N. J.\nBloomington, Ind.\nGreenville, N. C..\n\nOF TRUSTEES\n\nWALTER R. SIDERS, Superintendent of Schools ..\nWILLIAM BOWEN, President, Chicago Normal College .\n\nAZNES E. DOHERTY, Teacher, Central High School ...\nOLIVEM. JONES, Principal, Public School..\nCARB LL G. PEARSE, F. E. Compton & Co ......\n\nPocatello, Idaho\nChicago, Ill.\n.. St. Paul , Minn.\nNew York , N. Y.\n\nMilwaukee, Wis.\n\nEXECUTIVE COMMITTEE\nWILLIAM B. OWEN, President ....\nCHARL ORMOND WILLIAMS, Vice-President\n\nChicago, Ill.\n\nWashington, D. C.\n\nWALTER R. SIDERS, Chairman Board of Trustees\nCORNELIA S. ADAIR, Treasurer ...\n\nFRED M. HUNTER, Member by Election .\n\nPocatello, Idaho\nRichmond, Va.\nOakland, Calif.\n\nBOARD OF DIRECTORS\n\nDirectors Ex Officio\n\nWILLIAM B. OWEN, President .\nCHARL ORMOND WILLIAMS, First Vice-President ...\n\nChicago, Ill.\n\nURNELIA S. ADAIR, Treasurer .\n\nWashington, D. C.\nRichmond, Va.\n\nWALTER R. SIDERS, Chairman of the Board of Trustees .\nJW. CRABTREE, Secretary...\n\nPocatello, Idaho\nWashington, D. C.\n\nLife Directors\n\nLAY, ROBERT J. , President of Butler College .....\n\nIndianapolis, Ind.\n\nB: KWILL, THOMAS W. , 207 Boyle Avenue ...\n\nProvidence, R. I.\nNashville, Tenn.\n.. Denver, Colo .\nNew York, N. Y.\n\nor EDUCATION .\n\nBAADFORD, MARY C. C. , 1735 Bellaire Street ...\nBaws, ELMER ELLSWORTH , Chancellor of New York University\nTIR, NICHOLAS MURRAY, President of Columbia University\n[17]\n\nNew York, Ν. Υ.\n\n"}
{"page": 41, "printed_page": null, "text": "18\n\nNATIONAL EDUCATION ASSOCIATION\n\nUniversity, Ala.\nCOOLEY, EDWIN G., Union League Club ....\n.Chicago, III .\nCORSON, OSCAR T. , R. F. D. No. 2 ..\nOxford, Ohio\nELIOT, CHARLES W., President Emeritus of Harvard University .\nCambridge, Mass.\nGRAHAM, H. Α .....\nMt. Pleasant, Mich.\n..Oakland, Calif.\nHUNTER, FRED M. , Superintendent of Schools ...\nJOHNSON, DAVID B. , President, Winthrop Normal and Industrial College.... Rock Hill, S. C.\nPalo Alto, Calif.\nJORDAN, DAVID STARR, President Emeritus Stanford University .\nJOYNER, JAMES Y ......\nLa Grange, N. C.\nCLAXTON, P. P., Provost of the University of Alabama .\n\nMARSHALL, T. MARCELLUS .\n\nPEARSE, CARROLL G., 455 Kenwood Bivd .\nPRESTON , MRS. JOSEPHINE CORLISS, State Supt. of Public Instruction.\nSKINNER, CHARLES R. , Librarian, Legislative Library, Capitol Bldg .\nSTATE TEACHERS' ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary .\nSTRAYER, GEORGE D., Teachers College, Columbia University\nSWAIN , JOSEPH, Swarthmore College ...\nTAYLOR, A. R .........\n\nStouts Mills, W. Va.\nMilwaukee, Wis.\n\n.Olympia, Wash.\n.Albany, N. Y.\nCarlinville, III.\nNew York, N. Y.\n\nSwarthmore, Pa.\nDecatur, Ill.\n\nTEACHERS' INSTITUTE\n\nPhiladelphia, Pa.\nTIGERT, JOHN J. , U. S. Commissioner of Education, Bureau of Education..Washington, D. C.\nWHITE, CHARLES G .....\nMenomonie, Wis.\nWILLIAMS, CHARL ORMOND, National Education Association .\nWashington, D. C.\n\nState Directors\nAlabama\nAlaska\nArizona\nArkansas\nCalifornia\nColorado\nConnecticut\n\nBirmingham\nC. B. GLENN, Superintendent of Schools .\n.... Juneau\nLESTER D. HENDERSON , Commissioner of Education .\nMesa\nH. E. HENDRIX , Superintendent of Schools .\nLittle\nRock\nANNIE GRIFFEY, Primary Supervisor.\nMARY F. MOONEY, Vice- Principal, Washington School .. San Francisco\nH. B. SMITH , Secretary, Colorado Education Association....Denver\nLEVI T. GARRISON, Regional Supervisor, Willimantic\nNormal School\n\nDelaware\n\nFlorida\n\nGeorgia\nIdaho\nIllinois\n\nMRS. SARAH L. THOMAS, Public School Teacher .\n\nIndiana\n\nKentucky\n\nH. LESTER SMITH, Dean of School of Education\nL. H. MINKEL, Superintendent of Schools .\nM. E. PEARSON, Superintendent of Schools .\nR. E. WILLIAMS, Secretary and Treasurer of Kentucky\n\nLouisiana\n\nW. S. LAFARGUE, Superintendent of Education of\n\nIowa\nKansas\n\nEducation Association\nLafourche Parish\nMaine\n\nMaryland\nMassachusetts\n\nMichigan\nMinnesota\n\nMississippi\nMissouri\nMontana\nNebraska\nNevada\n\nNew Hampshire\nNew Jersey\nNew Mexico .......\nNew York\nNorth Carolina\n\nWillimantic\n\n..H. V. HOLLOWAY, State Superintendent of Public Instruction ..Dover\n..F. A. HATHAWAY, County Superintendent of Schools .... Jacksonville\n..K. T. ALFRIEND, Department of Education and Psy..Forsyth\nchology, Bessie Tift College...\n... Coeur d'Alene\n..T. B. SHANK , Superintendent of Schools .......\nRockford\n\nBloomington\nFort Dodge\n\nKansas City\nLouisville\n\nThibodaux\n\nAugusta\nJ. W. TAYLOR, Agent for Secondary Education .\nWILLIAM BURDICK, General Director Public Athletic\nLeague, Children's Playground Association, Inc ..... Baltimore\nBrookline\nMARY MCSKIMMON, Principal of Pierce School ....\nLansing\nTHOMAS E. JOHNSON, State Superintendent of Schools.\n.St. Cloud\n..J. C. BROWN, President of State Teachers' College.\nGreenville\nE. E. BASS , Superintendent of Schools ..\nColumbia\nTHOMAS J. WALKER, Editor, School and Community.\nBozeman\n..J. M. HAMILTON, Dean, State College of Agriculture.\nGrand Island\nC. RAY GATES, Superintendent of Schools..\n..Reno\nMRS. LIBBY C. BOOTH, Principal, Public Schools .\nExeter\nCLIFTON TOWLE, Superintendent of Schools .\nTHOMAS AGNEW, Principal, Horace Mann School\nBayonne\n.Albuquerque\nJOHN MILNE, Superintendent of Schools ...\nAMBROSE CORT, Principal of Public School 73 ....\n.Brooklyn\nROBERT H. WRIGHT, President, East Carolina Teachers'\nCollege\n\nNorth Dakota ......... A. C. BERG, State Rural School Inspector ..\nOhio\n... F. E. REYNOLDS, 416 Chamber of Commerce Bldg .\n\nGreenville\nTowner\n\nColumbus\n\n"}
{"page": 42, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\n19\n\n....... Tulsa\nE. E. OBERHOLTZER, Superintendent of Schools....\nE. H. WHITNEY, Assistant Superintendent of City Schools.. Portland\n..J. H. KELLEY, Secretary, Pennsylvania State Education\n\nUkahoma\nregon\n\nPennsylvania\n\nAssociation\n\nRhode Island\n\nHarrisburg\n\n..WILLIAM O. HOLDEN, Head of Commercial Department\n.Pawtucket\nPawtucket High School ..\n..GEORGE HARRIS WEBBER, Superintendent of City Schools .... Beaufort\nHAROLD W. FOGHT, Northern Normal and Industrial School .. Aberdeen\n\nSoth Carolina\nSath Dakota\nTennessee\n\n.S. L. SMITH, General Field Agent for Rural Schools ,\nCommercial Club Building .\n\nNashville\n\nTexas\n\nCATHERINE GORBUTT\n\nEl Paso\n\nUtah\n\nL. JOHN NUTTALL, JR. , Director, Training School ,\n\nVermont\n\nM. D. CHITTENDEN , State Board of Education\n\n.\nProvo\n\nBrigham Young University.\n\nMontpelier\n\nVirginia\nRichmond\nNANNIE W. THOMPSON ..\nWashington\nTacoma\nMRS. JENNIE M. FRENCH, Principal, Pt. Defiance School\nWest Virginia\n.\nElkins\n.W. W. TRENT, Superintendent of Schools ...\nWisconsin\n............. J. F. SIMS, President, State Normal School ......... .. Stevens Point\nWyoming\nCasper\n... A. A. SLADE, Superintendent of Schools ...\n\nListrict of Columbia.... HARRY ENGLISH, Head, Department Mathematics, High\nSchools\n\nHawaln\n\nFriarpne Islands\n\nWashington\nHonolulu\n\nH. M. WELLS , Superintendent of Public Instruction\n... LUTHER B. BEWLEY, Commissioner of Education ..\n\nforto Rico .........\n\nManila\n\nJUAN B. HUYKE, Commissioner of Education ..\n\n..San Juan\n\nHEADQUARTERS STAFF\n\n1201 Sixteenth Street Northwest, Washington, D. С.\nJ. W. CRABTREE, Secretary.\nHELEN T. HIXSON , Director of the Division of Records and Accounts.\nJOY ELMER MORGAN, Director of the Division of Publications.\nAGNES S. WINN, Director of the Division of Elementary School Service.\nJOHN K. NORTON, Director of the Research Division.\n\nCHARL ORMOND WILLIAMS, Field Division, Legislative Secretary.\nJ. O. ENGLEMAN, Field Division, Field Secretary.\nHAROLD A. ALLAN, Director of the Business Division.\nS. D. SHANKLAND, Secretary of the Department of Superintendence.\nNATIONAL COUNCIL OF EDUCATION\n\nFresident\ncretary\n\n......... J. M. GWINN , Superintendent of Schools....... San Francisco, Calif.\n...ADELAIDE STEELE BAYLOR, Chief of Division of Home\nEconomics\n\nWashington, D. C.\n\nForutece Committee .... A. J. MATTHEWS, President, State Normal School\n(term expires 1923)\n\n.... Tempe, Ariz .\n\nANNA LAURA FORCE, Principal Lincoln School ( term\nexpires 1924)\n\n...Denver, Colo.\n\nDAVID B. CORSON , Superintendent of City Schools\n........ Newark, N. J.\n(term expires 1925) .\nOFFICERS OF DEPARTMENTS\nBusiness Education\nFrezident\n\nwdary\n\nEARL W. BARNHART, Chief of Commercial Education\nService, Federal Board for Vocational Education\n...... Washington, D. C.\nISABEL CRAIG BACON, Special Agent Retail Education,\nFed. Board for Vocational Education ........ Washington, D. C.\n\nChild Hygiene\nDR. WILLIAM A. HOWE, State Medical Inspector of\nSchools\nAlbany, N. Y.\n..... DR. E. A. PETERSON, Public Schools ...............Cleveland, Ohio\nAmetary Treasurer .... DR. CHARLES H. KEENE, Director, Bureau of Health\nEducation, Department of Public Instruction .... Harrisburg, Pa.\n\nicePrendent\n\n"}
{"page": 43, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n20\n\nClassroom Teachers\nPresident\n\nVice-President\n\nEFFIE MACGREGOR\n\nMinneapolis, Minn.\n......... IDA C. IVERSEN , President, City Teachers' Club ... Los Angeles, Calif.\n\nSecretary- Treasurer .... FLORA MENZEL, Milwaukee Teachers' Association .... Milwaukee, Wis.\nOther members of the\n\nExecutive Committee .. JULIA E. SULLIVAN, Wendell Phillips School ......\nBESSIE EVANS\n\n..Boston, Mass.\nLittle Rock, Ark.\n\nSecretary .............. JULIA SPOONER, President, Grade Teachers' Association\n\nPortland, Ore.\n\nDeans of Women\nPresident\n\nIst Vice-President\n2d Vice-President\nSecretary\n\nAGNES E. WELLS, Dean of Women, Indiana University\n.... Bloomington, Ind.\n.... MINA KERR, Dean of Women, Wheaton College .\nNorton, Mass.\nGEORGIA WHITE, Dean of Women, Cornell University .... Ithaca , N. Y.\nFLORENCE KELLOGG ROOT , Dean of Women, College of\nWooster\n\nTreasurer\n\nWooster , Ohio\n\nFLORENCE L. RICHARDS, Dean of Women, Winona State\nNormal College\n\nWinona, Minn.\n\nEducational Publications\nPresident\n\nGEORGE L. TOWNE, President, University Publishing\nCompany\n\n...... Lincoln, Nebr.\n\nSecretary .............. C. W. TABER, Western Manager of Lippincott & Com........ Chicago, III .\n\npany\n\nElementary Education\nPresident\n\nMYRA L. SNOW, Head Teacher, Portage School .\nMARGARET H. SMITH, Principal of 61st Street\n\nSecretary\n\nSchool\n\nSeattle, Wash.\nLos Angeles, Calif.\n\nMember of Committee\n\non Continuity of\nPolicies\n\n..... PHILIP W. L. Cox .....\n\n..... New York City\n\nElementary School Principals\nPresident\n\n2d Vice-President\n\n.. WORTH MCCLURE, Gatewood School ....\nANNA LAURA FORCE, Lincoln School .\nTHOMAS AGNEW, Horace Mann School .\n\n3d Vice-President\n\n.. ELIZABETH ARLETT, Alexander Hamilton Junior High\n\n1st l'ice-President\n\n.... Seattle, Wash .\n.. Denver, Colo.\n\nBayonne, N. J.\n\nSchool\n\n..Oakland,\n\nCalif.\n\nRecording Secretary .... JESSIE M. FINK, Palmer School ..\n........... Grand Rapids, Mich.\nCor. Secretary .......... W . T. LONGSHORE, Greenwood School ............. Kansas City, Mo.\nTreasurer\n.. Norfolk, Va .\n... COURTLAND V. DAVIS , J. E. B. Stuart School ....\n\n• Executive Committee ... OLIVE M. JONES, Public School 120 (term expires\n1923)\n\nJOHN W. ANTHONY (term expires 1924) ..\n\nNew York , N. Y.\n... Pittsburgh, Pa.\n\nMARY MCSKIMMON, Pierce School (term expires\n1925)\n\n... Brookline, Mass.\n\nLFONARD POWER,\n\nFranklin School\n\n1923)\n\n(term expires\n....... Port Arthur, Texas\n\nHigher Education\nPresident\n\nSecretary\n\n.... CHARLES E. WEHLER, Vice-President, Hood College .... Frederick, Md.\nWALTER R. SMITH, Professor, Educational Sociology,\nUniversity of Kansas ...\n\n.......... Lawrence, Kans,\n\n"}
{"page": 44, "printed_page": null, "text": "21\n\nOFFICERS OF DEPARTMENTS\n\nImmigrant Education\nPresident\n\n............ W. C. SMITH, Supervisor of Immigrant Education,\n....Albany, N. Y.\nState Department of Education ....\nince President\n..... ETHEL RICHARDSON , Assistant State Superintendent in\n...... Sacramento , Calif.\ncharge of Immigrant Education..\nMARGUERITE J. BURNETT, State Director of Immigrant\nacretary\nEducation\nWilmington, Del.\nTreasurer\n..LILLIAN CLARK, Supervisor of Teacher Training Division of Americanization .....\nColumbus , Ohio\n\nKindergarten Education\nrendent\n\n...... ALMA LOUISE BINZEL, Assistant Professor of Child\n\nTraining, Home Economics Department, Univer..... Minneapolis, Minn.\nsity of Minnesota.\nJULIA WADE ABBот, Specialist in Kindergarten Education, Bureau of Education .\n...... Washington, D. С.\nFRANCES KERN, Director, Early Elementary EducaKalamazoo , Mich.\ntion, Western State Normal School .\n\nThePresident\n\narcretary\n\nLibrary Department\nPresident\n\n....... MARTHA C. PRITCHARD, Supervisor School Libraries,\nBoard of Education ...\n....... Detroit, Mich.\nco\n-President\nMRS. EDWARD CARTER, Librarian, Port Arthur High\nSchool\n.... Port Arthur, Texas\nSecretary-Treasurer .... DELLA FRANCES NORTHEY, State Supervisor of School\nLibraries\n..... Indianapolis, Ind.\nMusic Education\n\nPremsent\n\nGLENN H. WOODS, Director of Music ...\n\n•\nwePresident\nCarTatary\n\nTERESA ARMITAGE, Author and Lecturer .\nMAYBELLE GLENN, Director of Music\n\nPrendent\n\n.J. C. BROWN, State Teachers' College .....\n\nivePresident\n\nJOSEPH ROSIER, State Normal School .\n\n.St. Cloud, Minn.\nFairmont, W. Va.\n\nSecretary\n\nERNEST SILVER, State Normal School .\n\n..Plymouth, N. H.\n\nOakland, Calif .\n..Chicago , Ill .\n\n... Kansas City, Mo.\n\nNormal Schools\n\nPhysical Education\ndent\nris\n\n......... ETHEL PERRIN, Assistant Director of Health Education\n\nPres.dent\n\nDetroit, Mich.\n\nROYCE R. LONG, Colorado Teachers' College ........... Greeley, Colo.\nBaltimore, Md.\n\nWILLIAM BURDICK, M. D......\n\nretery\n\nRural Education\nC. G. SARGENT, Professor of Rural Education, Agri.... Fort Collins, Colo .\ncultural College\n\n\"rdint\n\n-President .. ........ AMALIA M. BENGSTON, Superintendent of Schools,\nretary\n\nTreasurer\n\n...... Olivia, Minn.\nRenville County\n.... MABEL CARNEY, Teachers College, Columbia University\nNew York City\n....... WILLIAM MCKINLEY ROBINSON,\nPrincipal , High\nSchool\n\n..... Orleans , Vt.\n\n\"simatice Committee\n\nArmbers at Large .... ERNEST BURNHAM, Western State Normal School..Kalamazoo, Mich.\nCHARL O. WILLIAMS, Legislative Secretary, National\nEducation Association\n...... Washington, D. C.\nLEE L. DRIVER, Department of Education .......... Harrisburg, Pa.\nH. W. FOGHT . Normal School ................... Aberdeen, S. Dak.\n\n"}
{"page": 45, "printed_page": null, "text": "22\n\nNATIONAL EDUCATION ASSOCIATION\n\nSchool Administration\nPresident\n\n............ IRA B. BUSH ....\n\n....... Charleston, W. Va.\n\nSecretary\n\nW.\n\nSchool Board\n... Milwaukee, Wis.\n\nC. BRUCE, Editor of American\nJournal\n\nScience Instruction\nPresident\n\n........ LESLIE O. JOHNSON, Head of Science Department,\nHigh School\n\nVice-President\n\n..... New Haven, Conn .\n\n. ALLEN C. HUTCHINSON , Science Department, Southside High School .\n\nSecretary\n\n....Newark, N. J.\n\n....... ARTHUR H. FRENCH, Head of Science Department,\nFrances W. Parker School ................ San Diego, Calif.\n\nSecondary Education\nPresident\n\n.... E. E. CRAWFORD, Principal, Idaho Falls High\nSchool\n\nVice-President\n\nSecretary\n\n..... Idaho Falls , Idaho\n\nR. R. Cook, Principal, Topeka High School...... Topeka, Kans .\n..... FANNIE W. MCLEAN , Vice- Principal, Berkeley Iligh\nSchool\n\nBerkeley ,\n\nCalif.\n\nSuperintendence\nPresident\n\nPAYSON SMITH, State Commissioner of Education ...\n\nBoston, Mass.\n\nIst Vice-President ...... JOHN H. BEVERIDGE, Superintendent of Schools ........Omaha , Nebr .\n2d Vice -President ....... M .G. CLARK , Superintendent of Schools ........\nSioux City, Iowa\nExecutive Secretary .... S . D. SHANKLAND .\n..Washington, D. C.\nExecutive Committee ... FRANK CODY, Superintendent of Schools (term expires\n1924\n)\n\n....Detroit, Mich.\n\nRANDALL J. CONDON, Superintendent of Schools (term\nCincinnati , Ohio\n\nexpires 1925 )\n\nFRANK W. BALLOU, Superintendent of Schools (term\nexpires 1926)\n\nWashington, D. C.\n\nWILLIAM MCANDREW, Associate Superintendent of\n............... New York City\nSchools (term expires 1927)\nVocational Education and Practical Arts\nPresident\n\nL. H. DENNIS, State Department of Public Instruction\n\n....Harrisburg, Pa.\n\nVice-President\n. BENJAMIN W. JOHNSON, University of California .... Berkeley, Calif.\nRecording Secretary .... C. C. COLVIN , State Department of Education ....\nSpringfield, III.\nLEIGH J. RODGERS, Head of Department of Machine\nCor. Secretary\nWork, Wentworth Institute ..\n\nBoston, Mass.\n\nWider Use of Schoolhouses\nPresident\n\nVice-President\n\n....... JOSEPHINE CORLISS PRESTON, State Superintendent of\nPublic Instruction\n..Olympia, Wash.\n. JAMES T. MULROY, Director of Extended Use of\nPublic Schools\n\nSecretary\n\nBoston, Mass.\n\n....... EUGENE C. GIBNEY, Director Extension Activities , .\nBoard of Education ...\n..... New York City\n\nCOMMITTEES OF THE NATIONAL EDUCATION ASSOCIATION, 1922-23\nCommittee to Coöperate with American School Citizenship League\nFANNLE FERN ANDREWS, Chairman, 405 Marl-\n\nborough Street, Boston, 17 Mass.\nFLORENCE CASE, Marion, Ind.\nJ. FRED ANDERSON, Oakland, Calif.\nJ. B. BROWN, Nashville, Tenn.\n\nGRACE A. DAVIS, Muskegon, Mich .\nETHEL M. GARDINER, Milwaukee, Wis.\nAGNES E. DOHERTY , St. Paul, Minn.\nTHOMAS E. FINEGAN , Harrisburg, Pa.\nWALTER R. SIDERS, Pocatello, Idaho.\n\n"}
{"page": 46, "printed_page": null, "text": "COMMITTEES FOR 1922-23\n\n23\n\nCommittee on Character, Education\nMILTON BENNION , Chairman , Dean, School of\nEducation, University of Utah, Salt Lake\nCity, Utah\n\nFANNIE FERN ANDREWS, Boston, Mass .\nSARAH LOUISE ARNOLD, Newton Center, Mass.\nFRANCISG. BLAIR, Springfield, Ill .\nMARY D BRADFORD, Wilmington, Del.\nW. A. BRANDENBURG, Pittsburg, Kans.\n\nJEREMIAH E. BURKE, Boston, Mass.\nIRA L. CAMMACK, Kansas City, Mo.\nCHARLES E. CHADSEY, Urbana, III .\n\nOLIVE M. JONES, New York City.\nJOHN R. KIRK, Kirksville, Mo.\n\nТ. А. Мотт, Seymour, Ind.\nJ. W. SEARSON, Lincoln, Nebr.\nEDWIN D. STARBUCK , Iowa City, Iowa.\nD. B. WALDO, Bellingham, Wash.\nANNA WILLSON , Crawfordsville, Ind.\nWILLIAM H. KILPATRICK, New York City.\nARTHUR L. BEELEY, Chicago, Ill .\nH. B. WILSON, Berkeley, Calif.\nA. DUNCAN YOCUM, Philadelphia, Pa.\n\nAGNES W. DOHERTY, St. Paul, Minn.\nCommittee to Coöperate with Federation of Women's Clubs\nMARY C. C. BRADFORD, Chairman, State Superintendent of Public Instruction, Denver,\nCuio.\n\nSARAH LOUISE ARNOLD, Newton Center, Mass.\nMAMIE S. BASTIAN, Houston, Tex.\n\nBELLE M. RYAN, Omaha, Nebr.\nANNA LAURA FORCE, Denver, Colo.\nMARY E. WOOLLEY, South Hadley, Mass.\nKATHERINE A. MORTON, Cheyenne, Wyo .\n\nNINA C. VANDEWALKER, Washington, D. C.\n\nEditorial Council\nWILLIAM C. BAGLEY, Chairman, Professor of\nEducation, Teachers College, Columbia Uniseraty, New York City.\nSARAH LOUISE ARNOLD, Newton Center, Mass .\nASTHERINE D. BLAKE, New York City.\nPR. BUCKINGHAM, Columbus, Ohio .\nKYON L. BUTTERFIELD, Amherst, Mass.\nАктния H. CHAMBERLAIN, San Francisco,\n.\nCalif\n\nATES D COFFMAN, Minneapolis, Minn.\nSSAN M. DORSEY, Los Angeles, Calif.\nLE L. DRIVER, Harrisburg, Pa.\nFARLTON H. GIBSON, Savannah, Ga.\nFRANK P GRAVES, Albany, N. Y.\nJow A H. KEITH, Indiana, Pa.\n\nJAMES H. KELLEY, Harrisburg, Pa.\nVAUGHAN MACCAUGHEY, Berkeley, Calif.\nJOSEPHG. MASTERS, Omaha, Nebr.\nT. J. MCCORMACK, La Salle, Ill .\nJESSE H. NEWLON , Denver, Colo.\nM. V. O'SHEA, Madison, Wis.\nLEONARD POWER, Port Arthur, Texas.\nCHARLES F. PYE, Des Moines, Iowa.\nH. W. ROCKWELL, Buffalo, N. Y.\n\nW. CARSON RYAN , JR., Swarthmore, Pa.\nJ. W. SEARSON, Lincoln, Nebr.\nGEORGE L. TOWNE, Lincoln, Nebr.\n\nNINA C. VANDEWALKER, Washington , D. C.\nH. G. WILLIAMS, Columbus , Ohio.\n\nCommittee on Foreign Relations of the National Education Association\nAL . arts O. THOMAS, Augusta, Maine, ChairANNIE WOODWARD, Somerville, Mass.\nD. B. JOHNSON, Rock Hill, S. C.\nCHARL O. WILLIAMS, 1201 16th Street, N. W.\nJAMES F. HOSIC, Columbia University, New\nYork City, Secretary\nWashington, D. C.\nEL. DAY, State Normal College, Lowell,\nARTHUR J. MATTHEWS, Tempe, Arizona.\nMass\n\nKDWYER, Anaconda, Mont.\n\nJAMES W.GOWANS, Hutchinson, Kan.\nH WILLIAMS, Columbia, Mo.\n\nROBERT H. WRIGHT, Greenville, N. C.\n\nN. D. SHOWALTER, Cheney, Wash.\nJOHN H. FINLEY, \" New York Times ,\" New\nYork City.\n\nW. STI DEBAKER, Des Moines, Iowa.\n\nPP CLAXTON, Univ. of Ala., University,\nForeign Relations Advisory Committee\nTARLAS B GLENN, Birmingham, Ala.\nT. W. WEISEL, Geneva, Nebr.\nTe\nCAGH, Rockville, Conn.\nFRANCIS T. CLAYTON , Concord, N. Η.\nR\nTANTR , Inverness, Fla.\nKATHERINE D. BLAKE, New York City.\n1. BALAENRIDGE, Sandpoint, Idaho.\nWALTER E. RANGER, Providence, R. I.\nver HOLBB OK, Joliet, Ill.\nWILLIAM C. HOBBS, Bristol, R. I.\nREC. MANRY, Iowa City, Iowa.\nM. M. GUHIN, Pierre, S. Dak.\nH HARRIS, Thibodaux, La.\nJAMES H. HICKMAN , Charleston, W. Va.\nAM MAAR . Millinocket, Maine.\nHARRY ENGLISH, Washington, D. C.\nVARAS W CAMERON, Baltimore, Md.\nJ. E. LANG, Juneau, Alaska.\nTours A MOYER, Boston, Mass.\nF. A. CLOWES, Hilo, Hawaii.\n\nFARWIE M. FORESTER, Minneapolis, Minn.\n\n"}
{"page": 47, "printed_page": null, "text": "24\n\nNATIONAL EDUCATION ASSOCIATION\n\nJoint Committee on Health Problems in Education\nTHOMAS D. WOOD, Chairman, Columbia University, New York City.\nKATHERINE D. BLAKE, New York City.\n\nCHARLES H. KEYES , Saratoga Springs, N. Y.\nMARGARET S. MCNAUGHT, Sacramento, Calif.\nWILLIAM B. OWEN , Chicago, Ill.\nJOSEPHINE C. PRESTON, Olympia, Wash.\n\nMARY C. C. BRADFORD, Denver, Colo.\nWILLIAM H. BURNHAM, Nashville, Tenn.\n\nJOHN J. TIGERT, Washington, D. C.\nALBERT E. WINSHIP, Boston, Mass.\n\nCLARK W. HETHERINGTON, New York City.\nJOHN P. KEATING, Pueblo, Colo.\n\nMRS. IRA COUCH WOOD, Chicago, Ill.\nH. H. SEERLEY, Cedar Falls, Iowa.\n\nROBERT J. ALEY, Indianapolis , Ind.\n\nIlliteracy Commission of the National Education Association of the United States\nCORA WILSON STEWART, Chairman , Illiteracy\nCommission, Frankfort, Ky.\n\nA. H. CHAMBERLAIN , San Francisco, Calif.\nJOHN H. FINLEY, New York City.\nMARY C. C. BRADFORD, Denver, Colo .\nTHOMAS E. FINEGAN , Harrisburg, Pa.\n\nJOSEPHINE CORLISS PRESTON, Olympia, Wash .\nM. L. BRITTAIN, Atlanta, Ga.\nJOHN V. CONWAY, Santa Fe, N. Mex,\nMINNIE J. NIELSON , Bismarck, N. D.\nWIL LOU GRAY, Columbia, S. C.\n\nTHOMAS E. JOHNSON, Lansing, Mich.\n\nAUGUSTUS O. THOMAS, Augusta, Maine,\n\nLegislative Commission\nGEORGE D. STRAYER, Chairman, Professor of\nEducational Administration and Director\n\nof the Division of Field Studies of the\nInstitute of Educational Research, Teachers College, Columbia University, New York\nCity.\nMARY C. C. BRADFORD, Denver, Colo.\n\nJ. A. C. CHANDLER, Williamsburg, Va.\n\nRANDALL J. CONDON, Cincinnati, Ohio.\n\nWILLIAM M. DAVIDSON, Pittsburgh , Pa.\nTHOMAS E. FINEGAN, Harrisburg, Pa.\nC. G. COOPER, Towson, Md.\nWILLARD E. GIVENS, Honolulu, Hawaii .\n\nTHOMAS E. JOHNSON, Lansing, Mich.\nD. B. WALDO, Bellingham, Wash.\nWILL C. WOOD, Sacramento, Calif.\n\nCommittee to Coöperate with the Motion Picture Producers\nCHARLES H. JUDD, Chairman, Chicago, III .\nLEONARD AYRES, Cleveland, Ohio.\n\nELIZABETH BRECKINRIDGE, Louisville, Ky.\nERNEST L. CRANDALL, New York City.\n\nSUSAN M. DORSEY, Los Angeles, Calif.\nELIZABETH HALL, Minneapolis, Minn.\nPAYSON SMITH, Boston, Mass.\n\nCommittee on Pensions\n\nPHILIP E. CARLSON, Chairman , Minneapolis,\nMinn.\n\nA. C. ELDRIDGE, Cleveland, Ohio.\n\nMARY MCSKIMMON , Brookline, Mass.\nM. G. CLARK, Sioux City, Iowa.\nJOHN W. ANTHONY, Pittsburgh, Pa.\n\nABBY PORTER LELAND, New York City.\n\nCommittee on Racial Well-Being\nHELEN C. PUTNAM, M.D. , Chairman, Providence, R. I.\n\nSUSAN M. DORSEY, Los Angeles, Calif.\nCARROLLG. PEARSE, Milwaukee, Wis.\n\nCommittee on Rural Education\nJOHN F. SIMS , Chairman, President, State\nNormal School, Stevens Point, Wis .\n\nCARTER ALEXANDER, New York City.\nSAM A. BAKER, Jefferson City, Mo.\n\nADELAIDE STEELE BAYLOR, Washington, D. C.\nAMALIA M. BENGSTON , Olivia, Minn.\n\nSAMUEL S. BROOKS, Silver Lake, N. Η.\nMACY CAMPBELL, Cedar Falls, Iowa.\n\nKATHERINE COOK, Washington, D. C.\nFRED D. CRAM, Cedar Falls, Iowa.\n\nLEE L. DRIVER, Harrisburg, Pa.\nHAROLD W. FOGHT, Aberdeen, S. D.\nLINNAEUS N. HINES, Terre Haute, Ind.\n\nEDITH A. LATHROP, Washington, D. C.\nJASPER L. MCBRIEN, Terre Haute, Ind.\nN. C. MCDONALD, Columbus , Ohio.\nJOHN C. MUERMAN, Washington, D. C.\nO. W. NEALE, Stevens Point, Wis .\nJOSEPHINE C. PRESTON, Olympia, Wash .\nGRACE M. SHEPHERD, Marysville, Mo.\n\n"}
{"page": 48, "printed_page": null, "text": "COMMITTEES FOR 1922-23\n\n25\n\nCommittee on Salaries\nES. EVENDEN, Chairman, Teachers College,\n\nColumbia University, New York City.\nMIRA L. SNOW, Seattle, Wash .\n\nANNIE L. GRIFFEY, Little Rock, Ark .\nCHARLES E. RUGH, Berkeley, Calif.\nE. C. FISHER, Rock Island, Ill .\n\nFLORENCE M. HALE, Augusta, Maine.\n\nCommittee on Schoolhouse Planning and Construction, 1922-23\nFRANK IRVING COOPER, Chairman, Architect,\nBoston, Mass.\n\nCHARLES E. CHADSEY, Urbana, Ill.\nS. A. CHALLMAN, St. Paul, Minn.\n\nC. B. J. SNYDER, New York City.\n\nGEORGE D. STRAYER, New York City.\nDWIGHT H. PERKINS, Chicago, Ill .\nS. L. SMITH, Nashville, Tenn.\nCLARENCE D. KINGSLEY, Boston, Mass.\nJESSE B. DAVIS, Hartford, Conn.\n\nCommittee on Sources of Revenue\nWILLIAM B. OWEN, Chairman, President, ChicageNormal College, Chicago, Ill.\n\nMARGARET NOONAN, New York City.\nOLIVIA POUND, Lincoln, Nebr.\n\nJOHN H. BEVERIDGE, Omaha, Nebr.\nC. P GARY, Madison, Wis.\nNICKOLAUS L. ENGELHART, New York City.\n\nWALTER R. SIDERS, Pocatello , Idaho.\n\nJOHN W. STUDEBAKER, Des Moines, Iowa.\nARCHIBALD H. WATERHOUSE, Fremont, Nebr.\n\nTHOMAS E. JOHNSON, Lansing, Mich.\nCommittee on Tenure\n\nHARTAN UPDEGRAFF , Chairman, President,\nCornell College, Mt. Vernon, Iowa.\nEMMA L. DACRE, San Francisco, Calif.\n\nSALLY HILL, Denver, Colo.\nDAVID B. JOHNSON, Rock Hill, S. C.\n\nCommittee on Thrift\nARTHUR H. CHAMBERLAIN , Chairman, \" Sierra\nEducational News,\" Phelan Building, San\nFrancisco, Calif.\n\nLR ALDERMAN, Washington, D. C.\nFLORENCE BARNARD, Corvallis , Ore.\nA. BEXELL, Corvallis, Ore.\nKATHERINE D. BLAKE, New York City.\n\nMRS. HENRIETTA CALVIN , Philadelphia, Pa.\nH R. DANIEL, New York City.\n\nC. H. DEMPSEY, Montpelier, Vt.\nJ. M. GWINN, San Francisco, Calif.\nFRED M. HUNTER, Oakland, Calif.\nJESSE NEWLON, Denver, Colo .\n\nWILLIAM B. OWEN , Chicago, Ill.\nHOMER H. SEERLEY , Cedar Falls, Iowa.\n\nS. W. STRAUS, New York City.\nA. E. WINSHIP, Boston, Mass.\n\nCommittee on Financing Delegates to the Representative Assembly\nCANELIA S. ADAIR, Treasurer of the National Education Association, 1719 Grove\nAvenue, Richmond, Va.\n\nFC. BROOKS , Raleigh, N. C.\nAGNES E. DOHERTY, St. Paul, Minn.\n\nHARRIET GAYMANN , Colorado Springs , Colo .\nOLIVE M. JONES, New York City.\nELSIE MAXAM, Tacoma, Wash.\nJOSEPHINE C. PRESTON, Olympia, Wash .\nCHARLES F. PYE, Des Moines, Iowa.\n\nCommittee on Reorganization of Elementary Education\nItwas recommended at the Boston meeting that this committee be discontinued and in its\nNae four separate committees be constituted, the president to indicate the scope of the work\nof each at time of appointment. Arrangements are being made for the appointment of these\nommittees, but the names of the members are not yet ready for publication.\nMiss Olive M. Jones, of New York City, will give a report as Chairman of the former\ncrittee.\n\nCommission on Coördination of Research Agencies\nE H. NEWLON, Chairman, Superintendent\n\nMARY D. BRADFORD, Wilmington, Del .\n\nSckools, Denver, Colo.\n\nTHOMAS H. BRIGGS, New York City.\nB. R. BUCKINGHAM , Urbana, Ill .\nC. P. CARY, Chicago, I11.\n\nWILLIAM C. BAGLEY, New York City.\nANSIE WEBB BLANTON, Austin, Texas.\nFRANKLIN BOBBITT, Chicago, Ill.\n\nLOTUS D. COFFMAN, Minneapolis, Minn.\n\n"}
{"page": 49, "printed_page": null, "text": "26\n\nNATIONAL EDUCATION ASSOCIATION\n\nJESSIE E. COLBURN, New York City.\nALBERT S. Cook, Baltimore, Md.\n\nSTUART A. COURTIS, Detroit, Mich.\nJ. G. CRABDE, Greeley , Colo.\nVIRGIL E. DICKSON, Oakland, Calif.\nJAMES W. GOWANS, Winfield, Kans.\nWALTER A. JESSUP, Iowa City, Iowa.\nR. G. JONES , Cleveland, Ohio .\nPHEBE E. MATHEWS , Somerville, Mass.\n\nGEORGE MELCHER, Kansas City, Mo.\nFRANK G. PICKELL, Cleveland, Ohio.\nEDWIN L. ROUSE, Scottsbluff, Nebr.\n\nCHARLES E. RUGH , Berkeley, Calif.\nW. F. RUSSELL, Iowa City, Iowa.\nJ. W. STUDEBAKER, Des Moines, Iowa.\nW. W. THEISEN, Cleveland, Ohio .\nJOHN W. WITHERS, New York City.\n\nMARY L. FULKERSON , Salem , Ore.\n\nCommittee on Problems of High School Libraries\nC. C. CERTAIN, Chairman, Assistant Principal\nof Northwestern High School, 7450 Woodward Avenue, Detroit, Mich.\n\nWILLIS H. KERR, Emporia, Kan..\nCLARENCE D. KINGSLEY, Boston, Mass .\nELIZABETH KNAPP, Detroit, Mich.\n\nW. W. BISHOP, Ann Arbor, Mich.\n\nHANNAH LOGASA, Chicago, Ill .\n\nEMMA J. BRECK, Oakland, Calif.\nFRANK IRVING COOPER, Boston, Mass.\nJESSE B. DAVIS, New Haven, Conn .\nLUCY E. FAY, Pittsburgh, Pa.\nR. T. HARGRAVES, St. Paul, Minn.\n\nELLA MORGAN, Los Angeles, Calif.\nEDNA PRATT, Passaic, N. J.\nH. O. SEVERANCE, Columbia, Mo.\nBESSIE SARGEANT SMITH, Cleveland , Ohio.\nMARY SULLIVAN, Pittsburgh, Pa.\nFRANK K. WALTER, Minneapolis, Minn.\nMARTHA WILSON, Springfield, III.\nHARRIET WOOD, St. Paul, Minn.\n\nH. A. HOLLISTER, Urbana, Ill.\nWALTERG. HOOD, Winsted, Conn.\n\nFLORENCE HOPKINS, Detroit, Mich.\nJAMES F. HOSIC, New York City.\n\nCommittee to Coöperate with Conferences on the Limitations of Armaments\nHUGH S. MAGILL, Chairman , Secretary of\nthe International Sunday School Council\nof Religious Education, Chicago, Ill.\n\nKATHERINE D. BLAKE, New York City.\nJ. A. C. CHANDLER, Williamsburg, Va .\n\nJoint Advisory Committee of National Education Association and American Legion\nJ. M. GWINN, San Francisco, Calif.\nHENRY J. RYAN , Indianapolis, Ind.\nLINDSEY BLAYNEY, Houston, Texas .\nAMBROSE CORT, Brooklyn, N. Y.\nWILLIAM M. DAVIDSON, Pittsburgh, Pa.\nMARY MCSKIMMON , Brookline, Mass.\n\nHANFORD MACNIDER, Indianapolis, Ind.\nF. O. NORTON , Des Moines, Iowa.\nANNA M. TIBBETS, Fargo, N. Dak.\nCHARL ORMOND WILLIAMS, Washington, D. C.\nROBERT H. WRIGHT, Greenville, N. C.\n\n"}
{"page": 50, "printed_page": null, "text": "National Education Association\nOFFICERS FOR 1923-24\n\nGENERAL ASSOCIATION\n\nOLIVE M. JONES, President .\n\nNew York City\nWashington, D. C.\n\nJ. W. CRABTREE, Secretary .\nCORNELIA S. ADAIR, Treasurer .\n\n..Richmond, Va.\nEXECUTIVE COMMITTEE\n\nOLIVE M. JONES, President.\nWILIAM B. OWEN, Vice-President .\n\nWALTER R. SIDERS, Chairman, Board of Trustees .\nCANFPLIA S. ADAIR, Treasurer ...\n\nCERA WILSON STEWART, Member by Election .\n\nNew York City\nChicago , Ill.\nPocatello, Idaho\nRichmond, Va.\nFrankfort, Ky.\n\nBOARD OF TRUSTEES\n\nWALTAR R. SIDERS, Chairman, Superintendent of Schools ....\n\nDE M. JONES, President, Principal of Public School 120 .\nAGNES E. DOHERTY, Teacher, Central High School ..\nTH MAS E. FINEGAN, 613 North Front Street ...\n\nCARROLLG. PEARSE, 455 Kenwood Boulevard ..\n\nPocatello, Idaho\nNew York, N. Y.\nSt. Paul, Minn.\nHarrisburg, Pa.\nMilwaukee, Wis.\n\nVICE-PRESIDENTS\n\nW LIZAM B. OWEN, President, Chicago Normal College ..\nC. B. GLENN, Superintendent of Schools ....\nC. E. ROSE, Superintendent of Schools.\nANSIE G. GRIFFEY, Primary Supervisor .\nMARY F. MOONEY, Vice- Principal, Washington School .\nANNA L. FORCE, 216 Sherman Street\n\nC. F. GARRETT, Superintendent of City Public Schools ..\n\nFLRENCE M. HALE, State Agent for Rural Education, State House.\n\nChicago, III.\nBirmingham, Ala.\nTucson, Ariz.\n.Little Rock, Ark.\n\nSan Francisco , Calif.\nDenver, Colo.\nFairfield, Iowa\nAugusta, Maine\nLincoln, Nebr.\nAkron, Ohio\nYork, Pa.\n\nEROTH PYRTLE, McKinley School..\nARR LL R. REED, Superintendent of Schools ...\nRO STOOPS , Superintendent of Schools .\nSL. SMITH, General Field Agent, Julius Rosenwald Fund for Rural Schools .. Nashville, Tenn.\nBOARD OF DIRECTORS\nDirectors Ex Officio\n\nOLIVE M. JONES, President ...\nW.LIAM B. OWEN, First Vice- President .\n\nNew York City\n.Chicago, Ill.\n\nNELIA S. ADAIR, Treasurer .\n\nRichmond , Va.\n\nWATER R. SIDERS, Chairman of the Board of Trustees .\nW CRABTREE , Secretary ....\n\nPocatello , Idaho\nWashington, D. C.\n\nLife Directors\n\nRBERT J. ALEY, President of Butler College ...\nMAS W. BICKNELL, 207 Boyle Avenue .\nBF EDUCATION ......\n\nMARY C. C. BRADFORD, 1735 Bellaire Street ,\n\n.Indianapolis, Ind.\nProvidence, R. I.\nNashville, Tenn.\n\nDenver, Colo .\n[27]\n\n"}
{"page": 51, "printed_page": null, "text": "28\n\nNATIONAL EDUCATION ASSOCIATION\n\nELMER ELLSWORTH BROWN, President of New York University\n\nNew York City\nNew York City\n.. Tulsa, Okla.\n\nNICHOLAS MURRAY BUTLER, President of Columbia University\nP. P. CLAXTON , Superintendent of Schools ...\nEDWIN G. COOLEY , Union League Club .\n\nChicago, I11 .\n\nOSCAR T. CORSON , R. F. D. No. 2 .....\n\nCHARLES W. ELIOT, President Emeritus of Harvard University .\nH. A. GRAHAM ...\n\nFRED M. HUNTER, Superintendent of Schools ...\nDAVID B. JOHNSON, President, Winthrop Normal and Industrial College .\nDAVID STARR JORDAN , President Emeritus of Stanford University .\nJAMES Y. JOYNER ....\nT. MARCELLUS MARSHALL ...\n\nOxford, Ohio\nCambridge, Mass\nMt. Pleasant, Mich.\n.Oakland, Calif.\nRock Hill, S. C.\nCalif.\n\n.La Grange, N. C.\nStouts Mill, W. Va.\n\nWILLIAM B. OWEN, President of Chicago Normal College .\n.Chicago, 111.\nJOSEPHINE CORLISS PRESTON, State Superintendent of Public Instruction ...... Olympia, Wash .\nCARROLL G. PEARSE, 455 Kenwood Boulevard .\nMilwaukee, Wis.\n...Albany, N. Y.\nCHARLES R. SKINNER, Librarian, Legislative Library, Capitol Building .\nCarlinville, III.\nSTATE TEACHERS' ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary\nNew York, N. Y.\nGEORGE D. STRAYER, Teachers College, Columbia University.\nJOSEPH SWAIN ....\nA. R. TAYLOR ..\n\nTEACHERS' INSTITUTE\nJOHN J. TIGERT , U. S. Commissioner of Education, Bureau of Education .\nCHARLESG. WHITE .......\n\nSwarthmore, Pa.\nDecatur, 111.\nPhiladelphia, Pa.\nWashington, D. C.\nMenominee, Wis.\n\nCHARL ORMOND WILLIAMS , Field Secretary, National Education Association ..Washington, D. C.\nState Directors\n\nAlabama\nAlaska\nArizona\n\n..C. B. GLENN, Superintendent of Schools .\n\nBirmingham\nLESTER D. HENDERSON , Commissioner of Education......\nJuneau\nTempe\nA. J. MATTHEWS , President, State Normal School ...\n\nArkansas\nCalifornia\n\nANNIE G. GRIFFEY, Primary Supervisor, 800 Louisiana St ..Little Rock\nWILLIAM P. DUNLEVY, 2924 Ash Street..\nSan Diego\nConnecticut\nEDWARD B. SELLEW, Superintendent of Schools ...... Middletown\nColorado\n.H . B. SMITH , Secretary, Colorado Education Association,\n..Denver\n532 Commonwealth Building,\nDelaware\n.H. V. HOLLOWAY, State Superintendent of Public Instruction ..Dover\nDistrict of Columbia .... HARRY ENGLISH, Head of High School Mathematics,\nFranklin Building\nWashington\nFlorida\nAGNES BALLARD, Superintendent Palm Beach County\nSchools\n\nGeorgia\n\n.....West Palm Beach\n\n..K. T. ALFRIEND, Department of Education and Psychology,\nBessie Tift College .\n\nForsyth\nHonolulu\n\nHawaii\n\nW. E. GIVENS, Superintendent of Public Instruction .\n\nIdaho\n\nELIZABETH RUSSUM, State Superintendent of Schools .\n\nIllinois\n\nSARAH L. THOMAS, 401 Kishwaukee Street ....\n\nIndiana\n\nH. LESTER SMITH, Dean, School of Education, Indiana\n\nIowa\n\nTHOMAS R. ROBERTS, Superintendent of Schools ....... Independence\nM. E. PEARSON , Superintendent of Schools .\nKansas City\nR. E. WILLIAMS, Secretary, Kentucky Education Association,\n\nUniversity\nKansas\n\nKentucky\n\n4518 Southern Parkway ...\n\nLouisiana\nMaine\n\nMassachusetts\n\nMichigan\n\nLouisville\n\n..Augusta\n\nWILLIAM BURDICK, State Supervisor Physical Education,\nBaltimore\n7 East Mulberry Street ..\nBrookline\nMARY MCSKIMMON , Principal, Pierce School .\nT. E. JOHNSON, State Suerintendent of Schools ,\nState House\n\nMinnesota\n\n..W. H. SHEPHARD, North High School .\n\nMississippi\n\n.J. S. VANDIVER .\n\nMissouri\n\nBloomington\n\nNew Orleans\nLORETTA R. DOERR, 1323 North Rampart...\nJOSIAH W. TAYLOR, State Agent for Secondary Education,\nState House\n\nMaryland\n\nBoise\nRockford\n\nLansing\nMinneapolis\nMoorhead\n\nTHOMAS J. WALKER, Missouri State Teachers Association .... Columbia\n\nMontana\n\n..A. H. DOUGLASS , 111 Montana Street...\n\nNebraska\n\n..C . RAY GATES , Superintendent of Schools .....\n\nButte\nGrand Island\n\n"}
{"page": 52, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\nVevada\n\nNew Hampshire\nNew Jersey\nNew Mexico\n\n29\n\n.E. L. MCKEOWN , Superintendent of Schools\n...\n....... WALLACE E. MASON , Keene Normal School ...\nCHARLES B. DYKE, Room 304, Stacy- Trent Building ....\nISABEL L. ECKLES , State Superintendent of Public\n......\n\nCarson City\nKeene\nTrenton\n\nSanta Fe\n\nInstruction\nNew York\n\nAMBROSE CORT, Public School 73 , 75 Rockaway Avenue ..... Brooklyn\n\nNorth Carolina\n\nROBERT H. WRIGHT, President, East Carolina Teachers\nCollege\nM. E. MCCURDY, North Dakota Education Association .\n\nNorth Dakota\n20\n\nOkakoma\nOregon\n\nFennsylvania\nThippine Islands\nProRico\n\nGreenville\n\nWashburn\n\nFRANK E. REYNOLDS, Secretary-Treasurer, Ohio State Teachers\nAssociation, Chamber of Commerce Building ......\nColumbus\nOklahoma City\n..... A. C. Parsons, Superintendent of Schools .........\nSalem\nGEORGE HUG, Superintendent of Schools .\n...... JAMES H. KELLEY, Secretary, State Education Association,\n..\n\n10 South Market Square .....\nLUTHER B. BEWLEY, Commissioner of Education .\n\nHarrisburg\nManila\n\nSouth Dakota\n\nSan Juan\nJUAN B. HUYKE, Commissioner of Education...\nPawtucket\nWILLIAM O. HOLDEN , Commercial High School ....\n.\nBeaufort\nGEORGE H. WEBBER, Superintendent of Schools .\nHAROLD W. FOGHT, President, Northern Normal and Industrial\n\nTennessee\n\n.S . L. SMITH, General Field Agent, Julius Rosenwald Fund\n\nTexas\n\nCATHERINE GORBUTT, quo , D \" The Wright \" ...\n\nRhode Island\nSouth Carolina\n\nAberdeen\n\nSchool\n\nfor Rural Schools ...\nUrah\n\nWsconsin\n\nWyoming\n\nSalt Lake City\n\nDONALD W. MCCLELLAND, President, State Teachers\nAssociation\n\nVenia\nWashington\nWest Virginia\n\nEl Paso\n\n..C. N. JENSEN , State Superintendent of Public\nInstruction\n\nVermont\n\nNashville\n\n... S. A. MCDONALD, Principal, Ruffner School .\nJENNIE M. FRENCH, Principal, Point Defiance School\n... J. H. HICKMAN, State Department of Schools ..\n\n.Bennington\n.\nNorfolk\nTacoma\n.Charleston\n\n... JOHN F. SIMS, President, State Normal School ........ Stevens Point\n..... Cheyenne\n\n... A. A. SLADE, Superintendent of Schools .....\n\n"}
{"page": 53, "printed_page": null, "text": "PROGRAM OF THE SIXTY- FIRST ANNUAL MEETING\nOF THE\n\nNational Education Association\nOAKLAND-SAN FRANCISCO, CALIFORNIA, JULY 1-6, 1923\n\nGENERAL PROGRAM\n\nSunday Afternoon, July 1, 4:00 o'clock\nFirst Congregational Church, Twelfth and Clay Streets, Oakland\nVesper Service\nMusic for this program was furnished by Mrs. H. C. Broderick, soprano ; Edna\nFisher Hall, alto; A. E. Gross, tenor; John E. Deegan, bass ; Alexander McCurdy,\norganist; Eugene Blanchard, director.\nPRELUDE\nDOXOLOGY\nINVOCATION\nLORD'S PRAYER\n....... Jones\n\nANTHEM-Jesus, Lover of My Soul..\nSCRIPTURE READING\n\nHYMN- Onward, Christian Soldiers\nPRAYER\n\nRESPONSE-Father, Fill Me With Thy Love ..........\nOFFERTORY-Light\nADDRESS\n\n... Burdette\n\n...... Frederick Stevenson\n\nEdna Fisher Hall\nTHE IDEALS OF THE AMERICAN PUBLIC SCHOOLS\n\nHarrison S. Robinson, President of the Oakland Chamber of Commerce.\nHYMN-All Hail the Power of Jesus' Name\nBENEDICTION\nPOSTLUDE\n\nSunday Evening, July 1, 7:30 o'clock\nConvention Hall, Exposition Auditorium, San Francisco\nSACRED HAWAIIAN MUSIC : Auspices Pan-Pacific Union\nTHE WORK OF THE PAN-PACIFIC UNION\n\nFrank F. Bunker, Executive Secretary, Pan-Pacific Union, Honolulu, T. H.\nTHE WORLD'S SOCIAL LABORATORY AND THE RED CROSS MOVEMENT\n\nHenry Noble MacCracken, President of Vassar College, Poughkeepsie, New York\nEDUCATION IN HAWAII\n\nVaughan MacCaughey, formerly Superintendent of Public Instruction for\nHawaii\nMOTION PICTURES : Pan- Pacific Union\n\nNOTE. The proceedings here given are arranged as in the official program, with\nproper additions and corrections. Business Sessions of the Representative Assembly\nare so headed.\n\n[30]\n\n"}
{"page": 54, "printed_page": null, "text": "PROGRAM OF OAKLAND- SAN FRANCISCO MEETING\n\n31\n\nFirst Day's Proceedings\nMonday Morning, July 2, 8.30 o'clock\n\nThe music for this program was furnished by the Fremont High School Orchestra\nof sixty-five players, under the leadership of A. C. Olker.\nMarch \" Gladiator,\" by Blankenburg; selection, Mikado, by Sullivan ; \" Morning,\" from Peer Gynt Suite, by Grieg,\" \" Serenata,\" by Alois Reiser.\nADDRESS OF WELCOME FOR THE CITY OF OAKLAND\n\nJohn L. Davie, Mayor of Oakland .\nADDRESS OF WELCOME FOR THE STATE OF CALIFORNIA\n\nWill C. Wood, State Superintendent of Public Instruction, Sacramento, California.\nADDRESS IN RESPONSE\n\nAlbert E. Winship, Editor, The Journal of Education , Boston, Massachusetts .\nTHRIFT EDUCATION\n\nEdith McClure Patterson, Committee on Thrift, Ohio State Federation of\n\nWomen's Clubs, Dayton, Ohio.\nEDUCATION FOR PARENTHOOD\n\nAlma L. Binzel, Assistant Professor of Child Training, University of Minnesota,\nMinneapolis, Minnesota.\nTHE CONSERVATION OF TALENT\n\nLewis M. Terman, Head of Department of Psychology, Stanford University,\nCalifornia.\n\nMonday Afternoon, July 2, 2.00 o'clock\nThis afternoon was given over to programs of the departments of the Association and of allied organizations.\nMonday Evening, July 2, 7.30 o'clock\n\nThe following musical program was arranged by the San Francisco Music\nCommittee:\n\nOrgan solo, Finlandia, by Sibelius, played by Wallace A. Sabin, official organist\nofthe Panama-Pacific Exposition, and director of the San Francisco Loring Club.\nChorus, \"Hear My Prayer,\" by Mendelssohn, sung by the mixed chorus, under the\ndirection of Mr. Sabin at the organ. Soloist, Helen Heath. Zilpha Ruggles Jenkins,\n\nHelen Heath, Edna Leopold, Edith Hibbard, sopranos ; Ruth Waterman Anderson,\nEva Atkinson, altos; Robert Battison, Carl Anderson, tenors; Percy Ward, George\nLane, Harry Fossey, basses. \" My Soul Thirsteth \" by Wallace A. Sabin, sung by a\nchorus of mixed voices, and played by the composer at the great organ. Soloists,\nMrs. Jenkins, Mrs. Anderson and Mr. Battison. \" Praise Ye the Lord,\" by Randegger, sung by the chorus, soloist, Mrs. Jenkins.\nADDRESS THE CHANGING AMERICAN SCHOOL PROGRAM\n\nWilliam Bishop Owen, President, National Education Association, Chicago, Ill.\nTHE FINANCING OF THE AMERICAN SCHOOLS\n\nGeorge Drayton Strayer, Professor of School Administration, Teachers College,\nColumbia University, New York City.\nTHE TEACHER AS A STUDENT\n\nJames F. Hosic, Associate Professor of Education, Teachers College, Columbia\nUniversity, New York City.\nEDUCATIONAL RESEARCH AND THE AMERICAN SCHOOL Program\n\nCharles Hubbard Judd, Director of School of Education, University of Chicago,\nChicago, III.\n\n"}
{"page": 55, "printed_page": null, "text": "32\n\nNATIONAL EDUCATION ASSOCIATION\n\nSecond Day's Proceedings\nTuesday Morning, July 3, 9.00 o'clock\n\nFirst Business Session of the Representative Assembly\nADDRESS\n\nMrs. A. H. Reeve, President, National Congress of Mothers and ParentTeacher Associations, Philadelphia, Pa.\nREPORT OF COMMITTEE ON CREDENTIALS\nADOPTION OF RULES\nADOPTION OF MINUTES\nADOPTION OF ORDER OF BUSINESS\n\nREPORT OF PRESIDENT OF THE ASSOCIATION\nREPORT OF COMMITTEE ON SALARIES\n\nE. S. Evenden, Teachers College, Columbia University, New York City,\nChairman .\nREPORT OF COMMITTEE TO CooperatE WITH MOTION PICTURE PRODUCERS\n\nCharles Hubbard Judd, Director, School of Education, University of Chicago,\nChicago, Ill . , Chairman.\nREPORT OF COMMITTEE ON CHARACTER EDUCATION\n\nMilton Bennion, Dean, School of Education, University of Utah, Salt Lake City,\nChairman.\nREPORT OF COMMITTEE ON THE REORGANIZATION OF ELEMENTARY EDUCATION\n\nOlive M. Jones, Principal, Public School No. 120, New York City.\nREPORT OF EDITORIAL COUNCIL\n\nW. Carson Ryan, Professor of Education, Swarthmore College, Swarthmore, Pa.\nREPORT OF JOINT COMMITTEE ON HEALTH PROBLEMS IN EDUCATION\n\nThomas D. Wood, Columbia University, New York City, Chairman.\nREPORT OF ILLITERACY COMMISSION\n\nCora Wilson Stewart, Frankfort, Kentucky, Chairman.\nAt this meeting resolutions may be handed to the Secretary for consideration by\nCommittee on Resolutions.\nNEW BUSINESS\n\nTuesday Afternoon, July 3, 2.00 o'clock\n\nThis afternoon was given over to programs of the departments of the Association and of allied organizations.\nTuesday Evening, July 3, 7.30 o'clock\n\nThe following musical program was arranged by the San Francisco Music\nCommittee :\n\nThe following selections were played by Paul Steindorf and his orchestra :\n\" Entrance of the Gladiators,\" by Fucik ; \" Albumleaf,\" by Wagner; \" The Wedding\n\nof the Rose,\" by Fessel ; \" Treasure Waltz,\" by Strauss ; \" When Johnny Comes\nMarching Home,\" by Edwards .\n\nThe American School Program\nFROM THE STANDPOINT OF THE NATION\n\nEllwood P. Cubberley, Dean, School of Education, Stanford University,\nCalifornia.\nFROM THE STANDPOINT OF THE STATE\n\nThomas E. Finegan, Former State Superintendent of Public Instruction, Harrisburg, Pennsylvania.\nFROM THE STANDPOINT OF THE CITY\n\nWilliam L. Ettinger, Superintendent of Schools, New York City.\nFROM THE STANDPOINT OF THE RURAL SCHOOL\n\nFlorence M. Hale, State Agent for Rural Education, Augusta, Maine.\n\n"}
{"page": 56, "printed_page": null, "text": "PROGRAM OF OAKLAND- SAN FRANCISCO MEETING\n\n33\n\nThird Day's Proceedings\nWednesday Morning, July 4, 10.00 o'clock\n\nAn Educational and Patriotic Program Under the Joint Auspices\nof the National Education Association and the American\nCouncil on Education\nADDRESS OF WELCOME\n\nWilliam W. Campbell, President-elect, University of California, Berkeley,\nCalifornia.\nEDUCATION FOR CITIZENSHIP\n\nWill C. Wood, State Superintendent of Public Instruction, Sacramento, California.\n\nTHE EFFECTIVE AMERICAN UNIVERSITY\n\nHenry Suzzallo, President, University of Washington, Seattle, Washington.\nTHE JUNIOR COLLEGE IN THE AMERICAN SCHOOL PROGRAM\n\nSusan M. Dorsey, Superintendent of Schools, Los Angeles, California.\n\nWednesday Afternoon, July 4, 2.00 o'clock\nThe Pageant of Nations was presented under the direction of Margaret Miriam\nKrsak, by the Mayor's Citizen Committee of San Francisco and the World Conference Committee of the National Education Association, as a part of the Civic\nCelebration of Independence Day.\nTheNations of the world, with America in the lead, participated in the celebration of America's Independence Day. The paramount idea was to present an\nauthoritative and correct representation of the peoples of the world taking part in the\n\nconvention. In this age of unrest and in an hour of the crying need for peace, the\nvarious racial denominations will symbolize their respective contributions to science,\nart, and literature. The groups carry their historic flag, led by a man and a\nwoman in the traditional costume, while the orchestra provides their national\nmusic.\n\nFourth Day's Proceedings\nThursday Morning July 5, 9.00 o'clock\n\nSecond Business Session of the Representative Assembly\nTHE CLASSICAL INVESTIGATION\n\nAndrew F. West, Dean, Graduate School, Princeton University, Princeton,\nNew Jersey.\nASCHOOL SERVICE PROGRAM\n\nCharles M. Holmes, National School Supply Association, Chicago, Illinois.\nROLL CALL AND GENERAL BUSINESS\nFELORT OF RURAL SCHOOL COMMITTEE\n\nJohn F. Sims, President, State Normal School, Stevens Point, Wisconsin,\nChairman.\n\nB.PORT OF COMMITTEE ON TENURE\n\nEmma L. Dacre, Public Schools, San Francisco, California.\nREPORT OF COMMITTEE ON PENSIONS\n\nPhilip E. Carlson, Minneapolis, Minnesota, Chairman.\nREPORT OF COMMITTEE ON COORDINATION OF RESEARCH AGENCIES\n\nJesseH. Newlon, Superintendent of Schools, Denver, Colorado, Chairman.\nREPORT OF COMMITTEE ON THRIFT\n\nArthur H. Chamberlain, Secretary, California State Teachers' Association, San\nFrancisco, California, Chairman.\n3\n\n"}
{"page": 57, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n34\n\nREPORT OF COMMITTEE TO COOPERATE WITH AMERICAN SCHOOL CITIZENSHIP LEAGUE\n\nFannie Fern Andrews, Boston, Massachusetts, Chairman.\nREPORT OF FIELD SECRETARIES\n\nCharl Ormond Williams, Washington, D. C.\nJ. O. Engleman, Washington, D. C.\nREPORT OF LEGISLATIVE COMMISSION\n\nGeorge D. Strayer, Teachers College, Columbia University, New York City,\nChairman .\nUNFINISHED BUSINESS\nNEW BUSINESS\n\nThursday Afternoon, July 5, 2.00 o'clock\n\nThis afternoon was given to programs of the departments of the Association\nand of allied organizations.\nThursday Evening, July 5, 7.30 o'clock\n\nThe following musical program was arranged by the San Francisco Music\nCommittee :\n\nOrgan solos, \" Toccata,\" from the Fifth Symphony, by Widor, and \" Air from\n\nRinaldo,\" by Handel, played by Uda Waldrop ; violin solo, \" The Old Refrain, \" by\nKreisler, played by Rudy Seiger. Organ solo, \" Dance of the Water Sprites,\" by\nUda Waldrop (from the Bohemian Club Grove Play, Nec-Natama, 1914) , and\n\" Intermezzo,\" ( from the Family Club Play, The Fountain of Youth, 1920), played\nby Uda Waldrop, the composer at the great organ. Violin solos, \" Berceuse,\" by\nRudy Seiger, and \" Andantino,\" by Kreisler, played by Rudy Seiger. \" Finale in D, \"\nby Lemmens, played by Uda Waldrop, Municipal Organist, San Francisco.\n\nJoint Meeting of National Education Association and World\nConference on Education\nHEALTH ASPECT OF THE WORLD'S CHILDREN\n\nRay L. Wilbur, President, Stanford University, California.\nTHE HOPE OF THE NATIONS\n\nM. Sawayanagi, President of the Japanese Imperial Education Association.\nTHE MEANING OF THE WORLD CONFERENCE\n\nE. J. Sainsbury, President of the National Union of Teachers of England and\nWales.\nWOMEN IN EDUCATION\n\nPrincess Santa Borghese, Rome, Italy.\nTHE WORLD AND INDIA\nHemendra K. Rakhit.\nEDUCATION AND WORLD PROGRESS\n\nAugustus O. Thomas, Chairman of Committee on Foreign Relations, Augusta,\nMaine.\n\nFifth Day's Proceedings\nFriday Morning, July 6, 9.00 o'clock\n\nThird Business Session of the Representative Assembly\nREPORT OF EXECUTIVE COMMITTEE\nREPORT OF TREASURER\n\nCornelia S. Adair, Treasurer of the National Education Association, Richmond, Virginia.\nREPORT OF BOARD OF TRUSTEES\n\nWalter R. Siders, Superintendent of Schools, Pocatello, Idaho, Chairman.\n\n"}
{"page": 58, "printed_page": null, "text": "PROGRAM OF OAKLAND-SAN FRANCISCO MEETING\n\n35\n\nREPORT OF COMMITTEE TO COOPERATE WITH AMERICAN LEGION\n\nJ. M. Gwinn, Superintendent of Schools, San Francisco, California.\nREPORT OF COMMITTEE ON FOREIGN RELATIONS\n\nAugust O. Thomas, State Superintendent of Schools, Augusta, Maine.\nOTHER COMMITTEE REPORTS\n\nCONSIDERATION OF AMENDMENTS TO BY- LAWS\nUNFINISHED BUSINESS\nNEW BUSINESS\nREPORT OF COMMITTEE ON NECROLOGY\nREPORT OF COMMITTEE ON RESOLUTIONS\nREPORT OF COMMITTEE ON NOMINATIONS\n\nFriday Afternoon, July 6, 2.00 o'clock\nThis afternoon was given over to programs of the departments of the Association and of allied organizations.\n\n"}
{"page": 59, "printed_page": null, "text": "MINUTES OF OAKLAND MEETING OF THE\nREPRESENTATIVE ASSEMBLY¹\n\nOAKLAND, CALIFORNIA, JULY 3, 5, AND 6\nFirst business session-The first business session of the annual meeting was\n\ncalled to order by President Owen, Tuesday morning, July 3, 1923, at nine\no'clock in the theater of the Oakland Civic Auditorium.\n\nReport of Committee on Credentials, adopted as read by the chairnian,\nU. W. Lamkin .\n\nPresident Owen : That constitutes this the representative assembly of this\nannual meeting ; we are now ready to do business. It is now in order to adopt\nrules of procedure for this convention.\nIt was moved from the floor that the rules which had been used during\n\nthe two preceding years, as printed on page 6 of the Official Manual, be\nadopted. The motion was seconded and carried.\nPresident Owen: We now have a set of rules. Shall we have a Committee on Rules ?\n\nAmotion was made, seconded, and carried that the President appoint such\na committee, and the following were appointed : Superintendent, R. J.\nCondon, of Cincinnati; Miss Rose Pesta, Chicago ; Mr. Johnson, of San\nDiego; Miss Sterrett, Seattle; Mr. Rosier, West Virginia; Mary McSkimmon, Boston; F. A. Hathaway, Jacksonville, Florida.\nThe next thing in the order of business before us is the adoption of the\nminutes of the last meeting of the Representative Assembly. The chair recognizes the Secretary of the Association.\nSecretary Crabtree: The minutes are published and printed in the Official\nManual, which has been given to each delegate. I move the adoption of the\nminutes of the Boston meeting as printed in the Official Manual. Motion\nseconded and carried.\n\nPresident Owen: The next thing is the adoption of the order of business.\nThat means, of course, that this provisional order in the program which had\n\nto be set up by the officers can be adopted by the Assembly, or can be made\nas the Assembly deems wise. ( Motion made that the order as arranged by\nthe officers be adopted; seconded and carried.) The next order of business\nis the report of the President.\n\nThe President then spoke on the life and growth of the Association, pointing out the advantages which had come from the reorganization of the Association in 1920 on the representative basis. He attached importance to the\n\ndeliberations of the Representative Assembly, to the wisdom during the next\nfew years of developing proper forms of business procedure, mentioning in\n1This is a brief statement of the proceedings of the three business sessions of the Representative Assembly at the sixty-first annual meeting of the National Education Association, as\nprepared by the Secretary. The complete copy of the notes taken by the reporter is in the\nSecretary's office.\n\n[36]\n\n"}
{"page": 60, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n37\n\ndetail items in procedure which should be observed in order to keep the work\n\noftheAssembly on a high plane and in order fully to represent the democratic\nspiritof the Association and teaching profession.\nMrs. A. H. Reeve, president of the National Congress of Mothers and\n\nParent-Teacher Associations, Philadelphia, Pennsylvania, was then introduced and spoke briefly on the work of her association and advantage of\ncooperation with the National Education Association.\n\nPresident Owen : We have a number of reports to be presented to us.\nFirst is the report of the Committee on Salaries. The chairman of this com-\n\nmittee is Professor E. S. Evenden, of Columbia University, who is not able\nto be here. Professor Rugh, of the University of California, is to present\nthe report. He is a member of the committee.\n\nProfessor Rugh spoke briefly concerning the report which had been printed\nandplaced inthe hands of delegates. In answer to a question from the floor,\nProfessor Rugh gave assurance that additional copies of the report in pamphletform could be secured by writing the central office.\nPresident Owen : Next we will have the report of the Committee on\n\nCharacter Education, by the chairman, Milton Bennion, dean of the School\nof Education, University of Utah, Salt Lake City. (After the presentation\nof the report, which is printed in pamphlet form, a motion was passed to\nadopt the report and to continue the committee for another year.)\nPresident Owen: The next is the report of the Committee to Coöperate\nwith Motion Picture Producers. The chairman is Charles Hubbard Judd,\ndirector of the School of Education, University of Chicago.\nInpresenting the report, which was in the hands of delegates in pamphlet\nform and which will also be published in the Annual Proceedings of the\nAssociation, Dr. Judd called attention to the organization of the committee\nandto the steps in the preparation of the report, and moved the adoption of\nthe report, including the following recommendations of the committee : ( 1 )\nThat the present committee be discharged; (2) that the Association express\nto the motion picture producers and distributors of America appreciation\nfor support given to the committee; ( 3 ) that this Association recognize the\ndesirability of legislation regulating the use of inflammable films and making\nmore readily available to schools the non-inflammable films; ( 4) that a\nprogram on visual education be arranged for the next winter meeting to\nnclude all discussion of this subject at that meeting; and (5) that a conittee be appointed by the President of the Association to carry on studies of\nthe administrative and instructional methods which are employed and should\nbe employed inthe introduction of visual materials into the school curriculum.\nMrs. Bradford: I move that the present committee be retained.\n\nPresident Owen: That is an amendment to the report. The motion comes\nto amend the report to read that the present committee be retained.\n\nMr. Wilson: A question of information: What is the scope of the\nresponsibilities of the new committee ? The printed document did not reach\nour hands.\n\n"}
{"page": 61, "printed_page": null, "text": "38\n\nNATIONAL EDUCATION ASSOCIATION\n\nPresident Owen: The other committee was set up, if I may explain, with\nthe definite plan of working in coöperation with the motion picture producers\nand distributors on a proposition from them.\nDelegate: If we adopt this report, is there any implication of that coöperation, or does it mean from this time on it can coöperate or not, but it is going\nto study the whole question?\nChairman Judd: The recommendation is that your new committee canvas\nall aspects of the subject with such resources as can be secured, providing they\ndo not hinder the operation of the committee as an educational committee.\n\nMr. Fairchild, of Washington: It seems to me it would be very much\nbetter policy for us to refer the creation of this new committee to our Executive Committee. I should like to move an amendment that the work of\n\ncreating this new committee be referred to the Executive Committee.\n\n(Motion lost.)\nMr. Cort, of New York: I understood from the chairman of the com-\n\nmittee, that the committee would welcome the addition of some people closely\nconnected with this work.\nPresident Owen : The chair will rule on that. The President of the Asso-\n\nciation has the power to remove all the individual members of that committee\nand make it all new. It is a question of continuing the committee as a committee and not the personnel. We hope the same committee will go on.\n\n(Motion is put for the amendment, seconded and carried. )\nPresident Owen: Now the next point in the recommendation was that the\n\nAssociation express to the motion picture distributors appreciation for their\nsupport. ( Motion made, seconded, carried.)\nAmotion for the adoption ofthe third point was also made, seconded and\ncarried.\n\nPresident Owen : On the fourth point, in regard to the progress for visual\neducation at the next winter meeting, the chair will have to rule that we\nhave no power over that. It is only a recommendation to the Department\nof Superintendence. With that interpretation, are you ready to vote on the\nadoption of the report as a whole ? ( Motion seconded and carried.)\nH. B. Wilson: Was not another element involved-namely, that no steps\nshould be taken to organize a department of visual instruction? Is it determinative ? Is that a question for the Executive Committee?\nPresident Owen: The Board of Directors can make a department on its\nown action. I suggest that we get rid of this first, then take it up.\nMr. Wilson : I speak of that because since I have been organizing a visual\neducation conference for this meeting, a number of persons have been urging\nthat action be taken. If our action is not determinative, it is of no use .\nPresident Owen : It is not determinative. All in favor of the motion, etc.\n\n(Motion carried. )\nThe next report is that of the Committee on the Reorganization of Elementary Education, by Miss Olive M. Jones, of New York City.\nAfter calling attention to the reports in the hands of delegates, and after\noutlining work of the committee since it was created, Miss Jones said: It\n\nis therefore recommended to you now that the original commission be dis\n\n"}
{"page": 62, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n39\n\ncharged from its work; that the Committee on Publication be discharged\nfrom itsduties; that all matters of publication of reports of these committees\nhereafterbe left with the publication of the National Education Association.\nIt is also recommended that the three sub-committees on English, Mathematics, and Social Studies, be continued, but that they take the position of\ncommittees of the National Education Association, and not sub-committees\nof a commission that had a general problem to solve, and feels that its work\nis completed. ( Motion made for the adoption of the report; seconded and\ncarried.)\n\nPresident Owen: The next report is that of the Editorial Council, which\nwill be presented by Dr. W. Carson Ryan, Jr., professor of education in\nSwarthmore College, Swarthmore, Pennsylvania.\nW. Carson Ryan: I know I express the regret of every one present that\nDr. Bagley is not here to give his report. (Reading of report by speaker,\nfollowed by a motion for its adoption, which was seconded. )\nMr. Cort: As a matter of information, may I ask if the various departments of this Association are kept in close touch with The Journal.\nDr. Ryan: Most of the departments appear to think that the editor of\nThe Journal is so persistent in that respect that they are rather bothered\nby it. There is a constant communication between the staff at Washington\nand every department of the organization. I know, at least, that the headquarters staff most certainly encourages that. ( Motion carried.)\nPresident Owen: We will now hear the report of the Joint Committee\nonHealth Problems in Education, by the chairman, Dr. Thomas D. Wood,\n\nof Columbia University, New York City.\nThomas D. Wood: Mr. President, members of the Assembly: You have\nreceived the printed copy of our committee report. I hope that you will all\nread it; I do not intend to take the time to read it to you now. ( He then gave\nthe report of the committee.)\nAmotion was made to adopt the report as read.\nPresident Owen: You have heard the motion that the report of this com-\n\nmittee be adopted. Is there a second ? ( Motion seconded and carried.)\nFrom the floor: May I ask if it is necessary that all members of the Rules\nCommittee should be members of this body here ?\nPresident Owen: I am going to rule that everybody must be a delegate.\nThat is my ruling, and if you don't like that, direct the chair otherwise.\nMotionmade for adjournment of Tuesday morning session seconded and\ncarried\n.\nSECOND BUSINESS SESSION\n\nTHURSDAY FORENOON , JULY 5 , 1923\n\nSecond business session-The second business session of the Representative\nAssemblywas held in the theater of the Oakland Civic Auditorium on Thursdav forenoon, July 5, beginning at nine o'clock.\nPresident Owen: The meetingwill please come to order. Now this morning we have a crowded program and I am going to ask each speaker to limit\nmselfto ten or fifteen minutes at the outside, if he can possibly do it.\n\n"}
{"page": 63, "printed_page": null, "text": "40\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe first speaker brings to us a report of a very important investigation\ncarried on in a field that does not affect many of us directly, so far as the\nelementary school is concerned; yet it is a field which in the higher levels\nof our educational life is of great significance. I have great pleasure in introducing to you Dean Andrew F. West, of Princeton University, who will\ngive us an insight into the Classical Investigation.\nDean West: President Owen, ladies and gentlemen: Ten minutes is time\nenough for anything I have to say. I shall not give you any rhetorical fireworks, but simply speak a few facts, although yesterday might be an excuse\neven for a professor of Latin to shoot off a few Roman candles ! ( He then\ndelivered the excellent address which will be printed in the Proceedings. )\nPresident Owen: The next presentation is out of the usual order. There\nis a great body of people who come in contact with us schoolmen at many\npoints, and who may be looked upon as just troublesome talesmen or as real\nhelpers in our work. Now Mr. Holmes has a big responsibility in coming\nbefore us. ( Mr. Holmes then delivered an address, which will appear in\nthe printed Proceedings of the meeting.)\nPresident Owen : The chair will call on President Sims, of Wisconsin, to\npresent the report of the Committee on Rural Education.\nMr. Sims : (After presenting the report which is printed in pamphlet\nform, he moved its adoption. The motion passed by a unanimous vote. )\nPresident Owen: The next report is that of the Committee on Tenure,\nwhich will be given by Mrs. Emma L. Dacre, of the San Francisco public\nschools. ( In introducing Mrs. Dacre, the President referred to her part in\nthe success of the local arrangements for the meeting.)\nMrs. Dacre : I thank Mr. Owen for his remarks, but I never could have\nsucceeded unless I had had the organization back of me in San Francisco ,\n\nthe San Francisco Grade Teachers' Association, the High School Teachers '\nAssociation, and the San Francisco Principals' Association. We all worked\nin harmony. ( Following the presentation of the report, which is printed in\npamphlet form, a motion was passed for its adoption. )\nPresident Owen : We now have a full Representative Assembly and with\nyour consent, the chair will introduce the chairman of the Legislative Commission, Dr. George D. Strayer, Teachers College, Columbia University,\nNew York City.\nDr. Strayer: Before I make the brief report which I have to present for\nthe Commission, I should like to acknowledge the splendid service to the\nAssociation in support of the work of the Legislative Commission that has\nbeen rendered by your field secretaries. The commission can meet from\ntime to time and can serve you in the direction of the policies of the Association; but the actual hard work, day in and day out, twenty-four hours in\n\nthe day, and all of the days in the month and in the year, is done by Miss\nCharl Williams and Dr. Engleman. (He then read the report and moved\nits adoption.)\nMiss Hoffman, of Honolulu: I would like to second the motion. I wonder if I may at the same time beg that this commission add, \" and Territories\" to \" the States \" in every case.\n\n"}
{"page": 64, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n41\n\nPresident Owen: With that interpretation of the motion, the question\nisopenfordiscussion. Of course this change will be embodied in the report\ninits final form. (The President announced that the motion carried by a\nunanimous vote.)\nPresident Owen: We will now have the report of the Committee on\n\nPensions, which will be presented by Miss Mary McSkimmon, of Massachusetts. (After presenting the report Miss McSkimmon made a motion for\nits adoption. )\n\nMrs. Harding, of Illinois: I rise on a point of information. Will the\nadoption of this report place the National Education Association on record\nas endorsing Federal aid for pensions ?\nPresident Owen: The chair rules not. The report recommends that\n\noneofthe points of investigation might be that point, but no pronouncement\nwas made as to our opinion, or no conclusion was drawn.\nMr. Thayer, of Colorado Springs: I rise for a point of information. I\nam probably out of order, but it seems to me that the obvious and the appropriate thing for us to consider would be the economic possibility of an oldage pension for all and not for teachers exclusively.\nPresident Owen: The chair will rule that if this idea is to be embodied\n\ninthe report, it will have to be in the form of an amendment.\nMr. Thayer: I move to add to the resolution, then, that this committee\nshall at least consider the advisability of a recommendation dealing with oldagepensions generally, an investigation along these lines. ( Seconded. )\nDr. Winship, of Massachusetts : I move that the motion be deferred until\ntomorrow.\n\nPresident Owen: To defer the amendment will defer the whole report.\n(Motion seconded, but lost.)\nPresident Owen: The question now is on the amendment.\n\nMr. Marshall, of West Virginia: Every once in a while an action of this\nsamekind comes up. I think it is well enough to hoe corn in your own field.\nMr. Thayer: I realize it may seem a little grotesque to go outside our own\nfeld; but it is the disease of educators that they can never go out of their\nown field.\n\nMr. Moore, of California : I can agree entirely with what the gentleman\nhas just said, but I would like to say I believe personally in old-age pensions\nandwould like to see it put over. But the thing to do is to go ahead and do\nthis for the teachers, and then the work that is done will be available for all\nthepeople.\n\nMr. Galloway, of Iowa: I am absolutely and utterly opposed to any\nattempt to take on too much territory. When we attempt to assume the\n\ntanctions of government, of the United States Government, we are going\ntoo far.\n\nPresident Owen: We have before us the issue; are you ready to vote?\nMotion lost.)\n\nPresident Owen: Now the vote is on the original motion, the adoption of\nThe report. (Motion carried.)\n\n"}
{"page": 65, "printed_page": null, "text": "42\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe will next have the report of the Committee on Coördination of\n\nResearch Agencies, by Jesse H. Newlon, superintendent of schools, Denver,\nColorado. ( After presenting the report Mr. Newlon moved its adoption .)\nMiss Blake, of New York: In what way should the Commission be\nincreased ?\n\nPresident Owen: The method in the long run is very simple, because the\npersonnel of these committees are reappointed each year by the incoming\npresident, and the chairman; then the personnel can be decided. ( Motion\ncarried to adopt report.)\n\nNext is the report of the Committee on Thrift, a committee that has been\nworking for some years, and I am sure has accomplished a great deal. It\nwill be presented by the chairman, Arthur H. Chamberlain, of San Francisco,\nsecretary of the California State Teachers' Association.\nMr. Chamberlain: It will be unnecessary to tell the California delegation\nwhat the others might not understand, that anything embodied in this report\nrelating to thrift or economy is in no way in line with a type of economy\nwhich a certain governor of a certain illustrious State is proposing. (After\ngiving the report, which is printed in pamphlet form, Mr. Chamberlain\nmoved its adoption. The motion was passed. )\nPresident Owen : I have the pleasure of presenting one of our field secretaries, the former distinguished president of the National Education Association, Miss Charl Ormond Williams. (After Miss Williams had presented\nher report, President Owen stated that \" this is a report that does not\nrequire action. It is a report of one of our officers.\" )\nThe next report is that of another field secretary. We have added another\nsince a year ago. I want to say that one of the difficult things the Executive\nCommittee had to decide when we were confronted with the work of the year\nwas whether we could really afford to go to the length of putting two field\nsecretaries at work. But the fact was that our efforts at Washington need\nthe constant, genuine leadership that was recorded in that report that was just\nread. I have great pleasure in introducing to you Dr. J. O. Engleman, field\nsecretary of the National Education Association. ( Mr. Engleman then gave\nhis report, which, like the one by Miss Williams, received generous applause.)\nPresident Owen: We will hear now the report of the Illiteracy Commission, which was to have been presented yesterday. Mrs. Cora Wilson\nStewart, chairman of the Illiteracy Commission. (Written report read by\nthe chairman, who moved its adoption. Motion seconded and carried.)\nPresident Owen: Any new business ?\nFrom the balcony : Mr. President and members of the National Educa-\n\ntionAssociation : When you asked for a vote on the report of the Legislative\nCommission, I voted No, and you announced a unanimous vote in favor of\nthe report. When I realized that you had not noticed my vote, or else ignored\nit, I repeated it, and you said I was too late. What I wish to state is that\nthe adoption of the report was not unanimous.\n\nPresident Owen: Do you refer to that vote on the report of the Legislative Commission which was presented ? The chair asked for those in favor,\nand he heard a volume of approval. He asked for those opposed, and heard\n\n"}
{"page": 66, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n43\n\nnothing, so he announced the ruling. Afterwards somebody said, \" No. \"\nThe lady, who is a member of the National Education Association, says that\nshe tried to make the chair hear, and even implies that the chair was not\nanxious to hear, for which we will forgive her. Then I will go on to say\nthat she is not a member of the Legislative Assembly, and not a delegate, and\nwhile she has the privilege of expressing her opinion, she has no vote, hence,\nthe action of the Representative Assembly stands unanimous.\nIs there anything before us? If not, the Assembly is adjourned to meet\nFriday morning at 9.00 o'clock.\nTHIRD BUSINESS SESSION\n\nFRIDAY FORENOON, JULY 6, 1923\nThird business session-The third business session of the Representative\n\nAssembly was held in the theater of the Oakland Civic Auditorium on Friday\nforenoon, July 6.\nMeeting called to order at nine o'clock by President Owen, who because\nofthe number coming into the room, and while waiting for the distribution\nof reports, suggested that the Assembly recess for fifteen minutes.\n\nPresident Owen (promptly at 9.15 ) : We will listen to the report of the\nCommittee to Coöperate with the American Legion, to be presented by\nJ. M. Gwinn, superintendent of schools, San Francisco. (Reading of report\nby Mr. Gwinn . )\n\nAfter Mr. Gwinn had presented the report, which was then handed to\nthe secretary, Mr. Sims, of Wisconsin, moved the adoption of the report,\nwhich was seconded and carried.\n\nPresident Owen (after making an announcement about the commercial\nexhibits and calling attention to their great values) : We will now hear the\nreport of the Board of Trustees, by Walter R. Siders, superintendent of\nschools, Pocatello, Idaho, who is chairman of the board.\n\nWalter R. Siders: It is my understanding that the report of the trustees\n'n your hands. To expedite business, will you pick up that report and turn\nefirstpage? There you will find some introductory remarks by the trustees,\nwhichpoint out the three funds of the Association.\nHe then explained in detail the points in the report which might not be\nlly understood by reading the report. He called attention to the fact that\nthe headquarters building purchased for $98,000 could now be sold for\n$150,000.)\n\nPresident Owen: Does any one want to discuss this report? (After the\npresentation of the report, which will appear in the printed Proceedings,\nMr. Bunker, of Hawaii, moved its adoption. The motion was seconded, and\ncarried. ) We will now listen to the report of the Treasurer, Miss Cornelia\nAair. of Richmond, Virginia.\nMissAdair: You hold the report in your hands. I am going to ask you\ntoturn to page four, which is the formal report of the treasurer. I am not\n\npoing to read the figures, but I am going to ask you to turn to page seven,\n\n"}
{"page": 67, "printed_page": null, "text": "44\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhere a summary has been given. ( She explained items in the report and\nmade recommendations. )\n\nMr. Smith, of Tennessee, moved the adoption of the Treasurer's report.\nThe motion was seconded and carried.\nPresident Owen : Now there is a recommendation from the Treasurer\n\nthat is also in essence a report of the Committee on Payment of Delegates'\n\nExpenses, of which committee Miss Adair is chairman. If there is no objection, I will ask Mr. Adair to present that recommendation at this time.\nMiss Adair : I had very much hoped that we could have this report yester-\n\nday morning, but circumstances prevented. This is a matter that has been\nbefore our organization ever since the reorganization at Salt Lake City.\n\nWill you please look at your folder and get to the report of Financing Delegates ? I move the adoption of this report. ( Motion seconded. )\nPresident Owen: Any discussion ?\nMr. Welty, of Oakland : May I ask a question ? As the calculation produces the sum of $20,000 and we are only approving an expenditure of\n\n$10,000, would that not mean that only half of the expenses above fifty\ndollars would be paid ? (Answered in the affirmative by Miss Adair.)\nMr. Bunker, of Hawaii : In the first sentence of the second paragraph it\n\nmentions \" State delegates.\" I merely rise to ask for information. Does\nthat term include delegates from the Territory of Hawaii and from Alaska\nas well ? ( Answered in the affirmative by President Owen. )\nDelegate from Ohio ( representing the Cincinnati School Masters' Club ) :\nIs it not true that our income now is just about equal to the expenses ; that is,\nproviding for these investigations that the National Education Association\nis conducting ? Is that not a fact ? I represent the Cincinnati School Masters'\nClub. It is an organization of 300 men in Cincinnati. Feeling that was the\ncase, they instructed me to vote against any payment of expenses for delegates,\nbelieving that this fund of the National Education Association ought to be\nreserved for these investigations and studies and research work.\nFollowing an explanation by Miss Adair there was prolonged discussion ,\nmainly in favor of the recommendation. Among those who took part in the\ndiscussion were : Miss Jones, of New York ; Miss Gardner, of Wisconsin ;\nMr. Kelley, of Pennsylvania; Mr. Galloway, of Iowa ; Miss Wade, of California; Mr. Bunker, of Hawaii ; Miss Peterson, of Ohio ; and others.\nMr. Bandman, from Alabama: How can they recommend that the\nNational Education Association pay all railroad and Pullman expenses above\n$50 and that only $ 10,000 be set aside ?\nMiss Adair : The amount is to be provided proportionately.\nPresident Owen: With that understanding, are you ready for the question? (Motion carried. )\nMiss Adair : On the first page of the present report, you will find a suggestion by the Treasurer, that we set up a reserve fund to carry ourselves over\nthe summer time, but I understand that will be cared for in the budget.\nMiss Doherty, of St. Paul : I think the chair did not hear the negative on\nthat last motion.\n\n"}
{"page": 68, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n45\n\nPresident Owen: I am reminded that I did not take the negative vote,\nsowewill take both again. ( Vote retaken and the motion carried. )\nMiss Doherty: I think in fairness to the members of this Cincinnati School\n\nMasters' Club, they should have a chance to register their vote on the floor\nofthis house. Idon't agree with them, but there has been general criticism all\naround me because they didn't have an opportunity to register their vote.\nIfthis is going to be a Representative Assembly, I maintain the members of\nthis club in Cincinnati should have a right to register their opposition.\nPresident Owen: The chair agrees with Miss Doherty, and has proved\nhis agreement, and the motion is carried. Now the report of the Executive\nCommitteewill be presented by Mr. Siders.\nMr. Siders: This report is in your hands for comparison, while I read it.\n(Reads report as printed and gives explanations.) At the right time, the\nExecutive Committee will offer a few amendments. I move the adoption of\nthis report. (Question about a discrepancy in the figures, which proved to\nbeanerror on the part of the printer. Corrected by chairman. )\nMissPartridge, of Berkeley: Why is the money for the Health Program,\nand also Illiteracy, limited to the extent of money for carrying out the printing of reports, when the other committees have no limitation ?\n\nPresident Owen: The facts of the case are that last year this Committee\non Health Problems asked for $1,500 extra in order to prepare a report,\nwhich wouldbe essentially a course of study in health for the schools. We\nteltthat in coming before this body at this time it should be recognized\nthat this was for the printing of the report. The same also concerning the\nreport of the Illiteracy Commission.\nMr. Walker, of Missouri: On page three of this report, under the budget\nfor special committees,we note that the Committee on Rural Education had\nanappropriation of $800 last year, and that has been reduced to $150. Will\nMr. Siders explain this reduction ? ( It was explained that the committee\nasked for this amount. )\n\nPresident Owen : If you will trust the Executive Committee on that, we\nwill remedy the errors made by the printer. The significant figures are the\nappropriation for committees. ( Motion to adopt the report seconded and\narried.)\n\nPresident Owen : We will now have the report of the Committee to\nCooperate with American School Citizenship League, by the chairman, Mrs.\nFannie Fern Andrews, of Boston. This report was deferred from yesterday.\nMrs. Andrews: Mr. President, Delegates of the National Education\nAssociation: I am very sorry I could not have made this report when it\nght to havebeen made. Mixing it in with finances, it may seem rather out\nplace, but I think we can concentrate on a new subject for a few minutes.\nShe then read the report.)\nMr. Newman: Does the adoption of this report imply the adoption of\nthe resolutions ? The idea seems to be that history should be taught from\nworld point of view.\n\n"}
{"page": 69, "printed_page": null, "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\nDr. Smith, of Massachusetts: (After a short discussion of the report) 1\nmove that the report be referred to the Resolutions Committee of this Asso-\n\nciation, of 1924, for report at that meeting.\nMrs. Andrews : I rise to correct Dr. Smith's statement that the first func-\n\ntion in the teaching of geography and history as stated in this report, is to do\nwhat he says. It distinctly says that it shall include the teaching of such\nmatters not that its first function is that.\n\nPresident Owen : Was it the intent of the motion to have the Secretary\n\ntake out that part of the report and put it in the hands of the Resolutions\nCommittee next year, and vote on the rest ?\n\nDr. Smith: It was the intention of my motion that the entire report be\nput into the hands of the committee.\n\nMiss Blake, of New York: That means we would take no action on this\nquestion for next year. It seems for us to retire from any action on this matter\n\nis very disastrous.\nMr. Cort, of New York: I understand the chairman of the committee\nitself has expressed satisfaction with our holding this matter over so as to con-\n\nsider it more carefully. (A vote was then taken, and as a division was called\nanother vote was taken. The result of a rising vote showed 224 in favor of\nreferring the report to the Resolutions Committee; 182 against.)\nPresident Owen: The chair took the right-and it was a great pleasureof extending to Mr. Sawayanagi, president of the Japanese Imperial EducationAssociation, an invitation to appear before this body and to extend to us\nthe greetings which he desires to extend from his Association.\n\nWith your permission, at this point the chair will recognize and introduce\nto this audience Mr. Sawayanagi, president of the Japanese Education Association, and a member of the House of Peers of the Japanese Parliament.\nMr. Sawayanagi then delivered a most excellent address. He was greeted\nwith applause on taking the platform and with great applause as he closed\nhis address with these words :\n\" I understand the United States of America is a land of freedom and\n\ndemocracy. I hope the United States of America will become the land of\n\ninternationalism, where there are no traces of racial prejudices, where only\njustice and humanity reign. I think this object can be achieved by the educators rather than by the statesman. I thank you.\"\nPresident Owen: It is a great pleasure to me personally and an honor\nofficially to present to this audience the man who has carried the burden of\nthis great and significant World Conference on Education, out of which has\nbeen born, as was said a moment ago by our distinguished visitor, this International Federation of Education Associations.\n\nI have the pleasure of presenting the chairman of our own Committee on\n\nForeign Relations, and the newly elected president of the International\nFederation of Education Associations, Dr. Augustus O. Thomas, State\nsuperintendent of schools, of Maine.\nAugustus O. Thomas: It is very difficult to attempt in ten minutes to\ngive a report of the Proceedings of the World Conference on Education,\n\n"}
{"page": 70, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n47\n\nwhich was called by the National Education Association. The United States\n\nhas, through the Association, extended the hand of friendship and good-will\nto the nations of the earth, and the warmth and genuineness with which\nthat hand was accepted has been most remarkable.\n(As Dr. Thomas continued his address it was evident from the interest\nand applause that the ideals of the World Conference on Education made\n\n1strong appeal to the membership of the Association.)\n\n(At the close of the address :) Our Committee on Foreign Relations\nrecommends that the National Education Association of the United States\n\nbecome a member of this new organization. ( Motion seconded and carried. )\nPresident Owen : This carries with it the approval of this last proposition\nthat we become a member of this Association. The details, I suppose we will\ngetto intime, and we will have our own chairman to keep us right.\nMiss Blake: Will it be in order now to add to our motion of approval, a\nmotion of profound thanks to the chairman of that committee for the very\nwonderful work that he has done ? ( Motion seconded and unanimously\ncarried.)\n\nAugustus O. Thomas: I thank you for the motion, but I need no thanks .\nIwould rather thank you for the opportunity. This could not have been\ncarried through without the authority and coöperation of Dr. Owen and\nSecretary Crabtree and the committee who have helped so wonderfully and\nhave been sympathetic with all of it.\nSecretary Crabtree: The amendments proposed for consideration at this\ntime are on page eight of the Official Manual. I take it that any one who\ndesires to have an amendment considered will call attention to it and that\n\nyouwill notwantme to read all these amendments, since they are printed in\nsour manual.\n\nPresident Owen: The first amendment was presented by Mr. Springer,\not Michigan. I received a telegram from him this morning asking that it\nbedeferreduntil nextyear. If there is no objection, that action will be taken.\nThe next amendment was proposed by Mr. Stapleton, of Minnesota. It\nis essentially an interpretation of what was the intent of our by-laws.\n\nMiss Blake: Am I right in thinking that that does not in any way limit\nthe affiliated associations, but it means that I as a member can vote in my\nfiliated association, whichever one of the half dozen I belong to that I\n\nchoose, and may also vote in the Association?\nPresident Owen: That is the interpretation. An individual member of\n\nthe National Education Association, if this were passed, could vote for a\ndelegate to this Association in this way. They could vote in one affiliated\nlocal association only, then could also vote in the affiliated State association.\nMotionmade, seconded and carried for the adoption of this amendment. )\nPresident Owen: The next is an amendment presented by Miss Blake,\nutNew York.\n\nMissBlake: (After discussion from the floor.) I think I had better withdraw my motion and ask to have this laid over until next year.\nPresident Owen: The request is granted.\n\n"}
{"page": 71, "printed_page": null, "text": "48\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe next amendment is given, but there is no statement of what section is\n\ntaken. Is there a motion on that paragraph ? If not, we will pass to the next.\n(Motionby Miss Blake to adopt that amendment.)\nPresident Owen: What that does is this : It takes out of this Representative Assembly the State superintendents of public instruction.\nMiss Gardner, of Wisconsin : This amendment was presented by the State\nSuperintendent of Wisconsin at the request of the classroom teachers of\n\nWisconsin, and we feel that it is a just amendment. But on account of the\nlocal situation in California, I feel that it would be better to have action\npostponed.\n\nMiss Blake : I didn't know it would take him out when I made my motion.\nWill C. Wood, State superintendent of schools, California: I appreciate\nwhat Miss Gardner has to say in regard to the local situation. While I appreciate the kindly sentiments very much, I feel that if the resolution is right\nit should be adopted.\n\nMiss Gardner: I move that the amendment be laid on the table. ( Motion\nseconded and carried.)\nMr. Siders : ( Having been called upon by the chair to present an amendment recommended by the Executive Committee. ) This amendment is to\nclear up some question about the Association year. It recommends that\nSection 7, Article 1, of the By-Laws be changed and amended to read as\nfollows: ( Reads and moves the adoption of the amendment.)\nPresident Owen: The point is this, that these two amendments have not\nbeen presented before the Association previously, and would have to be\nadopted at this time, if adopted at all, by unanimous consent. The motion is\nto adopt the first amendment presented.\nMr. Cort, of New York : Would it not be better to have the definition\n\nof the membership year precede that statement, because it speaks of the\nrequirement that members shall pay on or before November 1. That means\nbetween what date? How far back from November first ? It seems to me\n\nit would be well first to define the membership year, then go on to the rest.\nPresident Owen: This is a good suggestion, and if there is no objection\nwe will present the second amendment first and we will ask the chairman to\nread it. (Chairman Siders reads as directed.)\n\nMr. Minkel, from Iowa : I am entirely in sympathy with the resolution,\nwhich wou'd make the fiscal year run from September I to September 1, but\nI am altogether opposed to that part of the resolution which would make\n\nthe maga ine year run from November 1 to November 1. The thing we want\nto do is to bring the fiscal year and the magazine year both in accord with\nthe fiscal year and the magazine year of nearly all our State associations,\nso that a member can budget her allowance for National, State, and district\nmeetings.\n\nMr. Fred Hunter, of Oakland: I fear that Director Minkel, of Iowa,\nmisunderstands the purpose of this whole proposition. I can speak upon this\nquestion both as a member of this committee, and as a delegate from California. I think it is the biggest obstacle that has stood in the way of our\nmembership drive in California. These amendments will clear up that mis-\n\n"}
{"page": 72, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n49\n\nunderstanding. Consequently, it is of the highest importance that this be\ntheaction atthis time, because the resources of the Association are endangered\nunless these amendments do pass, Mr. President, with unanimous consent.\nMiss Matthews, of Milwaukee : Milwaukee would have had a far largeı\n\nmembership if it had not been for the confusion which we have had and\nwhich Mr. Hunter has just explained.\nMr. Hunting, of Nevada: Our membership is in great confusion today\nandthere is a good deal of friction and dissatisfaction. I think it most important to pass the amendment.\nMr. Hunter: The director from Iowa and the Executive Committee are\n\naiming at exactly the same thing. The Board of Directors, or the Executive\nCommittee, in considering this amendment, Mr. President, went into the\nmachinery of the thing very thoroughly. The amendments as proposed will\ndo exactly what Director Minkel wants done. May I plead again that we\nhave unanimous consent to put this in operation next year ? ( Motion which\nhad been made was seconded and unanimously carried.)\nPresident Owen: Now let's go to Section 7, Article 1. ( Mr. Siders reads\nthe proposed amendment.)\nThe effect of that is to give every member a reasonable time to decide\nwhether to renew his membership, but it obviates sending out magazines to\nalot of people who don't care whether they receive them or not. ( Motion\ntoadopt this amendment seconded, and voted upon, but vote not announced.)\nMr. Minkel: I want to introduce an amendment to change that date from\nNovember I to September 1.\n\nPresident Owen: That is out of order; we are taking a vote. But we all\nwant tohear this thing, and if you will let me, I will ignore that we started\nto take the vote, until we get this clear.\nMr. Minkel: I introduced that as an amendment to the resolution. If\n\nyou say I am in order, I move we amend the date from November I to\nSeptember 1. ( Motion seconded and voted upon and declared lost.)\nMr. Reed, of Akron, Ohio : I have an amendment, which, as far as age\nand respectability go, should have been given precedence over all these others .\nIt might be a Native Son, it is so oldMr. Hunter: I again appeal and say it is the most important thing for\nthe resources of this Association that has yet come before us. Let me say\n\nto you, Mr. President, that the welfare of this Association is at stake, and\nit seems to me that there ought to be a waiving of the small technicalities\nwhich have been brought up here to prevent this thing from becoming opera-\n\ntive in the Association. I cannot move a reconsideration; I voted for the\namendment.\n\nMr. Cort: I move a reconsideration. ( Motion seconded and carried. )\nMr. Hunter: May I ask Mr. Cort to take this into consideration ? We\nsave, or have had, a plan of organization to date that has resulted in great\ncontusion. The Executive Committee has thought out a plan which they\nthink will relieve that confusion.\n\nMiss John, of Ohio: It seems so simple to me that I would like to state\nwhat Iunderstand it means. I think it means that the dues are due on the first\n\n"}
{"page": 73, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n50\n\nof September, to be paid in advance for the coming year, which will continue\nuntil the coming 31st of August. The bill is due on the first of September,\nand we are allowed sixty days' grace in which to pay. That is a sort of\nbusiness arrangement that enables those who cannot spare the two dollars\nmembership on the first of September, because they have earned no money\nfor three months, to pay. They can save that much in two months and pay !\nPresident Owen : The motion is on the reconsideration of the vote on the\n\namendment, which was lost. Are you ready to vote on the reconsideration ?\n(Motion carried. )\n\n(Motion then taken on amendment, which was unanimously carried. )\nPresident Owen : It is now time to introduce amendments to the By-Laws\n\nto lie on the table for a year. The chair recognizes Mr. Reed, of Akron ,\nOhio.\n\nMr. Reed : Mr. President, this is not a new amendment. Two years ago\nat the Des Moines meeting, the Ohio delegation introduced an amendment\n\nto the By-Laws providing for the nomination of the officers of this Association from the floor of the Assembly, and a vote by ballot, along the same lines\nas the Department of Superintendence has adopted.\nThis was presented at the Des Moines meeting, was allowed to lie over\n\nfor one year. Last year it was represented at the Boston meeting and was\nlaid on the table. Therefore, it is a legitimate item of business for this meeting. We have had copies of this amendment struck off and I think the most\n\nof you have a copy of it in your hands.\nAt this time I should like to read a resolution passed by the Ohio State\nTeachers' Association, numbering 20,000 members, in their Representative\nAssembly. ( Reads report.) Mr. President, I move that this amendment\nbe taken from the table. ( Motion seconded and carried.)\nFrom the floor: Pardon the suggestion, Mr. President, but you have a\nlittle habit of calling for the Ayes, and stating that the motion is carried,\n\nwithout due consideration of the opposition.\nPresident Owen : Aristotle once said that one swallow doesn't make a\n\nspring. I did that one time, but I took the vote again. We will take this\none again. (Recount; motion carried.) This amendment is before the house\nnow for adoption.\n\nMr. Reed : We are a working body, Mr. President, of about 700 or 800\ndelegates, and I see no reason why we should not proceed with the election\nof our officers, which is perhaps the most important business we have, after\n\nthis fashion; the Department of Superintendence, after trying various means ,\nhas adopted a plan which is substantially this. I should like to recommend\nthat this organization do the same. I move the adoption of this amendment.\n\nMr. Walker, of Missouri : I move to amend this resolution by referring\nthe action of this body of delegates to the members in our various States for\nfinal action. The folks back home have a right to say who shall be president\nof this organization.\nMiss Menzel: I would like to offer an amendment to that amendment.\n\nIn the place of the words beginning in the sixth line, \" On the first day of\nthe annual meeting of the Association, the delegates of each State, territory\n\n"}
{"page": 74, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n51\n\nanddistrict of the United States shall nominate one person for the Board\nof Directors \"-I should like to amend that, substituting for what I have\nJust readthat \" the State directors of each State, territory and district of the\nUnited States be elected by the respective State association.\"\nPresident Ouen: The chair will rule that this amendment is out of order.\n\nThis is a body created by charter of the United States, and the Board of\nDirectors is elected by this whole body. The most that Miss Menzel could\naccomplish in this way would be to have a nomination come up in that way.\n\nMiss Menzel: Then I would like to know just how to proceed. What\nwouldbe the legal procedure, then, for having it arranged in that way?\nPresident Owen: This Association is by power and act of Congress in\nthe control of this Representative Assembly and these are directors of the\nNational Education Association from the States; but no State association\n\nor part of this body can elect a director of this body. The most you could\ndowouldbe to have them nominated by the State associations, and the delegates directed to nominate that person.\n\nMr. Welty, of Oakland : I would just like to point out the effect of\nlocality on such an election. California, at the first meeting of this Assembly,\nhad 106 delegates. If I remember rightly, the largest number from any\nther State was 54. California had twice as many as any other. That would\nmean that the locality in which the National Education Association was\nheld would have much more than a democratic influence on the election.\n\nMr. Berg, of North Dakota: It seems that the method under which we\n\nhave proceeded in the past is more democratic and much more efficient and\ndemocratic than the proposed plan would be.\nMr. Smith, of Tennessee : It seems to me that we must remember that\n\nthe smaller States never have an opportunity of having this Assembly meet in\ntheir States. They have to go to the larger States, where there are great\nnumbers of delegates. As it now stands, every State has a vote, which, it\nseems to me, is as it should be. Tennessee has just as large a vote as New\nYork or California, and we ought to keep it that way. it seems more demoratic and I don't see how we can improve on it.\nMr. Hunter: The supreme thing in this whole argument is this question\nof professional solidarity and the effective working power of this National\nAssociation. This is a movement in that direction; it is a statement to\nthe public that we have confidence in the rank and file of the teaching\nprofession.\n\nMr. Will C. Wood, of California: I didn't have opportunity to study\nthis matter. It was laid on the table last meeting. I am convinced that this\n\nmeans not democracy but \" local-ocracy. \" I move that this be laid upon the\nNe. (Motion seconded and passed.)\n\nMr. Moore: I rise to a point of information. I would like to know when\nis amendment which was taken off the table was again laid on the table.\nPresident Owen: When they laid the amendment on the table.\n\nMr. Moore: They laid on the table the amendment to amend.\nPresident Owen: When you lay an amendment to a motion on the table,\nou lay the whole thing on the table. I would like to say if you don't like\n\n"}
{"page": 75, "printed_page": null, "text": "52\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat ruling the chair will be glad to have an appeal to the body, because\nit is a difficult point. I think we ought to know what we are doing.\nMr. Reed: I appeal from that ruling.\n\nPresident Owen : All in favor of sustaining the ruling of the chair, say\nAye. (Motion carried.) It is all on the table now.\nThe next is unfinished business. If there is none, the next is new business.\nThe chair is not trying to do anything but trying to get our business done\nas expeditiously as possibly.\nMiss Blake : I don't know how the members feel about not having any\nyearbook. I realize perfectly that it is impossible to print a yearbook with\nthe names of all the members. It would be as big as the unabridged diction-\n\nary, and perhaps as a two-volume dictionary. Could the secretary give us\nany idea how many five-dollar members there are ? ( Secretary answered\n12,000 . ) I would like to move that the names of all five-dollar memberships,\n\nwith their institutions and their work and their addresses, be printed in a\nyearbook to be given to five dollar members, and to be sold to the others for\nthree dollars. ( Motion seconded, voted, and lost. )\nPresident Owen : The next is the report of the Committee on Necrology.\nSecretary Crabtree: The chairman, Mr. Ernest L. Crandall, had to leave\n\nat this moment in order to catch his train, and asked me to read this brief\nreport. ( Read.) I move the adoption of this report, which provides for a\nreport of this committee on the program at the next annual meeting of the\nAssociation . ( Seconded and carried. )\nPresident Owen: The chair recognizes the chairman of the Committee\non Resolutions, Dr. Payson Smith, State commissioner of education, Massachusetts. ( Reading of resolutions by chairman. Motion for adoption of\nreport seconded and carried. )\n\nDelegate from Hawaii : I rise for a point of information, to know whether\nthe Federal aid for the territories is safeguarded. Would it be possible to\nadd \" and territories \" after \" States \" ?\n\nChairman Smith: It was believed the action already taken had practically\nembodied that. The committee would not object if the delegates desire to\nhave the insertion of those words.\n\nPresident Owen : We have passed on that. The interpretation of the\nchairman is that the meaning is there, and he suggests he would be willing\nto put in those words.\n\nDelegate from Hawaii: May I offer an amendment, that in the first\narticle the words \" to the States and territories \" be included after \" Federal\n\naid \" ? ( Motion seconded and carried. )\n\nPresident Owen: The chair thought it best to allow the motion. The\nquestion now is on the adoption of the resolutions. ( Motion seconded and\ncarried.)\n\nWe will now hear the report of the Committee on Nominations, presented\nby the chairman, Jesse H. Newlon, superintendent of schools, Denver,\nColorado.\n\nJesse H. Newlon : The Committee on Nominations has voted unanimously\n\nupon the following names of officers of the National Education Association\n\n"}
{"page": 76, "printed_page": null, "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n53\n\nfor the next year: ( Reads report and moves its adoption. The motion was\nseconded and carried.)\n\nPresident Owen: We have just a moment or two. First, the President of\ntheAssociation wants the privilege of introducing to this audience the new\nPresident of the National Education Association, Miss Olive M. Jones,\nofNew York.\n\nMiss Jones: Friends of the National Education Association, it is late and\nIam not going to make a speech. But I did want to answer publicly one\nquestion that has been given to me innumerable times in the last two days .\n\nThat is, what is going to be my policy as President of the National Education\nAociation.\n\nI want to declare in most unmistakable terms that I object to having any\nndividual policy. I am not an individual. I am the executive to carry out\nthe program of the National Education Association as expressed by the vote\nuf this delegate body. That is what I hope to do. It is what I want your\nLoyal support to do. I will promise you that I will try to make it take shape\nInthe form of concrete suggestions and concrete action, and not mere words.\nIaskyour loyal support, and with that and the guidance of God, I will give\nsoa loyal service.\n\nPresident Owen: It has been a great pleasure to act as your President durng the year. It is a great honor, the greatest honor that can come to any\n\nchool teacher, I think, in America, officially to serve as a President of the\nNational Education Association .\n\nIwant to thank you for the wonderful coöperation we have had from you\nduring this week, and to assure you that to the best of my ability I shall continue the policy of trying to be a loyal member of the National Education\nAssociation.\n\nMr. Cort: I should like to move a rising vote of thanks to our able retir-\n\nng President. (All standing.) The vote is unanimous.\nPresident Owen: The Sixty-first Annual Session of the National EducatonAssociation has come to a close and is adjourned sine die.\nJ. W. CRABTREE,\nWILLIAM B. OWEN,\nPresident.\n\nSecretary .\n\n"}
{"page": 77, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS OF THE\nNATIONAL EDUCATION ASSOCIATION '\nPAYSON SMITH , STATE COMMISSIONER OF EDUCATION\nBOSTON, MASSACHUSETTS , CHAIRMAN\n\nThe education bill-We reaffirm our sincere, devoted, and unqualified\nsupport of Federal aid and Federal recognition for public education without Federal interference in any way with State and local control as embodied\nin the Towner-Sterling Bill. We believe that National leadership in education and the efficient administration of the educational activities of the\n\nFederal Government demand the creation of a Department of Education\nwith a Secretary in the Cabinet of the President. We know that the aid\nfurnished to the States and territories by the Federal government has been\namost important feature in the development of their school systems. The\ndeficiencies now existing in our system of public education will be most\neffectively and rapidly removed by providing Federal aid for the removal of\nilliteracy, for the Americanization of the foreign-born, for the development\nof a more adequate program of health service, for the training of teachers,\nand for the equalization of educational opportunity as provided in the\nTowner- Sterling Bill.\nNo backward steps-We affirm our faith and confidence that the Ameri-\n\ncanpeople will not be misled by the erroneous conclusions of those representing the Carnegie Foundation with reference to the cost of the public\nschools. Analyzed in the light of the increased attendance in all schools,\nthe longer school year, the varied educational opportunities now offered,\nand with a view to the changed purchasing value of the dollar, the costs\nof public education are not excessive. The investment which is being made\nin the education of each child as reflected in per capita costs, is inconsiderable in comparison with the important civic, economic, and social returns\nthat are expected from that investment.\n\nWe believe that in expenditures for public education, as for all other\npublic enterprises, every effort should be made to yield one hundred cents\nof value for every dollar spent. The Association does stand, however,\nemphatically for the proposition that the only safe course for the protection\nof the political, industrial, and social welfare of the American people lies\nin a thorough, adequate, and universal system of public education extended\nthroughout the Nation and available to every prospective citizen of the\nRepublic. We believe that increasingly more children will attend schools.\nWe believe they will attend for longer periods of time.\n\nWe believe that\n\nmore attention must be paid to individual capacity, to individual needs,\nThese resolutions were passed by a unanimous vote of the Representative Assembly ,\nOakland-San Francisco meeting, July 6, 1923.\n\n[54]\n\n"}
{"page": 78, "printed_page": null, "text": "COMMITTEE ON RESOLUTIONS\n\n55\n\nand to potential individual service. We believe, therefore, that more money\nainot less must be expended for schools. America will not return to the\n\nossly inadequate program of education of a generation ago. This Assodarren invites the forward-looking citizenship of the Nation to repel the\nnuation that a great and rich Nation needs to adopt a policy of narrow\nonomy in those matters that affect the Nation's children and through\nthem the Nation's future.\n\nState responsibility-We believe that equalization of educational opportunity for all children can be secured only by the recognition of the prineple of a larger responsibility on the part of the State for the adequate\nnancing of education, and further, that along with the adoption of this\nprinciple, must come the development of larger units of taxation and administration to replace the local district system.\nWe believe that the principle that education is a State function is a\nsound one; that local boards of education are in this sense officers of the\n\nState, and that they should be free to determine and administer their own\nfinancial budgets, subject to State control but unhampered by municipal\nauthorities.\n\nWe believe that justice demands greater study and consideration of\nthe means by which rural education may be improved.\nThe National Education Association endorses the principle that the\npublic schools of the territories of the United States be given equal recognition with the public schools of the several States.\nThe status of the teacher-We cannot emphasize too strongly the fundamental importance of improving the status of the teacher if we would\nimprove child service. To provide an adequate supply of well-trained\nreachers, we must equip and support more and better teacher-training\nschools and colleges; we must offer salaries adequate to attract high-minded\nand well-educated youth into the profession; we must insure to them promotion on merit alone as well as permanent tenure while they render satisFactory service; we must remove from them the fear of destitution by\nlequate retirement annuities and pensions; and we must recognize their\nright to express their professional opinions and to develop in every proper\nwav personal initiative.\n\nPolitical sniping-For more than half a century, the National EducationAssociation has advocated sound professional leadership in all educatonal offices, whether in State, county, city, or district. From long\nexperience, we have had a right to assume universal acceptance of this prinpe by all who are working for the establishment of good government in\n\nthe United States. That this principle should be acknowledged in the\nelection of those who are charged with the responsibility of leadership in\nthe office of State Superintendent, or State Commissioner of Education, we\nbad to be of surpassing importance.\nThe friends of public education deplore the recent flagrant violation of\ntis principle in the case of the highest educational office in the Commonwealth of Pennsylvania. An educational leader having a record of proved\naccomplishment, had been invited to assume the responsibility of framing\n\n"}
{"page": 79, "printed_page": null, "text": "56\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor the State a far- reaching and forward-looking program of education. In\ncoöperation with the educational forces of the State, this program was\nframed and put in force. It was later examined and approved by a commission appointed by the Governor and by a second commission chosen from\nthe National field of educators.\n\nThe press and the people of the State expressed in no uncertain manner\ntheir intense satisfaction at the record that had been made and at the promise\n\nof further accomplishments. This accomplishment of the Legislature of\nthe State assured by the act of its approval in law of every item of the\nprogram that had been framed.\nIn spite of these conditions, the man who had been invited to this leadership and had thus demonstrated to the satisfaction of public, professional,\nand legislative opinion, his unqualified fitness for that leadership, was\noffered opportunity of continued service in his office on terms which, if they\nwere not unconstitutional, were so distinctly humiliating that no selfrespecting administrator could accept them.\nSo directly does such an act in a leading State affect education throughout the Nation that this Association believes it must record its disapproval\nof so unworthy an executive act, while it expresses its satisfaction at the\ngeneral approval of the citizens of the State of the vigorous and forwardlooking educational program that had been inaugurated, and at the professional attitude of the man who in this instance has so worthily stood in\nPennsylvania as a representative of the best in educational leadership.\n\nWe heartily rejoice that, in this legislative year, governors and legislators have generally given vigorous support to the maintenance and extension\nof public education. In the few instances in which the legislatures and\n\ngovernors have been responsible for a curtailment of financial support of\nteacher training and other important activities of education we are convinced that new advances will be made when the people have had an opportunity to act.\n\nChild labor amendment-The National Education Association reaffirming its belief in the vital importance to the children of a law establishing a\nFederal minimum of protection from premature or excessive employment,\nfavors a Child Labor Amendment to the Constitution authorizing Congress\nto enact such a law.\n\nPhysical education-The National Education Association urges that\nadequate provision be made for the organization and supervision of courses\n\nin physical education and recreation in all elementary, secondary, normal\nschools, and colleges of this Nation. The purposes of such education include\nthe correction of physical defects and the development of useful bodily and\nmental habits through socialized recreation.\n\nNational capital-We should be able to find in the city of Washington ,\nthe capital of the Nation, leadership in matters concerning school administration, supervision, teaching, business management, and for the promulgation of a far-seeing and adequate educational program for city schools.\nThe schools of the capital city belong to the Nation and for this reason\nwe urge Congress to create a Board of Education for the City of Wash-\n\n1\n\n"}
{"page": 80, "printed_page": null, "text": "COMMITTEE ON RESOLUTIONS\n\n57\n\nington, which shall be absolutely free from party control, which shall have\nentire control of its financial budget, and which shall have an adequate\nfinancial income to maintain schools of which the Nation may be proud.\nWe believe it to be the primary function of the teaching of American\nhistory to inculcate in the American people a lasting devotion to America\nandher institutions. This objective can best be attained by placing before\nAmerican children in a manner appropriate to various ages an accurate\nand truthful portrayal of the events that have had a place in the growth\nand development of the country and her institutions. We believe that it\nispossible to develop through right history teaching a deep love and lasting\nrespect for America without creating hatreds or animosities toward other\nNations of their peoples. We approve that attitude in historical teaching\nwhich aims to present actual and truthful pictures of the past and to promote\nwitholder pupils the disposition to consider both National and international\npolitical, economic, and social problems on the basis of fundamental principle and not primarily on the basis of partisan, sectional or narrowly\nNational self-interest.\n\nWorld conference on education-We recognize with deep gratification the\nfinespiritshown and the real contribution made to the cause of better under-\n\nstanding among the Nations by the World Conference on Education held\n\nat San Francisco. We believe that we can most surely promote a lasting\nspirit of good fellowship throughout the world by taking advantage of\n\nappropriate opportunities to tell the coming generation of the good qualıties and useful achievements of other nations as well as of our own.\n\nHumanity is one. Injury to one nation or race involves injury to all,\nJust as the proper growth of one nation or race carries with it an advantage\nto all mankind. Mutual coöperation and good will are absolutely necessary\ntomankind's steady growth in happiness and service.\nThe plan of the Committee on Foreign Relations for holding further\nconterences in other lands meets with our hearty endorsement.\nWe acknowledge the great service rendered to the cause of education by\ntheintelligent and public-spirited reports on our deliberations, published\n\ntonly by the local press but by many other great papers of our Nation.\nWeextend our grateful appreciation of the hearty hospitality which has\neen so generously given to the members of the Association by committees,\n\"zanizations, and citizens of Oakland, San Francisco, Berkeley, and the\nnity.\n\nThroughout, there has been shown careful foresight and untiring enavor on the part of innumerable volunteer workers who have magnificently\nwributed to the success of the sixty-first convention of the Association.\n\n"}
{"page": 81, "printed_page": null, "text": "REPORT OF THE TRUSTEES\n\nFISCAL YEAR JUNE 1, 1922, TO MAY 31, 1923\nCOVERING THE BOOKS AT THE SECRETARY'S OFFICE, AND INCLUDING A\nREPORT ON THE PERMANENT FUND\n\nTo the Executive Committee, to the Board of Directors, and to the\nRepresentative Assembly :\n\nThe Board of Trustees herewith submit the Annual Report on the\nfinances and property of the Association.\nThe report includes the statements of Auditors Marwick, Mitchell &\nCo., and the report of Erskine Gordon, trust officer of the National\nEducation Association, who handles in trust the permanent fund of the\nAssociation.\nTHE FUNDS OF THE ASSOCIATION\n\nThe following reports cover the three funds of the Association, the\nPermanent Fund, the Regular Fund, and the Revolving Fund. The\n\nPermanent Fund is the money which has been put into a reserve fund\nthe income from which goes into the Regular Fund for Current Expenses.\n\nThe Permanent Fund now amounts to $ 200,537.51 , made up as follows :\nInvested in Securities ( par value )\n\n$ 114,000.00\n\nLife Membership receipts .\nReal Estate Equity .\n\n85,162.51\n\nCash on hand ..\n\n$4,162.51\n\n1,375.00\n\n$200,537-51\nThe Income from the Permanent Fund is:\n\n$11,200.00\n\nRental of Properties .\nInterest from Securities ....\n\n4,725.00\n\n$15,925.00\n\nOut of this income is paid amounts necessary for repairs, upkeep, insurance,\netc. The balance goes into the Regular Fund for current expenses.\n\nThe Regular Fund is the money received for memberships, from sale\nof volumes and pamphlets, from commercial exhibits, advertising, etc. A\ncomplete exhibit of this fund is found in the following pages.\nThe Revolving Fund consists of fifteen thousand dollars placed in the\n\nhands of the Secretary to pay salaries and current bills. The Secretary\npresents vouchers for the moneys he expends. The Revolving Fund is reimbursed monthly from the General Fund.\nThe trustees by your direction purchased, during the year, properties at\n\n1537-39 M Street for $ 15,000, and at 1541-43 M Street for $40,000.\n[58]\n\n"}
{"page": 82, "printed_page": null, "text": "59\n\nREPORT OF THE TRUSTEES\n\nOwing to overcrowded conditions in the main building, the trustees\n\ncontemplate remodeling the three buildings recently purchased to provide\nadditional office rooms, and large work rooms for multigraphing and typing.\nSuitable space will also be provided for store room and supplies. The\n\napproximate cost of these repairs and alterations will be $8oco. This expenditure will put these properties in first-class condition. We trust this meets\nwith your approval.\nThe system of records and accounts was revised during the year. This\nsystem will enable the Association to go on a budget basis.\nThe auditors commend the Association on the coundness of its finances\n\nand on the efficiency of its business management.\nRespectfully submitted,\nBOARD OF TRUSTEES\n\nDr. William B. Owen, President,\nNational Education Association of the United States,\n\nWashington, D. C.\nDEAR SIR:\n\nIn accordance with instructions received, we have made an examination\n\nthe cash receipts and disbursements of the National Education Association\nct the United States for the year ended May 31, 1923, and now submit our\nreport thereon.\nINCOME AND EXPENSES\n\nThe following is a summarized statement of the income and expenses for\ntheperiod under review, further details being submitted in Exhibit \" А.\"\nlueene\n\n........ $ 258,213.77\n\nLess Expenses :\nBoard of Trustees Expenses .\nExecutive Committee\n\n$1,562.65\n\nOffice of General Secretary .\n\n15,143-59\n\nHome Office\n\n23,935-47\n\nInstitutional Expense\nSpecial Appropriations\n\n11,164.35\n10,625.18\n\n4,728.35\n\nDivision of Records and Accounts .\nDivision of Field Secretaries .\n\n11,731.03\n\nDivision of Business .\n\n14,854.14\n46,884-34\n\nDivision of Publications .\n\n111,539.04\n\nDivision of Research .\n\n13,235.28\n\nDivision of Elementary School Service .\n\n5,044.50\n270,447.92\n\nDeficit for the Year (In Regular Fund) .\n\n$12,234.15\n\nThe operations on Surplus are as follows :\nREGULAR\n\nFUND\n\nSurplus as at May 31, 1922 ......\nDeductDeficit for Year ended May 31 , 1923 .\n\n$40,868.69\n\nSurplus as at May 31, 1923 .....\n\n$28,634-54\n\n12,234.15\n\n"}
{"page": 83, "printed_page": null, "text": "60\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe total income for the year is $23,795,10 in excess of the prior year,\nbut this is offset by an increase of $74,082.21 in the total expenditures\ndemanded by a greatly enlarged work which required additional furniture\nand equipment and additional help.\nRECEIPTS AND DISBURSEMENTS\n\nThe following is a summary of the cash receipts and disbursements of the\nTreasurer's Account for the year.\n$33,293.87\n\n..\nCash Balance as at May 31, 1922\nReceipts:\nIncome as per Income and Expense Statement .\n\n$258,213.77\n\nAccounts Receivable as at May 31, 1922 ....... $11,615.69\nLess :\n\nAccounts\n\nReceivable\n\nUncol-\n\nlected as at May 31, 1923 ..\n\n$6,019.75\n\nNotes Receivable Uncollected as\n\nat May 31, 1923\n\n...\n\n475.00\n\n6,494-75\n5,120.94\n\n263,334-71\nDisbursements :\n\nExpenses as per Income and Expense Statement .......... $ 270,447.92\n20,807.83\n1922 Bills Paid during Current Year ..\n\n$291,255-75\nLess:\n\nBills unpaid as at May 31 1923 ....\nDepreciation Reserve\n\n$12,280.67\n1,193.90\n13.474-57\n\n$277,781.18\nFurniture and Fixtures Purchased.\n\n6,150.75\n\n$283,931.93\n$12,696.65\n\nCash Balance as at May 31, 1923 ....\nAccounted for as follows :\n\nRevolving Fund:\nIn Bank\n\n$3,074.12\n\nTransfer from Regular Account, to reimburse Revolving Fund\nOn Hand\n\n11,924.22\n1.66\n\n$15,000.00\nContinental Trust Co., Regular Account, Overdrawn .....\n\n2,303-35\n\n$12,696.65\n\nWe examined the cash receipts, and, so far as the system in use permitted,\n\nwe have satisfied ourselves that all the funds received have been properly\naccounted for.\n\nVouchers in support of cash disbursements were examined and found in\norder, but we noted that a few traveling expense statements had not yet\nbeen received by the Treasurer's Office, and a few vouchers were missing.\n\n"}
{"page": 84, "printed_page": null, "text": "REPORT OF THE TRUSTEES\n\nASSETS AND\n\n61\n\nLIABILITIES\n\nThe following is a statement of the assets and liabilities as at May 31 ,\n1923, as shown by the books :\nASSETS\n\nCash\n:\n\nSecretary's Fund-In bank, on hand and to be reimbursed from\nRegular Account\n$15,000.00\n2,303-35\nRegular Account ( Overdrawn)\n$12,696.65\nPermanent Fund\n\n4,162.51\n\n$16,859.16\nAccounts Receivable\n\n6,019.75\n\nNotes Receivable:\nLife Members\nOthers\n\n$1,375.00\n475.00\n\n1,850.00\n110,428.80\n\nSecurities at Book Value ( Schedule \" I \") .\nReal Estate:\n\n$98,000.00\n\nAt Cost Price .\n\nAcquired during Year ( Cost)\n\n55,000.00\n\n$153,000.00\n67,500.00\n\nLess Mortgages Payable ...\n\n85,500.00\nFarniture and Fixtures :\n\nExpenditures to May 31, 1922 ...\nExpenditures during Year ended May 31 , 1923 ....\n\n$18,901.19\n6,150.75\n25,051.94\n\nOld Volumes of Proceedings ....\n\n500.00\n\n$246,209.65\nLIABILITIES\n\nAccounts Payable\n\n$12,280.67\n\nReserve for Depreciation on Furniture and Fixtures .\n\n3,828.13\n201,466.31\n28,634.54\n\nTrust Fund- Permanent Investment .\n\nSurplus as at May 31, 1923 ....\n\n$246,209.65\n\nWe verified the Secretary's fund partly by count and partly by certficate obtained from the depository. The overdraft on the regular account\nrepresents floating checks; we reconciled the Cash Book with the bank\nPatement and verified the balance with the bank as shown by the latter, by\ntificate obtained from the depository. We also verified the balance in\nPermanent Fund by certificate from the depository.\nCertainof the accounts receivable appear to us to be doubtful, and we\nommend that all the accounts be examined, and that those ascertained to\n\nuncollectable, be charged off.\nThenotes on hand were examined by us and found in order.\n\n"}
{"page": 85, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n62\n\nDuring the year the Association purchased real estate in M Street, Washington, D. C. , at a cost of $55,000, subject to certain mortgages. We\ninspected the deeds of the real estate owned, and the liability on mortgages\nhas been certified to us by the holders.\nWe inspected vouchers for the expenditures during the year for furniture\nand fixtures, and found them to be proper charges to the asset account.\nThe old volumes of Proceedings are carried on the books at the same\n\narbitrary value of $500. As this stock is being added to each year and as\nthese publications appear to be in demand, the value is probably higher than\nthat shown on the books.\n\nWe made a sufficient check to satisfy ourselves that all the liabilities are\nshown on the books, and in addition obtained a certificate to that effect\nsigned by the Assistant Treasurer.\nPERMANENT FUND\n\nWe have audited the receipts and disbursements of the Permanent Fund\nand have inspected the securities in the custody of the trust officer of the\nContinental Trust Co., Washington, D. C. Details of the securities are\n\ngiven in Schedule \" 1,\" showing par value and cost, the market value not\nhaving been ascertained.\n\nThe cash on hand in the Permanent Fund at May 31, 1922, was $20.51 .\nTwo Los Angeles School District 44 per cent bonds for $ 1000 each became\ndue during the year and were paid; $17,000 City of New York 4 per cent\nCorporate Stock was sold at 1051, realizing $ 17,867, and life memberships\nwere received amounting to $3275, making a total of $23,162.51. Of this\namount $2000 was expended in reducing the mortgage on the real estate\nowned and $17,000 for new property acquired, leaving a cash balance at\nMay 31 , 1923, of $4,162.51 .\nThe following statement shows the changes in the Permanent Fund during\nthe year :\n$ 197,456.51\n\nBalance as at May 31, 1922 ...\nAdded during Year :\nCash received for Life Membership Fees..\nNotes accepted for Life Membership Fees .\n\n3,275.00\n1,375.00\n\n$202,106.51\nLosses Sustained:\n\nOn Sale of New York 4 per cent Corporate Stock:\nBook Value\n\n$18,320.00\n\nSold at 1051 ..\n\n17,867.00\n\nLoss\n\n453.00\n\nOn Redemption of Los Angeles School District Bonds :\nBook Value\n$2,187.20\nRedeemed at Par ....\n\nLoss\n\n2,000.00\n\n187.20\n640.20\n\nBalance as at May 31, 1923 .\n\n$201,466.31\n\n"}
{"page": 86, "printed_page": null, "text": "REPORT OF THE TRUSTEES\n\n63\n\nMade up as follows :\nCash\n\n$4,162.51\n\nNotes Receivable ( Life Members )\n\n1,375.00\n\nSecurities\n\n*110,428.80\n85,500.00\n\nReal Estate, less Mortgages ...\n\n$201,466.31\n\nThe cash balance has been certified to by the depository.\nThe income from the investments and the disbursements for the period\nmaybe summarized as follows :\nReceipts:\nInterest from Securities owned (Schedule \" 1 \") .\n\n$4,725.00\n497.63\n\nInterest from Securities retired and paid during year ....\nRentals received from Real Estate owned ...\n\n10,524.15\n\n$15,746.78\nDisbursements :\n\n$2,162.42\n\nInterest on Mortgages ........\nRepairs to Buildings, Etc ....\nExpenses re Purchase of Additional Property\n\n787.20\n552.70\n\nTrust Officer's Commissions ..\n\n368.17\n3,870.49\n\nSarplus transferred to Treasurer's Account .\n\n$11,876.29\n\nThe receipts were properly accounted for and vouchers were produced\ninsupportof the disbursements.\nDETAILED STATEMENTS ( SCHEDULE I)\nSECURITIES ON HAND\n\n(Auditor's Report)\nAs at May 31 , 1923\nMunicipal and School Bonds :\nKansas City, Mo., School District 31 % Bonds\nPar\nvalue\ndae 1925-Nos. 3127, 3128, 3129, 3133, 3135,\n3136, 3190, 3191, 3192 and 3200 .......\n$10,000.00\nClearwater, Kansas, Water Works Bonds\n\nBook\nvalue\n\nIncome\n\n$9,500.00\n\n$350.00\n\n5%due:\n1930\n1931\n\n{\n\nNos. 18 to 23 .......\n\n1932\n\n{\n\n1,000.00\n\n1,000.00\n\n50.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\n3.000.00\n\n3,000.00\n\n150.00\n\n10,000.00\n\n10,000.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n5,250.00\n\n4,331.25\n\n210.00\n\nSalt Lake City, Utah, Water Bonds 41% due\n1934-Nos. 310 to 319 .....\n\nSeattle, Washington, School Bonds 41% due\n1931-Nos. 586 to 595 ......\nBalroad Bonds:\n\nSt. Louis & San Francisco R. R. Co. Temporary\nPrior Lien Mortgage Bonds 4% due 1950-\n\nNos. M56051 to 56055, Y1527\nCarried forward\nvalue (the cost) .\n\n$41,250.00\nSee Schedule of Securities on Hand.\n\n$40,097.55 $1,760.00\n\n"}
{"page": 87, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n64\n\nBrought forward\n\n$41,250.00\n\nSt. Louis & San Francisco R. R. Co. Temporary\nAdjustment Bonds 6% due 1955-Nos .\nM14552, D845, 11033 ...\nTerminal R. R. Association of St. Louis, Gen.\nRef. Sink. Fund Gold Bonds 4% due 1953Nos. 16311 to 16325 ....\nBaltimore & Ohio R. R. Co. ( Pittsburgh, Lake\nErie & West Virginia System) Ref. Gold\nBonds 4% due 1941-Nos. 13496 to 13500,\n21236 to 21250 .\n\n$40,097.55 $1,760.00\n\n1,750.00\n\n1,443-75\n\n105.00\n\n15,000.00\n\n15,050.00\n\n600.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n8,895.00\n\n400.00\n\n10,000.00\n\n9,500.00\n\n400.00\n\n4,000.00\n\n3,900.00\n\n160.00\n\n10,000.00\n\n9,600.00\n\n400.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\nOregon Short Line R. R. Co. Ref. Gold Bonds\n4% due 1929-Nos. 4013 to 4017, 4025 to 4027,\n4976, 13810\n\nChicago, Indiana & Southern Ry. Co. 4% due\n1956-Nos. 11386 to 11394, 13786 ...........\nManhattan Railway Co. Cons. Mtge. Gold\n\nBonds 4% due 1990\n-Nos. 2843, 6522, 16083 ,\n16087\n\nAtlantic Coast Line R. R. Co. Ist Cons. Mtge.\nBonds 4% due 1952-Nos. 5130, 6494, 11638,\n11639, 14335, 14339, 17579, 24601 , 37565,\n50251\n\nCorporation Bonds :\nMaine Real Estate Title Company Ist Mtge.\nGold 5% due 1932-Nos. 151-152 ...........\nTotal\n\n.$ 114,000.00 $ 110,428.80 $4,725.00\nINCOME AND EXPENSES ( EXHIBIT A)\nFOR YEAR ENDED MAY 31 , 1923\n\nIncome:\n\nMemberships from Secretary's Office .\nMemberships from Annual Conventions :\nBoston Meeting\nCleveland Meeting\n\n$89,369.00\n$4,418.00\n2,336.00\n6,754.00\n\nMemberships from Superintendent's Department, less Expenses .......\nMemberships from Elementary School Principal, less Expenses .......\n\n4,124-42\n\nSubscriptions to N. E. A. Journal ( Part of Membership Dues )\nSubscriptions-Research Bulletin\nSales of Proceedings .\nSpecial Reports\n\n77-375-97\n\nCommercial Exhibits\n\n14.514.72\n\nAdvertising\n\n50,033-47\n\nInterest and Di counts Earned.\nNet Income Transferred from Permanent Fund .\nMiscellaneous Income\n\n190.56\n11,876.29\n\nTotal Income\n\n1,507-74\n\n893.00\n785-55\n574-15\n\n214.90\n\n$258,213.77\n\n"}
{"page": 88, "printed_page": null, "text": "65\n\nREPORT OF THE TRUSTEES\n\nExpenses:\n\n$1,562.65\n\nBoard of Trustees-Expenses .\nExecutive Committee :\nPresident\n\n$2,708.94\n\nFirst Vice-President\n\n527.99\n\nTreasurer\n\n362.07\n\nChairman ofTrustees .\n\n672.10\n\nMember by Election .\n\n457.25\n\n4,728.35\n\nOffice of General Secretary :\nSalary of Secretary .\nGeneral Expenses\n\n$7,500.00\n7,643-59\n15,143-59\n\nHome Office :\n\n$11,975.32\n\nPostage\n\nTelephone and Telegraph ..\nStationery and Office Supplies .......\n\n3,454.69\n\nRepairs and Depreciation-Office Furniture\nand Equipment\nExpress and Freight.\n\n2,762.76\n416.28\n\n2,844.26\n\nInsurance\n\n125.35\n\nLegal Service\n\n105.00\n\nSurety Bonds ( Premiums )\n\n183.02\n\nInterest and Discounts Allowed .\n\n113.61\n\nAudit Fees, Etc...\nUnclassified Expense\n\n854.72\n\nGeneral Expense\n\n603.46\n\n497.00\n23,935-47\n\nInstitutional Expense:\nOakland- San Francisco Meeting .....\nBoston and Cleveland Meetings :\nPrinting-Programs\n$2,508.87\nPublicity\n\nDepartment Expenses\n\n2,113.10\n\n588.15\n\nState Directors\n\n734.02\n\nRegistration Bureau\n\n685.03\n\nStenographers and Typewriting ..\n\n226.21\n\nPrinting-Miscellaneous\nExpress and Freight ..........\n\n226.00\n\nTelephone and Telegraph .......\n\n120.81\n\nMiscellaneous\n\n$750.24\n\n32.70\n\n1,657.45\n\n8,892.34\n\nGeneral Publicity\n\n1,521.77\n\n11,164.35\n\nSpecial Appropriations Committees :\n$1,276.68\n\nCoordination of Research Agencies .\nForeign Relations\nCharacter and Citizenship ...\n\n855.03\n107.58\n\nHealth Education\n\n2,213-74\n\nOrganization of Secondary Education .\n\n44-35\n\nOrganization of Elementary Education ........\n\n536.10\n\nStandardization of School House Planning and\nConstruction\n\n..\n\n49.81\n\nCommission on Reorganization of Elementary\nEducation\n\nCarried forward\n4\n\n45-55\n\n$5,128.84 $56,534.41\n\n"}
{"page": 89, "printed_page": null, "text": "66\n\nNATIONAL EDUCATION ASSOCIATION\n\nBrought forward\n\n$5,128.84 $56,534-41\n\nTeachers' Salaries, Tenure, Etc..\nIlliteracy Commission\nRural Education\n\n472-39\n\n1,732.12\n443.21\n\nLegislative Commission\n\n1,455.27\n\nThrift Education\n\n19.50\n\nDepartment of Classroom Teachers .\n\n1,373.85\n10,625.18\n\nDivision of Records and Accounts :\n\nGeneral Expense\n\n11,731.03\n\nDivision of Field Secretaries :\n\nSalary and Department Expenses ( Mr. Magill )\nSalary and Department Expenses (Miss\nWilliams)\nSalary and Department Expenses ( Mr. Engleman)\n\n$2,930.11\n7,468.18\n4,455.85\n14,854.14\n\nDivision of Business :\n\nTyping Department\nMailing Department\nMultigraphing Department\nPrinting-Miscellaneous\nAddressograph Department\nPhysical Plant\nRent, Light, Power and Janitor Service .\nGeneral Expense\nMiscellaneous Expense\n\n$14,574.31\n3,352.98\n2,077.51\n\n3,998.52\n3,562.82\n1,940.94\n\n9,834.96\n6,920.21\n622.09\n\n46,884.34\nDivision of Publications :\n\nN. E. A. Journal ........\n1922 Volume of Proceedings .\nGeneral Expense\nSundry Publications\nReprints\n\n$87,048.17\n13.953.13\n\n9,941.82\n472.00\n\n123.92\n111,539.04\n\nDivision of Research :\n\nGeneral Expense\n\n13,235.28\n\nDivision of Elementary School Service :\nGeneral Expense\n\n5,044.50\n\nTotal Expenses\n\n$270,447-92\n\nDeficit for the Year .\n\n$12,234.15\nGENERAL\n\nAs instructed, no examination was made of the funds received by the\nDepartment of Superintendence, and Elementary School Principals.\nWe shall be pleased to furnish any further information relative to the\naccounts that may be desired.\n\nYours truly,\nMARWICK, MITCHELL & Co.\n\n"}
{"page": 90, "printed_page": null, "text": "67\n\nREPORT OF THE TRUSTEES\n\nREPORT OF CONTINENTAL TRUST COMPANY OF WASHINGTON, D. C.\nTRUSTEE NATIONAL EDUCATION ASSOCIATION\n\nFor year ended May 31, 1923\nPRINCIPAL ACCOUNT\n\nCash balance on hand as per last account .\n\n$20.51\n\n$2000 Los Angeles School District bonds paid.\n\n2,000.00\n\n$17,000 Certificates of Corporation stock of the City of New York sold at\n\n1051-Commission $25.50\n\n17,867.00\n\nLife Membership September 15, 1922 .\nLife Membership October 11 , 1922 ..\nLife Membership October 28, 1922 .\nLife Membership December 1 , 1922 .\n\n$100.00\n\nLife Membership January 18 , 1923 .\nLife Membership January 31 , 1923 ...\n\n250.00\n350.00\n\n300.00\n250.00\n275.00\n\nLife Membership February 28 , 1923 .\n\n525.00\n\nLife Membership April 2, 1923 ..\nLife Membership April 30, 1923 .....\n\n450.00\n350.00\n\nLife Membership May 31, 1923 ....\n\n425.00\n3,275.00\n\n$23,162.51\nNational Savings & Trust Co. on account of loan secured on\n1201 Sixteenth St. N. W.....\n\n$2,000.00\n\nStone & Fairfax:\n\nCash payment on 1541-43 M St. N. W.:\nPurchase price\nSubject to trust..\n\n$40,000.00\n28,000.00\n12,000.00\n\nStone & Fairfax:\n\nCash payment on 1537-39 M St. N. W.:\nPurchase price\n\n$15,000.00\n\nSubject to trust..\n\n10,000.00\n\n5,000.00\n19,000.00\n\nCash balance on hand May 31, 1923 .......\n\n$4,162.51\n\nSecurities on hand:\n\n10-$1000 43% Salt Lake City 20 year Water bonds, Series\n\" F\" due July 1, 1934, Nos. 310 to 319 inc. Int. payable\nJan. 1 and July 1 ......\n\n$10,000.00\n\n10-$1000 31% Kansas City, Mo., School District ( Co. of\nJackson) bonds maturing July 1, 1925, Nos. 3127 to 3129\ninc., 3133, 3135, 3136, 3190, 3191, 3192, 3200. Int. payable\nJan. 1 and July 1.\n\n10,000.00\n\n15-$1000 4% Terminal R. R. Association of St. Louis, Gen.\nMtg. Ref. Sinking Fund bonds maturing Jan. 1 , 1953, Nos.\n16311 to 16325 inc. Int. payable Jan. 1 and July 1 ........\n\n15,000.00\n\n5-$1000 4% St. Louis-San Francisco Rwy. Prior Lien Mtg.\n\nSeries \"A\" bonds maturing July 1, 1950, Nos. M56051 to\n56055 inc. Int. payable Jan. 1 and July 1 ...\n1-$250 Same, No. Y- 1527 .....\n10-$1000 4% Chicago, Indiana & Southern R. R. Co. 50 year\n\n5,000.00\n250.00\n\nbonds of 1906, maturing Jan. 1, 1956, Nos. 11386 to 11394\ninc\n. and 13786. Int. payable Jan. 1 and July 1 ...\nCarried forward\n\n10,000.00\n\n$50,250.00 $4,162.51\n\n"}
{"page": 91, "printed_page": null, "text": "68\n\nNATIONAL EDUCATION ASSOCIATION\n\n$50,250.00 $4,162.51\n\nBrought forward\n\n1-$ 1000 5% City of Clearwater Public Utilities Sedgwick\nCo., Kansas bonds, dated Aug. 1, 1922, No. 18. Int.\npayable Feb. 1 and Aug. 1, maturing Aug. 1, 1930 ........\n\n1,000.00\n\n2-$ 1000 Same, maturing Aug. 1, 1931, Nos. 19 and 20 ....\n\n2,000.00\n\n3-$ 1000 Same, maturing Aug. 1, 1932, Nos. 21, 22, 23 ......\n2$1000 5 % Maine Real Estate Title Co. Ist Mtg. bonds\nmaturing Aug. 1, 1932, Nos. 151 and 152. Int. payable\n\n3,000.00\n\nFeb. 1 and Aug. 1 .....\n\n2,000.00\n\n10-$1000 41% Seattle School Dist. Series 11 , maturing\nMarch 1 , 1931, Nos. 586 to 595 inc. Int. payable March 1\nand Sept. 1 ...\n\n10,000.00\n\n10-$1000 4% Atlantic Coast Line R. R. Co. Ist Cons. Mtg.\n50 year bonds maturing July 1, 1952, Nos. 5130, 6494,\n11639, 14335, 14339, 17579, 11638, 24601, 37565, 50251. Int.\npayable March 1 and Sept. 1 ..\n1-$ 1000 6% St. Louis-San Francisco Rwy. Adj . Mtg. Series\n\"A\" bonds maturing July 1 , 1955, No. M14552. Int. payable April 1 and Oct. 1 .....\n\n1-$ 500 Same, No. D845 ....\n1-$250 Same, No. Y1053 ..\n4-$1000 4% Manhattan Rwy. Co. Cons. Mtg. bonds maturing April 1, 1990, Nos. 2043, 6522, 16083 and 16087. Int.\npayable April 1 and Oct. 1 ......\n\n10,000.00\n\n1,000.00\n500.00\n250.00\n\n4,000.00\n\n20-$1000 4% Baltimore & Ohio R. R. Co. (Pittsburgh, Lake\nErie & W. Va. System) Ref. Mtg. maturing 1941, Nos.\n13496 to 13500 inc. and 21236 to 21250 inc. Int. payable\nMay 1 and Nov. 1 ...\n10$ 1000 4% Oregon Short Line R. R. Co. Ref. 20 year\n\nbonds maturing 1929, Nos. 4013 to 4017 inc., 4025 to 4027\ninc., 4976 and 13810. Int. payable June 1 and Dec. 1 ....\n\n20,000.00\n\n10,000.00\n\n-$ 114,000.00\nNotes received during year on account of Life Memberships .\n\n1,375.00\n\n.......\n\n.$ 119,537-51\n\nTotal cash and securities ..\nReal Estate :\n\n* 1201 16th St. N. W., Washington, D. C...\nSubject to trust..\n\n$ 98,000.00\n29,500.00\n\n$68,500.00\n\n†1541-43 M St. N. W., Washington, D. C....... $40,000.00\nSubject to trust.\n\n28,000.00\n12,000.00\n\n†1537-39 MSt. N. W., Washington, D. C...... $15,000.00\nSubject to trust ...\n\n10,000.00\n5,000.00\n\n85,500.00\n\n$205,037.51\n*This property is now worth about $ 150,000.\n†These properties are now worth about $60,000 .\nThis is Par Value. See Schedule of Securities on Hand.\n\n"}
{"page": 92, "printed_page": null, "text": "69\n\nREPORT OF THE TRUSTEES\n\nINCOME ACCOUNT\nIncome from securities :\n\n$10,000 Salt Lake City 41% :\n.......\n\nInterest due July 1, 1922 ..........\nInterest due January 1, 1923 ........\n\n$225.00\n225.00\n\n$\n450.00\n$10,000 School District of Kansas City 32% :\nInterest due July 1, 1922 ..\nInterest due January 1, 1923 .........\n\n$175.00\n175.00\n350.00\n\n$15,000 Terminal R. R. Assc. of St. Louis 4% :\nInterest due July 1, 1922 .....\nInterest due January 1, 1923 ......\n\n$300.00\n300.00\n600.00\n\n$5250 St. Louis-San Fran. Rwy. 4% Prior Lien :\nInterest due July 1, 1922 ....\n\nInterest due January 1, 1923 ......\n\n$105.00\n105.00\n210.00\n\n$10,000 Chicago Ind. & Southern R. R. 4 % :\nInterest due July 1 , 1922 ...\nInterest due January 1, 1923 .......\n\n$200.00\n200.00\n\n400.00\n\n$2000LosAngeles Sch. Dist. 41% :\nInterest due July 1, 1922 ......\n\n45.00\n\n$1000 City of Clearwater Pub. Util. 5 % :\nInterest due August 1, 1922 ......\nInterest due February 1, 1923 ......\n\n$25.00\n25.00\n50.00\n\n$2000 City of Clearwater Pub. Util. 5 % :\nInterest due August 1, 1922 .......\nInterest due February 1, 1923 ......\n\n$50.00\n50.00\n100.00\n\n$3000 City of Clearwater Pub. Util. 5 % :\nInterest due August 1, 1922 ......\nInterest due February 1, 1923 .......\n\n$75.00\n75.00\n\n150.00\n\n$2000 Maine Real Estate Title Co. 5 % :\nInterest due August 1, 1922 .......\nInterest due February 1, 1923 .........\n\n$50.00\n50.00\n100.00\n\n$10,000 Seattle School Dist. 41% :\nInterest due September 1, 1922 ..........\nInterest due March 1, 1923 ..\n\n$225.00\n225.00\n\n450.00\n\n$10,000Atlantic Coast Line R. R. 4% :\nInterest due September 1, 1922 ...........\nInterest due March 1, 1923 ...\n\n$200.00\n200.00\n\n400.00\n\n$1750St. Louis-Fran. R. R. 5 % :\nInterest due October 1, 1922 ...........\nInterest due April 1, 1923 ...\n\n$52.50\n52.50\n105.00\n\nCarried forward\n\n$3,410.00\n\n"}
{"page": 93, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n70\n\n$3,410.00\n\nBrought forward\n$4000 Manhattan Rwy. Co. 4%:\nInterest due October 1, 1922 .\n\n$80.00\n80.00\n\nInterest due April 1, 1923 .....\n\n160.00\n\n$20,000 B. & O. R. R. Co. 4 %:\nInterest due November 1, 1922 ....\nInterest due May 1, 1923 .....\n\n$400.00\n400.00\n800.00\n\n$ 10,000 Oregon Short Line R. R. 4%:\nInterest due June 1, 1922 ....\nInterest due December 1, 1922 .......\n\n$200.00\n200.00\n\n400.00\n\n$ 17,000 New York City 41% :\n$382.50\n\nInterest due November 1, 1922 .......\nInterest due to date sold ...\n\n70.13\n452.63\n\n$5,222.63\nIncome from Real Estate :\n\nNational Education Association :\nRent 1201 Sixteenth St. N. W...\n\n$10,000.00\n\nRents collected from 1537-39-41-43 M St. N. W......\n\n524.15\n\n$ 10,524.15\n\nNatl . Sav. & Tr. Co., int. on $ 31,500 to July 1, 1922.\nRobt. H. Forman, Repairs to Lawn.....\n\n$1,129.92\n150.00\n\nG. G. Lohler, Painting, etc..\nNatl . Sav. & Tr., Insurance .\n\n200.00\n\nG. G. Lohler, Painting .\nNatl . Sav. & Tr. Co., int. on $29,500 to January 1,\n\n300.00\n\n137.20\n\n1,032.50\n\n1923\n\nAdjustment of rents, taxes, insurance, costs of title\ntransfers incident to purchase of 1537-39-41-43\nM St. N. W...\n\n252.70\n\nGeo. E. Sullivan, Atty. fee in suit for specific performance to enforce conveyance of 1537-39 M\nSt. N. W ....\n\n300.00\n3,502.32\n\n7,021.83\n\n$12,244-46\nContinental Trust Company :\n% on $ 119,537.51 par value of cash and securities .......\n*1% on $87,500.00 net value of real estate .\nTo National Education Association ...\n\n$149.42\n218.75\n\n11,876.29\n12,244-46\n\nWASHINGTON, D. C., May 31 , 1923.\nThe foregoing is a correct statement of the funds and accounts of the\nNational Education Association of the United States for the year ended\nMay 31, 1923, as same appear on the books of this company.\nCONTINENTAL TRUST COMPANY,\nERSKINE GORDON ,\nTrust Officer.\n• Commission for handling the property at 1201 16th, N. W., is paid on basis of $ 100,000.\n\n"}
{"page": 94, "printed_page": null, "text": "REPORT OF THE TRUSTEES\n\n71\n\nWASHINGTON, D. C.\nTo the President of the National Education Association :\n\nWehave examined the books and reports of the Board of Trustees of\nthe National Education Association, and certify that, in our opinion, the\nforegoing statement correctly shows the condition of the permanent funds\nand the securities in custody of the Continental Trust Company, Washngton, D. C.\nMARWICK, MITCHELL & Co.\nJune 19, 1923.\n\n"}
{"page": 95, "printed_page": null, "text": "REPORT OF THE TREASURER\n\nJUNE 1 , 1922, TO MAY 31, 1923\n• To the Executive Committee, Board of Directors, and Delegate Assembly :\n\nYour Treasurer and her assistant wish, while presenting their annual\nreport, to bring out certain features and to make certain recommendations.\nDuring the last two years the National Education Association has passed\nthrough a period of phenomenal growth. Our membership has increased\nfrom 70,000 in June, 1921, to 125,766 in June, 1923. With the increased\nmembership and revenue has come increased opportunity for service. We\n\nhave National Headquarters, an executive force, and publications of which\nany organization might well be proud.\nThe Association has made great efforts to meet the emergency demands\n\nupon it during and since the Great War. It took many financial risks in\norder to render the maximum of service in those critical years. We believe\nthat the worst is over and that we should now begin to build up a reserve\nfund to protect us against future emergencies.\nThe Secretary believes that the creation of a reserve fund should have our\nimmediate consideration. This fund should be used only to tide over months\nwhen the income is low or to meet exceptional emergencies. If this is done,\nno new divisions can be created at the central office for some time. However,\nthe number of divisions has almost doubled in the last year and a half.\nThere can be no increase in the committee allowances, but much of the committee research work may be done through the Research Department. It\nwill not prevent the normal growth of the office organization, but will postpone an increase in the number of divisions.\nWhen the Association was reorganized in Salt Lake City, the question\nof the payment of some portion of the delegates' expenses had a prominent\nplace in the discussion. Although the committee appointed by President\nHunter will make a report, the Treasurer wishes to make the following\nrecommendations :\n\nThat a reserve fund of $50,000 be created during the months of greatest\nincome and that $10,000 of that amount be used for the payment of some\npart of the expenses of the delegates to the Annual Convention, the rest to\nconstitute an emergency or reserve fund.\nThat the distribution of these funds be in accordance with some plan\napproved by the Executive Committee.\nThat the amounts set aside be increased by the delegate Assembly from\ntime to time, as shall be necessary.\nThe formal report of the Treasurer follows :\n[72]\n\n"}
{"page": 96, "printed_page": null, "text": "REPORT OF THE TREASURER\n\n73\n\nTHE NATIONAL EDUCATION ASSOCIATION\n\nTREASURER'S REPORT\nFROM JUNE 1, 1922, TO MAY 31 , 1923\n\nBalance brought forward from Treasurer's Report for Year ended\n$23,293.87\nMay 31, 1922 ......\nReceipts:\n\nFrom Annual Meetings .\n\n$6,754.00\n\nFor Account-Department of Superintendence ( Net)\nFor Account-Department of Elementary School Principals (Net) ..\nFrom Secretary's office during the year :\nMembership Fees\nSubscriptions to N. E. A. Journal .\nSubscriptions to Research Bulletin.\nCash Sale of Volumes of Proceedings .\n\nCash Sale of Special Reports ......\n\n3,323.82\n\n2,278.34\n\n$89,369.00\n77,375-97\n\n893.00\n1,080.55\n596.30\n\n$169,314.82\nFrom Income on Permanent Fund .\n\n11,876.29\n\nFrom Commercial Exhibits ( Net)\n\n14,304.22\n\nFrom Advertising-N. E. A. Journal (Net)\n\n54,540.96\n220.56\n\nFrom Interest and Discounts Earned ..\n\nFrom Library Department ....\n\nFrom Miscellaneous Income ( Exchange, etc.)\n\n97.50\n118.20\n\nSundry Income\n\n506.00\n250,978.55\n\n$263,334-71\nExpenses:\n\nBoard of Trustees-Expenses .\n\n$1,562.65\n\nExecutive Committee:\n\nPresident ( Miss Williams )\n\n(Dr. Owen)\nFirst Vice-President\nTreasurer\n\nChairman, Board of Trustees .\nMember by Election .\n\n$673.10\n2,035.84\n527-99\n\n362.07\n672.10\n457-25\n\n4,728.35\n\nOfficeofGeneral Secretary :\nGeneral Expense\n\nSalary of Secretary .....\n\n$7,643.59\n7,500.00\n15,143.59\n\nHome Office:\n\nGeneral Expense\nPostage\nTelegrams and Telephones .\nExpress and Freight ......\nStationery and Office Supplies .\nInsurance\n\nRepairs Office Furniture and Fixtures .\nLegal Services\nSurety Bonds\n\n$603.46\n11,975.32\n\n2,844.26\n416.28\n3,454.69\n125.35\n\n1,568.86\n105.00\n\nAuditing Accounts and Reclassifying .\n\n183.02\n113.61\n854.72\n\nUnclassified Expenses\n\n497.00\n\nInterest and Discounts Allowed .\n\n22,741.57\n\nCarried forward\n\n$44,176.16\n\n"}
{"page": 97, "printed_page": null, "text": "74\n\nNATIONAL EDUCATION ASSOCIATION\n\n$44,176.16\n\nBrought forward\nInstitutional Expense:\n\n$750.24\n\nOakland Meeting-Traveling Expense.\nBoston Meeting:\nDepartment Expenses\n\n588.15\n\nState Directors' Expenses\nRegistration Bureau\nStenographic Service and Typing .\nPublicity\nPrinting:\nPrograms\n\n734.02\n\n685.03\n226.21\n2,113.10\n\n$2,508.87\n\nMiscellaneous\n\n226.00\n\n2,734.87\n\nExpress\nTelegrams and Telephones .\nMiscellaneous Expenses :\nBanners\n\nSpeaker on Program ....\nFurniture Rentals\n\nSigns-Assembly Hall\n\n32.70\n120.81\n\n$279.50\n534.48\n46.50\n63.60\n\nMessenger Service\n\n15.90\n\nBadges\n\n67.50\n\nTraveling Expenses\n\n519.55\n\nMiscellaneous Expense\n\n130.42\n\n1,657.45\n9,642.58\n\nGeneral Publicity\nSpecial Appropriations :\nCommittee on Coördination of Research Agencies .\nCommittee on Foreign Relations ...\nCommittee on Character and Citizenship .\nCommittee on Health Education ....\n\n1,521.77\n\n$1,276.68\n855.03\n107.58\n2,213.74\n\nCommittee on Organization of Secondary Education .\n\n44-35\n\nCommittee on Elementary Education ( 1921-22 ) .\nCommittee on Standardization of Schoolhouse Planning ..\nCommittee on Elementary Education (1922-23).\nCommittee on Salaries, Tenure, Etc..\nIlliteracy Commission\n\n536.10\n49.81\n\nCommittee on Rural Education\n\nLegislative Commission\nCommittee on Thrift Education .\n\nDepartment of Classroom Teachers .\n\n45-55\n\n472-39\n1,732.12\n443.21\n\n1,455.27\n19.50\n\n1,373.85\n\n10,625.18\nDivision of Records and Accounts :\n\nGeneral Expense\n\n11,731.03\n\nDivision of Field Secretaries :\n\nHugh S. Magill .\n\n$2,930.11\n\nCharl O. Williams ..\n\n7,468.18\n4,455.85\n\nJ. O. Engleman\n\n14,854.14\nCarried forward\n\n$92,550.86\n\n"}
{"page": 98, "printed_page": null, "text": "75\n\nREPORT OF THE TREASURER\n\n$92,550.86\n\nBrought forward\nDivision of Business :\n\nGeneral Expense\nTyping Section\nMailing Section\nMultigraphing Section\n\n$6,920.21\n\nPrinting-Miscellaneous\n\n3,998.52\n3,562.82\n\n14,574-31\n\n3.352.98\n2,077-51\n\nAddressograph Section\nPhysical Plant\n\n1,940.94\n\nRent, Light, Heat, Power, Janitor\n\n9,834.96\n\nMiscellaneous Expense\n\n622.09\n\n46,884-34\nDivision of Publications :\n\nGeneral Expense\nPrinting 1922 Volume of Proceedings .\n\n$9,941.82\n13,953.13\n\nReprints\n\n123.92\n\nSundry Publications\nN. E. A. Journal .\n\n472.00\n\n87,048.17\n111,539.04\n\nDivision ofResearch:\n\nGeneral Expense\nDivision of Elementary School Service :\nGeneral Expense\n\n13,235.28\n\nPurchase of Office Furniture and Fixtures .\n\n6,150.75\n\nDepreciation on Furniture and Fixtures .\n\n1,193.90\n\n5.044-50\n\n$276,598.67\nSUMMARY OF EXPENDITURES\n\nExpenditures made during Year for Current Expenses and Purchase of\n... $263,124.10\nEquipment\nDepreciation Reserved-Office Furniture .\n\n1,193.90\n\nExpenses of Current Year unpaid as at May 31 , 1923 .\n\n12,280.67\n\n$276,598.67\nSUMMARY OF REGULAR FUND\n\n$23,293.87\n\nBalance on Hand, May 31, 1922 .\nReceipts for Year ended May 31, 1923 .......\n\n263,334-71\n\n$286,628.58\nDisbursements for the Current Year's Operations ........... $263,124.10\nDisbursements for Bills for Previous Operations .\nTransferred to Increase Revolving Fund ( To $ 15,000) ......\n\n20,807.83\n5,000.00\n\n288,931.93\n\nRegular Fund Overdraft as at May 31 , 1923 .........\n\n$2,303-35\n\nCASH SUMMARY\n\nRegular Fund ( Overdraft) ....\nRevolving Fund\n\n$2,303-35\n\nTotal Cash (Treasurer)\n\n$12,696.65\n\n15,000.00\n\n"}
{"page": 99, "printed_page": null, "text": "76\n\nNATIONAL EDUCATION ASSOCIATION\n\nCERTIFICATE OF AUDITORS\n\nTo the President of the National Education Association :\n\nWe have audited the accounts of the National Education Association,\nof the Treasurer, and of the Secretary, for the year ended May 31 ,\n\n1923, and certify that the foregoing statement of Income and Expenses\nis in accordance with the books of the Association, and that, in our opinion,\n\nit reflects the operations of the Association for the year. The Secretary's\nRevolving Fund of $ 15,000.00 has also been verified by us.\nMARWICK, MITCHELL & Co.\n40 Exchange Place, New York,\nJune 20, 1923.\nIn conclusion, I recommend that this report receive your most careful\nconsideration.\n\nRespectfully submitted,\nCORNELIA S. ADAIR, Treasurer,\nHELEN T. HIXSON, Assistant Treasurer.\n\n"}
{"page": 100, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE FOR THE\nBOARD\n\nOF DIRECTORS\n\nTO\n\nTHE\n\nREPRESENTATIVE ASSEMBLY\n\nThe Executive Committee submits for consideration the following report\nand recommendations :\nI. GENERAL BUDGET-The Executive Committee recommends the fol-\n\nlowing budget for the year 1923-24. This budget is based on the expenditures\nfor the past year, a careful estimate of the receipts from all sources for the\nensuing year and a thorough survey of the program and needs of the\nAssociation.\nEXPENDITURES FOR 1922-23 AND ESTIMATED EXPENDITURES\nFOR 1923-24\n\nBoard ofTrustees\n\n.......... $\n\nPaid out\n\nEstimated\nexpense\n\n1,562.65\n\n$ 1,750.00\n\n4,728.35\n\n4,000.00\n\n*General Secretary's Office ( including items under II\n138,820.47\nbelow)\nPrinting of the Monthly Journal and Volume of Pro-\n\n166,836.00\n\nExecutive Committee\n\nceedings\n\n101,001.30\n\nAppropriations for committees\n\n10,625.18\n\nUnclassified expenses\n\n106,000.00\n26,850.00\n\n497.00\n\n500.00\n\nAnnual convention (summer and winter meetings)\n\n5,725.46\n9,642.58\n\nAuditing accounts\nGeneral publicity\n\n554-72\n\n3,000.00\n10,000.00\n600.00\n\n1,521.77\n\n1,500.00\n\nOffice furniture and fixtures\n\nReclassified accounts\n\n300.00\n\nFinancing delegates\nExpenses of directors and departments .\n\n10,000.00\n1,322.17\n\n3,000.00\n\n$275,301.65\n\n$334,036.00\n\nII. EXPENSES OF THE GENERAL OFFICES-The estimate for the expenses\nofthe general offices of the Association as contained in the budget recommended above is $166,636. Upon recommendation of the Executive Secretary, the following itemization of this expenditure is approved by the\nExecutive Committee. We recommend its adoption as the budget for the\nexecutive officers for 1923-24:\nSecretary's office\n\nPaid out\n1922-23\n\nEstimated\nexpense\n1923-24\n\n.$ 7,500.00\n\n$ 7,500.00\n\nPostage\n\n11,975.32\n\n12,000.00\n\nTelegraph and telephone\n\n2,844.26\n416.28\n67,283-37\n\n3,000.00\n\n80,000.00\n\n12,397.99\n\n14,000.00\n\n3,454.69\n\n3,500.00\n\nSalary of the Secretary\n\nExpress and freight\nClerical service\n\nRent, light, heat, power, etc ....\nStationery and office supplies\n[77]\n\n400.00\n\n"}
{"page": 101, "printed_page": null, "text": "78\n\nNATIONAL EDUCATION ASSOCIATION\n\nEstimated\n\nPaid out\nSecretary's office\n\nexpense\n1923-24\n\n1922-23\n\n664.89\n\n$ 1,000.00\n\nInsurance\n\n125.35\n\n200.00\n\nSurety bonds\n\n183.02\n\n200.00\n\nInterest and discounts allowed .\n\n113.61\n\n200.00\n\nTraveling\n\n$\n\nMiscellaneous expense :\nLegal services\nRepairs, office furniture, and fixtures .\nSundry supplies\nMiscellaneous printing\nField Secretary's department\n\n14,854.14\n\n20,000.00\n\nResearch department\n\n13,235.28\n\n20,636.00\n\n$138,820.47\n\n$166,636.00\n\n105.00\n\n1,568.86\n4,000.00\n1,402.49\n\n695.92\n\nIII . BUDGET FOR SPECIAL COMMITTEES-Much work of the Association\n\nis done through the operation of the special committees appointed by the\nAssociation and its departments and affiliated bodies. In fact the accomplish-\n\nment of the program to which the National Education Association has\npledged itself is to be brought about by the success of the work thus delegated\nto these special bodies. The Executive Committee recommends appropriations for the work of these committees as follows :\nAppropriation\n\nAppropriation\n1923-24\n\n1922-23\n\nCommittee on Character and Citizenship\nCoöperation with Federation of Women's Clubs .\nForeign Relations\n\n.. $\n\n250.00\n\n$\n\n250.00\n300.00\n\nHealth Education\n\n500.00\n2,500.00\n\nIlliteracy\n\n1,800.00\n\n2,500.00\n1,000.00\n\nLegislative Commission\n\n2,500.00\n\n2,500.00\n\n1,000.00\n\nRural Education\n\n800.00\n\n150.00\n\nSchoolhouse Planning and Construction\nSalaries , Tenure, Pensions (three committees )\n\n500.00\n\n800.00\n\n2,000.00\n\n600.00\n\nThrift Education\n\n1,000.00\n\n1,000.00\n\nReorganization of Elementary Education\nCoördination of Research Agencies\n\n1,250.00\n\n1,250.00\n\n2,500.00\n\n500.00\n\nClassroom Teachers\n\n5,000.00\n\n6,000.00\n\nElementary Principals\n\n2,500.00\n\n2,500.00\n\nSuperintendence (one half net profit)\n\n5,000.00\n\n5,000.00\n\nAmerican School Program..\nKindergarten\n\n1,000.00\n500.00\n\n$27,800.00\n\n$26,850.00\n\nIV. SUMMARY .\n\nEstimated receipts\nEstimated expenditures :\nGeneral expenses ( I, II, and III above )\nDeficit in General Fund\n\n$366,628.58\n\n$334,036.00\n2,303-35\n\n$336,339-35\nUnappropriated balance\n\n$30,289.23\n\n"}
{"page": 102, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\n79\n\nV. COMMITTEES FOR THE ENSUING YEAR-The Executive Committee\n\nrecommends the continuance of the following as active committees of the\nAssociation for the year 1923-24:\nLegislative Commission; Character and Citizenship; Foreign Relations ;\nSalaries, Tenure, and Pensions (reorganized into three committees action\n\nof Representative Assembly) ; Expenses of Delegates; Coördination of\nResearch Agencies; Reorganization of Elementary Education ; Illiteracy ;\nHealth Problems; Thrift Education; Racial Well-Being; High School\nLibraries; Coöperation with American Legion; Coöperation with Federation of Women's Clubs; Coöperation with American School Citizenship\nLeague; Coöperation with Conference on Limitation of Armaments ; County\nSuperintendents' Problems; Editorial Council; Visual Education; American\nSchool Program; and Sources of Revenue.\nVI. SECRETARIAL HELP FOR DEPARTMENTS, COMMITTEES, STATE\nDIRECTORS-The Executive Committee recommends that the policy outlined\nby the Executive Secretary to render much-needed assistance to departments\nand special committees carrying a heavy burden of work as a part of the pro-\n\ngram of the Association be the recognized policy of the Association and that\nthe Secretary be authorized to render such assistance as he and the Executive\nCommittee deem necessary and to make such special assignments of heads of\nexecutive departments or special secretaries of the headquarters' staff for\nthispurpose as the work may, in his judgment, demand.\nVII . RECOMMENDATIONS FOR COOPERATION WITH THE AMERICAN\n\nLEGION-The Executive Committee recommends that the Americanism\n\nand Education program of the American Legion in coöperation with the\nAssociation be approved.\nVIII. CHANGING DATE OF ANNUAL MEETING-The committee was\n\ninstructed to report on the question of changing the date of the annual meetng. It has not, however, been able to reach a decision on the question and\nTherefore requests an extension of time.\n\nIt is recommended that Section 7, Article 1 of the By-Laws be changed\nand amended to read as follows :\n\nSEC. 7. The annual dues of members shall be sent to the Secretary on\nor before November 1. An active member failing to pay his dues as herein\nprovidedshall forfeit the privileges of membership and after being in arrears\nune half year be dropped from the list of members.\n\nIt is further recommended that Section 8 of Article 1 be changed and\namended so as to read as follows :\n\nSEC. 8. The membership year shall be from September I to August 31 .\nAllmembership dues paid during the membership year shall be credited to\nthat year unless otherwise requested.\n\n"}
{"page": 103, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n80\n\nMINUTES OF EXECUTIVE COMMITTEE, OAKLAND, JUNE 30, 1923\nA meeting of the Executive Committee of the National Education Association was held in Convention Hall B of the Civic Auditorium, Oakland,\nCalifornia, Saturday forenoon, June 30, 1923, at 9 o'clock, with all members\nexcept Miss Williams present: W. B. Owen, chairman, Cornelia S. Adair,\n\ntreasurer, Fred M. Hunter, member-elect, Walter R. Siders, chairman of\nthe Board of Trustees. There were present on invitation, Miss Olive M.\nJones, Miss Agnes E. Doherty, and Mr. C. C. Pearse, of the Board of\nTrustees. Miss Williams has not been attending the meetings of the Executive Committee since her election as Field Secretary.\nThe minutes of the last meeting were approved as read by the secretary.\nMiss Adair presented in detail the report of the treasurer, and Mr. Siders\nthe report of the Board of Trustees. Some time was taken in considering\nitems in these reports, and in discussing the budget for the following year.\nItwas decided to call another meeting for considering the budget.\nMr. Siders presented the plans for improvements on the buildings recently\npurchased by the Association, and gave an account of his recent visit at\nheadquarters.\n\nOn motion the committee adjourned to meet at 9:00 o'clock the same\n\nevening in Room 103, Hotel Oakland.\nW. B. Owen,\nPresident\n\nJ. W. Crabtree,\nSecretary\n\nThe meeting was called to order promptly at 9 o'clock Saturday evening\nby the chairman, with the same number in attendance as had attended the\nmorning session. Mr. Siders presented the formal report of the auditor,\nwhich, on motion, was approved.\nAmotion was carried to present the following amendment to the by-laws\nto the Representative Assembly with the recommendation that unanimous\naction be taken at this meeting :\nIt is recommended that Section 7, Article\n\nof the by-laws be changed and\n\namended to read as follows:\n\nSEC. 7.\n\nThe annual dues of members shall be sent to the Secretary on or\n\nbefore November 1. An active member failing to pay his dues as herein provided\nshall forfeit the privileges of membership and after being in arrears one half year\nbe dropped from the list of members.\n\nIt is further recommended that Section 8, Article 1 be changed and amended so as\nto read as follows :\n\nSEC. 8. The membership year shall be from September I to August 31. All\nmembership dues paid during the membership year shall be credited to that year\nunless otherwise requested.\n\nOn the request of Miss Adair, the approval of the treasurer's report was\npostponed to the next meeting of the committee, and on request of Mr.\nSiders, similar action was taken with reference to the approval of the report\nofthe Board of Trustees.\n\nFrank Irving Cooper, chairman of the Committee on Schoolhouse Planning and Construction, was present and presented the report prepared by\nthe committee and requested that it be printed. Amotion was passed instruct-\n\n"}
{"page": 104, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\n81\n\nng Mr. Siders to ascertain the cost of printing the report and report back\no the committee at its next session.\n\nAfter devoting time to the preparation of the budget, a motion was passed\nto adjourn to 9:30 o'clock Sunday morning, July 1, 1923.\nW. B. Owen,\nPresident\n\nJ. W. Crabtree,\nSecretary\n\nThe committee met at 9:30 o'clock Sunday forenoon, Room 103, Hotel\nOakland, July 1, 1923, with the same members in attendance as at previous\nmeetings.\n\nAfter giving time and attention to the preparation of a budget for next\nyear, Mr. Siders and Miss Adair were appointed to prepare a budget. Then\nmotion, the president was requested to sit in on the budget hearings.\nAmotion was passed to adopt the treasurer's report as presented by Miss\nAdair. A motion was also passed to adopt the report of the Board of\nTrustees as presented by Mr. Siders.\nAmotionwas passed adjourning to meet at 10 o'clock Wednesday evening,\nJuly 4, in Room 103, Hotel Oakland.\nThe budget committee was authorized to meet in the same room from\n8:30 to 10 o'clock to hear requests for appropriations from chairmen of\nthe committees.\n\nW. B. Owen,\nPresident\n\nJ. W. Crabtree,\nSecretary\n\nThe committee met Wednesday evening, July 4, at 10 o'clock in Room\n103, Hotel Oakland, with the same members in attendance as at previous\nmeetings.\n\nAmotionwas passed authorizing the secretary to employ Miss Alltucker,\nBerkeley, California, as assistant in the Division of Research, at a salary\nnot to exceed $3200 a year, and to arrange for her services to begin September 1, 1923.\n\nThe budget committee presented its report. A motion was passed to add\n$500 for the Kindergarten Department to be used in publishing reports.\nAmotion was also passed to add $ 1000 for the Committee on American\nSchool Program. After making other suggestions in the report which had\nbeenpresented,the committee was instructed to have it printed, and a motion\n\nwas passed to adjourn to meet again at 1:00 o'clock, Thursday afternoon.\nW. B. Owen,\nPresident\n\nJ. W. Crabtree,\nSecretary\n\nAnother meeting of the committee, as arranged, was held at 10 o'clock,\nPursday forenoon, July 5, Room 103, Hotel Oakland, with the same\nmembers present as at previous meetings.\nAmotion was passed approving of the budget which had been prepared by\nthebu iget committee, consisting of Miss Adair, Mr. Siders, and the chairFan Mr. Owen.\n\n"}
{"page": 105, "printed_page": null, "text": "82\n\nNATIONAL EDUCATION ASSOCIATION\n\nMr. Siders was instructed to present the report of the Executive Committee to the Board of Directors for their consideration, and if approved, to\npresent the same to the Representative Assembly at its business session\nFriday forenoon.\n\nThe secretary explained that Mr. Henry W. Ryan, of the American\nLegion, had been doing most excellent work for the Education Bill. He\nalso called attention to the fact that American Education Week was first\n\nsuggested by Mr. Ryan. A motion was passed authorizing the secretary to\nexpress appreciation to Mr. Ryan for his interest and work in the cause of\neducation.\n\nThe secretary was instructed to print the report of the Committee on\nSchoolhouse Planning and Construction as presented by the chairman of\nthe committee.\n\nThe chairman announced the appointment of the following audit committee:\n\nM. E. Pearson, Superintendent of Schools, Kansas City, Kansas.\nLoretta R. Doerr, Supervising Principal, New Orleans, Louisiana.\nL. H. Minkel, Superintendent of Schools, Fort Dodge, Iowa.\nOnmotion the meeting adjourned.\nW. B. Owen,\n\nJ. W. Crabtree,\nSecretary\n\nPresident\n\nMINUTES OF NEW EXECUTIVE COMMITTEE, OAKLAND, JULY 6, 1923\nA meeting of the new Executive Committee of the National Education\n\nAssociation was held in Room 101 , Hotel Oakland, 3.30 o'clock, Friday\nafternoon, July 6, with the following members in attendance: Miss Jones,\nthe new president, in the chair; Miss Adair, Mrs. Stewart, Mr. Siders, Dr.\nOwen, Miss Doherty, and Dr. Finegan, of the Board of Trustees, were\npresent on invitation. Mr. Pearse was not present because of sickness.\nThe convention bills were presented and signed by the officers of the\nAssociation. A motion was passed authorizing the President and Secretary\nto investigate locations for the next annual meeting, and to report recommendations to the Executive Committee for consideration at its next meeting.\nA motion was passed authorizing the President and Secretary to borrow\n\nfunds as necessary during the time when receipts are low, giving as security\nthe current income of the permanent fund.\nA motion was passed authorizing the President to call a meeting of the\n\ncommittee to be held in Washington early in the fall.\nThe meeting then adjourned.\nOLIVE M. JONES,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\nMEETING OF BOARD OF DIRECTORS, OAKLAND, JULY 2, 1923\nThe Board of Directors of the National Education Association met in\n\nConvention Hall B of the Civic Auditorium, Oakland, California, Monday\nforenoon at 9.30 o'clock as required by the By-Laws.\n\n"}
{"page": 106, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE\n\n83\n\nThe meeting was called to order by the Secretary, who explained that\nPresident Owen was presiding at a general session and requested Miss\nWliams, first vice-president, to preside at the meeting of the Board of\nDrectors. Miss Williams thereupon took the chair and asked the Secretary\ncall the roll.\n\nThe roll call taken by distributing slips of paper on which each director\nwete his name and the name of the State which he represented. The roll\nshowed the following directors to be present : C. B. Glenn, Alabama ;\nA.J. Matthews, Arizona; Annie G. Griffey, Arkansas; Mary F. Mooney,\nCalifornia: Fred M. Hunter, California; H. B. Smith, Colorado; Mary\nC. C. Bradford, Colorado; Edward B. Sellew, Connecticut; Harry English,\nDistrict of Columbia; J. W. Crabtree, District of Columbia ; W. R. Siders,\nMaho: Theodore Shank, Idaho; Robert C. Moore, Illinois; H. L. Smith,\n\nadiena; L. H. Minkel, Iowa ; M. E. Pearson, Kansas ; R. E. Williams,\nKentucky: William Burdick, Maryland ; Mary McSkimmon, Massachuts: J. C. Brown, Minnesota ; Thomas J. Walker, Missouri; Everett M.\nHosman, Nebraska; Robert H. Wright, North Carolina; M. R. Floyd ,\n\n| klahoma; Ambrose Cort, New York; George D. Strayer, New York :\nC. R. Reed, Ohio; E. H. Whitney, Oregon; James H. Kelley, Pennsylvania ;\nH. W. Foght, South Dakota; S. L. Smith, Tennessee; Charl O. Williams,\nTennessee; Catherine Gorbutt, Texas ; L. John Nuttall, Jr., Utah ; Caroline\nWoodruff, Vermont; Elizabeth W. Winston, Virginia; Cornelia S.\n:\nAlair, Virginia: Jennie M. French, Washington; T. Marcellus Marshall,\nWest Virginia; Joseph Rosier, West Virginia ; John F. Sims, Wisconsin ;\nCG. Pearse, Wisconsin; and A. A. Slade, Wyoming.\nThechairmanstated that unless objections were heard the directors present\nwldbe seated as the representatives of their respective States.\nThe chairman declared that a quorum was present and called for the\naing of the minutes of the last meeting. The minutes were approved as\nad by the Secretary .\nThechairmanexplained that it would be necessary to call a meeting of the\nI\n\nBoard of Directors on Wednesday or Thursday to receive the budget esti\"arts of the Executive Committee for 1923-24. By general consent it was\nangedtocall the meeting Thursday afternoon at 2 o'clock.\n\nTheSecretary was called upon for his annual report. He explained that\nreport had been printed in pamphlet form and was in the hands of all\ntors and moved that the report be received, and that it be printed in\nVolume of Proceedings. The motion was carried.\n\nThe chairman then called on Miss Adair, the treasurer, to present the\nal report. Miss Adair gave the summary of income and expenditures\n\" report and answered questions, but requested that action on the report\npostponed to the Thursday meeting when it would be in printed form.\nΑπετώη , however, was passed approving of her recommendation for approang $ 10,000 on the payment of delegates' expenses in 1924, and the\namendation for providing a reserve fund of $50,000 to be used only in\nMathswhen the income is low.\n\n"}
{"page": 107, "printed_page": null, "text": "84\n\nNATIONAL EDUCATION ASSOCIATION\n\nMiss Williams, the chairman, explained the progress made during the year\nin the promotion of the Education Bill, and on request showed samples of\nher office records including card indexes, record books, and maps.\nThe chairman of the Board of Trustees, Mr. Siders, was then called upon\nto present the annual report of the trustees. After explaining concerning\n\nthe purchase of the new properties, the auditors' report on the Secretary's\nbooks and on the trust officer's report, he requested that no action be taken\nuntil at the meeting on Thursday.\nAttention was called to the practice of appointing at this meeting a committee to make nominations to fill vacancies in the National Council, but the\nchairman stated that since she was only presiding in place of the President,\nshe would postpone the appointment of the committee until President Owen\ncould be present to name the members of the committee himself.\nA motion was passed to adjourn to meet again Thursday afternoon at\n\n2 o'clock to consider the budget report of the Executive Committee, and to\ntransact such other business as might properly come before the board.\nCHARL O. WILLIAMS,\nFirst Vice-President\n\nJ. W. CRABTREE,\nSecretary\n\nThe Board of Directors met in Convention Hall B of the Civic Audi-\n\ntorium Thursday afternoon, July 5, at 2 o'clock in compliance with action\ntaken at the meeting on Monday. The meeting was called to order by President Owen. The following directors were present : C. B. Glenn, Alabama;\n\nA. J. Matthews, Arizona ; Annie G. Griffey, Arkansas; Mary F. Mooney,\nCalifornia; Fred M. Hunter, California; H. B. Smith, Colorado ; Mary\nC. C. Bradford, Colorado; Edward B. Sellew, Connecticut; Harry English,\nDistrict of Columbia ; J. W. Crabtree, District of Columbia; Walter R.\nSiders, Idaho; R. C. Moore, Illinois; Sarah Thomas, Illinois; W. B. Owen,\nIllinois; H. L. Smith, Indiana; L. H. Minkel, Iowa; M. E. Pearson,\nKansas ; R. E. Williams, Kentucky; Loretta R. Doerr, Louisiana; William\nBurdick, Maryland, Mary McSkimmon, Massachusetts ; Thomas J. Walker,\nMissouri ; Everett M. Hosman, Nebraska; Charles B. Dyke, New Jersey ;\nAmbrose Cort, New York; George D. Strayer, New York; Robert H.\nWright, North Carolina; Carroll R. Reed, Ohio ; A. C. Parsons, Oklahoma; James H. Kelley, Pennsylvania; H. W. Foght, South Dakota; S. L.\nSmith, Tennessee; Charl O. Williams, Tennessee; Catherine Gorbutt,\n\nTexas; L. John Nuttall, Jr., Utah; Caroline S. Woodruff, Vermont; Elizabeth W. Winston, Virginia; Jennie M. French, Washington; T. Marcellus\nMarshall, West Virginia; Joseph Rosier, West Virginia; John F. Sims,\nWisconsin; and A. A. Slade, Wyoming.\nThe Secretary advised that since the Executive Committee represented the\nBoard of Directors in all business transacted during the year, it would be\nproper to express approval of what had been done. A motion of approval\nof the work of the Executive Committee for the year 1922-23 was thereupon\npassed, and Mr. Siders was called upon to present the budget recommendations of the Executive Committee for 1923-24. (This will be mailed to you\nat a later date. )\n\n"}
{"page": 108, "printed_page": null, "text": "85\n\nREPORT OF THE EXECUTIVE COMMITTEE\n\nAfter discussion, a motion was passed approving of the recommendations\ninthe report, including the recommended changes in the By-Laws .\n\nThe request for a new department of penmanship was read, and the Secretary instructed to reply that while it is not advisable to create a new department of penmanship, it would be possible to hold conferences on penmanship\nat the time of the annual meeting, which would seem to meet the ends\ndesiredby those signing the petition.\nAmotionwas passed to adopt the Treasurer's and the Board of Trustees'\nreports as presented in pamphlet form.\nAmotion was passed by a unanimous vote to change the name of the\nDepartment of Normal Schools to Department of Normal Schools and\nTeachers Colleges. Another motion was passed to change the name of the\nDepartment of Physical Education to the Department of Physical Education\nandHealth. The Secretary was instructed to make the necessary changes in\nreprinting the By-Laws.\n\nOn the Secretary's statement that there had been little interest in the\nDepartment for the Wider Use of Schoolhouses during the last six years,\nhe was authorized to drop the department in reprinting the By-Laws,\nproviding the newly elected officers approve.\nThe President appointed the following as members of the committee to\nmake nominations for the vacancies in the National Council, requesting the\ncommittee to report to the new Board of Directors at its meeting on Friday ;\nMr. Rosier and Miss Grosvner.\n\nOnmotion the meeting adjourned at 4.30 o'clock.\nWILLIAM B. OWEN,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\nMINUTES OF THE NEW BOARD OF DIRECTORS, OAKLAND-SAN FRANCISCO\nFRIDAY, JULY 6, 1923\n\nIn compliance with the By-Laws the new Board of Directors met in\nConvention Hall B of the Civic Auditorium, Oakland, California, Friday\nafternoon at 2.30 o'clock. The new President, Miss Olive Jones, called the\nmeeting to order with the following answering to roll call : C. B. Glenn,\nAlabama; A. J. Matthews, Arizona; Annie G. Griffey, Arkansas ; William\nP. Dunlevy, California; Mary C. C. Bradford, Colorado ; H. B. Smith,\n\nColorado: Edward E. Sellew, Connecticut ; H. B. Holloway, Delaware ;\nAgnes Ballard, Florida; Elizabeth Russum, Idaho; Sarah L. Thomas, Illicis; H. Lester Smith, Indiana; Thomas R. Roberts, Iowa; M. E. Pearson,\nKansas; Loretta R. Doerr, Louisiana ; William Burdick, Maryland; Annie\nC.Woodward, Massachusetts; Ernest T. Cameron, Michigan ; J. C. Brown,\nMinnesota; Thomas J. Walker, Missouri; Agnes E. Doherty, Minnesota ;\nEverett M. Hosman, Nebraska; E. L. McKeown, Nevada; Catherine A.\nDole, New Hampshire ; B. McKinney, North Carolina ; George D. Strayer,\nNew York; Ambrose Cort, New York; Carroll R. Reed, Ohio; A. C. Par-\n\nOklahoma; George Hug, Oregon; James H. Kelley, Pennsylvania ;\nDophea M. Hoxie, Rhode Island; S. L. Smith, Tennessee; Catherine\nGorburt, Texas; C. N. Jensen, Utah ; Caroline S. Woodruff, Vermont ;\nCornelia S. Adair, Virginia; Elizabeth W. Winston, Virginia; Jennie M.\n\n"}
{"page": 109, "printed_page": null, "text": "85A\n\nNATIONAL EDUCATION ASSOCIATION\n\nFrench, Washington; T. Marcellus Marshall, West Virginia; Joseph\nRosier, West Virginia; C. G. Pearse, Wisconsin; John F. Sims, Wisconsin ;\n\nKatharine A. Morton, Wyoming; Harry English, District of Columbia;\nand H. H. Brodie, Hawaii.\n\nDirector Finegan called attention to the application which had been\nmade for a Department of Visual Instruction, and moved that the department be created with Superintendent H. B. Wilson as its president for the\nnext year. The motion was seconded.\n\nA substitute motion was presented to appoint a committee on the revision\nof the organization into departments, and refer this and all other requests\nfor departments to this committee. The substitute failed to carry. The\noriginal motion was then put and carried. The chairman announced that\nthe department had been created and that its officers for the ensuing year\nare as follows :\n\nPresident-H. B. Wilson, superintendent of schools, Berkeley, California\nVice-President-A. W. Abrams, Albany, New York.\n\nSecretary-Dudley Grant Hayes, Chicago, Illinois.\nAfter speaking on the need of a revision of the departments of the Association, Director Hunter moved that a Committee on the Revision of Departments be appointed, and that it be requested to present a report in 1924.\nThe motion was seconded, put, and carried.\nMiss Jones presented her resignation as a member of the Board ot\nTrustees, which was accepted in view of her election as president.\nAfter calling attention to the outstanding work of Mr. Siders on the\nBoard of Trustees, Mrs. Bradford, of Colorado, nominated him to succeed\nhimself. The nomination was seconded by the delegates of several States.\nA motion was then passed for the Secretary to cast the vote of the Board\nof Directors for Mr. Siders for the term of four years. The Secretary cast\n\nthe vote, and the chairman declared him duly elected to succeed himself as\na member of the Board of Trustees.\n\nAfter referring to the unsurpassed service of Dr. Finegan in the Association and in the improvement of education in the Nation, Director Strayer\nnominated him to fill the unexpired term of Miss Jones. On motion the\nnominations were closed and the Secretary ordered to cast the vote of the\nBoard of Directors. The chairman announced that the Secretary had carried\nout the instruction of the Board, and that Director Finegan had been duly\nelected to fill this vacancy.\n\nMiss Woodruff, of Vermont, then nominated Mrs. Cora Wilson Stewart\nfor member-elect of the Executive Committee, and a motion was passed\nordering the Secretary to cast the vote for her. The chairman then an-\n\nnounced that the vote was unanimous and that Mrs. Stewart was duly\nelected to membership on the Executive Committee.\n\nThe Secretary explained that St. Paul, Chicago, Columbus, San Diego,\nSan Francisco, District of Columbia, and a number of other places had\nexpressed a desire to be made the location for the next annual meeting of\nthe Association. On motion the Executive Committee was authorized, after\ninvestigation, to select the location for the next annual convention.\n\n"}
{"page": 110, "printed_page": null, "text": "85в\n\nREPORT OF THE EXECUTIVE COMMITTEE\n\nAfter Mrs. French, Mrs. Preston, Dr. Strayer, and Mr. Adams had made\naddresses inviting the Association to meet in Seattle in 1925, a motion was\ncarried to recommend that the Board of Directors and Executive Committee\n\nofnextyear choose Seattle as the meeting place for 1925.\nDirector Rosier reported a list of names for filling the vacancies in the\nNational Council and moved the adoption of his report, which was carried.\nThe following are the names of those elected to membership in the Council,\nwhose membership will expire in 1929 :\nWill C. Wood, State superintendent of public instruction, Sacramento,\nCalitornia.\n\nFlorence M. Hale, State agent for rural education,Augusta, Maine.\nJ. G. Crabbe, president, State Teachers' College, Greeley, Colorado.\nR. G. Jones, superintendent of schools, Cleveland, Ohio.\nUel W. Lamkin, president, Northwestern Missouri Teachers' College,\nMaryville, Missouri.\n\nA. J. Matthews, president, State Normal School, Tempe, Arizona.\nMary McSkimmon, principal, Pierce School, Brookline, Massachusetts.\n\nWilliam B. Owen, president, Chicago Normal College, Chicago, Illinois.\nM. E. Pearson, superintendent of schools, Kansas City, Kansas.\nS. M. N. Marrs, State superintendent of public instruction, Austin, Texas .\nAmotion was passed authorizing the Executive Committee to provide\nhelp for the State Directors in their effort for increasing membership in the\nState, thatwhen necessary to appoint assistant directors.\nAmotion was passed to the effect that only those delegates certified by\nthe Secretary by noon of the first day of the annual meeting will be permitted\nu participate in the meeting of delegates by States.\nAmotion was passed authorizing the Executive Committee to represent\ntheBoard of Directors in carrying forward the work of the Association durng the year, requesting them to present a report at the end of the year to\nheBoard of Directors for adoption.\nAmotion was passed accepting the resignations and making the appointments as shown below :\nNewly appointed\nState\n\nResignations accepted\n\ndirectors\n\nNew Hampshire....... Catherine A. Dole....... Wallace E. Mason\nMarth Carolina..\n\n.B. McKinney\n\nRobert H. Wright\n\nWest Virginia .\n\nJoseph Rosier.......\n\nJ. H. Hickman\n\nWooming\nHawaii\nVermont\n\nMrs. Katharine A. Morton..A. A. Slade\n..W. E. Givens\n.H. H. Brodie .....\n.Caroline S. Woodruff .\nDonald G. McClelland\nElizabeth W. Winston .. S. A. McDonald\n.Annie C. Woodward..\nMary McSkimmon\nDorothea N. Hoxie .\nWilliam O. Holden\n\nVeginia\nMassachusetts\nRide Island..\nMinnesota\n\n.J. C. Brown .........\n\n.W. A. Shephard\nAmotion was passed to adjourn to meet again on the call of the President.\nJ. W. CRABTREE,\nOLIVE M. JONES,\nPresident\n\nSecretary\n\n"}
{"page": 111, "printed_page": null, "text": "THE SECRETARY'S REPORT\nJ. W. CRABTREE, SECRETARY\n\nASSOCIATION GROWTH AND MEMBERSHIP\n\nThe Association has had a marvelous growth during the past five years,\nclimbing from an enrolment of 8700 active members in 1918 to 118,000 in\n1922 and perhaps to 140,000 in 1923. During the five years before 1918,\nthe enrolment of active members ranged from 6000 to 7500. The increased\nmembership since then has been largely the result of fundamental changes\nin policy, purpose, and organization of the Association.\nEXTENT OF GROWTH\n\nThis change in policy in management and work of the Association\nshowed itself in 1918 in the appointment of the National Commission on\nthe Emergency in Education and in the program of service which outlined\na definite plan for promoting the interests of the profession. Before this\ntime the membership had been composed mainly of superintendents, normal\nschool and college presidents, and others engaged in administrative work.\nTeachers hoping for promotion to administrative positions also became\nmembers. A number of teachers near cities where meetings were held\ntook out associate memberships but for the year of the meeting only. The\nrank and file of teachers throughout the Nation did not know the National\nEducation Association. Members took pride in the fact that the membership was composed of persons engaged in administrative work on the\ntheory that an organization of educational leaders could accomplish more for\nthe schools than could be accomplished by an all-inclusive association.\nTeachers did not fully appreciate the part which they themselves might\nhave in the improvement of the profession.\nIn 1919 the change in policy and purpose showed itself further in the\nadoption of the report of the committee on reorganization, and in a request\nto Congress to amend the Charter to permit the business of the Association\nto be transacted by a representative assembly. It showed itself in the\norganization of the Secretary's office into divisions for the purpose of putting\ninto effect the program of service, which had been adopted. While something had been done previously along certain of the lines mapped out in the\nnew platform, thorough organization for the work had never before been\nattempted.\n\nIn 1920 the Charter was amended by Congress and the Association\n\nreorganized under the provisions of the amended Charter. The by-laws\nwere amended to provide for affiliated State and local associations and for\na representative assembly. The name of the National Commission on the\nEmergency in Education was changed to the Legislative Commission. By\n[86]\n\n"}
{"page": 112, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n87\n\nthis time members could see the results of the aggressive work of the\nCommission and of committees working on other important problems.\nThey also began to appreciate the advantage of the wider scope of work\ninthe central office.\n\nIn 1921 the reorganized Association met in Des Moines. The business\nwas transacted for the first time by a Representative Assembly, composed\nof delegates from all parts of the country and representing all ranks in\nthe profession. Before this time the business had been transacted by the\nactive members in attendance at the annual meeting. This meant that\nthe business was transacted each year largely by the members near the\nplacewhere the annual meeting was held. It meant that the policies outned each year represented the judgment of a local rather than of a\n\nNational body. The membership, which had doubled in 1919, more than\ndoubled again in 1920. The rank and file of teachers now began to feel\nthattheyhad a part in the work of a great National association, and those\nengaged in supervision began to appreciate the advantages to be derived\ntrom the all-inclusive organization.\nBy the time of the Boston meeting in 1922 it was generally recognized\nthat the Association was established on the new basis of organization and\npolicy, and that it would in the near future include in its membership\n\npractically all teachers of scholarship, experience, and vision. It was\npointed out that in many places nearly all teachers of true professional\npirit had already become members. Up to 1922 the National Union of\nTeachers of England with an enrolment of 115,000 members was the\nLargest all-inclusive national association of teachers in the world. In 1922\n\nthe enrolment of the National Education Association passed beyond that of\nthe National Union of Teachers.\n\nThe psychology of the war was favorable to the growth of the Associa-\n\nton. All realized the necessity of efficient organization to win the war.\nThe teachers who went to war became a part of a world organization.\nThose who remained at home became a part of great National organizatons-one formed by Mr. Hoover to conserve food and one by Dr. Gar-\n\nSeld to conserve the use of fuel. They became a part of the National\nmachinery for raising funds for the Red Cross, the Y. M. C. A., and\nKher agencies.\n\nThey helped to make a success of the organization for\n\nwelling Liberty bonds. They saw the value of organized effort and learned\n*see things from the National standpoint. By coöperation with the Ameri-\n\ncanLegion inmaking American Education Week a success and in impressthe needs of the schools on the public, teachers have become familiar\nwith what is being accomplished in that great National organization, the\n\nAmerican Legion. Women teachers have become members of political\nes. All this has prepared teachers for appreciating a strong National\n\nocation of their own. It has increased their professional pride. It has\n\nhadan important part in the recent growth of the National Education\nAssociation.\n\n"}
{"page": 113, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\nREASONS FOR GROWTH-SUMMARIZED\n\nGiving the Association its all-inclusive character, opened up new fields\nof membership. The World War revealed conditions showing the need\nfor National attention to education and at the same time taught the value\nof organized effort. New contacts, as with the American Legion, gave\ninspiration and assurance. The reorganization of the Association, the\nadoption of a program of service, and the machinery provided at the central\noffice for effective work were leading factors in making the larger Association possible. It must be remembered also that the National Education\nAssociation provided the only way for the teachers of the forty-eight\n\n160000\n\nNational Education Association\n150000\n140000\n\nActive and Associate Members\n130000\n120000\n\n1911- 1923\n110000\n100000\n\nCountmade atendofeach calendaryear\n\n90000\n\n80000\n\nEstimatedfor 1923\n\n70000\n60000\n50000\n40000\n\n30000\n20000\n\n10000\n1911 1912 1918 1914 1915 1916 1917 1918 1919 1920 1921 1922\n1928\nHARRIEIT ACHAN\n\nFig. 1 . ACTIVE AND ASSOCIATE MEMBERS, 1911-1923 . ACTIVE MEMBERSHIP\nREPRESENTED BY THE BLACK PORTION OF THE COLUMN AND\n\nASSOCIATE MEMBERSHIP BY THE LIGHT PORTION\n\nState school systems and for men and women engaged in all phases of\neducational work to get together and work as a unit for the improvement\nof the profession as a whole. There were other factors, but these were\namong the fundamental causes of growth in membership.\nThe following factors though not so fundamental were just as important\nand necessary in the rapid development of the Association. Moving the\nheadquarters to Washington ; purchasing a home for the Association; replacing the little bulletin by a 68-page Journal published monthly; conducting important lines of field and legislative work ; undertaking a high type\nof research work; the efficient work of all members of the headquarters\nstaff; and the good-will and coöperation of the leaders in the profession\nthroughout the country.\n\n"}
{"page": 114, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n89\n\nGROWTH LIKELY TO SLOW UP\n\nThe increase in membership of 20,000 to 35,000 a year cannot be continued indefinitely. It cannot be continued because at the present rate of\nncrease nearly all professionally-minded teachers will within a few years\nbe members of the Association. As the enrolment comes nearer and nearer\n\nthe saturation point wherever that may be, the annual increase in mempership will be less and less. The present membership may be nearer that\npoint that we are aware of. Experience in associational work will develop\nProfessional interest. Very soon the annual gain in membership will depend\nImost entirely on the increase each year in the total number of teachers\nthe country, on increasing the number of professionally-trained teachers,\nand on raising the saturation point to higher levels. The annual gain will\nthenbe 5000 or 8000 instead of 25,000.\nCAUSES OF CONFUSION IN MEMBERSHIP\n\nConfusion in memberships has resulted from several causes. The double\n\nfigures, as 1922-1923, used to represent the associational year, and giving out\nafter January I to all new members on request membership cards for the\nallowing instead of the current year are causing much trouble. The\nact that State secretaries have decided to use the double figures may in the\ncourse of time lessen the confusion from that source. The by-laws might\nwell be amended to remove another source of misunderstanding.\nAccording to section 8, article 1, in the by-laws, all members joining\na'ter January I may elect to have their membership dues apply on the\nlowing instead of the current year. Much confusion has resulted from\narrying out this provision. The State directors and the secretaries of the\n\nState associations agree that the by-laws should be amended by eliminating\nthe sentences pertaining to future memberships. It is suggested that the\nRepresentative Assembly make this change in the by-laws at the OaklandSan Francisco meeting. The amendment can only be considered and passed\nat this meeting by unanimous action.\nMuch confusion is due to a failure to appreciate the responsibilities of\nmembership in one's professional organization. While as a rule our new\nmembers understand and appreciate the privileges and responsibilities of\n\nmembership in the Association a surprisingly large number do not fully\nunderstand this relationship, and this causes trouble in the local associatons and at the central office over the payment of dues. This trouble\n\nwowed up more prominently in the recent effort to collect dues up to date.\n\nThe Association is largely to blame for this condition. It has constantly\n:\n\ned attention to the privileges of membership without giving adequate\nformation concerning the responsibilities of membership.\n\nCertain points should be made clear to everyone applying for membership.\n\nHeshould know that membership in the Association, like that in any other\nPar national association, is meant to be continuous. He should know that\n\nwarding to the by-laws it does not lapse for one year beyond the time\novered by the payment of dues and that it can only be terminated on the\nof the member, or by being permitted to lapse. More than 5000\n1\n\n"}
{"page": 115, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n90\n\nmembers who allowed their membership to lapse in November dodged the\npayment of dues for the last year. It would be expensive and impossible to\ncollect these small accounts by legal means. Payment depends on the members understanding that under the by-laws he cannot become a member\nwithout assuming the responsibility of paying dues. That would in itself\nincrease the income of the Association by several thousand dollars annually.\n\nThe delegates at the annual meeting and the officers of the local, State,\nand National associations may well have the fullest confidence in the\nrecords of the office. No one in the United States has a better record for\n\naccuracy than Mrs. Hixson who has the complete responsibility of the\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nCHART SHOWING RECEIPTS BY MONTHS\n1920-1921\n\n1921-1922\n\n1922-1923\n\n40000\n\n40000\n\n36000\n\n36000\n\n32000\n\n32000\n\n28000\n\n28000\n\n24000\n\n24000\n\n20000\n\n20000\n\n16000\n\n16000\n\n12000\n\n12000\n\n8000\n\n8000\n\n4000\n\n4000\n\n0\nJUNE JULY AUG SEPT. OCT. NOV. DEC. JAN.\n......1920-1921\n1921-1922\n1922-1923\n\nFEB.\n\nMCH. APR MAY\n\nFig. 2. RECEIPTS BY MONTHS, 1920-1923\n\nmembership files. One of the best efficiency experts in Chicago has selected\nthe headquarters organization of the National Education Association, its\nrecords, and management, as a model of efficiency.\nBy making a few changes in the by-laws and by taking greater care to\nimpress on applicants the responsibility of membership, it is believed that\nmost of the confusion concerning the status of membership will disappear.\nBut to do this the help of officers and members is necessary. The office will\nprint on membership cards hereafter a statement showing responsibilities\nas well as showing membership privileges. The Journal will carry more\ncareful explanations than before. Will you not help by vouching for the\nreliability of the records of the office, by having members attach importance\nto a permament connection with local, State, and National associations\nand by paying particular attention to the raw recruits admitted to membership from year to year ?\n\n"}
{"page": 116, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n91\n\nFINANCIAL POLICY AND BUDGET\n\nThe successful development of the Association is measured by the cer-\n\n\"ainty of its financial resources as well as by the character of its educational\nSeals and standards. Its main source of income at present is that from\n\n\" mbership dues. The certainty of this form of financial support depends\nmost entirely on the ability of the Association to satisfy members with\nThe Journal and the professional service which it renders. The next\nmportant source of income is from advertising, and the next from commerexhibits. Something has been received from the sale of bound volumes,\n\"m life memberships, and from contributions. The income from advering has increased rapidly during the last two years and will grow better\n\nm year to year. The income from commercial exhibits has much more\n\"an doubled in two years. Only small sums have been received as contriations, but it is believed that this particular source of income may be\nmeloped to exceed that from commercial exhibits.\nNO CHANGE IN DUES\n\n| Owingto a general desire to broaden the scope of the work of the central\nce, the suggestion is often made by members and officers to increase\nmembership dues. While it may be advisable to increase dues in the future,\nwould seem to be unwise to make any change in the regular $2 and $5\nmemberships at the present time. In one sense the dues have been increased\n\nwendy in arranging for departments to charge an additional fee for\nbership in the department. One department has added a fee of $2,\nher a fee of $3, and still another a fee of $5. It will be much better to\nder the greatest possible service from income on present rates, than to\n\ntake the risk of asking for larger fees before the Association is more thorly established on the basis of the larger enrolment and before the mem-\n\nershave become accustomed to paying the departmental fees which have been\ntridedupon.\n\nTeachers faced by the fact that they can hardly make ends meet on the\naries which they receive would necessarily hesitate to retain membership\ntheAssociation if fees were doubled. It is estimated that more than\n\naty -five per cent of the present membership belong to this class. Many\n\"thosewho receive better salaries are slow in paying the additional fees\nmembership in the departments. Teachers will pay increased dues in\naceand local associations much more readily than in the National Asso-\n\nThe real test of professional interest comes when the member is sent\nhefirst and second bills for membership dues. The great majority meet\n\nthetest surprisingly well. Far too many, however, do not yet see prob\" from the national standpoint. There is something lacking in interest\n\nthe member pays no attention to notices or where one cancels his\n\nbership without paying back dues. There should not only be a willingabout adesire to pay. It requires time, however, for this type of pro-\n\n"}
{"page": 117, "printed_page": null, "text": "92\n\nNATIONAL EDUCATION ASSOCIATION\n\nfessional spirit to develop among these teachers to whom associational\nwork is new. A change in membership dues is certainly unsafe until these\nnew members become better accustomed to associational work in the State\nand Nation.\n\nIt is true that more than half of the $2 membership fee goes back to\nthe members in The Journal, which is published monthly. It is also true\nthat the expense of collecting fees under present conditions is great and that\nthere is only a fraction of each fee left for service projects. But by enlist-ing the interest of the entire profession and by making membership appeal\nto all, the total amount for general use will become increasingly large. The\nAmerican Federation of Labor receives only one cent a month from each\nmember, yet because of an enormous membership an annual fund of\n$300,000 is provided for the use of the central office. Let us instead of\nincreasing fees add to the income by increasing the number of members and\nby organizing to decrease the cost of collecting fees. This plan has the\n\nadvantage of being safe. There is no way of knowing what might happen\nfrom increasing membership dues at this time. Let further experience\ndetermine whether there is any real need of increasing dues.\nTHE NEED FOR A RESERVE FUND\n\nThe chart showing the receipts of the Association by months explains\nthe need of a good reserve fund. In July, August, and September the\nweekly receipts are less than one fifth of the expenses. In December, January,\n\nand April the receipts are low. We have had deficits during these periods\neach year. We have been living too much from hand to mouth. This can\nonly be justified because of the emergencies which have come upon the\nAssociation and professsion. It is not wise, however, to continue these\nrisks beyond the period of emergency. For this reason, an item marked\nReserve is included in the budget, and it is recommended that the reserve\nbe protected and used only during the time when current receipts are low.\nBy careful management the office has been able to get through these\nbad times without injury to the credit and good name of the Association.\nIn more than one instance the Secretary has borrowed funds in his own\nname to help keep the work of the Association going. In a few instances\nS. O. S. calls were sent out for new members and help came immediately\nfrom the field. But there will be little opportunity for a drive of that kind\nwhen all the professionally-minded are members as we hope will soon be.\nIs it not better to provide this reserve fund even though it means sacrifices\nin important lines of work to do so, rather than risk the menace of no funds\n\nto carry on the basic work of the Association as its responsibility to the\nlarger membership increases ? This reserve merely assures members from\nwhom the Association has accepted dues that the service paid for will be\nrendered in full.\n\nIn order to lay aside a reserve of $50,000 during next year the Association cannot safely undertake many new projects. It cannot make large\n\n"}
{"page": 118, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n93\n\nappropriations for the use of committees and departments. It can, however, continue the service which it is now rendering. It can add something\nsalaries and add assistants to care for additional work due to increased\n\nrrolment. But if it is to lay aside a reserve, it cannot explore new fields\nundertake expensive enterprises .\nLIFE MEMBERSHIP MOVEMENT\n\nOver fifty life memberships have been taken out during the past year,\n\"as adding more than $5,000 to the permanent fund. While the amount\n\nsmall as compared with the needs, it is a good beginning. It is encouraring to observe in the list a number of classroom teachers and principals.\n\nThe correspondence shows that many new members of the profession are\narning to become life members within a year or two. The idea of active\n\nmembership for life seems to appeal strongly to wide-awake progressive\nachers and may easily result in adding many thousands of dollars to the\nmanent fund each year. If officers and members generally take hold\n* this method of increasing the permanent fund there is no doubt as to\nthe result. It is possible through life memberships to build a much larger\npermanent fund.\n\nInstitutions have applied for life membership. It has been necessary in\neach case to return the $ 100, since the action taken in establishing these\n\nemberships applies only to individuals. In view of the fact that member! ship dues may be increased some time later, the Association could not afford\nt give all its publications indefinitely to an institution for $100.\n\nBut\n\nwald it not be a good plan to give institutions the privilege of taking out\nwhat might be termed permanent membership on the payment of $300 ?\nThis would be a great convenience to the Association and to institutions\nand might prove to be a valuable source of income for carrying forward\nertant lines of work.\nFINANCIAL SUPPORT BY THE LAITY\n\nNo organized effort has yet been made to enlist lay support through\nate memberships, although the question has been favorably discussed\ntmes. This has not been done because it was considered of greater\nportance to first enlist the support of a fair percentage of the profession\n\n1. Then it was by no means certain that a campaign for members\nng the laity would meet with success. It has been observed that few\nhosewho have become associate members have continued their member-\n\nbeyond one year. They become members to help out in an emergency.\nThe laity would much more readily become associate members of the\nwal and State chapters than of the National Association. It may be well\nthe Association is more firmly established to make a drive for associate\n\nbers among the laity. If true that those outside the profession would\n$2 contributions as readily as to take out associate memberships,\n*wd be wiser and better to ask for contributions instead of asking for\n\nhips; 100 per cent of the contributions would then be used for\n\n"}
{"page": 119, "printed_page": null, "text": "94\n\nNATIONAL EDUCATION ASSOCIATION\n\nservice projects, whereas only 25 per cent of the membership dues can be\nused for such purposes. We can only hope to secure aid from the laity\nin either form when help is needed for some outstanding purpose.\nThere ought to be no objection to receiving large contributions, but it\nis easily seen that small donations are preferable. The large contribution\ntoo often has provisions attached to it designed to carry out the ambitions\n\nand selfish purposes of the donor, but more particularly to carry out the\nwhims and designs of those who happen to be responsible for the distribution\nof the foundation funds. Most often the purpose of the one providing\nfunds directly or establishing a foundation to distribute them, is unselfish\nand his chief incentive is to promote a worthy ideal. Unfortunately, the\nofficers of the trust or foundation do not always have the vision, high\nideals, and unselfish motives of the founder. There has been at least enough\nof the desire to control policies, to promote preconceived notions, and to\ngain selfish ends in these large gifts to arouse suspicion and create a deep-\n\nseated prejudice. The foundations and the rich who are unselfishly working\nto improve citizenship through education could render their best service\nby making contributions without conditions for the use of the Association.\nIt has not been considered wise, however, for the Association to solicit funds\nfrom these sources at the present time in the face of the suspicion which\nthe few have brought on all these agencies.\nOn the plan of the $2, $5, and $ 10 contributions a much larger number of\npeople would share in the support of the movement to promote the interest\nof education. The plan would aid in getting the needs of the school\nbefore the public, which is the most important of all considerations. The\nschools belong to the people. They are operated to promote the social and\neconomic welfare of all. It is most fitting for citizens interested in schoo\nimprovement to make contributions for the use of the National Educatior\nAssociation in its organized effort to constantly increase the efficiency of the\nprofession and the schools. In order to meet emergency needs, the centra\noffice will during the next year, if agreeable to the Board of Directors an\nofficers, extend to citizens through the machinery of the Association the\nopportunity of helping to support the teacher and school-betterment move\nment which is already making some headway on the meagre allowanc\nwhich comes from membership dues. If each member would be responsible\nfor securing only one small donation, the success of the movement would be\nassured.\nBUDGET PROVISIONS FOR CARD INDEXES OF MEMBERS FOR STATES\n\nThe budget recommended for the year 1923-24 contains an item fo\nproviding a card index of members for each State to be kept in the office\nof the secretary of the State association. This provision is made on the sug\ngestion of the State secretaries. Lists of the National Education Association\nmembers were sent to secretaries on request during the past year. Thi\nwas done at slight expense, but to provide card indexes for the States and to\nkeep them up to date will cost the Association several thousand dollar\nand each State several hundred dollars annually. No allowance was made i\nthe budget for this work last year. The State secretaries can and will worl\n\n"}
{"page": 120, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n95\n\nmuch more effectively for the National Association if provided with these\ncard indexes. It will afford a better opportunity to work out a general\nbudgetplan of collecting membership dues for the local, State, and National\nassociations.\n\nThe budget plan is in use in less than a score of the affiliated associations. The effort three years ago to secure the general adoption of such a\nplan throughout the country proved to be premature. It was made before\nlocal and State associations had had experience in working as affiliated\nunits, and before the National Association had completed its scheme of\nreorganization. The wave of interest created in the plan soon died down.\nOne result remains that of the recognition of the need of a budget plan.\nThe local units with the help of the State associations are at the point\nwhere they are ready to develop plans of their own. Making use of the\ncard index will put the State and National associations into much closer\ntouchwith local associations. The budget plan with its savings and other\nvalues would certainly result from these contacts in due time.\nBUDGET AND EXPENDITURES FOR 1922-23\n\n:\n\nThe budget estimate for next year cannot be put in form until after\nthe completion of the audit of the records of the Association, which is under\nway as the material for this report goes to the printer. The budget\n\n1 estimate will be given as a part of the report of the Executive Committee.\nItwill be printed and distributed to delegates as early as possible during\nthe week of the convention.\n\nThe following is a summary of the expenditures for the year ended\nMay 31, 1923, showing also the estimated budget for the year :\nFinancial Statement for Year 1922-23\n\nItems\n\nExpenditures\nfor year ended\nMay 31 1923\n\nBudget\nadopted\natBoston\nfor1922-23\n\nBoard of Trustees .\n\n$1,562.65\n\n$1,750.00\n\nExecutive Committee\n\n4,728.35\n\n4,000.00\n\nGeneral Secretary's Office, including three estimated\nbudgets\n:\nGeneral Expense\nDepartments\n138,820.47\nPrinting-general\nPrinting-The Journal and Volume of Proceedings\n101,001.30\nExpress on Volume.\n10,625.18\nAppropriations for Committees .\nUnclassified Expenses\n497.00\nOfice Furniture and Fixtures .\nAnnual Conventions :\nBoston and Cleveland .\nOakland-San Francisco\n\nAuditing Accounts\n\n76,100.00\n17,500.00\n50,000.00\n100,900.00\n\n16,600.00\n500.00\n\n5,725.46\n\n5,750.00\n\n8,892.34\n750.24\n554-72\n\n}\n\n9,000.00\n600.00\n\nUther Expenses :\n\nGeneral Publicity\n\nReclassifying Accounts\n5\n\n1,521.77\n300.00\n\n3,000.00\n\n$274,979-48\n\n$285,700.00\n\n{'\n\n1\n\n"}
{"page": 121, "printed_page": null, "text": "96\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe expenditure for the year 1922-23 constitutes the basis for the\nbudget which will be presented at the annual meeting for the year 1923-24\n.\n\nGreat care will be taken in working out the new budget so as to provide a\nreserve fund .\n\nHEADQUARTERS ORGANIZATION AND WORK\n\nThe headquarters staff is responsible for putting policies and plans\ninto effect. Upon the efficiency of its organization and management more\nthan on all other causes, depends the success of the Association's program\nof service. Following this report of the Secretary are the reports of the\ndirectors of divisions, which should be read by every delegate. Each\nreport mentions the leading activities of the division, and either directly\nor indirectly shows the objectives for the continued development of the\ndivision.\nPLAN OF ORGANIZATION\n\nThere are now seven well-organized divisions in the headquarters organization: Records and Accounts, established in 1917; Field Work, established\nin 1918 ; Business, established in 1919; Publications, established in 1920 ;\nResearch, established in 1922; Elementary School Service, established in\n1922; and headquarters of the Department of Superintendence, established\nin 1922. The Field division is now divided into two divisions, Field Work\nand Legislative Work, each independent of the other. The title of director\nis given to the head of each division. The title of first assistant is given to\n\nthe second in rank in the larger divisions. Some of the larger divisions have\nsubdivisions . The heads of subdivisions rank next to first assistants. Others\n\nin divisions are known as assistants. There are now eight holding the\nrank of director, five holding the rank of first assistant, two serving as\nheads of subdivisions and about 60 other employees.\nThe headquarters staff works under the direction of the Secretary and\nthe Secretary under the direction of the Executive Committee. As will\n\nbe seen by the chart, the Executive Committee receives its authority from\nthe Board of Directors and the Board of Directors receives its authority\n\nfrom the Representative Assembly.\n\nThe division which represents the\n\nDepartment of Superintendence is different from other divisions in that it\n\nworks under the direction of the Department of Superintendence except\nin the additional work which it does for the general Association. The\nchart shows the present organization of the headquarters office and its\nrelationships.\nThe vast amount of business transacted at headquarters can hardly\n\nbe appreciated by those who have not visited the central office. Over\n1,500,000 pieces of literature including The Journal, the annual Volume\nof Proceedings, and the more important bulletins were mailed out to\nmembers during the past year. Over 500,000 first and second-class letters\nwere sent to members and teachers.\n\ntwo million enclosures.\n\nThese letters contained more than\n\nIt requires half a million cards for use in the\n\n"}
{"page": 122, "printed_page": null, "text": "97\n\nTHE SECRETARY'S REPORT\n\nmembership records and in the various card indexes in the office. It cost\nthe Association almost $12,000 for postage on the letters and publications\nwhich have been sent to the members.\n\nThe divisions of the headquarters organization naturally group themselves into two classes : ( 1 ) Those essential to the continuance of the\n\norganization-Records and Accounts, Business, and Publications. (2)\nThose which are strictly service divisions-Research, Field Work, LegisREPRESENTATIVE\n\nASSEMBLY\n\nOF THE\n\nNATIONAL\n1\n\nCOMPOSED\n\nEDUCATION\n\nASSOCIATION\n\nOF STATE AND LOCAL DELEGATES\n\nBOARD\n\nOF\n\nDIRECTORS\n\n21\n\nBoard of Trustees\n\nExecutiveCommittee\nBusiness\n\nFunde\n\nFlect Secretary\n\nDepartments\n\nHEADQUARTERS ORGANIZATION\n(SECRETARY'S OFFICE) J.W.CRABTREE, SEC.\nMISS CHASE, ASS'T. TO SEC.\n\nDIVISIONS\nIV PUBLICATIONS\nJOY E. MORGAN, DIRECTOR\n\nI RECORDS & ACCOUNTS\nHELEN T. HILSON,DIRECTOR\n\nMISS ROBBINS, ASS'T\n\nMISS WRIGHT, ASS'T\n\nV.\n\nIL\n\nHI\n\nRESEARCH\n\nJK NORTON,DIRECTOR\n\nFIELD\n\nMISS SMITH, ASS'T\n\nFIELD WORK\nJO ENGLEMAN DIRECTOR\nLEGISLATIVE WORK\nCHARL O WILLIAMS, DIRECTOR\nMISS WALDRAN ASS'T\n\nVIELEMENTARY SCHOOL SERVICE\nAGNESS.WINN, DIRECTOR\nMRS. HAND,ASS'T.\n\nBUSINESS\nVII\n\nHA ALLAN,DIRECTOR\n\nS.D. SHANKLAND, EXECUTIVE SEGRETARY\nMISS SOMDAL,ASS'T. TO SEC.\n\nSUBDIVISIONS\nSHIPPING\nY\n\nROMAN\n\nHEADQUARTERS\n\nDEPARTMENT OF SUPERINTENDENCE\n\nMISS HOLDEN, ASS'T\n\nTYPIST\nMABEL E wallLOCK\n\n18SPECIAL COMMITTEES\n\n20 DEPARTMENTS\n\nASSISTED BY DIVISIONS\n\nASSISTED BY DIVISIONS\n\nNUMERALS\n\nADMINISTRATIVE\n\nREPRESENT\nAND\n\nTHE\n\nSUPERVISORY\n\nORDER\n\nIN\n\nWHICH\n\nDIVISIONS\n\nWERE\n\n..... COOPERATIVE\n\nESTABLISHED\nAND\n\nADVISORY\nHARRISTINCARE\n\nFig. 3. HEADQUARTERS ORGANIZATION\n\nHative Work, and Elementary School Service. There would be no Associaton without the first group. The number of employees in each and the\namount of work to be done depends mainly upon the size of the Association\nselt. The second group represents the other subjects of importance to the\n\nprotession and the schools. These divisions show the nature and the scope\nst the service which the Association renders to its members and affiliated\n\nnits. The size of each division in this group may be large or small depend-\n\n\"z on the wishes of the Representative Assembly and the financial contion of the Association.\n\n"}
{"page": 123, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n98\n\nSTATEMENTS RELATING TO DIVISIONS\n\nRecords and Accounts-The division of Records and Accounts was the\n\nfirst established. In fact, it was about all there was of the Association\nfor many years before it was given the name of Records and Accounts and\nformally recognized as a division. The report of the director, Mrs. Hixson,\ntells of its work and its problems. The division is efficiently managed and\nits work is thorough and accurate. Mrs. Hixson has been connected with\nthe Association for fifteen years. The experts who audit the books each\nyear never fail to give her credit for having the best records they are called\nupon to audit.\nThe Business Division-The needs of the Business Division are set forth\n\nin the report of the director of that Division. It will be observed that as\n\na result of the recommendation of Dr. Tanner, who recently revised our\nsystem of records and accounts, important changes have been made in the\norganization and work of the division.\nThe loss of Mr. Erlandson just at the time when the commercial exhibits\n\nhad been placed on a paying basis and when advertisers were trying out\nThe Journal as a suitable medium for their use was a shock and a dis-\n\nappointment. His resignation coming at midyear increased the fear that\nthe Association would suffer financial loss as a result of his leaving. He\n\nhad proved to be able, efficient, and successful. His reputation became\nNational and resulted in the call which he accepted.\nNot once in a hundred times can the Association hope to be so fortunate\n\nin filling a vacancy as it was in filling the vacancy in the Business Division.\nMr. Allen, prepared by scholarship, contacts, experience, and by natural\nability, was not only able to hold the ground which had been gained but to\ncontinue the development of advertising, exhibits, and other business enterprises. He is one in a thousand in the important field of business\nmanagement.\n\nDivision of Publications-The Division of Publications expends more\nthan half the income from membership dues. During the present year\nit has issued over 111,000,000 pages of printed material. The director\nof this division has been in training for three years under Dr. W. C.\n\nBagley, one of the best writers and editors in America, and already Mr.\nMorgan himself stands out as a great leader in the editorial field. He is\nnow publishing by far the best magazine of its kind in the world. All his\neditorial work is outstanding. Read his report for details concerning the\nwork of the division.\n\nThe Research Division-The Research Division will be able to carry\n\nforward the work now under way and what has been outlined for it for\nanother year on a comparatively small increase in the Budget. It was\ndecided to employ an assistant last year for special work, but owing to a\nheavy load outside this department, the appointment was not made. It\ncannot be longer deferred, however. The needs of the division are set\nforth in the report of the director found elsewhere in this booklet.\n\n"}
{"page": 124, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n99\n\nThat the work of this division is rendering timely and valuable service\nisshown by the hundreds of letters received from teachers and superintendents expressing grateful appreciation for help which they have received.\nStatements from men and women highest in the research work give assurarce as to the high standing of the division among those who are qualified\n\n* speak on the question. The director of this division, though young, has\na-eady been given aplace among the leading research experts in the Nation.\nDivision of Field Work-The resignation of Mr. Magill a year ago\n#as recognized by all as a distinct loss to the Association and to the pro7 :on. The vacancy was filled by the election of two field secretaries,\nMr. Engleman for field work proper and Miss Williams for legislative\nwurk. Each of these subdivisions is treated as an independent division .\nAn outline of the work in each is given later in the report of the director\nn charge. One person in either division can only touch the high spots,\nNut that is all the Association can do at the present time. No additions\n\nthese divisions beyond adequate clerical help is contemplated next year.\nMr. Engleman is a scholar of recognized ability. He is a leader in\n\n: ducational thought. He was rated high as a city superintendent. He is\namanof pleasing and impressive personality. He goes out into the field\nbring about a better understanding between the public and those who\naiminister the schools. His heart is in the work. His messages are inspirng and constructive. His is a remarkably great service.\nMiss Williams, as county superintendent and as president of the Assoation, demonstrated her ability as a leader close to the teachers and also\ngher up among those who are in control of large movements. She is a\nwoman of charming personality. She possesses a strength of purpose which\nwins great battles. She loves the work which has been assigned to her. Her\naccess compares favorably with that of Mr. Magill, a standard that few\nperele in the country could hope to meet.\nElementary School Service-This division is new. It is strictly a service\n\nation. Its main purpose is implied in its name. It aids local teachers'\nasociations in working out programs for the year. It puts them in touch\nwith experts in various lines of research and tells them how to find needed\nmation. It answers questions from classroom teachers and gives infor\"ation concerning their work. The director of this division assists the\ndent of the Association and departments in making their annual\nograms, and she serves as an assistant secretary to a number of the departPETS\n, especially those in the field of elementary education.\nThe Association placed at the head of this division Miss Winn, one\nthe most successful classroom teachers in the country and one whose\n\name had become nationally known. Her work is greatly appreciated by\nwith whom she comes in contact. She is faithful and efficient, and is\nakng an excellent record.\nDepartment of Superintendence-The Department of Superintendence\n\nLost a year ago located its executive offices at the headquarters of the\nAssociation, and made coöperative arrangements with the central\nSe so that fullyhalfthe time of the Secretary of the Department is devoted\n\n"}
{"page": 125, "printed_page": null, "text": "100\n\nNATIONAL EDUCATION ASSOCIATION\n\nto important work in the general Association. The report of the Secretary\n\nof the Department gives the relationships and other details, which all should\nread. The Department more than pays its own way since the adoption of its\nnew constitution and by-laws and arrangement for department dues. The\n\ngeneral Association does not now bear any expenses connected with the\nspring meeting. The income from commercial exhibits properly belong\nto the Department.\n\nThe plan of coöperation between the Association and the Department\nis ideal. The adoption of this plan and the development of a cordial and\nvaluable relationship were due to wise action on the part of the Executive\nCommittee, to the excellent judgment and vision of President J. H. Bev\neridge, and to the exceptional managing ability of Secretary Shankland.\nSTAFF PARTICIPATION IN ELECTIONS PROHIBITED\n\nAs the Association grows and as its leadership increases, positions of\nhonor become more and more desirable.\n\nIt stands to reason that the\n\ncontests for office will become more spirited as the influence and powel\nof the Association increases and that the help of members of the staff wil\nbe sought more and more by those managing campaigns. Ethically, member\nof the staff could not participate in these campaigns. They have no desiro\nto do so. But to protect them, as well as to safeguard the future of the\nAssociation, the Secretary recommended in his last annual report that actior\nbe taken definitely preventing such participation. This recommendatior\nwas accepted and put in form of an order by the Executive Committee at it\n\nBoston meeting. In view of this rule, it would be the height of disloyalty\nfor members of the staff to have any part in furthering the interests o\ncandidates for office, and those in charge of campaigns will not expect thei\nhelp. The observance of this policy goes hand in hand with the wise tenuri\nregulations for the central office, and will, we believe, be duly appreciates\nby the members of the Association.\nEXPANSION OF PLANT\n\nThe Association has since the Boston meeting purchased the four prop\nerties east of the headquarters building facing on M Street. These consis\nof a double brick building and of a double frame building. The cost wa\n$55,000. The brick buildings can be repaired at small cost for use for\nfew years. The frame building can be used only for storage purpose.\nIn five, ten, or fifteen years, we hope, the Association will build on the\nnew property connecting with the present headquarters building. The tota\n\ncost of the headquarters plant is $ 153,000. This could be sold for more\n\nthan $300,000 owing to the increased land and property values since the\npurchases were made. This is one of the finest locations in Washington.\nIt may be of interest to know that Sixteenth Street is rapidly becoming to\nWashington what Fifth Avenue is to New York City.\n\n"}
{"page": 126, "printed_page": null, "text": "101\n\nTHE SECRETARY'S REPORT\n\nACTIVITIES AND RELATIONSHIPS\n\nThe interests of the Association are connected with the interests and\n\ncess of the affiliated State and local associations. Practically all leading\nNational associations are now attaching importance to education and hence\nappreciate having coöperative relations with the National Education AssoThis is giving combination of influence and power which is duly\nrecognized by the enemies as well as the friends of public-school bettercaton.\n\nsent.\n\nLOCAL ASSOCIATIONS\n\nOnly a few of the local affiliated associations are working on educational\nProblems. Some of the organizations in larger cities hold formal meetings\nralarly, hear reports of committees, and discuss important programs.\nVery few local associations in the smaller and medium-sized cities do more\n\nan hold an occasional meeting to hear announcements of the officers and\nperintendents. The director of the Division of Elementary School Serdr has given help to some of these local associations.\n\nIt is evident that it\n\nIl require much time and attention on the part of someone to interest all\nociations in doing systematic work on important problems. Miss Winn\nlcontinue this help to these associations on a larger scale during the next\n٠٣٥٢٠\n\nThe State associations and a few large city organizations are doing assoatonal work of a high order. Especially is this true where a secretary\n⚫employed on full time. It is highly important for these associations to\nret regularly and to do systematic work on school problems. It is worth\nie to aid in getting them on a good working basis. The National Assoon has its foundation in the local and State associations.\n\nSince the\n\nmagth of the structure itself can be no greater than the strength of the\nndation on which it rests, it is as necessary to pay attention to the work\nprogram of the local and State associations as to pay attention to the\ntant problems of the National Association proper.\nTHE ELGIN REPORT\n\nAmotion was passed at the Boston meeting of the Representative AssemFrecting the field secretary and the director of research to inquire into\nreport that Elgin teachers had been dismissed from service because of\nFation with certain teachers' associations, and to make a report to the\nstive Committee. The report was made after careful investigation,\n#1 on the order of the Executive Committee, printed in the November\naal. Before it was made a number of communications were received\n\n\"\n\nteachers suggesting the necessity of making other investigations. It\nelieved that the Elgin survey would be followed by demands for many\n\ners throughout the country.\n\nApan of handling future investigations was proposed. It was thought\nreary to set up machinery for this work. But strange as it may seem\nangle request for an investigation has since been made by any assoBesides the findings in points at issue, the Elgin Report was an\n1\n\n"}
{"page": 127, "printed_page": null, "text": "102\n\nNATIONAL EDUCATION ASSOCIATION\n\nable statement of the principles underlying the relationships which should\nexist between the teachers and the board of education. The report was not\n\nentirely satisfactory to either party in the controversy. No one expected\nthat it would be, but it was generally considered a noteworthy report and\na fair presentation of the case.\nOne reason why no additional demands for investigations have come is\nbecause the need for them exists in few places in the United States. In order\nto test this view, inquiry was made in each of the States to find places where\ninvestigations were considered necessary by officers of local associations.\nNo new cases were found where the differences were great enough to be\nreferred to State or National committees for adjustment. The local\ntribunal, the public, proves to be adequate and satisfactory for both teachers\nand boards of education wherever difficulties arise. The public does not\ndiscriminate against the teacher when it really understands the situation.\nLet us see that the public knows what the schools are doing and what their\nneeds are. Parents are beginning to realize that good schools mean more\nto them than to teachers.\n\nTeachers realize as never before that their success\n\nand promotion as well as the success of the schools depend upon cordial\nrelations between teacher and parents. This condition of the public mind\nand this attitude on the part of the teacher have been brought about largely\nby the effective work of the National Mothers' Congress and Parent Teacher\nAssociations. While there is no further need at the present time for investigations by the National Association, there always will be need for attaching\nimportance to the best possible understanding between the schools and the\npublic.\nAN UNFORTUNATE INCIDENT\n\nOne of the most unfortunate incidents of the year is the use which\nDr. Pritchett made of the influence of the Carnegie Foundation against\nthe adequate support and development of the public schools of the Nation.\n\nThe data in his report are so meager and his conclusions so unsound that\nhis arguments are easily refuted. Still it was much easier to reach large\ntaxpayers with the report than it is to reach them with the arguments\nagainst it. There is no way of knowing the extent of the harm which has\nresulted from the generous distribution of the report in places where the\nschool situation was critical.\n\nEffects both good and bad-The Pritchett report has had both an undesirable and a desirable result. It has brought influences to bear on boards\nof education to reduce school costs. It has not yet changed many salary\nschedules, but it has caused authorities in places to listen to the suggestion of\ndoing away with some of the supervisors and assistant superintendents.\nIthas led to combining grades and the increased use of half-day sessions. It\nhas also had the desirable result of causing teachers, principals, and superintendents to cease sparring with each other and to work together in furthering\n\nthe interests of the profession. They have been led to see as never before that\na house divided against itself cannot stand. It will not be in the least surprising if this report results in another marvelous increase in membership in the\n\n"}
{"page": 128, "printed_page": null, "text": "103\n\nTHE SECRETARY'S REPORT\n\nAssociation and in unprecedented team work in the profession. If such a\nresult as that follows it will more than offset the harmful effects of the\nreport.\nADOPTS COMMITTEE REPORT\n\nThe adverse action of the U. S. Chamber of Commerce on the Education\n\nBll was not unexpected. In the first place adverse action was taken by the\ncommittee of the U. S. Chamber of Commerce. Then the majority and\nASSOCIATE MEMBERS\n\nASSOCIATE MEMBERS\n(NO VOTE\n)\n\nACTIVE MEMBERS\n\nNOVOTE\n\nAFFILIATED LOCAL ASSOCIATIONS\n\nAFFILIATED STATE ASSOCIATIONS\n\nSTATE DELEGATES\n\nMEET BY STATES TO ELECT\n\nHEADQUARTERS ORGANIZATION\nSELRETARY'S OFFICE)\n\nN.E.A. OFFICERS\nSTATE SUPERINTENDENTS\n\n4PER 100 MEMBERS\n\nNOMINATIONS\n\nCREDENTIALS\n\nRESOLUTIONS\n\nNECROLOGY\n\nREPRESENTATIVE ASSEMBLY\nTRANSACTS BUSINESS AND\nRECEIVES REPORTS\n\nDTV SONS\nDANG\n\nLOCAL DELEGATES\n\nCOMMITTEE MEMBERS\n\n4TR 100 MEMBERS TOSOO\n\nCORRESPONDING MEMBERS\n\n(BY CHARTER)\n\nLIFE DIRECTORS\nNAT'L . COMMISSIONER\n\nLEGISLATIVE\nSTATE\nDIRECTORS\n\n41 VICE-\n\nTREASURER\n\nPRESIDENT\n\nFIRST VICE -PRESIDENT\n\nPRESIDENTS\n\nPUBLICATIONS\n\nBUSINESS\n\ni\n\nBOARD OF DIRECTORS\nDoa & RVICE\n\nNATIONAL COUNCIL\nBOARD OF TRUSTEES\nPRLS EX OFFICIO\n\nEXECUTIVE COMMITTEE\n\n4S\n\nPRESIDENT\n\n4 YEAR TERM\n\nELECTED\n60 BY DIRECTORS\n60 BY COUNCIL\n\nFIRST VICE-\n\nPRESIDENT - CHAIRMAN\n\nBOARD OF TRUSTEES,\n\nPERMANENT FOND\nELECTS SECRETARY\n\nONE MEMBER ELECT\n\nRATIVE\nSPECIAL COMMITTEES\n\nDEPARTMENTS\nELEMENTARY\nEDUCATION\n\nHIGHER\nEDUCATION\n\nMUSIC\n\nVOCATIONAL\n\nPHYSICAL\n\nEDUCATION\n\nEDUCATION\n\nDEANS OF CLASSROOM\nWOMEN\n\nTEACHERS\n\nRURAL\nEDUCATION\n\nBUSINESS LIBRARY\n\nELEM. SCHOOL\nPRINCIPLES\n\nIMMIGRANT\nEDUCATION\n\nSCIENCE\n\nSECONDARY\n\nEDUCATION\n\nPUBLICATIONS\n\nSCHOOL\n\nCHILD\n\nADMINISTRATION HYGIENE\n\nNORMAL SCHOOL S\n\nADMINISTRATIVE AND SUPERVISORY\n\nCOOPERATIVE\n\nAND\n\nADVISORY\n\nPREPARED BY RESEARCH DEPARTMENT. DETROIT PUBUS SCROSS - REAR TO DATE BY HARRIETTACHANG\n\nFig. 4.\n\nORGANIZATION OF THE ASSOCIATION\n\nPinority reports were placed before the various Chambers of Commerce\nthe country. It stood to reason that the majority report would be\nshopted. The action taken has neither blasted the hopes of the friends of\ntheBill nor has it inspired hope on the part of the enemies of the measure.\nless than six months' time the public has forgotten all about the vote.\nAs arulepeople listenwhenthe U. S. Chamber of Commerce speaks. They\nght have listened this time had the vote been on the Bill instead of being\nthe adoption of the majority or minority report. Many members say\nfrankly that the Bill did not have a square deal. The total vote showed\nrasonable confidence in the committee. That is about all that it showed.\n-\n\n"}
{"page": 129, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n104\n\nA FIGHT ON LEADERS IN EDUCATION\n\nA fight is on the country over to reduce school costs. It grows out of\na general movement to reduce taxes. The enemies of the public schools\nand those who believe taxes must be cut down to expand industry have\njoined hands in many places. The former are always glad to weaken the\nschools by any method, and the latter do not care where the cut is made\njust so it is made. This is a powerful combination and one which might\nwin out before the public is aware of what is taking place. Ithas already\nwon out in a few of the preliminary skirmishes, but not in all of them.\nNothing except an aroused public sentiment can avert the impending injury\nto the schools .\n\nThese enemies of the public schools are good tactitians. They realize\nthat it pays to kill off the captains, colonels, and generals. It is apparent\nthat there is a well-defined movement having as its objective to weaken\nthe educational leadership in cities and States. Wherever exceptionally\nstrong leaders have succeeded in obtaining increased support for the schoois,\nthey have found themselves under fire, provided there were local agencies\nto assume the responsibility of the attack. The attack is of necessity local,\nyet it is often plain that it receives its real inspiration from the outside.\nIn one city a superintendent was responsible for the adoption of the single\nsalary schedule which has become a model for school systems of the Nation,\nand which increases salaries more nearly to a professional basis. This\nsuperintendent found himself vigorously attacked, and an adverse vote in\na school election was only averted by last-minute activity on the part of\nfriends of the school in acquainting the public with the designs of the oppo-\n\nsition and with the danger which threatened the schools. In another city,\nwhere a number of school movements which were attracting the attention\nof school authorities throughout the country had been launched, the fight\n\nwas even more bitter, and the unsuspecting public might have lost out had\nnot the opposing forces made the mistake of attacking the motives of the\nsuperintendent of schools, charging him with dishonesty and crookedness.\nThe aroused public in each case saved the situation by substantial majorities.\nThere are other striking examples of the effort to destroy the leadership in\ncities large and small. In a few places the thinking public has been taken\nunawares.\n\nIn most cases these attacks seem to come from a local source-\n\npolitical, factional, sectarian, or commercial-but a careful analysis usually\nshows outside connections and influences .\n\nThis movement has put in jeopardy the positions of some of the State\nsuperintendents of public instruction. One of the most outstanding leaders\nin administration and teaching efficiency in the United States could not\naccept reappointment because of conditions imposed. In this case the causes\n\nmay be entirely local, yet there is no way of escaping the fact that the\nquestion of school costs and the expenses of the headquarters organization\nwere in the minds of many of those who aspired to advise the appointing\npower. It is also evident that the judgment of the State Teachers' Association and virtually of the entire teaching profession in the State did not\nreceive favorable consideration. Another great State educational leader\n\n"}
{"page": 130, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n105\n\nas been forced to battle, if not for his own life, certainly for the life of\nthemost efficient school system in America. There is scarcely a constructive\nrader in the States or in the cities who does not feel a pressure which has\nsers appearance of being of organized origin.\nBesides the tooth marks of organized effort in the attacks which have\neen made on educational leaders and on their policies, it stands to reason\nmen of affairs who desire to reduce school costs would readily see the\nadvantage of crippling or getting rid of the superintendents so as to be\n\nnhampered in reducing teachers' salaries and in cutting out supervisors and\nmembers of the teaching staff. If true that there is an outside agency paying\nparticular attention to putting superintendents of satisfactory tendencies in\nPositions, there could also be an organized force putting them out of their\nhs when their policies are unsatisfactory.\nEach year a new emergency seems to present itself. None has been\ndeserving of more serious attention than the present threatened reduction\n\nschool costs. No greater harm could come to education than to lose its\npresent outstanding leaders. Shame on those men who would take the funds\nar paying the war debt out of the allowances for the education of the\ndren of the land. Let the local, State, and National associations meet\nrganized effort with united strength. Let all officers and members become\n\nandard bearers for the great cause of school efficiency through adequate\nschool support.\n\nThe stock arguments for reducing school appropriations are easily\nn-wered. When attention is called to increased appropriations, simply ask\nwhether there is not a corresponding reduction in the purchasing power of\nhedollar. One pays double the pre-war price for a loaf of bread, for a ton\ncoal, or for admission to a motion picture theatre. Industry everywhere\nmands double price for a particular service or commodity. The same\norable economic laws which make this necessary have also increased\nhool costs. The only alternative would be less efficient schools and this the\nAmerican people will notpermit if they are kept awake to the real issue.\nThe argument that to educate all the children in the State at the present\nper capita cost would bankrupt the Nation is most absurd. It entirely ignores\n\"e economic value of education. Mr. Frank A. Vanderlip thinks that by\nwating all the children in the State and by improving the type of the\nol and the quality of teaching, the increased wealth as a direct and\ndirect result will much more than offset the increased cost of operating\ndools\n. There are Frank A. Vanderlips in every city and State. Find\nen and get theircooperation in this fight.\nThe central office looks upon this organized movement to cripple the\n\nradership in the schools and the effort to reduce school costs, as the outRanting emergency problem for the year 1923-24, and would welcome\ntractions to provide State and local associations with an abundance of\n*diting material, and to aid in rallying the friends of education to the\netense of adequate support for the schools.\n\n"}
{"page": 131, "printed_page": null, "text": "106\n\nNATIONAL EDUCATION ASSOCIATION\n\nAMERICAN EDUCATION WEEK\n\nAmerican Education Week was observed in December, 1922, in every\nState and in almost every community. Its program was under the auspices\nof the National Education Association, The American Legion, and the\nU. S. Bureau of Education. The aim of the week was to acquaint the\n\npublic with the needs of the schools and to consider ways of meeting these\nneeds.\n\nThe American Legion uses its forces throughout the Nation to make\nthe week a success and to secure better recognition for teachers and more\nadequate support for the public schools. The Legion is a new and powerful influence in the promotion of public education.\nAmerican Education Week will be earlier next year. It will occur\n\nthe week before Thanksgiving, November 18 to 24. The general program\nis now in press. The American Legion will send speakers to every meeting\n\nin the United States and provide them with valuable material for programs. The National Education Association will print and distribute\n200,000 programs. Its research division will prepare material for The\nJournal and will send out in bulletin form important facts bearing on\neach leading topic in the program. The U. S. Bureau of Education will\nagain prepare the \" broadsides \" and other valuable information for schools\nand speakers. The plan is to begin early in order to reach into every nook\nand corner of the entire country with information and help for the exercises\nin November. The Association, the Legion, and the U. S. Bureau of Education all advise those in charge of the exercises not to allow Education\nWeek to be used for propaganda for special phases of education or for\nspecial interests of any kind. Hold close to the needs of the schools and\ndiscuss ways of meeting these needs.\nTHE WORLD CONFERENCE ON EDUCATION\n\nThe World Conference on Education held under the direction of the\n\nNational Education Association promises to be one of the most successful\n\nand far-reaching of all the world conferences which have been held since\nthewar. It is most fitting for this great conference to be under the auspices\nofvoluntary educational associations rather than under Government control.\nIn the first place the American Government having no National department\nof education is not in a position to call a world conference on education, and\nin the second place the red tape of Government would not allow the same\nfreedom in discussion and action which can be had under voluntary associational leadership. All governments were requested to lend their aid\nin assuring success for the Conference and most of them have responded\nfavorably. The higher institutions and the educational associations of all\ncountries have appointed delegates. It is believed that this Conference marks\nthe beginning of a better understanding between nations. It is certain that\nit is only through education that nations can learn to appreciate each other.\nProvision should be made by the Conference and the National Education\nAssociation to hold future world conferences under the auspices of national\neducation associations.\n\n"}
{"page": 132, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n107\n\nSUMMARY AND CONCLUSION\n\nMembers may well take pride in ( 1 ) the growth and development of\ntheAssociation during the last five years ; (2) the soundness and certainty\nofits financial resources; (3) the efficiency of the organization of the central\noffice; and (4) in the coöperative relations which have been established with\n\nother national associations. Fig. I on page 88 shows how rapid and yet\nhow steady the growth. Look at figure 2 and see the increase in monthly\nreceipts from year to year. See also the charts showing the plan of organization of the general association and the one of the headquarters organization. These charts show that the charter and by-laws provide for an exceptionally well-balanced working organization.\nTheAssociation has more and more come to see that education is greater\nthan mere teachers' organizations. It shows this recognition by fostering\nsuch extra-school activities as that of the Boy Scouts, the Campfire Girls,\nand other clubs and student enterprises. It shows the same recognition\ninevena largerway in seeking and profiting from the coöperation with such\norganizations as the Rotary Clubs, the Kiwanis Clubs, the Lions Clubs,\nthe Pathfinder, and the fifteen other civic service clubs which have arisen\n\nout of the failure of Chambers of Commerce, commercial clubs, and other\nstrictly business organizations to get away from the more selfish interests\nof trade and business long enough to give due consideration to the promotion of the interests of welfare and education.\n\nIt has wisely worked out a plan of Nation-wide coöperation with the\nAmerican Legion, the Federation of Women's Clubs, the American Federation of Labor, the National Mothers' Congress, and a number of other\ngreat National organizations. These outstanding civic service clubs and\nassociations are helping discover to the citizens of America the real meaning\nof education in its relation to social service and to the improvement of\ncitizenship in the Nation.\n\nThe Association is definitely committed to continue during the coming\nyear its fight for more adequate pay for teachers, its work for improved\ntenure regulations and pension laws, its active promotion of the educational\nbill, its inquiry into school costs and sources of revenue, its secretarial service\nto departments and committees, and its effective work on the very big items\ninitsplatform. It will no doubt arrange at the Oakland-San Francisco\nmeeting to meet the following new needs and demands :\nItwill urge the budget plan in our school systems and the wisest possible\nexpenditure of school funds. It will devote its best thought to the continued\n\nreadjustment and revision of courses of study and to the improvement of the\ntraching service. It will seek to learn the outstanding needs of the schools,\nand, with the cooperation of the American Legion and other great organizations, make a greater effort than ever before to lead the public to see ways\nof meeting these needs. It will supply State and local associations with\nmaterial showing why funds for paying war debts must not be taken out of\nthe allowances for the education of the children of the land. It will certainly\nextend the S. O. S. call to its educational crusaders throughout the United\n\nStates to meet on the platform the enemies of the schools, the tax dodgers,\n\n"}
{"page": 133, "printed_page": null, "text": "108\n\nNATIONAL EDUCATION ASSOCIATION\n\nand others who are trying to force a reduction in school costs. It will take\nsteps to meet the propaganda of organized forces which are attacking the\npolicies and work of outstanding leaders in education. Let the Representative Assembly dedicate itself anew to the promotion of this great program.\nREPORT OF THE BUSINESS DIVISION\nHAROLD A. ALLAN, DIRECTOR\n\nThe following report summarizes the work of the Business Division for\nthe year ended June 30, 1923. During the first half of that year this\nDivision was under the management of my predecessor, Mr. Ray S.\nErlandson, to whom the Association is deeply indebted for his efficient\ndirection of its business affairs. The present business manager, upon entering\nthe work February 1, found a splendidly organized division, closely coördinated with other divisions of the headquarters organization and composed\n\nof a staff working loyally and interestedly for the Association's welfare.\nThe activities of the Business Division may be divided as follows : ( 1 )\nOffice management, including (a) purchasing,\n\n(b) approval of accounts\n\nand checking of appropriations, (c) employment, (d) general typing and\nclerical service, and (e) shipping and mailing. (2) Business arrangements\n\nfor printing and publications. ( 3) Advertising. ( 4) Conventions, including ( a) organization, (b) commercial exhibits. (5) Property supervision .\nGeneral scope of the division-From the above outline it may be noted\nthat the Business Division has close contacts with all other divisions of\n\nthe headquarters' organization, especially as relating to matters of office\nmanagement, printing, and convention arrangements. The preservation\n\nof a proper balance in relationships between divisions is essential. In the\nmanagement of business affairs it is necessary that the values of outlays\nproposed be carefully weighed, and when such outlays are not of a routine\nnature it is often desirable that proposals be discussed with other division\nheads before authority for expenditure is given. This might be difficult\nwithout the present coöperative spirit that is manifested by all division\nheads. While it is the duty of the Business Division to maintain proper\nbalance between income and expenditure, it does not become necessary for\nthe business manager to be a chronic discourager of expenditure.\n\nReference to the Treasurer's report indicates the size of the financial\nproblem and the extent to which business problems affect the activities of\nthe Association.\n\nThe variety of the duties of the Business Manager is such that it is\nplain that responsibilities in the various sections of the division must be\ndelegated increasingly to the assistants in charge.\nOFFICE MANAGEMENT\n\nPurchasing-The purchase of supplies is carried on through a system\nof requisition and order. Under this plan heads of divisions indicate\nrequirements, and orders for the same are placed through the Business\n\n"}
{"page": 134, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n109\n\nDivision. It is understood that no material can be furnished until a requistion is approved and order is issued therefor. Strict attention is given\ntomarket conditions .\n\nTo further improve the system of purchase and supply, recommendation is made that a store-room be established.\n\nSuch store-room should be\n\nequippedwith bins, cases, and shelving, so arranged that all supplies, printed\nmatter, and stock can be cared for adequately. This store-room should be\nmanaged on a perpetual inventory system, by which the problem of purchase,\nsupply, and cost distribution can be much simplified. Competent advice\nhas been secured in regard to the operation of such a plan and it will in no\nway involve additional work on the part of other divisions. It will, however,\nrequire the extension of a requisition system to all division requirements,\nncluding postage and general office supplies.\nApproval of accounts and checking of appropriations-Bills as rendered\nto theAssociation, with a few exceptions, pass through the Business Division\nfor checking and approval before going forward to the Division of Records\nandAccounts. Every effort is made to examine such bills from the point of\nview of an auditor and to know and make note of conditions relating to the\nexpenditure represented. Careful checking is made with the appropriation\nout of which the account is paid. All such work is preliminary to the\nadoption of a complete budget plan, thus following the detailed recommendations of the auditor who reported upon the business methods of the\nAssociation.\n\nFor the ensuing year it is recommended that all expense be distributed\nunder the heads recommended in the auditor's report. By so doing the\nAssociation will have a satisfactory experience upon which to base detailed\nrecommendations for a complete budget. The organization of the business\naffairs is such that definite steps are being taken as fast as is practicable\ntoward a final and completely developed budget, accounting, and statistical\nsystem.\n\nItwill be noted that mention has been made that there are exceptions\ntothe rule of reference of bills to the Business Division.\n\nSuch bills include\n\nthese payable out of appropriations for departments or committees of the\nAssociation where orders for expenditures have not passed through the\nBusiness Division. It is recommended that a careful study of conditions\nbe made to determine whether such a plan should be continued, or if it\nwould not be advisable that all bills be referred to the Business Division\n\nfor verification before going forward to the Division of Records and\nAccounts.\n\nEmployment-Occasional additions or replacements in the clerical force\n\nare necessary. An effort is made to coördinate the activities of the various\nvisions to preserve as nearly an even load as possible. As the load lightens,\nmiactions are made in the temporary staff.\n\nGeneral typing and clerical service-The operation of the section of\npists and clerks is very satisfactory. In this section twenty-one persons\nare normally employed. This flexible unit, reasonably versatile, under\nreally competent direction, has made it possible to render unusual service\n\n"}
{"page": 135, "printed_page": null, "text": "110\n\nNATIONAL EDUCATION ASSOCIATION\n\nto the division of the headquarters organization, and to meet competently\nall demands of pressure and drive. The expense for the work as carried on\nin this section is distributed among the divisions. To simplify the matter\nof distribution of charges and to make it possible to follow more closely\nthe relative order and importance of demands, a system of requisition for\n\nsuch service is recommended. Such system should apply also to all work\ndone in the multigraph, addressograph, and mailing sections.\nShipping and mailing-Within the year a change in the method of mailing\nThe Journal has been effected. Under the present plan this is done by\n\nthe printer, the journals passing directly from the trimming machine to the\nmail sacks. As a result reduction has been made in the mailing-room force.\nThe increased number of publications, the frequency of demands for them,\nand the special mailing lists for The Journal and the Volume of Proceedings tax the energies of the present mailing- room force.\nBUSINESS ARRANGEMENT FOR PRINTING\n\nReference to the report of the Division of Publications indicates the\nextent of the problem of business arrangement for printing. The Journal\nand the Volume of Proceedings are printed under terms of detailed contracts. Bids and estimates are obtained for various other publications. Great\ncare is taken to keep printing costs as low as quality and service will permit.\nThe operation of the multigraph section is proving to be economical\n\nfor the Association. By far the greatest amount of \" stock printing \" of\nsmaller size material is taken care of by multigraph.\nADVERTISING\n\nThe Journal has achieved a splendid record and well-deserved growth\n\nas an advertising medium. The following table shows the amount of\nadvertising carried and compares the advertising income with printing costs :\nTABLE 1\n\nTHE RELATION OF ADVERTISING PAGES TO READING PAGES, AND THE RELATION\n\nBETWEEN ADVERTISING RECEIPTS AND PRINTING COSTS OF THE JOURNAL\nNumber\n\nPrinting\n\npages\n\nNumber of\ncopies\nprinted\n\nof\n\nMonth\n\ncosts\n\nNumber of Advertising\nreceipts as\npagesof\nadvertising\nbilled\n\n1922\n\n$\n4,820.24\n\nSeptember\n\n68\n\n130,000\n\n$8,482.87\n\n19\n\nOctober\n\n68\n\n130,000\n\n20\n\n5,613-44\n\nNovember\n\n68\n\n130,000\n\n16\n\n4,210-36\n\nDecember\n\n68\n\n130,000\n\n8,960.47\n8,387.83\n8,582.75\n\n18\n\n4,666.39\n\n26\n\n6,778-77\n7,340.26\n5,635.36\n\n1923\n\nJanuary\n\n68\n\n130,000\n\nFebruary\n\n68\n\n130,000\n\nMarch\n\n68\n\n125,000\n\nApril\n\n68\n\n125,000\n\nMay\n\n68\n\n125,000\n\nJune\n\n68\n\n123,000\n\n8,681.01\n8,618.38\n8,481.66\n8,542.08\n8,403.85\n8,200.00\n\n28\n22\n\n22\n\n5,640.18\n\n214\n\n5,505.96\n\n22\n\n5,905.90\n\n"}
{"page": 136, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n111\n\nAdvertising receipts should be more than sufficient to meet printing costs.\nThis may be done either by increasing advertising rates or by increasing\nthe number of or the proportion of advertising pages. A combination of\nthesemethods is likely to be most effective, but as the amount of advertising\nincreases, or if effort is to be made for its increase, some reorganization\nwithinthe Division must be made.\n\nAdvertising in The Journal, both as a service to members and as an\nincome producer, requires the undivided attention of one person. Recommendation is made that a relatively slight addition be made to the amount\navailable for clerical services in the Business Division.\n\nIf this is done it\n\nwillbe possible for an assistant to the Business Manager to assume greater\nresponsibility in the advertising field and to assist directly in developing\nnew advertising. The assumption of this responsibility must permit the\nassistant to be relieved from other routine duties, especially details of\noffice management.\nThere can be no question of the wisdom of such\nadditional expenditure, as the follow-up work alone on advertising will\nproducemuch more income than the additional expense proposed.\nCONVENTIONS\n\nOrganization-To the Business Manager is entrusted the preliminary\nwork of organization for the annual meeting of the Association and similar\nwork relating to the Association proper in connection with the annual\n\nmeeting of the Department of Superintendence. Such preliminary work\nconsists in meeting local leaders and assisting in all preparations for committee organization, meeting places, exhibits, State headquarters, registration headquarters, housing, and printing. Such arrangements include\npreliminary visits to the city in which the convention is to be held and\ncontinued contacts with local leaders up to and during the meetings.\nCommercial exhibits-The development of the commercial exhibits of the\nAssociation appears to be entirely satisfactory. Under the direct management of the Association these exhibits are valuable features of both meetings\n\nofthe year. They can be said truly to be educational in their aim. In order\nto increase their effectiveness the coöperative display by exhibitors should\nbeencouraged.\nPROPERTY SUPERVISION\n\nNeeded repairs have been made during the year on the property of the\nAssociation at 1201 Sixteenth Street N. W., Washington, D. C. The continued increase in property value emphasizes the wisdom of the purchase\nof this property. This increase may be estimated conservatively at more\nthan fifty per cent.\n\nThe purchase of the three-story brick building at 1541-43 M Street and\n\nofthe two-story frame building at 1537-39 M Street have been completed,\nandacareful study has been made of the most effective methods of utilizing\n\nthem for Association needs. The brick building which immediately adjoins\nthe mainproperty of theAssociation can be directly connected and used for\n\n"}
{"page": 137, "printed_page": null, "text": "112\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe housing of some of the divisions. The wooden building will afford\nstorage place for volumes and other publications.\nTentative plans have been prepared for necessary remodeling, reconstruction and connections. To carry out these plans the sum of $ 10,000\nshould be appropriated. This amount would include the addition of a\nlow-pressure steam plant to serve the brick building. In addition to this\nthe sum of $ 1200 should be appropriated for the construction of service\nbins and cases in the store-room, which should be located in the rear of\n\nthe brick building, and for proper shelving for the printed matter to be\ntaken care of in the wooden building.\n\nThe main building of the Association is in first-class condition. As\nsoon as possible, however, an appropriation of $5500 should be made for\nthe installation of a modern heating plant.\nSUMMARY OF RECOMMENDATIONS\n\n1. That the system of requisition and supply be extended to include\na perpetual store-room system, and that $ 1200 be appropriated for construction of suitable bins, cases, and shelving.\n2. That all business transactions of the Association pass through the\nBusiness Division.\n\n3. That a complete system of classification of accounts be adopted and\nthat all necessary preliminaries to a complete and detailed budget plan be\ncarried out.\n\n4. That as a means of increasing the advertising revenue and bettering\nbusiness service, the funds available for clerical assistance in the Business\n\nDivision be increased by $900.\n5. That the sum of $ 10,000 be appropriated for remodeling the property\nat 1541-43 and 1537-39 M Street N. W.\n6. That the amount of $5500 be appropriated for the installation of a\nmodern steam-heating plant in the property at 1201 Sixteenth Street N. W.\nCONCLUSION\n\nThe remarkable growth of the Association has required many adjustments to meet the demands of increased service, but the sound and stable\n\nfinancial methods have remained. This no doubt is due in part to the wise\nprovisions of the Charter and By-Laws. These have prescribed the\nmethods of expenditure of appropriations and have safeguarded the permanent funds of the Association. Fully as important a stabilizer is the\n\nelement of faithful discharge of duties by officers and employes and\nceaseless and untiring effort on the part of the Secretary to guide wisely\nin the Association's membership and financial programs. The continued\nsuccess and progress of the Association is assured so long as these conditions remain.\n\n"}
{"page": 138, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n113\n\nREPORT OF THE DIVISION OF PUBLICATIONS\nJOY ELMER MORGAN , DIRECTOR\n\nThis report covers the work of the Division of Publications for the\n\nperiod between July 1, 1922, and June 30, 1923, under the headings\n11 The Journal, ( 2) Proceedings, (3) Other Publications, (4) Publicity,\nThe Headquarters Library, ( 6) Growth of the Division, and ( 7 )\nConclusion.\nTHE JOURNAL\n\nGrowth in The Journal has been on the side of content rather than\n\nincreased number of pages. Each issue has consisted of sixty-four pages\nand cover, which may now be regarded as the minimum. As soon as\ntrable the number of pages should be increased to one hundred, which\n\nmay be regarded as a maximum. This would enable us to meet reasonable\nmands for space without sacrificing that variety of content and breadth\nappeal which is necessary if The Journal is to commend itself to the\nnereasingly large membership of the Association. There is always the\nHance to be maintained between material that appeals to a small or special\nJap and the wish of the rank and file to have a considerable volume of\n\nmaterial of more general appeal.\nThere have been two meetings of the Editorial Council under the\n\namanship of Dr. William C. Bagley. A meeting was held at Boston\naJuly, 1922, and another at Cleveland in March, 1923. These have been\nthe best meetings the Council has had and, supplemented by a large volume\n:correspondence, have built up a considerable body of expert opinion as\nwhat The Journal should be. Frequent letters have been sent to the\n\nEdtorial Council reporting plans and asking for specific suggestions, which\nhave been given generously. To the inspiring leadership of Dr. Bagley\nof the help of the Council and the whole-hearted coöperation of the\nfers and members of the Association, combined with the faithful work\ntall members of the headquarters staff, is due the striking growth of\nIn Journal in the brief two and a half years of its existence.\nThe field which a journal shall occupy is not easily defined. There are\ntan principles which govern the selection of material and its arrangement, but these are only the framework. The development of a journal\nke the construction of a great building. Back of the plan are the needs\nthose who are to be served.\n\nAround these needs the architects and\n\nneers plan the building months before the actual work begins. So it\nwith the journal that is to serve in any broadly useful fashion. The\nral plans for The Journal are laid far ahead. The actual building\nta given number begins monthly before it appears. Education is never\nperfected process. Our ideals are always beyond our grasp. So it is\nth the content of The Journal. We are obliged to make the best of\nnaterials we have while seeking always to obtain better materials.\n\nAn educational journal may build itself around the manuscripts that come\nstarly to it, or it may assume a creative attitude and reach out to\n5. re thinking along educational lines by asking for articles on special\n\n"}
{"page": 139, "printed_page": null, "text": "114\n\nNATIONAL EDUCATION ASSOCIATION\n\nsubjects. The second plan is the aim of The Journal. Certain material\ncomes to it as a matter of routine. Other material grows out of the Association's meetings. Certain editorial material must be prepared by the\n\nstaff. These classes of material are rounded out and balanced by articles\npresenting new phases of education or old phases in new ways. Search\nfor such articles involves continuous study and correspondence. The ideal\n\nis a perfectly written article on a timely and interesting topic by the one\n\nperson who is best qualified to speak on that subject. But this ideal of\nauthor, subject, and style is rarely attainable. Many articles are outlined\nfor whom authors cannot be obtained. Many articles are promised that\nare not delivered. Many are delivered that require revision. Some prove\nentirely unsatisfactory and must be returned. Out of the continuous search\nhere described comes the mass of manuscripts which, supplemented by those\nthat are voluntarily sent in, furnish the material for The Journal that\nmonthly goes to the Association's membership.\nPROCEEDINGS\n\nThe volume of Proceedings for 1922 is the largest in the history of\nthe Association.\n\nThe increase in size is due to the addition of material\n\ndescribing the official activities of the Association, including matter once\npublished in the Association's Yearbook, and to the increased activities of\nthe departments. Because of other publications recently established, which\n\nare sent to five-dollar members, it is now necessary to reduce the size of\nthe Proceedings. Eleven hundred pages has been set as a desirable standard\nfor 1923. The Executive Committee at its Cleveland meeting adopted a\nschedule for the various departments distributing this space and instructed\nthe Division of Publications to follow these allotments of space, making\ndue allowance for exceptional situations.\n\nUnder this plan of space allotment the officers of the departments have\nbeen asked to decide so far as feasible the selection and arrangement of\nmaterial for their respective departments. From experience with the Cleveland meetings it appears that this plan will work admirably. The official\nreport of the Department of Superintendence, the work on which was done\nlargely by the Secretary of the Department, Mr. S. D. Shankland, has\nbeen printed and distributed in advance to members of the Department.\nThe proceedings of the Cleveland meetings of the National Council of\nEducation, Departments of Rural Education, Elementary School Principals,\nVocational Education, and Deans of Women are already in type.\nThe Proceedings for 1923 will be volume sixty-one of a series which\nbegan in 1857. No other single set of books on education is so voluminous.\nso rich, and so varied in content as this eight-foot shelf of addresses and\nproceedings that for sixty-six years has recorded the thousands of addresses\nthat have been made by leaders in education before the National Education\nAssociation and its departments. Its use by students of education throughout\nthe world is testimony of the worth of the Association's meetings as aids\nto educational progress.\n\n"}
{"page": 140, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n115\n\nOTHER PUBLICATIONS\n\nThe publications other than The Journal and Proceedings have increased\n\ngreatly. The table on the next page shows a summary of the Association's\npublishing activities for the year. The total number of pages published during 1922-23 was nearly 111,000,000-an increase of over 46,000,000 pages.\nThese figures do not include the Journal of the Department of Rural\nEducation and certain other material published outside the headquarters\noffice\n.\n\nAlthough the editorial work on some of these publications is done\n\nlargely in the divisions where the material originates, the increase in\namount of material handled by the Division of Publications has been much\ngreater than the increase in staff. Attention should be especially called\nto the establishment of certain new bulletins which will greatly strengthen\nthe work of the Association. The Research Bulletin has been regularly\nentered as second-class matter to be published five times each year. This\nbulletin contains in attractive form the facts collected under the able\n\ndirection of Mr. John K. Norton and demonstrates that such facts can be\nmade available to educational workers much earlier than has been done\n\nheretofore. This bulletin is considered the most valuable thing of its\nkind in the educational field. The Bulletin of the Department of Elementary School Principals has also been entered as second-class matter\nand is now in volume two. During the present year it has been under the\neditorship of Mr. W. T. Longshore, principal of the Greenwood School,\nKansas City, Missouri, who has made it a great force in developing the\nprofessional consciousness of principals throughout the Nation. Under\nthe guidance of its secretary, Mr. S. D. Shankland, the Department of\nSuperintendence has issued a yearbook and an official report of its Cleveland\nmeeting. Next year these publications are to be issued as second-class\nmatter in aseries of quarterly bulletins.\nPUBLICITY\n\nThe Association's publicity activities have included ( 1 ) general pub-\n\nbcity extending throughout the year, (2) special publicity in connection\nwith annual meetings, and ( 3 ) American Education Week.\nTo encourage newspapers and magazines to feature education on their\nown initiative as the common responsibility of all citizens has been the\nprimary aim in this work. The most that the Association can do is little\nndeed as compared with what it can get others to do as their share of the\ncommon task. The Association should lead the way and keep educational\npublicity on a high plane. The Division has had extensive correspondence\nand personal conferences with editors of newspapers and magazines. It\nhas endeavored to furnish them suitable material and advice or to put them\nn touch with others who would do so. The series of articles in the\nLadies Home Journal did much to stimulate interest in education. The\n\n"}
{"page": 141, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n116\n\nNumber\nWhen\nTitle\n\npublished\n\nTotal\n\nofpages Number of number\nineach\ncopies\nof pages\n\nJournal of the National Education Association\n... September, 1922 -June,\nAddresses and Proceedings .\nJan. ,\n\n1923\n\n68\n\n1,280,000\n\n87,040,000\n\n1922\n\n1,511\n\n7,500\n\n11,332,500\n\nResearch Bulletin No. 2 ...\n\nNov. ,\n\n1922\n\n40\n\n25,000\n\n1,000,000\n\nResearch Bulletin, Vol. 1, No. 1 ...\nResearch Bulletin, Vol. 1, No. 2 ..\nResearch Bulletin, Vol. 1, No. 3 .\n\nJan.,\n\n1923\n\n64\n\n8,000\n\n512,000\n\n.March, 1923\nMay, 1923\n\n72\n\n10,000\n\n720,000\n\n32\n\n10,000\n\n320,000\n\nN. E. A. Press Service .\nN. E. A. Press Service .\n\nJuly,\n\n1922\n\n52\n\n2,500\n\n130,000\n\nFeb.,\n\n1923\n\n40\n\n2,000\n\n80,000\n\nPress Reprints for Journal.\nJuly,\nProgram of Boston Meeting .\nReport on Salaries, Tenure, and Pensions . July,\n\n1922\n\n80\n\n14,000\n\n1,120,000\n\n1922\n\n8\n\n2,000\n\n16,000\n\nReport of the Tenure Division ........\n\nJuly,\n\n1922\n\n10\n\n2,000\n\n20,000\n\nJuly,\nReport on Rural Education ...\nReport on County Superintendents' Prob-\n\n1922\n\n8\n\n2,500\n\n20,000\n\n23,330\n\n.. June,\n\n1922\n\n12\n\n2,000\n\n24,000\n\nReport of Legislative Commission ... July,\nReport of Legislative Commission ( Reprint)\nReport on Coördination of Research\n... July,\nAgencies\nReport on Health Problems in Education .. July,\nReport on Revision of Elementary Education for 1921-1922 ...\n...... July,\nReport on Financing Delegates to the Rep..July,\nresentative Assembly\nReport of the Executive Committee for the\n\n1922\n\n16\n\n3,000\n\n48,000\n\n8\n\n2,000\n\n16,000\n\nlems\n\nBoard of Directors .\n\n....... July,\n\n1922\n\n8\n\n2,000\n\n16,000\n\n1922\n\n8\n\n2,000\n\n16,000\n\n1922\n\n12\n\n2,000\n\n24,000\n\n1922\n\n4\n\n2,000\n\n8,000\n\n1922\n\n8\n\n2,000\n\n16,000\n\nReports of the Treasurer and Board of\n1922\n\n16\n\n2,000\n\n32,000\n\nProgram of the Cleveland Meeting ...\nMarch, 1923\nDepartment of Superintendence Year-\n\nTrustees\n\n48\n\n10,000\n\n480,000\n\n1923\n\n212\n\n3,400\n\n1923\n\n144\n\n2,500\n\n720,800\n360,000\n\n.. Oct.,\n\n1922\n\n40\n\n4,500\n\n180,000\n\nElementary School Principals' Bulletin,\nVol. 2, No. 2 ...\n... Jan.,\n\n1923\n\n40\n\n4,000\n\n160,000\n\nVol. 2, No. 3 ......\nApril,\nDepartment of Elementary School Princi-\n\n1923\n\n64\n\n4,000\n\n256,000\n\npals Yearbook, Vol. 2, No. 4 ............... July,\n\n1923\n\n336\n\n3,000\n\n1,008,000\n\n1922\n\n80\n\n6,000\n\n480,000\n\n1923\n\n40\n\n1,000\n\n40,000\n\n1923\n\n6\n\n23,300\n\n139,800\n\n1922\n\n16\n\n13,100\n\n209,600\n\n1922\n\n6\n\n150,000\n\n900,000\n\n1923\n\n6\n\n150,000\n\nbook\n\nOfficial Report\n\nJune,\n\n.. Feb.,\n.. June,\n\nElementary School Principals' Bulletin,\nVol. 2, No. I ..\n\nElementary School Principals' Bulletin,\n\nReport of Special Committee on Education\n(Chamber of Commerce) .\nNov.,\nReport of Committee on Teaching of\nDemocracy\nJune,\nWhy Support the Towner-Sterling Bill ? .. Jan .,\nOur Association\n\nAmerican Education\n1922\n\nAmerican Education\n\nNov. ,\n\nWeek - Program,\n.... Oct.,\n\nWeek - Program,\n\n1923\n\nMembership Literature and Circulars ....\nReprints from Proceedings ....\nTotal\n\nMay,\n\n900,000\n2,500,000\n11,400\n\n..... 110,879,430\n\n"}
{"page": 142, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n117\n\nwork of Collier's in this field is well known. Other magazines of like\ninfluence are planning to feature education extensively. More and more\nnewspapers are assigning educational news as a special field to some\ncompetent member of their editorial staffs .\n\nThe country is now flooded with regular news releases sent out weekly\n*rom thousands of propaganda organizations. Publicity departments have\nbeen created which feel that they must send out this material even if no\nreal news exists. The inevitable result has been to fill newspaper offices\nwith material which quickly finds its way into waste baskets. The best\npractice is now to avoid the word publicity, \" using instead the phrase\ninformation service,\" and to exercise unusual care to send out only\n،،\n\nmaterial of genuine news value. The directors of other divisions of the\n\nheadquarters staff are encouraged to turn in news material to be distributed through regular channels. By the addition of other help as indicated\neisewhere an assistant editor can be assigned for intensive publicity work\non the Education Bill and American Education Week.\n\nPublicity for meetings-The publicity in connection with the Boston\nand Cleveland meetings was unusually satisfactory. The Boston papers\nreported meetings more fully than they have ever before been covered.\nThe work of the Christian Science Monitor, which issued special editions,\nwas particularly noteworthy.\n\nThe publicity for the Cleveland meeting was greatly strengthened by\nthe addition to the staff of Dr. W. Carson Ryan, professor of education\natSwarthmore College and associate editor of School and Society. Dr. Ryan\n\npractically took charge of the publicity staff during the meeting, leaving\nthe director of the Division free for the many personal conferences and\nofficial meetings that are increasingly necessary if the work of the Division\nis to be most effective. The liberal attitude of the newspapers of Cleveland\n\nand Boston in giving freely of their space to education shows what can\nbe done in cities where newspapers are thoroughly alive to the basic\nimportance of public education.\n\nMuch publicity has already been given to the Oakland-San Francisco\nLeeting. Contacts have been made for publicity not only through newsPapers and magazines but also through radio and motion pictures. Pubity thus obtained for the Association and its meetings if paid for at\nregular rates would cost hundreds of thousands of dollars.\nAmerican Education Week-American Education Week has rapidly\nextended its influence throughout the Nation. In addition to the material\nwhich the Association has issued through The Journal and through rewarch bulletins, other organizations and agencies have been given help\n\ntheir special publicity campaigns.\n\nFrom a publicity standpoint the\n\narlier date that has been set for American Education Week in 1923 is\n\nrost advantageous, and the fact that the program was available in May\nas enabled us to make plans for publicity through scores of other organizations.\n\nEducational journals are already planning special editions, which\n\n"}
{"page": 143, "printed_page": null, "text": "118\n\nNATIONAL EDUCATION ASSOCIATION\n\nwill feature educational needs and accomplishments in their respective\nStates. American Education Week gives the people of the Nation an\nopportunity to pause in their busy lives to take stock of education and\nconsider means to provide for its adequate development.\nTHE HEADQUARTERS LIBRARY\n\nA special library was recommended in the report of the Division of\nPublications for last year. It has not been possible to develop this library\nas such, but much material has been collected by the Research and Publications Divisions. A committee was appointed by President Owen to\nreport to the Executive Committee plans for a special library. This committee, which consisted of the Directors of the Divisions of Publications\n\nand Research and the Director of the Department of Superintendence,\nhas submitted plans which recommend that the budget presented for adoption at Oakland provide $8000 for the development of this library. The\nexistence in Washington of the Library of Congress and the admirable\ncollection in the U. S. Bureau of Education will make unnecessary large\nexpenditures by the Association for library purposes. Only those services\nand collections should be provided which are needed for immediate use\nand which cannot be otherwise secured effectively.\nGROWTH OF THE DIVISION\n\nThe publishing activities of the Association have grown with surprising rapidity, and still greater growth may be expected during 1923-24.\nBecause of the relatively small income of the Association and the demand\nfor funds in other directions it has not been possible to make increases in\nthe editorial staff to correspond with this growth in working load. The\nstaff of the Division includes, in addition to the director, an assistant\neditor, Miss Jessie M. Robbins ; a secretary, Miss Lillian Wheelock; and\ntwo editorial clerks, Mrs. Bertha M. Robbins and Miss Helen A. Moore.\nAdditional help has been obtained from the stenographic section as needed.\nMiss Moore, who has been on the temporary roll, should be added to the\nlist of permanent employes. Each member of the staff has done excellent\nwork. There has been unusual growth in service and an appreciation of the\nsignificance of the daily task that has made the work of the year genuinely\ndelightful.\n\nThere should be added to the staff of the Division next year a second\nassistant editor and at least one additional editorial clerk.\n\nOne assistant\n\nshould be an expert in adapting material for magazines and newspapers.\nThis recommendation is in harmony with the policy of the Executive Committee to have the minimum force for adequate service and to do the\nmaximum amount of work with the minimum expenditure.\nCONCLUSION\n\nThis report merely suggests the basic importance and potential development of the Association's widening publishing activities. The Proceedings\n\n"}
{"page": 144, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n119\n\nare monumental evidence of the power generated by threescore annual\nmeetings and the reports of notable committees, which probably more than\nany other one factor have shaped the development of American education.\nThe Research Bulletins have made available much information of priceless\nvalue. The publications of several of the departments are now as voluminous aswerethe publications of the entireAssociation during the first twenty\nyears of its history. The Journal stands at the base of the Association's\nannual pyramid of over one hundred eleven million pages of publicationsthe one publication that reaches the entire membership regularly. This\nmembership is now far beyond the point where it can be reached personally\nandthrough meetings. The future growth of the Association and the exten-\n\nsionof its influence will depend largely upon the genuine merit and intrinsic\nappeal of its publications. It is the largest publisher in the world of literature on the problems of education. Upon its ability to make its publications\navital service to the rank and file of the Nation's teachers, spreading abroad\ntheir worthiest ideals and best practices, will depend in large measure its\npower to enlist the profession and influence the development of American\neducation.\n\nAmerica's vast material achievements have made it the domi-\n\nnating power in world affairs. From its pinnacle of influence it can to a\nremarkable degree shape the educational and spiritual affairs of the world.\nSound and adequate education inAmerica, properly sympathetic and coöperative with similar efforts in other countries, is the goal of the National\nEducation Association. The publications of the Association are more and\n\nmorehelping to make this goal the common objective of all thinking citizens.\nREPORT OF RESEARCH DIVISION\nJOHN K. NORTON, DIRECTOR\n\nI take pleasure in submitting a report covering the work of the Research\nDivision during the past year.\nTHE RESEARCH BULLETIN\n\nThe following Research Bulletins have been issued since May 31 , 1922:\nFacts on the cost of public education and what they mean-A 64-page\nbulletin which (a) analyzed some of the factors resulting in the increase\ninthe cost of public education, (b) gave data relative to teachers' salaries,\nand(c) presented facts concerning the professional status of the teacher.\nFacts for American Education Week, 1922-A 40-page bulletin presenting information on outstanding educational questions now confronting\ntheNation.\n\nResearch Bulletin of the National Education Association, Vol. 1, No. 1,\nJanuary, 1923-Facts on State Educational Needs, 64 pages. This bulletin, prepared with the sessions of the State legislatures in mind, ranked the\nSrates on anumber of items closely connected with educational development.\nWiththis number the Research Bulletin became a regular publication of the\nAssociation to be issued five times each year-in January, March, May,\nSeptember, and November. The Research Bulletin will be the vehicle by\n\n"}
{"page": 145, "printed_page": null, "text": "120\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhich the data resulting from the work of the Division will be presented in\ndetail for use of Association members.\n\nResearch Bulletin of the National Education Association, Vol. 1, No. 2 ,\n\nMarch, 1923, 72 pages. This bulletin presented data relative to the Nation's\nability to support education and contained the preliminary tabulation of the\ndata secured by the inquiry conducted by the Salary Committee.\nPREPARATION OF SPECIAL MATERIAL\n\nThe Division has prepared several pamphlets and articles for use in the\nAssociation's legislative program. Most of the statistical material appearing\nin \" The Towner-Sterling Bill, Legislative Commission Series No. 3, \" was\ncollected by the Division.\n\nA series of articles \" Prepared by the Research Division \" have appeared\nin The Journal as well as other material, such as \" With the State\nLegislatures.\" The preparation of readable articles based on exact data\nshould be one of the important functions of the Division.\nDEPARTMENTAL AND\n\nCOMMITTEE WORK\n\nThe Division attempts to keep in close touch with the research activities\nof the departments, committees, and commissions of the Association. It\nhas been able to prevent some duplication of effort and to aid in the coördination of the large amount of investigation carried on under Association\nauspices.\n\nThe Division has assisted the progress of the important work being\ncarried on by Mr. Jesse H. Newlon and his Commission on the Coördination of Educational Research.\n\nThis work is described in Teamwork in\n\nEducational Research, which appeared in the April Journal, page 160.\nAn inquiry prepared by I. G. Sargent, chairman of the Committee on\nEducational Progress of the Department of Elementary School Principals,\nwas sent out and the results compiled by the Division. The rapid growth\nof this important Department will result in the Division being called upon\n\nfrequently for this type of service.\nA preliminary inquiry was sent to all local affiliated organizations for\nthe Department of Classroom Teachers. This is the first step in a comprehensive program of investigation of subjects of vital interest to classroom\n\nteachers that the Executive Committee of this rapidly developing Department\nhas outlined with the Director of Research. During the coming year the\ncontinuance of this important program of work will require a large amount\nof work by the Division.\n\nThe work of sending out and tabulating the results of the inquiry conducted by the Salary Committee of which Dr. E. S. Evenden is chairman,\nwas performed by the Research Division, as was the preparation for the\nprinter and final editing of the comprehensive report just issued by the\nSalary Committee.\nThe inquiry of the Salary Committee is representative of a type of\nendeavor that is becoming characteristic of the Association.\n\nThe need\n\n"}
{"page": 146, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n121\n\nfor the inquiry was recognized by the President of the Association, who\n\nappointed a salary committee charged with the responsibility for making\nan investigation of the salary situation. This committee determined the\nscope and method of making the study and then turned over to the Research\nDivision the actual work of collecting and tabulating data.\nThe advantages of this type of procedure are these : ( a) Investigations\nof the Association are directed and formulated by school experts of vision\nand experience, (b) The valuable time of these experts is given wholly to\nthe broader aspects of their studies rather than to the details of collecting\n\nand tabulating data, (c) Information collected becomes available promptly,\ningood form, for the use of school people in general, (d) Committee reports\nare based upon carefully collected data and concern themselves with the\nproper interpretation of these data, and (e) Duplication of effort by differentcommittees can be prevented and better coördination effected.\nIt should be the policy of the Division to continue and extend its participation in this type of work as rapidly as facilities permit. Through\nitthe Division should greatly increase the effectiveness of the work of the\nAssociation's numerous commissions and departments, as well as bring\nabout a greater unity in their objectives, both of which will increase the\nAssociation's effectiveness as an instrument in advancing the cause of education for which it exists.\nSPECIAL SERVICE\n\nThe Research Division is called upon to answer from ten to twenty\n\nrequests each day from its members and other organizations calling for\nstatistical information on educational subjects. Many of these letters\ncannot be answered as can most correspondence. They involve search\n\nthrough school reports, and may require a special inquiry to collect information not available.\n\nThis work should be developed as rapidly as facilities permit. Its\nemphasis should be guided in the direction of performing service of the\ntype which is outlined in the March Research Bulletin on page 85 under\n\n\" Special Salary Service.\"\nThe Research Division should be developed to the place where it will\nbe recognized as the agency which above all others is capable of supplying\nprompt and exact information on a number of questions of vital importance\nto the welfare of the teachers of the Nation and their efficiency as public\nservants.\nACKNOWLEDGMENTS\n\nCommendation is due Miss Marguerite E. Smith and Mrs. Ada B.\nBordfor their efficientwork. The accuracy which has marked the Division's\nreports is due to the exactness of their work.\nRESEARCH OBJECTIVES\n\nThe Division's program of research thus far has dealt largely with questions of educational finance or with problems that have a general relation to\n\nthis subject. It is believed that this policy should be continued during the\n\n"}
{"page": 147, "printed_page": null, "text": "122\n\nNATIONAL EDUCATION ASSOCIATION\n\ncoming year. Present indications are that the problems revolving about educational finance are to be more rather than less acute. There is especial need\n\nfor exact work having as its objective the determination of how the school\nmoney available may be more effectively used. The method whereby State\n\nequalization funds may be distributed with the best educational results still\nhas to be solved. How may teachers' salary schedules be administered so that\n\nthe children may be best served ? How may the money available for school\nbuildings be made to go farthest and secure the best results in building\nequipment ? These questions are of vital importance, and it is in this general\nfield that the Research Division may render the greatest service.\nBUDGET\n\nThe Budget recommended and approved at Boston for the Research\n\nDivision for the year now ended called for an expenditure of $18,000.\nOther demands of the Association have necessitated a curtailment of this\n\namount. The Division has cost approximately $15,000 of this sum. The\nsaving was effected by not appointing the Research assistant recommended\nat a salary of $3000. This curtailment has been cheerfully accepted,\nbecause of other needs, in spite of the fact that it has necessitated postponing\nthe development of several important lines of work.\n\nThe Division Budget recommended below for the next year includes\nthe salary of a research assistant and a slight increase in other costs made\nnecessary by the growth of the Division's work :\nSalaries\n\n$ 16,750\n\nPrinting\nPostage\nTraveling Expenses\nOffice Equipment\nOffice Supplies\n\n3,500\n500\n750\n300\n250\n\nTotal\n\n$22,050\n\nThis budget would cover the cost of transferring the Research Division\nto the third floor of the Association's building as contemplated in the report\nsubmitted relative to the development of the Association's library. This\ntransfer is urged at the earliest practical moment in order that the quiet and\nprotection from distracting influences especially desirable in the type of\nwork performed by the Research Division may be obtained.\nREPORT OF THE DIVISION OF ELEMENTARY SCHOOL SERVICE\nAGNES S. WINN, DIRECTOR\n\nThe following is a brief survey of the work of the Division of Elementary\nSchool Service from September 1, 1922, to July 1, 1923. This division\nwas created last September for the purpose of giving assistance to the\nclassroom teachers of the country either through their organizations or\n\nindividually when such help is desired. This is in accord with that part\nof the Association's platform which pledges \" active assistance to State and\nlocal affiliated associations.\"\n\n"}
{"page": 148, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n123\n\nIn the development of this division, as in that of all others at headquarters, its activities have reached out far more than could be anticipated.\nFurthermore, the work of the National Education Association, as carried\nun through the headquarters staff, is of such a nature that the activities\not each division are interdependent upon those of the others, and it is\nmpossible and undesirable to draw the lines closely between the duties\nat each. The outstanding objective of every duty performed in this division\nhas been that of\" service.\" With this in mind, the work might be convenently summarized under the following heads: ( 1 ) Service to the AssoFation (a) through secretarial work for a number of its departments and\nb) through carrying out plans for the annual meeting; ( 2) service to\nhated organizations ; ( 3) information service to individuals and\nnstitutions.\n\nService to the Association-It has been the privilege of the director to\nat as headquarters secretary for nine of the departments of the Asso-\n\ndation and a number of allied organizations The aim has been to keep\nTheir officers in touch with the activities at headquarters and to give them\n\nassistance, if they so desire, in preparing their summer programs.\n\nThe\n\nDepartment of Classroom Teachers and the Department of Science Instructnhave availed themselves of this service in carrying out plans for stimuaring interest and growth of membership in their departments. A large\nmumber of questionnaires and letters have been sent out for them.\n\nThis division has been represented at the Executive Committee conferTrs of the Department of Classroom Teachers and has kept in close\nach with its officers. These relations have done much toward strengthering the ties between this large group in the profession and the parent\nezanization. For the strength and influence of the Association, like the\nrength of the Nation, depend upon unity of purpose and action, and\nSon holding the interests of the profession as a whole above any class or\navidual.\n\nMuch of the work of the Oakland-San Francisco meeting, including\nerrespondence regarding the general program and the programs of the\nreartments and allied organizations, thirty-six in number, has been done\nthis division. The assembling of these programs, their preparation for\nication, and the handling of requests for information concerning the\nwing have consumed a large share of the time of the division during\nDe last four months.\n\nFrated organizations-Early in the fall a letter was sent to forty\nour large local affiliated organizations of classroom teachers asking for\normation concerning their professional, social, and civic activities, to\ne used for the purpose of assisting other organizations and answering\nretely inquiries about organization work. Letters have been sent,\nthe request of the president of the Department of Classroom Teachers,\nthe officers of some seven hundred affiliated classroom organizations to\n- out the problems which they would like to see worked out. Assistance\n\nhas been given to many of them in planning their professional programs\nr the year.\n\nIn replying to letters from classroom teachers requesting\n\n"}
{"page": 149, "printed_page": null, "text": "124\n\nNATIONAL EDUCATION ASSOCIATION\n\nhelp, every opportunity has been used to get the program of the Association before them. A message from the National Education Association\nhas been sent to each of the local bulletins or magazines published by\nclassroom teacher organizations. Help has been given to those who are\nplanning to launch publications.\nLetters have been sent to officers of local organizations concerning the\nstatus of the Towner-Sterling Bill. A beginning has been made in the\norganization of speakers' bureaus among the classroom teachers, and many\nare doing effective work for the Bill.\n\nInformation service-Inquiries from members and others requesting\ninformation extending in range from the present value of the German\nmark to facts about teacher training, schoolhouse planning, and free textbooks, indicate more and more that the people in the field are looking to\nthe National Education Association for leadership and assistance in their\nproblems. The most frequent requests pertain to membership in the\nAssociation, the curriculum, intelligence tests, rural schools, Americanization, vocational education, school costs, motion pictures, salaries, tenure,\npensions, and the reorganization of city school systems. Many of the\ninquiries received can be answered by reference to the Association's files,\nbut it is often necessary to draw upon other sources of information.\nfortunately so abundant in this city, including the National Geographic\nSociety, the Library of Congress, U. S. Bureau of Education, Smithsonian\n\nInstitution, and others. We wish to acknowledge the assistance so generously\n\ngiven by members of the Staff in our efforts to accede to these requests satis\nfactorily and promptly.\nMore than one hundred different subjects have been included in the\ngeneral requests that have been handled in this office, exclusive of those\nconcerning membership, the activities of the Association, and the annual\nmeeting. A careful record has been kept of the requests for service\nthat we may know what information is in demand. This should help to\ndetermine the future needs of the Association. We are looking forward\nto the day when the Association has its own library.\n\nOccasionally opportunities for wider publicity than can come througl\n\nindividuals present themselves. This division has prepared, for variou\npublications, articles on the Association and its work, including one which\nis to be published in the Yearbook of the New Americana Encyclopedia\nIn response to many inquiries which reach headquarters concerning the\nhistory and professional program of the Association, early in the fall, :\n\nbooklet of information on its history, organization, and program of service\n\nwas compiled and widely distributed. The director has worked with the\nDivision of Publications in preparing articles for The Journal .\n\nThe following recommendations are submitted for your consideration :\n1. Inasmuch as the service work of this division extends beyond the\n\nneeds of those interested in elementary education to educators of every\nrank, including high school teachers, principals, superintendents, supervisors\nofficers of other National organizations, and publishers, the name might wel\nbe changed to School Service.\n\n"}
{"page": 150, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n125\n\n2. In consultation with the director of the Business Division, a more\nprehensive filing system should be worked out in order to handle\nquests for information and material more expeditiously. Much time\nandenergy could be saved by having more space for material.\n3. The second assistant in the division to be placed on the permanent\nist of employes at a suitable salary.\n+The plan of assigning the different members of the headquarters staff\noact as headquarters secretary for the different departments of the Assoation, as recommended in the Secretary's report last year, has been folwed and has worked out fairly well. However, experience has shown that\n•willbe more convenient and more economical if this work is concentrated\nnone, or at most two, of the divisions, rather than to have it scattered\n\nrong several. I recommend, therefore, that those departments and organirations holding sessions at the time of the winter meeting be assigned to\nteexecutive secretary of the Department of Superintendence, and all others\nsome one division.\n\nIn conclusion, I wish to express my appreciation of the valuable assistance\nIhave received from you and the other members of the Executive Staff\nndeveloping the information service. The weekly conferences of the\nrectors of divisions have given us all a more sympathetic understanding\n1the work of each division and the program of the Association. I wish\nheartily commend the faithful and efficient services of my secretary,\nzabeth Hand, and my stenographic assistant, Gladys Cockerille, both of\nstom have shown remarkable growth in responsibility and initiative.\nMiss Cockerille has been in the office only since March 1, but through her\nAuracy and reliability she has already proved her value to the Association.\nrecommend that she be placed on the permanent roll next fall. I am\n⚫king forward with great anticipation to the further development of this\nson along the lines of service to the members of the Association.\nREPORT OF FIELD SECRETARY, FIELD DIVISION\nJ. O. ENGLEMAN, FIELD SECRETARY, FIELD DIVISION\n\nItpleasesme to submit the following report of my work, showing my aims\nsiobjectives.\n\nMy present duties began October 1, but I have already traveled nearly\nty thousand miles; gone six times to Washington to the headquarters'\nFor:\nspent a minimum of time in interviewing members of Congress in\ni\nt of the Association's legislative program; sent several thousand\ners to legislative workers throughout the country in behalf of the\nner-Sterling Bill; addressed a dozen State associations or big divisions\nState associations of teachers; the Inland Empire Teachers Associations,\ning the States of Washington, Oregon, Idaho, and Montana; sixteen\n\nal schools, teachers' colleges and universities in half as many States,\n:\n\n\"1 scores of smaller groups of teachers, city and county, parent-teacher\nmations, and civic bodies, such as Chambers of Commerce, Civic Leagues,\n\n"}
{"page": 151, "printed_page": null, "text": "126\n\nNATIONAL EDUCATION ASSOCIATION\n\nAdvertising, Rotary, Kiwanis, Optimist, and other clubs, high schools, commencements, and various other organizations in smaller numbers.\nThe unusual amount of traveling and the great amount of speaking\ninvolved in the program of work as I have conceived and carried it out,\nhave been trying at times. Indeed, I found my throat unequal to the demands\nupon it for weeks, and as a result I had to cancel a number of important\nengagements in April and May.\nI have been inspired and buoyed up by the challenge of a task so great\nand a cause so worthy, and I have been heartened and encouraged by the\nnumerous expressions of appreciation that numbers have sent me concerning\nthe Association's service to the schools and the teachers of America.\n\nThe heavy traveling expense involved in keeping a secretary in the field\nmost of the time has been met by honorariums from the organizations served.\n\nItemized statements of my daily receipts and expenditures from November\n1 , 1922, to May 24, 1923, are in your hands.\n\nIndeed, I need only to say here that while a very few individuals and\norganizations have assumed and sometimes stated that the National Education Association should supply the service of its representatives without\n\nany obligation upon the recipient of such service, nearly all organizations\nand institutions served have recognized that the least they can do is to bear\nthe traveling and local expense involved in such service. This they have\ndone in most cases freely and voluntarily. The generosity of some organizations has offset and balanced the unwillingness or inability of a few others,\n\nso that the National Education Association treasury has thus far been called\nupon to bear my salary but not a dollar of other expense incurred in rendering field service.\nThe more specific aims I have formulated and kept in mind in my work\nas Field Secretary include the following, which may be taken to indicate\nthe objectives for the Field Division.\n\n1. To inform teachers of the great contribution the National Education Association has long made in educational leadership ; to make it known\nthat not only through its two big annual meetings, but through the work\nof its various committees, valuable coöperative studies have been made that\nhave raised teachers' salaries, modified organizations of school systems,\nformulated statements of aims and objectives, improved courses of study,\ndeveloped a technique of tests and measurements, raised standards of\nteacher-training, changed out-worn methods, developed and popularized\nstandards of school building and equipment, and in other ways made every\nteacher in America debtor to it, whether a member of the organization or\nnot. It is in the light of a clear understanding of this service in the past\nthat we justify our appeal to teachers for membership at present.\n2. To show what the National Education Association is doing now\nthrough it varied departments at headquarters-The Journal, the Department of Research, the Department of Classroom Service, the Department of Legislation and Field Work-all given direction and coördination\nby the Executive Secretary.\n\n"}
{"page": 152, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n127\n\n3. To address groups of business men and civic bodies with talks that\nsetforth the real work and worth of their public schools, and point out the\ndangers arising from policies of retrenchment that would cripple the schools.\n4. To reduce the misunderstandings and friction, where they are found,\nbetweengroups that need each other even though they become more conscious\not clashing interests than of mutual bonds.\n5. To speak before students in normal schools and teachers' colleges as\nwidely as possible, thus sowing the seed that will result in an earlier harvest\nofprofessionally minded teachers, ready to do group work when they enter\ntheprofession.\n\n6. To speak often in churches and to parent-teacher associations, to knit\nmore closely the influence of church, school, and home in their joint task\nof training children for lives of happy useful service.\n7. To mature and promote interest in the Association's Education Bill,\n\nand to secure for it the active support it must have when the way is clear,\nor the time is propitious for clearing it, for its further consideration in\nCongress.\n\n8. To render any other educational service possible in the light of my\nown background when asked to appear on programs with addresses not\ncompassed by the foregoing.\n\n9. To advise headquarters of such tendencies, movements, papers, and\nstudies discovered in the field as might be of value to The Journal, the\nResearch Department, or other activity of the office.\n10. To go to Washington often enough to keep in touch with the work\nat headquarters and to be able, as a result, to represent it adequately and\nntelligently in the field.\n11. To coöperate with the Executive Secretary, State directors, and\nsuperintendents of schools in promoting campaigns for membership.\n12. To work definitely and specifically for the promotion of the TownerSterling Bill whenever and wherever it has been feasible to do so.\n\n13. To inspire the teachers of America with my own deepest convicton that our responsibility is one for shaping the ideals and modifying\n**esocial and moral attitude of the generation we are training. It is not\naresponsibility that is ours alone, but it does need to be felt keenly by us if\nwe discharge the large part that belongs to us. We need the dynamics\netaconviction that knowledge, intelligence, and skill must be supplemented\npersonal integrity, ethical conduct, and wholesome social attitudes and\nrelations to be of real worth today. If the National Education Association\nan popularize this truth to which teachers give ready intellectual assent ;\ntit can energize it and make it felt as well as thought, its greatest work is\nSane.\n\n6\n\n"}
{"page": 153, "printed_page": null, "text": "128\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF FIELD SECRETARY, LEGISLATIVE DIVISION\nCHARL O. WILLIAMS, FIELD SECRETARY, LEGISLATIVE DIVISION\n\nI am pleased to submit a brief summary of my activities from November 1 , 1922, to June 30, 1923. They include 25 field trips made in 16\n\nStates; 8,530 form letters and 4,240 personal letters sent out; 15,661\npieces of literature distributed, and approximately 700 conferences held both\nin and out of Washington.\n\nThe expenses of these field trips, together\n\nwith some honorariums, have been paid in nearly every instance by the\nlocalities which I have visited. These have been turned into the treasury\nof the Association. They have amounted to more than my total traveling\nexpenses for this period of time.\n\nI am deeply indebted to Mr. Crabtree for his sympathetic understanding\nand for his untiring interest in all that pertains to our division and\nto every member of the headquarters staff for the painstaking advice and\ngenerous assistance they have cheerfully given me whenever it was sought.\nCoöperation is the guiding principle of that faithful group of men and\nwomen at the National office, and without it the above report could not\nhave been made.\n\nIntelligent, conscientious, and faithful service has been rendered by\nMiss Callie Waldran and Miss Martha Lavisson who have done the\n\nsecretarial and stenographic work of the office. Their responsibilities will\nincrease as the work grows, but they are fully capable of assuming such\nresponsibilities as are assigned to them and of discharging them with credit\nto the Association. The vast correspondence, the careful filing, and accurate\ntabulation which should be a part of this division will necessitate the\naddition of another clerical worker to our force in September.\n\nIt has been a pleasure to be associated with Mr. Engleman in this great\nundertaking, and we have coöperated to the extent that his work almost\n\nwholly in the field and my work in the office have made possible. Mr.\nEngleman stands ready at all times to transfer his activities now in the\nfield to the National Capital whenever it may seem to be for the best interests\nof the Education Bill. We shall at all times be glad to share with him the\nresponsibilities and the privileges connected with this great enterprise.\nThe Chairman of the Legislative Commission will give in detail the\nstatus of the Towner-Sterling Bill, which will be reintroduced in the\nSixty-eighth Congress, and known as the Education Bill, and we need\nnot review the situation here. Our one task is to maintain an unflagging\n\ninterest in the two main provisions of the Bill to which we have pledged\nour unswerving support not only among the members of our own profession but among the hundreds of thousands of men and women who have\nenlisted their interest in behalf of public education in America. The\nprogress which we shall be able to make in the next Congress will be\ndetermined by the extent of our own active interest in this measure and\nby the progress which the Reorganization Committee of Congress may\nbe able to make with its program for the Reorganization of the Executive\nDepartments of the Government. If we should not be able to obtain action\n\n"}
{"page": 154, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n129\n\nonthe Bill in the next Congress, it is none the less our duty to go straight\nforward in our campaign for it with unimpaired faith and redoubled zeal,\ntor a cause which has for its ultimate object the welfare of the childhood\nof America, and the making of better citizens for this great Republic of\nours can have but one outcome .\n\nConforming to the wishes of the Executive Committee I have in my\nefforts to develop lay support for the program of the National Education Association \" established friendly and coöperative relations with the\nNational organizations that are behind our program and others whose\nassistance we hope to obtain. Among these are the women's organizations\nwhose membership totals millions. The representatives in Washington\nof sixteen of these organizations have united to form the Women's Joint\nCongressional Committee, a clearing-house for their work, detailed information concerning which was sent recently to all of the officers of the\n“\n\nNational Education Association.\n\nIn brief it establishes a definite time\n\nand place for meeting the National representatives of the organizations\nwho are favorable to our Education Bill, and it affords an opportunity\nLikewise to meet in friendly fashion those whose support we would like to\nenlist.\n\nEight of these organizations have endorsed the Bill and we hope\n\nto secure in the near future the endorsement of at least two others.\n\nEach\n\nmember organization agrees to contribute at least $10 a year to defray\nthe incidental expenses of the Committee. After giving the matter due\nconsideration the Secretary, upon my request, applied for membership for\nthe National Education Association and appointed me as its representative\nand Miss Winn as alternate. We hope that this step will have the\napproval of the Executive Committee. I have already met the State and\nNational leaders of three of these groups in their National conventions and\nI shall attend two other conventions immediately following this meeting.\nThe consideration which has been accorded your representative in these\nconventions and other meetings is a symbol of the high regard and esteem\nin which they hold the National Education Association and an evidence\nuttheir confidence and faith in the leadership of our organization .\nThe interest in our legislative program is growing daily as attested by the\nnumerous requests for information concerning it which come to us from\nevery point in the United States and from people in every walk of life.\nWe have met these demands to the best of our ability, but we believe that\nstormation should be made easily available to the people in the towns\nand cities and even in remote districts, and furthermore that when possible\nshould be given to them by word of mouth. In order to accomplish\n\"hus next big task we must have the hearty coöperation of several hundred\nof the most enthusiastic and interested members of the Association.\n\nWith\n\nhis idea in mind a speakers' bureau is being organized and patriotic, public-\n\nspirited men and women representing every phase of activity in the profeswon are daily coming forward and pledging their best services as \"educanal crusaders \" in the most significant movement that has as yet engaged\nthe imagination and energy of the teachers of this country. This list of\n\n"}
{"page": 155, "printed_page": null, "text": "130\n\nNATIONAL EDUCATION ASSOCIATION\n\nspeakers will be printed in pamphlet form and distributed widely among\nour supporting organizations and among those who need and ought to\nhave our help.\nIn order to further interest the teaching profession in the work for the\nBill we are asking every summer school in America to have at least one\nspeech about the Association's legislative program, and whenever possible\nto organize groups for discussion of its principles, and the means by which\nit may be enacted into law. A sufficient number of letters from directors\nof summer schools have already come to me to warrant the prediction that\nat least 200,000 teachers in America during July and August will be so\ninstructed and inspired that they will join hands enthusiastically with the\nEducational Crusaders in the effort to enlist Nation-wide support for our\ncause .\n\nThe strength and value of this service cannot be overestimated.\n\nRequests for articles and editorials and opportunities to place them in\nmagazines, newspapers, and educational journals have been so numereus,\noftentimes urgent, that it would be well worth while, if the finances of the\nAssociation will permit, to employ such a writer on our force who, in\naddition to this work, will prepare attractive, purposeful pamphlets, leaflets,\nand bulletins for use in our own organization and among those who work\nwith us. There are 433 congressional districts in the 48 States, and there\nthe battle will be largely, if not wholly won. We need to enlist by every\n\nlegitimate means the active support of every member of every organization\nthat has endorsed the Education Bill.\n\nSo great an epoch in the life of our Association is the work for a Department of Education with a Secretary in the Cabinet of the President and\nFederal aid for the promotion of education within the States that we have\nthought it wise to preserve for future use the record of the work of the\n\nAssociation in this field, and to date we have compiled two large loose-leaf\nvolumes containing valuable and interesting material bearing upon it.\nThe work of The Journal in the promotion of our legislative program is of\ninestimable value, and every article and every editorial directly relating to\nthe Bill has been carefully preserved.\n\nNo report of mine as Field Secretary would be complete without recognition to the fullest extent of the masterful piece of work, as speaker, writer,\norganizer, and director of legislation, which was done by our first Field\nSecretary, Mr. Magill. Beginning with the foundation which he so\npainstakingly laid we have gone forward with the work and have followed\n\nin his footsteps wherever it was possible to go. His loyalty to the National\nEducation Association and his devotion to the Education Bill have made it\n\npossible for me to call upon him frequently for advice and assistance, which\nhe has given in the conscientious, unbiased, generous fashion so characteristic\nof him. We cannot raise the ideals of the Association higher than did Mr.\nMagill; we shall do well if we live up to them.\n\nThe National Education Association has not yet extended its frontiers\nto their farthest limit, even in the States, notwithstanding the fact that\n\n"}
{"page": 156, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n131\n\nHawaii has the largest proportional membership and that the ties are being\nrapidly developed in Porto Rico and Alaska. Nearly one half of the\n\nNation's children are being taught in rural schools today and a regrettably\nsmail percentage of those teachers hold membership in the National Asso-\n\ncation. There are definite reasons for this condition. Many of those\nteachers are immature, inexperienced, and untrained; their salaries are low,\n\nand the school term of short duration.\n\nUnfortunately the county and\n\ndistrict superintendents have not been able to furnish the leadership in\nthis field. Elected under political conditions in most States and working\na'sowith low salaries and uncertain tenure without the clerical and supervisory assistants necessary where the activities cover so wide a range, these\nbrave men and women have \" carried on \" with courage and optimism\nandhave a record of achievement that deserves the recognition and support\nofthe entire profession. We need to enlist more of our rural teachers and\nrural leaders in the National Education Association so that we may put 100\nper cent of our strength behind the legislative program, which is the beginning of the solution of many of the complex problems in rural education.\nWe need to bear in mind that a great movement such as we have initiated\nsnot the work of a day or of a year. History points to notable instances\nwhere great causes have been won only after many trials and tribulations\nwhich extended over long periods of time. Those who are familiar with\nthe history of equal suffrage in America ought to take heart at the progress\n\nalready made in our cause no less worthy. The courage and fortitude\nand determination of those brave leaders not to yield to their enemies in the\ntace of almost insurmountable obstacles will furnish for all time inspiration\nthose who are struggling in behalf of right and justice. When we shall\nhave secured for education the recognition which its fundamental purpose\nademocracy demands, and when the full history of America shall have\nbeen written, the courage and tenacity and vision of our own leaders will\nrm a striking parallel to those pioneers in this other movement whose\names are written in imperishable glory.\nIwish I were ten people. I could keep them all busy. The invitations\nich come from the field are so alluring and the opportunities for real\nervice so many and so great that the times have been numerous when\n\n1was exceedingly difficult to make the best and wisest choice of activity.\nle the main I have devoted my efforts largely to the promotion of the\nEducation Bill, and henceforth this work will have to take precedence\nver all other lines of endeavor. I desire above all things to record my\nappreciation of the whole-hearted and timely assistance which has\nirenextended to me from hundreds of our members all over the country\nrough correspondence and through conferences. To this kind of coöperato the success of our cause will be due more than to any other single factor.\nThe responsibility for the Education Bill is ours. We cannot and dare\nshift it to other shoulders than our own.\n\nIf we do we shall forfeit\n\nnfidence and esteem among our supporting organizations which we\n\n"}
{"page": 157, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n132\n\nnow hold in such generous measure. The cause for which we strive is\nsane enough, sound enough, and forward-looking enough to challenge\nthe active support of all the teachers of the States. I have faith in them,\n700,000 strong, and in their earnest desire and ability to move onward to\nthe next great milestone in the educational history of America.\nREPORT OF EXECUTIVE SECRETARY OF THE\n\nDEPARTMENT OF SUPERINTENDENCE\nS. D. SHANKLAND, EXECUTIVE SECRETARY\n\nI have pleasure in submitting herewith a report of my work since September 1 , 1922.\n\nThe Department of Superintendence- The National Association\nSchool Superintendents, organized at Harrisburg, Pennsylvania, in August,\n1865, became the Department of Superintendence of the National Education\nAssociation at a convention held in Cleveland, Ohio, August, 1870. The\nof\n\nDes Moines convention of the National Education Association made certain\n\namendments to the by-laws to facilitate plans for enlarging the activities\nof the Department of Superintendence, which were put into full effect\nat Chicago, in February, 1922, when the Department adopted its constitution under the new plan of organization. The full text of this constitution,\ntogether with the formal reports of the Department of Superintendence for\n\nthe calendar year 1922, were published in the first Yearbook, which was\ndistributed at the winter meeting in Cleveland. It is appropriate here to\nrefer to certain matters presented therein.\n\nThe financial statement for the year ended December 31, 1922, showed\nreceipts of $ 13,617.56 and expenditures of $13,175.84. The Chicago convention cost $6,566.50. All other expenses were $6,609.34. The Cleveland\nconvention cost less than $5,000. The saving thus effected made it possible to\nprint the convention addresses in an official report of 144 pages. By strict\neconomy the president and executive committee hope to meet all obligations\nand close the year without a deficit.\nBy action of the Boston convention, which was approved by the executive\ncommittee of the Department of Superintendence, the profits from the\ncommercial exhibit at Cleveland were divided equally between the Department and the parent Association, each organization thus deriving funds for\nconvention expenses.\n\nThe principal source of revenue, however, is the membership fee of $5 .\n\nFunds already received will pay all fixed charges and leave a modest sum\nfor printing. Every new membership means better service for all members.\n\nA vigorous campaign will be prosecuted to secure a material increase in\nenrolment.\n\nThe principal subject matter of the First Yearbook of the Department\nof Superintendence was the report on The Status of the Superintendent.\n\nA committee to study this subject was authorized at the convention in\n\n1920 and appointed by President Calvin N. Kendall. Replies to a ques\n\n"}
{"page": 158, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n133\n\nFonnaire prepared by the committee were received from 1181 superin-endents. The task of tabulation and interpretation was efficiently done\nby Professor B. C. Douglass, of the University of Vermont. The first\npublished list of members of the Department was included in the Yearwok. The Official Report of the Cleveland convention was made possible\nbsthe cooperation of the National Education Association in allowing the\nof the type prepared for the Volume of Proceedings. A new departure\nwillbe the publication of a Quarterly of the Department of Superintendence.\n\nThe first issue will be ready in September and will feature an article on\nPool buildings by Superintendent Randall J. Condon, of Cincinnati.\nOther departments and associations-Pursuant to the policy adopted by\nthe Boston convention, a member of the headquarters staff at Washington\nassigned to care for the interests of each of the allied departments and\n2000ciations. It has been my pleasure and duty thus to represent seventeen\nJoups. Some of them require help in convention plans only, while others\nwith special projects under way need considerable attention.\n\nDepartment of Elementary School Principals-One of the assignments.\nven to me was the Department of Elementary School Principals. This\nDepartment was first recognized at Des Moines in 1921, and since that time\nsasmade remarkable progress. It now enrolls over two thousand members.\n\nI publishes a quarterly bulletin, of which Mr. W. T. Longshore, Greenwood School, Kansas City, is editor.\n\nThe articles in the Bulletin deal\n\nptally with the problems of elementary school principals. The First\narbook of the Department of Elementary School Principals, entitled The\nTechnique of Supervision, was issued in June, 1922. This volume, which\nwas editedby Mr. Worth McClure, of Seattle, Washington, was in immeare demand, and the entire edition was exhausted early in November.\n\nThe subject of the Second Yearbook, just published, is The Problem of the\nementary School Principal in the Light of the Testing Movement. The\nfor. Mr. John L. Bracken, of the U. S. Grant School, Duluth, Minnea\n, has brought together contributions which have direct practical value\nthe elementary schools.\n\nFew, ifany, groups have greater possibilities of usefulness in the development and administration of wise and helpful educational policies than have\nprincipals of the elementary schools. Their direct contacts reach\nMachers, parents, children, and administrative officials. My connection\nthe Department of Elementary School Principals has been notably\n\nAn appreciation-This is a suitable opportunity to express my sincere\nks for the friendly and helpful attitude of the officers of the National\nWation Association in the work of organizing the Department of\nperintendence under the new plan and with its greater program. Special\ncation is due the members of the headquarters staff who have been\n\nmly ready to help, and cordial and sympathetic in attitude. Without\n\nther cooperation the task would have been difficult, if not impossible. My\ntant. Miss Anna C. Somdal, has served the Department with marked\nencr\n\n"}
{"page": 159, "printed_page": null, "text": "134\n\nNATIONAL EDUCATION ASSOCIATION\n\nEducation in America is again approaching one of those crises when\ncourage and broad vision are especially essential. There are forces at work\nto reduce the financial support and to weaken the moral fibre of American\nschools. The united strength and wisdom of all branches of our profession\nwill be none too great to meet these new attacks and insure continued prog-\n\nress. To these ends may I pledge you my personal support and the coöрегаtion of the Department of Superintendence.\nDIVISION OF RECORDS AND ACCOUNTS\nHELEN T. HIXSON, DIRECTOR\n\nOwing to the late date at which the Association's accounts are audited\n\nthe report of this Division will be published with the Treasurer's report\nwhich is printed later. Mrs. Hixson is assistant treasurer.\n\n"}
{"page": 160, "printed_page": null, "text": "ACTIVE MEMBERSHIP FOR LIFE\n\nAt the Des Moines meeting in 1921 , the plan of having life memberships\ninthe National Education Association was adopted. Upon the payment of\n$100, the person granted a life membership receives throughout his lifetime\nThe Journal of the National Education Association, the volume of Proceedres, and other important publications. The list of life members to date\nisas follows :\n\nLIFE MEMBERS FOR 1922-23\nAbbott, Amanda, Grafton, West Virginia.\n\nAnderson, Marie, Specialist in School Organization, Chicago, Illinois.\nAydelotte, Frank, President, Swarthmore College, Swarthmore, Pennsylvania.\nBagley, William Chandler, Teachers College, New York City.\nBagham, Robert W., President and Publisher, Courier Journal, The Louisville\nTimes, Louisville, Kentucky.\n\nBurke, Marguerette R., Public Schools, Omaha, Nebraska.\nCanine, E. N., Superintendent of Schools, East Chicago, Indiana.\n!\n\nCarlson, Philip E., Principal, Roosevelt High School, Minneapolis, Minnesota.\nCarpenter, Estelle, Director of Music, San Francisco, California.\nhapman, Ira T., Superintendent of Schools, New Brunswick, New Jersey.\nClark, M. G., Superintendent of Schools, Sioux City, Iowa.\nClerk, Frederick E., Superintendent of Schools, Winchester, Virginia.\nCook, William Adelbert, Department of Education, Vermillion, South Dakota.\n\nCort, Ambrose, Principal, William J. Morrison School, New York City.\nCrabtree, J. W., Secretary, National Education Association, Washington, D. C.\nCromwell, Agnes, New York City.\n\nDillingham, James D., Principal, Newtown High School, Elmhurst, Long Island,\nNew York.\n\nPont, Pierre Samuel, President, du Pont Powder Plant, Wilmington, Delaware.\nEnglish, Harry, Secretary Board of Examiners, Washington, D. C.\nLaser, George W., Principal, Meriweather Louis School, Ivy, Virginia.\nFayson, John D., Fairmont College, Wichita, Kansas.\n\nHaas, Francis B., Bureau of Administration, Department of Public Instruction,\nHarrisburg, Pennsylvania.\nHartz, Nellie C., Elementary School, New York City.\nHewett, Elizabeth, Public Schools , Omaha, Nebraska.\n\nHizes, Linnaeus Neal, President, Indiana State Normal School, Terre Haute,\nIndiana.\n\nosman, Everett M., Secretary, Nebraska State Teachers Association, Lincoln,\nNebraska.\n\nersen, Ida Christine, Primary Teacher, Los Angeles, California.\nEsson, Thomas E., State Superintendent of Public Instruction, Lansing, Michigan.\nOlive M., Principal of Public School No. 120, New York City.\nKeey, James Herbert, Secretary, Pennsylvania State Education Association, Harrisburg, Pennsylvania.\n\nararmy, Robert E., Superintendent of Schools, Altoona, Pennsylvania.\nrand, Abby Porter, Principal, Public School No. 1, Bronx, New York City.\n\nBiborg, Arthur E., Assistant Director of Education, St. Croix, Virgin Islands .\nMacCracken, John Henry, President, Lafayette College, Easton, Pennsylvania.\nMcCormick, Elizabeth R., Principal, Franklin School, Superior, Wisconsin .\n[135]\n\n"}
{"page": 161, "printed_page": null, "text": "136\n\nNATIONAL EDUCATION ASSOCIATION\n\nMagill, Hugh Stewart, International Sunday School Council of Religious Education,\nChicago, Illinois.\nMorgan, Joy E., Managing Editor, Journal of the National Education Association,\nWashington, D. C.\nMuir, James N., Superintendent of Schools, Bethlehem, Pennsylvania.\nNewlon, Jesse H., Superintendent of Schools, Denver, Colorado.\nNichols, Walter H., Principal, Palo Alto Union High School, Palo Alto, California.\nOberholtzer, E. E., Superintendent of Schools, Tulsa, Oklahoma.\nPatterson, Mrs. Edith McClure, Home Economics Division, General Federation of\nWomen's Clubs, Dayton, Ohio.\n\nSealey, R. M. , State Inspector of High Schools, Tallahassee, Florida.\nSeerley, Homer Horatio, President, Iowa State Teachers' College, Cedar Falls,\nIowa.\n\nSims, John Francis, State Normal School, Stevens Point, Wisconsin.\n\nSmith, Henry Lester, Dean, School of Education, Indiana University, Bloomington,\nIndiana.\n\nStrayer, Mrs. George D., Teachers College, Columbia University, New York City.\nSwan, Natalie, New York City.\nThalman, John W., Superintendent of Schools, St. Joseph, Missouri.\n\nThalman, Joseph Luther, Principal, Proviso Township High School, Maywood,\nIllinois.\n\nWalters, Rolland J. D., Superintendent of Schools, Rocky Ford, Colorado.\nWebber, Elmer H., Superintendent of Schools, Mapleton, Maine.\n\nWilliston, Edith Holmes, Department of Modern Languages, Providence Technical\nHigh School, Providence, Rhode Island.\nWilson, Harry Bruce, Superintendent of Schools, Berkeley, California.\n\nWoodward, Annie Carleton, High School, Somerville, Massachusetts.\nYork, Lewis E., Superintendent of Schools, Massillon, Ohio.\n\n"}
{"page": 162, "printed_page": null, "text": "GENERAL SESSIONS\nOAKLAND-SAN FRANCISCO\n\nTHE IDEALS OF THE AMERICAN PUBLIC SCHOOL\nHARRISON S. ROBINSON , PRESIDENT, CHAMBER OF COMMERCE\nOAKLAND, CALIFORNIA\n\nI speak not only as a friend and advocate of the men and women who\nconstitute the teaching force of our community, but also as a critic-not\n'ways a satisfied one-of their methods, results, and sometimes of their\nams. I shall try to present what I conceive to be the state of mind of a\nsignificant portion of our people on the subject of education-people who\nare not professionally interested or technically informed, but who do care\neut it tremendously. I shall attempt to deal only in fundamentals.\nEducation has two purposes : First, to help the youth to acquire a\nnowledge of the true values of life and a determination to live his life in\nems of those values. Second, to help the youth to acquire such general\nand special fact information and such ability to use the faculties and the\nwledge he possesses that in the environment and conditions of his\nceneration he may succeed in living a life of real value to himself and to\n$fellowmen. The relative importance of the first is greater than that\n\nthe second. Right thinking and right living are more important than\nmerely skillful or brilliant thinking or living.\nMore and more will the teacher in the public schools take a place with\n\nlation to children which was once held only by the clergyman and the\nParent. Not that there is or will be in those schools the teaching of sectar-\n\nsm, but increasingly will the public-school teacher seek to implant in the\nhful student the sturdy seeds of high ideals and sound principles of\nnot religious history nor sectarian doctrine, but those truths which ten\nsand years of human experience have made articulate-such truths as\nfnd inthe ten commandments and in the Sermon on the Mount.\n\nThe teachers, who for the greater part of all of a youth's waking hours,\ningthe most plastic period of his life, have the opportunity to implant\nnd ideals of living are the greatest potential power for good in this\n-ntry.\n\nTheparentshave the children for meals and a little while in the evening.\n\nclergyman may have them a part of the Sabbath and on special occa\nne but the teachers have them for most of the daylight hours, five\ns a week. From whom will they get their most complete impressions\n*what life is all about?\n\nIhave spoken of the goal of education that set of things we want to\nae by it. But before the product can come forth there must be the\n* of education and the machinery by which the process is carried on.\n[137]\n\n"}
{"page": 163, "printed_page": null, "text": "1.38\n\nNATIONAL EDUCATION ASSOCIATION\n\nSome people have a belief, and we say it kindly, that the process phase\nof education is in a disturbing-even painful-state of evolution.\n\nWe believe that the incomparable way to learn is to live, that fact\ninformation acquired in the process of living is ours to keep and to use\nas no other information is, and we at least sense the enormous difficulty\nof applying this principle generally in our schools.\nBut we do want improvement in the processes of education and we wish\nyou would from time to time tell the public about your accomplishments\nin that regard.\n\nAnother thing. The men who have to take and work with the products\nof the public schools want to see the young men and young women give more\nevidences of disciplined faculties. We want them to be able to do something\n\naccurately and well. We are offered too many sloppy products of the public\nschools-sloppy in bearing, in raiment ( I am thinking of boys), in mind,\nin action. We business men ask you for more evidences of discipline in your\nwork.\n\nAnd now we come to the machinery of education, that machinery by\nwhich the processes of education are carried on and the goal lost or won.\nIt is here that the school administrator, the school teacher, and the citizen\nof the school district meet and agree or disagree. The machinery phase\nis expressed in land, buildings, equipment and supplies; in superintendents ,\n\nprincipals, teachers, and janitors-money, jobs, the exercise of power, and\nthe performance of duty.\nIt is around the machinery phase of education that ninety per cent of all\npublic discussions of education revolve. We started talking about idealsand that is not ideal. With almost no public attention to the processes or the\nresults of education, we have been filling the air with clamor about its\nmachinery.\n\nIt is the least difficult phase of education. Locally, our people have\nalready insisted that the matters of physical plant, salaries, and personnel be\nperiodically settled on a clearly stated, business-like basis. That our school\ndepartment shall be an educational institution wherein the superintendent,\nhis assistants, the principals, and the teachers shall throw all the ability, the\nforce, the devotion, the imagination, and the love of their lives into the\ndevelopment of our growing generation, year by year making the methods\nand conditions of education better and better, the products of our schools\nfiner and abler .\n\nOur people have come to a realization, publicly and emphatically expressed, that the machinery of education-even the splendid human part\nof it is a means and not an end. They have demanded, and they will not\nbe denied, that the administrative and teaching staffs be allowed to devote\nthemselves primarily to the processes and results of education.\nThe public, usually through its school board, will express its decision\n\nas to policies-how much we shall spend for education, in a general way\nwhat it shall consist of, what shall be its goal. But those policies being\n\n"}
{"page": 164, "printed_page": null, "text": "THE IDEALS OF THE AMERICAN PUBLIC SCHOOL\n\n139\n\ndetermined, they want politicians and even Board members to keep their\nhands off the administrations of the public schools.\nOur country's greatest growth and achievement in the last fifty years\nhas been in industry. For the next fifty years the greatest needs and possibilities of our country are in education-education as I have defined itwhich includes the teaching of the essentials of life that underlie all true\nreligions and philosophies, as well as information and the ability best to\nuse our facts and our faculties.\n\nIf our ideals of education are achieved, our race will be dominated and\nperpetuated by men and women both good and able, and the achievement\nwill have been that of our public schools.\n\nTHE PAN- PACIFIC UNION AND EDUCATION-ABSTRACT\nFRANK F. BUNKER, EXECUTIVE SECRETARY OF THE PAN- PACIFIC UNION\nHONOLULU , TERRITORY OF HAWAII\n\nYouth should no longer be taught that the world is made up of a loose\naggregation of parts, but that it is an organic whole with all of its parts\nknit together in vital relationship. They must be taught to think in\nterms of the whole world and not in terms of one of the lesser parts. We\nmust also insist that the old belief is erroneous that when God made the races\n\nHe made some races superior and other races inferior and that He intended\nthat this status should remain unchanged throughout all time.\nThe Pan-Pacific Union, while recognizing that there are biological differences among races, believes that the thing that most emphatically declares\n\nthat a man is a Japanese, a Chinese, an Englishman, or an American is not\nprimarily the color of his skin, the shape of his head, or his stature, but\nthe system of culture into which he has been born.\nThis distinction between our biological and cultural heritages is im-\n\nportant. In it lies the hope of education as a method of drawing peoples\ntogether into harmonious adjustment. For, through education and through\neducation alone can entrance be gained into that growing group of kindred\npirits of whatever race, known as citizens of the world. The ignorant are\nxcupied within the narrow limits of their own personal self or of their own\n\nate or nation. The ignorant live within a narrow circle of conscious\nrelationships. They do not perceive that they are bound to their fellows and\nto their surroundings by myriads of invisible ties and that whatever benetts one or injures one, benefits or injures all. Education alone can break\nthrough the prison walls of ignorant men and set them free to be joined in\nahigher union which embraces the understanding spirits of all the world.\nBut this process of education must be grounded in love, for all too frequently educational methods touch only the intellect leaving the heart stone\ncold. Carlyle uttered a truth when he said that for right judgment of any\nFan, it is essential to see his good qualities before pronouncing on his bad.\nOne of the world's sages, with profound insight, has remarked that we\n\n"}
{"page": 165, "printed_page": null, "text": "140\n\nNATIONAL EDUCATION ASSOCIATION\n\ncan never gain a true view of man unless we love him. He made this state-\n\nment because he recognized that man is essentially spiritual and that spiritual contact with another can be had only through love. But just as education without love is hard and cold, so love without knowledge is soft\nand sickly. A mere sentimental upwelling of emotion towards the people\nof the earth, of the universal, generalized, and sniffling type is worthless.\nOn the other hand, that love and appreciation which comes from the knowledge of why one's neighbor, near or far, is what he is, is of the highest order.\nWhether the stupendous readjustments which must be made as the earth\ngrows smaller and smaller and our population grows larger and larger are\nto be effected without further resort to the ruthless method of the jungle,\ndepends upon whether in the minds of men, education and love keep pace\nwith scientific advance and draw a circle big enough to include the whole\nof mankind.\n\nADDRESS OF WELCOME—ABSTRACT\nMAYOR JOHN L. DAVIE, OAKLAND , CALIFORNIA\n\nMayor John L. Davie in extending this morning an address of welcome\nto the National Education Association, now meeting in Oakland-San Francisco, touched upon the rapid growth of Oakland, of which he is the head,\nand his pleasure in being given the opportunity of extending a welcome\nto a convention of this nature.\n\n\" The city of Oakland,\" said the Mayor, \" has the present distinction\nof having one of the most progressive and best-known school systems in the\nUnited States of America. This is due in no small measure to the untiring\n\nefforts of our superintendent of schools, Mr. Fred M. Hunter, the former\nPresident of this great organization. I am indeed glad to welcome this\nAssociation to our city. It is a moment to which we have been looking\nforward for many months.\"\nMayor Davie then dwelt briefly upon the wonderful future which the\ncity of Oakland faces, that Oakland is a natural gateway to the Orient,\nthat California's most fertile agricultural lands comprise the \" back country \"\nfrom which the city receives its great support.\nMayor Davie also called attention to the fact that Oakland is rapidly\nbecoming one of the leading industrial cities of the Nation. Articles of\nevery description are manufactured in Oakland and find their way to market\nin ships built in Oakland. During the war twenty-five per cent of the steel\nships built for the U. S. Government were launched in Oakland's harbor.\n\" Oakland will soon be known as the Detroit of the West.\n\nThere is\n\nover $ 1,000,000 annual value in the automotive products turned out of\nOakland factories, and additional eastern motor vehicle and accessory\nmanufacturers are continually coming to this city.\n\" Oakland as a city has such a wonderful future,\" said the Mayor, \" that\nwe of today must face the problems of a metropolis of the future to meet\n\n"}
{"page": 166, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n141\n\nparticularly the continual growth of our population. We have just completed a construction program involving the building of $5,000,000 worth\nof new schools. They are no more than complete than we find ourselves\ntaced with the necessity of another bond issue to provide additional adequate\n\ntacilities for the children of the people who are here and of the people who\nare coming here in ever-increasing numbers.\nWehave an ideal climate; our city is one of the healthiest in the United\n64\n\nStates. That our city has achieved a National reputation as a city of homes\nis one of the features which makes it attractive to the manufacturer seeking\na Western location.\"\n\nInclosing the Mayor extended a most cordial welcome to the delegates\nand again expressed his pleasure at the privilege of welcoming them to\nOakland.\n\nADDRESS OF WELCOME\nWILL C. WOOD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nSACRAMENTO , CALIFORNIA\n\nMr. President and Fellow Teachers : California greets the teachers of\nAmerica! California bids you a hearty welcome in keeping with the hosptable traditions of the romantic West.\nWelcome\" is a word peculiarly Californian. \" Welcome \" was the\nfirst word spoken by dusky natives when Juan Cabrillo, the discoverer of\nCalifornia, brought his storm-tossed galleys to anchor in the peaceful harbor\nof San Diego almost four hundred years ago.\nWelcome \" was the first\nword spoken by the Franciscan padres to the gentilidad of California when\neycame to the early missions to learn the meaning of the white man's cross.\nWelcome, stranger \" was the greeting of the hardy forty-niner to the\n“\n\nonely tenderfoot when he cast his lot with them,\nIn the days of old,\nThe days of gold\nThe days of forty-nine.\n\nis \"welcome\" spoken to strangers from every land who come westward\nnever-ending caravans, that has changed California in less than seventyse years from a wilderness into a great thriving commonwealth of four\nHion souls.\n\nIntothe greeting I am commissioned to extend the members of this great\nganization who have honored us by their presence I put special heartiness\nause California believes firmly in education and in educators. California\neves in education, because education is one of the chief sources of her\n\ngreatness. Having read and heard much concerning the riches and glory\nthe Golden State, you have undoubtedly assumed that nature is responsible\n\n*r all. Indeed, God has liberally blessed the State in which you have\nmbled. California has been endowed with wonderful natural resources\n\n"}
{"page": 167, "printed_page": null, "text": "142\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith soil of almost unbounded fertility; with climate enabling us to grow\nall things needful for the life of man; with oil and other mineral resources\ncomparable with the richest resources of the earth; with beautiful mountain\nstreams that serve for recreation, for electric power, and for the watering\nof our plains and valleys; with magnificent harbors inviting the trade of the\nseven seas ; and with great trees so old that they might have been made into\nlumber when the Christ Child was cradled at Bethlehem.\n\nBut the people of California know that the real wealth of the State is\n\nnot in natural resources, marvellous as they are.\n\nThe substantial wealth\n\nof California is in the men and women who command the natural resources\n\nand bring them into the service of man. Before the coming of the white\nman, California was even richer in natural resources than it is today. The\nsoil was quite as fertile; the climate quite as salubrious; the forests more\nextensive; the streams quite as rich in potential energy; the harbors quite as\n\ninviting and the rocks even richer in minerals and metals. But the wilderness that was California two hundred years ago might have been purchased\nfrom the Spanish king for a single nugget of gold. What has transformed\nCalifornia from a wilderness where a scanty Indian population struggled for\na poor living into a great commonwealth alive with energy and teeming\nwith wealth ? It is intelligence applied to natural resources that has wrought\nthe miracle. It is schools and colleges which have developed the minds\nof men and women enabling them to make the natural resources serve the\npurposes of civilization.\nWhen the prospector, with pick and shovel, had worked out the pockets\nof gold; when the miner had taken from the smaller mountain streams\ntheir wealth, California turned to science for assistance in searching for the\ngaudy metal. She founded schools of mines wherein men were trained to\nexplore the bowels of the earth for precious quartz. Success attended the\nenterprise-a fact attested by California's high place today in the field of\nmining. When drouth made farming precarious in our great valleys, California trained engineers to build vast impounding reservoirs and irrigation\ncanals, converting millions of acres of parched lands into orchards and\nvineyards. When home and foreign markets made demands upon California\nfor manufactured products, the Golden State did not hesitate because of lack\nof coal-the traditional basis of manufacturing power. The State began\ntraining electrical engineers to harness the mountain streams and bring\nto our cities electrical energy developed from torrents and cataracts. When\nour agricultural interests were threatened by the multiplication of native\npests and the importation of hosts of pests from abroad, California trained\nits young men in agricultural schools and brought the pests under control.\nCalifornia is a great commonwealth largely because of the developed minds\nof its citizens. It is because California is so dependent upon trained minds\nfor its material development and prosperity, as well as its social and spiritual\n\nwell-being that the people of this State believe so thoroughly in education.\nBeing educators, you are interested in California's educational system.\nIt is a system of which California is proud. It is a growing school system\n\n"}
{"page": 168, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n143\n\nsubject in the nature of things to growing pains of which we have had a\nrecent transitory manifestation. California having invited the world finds\nifnecessary to provide for the world's children. Each year we find it necessary to add more than three thousand classrooms to provide for the normal\ngrowth of our school family. Last year California expended a hundred\nTallons of dollars for education, of which thirty-one millions went for the\npurchase of land and construction of buildings. California finds it necesarsto spendhalf as much each year upon the construction of school buildings\nasuponthe maintenance of the schools. Every city and town has its beautitui and substantial school buildings which you are invited to inspect.\nAsthe capstone of our school system we have the University of California\nmrolling, in the parent institution and various branches, almost twenty\nhousand students. This great institution enrols students from every land\nbordering the mighty Pacific. It is, in fact, a continuous Pan-Pacific conference spreading the influence of California in the Orient, in the SpanishAmerican countries and in the great commonwealths of the southern seas.\n\nWe inviteyou to visit our great university, to spend some hours on its lovely\ncampus, or better yet, to study for a time in its summer session, now\npening.\n\nNext in order I would mention our teachers' colleges, which have had\na remarkable development during recent years. They have completely\nmcovered from the depression due to war conditions and are crowded with\ntoung people preparing for the work of teaching. In recognition of their\ncreasing worth, the State has recently conferred upon them the degreeJanting privilege. California demands better trained teachers and will\nsport institutions whose purpose is the improvement of the teaching work.\nI you wish to spend the summer with us, we invite you to the summer\nvession ofany of our seven State teachers' colleges at Mount Shasta, Huntgton Lake, Humboldt, San Jose, San Francisco, Santa Barbara, or San\n20.\n\nThe secondary schools of California have attracted the interest of the\nworld. No commonwealth in the whole world has a greater proportion\n\nyoung people of high-school age enroled in high school. In 1922, the\n**al secondary school enrolment in California was 227,000 students. The\nficance of these figures is apparent when we realize that the California\n*ch schools last year enroled 24,000 students more than all the public high\nDools of the United States enroled in 1890. To meet the demands of this\n2st army of young people, we have been obliged to offer a wide range of\ndies\n-academic, commercial, agricultural, home-making, and industrial.\nYou are invited to visit these institutions and become acquainted with the\nk they are doing-a work whose worth is attested by the vast number of\ndents who are attracted to them.\n\nWe also invite your attention to the junior colleges of the State. These\nutions are offering courses paralleling the first two years of university\nuk and corresponding vocational courses. They are a natural outgrowth\n\ntse high-school system of California. Our high schools graduate more\n\n"}
{"page": 169, "printed_page": null, "text": "144\n\nNATIONAL EDUCATION ASSOCIATION\n\nstudents than our colleges and universities can accommodate. The junior\ncolleges, locally controlled but liberally aided by the State, enroled more\nthan two thousand students last year. The junior college is no longer an\nexperiment; it is a success if we may judge by the records made by junior\ncollege graduates when they transfer to the universities for the last two years\n\nof college work. The junior college invites your interest.\nOur elementary schools are the pride of California. Back of them stands\n\nthe entire State, morally and financially. The basis of their support is\nwritten in the Constitution which makes mandatory a State levy of thirty\ndollars per pupil and a county levy of thirty dollars per pupil, for the maintenance of the elementary schools. California believes that elementary education is fundamental in a State and has, therefore, written the basis of school\n\nsupport in the fundamental law. The poorest district in California is thereby\nguaranteed the maintenance of a decent American school.\n\nCalifornia holds a premier place in the maintenance of kindergartens.\nLast year, the kindergartens of our State enroled 40,000 pupils. These\nclasses have made their way to a place in the sun chiefly through the support\nof the California Congress of Mothers and Parent-Teacher Associations.\nWe welcome you as representatives of the school systems of sister States.\nWe realize that our conference is held at a time when the American people\nare critical of their institutions. The schools which Americans everywhere\n\nregard as the foundation-stone of the Republic are not immune from the\ncritical spirit. We have awakened to the cold truth of after-war reaction.\n\nWhen we entered the struggle, we assured one another that the world would\nbe a better place to live in, after the enemy had tasted the dregs of defeat.\nOptimists forecast the coming of an era of good-feeling, international fellowship, and splendid opportunities for our children. The world was to\nbe made safe for democracy in order that the children of our boys who fought\nin France and Flanders might live in a better world. In the cold gray dawn\nof an inconclusive peace, we realized that the world has in fact been made\nunsafe for democracy. Democracy is today struggling to maintain itself.\nDemocracy is based upon the principle of equal opportunity. America has\nboasted from the beginning that this land furnishes a chance for merit to\nassert itself against obstacles that prevent its rise. Ten years ago anyone who\nwould have raised his voice against the extension of popular education\nwould have been challenged as opposed to democracy. The post-war period\nin which taxation must be high because war debts must be paid has afforded\nundemocratic elements an opportunity to make popular appeal against the\nextension of democracy's chief means for perpetuating itself-the public\nschool. This conference should not adjourn without meeting this challenge\nopenly and fearlessly.\nIn this connection we cannot overlook the recent discussion of public\neducation by Dr. Henry S. Pritchett, as president of the Carnegie Foundation, alleged to be for the advancement of teaching. In his presidential report\nhe expresses amazement at the expansion of the American education program,\nquestioning whether our country can afford to give every American child\n\n"}
{"page": 170, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n145\n\nmuch training as we are now giving him. Especially is he alarmed at\nthe expansion of high school education. Rather frantically he asks \" What\naschool for?\" His words have been quoted approvingly by every reacnary governor and legislator in their recent assaults upon public education.\nD. Pritchett is entitled to express his views on public education, but he must\nt be understood as being a life-long friend of public education. His life\nword as given in \" Who's Who in America \" does not show that he has\n\nnerbeenconnected with the public schools as pupil teacher or administrator.\nAll of his connections have been with private agencies. In his conduct of\n\neaffairs of the Carnegie Foundation, he has never shown any interest in\n\"e expansion and enrichment of the American school program. He is not\ni recent convert to undemocratic views; he has always been undemocratic\nhis attitude toward public education. It would seem to me that this\n\nngress should not adjourn without asking and answering the question\nWhat is a great Foundation for ? \" Certainly it should not be an agency\nshattering the educational ideals of America nor an instrument for\nLestroying\nopportunities for American boys and girls.\n1\nThe teachers of America are trustees of America's destiny. I am conwedthat in this line of crisis they will not be false to their sacred trusteetip. Being a human institution, the public school has its frailties and\nartcomings . The leaders in education must find the weaknesses in the\nsem and overcome them.\n\nBut the extension of public education is not\n\nweakness and we must stand like adamant against the attempts of men\n- would pay the debt of the war by discounting the educational oppormities of American boys and girls.\nWe realize that this is a working conference and that there is much work\nbe done. But between periods of work, we hope you will find time to\nAnd when the conference adjourns, our welcome will still hold good.\nWewelcome you, but the streams, the mountains, and the seaside invite you.\n'Lay your work be successful. May your stay among us be happy, and may\na.\n\n1\n\n-1come again.\n\nRESPONSE TO ADDRESS OF WELCOME\nALBERT E. WINSHIP, EDITOR, JOURNAL OF EDUCATION\nBOSTON, MASSACHUSETTS\n\nIkeenly appreciate this opportunity and responsibility since no one who\n17\n\nCalifornia as well has known the National Education Association\n\nForty-eight years ago this week I crossed the Sierras for the first time,\n1. that which impressed me most was the stability and solidity of everyaz and everybody. The Golden Gate meant more than a brilliant\n-t for there was gold everywhere. The smallest coin was a twentyrent piece. There were many things for sale at 121 cents but we had\n\n"}
{"page": 171, "printed_page": null, "text": "146\n\nNATIONAL EDUCATION ASSOCIATION\n\nto buy two for twenty-five cents, hence the name \" two-bits.\" This is the\nfifty-fifth time I have enjoyed a visit to the Pacific Coast and it has been a\nmoving picture with a new film every time.\nWonderful as this country was in 1875 it is more wonderful today,\nhas been more and more wonderful every time I have come down from the\nSierras. This year the wonderful thing is the New National Education\nAssociation which we bring you. We are no more what we were eight\nyears ago than Burbank's Santa Rosa is like the plains east of Winnemucca.\nThen the chief concern of the management was to prevent anything or\nanybody new from disturbing the serenity of the management. Eight\n\nyears ago a suggestion that we come back in 1923 with one-hundred thousand\nwomen-teacher voters would have given the management nervous prostration. Now the idea of \" a management is as much out of date as an\nEgyptian mummy. It is now Headquarters' Service \" of one-hundred\n\"\n\n66\n\ntwenty thousand members.\n\nThese eight years have seen greater changes in the interest of educational\ndemocracy than did the seventy preceding years. The enrolment in the\nhigh schools of the United States has increased more than one hundred per\ncent.\n\nIf we were back in educational sentiment as when we were here in\n\n1915 there would be half as many students in the high schools as there are\ntoday.\n\nThen colleges and universities had experts scouring the country for\n\nrecruits. Now they have installed barbed-wire protection to keep out the\nhigh-school crowd.\n\nThen most colleges had a preparatory department, now a college would\nbe ostracised if it had any non-standardized students.\nThen no State required a boy or girl to be sixteen years of age or have\nan eighth-grade diploma before leaving school for work. Now two thirds\nof the children of the United States are under such a law.\n\nThen there was\n\nno State with teacher tenure. Now no State is respectable without it. Then\n\nno state had a minimum salary law. Now it is required by \" good behavior.\" Then no State had a minimum professional attainment law. Now\nit is the only proper thing.\n\nThen in only three States did the State normal schools have college\ncourses and give college credit. Now more than ninety State normal\nschools are authorized to provide college work looking ultimately to a degree.\nEight years ago a consolidated school was a curiosity. Now there are a\nthousand of them, the poorest of them palatial as compared with the best\nlittle red school house \" of 1915. Then there were a few teachers' homes\nin country districts. Now there are a thousand, some costing $50,000 and\n\"\n\nmore.\n\nThen most State superintendents were elected on a political party ticket.\nNow a State hangs its head in shame when a political overturn affects the\nState Department. Then every county superintendent was a political\nproduct. Now educational qualification often supercedes political affilia\n\n"}
{"page": 172, "printed_page": null, "text": "THRIFT EDUCATION\n\n147\n\ntion and where politics is still effective both parties stress the educational\nqualification of the candidate.\n\nThentherewas no science of schoolhouse architecture and only one man\nbuilt schoolhouses out of his State. Now schoolhouse architecture is high\n1stand schoolhouse ventilation an exact science.\n\nAny book on physics, electricity, or astronomy written eight years ago is\nout of date, any geography or history written eight years ago is spineless,\nary philosophy or pedagogy of eight years ago is nerveless, any book on\n\nphysiology or psychology that is eight years old is a joke, any book on chemistry, biology, or sociology written eight years ago is comedy, and any book on\neconomics, industry, or commerce written eight years ago is tragedy.\nWe bring California after eight years in the East a New World.\nBut the best is yet to be, the last for which the first was made. We are\nherewith greater plans and nobler purpose than was dreamed of even when\nwe adjourned in Boston last July.\n\nTHRIFT EDUCATION—ABSTRACT\nEDITH MCCLURE- PATTERSON , BUDGET SPECIALIST OF THE GENERAL\n\nFEDERATION OF WOMEN'S CLUBS, DAYTON, OHIO\n\nWho are the great financiers of America ? Immediately one thinks of\nMorganand Rockefeller with their huge financial exchanges but I assert that\nthe twenty-three million housewives, listed in the last census of the United\nStates as of \" no occupation are our greatest financiers.\nThe pay envelope of our country for 1922 held $70,000,000,000. Of\nthis vast sum more than $50,000,000,000 was dispensed by women in\ncarrying on the most important business of the Nation-that of homemaking.\nOur distinguished English visitor, Sir Auckland Geddes, dared to say\nrecently, \" The American man does not accept the American woman as\nmis equal either in matters of politics or finance because she is ignorant.\"\nWe deny his statement in general but must acknowledge that hitherto\nthe education and training of our women have not produced one hundred\npercentefficiency inmoney spending.\nRealizing this fact, the General Federation of Women's Clubs, the largest\nand most forceful organization of women in the world, with a membership\notthree million has appointed a Budget Specialist thus sponsoring a Nationwide effort to establish a budget system of household finance in every Ameri\"\n\ncan home. The work is progressing wonderfully. Already definite methods\nhave been adopted and important results achieved. But we older housewives are not satisfied to have future generations repeat our ignorant\n:anders, and suffer their disastrous consequences. We beg that every girl\nof today and tomorrow shall be given a chance in the public schools to learn\nusehold budgeting and account keeping-planned money spending, in order\nto fither for her inevitable business career, that of homemaker.\n\n"}
{"page": 173, "printed_page": null, "text": "148\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis great Association must come to our aid. This splendid body of\neducators must coöperate with the General Federation of Women's Clubs\nall over the United States to save waste, worry, illness, broken homes ,\nand child ruin caused by ignorant choices in money spending. The way\n\nto include this instruction in your curricula, you must devise.\nBankers, merchants, and captains of industry are vitally interested in\nthis movement for reasons of their own. Mr. Frederick B. Patterson, president of The National Cash Register Company, has learned that both the\nquality and quantity of his output depends largely on the wife around the\ncorner who spends his employee's wages. Mr. Patterson, when recently\ninvited to contribute to the National Education Association gladly offered\nten life memberships, one to each of its ten districts, for the best suggestions\nto revitalize this all important subject in public-school courses of study.\nGreat and important results are expected from these suggestions.\n\nEDUCATION FOR PARENTHOOD\nALMA L. BINZEL, ASSISTANT PROFESSOR, CHILD TRAINING, HOME ECONOMICS\nDEPARTMENT, UNIVERSITY OF MINNESOTA , MINNEAPOLIS, MINNESOTA\n\nOur attitudes toward modern parents are curiously contradictory. Press ,\npulpit, platform, and politics harangue them because the behavior of the\nchildren of today does not conform to that of the children of yesteryear .\nThe difference is ascribed to the disappearance of the old-fashioned parental\nvirtues with which memory now endows very fulsomely all the homes of\nyore. A frank scrutiny of the facts reveals that parents of today are just\nwhat society has been allowing them to become.\nIndustry sits up days, nights, and Sundays to design and produce a constant stream of articles, activities, and amusements for the consumption of\nparents and children. Business sits up the same number of hours to originate\n\nnew modes of crafts as well as subtle advertising, and high-pressure salesmanship to insure an increase in the number of consumers.\n\nIn consequence\n\nplucked eyebrows, dangling earrings, cosmetics, candies, cigarettes, and\njoy riding assume the proportions of epidemics through persistent stimulations of the buying public. Low-heeled shoes, milk-drinking, vegetableeating, saying-it-with-flowers, checkers and barnyard-golf also promise to\nbecome well-nigh universal because their sponsors know the relationship\nof regular, alluring, and varied stimulation to desired responses by the\npurchasing public.\n\nHe who criticises the modern parents and their children without taking\nthis fundamental relation of stimulus and response into consideration adver-\n\ntises himself either as ignorant of the essential factor in the making of\nhuman behavior or as wilfully blind to it. In the latter case, he is not\nunlike the ostrich who, to escape the necessity of facing disagreeable realities,\nburies his head in the sand.\n\n"}
{"page": 174, "printed_page": null, "text": "EDUCATION FOR PARENTHOOD\n\n149\n\nTo make up for what a clever friend of mine calls \" systematic spank-\n\ning of parents in public,\" we now and then dedicate to the father-son and\nmother-daughter relationships annual glorification weeks in which, over\nlancheon and dinner tables, many fine appreciations are rendered to\nparenthood.\n\nBut superficial criticisms and fine appreciations do not solve the problems\nof parents and the child of today. For the doctor and the dentist, the judge\nand the psychiatrist have been discovering during the first quarter of the\nwentieth century what some queer enthusiastic educators suspected during\nthe last quarter of the nineteenth century, namely: the very close relationship between the quality of the individual's early life and that of his later\nvears.\n\nDoctor, dentist, judge, and psychiatrist were forced to make their investigations viathe route of the diseased, the defective, the delinquent, and the\nderanged among adults. So often did the causes of physical, mental and\nsocial-moral ill-health lie in the early years that only one conclusion concerning the home where infancy and childhood are usually spent was possole. That conclusion is, that the home is pre-eminently the place which\nmakes or mars the individual.\n\nThe basic findings of clinic, court, and school have been numerous and\nrepresentative enough during the last twenty-five years to permit of the\ntermulation of tentative standards of physical, mental, and social-moral\nwell-being for various age levels. It is by these that we as educators so often\nudge the home from which the child comes, forgetful that the parents are\nscarcely aware that such standards exist and should be striven for.\nConsider then the plight of the modern parents! Like all their predeessors they have assumed their responsibilities with collections of attitudes,\nknowledges, and skills haphazardly acquired from memories of how they\nwere treated as children, from observations of how other folk deal with\nMeir youngsters, from efforts of the trial-and-error as well as those of\nramble-and-success varieties to which new situations provoke them. The\nnder to me has always been that some parents succeeded admirably\nader the handicap of unpreparedness such as society today permits for no\ner vital activity. The wonder grows that so many of them attain a\nFirty-fifty mixture of success and failure in the rearing of children and that\nuparatively few are complete failures.\n\nThese three groups of parents constitute, however, the challengers of\ncation's neglect of their needs. It was at a banquet which closed the\n121 Farmers and Home Maker's Week at the Minnesota College of\nAgriculture that a mother, commenting upon the series of talks on Child\nManagement (given equal prominence for the first time with bee-keeping\n\nand poultry-raising) voiced the challenge in these words, \" If such things\nare known at this University, why haven't we parents been told before ? \"\nred, why had they not?\nItwasthen that the successful parents drew from the practical discussions\n\nthe principles of psychology, the assurance that their procedures were\n\n"}
{"page": 175, "printed_page": null, "text": "150\n\nNATIONAL EDUCATION ASSOCIATION\n\nfundamentally sound; that the uncertain parents learned which of their\npractices should be culled out in favor of better varieties and that the unsuc-\n\ncessful ones were given their first suggestions concerning positive measures\nin building up desirable behavior in children.\n\nBut the challenge to education comes not alone from these present parent\ngroups. The student groups in the upper grades, the high school, and the\nuniversity will be the parents of the oncoming generations. Must they, too,\n\ncry out later, \" If such things were known by our teachers, why weren't we\ntold before ? \"\n\nI think not. For already there are many straws which show that a new\nwind is blowing, a new era dawning, in which family life is being seen as fit\nsubject-matter for courses of study.\n\nThe American Association of University Women has already listened to\nand pondered over the pleas of some of its members. In consequence, its\nCommittee on Educational Policies formulated a report several years ago\ncontaining these words :\nThe first topic which we have to suggest, and the one which seems to us to hold\ngreatest promise, needs some elaboration, because it may seem to some of you a\nradical departure from previous interests of this association. It is that the Education\nSecretary investigate the possibilities for college women to make a really scientific\ncontribution to the education of the pre-school child-the child between the ages of\n\ntwo and five years..... Modern psychology and psychiatry have convinced us that\nthese early years are exceedingly important ones from the point of view of the\nformation of physical habits, mental habits, and elements of character and personality-far more important than we have been supposing. If so, our educational\nsystem, which makes no provision whatever for these years, is very faulty. Not\nonly is there no provision in the system for the training of the children, but there is\n\nalso no adequate provision for the training of future mothers in the care and management of small children. The college- trained mother approaches the task of providing a wise educational environment for her young children with no more specific\npreparation for it than the mother whose education ended with the elementary\nschool.\n\nBut several years before this committee found this problem of the unpreparedness of college women for intelligent management of children, some\ninteresting experiments were begun on a modest scale in a few home\n\neconomics departments in this country. Mrs. Henry Clay Wood, now\nof Arizona, but formerly of the University of Minnesota, made it possible\nfor all home economics seniors to top off their general courses in psychology\nwith a special one in child-psychology as applied to home life; she introduced into the home-management houses the borrowed orphan, so that\ncontacts of the night and day variety with a child of pre-school age might\nbe the lot of every student who lived in the house; she coöperated with\nthe pediatrists of the city so that additional experience with children via\ncase-work with them and their parents was made available.\n\nShe advocated, but did not succeed in achieving, a nursery-kindergartenschool group for further study, care, and management of child life; she\nadvocated, but did not succeed in achieving, graduate courses for leadership\nin education for parenthood. The success of the Minnesota ventures with\nthe borrowed children has been duplicated in more than a dozen other home\n\n"}
{"page": 176, "printed_page": null, "text": "EDUCATION FOR PARENTHOOD\n\n151\n\neconomics departments. Recently, I had the opportunity of reading the\nanswers to a questionnaire on the child in home-management houses. They\nall point to the same conclusions: that this study of and experience with\n\nchildren is highly desirable, valuable and necessary if Home Economics is\nto train for home-making as well as house-keeping. The wise engineering\not family relationships is the essential and central business of the home ;\nhouse-keeping is the environment in which it occurs.\nIt is not surprising that the leaders in home economics departments\n\nhave begun re-orientation of subject matter for secondary schools in the\nfirection of child-care and management. I am told that here in Oakland,\nas doubtless in other California cities, the children of the nursery schools\nhave become the centers of interest for the junior high school girls. In\nCleveland, last February, Dr. Condon said that kindergartens for demoneration and observation were being placed in vocational high schools in\nCincinnati. If the roll could be called this morning, I am certain that\nmany other similar re-orientations of home-economics work would be\nmentioned.\n\nThis is also true of the extension work being done in the East and West.\nThere are leaders of club work in Massachusetts who choose to have their\n\ngrls learn to care for and manage wisely the little children in their own\nor a neighbor's home instead of concentrating on prize-winning animals\nandcrops.\n\nThere are State supervisors of home economics who are coöperating\nwith the directors of the State child welfare bureaus and superintendents\nat public-school systems to the end that mother-craft classes may become as\nuniversal as millinery, dressmaking, interior-decoration, cookery, and nutrition classes. An excellent illustration of this is in several cities in Oklahoma.\n\nAt its capital this winter, when it was planned that mother-craft classes\nbe established, Superintendent Parsons was assured that ten classes of a\nbozen women each would be forthcoming. Imagine his pleasant surprise\nwhen the response was 600 women all told, who completed the course. Who\n\nsays mothers aren't willing to learn? Isn't the difficulty rather that we don't\nave them a chance ?\n\nOklahoma extended this work by a series of lectures during May and\nJane on the mental health of children as made or marred by management\n\nhome-life. It is already planning to build on these foundations a series\nat four institutes next September and probably a second series in January.\nthese institutes intensive training will be carried on during the daytime\n\n* develop local leadership in the problems concerning the physical and\nnal hygiene of childhood. In the evening lectures, designed especially\n* parents, will present the basic principles of child-management in family\nAnd such is the faith of the educational leaders in Oklahoma in parentstahers and mothers that the bigger plans are in the making. Who\n\nkrows but that, that very new State may be the first to honor parenthooddeserves to be honored-by establishing a chair or a whole department\nd parenthood in a higher institution of learning, whose purpose will be to\n\n"}
{"page": 177, "printed_page": null, "text": "152\n\nNATIONAL EDUCATION ASSOCIATION\n\nstudy earnestly the problems of the parent. When that time comes new\nvarieties of topics for doctor's theses will be listed. I am quite certain that\nthey will measure up well with some that have passed the censorship of\nlearned doctors academically inclined. Life more abundant-it would\n\nseem to me-would flow more directly from research on The Minimum\nEssentials of Knowledge and Skills for Successful Parenthood than from\n\nresearch on The Fatty Tissues in the Wings of Insects. Yet it was the\nlatter that won the coveted degree of Ph. D. for one whom Fate is likely to\nbless with marriage and parenthood.\nThe required fundamentals have already been suggested in a bill which\nwas formulated in Colorado this last winter. It is entitled a \" Proposed\nBill for Compulsory Education for Parenthood.\" It lists as subject matter:\n\nKnowledge of physical defects; parental control and discipline in the home ;\nfatigue and rest in childhood and adolescence; nutrition and causes of malnutrition ; personal and sex hygiene; and such other subject-matter as time\nwill reveal essential for the successful rearing of children.\nThe twentieth century is to go down in history as the century of the\nchild. Before it was twenty-five years old we had celebrated it with a\nChildren's Year that discovered childhood to many people. At the close\nof that period a fourth-grade teacher in Illinois asked her children to write\nan essay summarizing what they had learned. One boy wrote briefly this:\n\" The Children's Year. It is everybody's duty to have a baby and to save\nit. \" To save a baby, to help it to become a healthy, happy child and then\na worth-while adolescent involves insight, skill, and ideals on the part of\n\nparents. Because we are awakening to this truth, I am predicting that the\nsecond quarter of the twentieth century will see the discovery of parenthood.\nIn this, may the National Education Association through its new Commission on American Education, lead the way.\n\nTHE CONSERVATION OF TALENT\nLEWIS M. TERMAN, PROFESSOR OF PSYCHOLOGY\nSTANFORD UNIVERSITY, CALIFORNIA\n\nSir William Hamilton once said that the greatest thing in the world is\nman, and the greatest thing in man is mind. He might have added that\nexcept for character the greatest thing in the mind is intellect. Our\ninstincts, our emotions, and our strivings have much in common with those\nof our infrahuman cousins of the forest and jungle ; in our ability to think\nis found the mark of our kinship with the gods.\nAs a great psychologist once observed, civilization advances on two legs-\n\ninvention and imitation. There are those who show the way and those\nwho follow. Imitation is easy; but it takes the creative thinker to set new\n\nadvances, whether in mechanics, science, commerce, literature, art, or religion. But for men and women of superior intelligence, society would be as\nhelpless to advance as an automobile without a motor. A nation's intellec-\n\n"}
{"page": 178, "printed_page": null, "text": "THE CONSERVATION OF TALENT\n\n153\n\ntual assets are therefore the most precious it will ever have, and the principle\notconservation will here find its most useful application.\nNow there is reason for believing that a considerable part of the world's\ntalent fails of fruition. That \" genius will out \" is but a dangerous halftruth, or less. Cattell has shown that Massachusetts in proportion to population produces 84 times as many men of science as Mississippi. That\nscientific ability is 84 times as prevalent in the germ plasm of Massachusetts\n2sinthe germ plasm of Mississippi seems entirely unreasonable. We prefer\nto believe that educational opportunity has helped to determine the relative\noutput.\n\nA research now in progress on the mental development of 300 of the\nmost eminent men and women of the last few centuries reveals the fact\n\nthat many of these geniuses owed their greatest opportunities to happy\nhance.\n\nNewton could never have made his scientific and mathematical\n\ndiscoveries without a university education, yet he owed his opportunity\nto enter Cambridge to the chance visit of an uncle. Liebig, the founder\nfphysiological chemistry, was early withdrawn from school and apprenticed to a pharmacist. There, in a shed behind the apothecary's shop, he\nbegan the chemical experiments that later brought him his chance to enter\n4university. One wonders whether those experiments in chemistry would\nhave been undertaken had he been apprenticed to a shoemaker or tailor\n'nstead of to a man who dealt in chemicals. So many instances of this kind\nave been uncovered as to raise the question whether in the case of many\notential geniuses the happy accident may not have failed to happen. The\nphrase unsung Miltons \" is more than a poetic figure. Certainly it is\n64\n\ntruethat children of superior ability are not always recognized in the schools.\nThedefective child attracts attention by his inability to do the work and by\nhas maladjustment to school discipline. The gifted child is likely to be\nsubmerged with the masses because of his very adaptability to the school\nenvironment.\n\nAnother circumstance that has blocked the educational progress of gifted\n\nhildren is the superstition, given currency by Lombroso and others, that\nntellectual precocity is pathological; that bright children are prone to die\nng, become insane, or develop post-adolescent stupidity. So thoroughly\nas this superstition become imbedded in popular thought that even prom-\n\nnent educators are likely to assume that the child of high intelligence\ntient must, ipso facto, be anæmic, nervous, conceited, eccentric, nonwwal, and a stranger to play.\nSo often have I seen this view expressed in perfectly good print that for\n\natime I was myself inclined to suppose it must be true. Then followed a\ncerade of experimental work in which I tested large numbers of children\nand studied their personal characteristics in the light of their intelligence\nquotients. It did not take long to discover that the facts were not in line\n\nth traditional theory. My subjects of high I. Q. simply did not answer to\n\n\"he book descriptions of typical Wunderkinder. As a rule they were physi‫ الد‬well developed, active in play, normal in their social adjustments, and\n\n"}
{"page": 179, "printed_page": null, "text": "154\n\nNATIONAL EDUCATION ASSOCIATION\n\nmentally well-balanced. Such was the evidence from more than a hundred\ncases that we had studied before 1921 .\n\nThe data, however, were hardly adequate to warrant conclusions. It\ncould be argued that our subjects were too few, that they were not typical,\nand that our objective measurements were not sufficiently extensive.\nFortunately, a searching investigation of the entire problem was made\npossible by two grants from the Commonwealth Fund of New York City,\n\nsupplemented by appropriations from Stanford University. The total sum\nmade available was about $45,000. The purpose of the investigation was\nto locate 1000 representative gifted children, to secure for each a large\namount of objective data along anthropometric, medical, educational, social,\nand psychological lines, and then to follow the later histories of these children\nas far as possible into adult life.\n\nThe subjects have been located. Nearly 100 pages of data, mostly of\ntest nature, have been collected for each. Follow-up work is under way.\nA brief statement of some of the results to date may be of interest.\n1. Locating the subjects-Six field assistants devoted an entire school\nyear to the search in Los Angeles, San Francisco, Oakland, and the other\nBay cities. Nearly a quarter of a million school children were sifted.\nFirst, each teacher was asked to name the brightest child in her room,\n\nthe second brightest, the third brightest, and in addition, the youngest.\nThese nominees were then given a National Intelligence test, and all who\nscored high in the National were given a Stanford-Binet. Only those who\nearned an I. Q. of 140 or higher were included in the study.\nAs this standard is not reached by more than 4 or 5 pupils in a thousand,\nit might be supposed that with four nominations from each classroom of\n30 or 40 pupils no gifted children would have been missed. However,\ncheck-up of the method of search indicated that between 10 per cent and\n20 per cent had been overlooked. There were cases in which the brightest\npupil in the entire school of 500 was not named even as third brightest in\nhis class of 35. Nevertheless, with a loss of less than 20 per cent, our subjects may be considered as reasonably representative of their kind. Whatever\nis true of them will be true, in general, of children having I. Q.'s between\n140 and 200.\n\n2. Sex-frequency-The first thing we note here is that the number of\nboys and girls in the gifted group'is nearly equal. There is a slight excess\nof boys-about 10 per cent-but on the other hand the three highest cases\nare girls. Mental tests are beginning to render the old question of sex\ndifference in intelligence about as obsolete as the question whether the earth\nis round or flat.\n\n3. Health and physical traits-Our data include, for each subject, 22\nanthropometric measurements (made with the assistance of Professor Bird T.\nBaldwin) , a one-hour medical examination by a trained specialist in children's diseases, and extensive information furnished by parents and teachers.\nNot all of these data have been worked up, but the main facts are unmis-\n\ntakable. At all ages these children are taller, heavier, better nourished.\n\n"}
{"page": 180, "printed_page": null, "text": "THE CONSERVATION OF TALENT\n\n155\n\nand physically stronger than unselected children. They were above normal\nweight at birth, and showed noticeable precocity in walking, talking, and\nientition. They are freer from organic disease and have a clearer disease\nstory than the average child. Nervousness, stuttering, chorea, habit spasms,\nand other neurotic symptoms occur with no more than normal frequency.\nTheir sleep records at the different ages are from 30 to 60 minutes a day\nzove the norms for 3000 unselected children. They come from families\nwith less than average infant mortality and of more than average longevity.\nDurdatawould seem to dispose once and for all of the ancient superstition\nisto the supposed connection between genius and degeneracy.\n+ Educational progress-The typical gifted child enters school at 64\ncars and enrols at once in the high first grade, although some enrol at\nne in the second or third grade. The average progress quotient for our\nerire group is 115, which means that the typical gifted child is accelerated\n15per cent of his age beyond the normal. In mental age, however, he is\n5per cent beyond the normal. The difference between 45 per cent and\n15per cent is 30 per cent; so the typical gifted child is under-promoted to\nThe extent of 30 per cent of his age. Whether this retardation is warranted\n⚫ahotly debated question. The opponents of rapid progress have rested\ner case on two arguments : ( 1 ) that skipping grades means permanent\nps leading to weak work later on; (2) that rapid promotion jeopardizes\nthe child'ssocial development.\n\nThe first of these arguments has been answered for good and all by our\n#xtensive achievement tests covering the all-important subject-matter of\nJades 2 to 8. The average educational quotients in the different school\nbiects and at the different ages ranged from 130 to 145. The average\nthe averages is above 135. That is, the typical gifted child has already\ntered the subject matter 35 per cent beyond the norm for his age. As\n\nwe have seen, he is actually accelerated only 15 per cent. The difference\nwween 35 per cent and 15 per cent is 20 per cent. Therefore, the typical\ned child is being held 20 per cent of his age below the level to which he\nalready mastered his work. I think this is a rather momentous fact.\n\nAs to the alleged social injury from rapid promotion, I am convinced\nat this danger is more imaginary than real. The injury done by having a\nand study and recite a few hours each day with children who are a few\nars older but of his own mental level, is probably very slight when com-\n\n\"ared with the intellectual and moral injury which is wrought by keeping\n* always at tasks too easy to command his serious efforts.\nAnother fact brought out by the achievement tests is that the mental\nelopment of the gifted child is rarely one-sided. Generally speakhowever, the gifted child does his best work in the difficult subjects\ne success depends most upon the higher thought processes. In allnd information the 8-year-old gifted child is on a level with the average\nid of 12.\n\nThese results have not been attained by the use of hot-house methods.\nNot more than ahandful of our cases have been subjected to such treatment.\n\n"}
{"page": 181, "printed_page": null, "text": "156\n\nNATIONAL EDUCATION ASSOCIATION\n\nMost of the parents have either kept hands off, or have tried to hold the\nchild to a slower developmental pace.\n\nIn the main, our subjects have educated themselves. They have made\nastonishing progress in learning because of their intellectual initiative and\ninsatiable curiosity. 45 per cent of them learned to read before starting\nto school, for the most part without instruction; 20 per cent read before\n\n5; 5 per cent before 4; and in 9 cases before 3. Many of them develop\n\nstrange affinities for such impossible books as dictionaries, atlases, and\nencyclopedias.\n\n5. Social development-The widespread belief that gifted children are\nlikely to be socially queer, sissified, and ignorant of play, was considered\nimportant enough to justify extensive investigation by the test method.\nTime is not available for a description of the tests used, and I shall have\nto ask you to believe me when I say that their validity and reliability have\nbeen statistically established. One of these test batteries had to do with\ninterest in, and knowledge of plays, games, and amusements. By first\nstandardizing this test on 800 unselected children, age and sex norms were\nestablished for play information, for the maturity of play life, and for the\nmasculinity or femininity of play interests. In comparison with these norms\nthe scores of our gifted group showed a large excess of play information .\nnoticeable excess maturity of play interests, and normal masculinity indices.\nThat gifted boys tend to be more effeminate in their play interests than\nunselected boys of the same age has no foundation in fact.\nAnother test, involving a modification of the Jung-Kent-Rosanoff word\nassociation method measured the relative strength of interests in intellectual .\n\nsocial, and activity fields. Its purpose was to determine whether in the gifted.\n\nchild intellectual interests have been developed at the expense of social and\nactive tendencies. The results of this test are not yet out of the statistical\nmill, but the indications are that the usual fears along this line have little\nif any foundation.\nRatings of the children by parents and teachers on such traits as intellectual conceit, social adaptability, popularity, and leadership, fully confirme\nthe test scores. There are gifted children who are eccentric, socially defective, and unpopular; but the proportion of such cases is apparently even less\nthan among children in general.\n\n6. Character traits-One of the most significant batteries of tests used\nwas designed to measure certain traits of moral character likely to be associated with delinquency and incorrigibility. It yields objective scores on\nhonesty of report, honesty in following instructions when there is temptation to cheat, tendency to overstate one's knowledge or ability, moral\njudgment, and interest in types of reading and activity common among\ndelinquents. By comparing the scores of 300 reform school inmates, 300\n\nexceptionally \" good \" public-school boys, 300 exceptionally \" bad \" public-\n\nschool boys, and 600 unselected school children, the value of the test has\nbeen sufficiently established. The fact that concerns us here is that in the\ntraits measured by this test our gifted children rank high. As compared\n\n"}
{"page": 182, "printed_page": null, "text": "THE CONSERVATION OF TALENT\n\n157\n\nwith unselected children, they are more conscientious, more honest, less\nhastful, and less absorbed in questionable interests. Ratings by teachers\nand parents on these and other moral traits confirm the test scores. The\nconclusion is inescapable that here as elsewhere gifted children are superior\nthe common run.\n\n7. Heredity-Children of so many superiorities could hardly have acpired them all through environmental influences. Nor have they, for their\nseredity, too, is demonstrably superior. More than 50 per cent of our group\nhave sprung from the top 4 per cent of the vocational hierarchy. The\nprofessional and semi-professional classes together account for more than\nSoper cent. The unskilled labor classes furnish but a paltry 1 or 2 per cent.\nOne fourth of our children have at least one parent who is a college graduate.\nThe average schooling for parents is about 12 grades completed as comparedwith6for the general population.\nThe list of eminent relatives reads like a roster of American genius .\nFor example, 23 per cent of the members of the Hall of Fame are known\n\nhave relatives in our gifted group, and the number of high officials,\nnerals, statesmen, writers, and other notables is astonishing. One boy of\nNOI. Q. has 34 known relatives listed either in Who's Who or Appleton's\nCyclopedia of American Biography .\nInthis connection two facts of serious portent should be mentioned.\n\n(1)\n\nThe racial stocks most prolific of gifted children are from northern and\nwestern Europe, and the Jewish. The least prolific are the Mediterranean\naces\n, the Mexicans, and the Negroes. (2) The fecundity of the family\ncks from which our gifted children come appears to be definitely on the\nne. This is an example of the differential birth rate which is rapidly\nwuming evident in all civilized countries. It has been figured that if the\npresent differential birth rate continues, 1000 Harvard graduates will at\nendof200years have but 50descendants,while in the same period 1000\nWuth Italians will have multiplied to 100,000.\nThe differential birth rate is doubtless a social rather than a biological\nenomenon, and it is one that threatens the very existence of civilization .\nIn the face of this threat the importance of discovering, conserving, and\n\nking the most of our resources of genius is self-evident. Yet the pedagogy\ngitredchildren is the \" Darkest Africa \" of education. We have been\n* much swayed by the all-American feeling for the fellow at the foot.\nWe have too long taken as our motto the adage that if we look out for the\nmust the foremost will look out for himself.\n\nI have emphasized the desirability of more rapid advancement of the\n2 child. This is important. But grade skipping is far from an ideal\nomplete solution of the problem. The real need is for a differentiation\ncarriculum and of methods such as will give to every child the type of\ndaational diet from which he can derive the maximum nourishment.\n\nN. one would claim that in the education of gifted children we are yet\nof any such goal. Nevertheless, interesting and promising experiare under way. I predict that within a decade or two something\nthe three-track plan of Oakland, Berkeley, and Detroit, supplemented\n\n"}
{"page": 183, "printed_page": null, "text": "158\n\nNATIONAL EDUCATION ASSOCIATION\n\nby opportunity classes for the defectives and for the very gifted, will become\nthe standard. Then, for the first time, will children above or below the\naverage have what every child is entitled to: the opportunity to make the\nmost of whatever ability he possesses. I have no patience with those who\ncondemn this plan as undemocratic. The abandonment of the single-track,\npre-high school curriculum is in fact the first necessary step toward educational democracy. The single-track is a straight jacket which dwarfs the\nmental development of the inferior as well as the gifted. The educational\n\nsentimentalists who defend it, who fear mental tests and ignore or deny\n\nindividual differences, are of a class with those who stake their life on a\n\nCoué formula, fear doctors, and deny the actuality of disease.\nTHE FINANCING OF THE AMERICAN SCHOOLS\n\nGEORGE D. STRAYER , PROFESSOR OF EDUCATION , AND DIRECTOR , INSTITUTE\nOF EDUCATIONAL RESEARCH , TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK CITY\n\nIt has been suggested during the last year that we cannot afford, in the\nUnited States, to finance our present generous program of public education.\nThose who fear that we must retrench base their belief upon the large\nexpenditures that are now being made. The contrast between the number\nof dollars spent in 1890 with the amount spent in 1920 is submitted as\nevidence.\n\nTo understand the situation, it is necessary to contrast not simply the\n140 million dollars spent for public education in 1890 with the thousand\nmillion dollars spent in 1920 for public schools, but we must also inquire\nconcerning the number of days of schooling provided and the type of educational program which prevailed then and now. It is only during the last\ngeneration that we have begun to enforce compulsory education. The\n\nincrease in days of attendance in our public schools was 139 per cent from\n1890 to 1920. Still more remarkable was the increase in high-school\nattendance from 200,000 to 2,000,000. It does not seem probable that we\nwill rest satisfied with our present inadequate enforcement of compulsory\n\neducation. We must look forward not only to an increase in attendance\ndue to increase in population, but also to the increase in attendance which\nwill come from the acceptance of compulsory education as essential to the\nwell-being of the Nation .\n\nA large part of the increase in the amount of money spent for public education is clearly due to increase in attendance. An even larger factor is\nthe decreased purchasing power of the dollar. If we may trust the index\nfigures which have been derived, $1.00 in 1890 would purchase as much as\n$2.90 in 1920. The increase therefore in dollars spent does not mean an\nincrease in support. If we measure support in terms of cost per pupil per\nday of atendance, and if we correct for the changed purchasing power of\nthe dollar, it appears that the actual support provided for public education\nwas less than one tenth more on a per capita basis in 1920 than in 1890.\n\n"}
{"page": 184, "printed_page": null, "text": "THE FINANCING OF THE AMERICAN SCHOOLS\n\n!\n\n159\n\nBut we cannot compare the cost of education in 1920 with the cost in\n1800 without calling attention to the fact that a different sort of educational\npportunity was provided in 1920 from that offered in 1890. It was during\nmis period of 30 years that our modern school system was developed. In\nmeelementary school, we have added music, drawing, the household and\nadustrial arts. It is during this period that our work in physical education\nand health service has been developed. Practically all of the cost of special\nJasses for the defective and delinquent have been added since 1890. Durngthe latter part of this period, the junior high school has been developed\nand only during the past 20 years has the comprehensive senior high school\n\nome into being. During this same period, continuation schools have been\nvablished, classes for the foreign-born and for the illiterates have been\nintroduced, better training for teachers have been provided and buildings\nandequipment have been improved.\nOne who proposes that we spend less for public education must at the\nShe time suggest the part of our modern program which is to be omitted.\nThere are those who speak of the subjects more recently introduced to our\nelementary school curriculum: music, drawing, household arts, and indus'rial arts, as ifwe canmaintain an adequate school system with these newer\nabiects omitted. It does not seem probable that our public, which has\nwisted uponthe introduction of these subjects, will be satisfied to see them\nen out of the curriculum. It is certain that their inclusion is the result\n\na careful consideration of the needs of boys and girls in our modern\nweety. In the older subjects, sometimes referred to as the fundamentals ,\nthereis much that we can teach that has little or no reference to the needs\n\nchildren in the twentieth century.\n\nIt may well be argued, too, that music and art are quite as certainly\nrequired ifwe would have children make proper use of their leisure time as\n\nare reading, writing, and arithmetic. The household and the industrial arts\nare essential in a world in which these fundamental processes can be made\nzvadable for children only through the opportunities provided through\nstools.\n\nOne who would argue against the program of physical education and\nealth service must base his case upon the assumption that we do not receive\n\nanadequate return for the money invested in this field. It will be hard to\n-ake such a case, since whether we measure the work in physical education\nand wealth service, in terms of happiness of individuals, in terms of increased\nlectual achievement, or in terms of economic efficiency, the answer is\nerwhelming in favor of the work that the schools are doing.\nThe argument against expenditures will certainly not find easier ground\n1the cost of education for the defective and delinquent is attacked, or if\nretrenchment is suggested in connection with classes for the foreign-born or\nthe illiterate. We of the profession, and the public who support our\nls, are proud of the great opportunities which have come to boys and\n... through the development of junior high schools and comprehensive\nor high schools. Surely we are not willing to return to the type of\n7\n\n"}
{"page": 185, "printed_page": null, "text": "160\n\nNATIONAL EDUCATION ASSOCIATION\n\nsecondary education which provided opportunity only for those going to\ncollege. Whether the problem be considered locally, or in the State, or in\nthe Nation, those who argue for retrenchment must make their case against\nsome part of the school system as it is now developed. If the public is fully\ninformed, it does not seem probable that they will be willing to dispense with\nany of the educational opportunities now provided.\nIf this expansion of the educational program is justified, and I, for one,\nbelieve that it is, then the increase in support per pupil per day in attendance\nis remarkably small. If this kind of educational program is to be carried\nforward throughout the country, it is perfectly clear that the thousand\nmillion dollars spent for public education in 1920 must be very greatly\nincreased during the years which lie immediately ahead.\nBut it is only fair that we inquire concerning the burden imposed upon\n\nour people through the support that is provided for public education. We\nspent in 1920, as a people, approximately one and one half per cent of our\nincome for education. In 31 out of 48 States, less than 2 per cent of the\nincome of the people of the several States was devoted to public education.\nIn 17 States, more than 2 per cent of the income of the people was spent\n\nfor this purpose. It is interesting to note that in the very wealthy and thickly\npopulated States, the per cent of the income spent for public education was\nrelatively low. For example, in New York, it was 1.18 per cent, in Massachusetts 1.22 per cent, in Illinois 1.36 per cent, Ohio 1.65 per cent, and in\nCalifornia 1.84 per cent. The larger percentages of the income of the people\ndevoted to public education were found in the sparsely settled parts of the\ncountry, particularly in the Northwest. The percentage of the income of the\npeople devoted to public education was 4.41 per cent in Montana, 4.02 per\ncent in North Dakota, 3.76 per cent in Utah, 3.43 per cent in Idaho, and\n3.13 per cent in Arizona. There were no other States in which the percentage of the income of the people devoted to public education exceeded\n3 per cent.\n\nWe are working in a period of increasing expenditures for all Governmen-\n\ntal purposes. Not only must we have more money for schools, but practically\nevery other Governmental service requires more money if it is to be adequately maintained. Something of the change that has come about is indicated by the fact that in 1910 the per capita total State and local expendi-\n\ntures in the State spending the most money was $47.30 ; while in 1920, the\nper capita State and local expenditures for Governmental purposes reached\n$102.26 in one State. In like manner, the median State spent for all Gov-\n\nernmental purposes in 1910 $ 18.86 per capita and in 1920 $39.98, while\nthe State spending the least for Governmental purposes spent $5.45 per\ncapita in 1910 and $2.13 in 1920.\nExpressed in percentage of the income of the people of the several States,\nthose States spending the largest percentage of their incomes for all Governmental expenses may be listed as follows: Montana, 12.45 per cent; Utah,\n11 per cent; Nevada, 10.92 per cent; Oregon, 10.69 per cent; Idaho, 10.59\nper cent.\n\n"}
{"page": 186, "printed_page": null, "text": "THE FINANCING OF THE AMERICAN SCHOOLS\n\n161\n\nThe States spending the smallest percentages of their income for all governmental purposes are as follows. Alabama, 3.22 per cent; Georgia, 3.29\nper cent; Texas, 3.30 per cent; Virginia, 3.87 per cent; North Carolina,\n4.22 per cent.\n\nAmong thewealthy States, the percentages fall in between these extremes.\nThese States spend for all Governmental purposes as follows: Illinois, 4.77\npercent; New York, 6.12 per cent; California, 6.89 per cent ; Massachusetts,\n1.99 per cent; Ohio, 7.58 per cent.\nMuch of the anxiety concerning Governmental expenditures has been due\nto our antiquated revenue system. In meeting the cost of education, we\nneed to consider the possibility of developing a revenue system which will\nequitably distribute the burden to be borne. The present practice of\nderiving the greater part of our revenues for education from taxation upon\nreal estate\n, must be changed. It has been pointed out by students of taxacon for many years that the ownership of real estate is not an adequate\nmeasure of the ability of the individual to pay taxes. In their report on a\nmodel tax system the Committee of the National Tax Association proposed,\naddition to the property tax, that every person having taxable ability\nshould pay some sort of direct personal tax to the government under which\nhe is domiciled, and from which he receives the personal benefits that government confers. They proposed, as well, that business carried on for profit\n\nnany locality should be taxed for the benefits which it receives. The\npersonal income tax has been accepted by 17 States.\n\nThere is a con-\n\nRantly increasing number of individuals who enjoy relatively large incomes\nI ho can be reached in no other way so satisfactorily as by the income tax.\n| Many doctors, lawyers, architects, and other professional men and women\nand many wealthy persons having large holdings of intangible property,\nape taxation where the income tax is not imposed.\nThis same committee proposes that personal exemptions be smallar a single person, $600; for husband and wife, $1,200 ; and $200 for\npendents; with a maximum family exemption of $1,800. It is proposed ,\naswell, in this report of the Committee of the National Tax Association,\n\nHat the rates should be moderate and progress from not less than I per cent\na maximum of 6 per cent. This form of taxation will undoubtedly be\n\narpted sooner or later by all of the States. It is most desirable that this\nsonal tax, which cannot be shifted, and which brings home to the taxpaver his personal obligation for the support of the government under which\n\nlives, be utilized as a means of increasing the revenue necessary to\namain governmental enterprises.\nThebusiness tax has been levied in one form or another over a long period\nLicenses and fees have been exacted, and more recently a tax on\nyears.\nincome derived from business has been found effective and equitable.\n\nThe Committee of the National Tax Association proposes that business taxes\nlevied on the net income derived from business carried on within the\n\nlevying the tax, and that it be proportional and not progressive.\n\n"}
{"page": 187, "printed_page": null, "text": "162\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe States which have made the greatest progress in the development of\ntheir revenue systems have created permanent tax commissions. No system\nof taxation will prove satisfactory unless the States place in the hands ot\n\nsome permanent central authority the administration of taxes. This State\ntax commission should administer the income and inheritance taxes and\n\nshould have supervisory authority with respect to the assessment of all\nproperty subject to local taxation. The National Committee proposes:\n( 1 ) that local assessment districts be made large enough to justify the employment of at least one permanent official in each such district; (2) that\nassessors be appointed, rather than elected; (3) that assessors serve for at\nleast four years; ( 4) that assessors be subject to removal by the State tax\ncommission.\n\nIf reforms, such as have been proposed, are carried out, we shall be\nable to finance our schools. As a people, we do not lack economic resources.\nThe difficulty is rather with our faulty tax system. The problem is not one\nof finding new sources of revenue, for there are none. It is rather one of\ndevising suitable methods for tapping the resources that exist.\nAnother factor in the development of an adequate system of financing the\nschools centers around the problem of the unit of school support. With the\nmost equitable revenue system that it is possible to develop, we will still\nhave within a single State, local communities, whether school districts, townships or counties, that are relatively very wealthy and other localities that\nwill be very poor. It is only through State support based upon a sound\nrevenue system that it will be possible, within the State, to equalize both the\nopportunity for education and the burden of taxation to be borne. In like\nmanner, if we admit that the well-being of the whole country is determined\nby the education which is provided in every part of it, we cannot ignore the\nwide variation which exists among the several States in their ability to support\npublic education.\n\nWe have known for a long time from the estimates of wealth available,\nthat the States vary greatly in their per capita wealth. A recent publication\nof the Bureau of Economic Research estimates most carefully the income\nof the people of the several States. From this report we find that the per\ncapita income in the States showing the lowest income per capita are as\n\nfollows: Alabama, $345 ; Mississippi, $352 ; Tennessee, $365 ; Arkansas,\n$379; North Carolina, $383 ; Kentucky, $392. Contrasted with these\nfigures are those for the States in which the people enjoy a large income.\nThese States show the following incomes per capita: Massachusetts, $788 ;\nOhio, $789 ; Delaware, $792; New York, $874; California, $820 ;\nNevada, $850.\nIf education is essential to the well-being of the Nation and if we propose to make good the promise of equality of opportunity, we shall be com-\n\npelled to provide a larger measure of National support. To deny National\nsupport is to propose that some States spend twice as large a proportion of\n\ntheir income for education than do other States. To lay upon the people\nof one State double the burden which must be borne by those living in\n\n"}
{"page": 188, "printed_page": null, "text": "THE FINANCING OF THE AMERICAN SCHOOLS\n\n163\n\nanother State for the accomplishment of a great national purpose involves\nthe grossest injustices. Many of the poorer States are today carrying a\nheavier burden than the wealthier, in order that they may prepare boys\nandgirls for citizenship in our common country. Four out of the six States ,\n\nthe smallest per capita income-Alabama, Mississippi, Tennessee, and\nNorth Carolina-spend a percentage of their income for education equal\nro or larger than the wealthier State of New York devotes to this purpose.\nWhile we ask for the support of our public schools with the increased\nrevenues which must be provided, we are under the obligation to examine\ncarefully our procedures in the administration of schools. Efficient administrationrequires that inmany of our States we organize large units of administration. Then an argument for local self-government, which originally\nbrought into being the school district and school township unit no longer\nas weight. With the development of good roads and the coming of the\nsutomobile it is easier for the people of a county to act as a unit than it was\n\noriginally for them to coöperate in the school district or township. We find\ntoday in the smaller school districts the highest cost and the lowest efficiency.\nI economy is to be effected, there should be no unit too small to employ a\numpetent professional administrator.\nWe need in all of our school systems in the United States more adequate\n\nacounting and budgetary procedure. It is only as we develop accounting\n⚫hich enables us to discover the variations in costs which exist among the\neveral units of a single school system that we may hope to effect the econes which are possible. In those communities in which adequate cost\nacounting has been introduced it has been found possible to effect savings\naschool supplies, inthe coal bill, in the cost of buildings, and the like.\nItisjust as important that we adopt more commonly than is now the case\nsiequate budgetary procedure. With unit cost on the one hand and a caredefinition ofthe program of work to be carried on on the other, it should\npossible to propose a budget and to indicate clearly to the community\nst why the amount of money proposed is required to carry on the school\nSistem\nIt is only when such adequate information is available that the\na-payer has an opportunity to vote intelligently with respect to the fiscal\nTinistration of his school.\n\nNone of us would claim that the present program of education is peryadapted to the needs of our society. We shall continue to inquire\nverning the curriculum and we shall just as certainly make progress\nthe organization of our schools. It is possible that we may save time and\nPhatwe shall effect economies.\n\nExpenditures for public education are properly thought of as operating\nreplace capital which is being constantly used up. If no schools were\n\"aintained over a period of a single generation, the effect on the economic\nof a people would be most disastrous. In the modern industrial society\nwhich we live, it is quite as important that we should provide capital in\nof educated men and women as it is that we should build railroads\nratories.\n\n"}
{"page": 189, "printed_page": null, "text": "164\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe question of spending a larger percentage of our income for education\nis, in the last analysis, one of our scale of values. If the people of the United\nStates believe that education is of greater importance than the other purposes\nfor which they spend money, either through the Government or privately,\nthen we can expect relatively larger expenditures for education to be voted\nby the people.\nIf we believe that the American ideal which suggests that every individual\nshould have an opportunity for making the most of himself is more important\nthan amassing wealth, more important than any other Governmental enterprise, then we shall certainly support our schools. It is the obligation of\nour profession to hold before the people of the United States this ideal of\nthe founders of our Republic. We must seek to develop that standard of\nvalues which places opportunity for individual growth and development\nabove any other good which can be secured. We must help our public\nto stand fast and to work, yes, even to sacrifice, in order that the day may\ncome in America when there shall be guaranteed to all\nequal chance in the race of life.\"\n\n\"\n\na fair start and an\n\nTHE TEACHER AS A STUDENT\nJAMES F. HOSIC, ASSOCIATE PROFESSOR OF EDUCATION IN CHARGE OF\nEXTRAMURAL COURSES, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK CITY\n\nAprofession, according to Palmer, is an occupation upon which one enters\n\nonly after a long period of rigorous preparation. Judged by this standard\nteaching in America is still, for the majority of those employed in the common schools, only a job. By comparison medicine is a long way in advance.\nThe average physician is said to be about 37 years of age. He completed\nfive years of college work. He earns over four thousand dollars a year.\nHe has had eleven years of practical experience. Even the humblest of his\ncolleagues was required to pursue a college course for at least one year\nbefore beginning his professional study, to say nothing of the professional\ntraining itself. The chances are at least equal that he is a member of the\nAmerican Medical Association and he is certain to be a subscriber to one or\n\nmore journals of medicine.\nComparison with teaching is not complimentary. The majority of the\nteachers in our public schools entered upon their work with no professional\ntraining at all other than that acquired by being themselves pupils in the\nschools. The average salary earned by them is between six and seven hundred dollars. The average practical experience is less than five years. At\nleast one teacher in nine is a beginner. Only a minor fraction of our teachers\nbelong to the National Education Association or subscribe to a professional\n\njournal.\nThe fact that it is the teaching population of the rural schools that brings\nthe average down to such figures but serves to emphasize the gravity of the\n\n"}
{"page": 190, "printed_page": null, "text": "THE TEACHER AS A STUDENT\n\n165\n\nstuation. The inference to be drawn is obvious. A vast army of young\n\npersons enter upon the work of teaching year by year who are inadequately\nquipped for their task. If the lack is ever to be made up, it must be while\nthey are in the service.\n\nBut the necessity of study and improvement is not confined to the raw\nrecruits. America is not a land where \" custom slowly broadens down from\nprecedent to precedent,\" but rather a country wherein \" nothing constant\n* but ever change.\" The pace is rapid. Scientific investigation and experiment, together with the transformation of social conditions, is ever ushering\nn the New Education. The new school demands the new schoolmaster.\n\nThe teacher and the school officer alike must invest new capital, no matter\nwhat degree he holds nor from what alma mater, each must still play the\n\nstudent. He can not justly say, \" I have completed my preparation. Behold\nthe finished educator! \"\n\nThis is now generally recognized. Since the turning of the century an\namazing development has taken place. Summer schools are now as common\nblackberries and enormous in attendance. During the school term whole\n\nwhool systems are organized into study classes. Extension departments rival\ni\n\ni\n\nresidence apartments in enrolments. Lecturers go everywhere. Meetings\nltiply. There is a very fever of activity. The era of training in service\nwedno longer be prayed for. It is here.\nThe problem of the hour is not to induce teachers to seek improvement;\nis rather to provide more effective means.\nContinuity-Programs of improvement are at present too spasmodic and\n* fragmentary. We live from day to day. We hold revivals. We run\nher the most advertised nostrums and lose balance and perspective. There\n⚫confusion of values and cynicism sometimes follows upon a naive\nnthusiasm.\n\nLeaders must plan ahead. Instead of mass meetings, with miscellaneous\nPrograms, each chairman vying with his predecessor in the brilliance and\n\nFenety of imported \" talent \" which he secures, carefully unified programs\nuld be prepared in sequence from year to year. Serious study of educa* nal problems and policies should replace the all too common annual brainworm and periodical miscellany.\n\nThis reform is needed at each stage, from the individual teacher's own\nPan of self-improvement to the work of the National Association itself.\n\nIwill venture but one definite suggestion-namely, how the State educaional association might function. Assuming that there is a central body\nof representatives, I would urge that these representatives with the help of\nperts and the coöperation of the State school officers, lay out a program\n\nst study and improvement for the year. This should be fully set forth and\nterpreted in the State educational journal. Here the specialists should\n. A systematic follow-up should be instituted through district meeting\n\nand local circles. The State secretary and editor of the State journal has in\nath ascheme an opportunity of leadership unlimited in its possibilities, as\nwe have already demonstrated.\n\n"}
{"page": 191, "printed_page": null, "text": "166\n\nNATIONAL EDUCATION ASSOCIATION\n\nOrientation-We must strive to see education steadily and see it whole.\nIn our eagerness for a technique which shall have a scientific sanction we\nmust not neglect to cultivate an educational philosophy a central viewpoint,\nto which all details may be related and subordinated. Are children living or\nonly preparing for life ? If they have now the right to life, liberty, and the\npursuit of happiness, how shall that life be characterized ? How shall it be\ncontrolled ? And is the ideal of democracy so clear and so settled in the\n\nminds of all teachers that it needs no exposition ? We can not honestly say\n\nyes to all of those questions. Better orientation is everywhere needed, more\nemphasis on foundation principles, wider knowledge of the steps by which\nwe have come out of the past into the present.\nSuch knowledge can not be grasped early. It is \" years that give the phil-\n\nosophic mind.\" Even in the more favored centers the normal colleges can\n\nhope to make only a beginning of orientation. The nature and purpose of\neducation require life-long study.\n\nThe newer educational psychology is comparatively simple, objective, and\nverifiable. Familiarity with it is, however, by no means universal, and even\nif it were, the application of it to the actual life of the school requires a long\nperiod of constant effort and experiment.\nUpon these two, philosophy and psychology, the theory of method must\nmainly rest. Without them method is but rule of thumb, unanalyzed habit,\nimitation, or a mere set of devices and procedures whose real value is\nunknown.\n\nRecently, moreover, the educational laboratories have developed a very\nconsiderable body of objective measures of ability and attainment. Their use\nis rapidly becoming general. What place should they in fact occupy? What\nuse should the classroom teacher make of them? Precisely what significance\nshould be attached to the results obtained by them. These are current ques-\n\ntions. They grow more troublesome every day; soon every teacher will feel\nobliged to face them.\nAdd to all of this the ferment over the selection of subject matter and its\n\nembodiment in courses, books, and material which is always among us, a\nwell as a constantly growing insistence on extra-curricular activities, and you\nhave a truly serious and imposing task, which only such continuous policies\nas have been already suggested can cope with.\nDifferentiation-But we must also differentiate ; more and more the\n\nteacher becomes a specialist. Side by side with the opportunity to master\nprinciples capable of general application must be created opportunity to gain\na firmer grasp of the problems peculiar to pupils of different ages, different\ncapacities, different interests, different environments.\nNor should all teachers be lumped together as in need of the same instruction, assistance, and opportunity for improvement. Recognition, as several\nhave proposed, of ranks through which teachers might pass is at least worthy\nof trial. The beginner would thus be distinguished from the experienced\nworker. The master teacher or expert would rank still higher and might\nbecome an expert trainer of those less competent. Many school systems,\n\n"}
{"page": 192, "printed_page": null, "text": "THE TEACHER AS A STUDENT\n\n167\n\nmany supervisors, and a few summer schools observe these distinctions, but\nthereis still too much herding in flocks regardless of actual needs.\nBalance of academic and professional study- In general, teachers are quite\nsmuch in need of more scholarship as of better aims and better technique.\nThe tendency on the part of teachers in service is clearly away from subject\n1\n\nmatter courses. They want to study education, particularly method. Obviusly a person of limited experience with life is in no position to lead others\nnto a deep and rich experience with it.\n\nAmerican teachers in general are undoubtedly clever and superficial\nrather than scholarly. Now that the need of professional training is widely\nteit and is rapidly becoming required, we can afford to stimulate renewed\nactention to subject matter. Failure to do this will certainly result in a\nharmful reaction against the study of the processes of education. Indeed,\nproper attention to the processes which the student himself employs in the\ntudy of history, geography, science, and the arts will often afford a better\ngrasp of method than a more direct but isolated attack.\n\nCaution in commending the results of scientific investigation-Research\nthe hope of the future. It alone can give us a science of education. But\n\ntheway of science is long. Experiments must be tried again and again before\nwecanbe sure of their significance. Too many investigators in education\nForget this. They rush into print at the first opportunity, not in a sober,\n\nscentific way, but with the zeal of reformers. Instead of reporting tentative\nnclusions for other scientists, they write propaganda for teachers.\nThe effect is bad. Teachers are urged one year to teach no silent reading\nntheprimary grades, while the next year they are advised to the contrary.\n\nSome of our young savants are too cocksure. If they had more practical\nexperience, they would be more cautious.\nThose concerned with the improvement of teachers in service, however\nuch they may favor research, must help to check some of these young\nenthusiasts. Otherwise there will be confusion, waste, and reaction. Teach12will alwaysbe an art, and art requires imagination, sympathy, and skill\nborn of long practice. It can never be reduced to a formula.\n\nSupervision, the chief agency-Of the numerous agencies for the improve\"ent ofteachers now in action supervision is far the most important. Indeed,\nnit depends in large measure the effectiveness of all the others. For\ne supervision is closest to the situation. He can best decide what help is\nneeded. He can best provide for continuity and for individual needs.\nAbove all, he canharmonize academic with professional interests and insure\nThe putting of new equipment to good use.\n\nFortunately supervision is becoming recognized as a separate and distinct\nion. Its importance is generally conceded. It is becoming a profession\ndefinite qualifications are required for it. The technique demanded is\nof the same type and rests upon the same principles as the best of modern\n\naching-namely, the technique of group management.\nThe true supervisor is a leader. He arouses enthusiasm for the goal.\nHenspires and directs the search for the sure and direct road toward it.\n\n"}
{"page": 193, "printed_page": null, "text": "168\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe continued growth and well-being of his colleagues is his constant care,\nnor does he ever forget that example is more powerful than precept. Hence\nhe is always himself the judicious student.\nCoöperation between teachers and supervisors and the wise use by them\nof books and periodicals, summer schools, extension classes, opportunities for\ntravel and observation, conference, and investigation, these are the means\n\nby which the too general lack of maturity, scholarship, and professional training among teachers of which we are all so conscious, shall be made up. The\nprincipal and supervisor are pivotal. The immediate future of teaching is\nlargely in their hands. And even if we had all the training schools we could\nwish for, their work would needs go on.\n\nThe question of academic degrees Recently many administrators have\nthought it wise to reward the attainment of academic degrees by salary\nincreases. The practice involves grave perils, especially where degrees are\n\ngiven undue weight in determining the teacher's desert. Already we hear of\nyoung things from college going upon the schedule far in advance of mature\nteachers whose efficiency is unquestioned. This reflects a childlike faith\nin the value of college training as a preparation for teaching. At the least\nit passes on to the college the responsibility for judging the merit of the\nteacher. It certainly places the principal outside of the picture.\nLet us at least invoke the saving grace of the phrase, \" other things being\nequal.\" It will certainly prove as unwise to rate teachers according to their\nacademic standing as to classify wholly by an intelligence test. All existing\nfactors must be taken into account.\n\nAll the teacher's study will be vain if it does not deepen his devotion.\nProfessor Palmer declared that he could afford to pay Harvard College for\nthe privilege of teaching in it. Such loyalty alone can make the greatest\nteachers possible. Somehow we must commend our profession to the ablest\nin every community as a career. We must induce the choicest spirits among\nus to dedicate their lives to the work of education. And we must all of us\n\nyear by year renew our vows. We must study to serve.\n\nEDUCATIONAL RESEARCH AND THE AMERICAN\nSCHOOL PROGRAM\nCHARLES H. JUDD, DIRECTOR OF SCHOOL OF EDUCATION , UNIVERSITY OF\nCHICAGO, CHICAGO, ILLINOIS\n\nEducational research has exhibited in recent years in the United States\na most phenomenal development. Universities and colleges vie with one\nanother in setting up departments and schools devoted to the cultivation\nand dissemination of the science of education. City school systems are\ncoming to regard a department of reference and research as indispensable\nto their complete equipment. The Federal Bureau of Education and many\nof the State departments of education are preparing and publishing bodies\nof exact information on educational practices and results which exhibit a\n\n"}
{"page": 194, "printed_page": null, "text": "1\n\nEDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM\n\n169\n\n**gh degree of perfection of the technique of scientific inquiry. The National\nEducation Association has contributed to the movement by devoting a part\nof its resources to the erection of a department of educational research.\nThere are some observers who look upon all of these efforts as distinct\nandseparate from the practical business of conducting schools. The teacher\nandthe principal charged with the responsibility of dealing directly with\nthe complex personal problems that arise day by day in the classroom are\nmetimes impatient of the remote generalizations of the research student.\nThe member of the board of education and the taxpayer who feel the stress\nefpublic opinion are often doubtful about the expenditure of public funds\nor any purpose other than direct practical handling of routine problems .\nThe tendency to stigmatize all research as mere theory is sometimes strong,\nespecially whenthe results of investigation seem to demand the abandonment\nof traditional modes of procedure.\n\nThe antithesis between theory and practice often becomes acute, and in\nnot a few cases theory has ultimately found itself in the wrong. This paper\nsinno sense of the word aplea for the infallibility of educational research.\nEducational research, like every other American institution, is the product\nfAmerican genius, and as such exhibits the vigor and energy of an ardent\nivilization pushing forward by every means at hand to the new and more\ni hopeful solution of social problems.\nOne cannot overemphasize the fact that educational research, whatever\ntsshortcomings and whatever its failure in the past to coördinate its efforts\nwith those of practical school officers, is the typical American method of\nviving the problem of school control. In the long run, American comunities are willing to be guided by reason . They will not submit to\ni\n\nActation from persons, but they will be guided by facts. The most impressve characteristic of our democracy is its substitution of the authority of\ncientifically verifiable findings for the authority of arbitrary powers.\nIam sure that there can be no offense to our European neighbors if I use\nasthe means of showing the reason for the rapid development of the science\nofeducation in the United States two incidents which illustrate the contrast\nbetween ourselves and the older civilizations across the water.\n\nIn1913 I had the opportunity of spending some time in the schools of\n\nEngland and Germany. As I went about among the schools of England,\nibecame aware that a strong hand reaching down from above was putting\nto the British schools a new system of physical education. Not a little\nation was resulting. I was much interested in the pursuit of my study of\ncational organization to secure ultimately in London an interview\n⚫ththe member of the central staff of the English Board of Education who\nresponsible for the vigorous introduction into the schools of this new\n\nPegram of physical education. I asked him, without making reference to\nservations, what his plans were and how they were succeeding. He\n\"ad me inperfectly clear terms what his plans were. He had been taken\n\n\"rom the army and told to make the nation a people physically fit to bear\nand he was doing it.\n\n"}
{"page": 195, "printed_page": null, "text": "170\n\nNATIONAL EDUCATION AssociatION\n\nTo my obtuse American mind in 1913, the motives for such a procedure\nwere not altogether obvious. After discussing some details of his plans\nand procedure, I asked the question which my mind naturally raised in\nterms of my American habits of thinking, \" How do you know that the work\nis going well in the schools ? \" This question brought the immediate reMy inspectors make reports to me.\" \" But,\" I pointed out,\nsponse,\ninspectors sometimes misestimate situations. Have you no tables of\nresults, no charts or diagrams with which to check up the reports ? \" This\nquestion seemed a little hazy to the head of physical education of England\nso I put the question bluntly : \" How do you know that the inspectors are\nright ? \" Now the question was understood and the answer was clear.\nHe said: \" Sometimes I go down myself. \"\nThe authority which is reflected in that remark is truly exhilarating.\nHow satisfying it would be if we could at times descend from the center\nupon some recalcitrant peripheral school and tell that school what to do next.\nNo one can fail to see that the immediate effect would be decidedly wholesome. Suppose, for example, one of us could go to some city where the\nboard of education is quarreling with the superintendent or is issuing\nwasteful building contracts and could say what ought to be done. The\nimmediate result would, I am sure, be improvement. The impressive fact is,\n\"\n\nhowever, that in America there is no such possibility. American communities\nhave the inalienable right to do very much what their wisdom or ignorance\ndictates. They may have physical education or physical stupidity as they\nprefer. The American way is the local way.\nSlowly and inevitably there must emerge from our crude American way\na new method of guidance. We have blundered often and are blundering\ntoday. We cannot appeal to authority. The time comes, however, and this\nis the reason for the American program of educational research when there\nwill be a table of measurements prepared by somebody showing what is the\nresult here of a good program in physical education and the result there of\nthe absence of such a program and that table will assume sovereign control.\nAmerica has been favorable soil for the growth of the science of education.\n\nNo other civilized nation is so ill-equipped with central authorities in\nschool matters as are we.\n\nNo other nation has realized as we have the\n\nneeds and possibilities of a science of education. We have borrowed\nmethods from Europe and have studied the older social sciences as models\nfor our science of education, but it has remained for us and for this newest\n\ncivilization to give lavish support to this newest of the sciences. We have\nbuilt up the science of education because it is the central authority and the\nsource of controlling power in a democratic school system.\nI have a like incident reflecting the contrast between European thinking\nand American thinking. An inspector of German schools who was at the\nsame time head of a teacher-training institution exhibited some curiosity\n\nabout our crude methods of supervising the curriculum and methods of\nteaching.\nI am told,\" he said, \" that you change superintendents every\nfew years and sometimes very suddenly.\" Mindful of some of the kaleido66\n\n"}
{"page": 196, "printed_page": null, "text": "EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM\n\n171\n\nscopic changes I have observed, I admitted that the statement was no overtatement ofAmerican flexibility of organization. \" Does this not seriously\naffect the stability of the schools? \" asked the German inspector. The best\nI could do was to try to reflect in carefully chosen phrases some of our\nAmerican enthusiasm for that unstable equilibrium which is favorable to\nForward movement.\n\nConverts though we may be to a rough-and-ready disregard for traditions,\nIam sure that you and I must recognize that the throwing away of a stability\nbased on past practices makes inevitable the cultivation of a science which\nshall guide practice into more productive channels. There are two ways of\nweiding social chaos; one is to adhere tenaciously to those traditions which\nhave made survival thus far possible; the other is to find new ways through\ntheexercise of intelligence.\nTheAmerican school system isunique in its decentralized control and its\nTobility. The American school system is unique in the energy which it\nhasput into the cultivation of the science of education. The two statements\n\nelong together. He who thinks of educational research as a thing apart,\nasdivorced from practice, as unfriendly to the daily routine of school life,\na'stosee that in the fundamental character of our school system is imbedded\nat seed of scientific control which is growing so rapidly into marvelous\nmuition.\n\nThere is no possibility on an occasion like this of adequately reviewing\nthe progress ofAmerican educational research. One may think of some of\ntheearly attempts at intelligent democratic control which in the light of\ndern methods must be denied the title \" scientific.\"\n\nHorace Mann and\n\"\n\nHenryBarnard made school surveys at a time when the term survey\" had\nbeen applied to social situations. The frank and ruthlessly honest critins of these early surveyors were resented as have been later revelations\n50: butthese pioneers were true exponents of the American idea that school\nntrol must come through a full knowledge of results.\nLater came that historic effort to interest teachers and parents in a study\n\ndren, the child-study movement led by G. Stanley Hall. Crudity of\nthod and inadequacy of observation on the part of those who attempted\nexploit this movement led to its early collapse. The enthusiasm that\n\ne movement generated and its disruption of traditions are, however, subatal contributions to the history of American educational research .\nThe brilliant statistical analyses of Thorndike and Ayres, the measure\"ent of results initiated by Rice and carried forward by a host of workers,\n\nthe arduous applications of tests to the organization of the work of public\nchool systems by Courtis and others, the study of exceptional children by\n\nIerman, Whipple, and others, the newer work on the curriculum by\nSetand Charters, the laboratory analyses of handwriting and reading\ncolleagues, and other lines of work, ought to be discussed at greater\nh thanthis occasion permits if they are to be adequately evaluated.\nThere are two forms which educational research has taken on in this\ntrantrywhich must be made subjects of special comment even if our cursory\n\n"}
{"page": 197, "printed_page": null, "text": "172\n\nNATIONAL EDUCATION ASSOCIATION\n\nreview omits the mention of many workers of prominence and of many\nof their notable achievements. These two forms are the school survey and\ntests of general intelligence.\nThe early school surveys grew out of conditions of stress. One thinks\nof the New York survey and of the surveys of Portland and Springfield.\nIn these cases school costs had been soaring, and the taxpayers or their\nrepresentatives asked for evidence that they were receiving value for the\nmoney which they were expending. The surveys utilized such methods of\nscientific investigation as were at hand and attempted to supply the grounds\nfor impartial and impersonal judgments on the situations. The results of\nthese early surveys were not always happy. Controversies arose as to the\nadequacy and impartiality of the methods of investigation employed; and\n\nsuch adverse judgments regarding the school systems as the surveyors felt\nobliged to express were bitterly resented as personal attacks on the school\nofficials.\n\nThe early surveys rendered, however, a great service in furnishing an\nopportunity to refine scientific method. They gave opportunity to try out\nrapidly on a large scale and under the fire of direct practical criticism,\nscientific methods in education which could not have been matured in a\n\ngeneration under the conditions of ordinary routine.\nWhat Hanus and Cubberley and Ayres accomplished in New York,\nPortland, and Springfield was much more than to show these respective\ncities how to evaluate their school systems; they contributed to the development of methods of scientific investigation, which have come to be recognized\nas having universal application.\n\nThe survey movement in its early days was ambitious in the most unlimited degree. It attracted the services of the ablest students of the science\nof education and it made sweeping recommendations.\nThe movement reached its climax in the Cleveland survey. Since the\ncompletion of that survey there has been an obvious tendency to carry on\n\nthese undertakings more as a part of the ordinary routine. The conduct\nof surveys has been referred increasingly to such constituted public organizations as the Bureau of Education, the General Education Board, State\ndepartments of education, and the like. Furthermore, there has appeared a\n\ntendency to break up the general survey into surveys of particular aspects\nof school situations as illustrated by Strayer's work on school buildings.\nThe advantage of the special survey of a particular aspect of school work\nis that it is much easier to assimilate a few direct recommendations relating\nto a limited phase of the educational program than it is to try to accomplish a wholesale reform on the basis of a hundred sweeping criticisms.\nTo summarize, the survey movement began about a decade and a half ago\nand with astonishing rapidity matured to the point where any community\nwhich wishes to avail itself of the services of experts can arrange to do\nso and can through these experts have the advantages of a body of scientific\nmethods which a generation ago were hardly dreamed of.\n\n"}
{"page": 198, "printed_page": null, "text": "EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM\n\n173\n\nThe tests of general intelligence have been prominently before the reading\npublic during the last twelve months. The science of psychology has been\nhardatwork for three quarters of a century trying to devise ways of securing\nan exact and useful measure of human traits and human abilities.\n\nThe\n\norganization of the American army in 1917 furnished an opportunity for\nthe psychologists to apply on a vast scale the methods which the laboratory\nhasproduced.\n\nSince the war the problem of carrying over the lessons of the army tests\ninto peace conditions has absorbed much attention and given rise to many\ndisagreements. Some there are who have recklessly asserted for tests\npossibilities which every careful student of human nature knows to be pre\npusterous.\n\nThere is an intoxication of enthusiasm which is sometimes as\n\ninconvenient for the public as other forms of unbalanced irrationality.\nThat tests have been advertised for purposes to which they were and are\nnadequate is certainly true. The time is coming rapidly, however, when\ntests will be understood, when their limitations and their virtues will be\n\nequally known, and when schools will find that general intelligence tests\nare indeed no panacea for all ills but useful additions to the ordinary devices\nused in classifying students and organizing school work.\nUp to this point I have attempted to sketch in the barest outline the\nhistory of agreat movement. In a period so short that the memory of many\nof us reaches back to its beginnings, the science of education has developed\nasthe natural expression by a democratic people of their determination to be\ngu.ded by reason and by reason alone.\nNo one can forget that just a few years ago there was doubt in our\nmidst about the possibility of directing school procedure through the measurement of results. Full well do we recall that historic occasion when the\n\nNational Council spent a session listening to the attack of conservatives\n22anst the progress of educational science.\nThe details of our science are by no means worked out, but the major\n\nvictory is won. There can be no doubt that universities and colleges will\n20 on developing the resources of departments of education, that State and\nNational governments will go on supporting research in this field, and that\ncity systems will increasingly organize bureaus of investigation.\nThe time has now come when this movement must define itself with suffiGent clearness to attract to its support adequate resources. Industrial con-\n\nens no longer begrudge to chemistry and physics the funds necessary for\n*emaintenance of elaborate investigations, because industry has learned\nhat research is the source of all its new masteries of physical materials.\nCommunities no longer begrudge to those who provide sanitary water and\nutilities the funds necessary to perfect on a vast scale the engineering\n.pment necessary for these sources of human well-being. It is our\nrs and our opportunity to show the public of the United States and of\nthe world that education can be organized in such a way that it will make\nat indant returns on all of the investments which are made in carrying it\nforward.\n\n"}
{"page": 199, "printed_page": null, "text": "174\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere may at first sight seem to be inconsistency between the optimistic\nstatements which have been made about the successes achieved by the science\nof education and the plea for increase in resources which is voiced in the\n\nforegoing paragraph. Success, however, has brought its problems and they\nare grave.\n\nIt is no longer possible, through the isolated efforts of individuals or\nthrough the uncoördinated efforts of institutions and school systems, to carry\non the extensive researches which are required in order to direct the next\n\nsteps to be taken in American education. We are living in a period when\nthe eight-year elementary school and the four-year high school and the\nfour-year college need to be welded into a single continuous educational\nunit. How shall this be done ? No individual, however generously endowed\nwith genius, can supply the formula for this new organization. No single\nschool system can try out the necessary experiments and test the devices\nwhich must be perfected before reconstruction is completed. What we need\nat this time is coöperation and the best possible methods of scientific evaluation of many experiments. The successes of the past have brought us to\nthe point where only vast resources will make possible the complex investigations that will result in clear vision as to the next steps to be taken.\nAgain, there is need of a new conception of the duty of the community\ntoward its individual members.\n\nIt was the belief of the older aristocratic\n\nStates that knowledge and its attendant power were the exclusive property\nof the upper class. The educational program of the schools was constructed\nwith a view to supplying that which the single class most needed. We are\ncoming to recognize that in a democratic State it is advantageous to prepare\nall those who share in the duties of citizenship for their manifold and\ndiverse duties. Education must undertake the dissemination of types of\nintellectual material which formerly were not included in the work of the\nschool. It must cultivate skills which were formerly left to the chance\nimitations of ordinary life.\nThe reorganization of the content of instruction thus demanded cannot be\nworked out on any petty scale. It must not be worked out in the spirit of\npartisan preference for industrial education on the one side and literary\neducation on the other. The science of education, with its impartial view\nof the needs of the pupils, must devise methods of critical evaluation of\neducational content and educational methods and must solve the problem\nof a new curriculum for American schools. Again it is apparent that this\nis not the task of isolated individuals or uncoördinated institutions.\n\nOther problems could be described which are maturing at this time and\ninvolve readjustments of a magnitude which call for large extensions of the\nscience of education if it is to fulfill its mission of supplying America with\n\nreasoned control of public education. We are led, therefore, to the question: How are provisions to be made for the proper development of a science\nof education to present-day demands. The answer is to be found, first, in a\n\nunion of all of the educational forces of this country and, secondly, in an\nenlistment of the power of the Federal Government in the pursuit of educational research.\n\n"}
{"page": 200, "printed_page": null, "text": "EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM\n\n175\n\nThis National Education Association should be convinced by its own\nistory that it can be a real power in America only as it becomes a source of\nsound and scientific pronouncements on educational policy. There are those\nwhohave attempted to dominate this organization by political methods, and\nfrom time to time they have succeeded for a period. There have been days\nwhen it looked as though the boss system, so well known in American life,\nwere to be the form of control of this Association. Each time that bossism\n\n25 appeared, however, it has demonstrated its inadequacy and has thus lent\npowerful aid to the cause of educational science. There will ultimately be\nnly one way to secure leadership in this Association. That will be through\nappeal to reason. The National Education Association is able to organize\neducational research on an enormous scale if it will direct its efforts to\n\nconstructive scientific studies rather than petty politics. In the past it has\nbeen impotent whenever it has failed to develop as its chief product clear\nMaking and scientific foundations for its recommendations; it has been\ntrong when it has sought facts and dealt critically with its findings.\nItis true of American education in general that science is its only true\nontrol, and the one legitimate end of this organization is the production\natbroad educational policies through impartial scientific inquiry.\nThe Association can indeed become a greater power in directing the\nvelopment of American education if it will hold to a program of scientific\n\nradership, but this Association must have the coöperation of the Federal\nyartments. Our government has been learning in recent years the same\nson that we have learned in education. Governmental power of the\nTrueAmerican type springs, not from arbitrary central exercise of authority,\nbut from informing leadership. The Department of Agriculture is a\nFeat leader of the American people, because it develops knowledge that no\nther agency is extensive enough in its reach to secure. The Department of\nCommerce is a guide to industry, not because it can boss the activities of\nammerce, but because it is supplying out of its laboratories knowledge which\nabsolutely indispensable to the guidance of modern undertakings.\nThere is urgent need of a great National center in our Federal Governet for the cultivation of scientific information about schools. Many of\n\ndo not realize it, but our U. S. Bureau of Education supplies by far the\nTt elaborate and reliable reports on schools that are to be found anywhere\nthe world. The reports of our Bureau are the envy of European students\neducation. The Bureau thus exhibits today the beginnings of the kind of\nFederal support for investigation which needs to be cultivated on a much\narger scale. What we ought to seek is an immediate extension of the range\nof Federal support for educational researches and reports. For one, I favor\namearch department of education after the pattern of agriculture and\nWe urgently need a central consolidating agency in the Federal\nmerce.\n\nGurrament, able, as the U. S. Bureau of Education never has been, to supand foster Nation-wide scientific investigations.\n\nMy plea to this Association is that it make itself the center for the proon of the one type of control that can find a permanent home on this\n\nent-namely, control through research. My plea is for a union of\n\n"}
{"page": 201, "printed_page": null, "text": "176\n\nNATIONAL EDUCATION ASSOCIATION\n\nforces in the careful study of our school problems, for a formulation of principles of organization and methods of work through coöperative inquiry,\nfor the presentation of a solid front to Congress and to the people of the\nUnited States in the request for a Federal department equipped to make\nscientific studies and to supply that coördination and reinforcement which\nare the greatest needs of our present-day science of education.\nPARENT POWER—A SCHOOL AUXILIARY\nMRS. A. H. REEVE, PRESIDENT, NATIONAL CONGRESS OF MOTHERS AND\nPARENT- TEACHER ASSOCIATIONS , PHILADELPHIA, PENNSYLVANIA\n\nThe idea of the Parent-Teacher Association has been on the market for\n\ntwenty-seven years, but it has not yet been sold to the average educator,\nwhile only five hundred and fifty thousand of the average parents have\nrecognized its National importance and its sound business value.\nAmong the many marvels developed during the last half century, by no\nmeans the least remarkable has been the evolution of education.\n\nTwo\n\nthousand years ago there were educators second to none who have followed\nthem, but to few is granted contact with such master-minds, and inAmerica\ntoday we are dealing with the average millions rather than with the favored\nfew.\n\nIn a day not too far distant to be touched by the other end of the lives of\nmany of us, the three R's were not only the basis but also the superstructure\nof public instruction. To them were first added the three H's-the training\nof the head, the hand, and the heart, and they were extended as time went\non to include the three C's-conduct, character, and citizenship, in the\nschool curriculum, while today the overburdened teacher feels that to all\nthese have been added the three B's-body, brains, and bringing-up.\nWe are dealing in averages now. While there are many high marks\nof encouragement, it must be admitted that according to the general report,\n\nwhen the average mother-the average father is only just beginning to\ncount as a factor in education-has brought her children through the early\nyears, has fed and clothed and \" done for \" them according to her knowledge and ability, she welcomes the approach of school age with a feeling\nthat now teacher \" will work out a magical solution of the small prob\"\n\nlems which have somehow eluded the parental comprehension and that she\nwill return the children to the home fitted to become new and harmonious\n\nfractions of the family life.\nIt is just here that a particular phase of the evolution of education is\nmaking itself felt. The Italians, with their language so closely akin to\nthe unerring accuracy of the Latin, have expressed it better than we who\nare more easily satisfied with broad sweeping effects and are more careless\nof detail in speech as in other matters, when they class as instructed,\" the\nchildwho is sent to school and is taught the wisdom of books, and reserve the\nterm \"educated\" for those who have also had the social training and the\nbroad preparation which would fit them for the contacts of life.\n،،\n\n"}
{"page": 202, "printed_page": null, "text": "PARENT POWER--A SCHOOL AUXILIARY\n\n177\n\nInthe past twenty-five years we have been awakening to a general concusness that after all, a fraction is a part of a unit, and must always be so,\nEse itwould cease to be a fraction at all, and that it is necessary to know\nwhat kind of a fraction it is and from what sort of unit it came if it is to\n\nhedealt with intelligently and successfully worked into new combinations.\nSothe unit that was formerly the family had developed into the unit that\n\nin the community, and the child of today even the average child-is\ng considered less and less as the personal property of its parents, and\nmore and more as belonging to the State, and it is being recognized that bad\nwe training and environment result not only in a family failure but also\n*anundesirable citizen, who will not contribute to civic improvement.\nAquarter of a century ago and more, the new idea took root, in what\n25 considered at the time as a beautiful sentiment, admirable in its place, but\nin its place, which was defined as the home. And there the idea did\n\nbelong, until it should gain strength to spread. It was necessary to awaken\n1the average parent a sense of responsibility, a recognition of the fact that\nprents are made, not born, and that the profession of parenthood, second\nnone in importance in the progress of mankind, is an all-the-year round\nwhich takes no vacation, and in which the mistakes cannot be buried\nsinthe medical profession. As a business proposition it did not exist.\nThe mother who went out of her home even to a Mothers' Club was a\n\nuntradiction. She was neglecting her job, in which knowledge was supposed to come by doing. We dealt solely with mothers in those days, for\niren then were administratively half-orphaned, and it was necessary\ndemonstrate that children were as worthy of study and as interesting,\nas were the pigs and calves and chickens whose breeding and feeding\nmanded and received the best care and thought of the specialists who\nDevoted their lives to securing the survival of the fittest live stock. When\nvision of a possible intelligent parenthood began to dawn upon the\nsternal parent, with it came the realization that her child was none the\n\nher child because the door of the schoolhouse had closed behind it, but\nhat new tests and pressures applied to it only increased the need to study\nnd understand the more complicated problem it presented. She learned\ngreat truth-that home is where the child is\n\nin the sense that its care and\n\ndance are not confined to the four walls once supposedly limiting home\nfence, but must follow the child beyond them to the school, and then to\n\"atstillmore powerful educational institution, the school of the street.\nThe idea of bringing the organized forces of home, school, and com\"anity to bear upon the child as a whole and not in sections, broke out in\nGeral places almost simultaneously, and today has reached perhaps its\nsatisfactory expression in the Parent-Teacher Association, an absotely non-political, non-sectarian, democratic body, meeting in that civic\n, the public school, and from it reaching forward into the relationships\nofthe community and backward into the life of the home. Like all great\nmovements, it is still subject to improvement, but the fact that more than\nalt a million parents, teachers, and lovers of children are united in an\n\n"}
{"page": 203, "printed_page": null, "text": "178\n\nNATIONAL EDUCATION ASSOCIATION\n\neffort to reach a higher standard of efficiency, and that many thousands more,\ndetached and floating, are pointed in the same direction, would seem fair\nproof that they at least have realized the opportunities and advantages of\ncoöperation between home and school.\n\nAs the doctor who prescribes for a patient without knowledge of conditions is no true physician, so the educator today who applies education with\na one-sided knowledge of the pupil is no true educator; he is merely an\ninstructor, while the parent who shifts to the shoulders of the teacher the\nburden of the mental and moral development of the child is shirking the\nresponsibility undertaken with the founding of a home. In all well-balanced\nprograms the advantages should be, and in this case they are, about evenly\ndivided. The parental debit account stands somewhat thus :\nFirst, a better perspective. In the home we have too many close-ups.\nThe child looms very large; its background is limited; its contacts are very\nfew and there is an exaggerated perception of both faults and virtues, with\na strong tendency not only to tolerate but to intensify personal peculiarities\nas the inevitable consequences of the law of heredity. In times past, the\ndomestic tyrant was sent forth into the unknown world of the school, and,\n\nreturning with tales of injustice and oppression, was met by maternal\nsympathy or by paternal indifference to the common lot of boyhood. It was\nnecessary for the parents to follow the child to school in order to realize\nthat he was being rounded and polished, not crushed, by the friction of public\nopinion as represented by teachers and fellow pupils. To thousands of\nparents the first visit to school has been a distinct shock, somewhat akin to\nthat which they would experience on seeing their boy plunge into deep\nwater when they had not known that he could swim. The great machine\nof which he has become a part, the system, the routine, the large groups,\nthe life so remote from their own, seem to have made their child a citizen of\nanother world in which they, the father and mother, are aliens.\nThe parent owes much to the open schoolhouse for the opportunity to see\ntheir child as others see him, to be able to recognize the differing relationships, the fresh impressions, the wider range of thought and interest which\n\nare enriching his life, and in this new life to study him with the frank\nadmission that never again can he be the same, but that he is still their child,\n\nand that in order to stay with him, they must go forward also, educating\nthemselves in this new science of parenthood.\n\nTo this movement the parent owes a knowledge of the teacher. Now\n\nthere is as much variety in teachers as there is in parents and in children ;\none and all we are like the famous \" little girl that had a little curl.\" There\nare teachers who teach because they have to; there are some who teach until\nthey can find \" something better to do,\" and there is, fortunately, a vast\narmy of devoted men and women who teach because they love their work and\nmust do it in spite of every obstacle. These educators are welcoming more\n\nand more cordially the coöperation of school patrons, as the patrons themselves are becoming educated to the realization that they are in the school to\nmake the most of an opportunity to observe their children from a new angle,\nto see that they have every advantage obtainable, and to profit by conference\n\n"}
{"page": 204, "printed_page": null, "text": "PARENT POWER-A SCHOOL AUXILIARY\n\n179\n\ni\n\nwith those who see a side of them which seldom, if ever, appears in the home.\nThrough this contact the parent learns the fundamental requirements of a\n\npil, and awakens to the fact that the greatest result to be secured by home\nand school cooperation is the scholar who goes to school prepared to be\nught. Obedience, thoroughness, concentration, observation, a good vocabuarv-the child bearing these gifts to his teacher ceases to become a problem\nard has himself become an opportunity.\nThe wise educator will grasp with both hands this opportunity to train\ntheparents ofhis pupils to be efficient collaborators. In these school groups\nwill find a ready soil in which to plant the seed of understanding of the\nschool and its needs, its system, its demands upon the scholar, its curriculum,\nand his aims and hopes for its future, and in which to cultivate that fine\nHower of friendship. He will realize that when parents and teachers are\nriends, before and after the children enter school, the problems of succeedng years will be met and solved as between friends instead of between rival\n\nworkmen, and will become matters of coöperation rather than of contention.\nNohealthprogram however complete is working on more than two cylinders\nwhenit takes hold of a child over six years of age and has to correct as well\n2s construct, in a few hours a week, a system which is out of commission all\n\nThe restofthe time. Character education which begins in the school begins\nixyears too late.\n\nIt was a wise teacher who said \" Give me the child\n\nntil he is seven years of age, and I care not who has him afterward .\"\nCharacter education must go back farther even than the child in the home;\nmust begin with the parent. If the home teacher has not the same ideals\nhonor, justice, truth, and civic righteousness as the school teacher, what\nondofideal can we expect in the child who is being educated by such double\ntandards ? The taxpayer in the home is wasting his money when he cultiares defects for the school to eradicate.\n\nIn these classes of student-parents-as the Parent-Teacher Associations\nmay well be termed-will be found also the most potent factor in the solu*on of the problem, \" Why do boys and girls leave school ? \" Perhaps no\n\nphase of the educational situation today is causing more anxiety, outside\nafew large centers, than the deplorable falling off between the eighth\n\nrade and the high school. The idea in the mind of young America seems\nbe to escape with the minimum, rather than to acquire the maximum,\nmount of knowledge. While it is admitted that there is much room for\nprovement in the curriculum of high schools and colleges, an improvement\nreshadowed by the increasing variety and scope of electives, yet we cannot\nwithout higher education until it has attained our ideal, and our children\nshould be brought up to ask \" How much can I get in the way of training, \"\nread of \" How little can I get away with ? \" When going without the\ncourse of education is felt to be as great a deprivation as going without\n\nHe usual supply of food and sleep, when parents have been brought to a\nzation that an undernourished mind is as much a sign of neglect as an\n\nnourished body, then, and then only, will the lamentably small per cent\npresent those who fail to go through the high school instead of those who\ngraduate from it.\n\n"}
{"page": 205, "printed_page": null, "text": "180\n\nNATIONAL EDUCATION ASSOCIATION\n\nParent-power is an advantage which school men and women all over the\n\ncountry have been slow to appreciate. Your work is absorbing, intensive ;\nyou have dwelt in a world of your own ; your duty has been the serious one of\n\neducating America's youth, and you have performed your task with a wholehearted devotion that is beyond praise. But in your very absorption in your\nwork, in your fear lest outside contacts should interfere with it you have\nbeen unconsciously \" killing the goose that lays the golden egg.\" You are\nstriving for greater advantages for the children, for modern buildings,\nlarger appropriations, higher salaries for better teachers. But whence come\nall these necessities ? From the people! And we Americans, who spend\nlavishly, even recklessly, for the things we want, must want a thing before\nwe will buy it. Education has never been properly sold to the public. In\norder to appreciate it, the people must understand it, must see it in operation,\nmust know its cost, and its value as compared to other attractions such as\nluxuries and amusements on which we squander millions gladly every year.\n\nAt these great conventions of educators, the value of learning is eloquently\nset forth, but the hearers are largely those who are already convinced.\nOnly in those gatherings of laymen and women, the meetings of ParentTeacher Associations, is it possible to reach the minds and hearts and\npocketbook of theAmerican citizen, who alone can pay the bill, and who will\ndo it cheerfully if he can be made to see the value of his purchase.\nThe Parent-Teacher Association is no longer a group of idle critics\nseeking out the faults of a system, no longer a body of philanthropists supplying to the schools those advantages of equipment which they cannot or will\nnot otherwise procure. It is the greatest known asset of the Department\nof Public Instruction, in the village and the city, in the State, and in the\nNation.\n\nThe voice of the people says where and how the public money shall be\nspent, and when intelligent parents and citizens both demand and supply the\nbest education for the children of the community, then may we look for the\n\ndawn of a tomorrow when all Americans shall not only be born free and\nequal, but when all shall be equally equipped to secure their inalienable right\nto life, liberty, and the pursuit of happiness.\n\nTHE AMERICAN SCHOOL PROGRAM FROM THE\nSTANDPOINT OF THE NATION\nELLWOOD P. CUBBERLEY, DEAN OF THE SCHOOL OF EDUCATION\nSTANFORD UNIVERSITY, CALIFORNIA\n\nThe first of the National educational problems that I shall select for brief\npresentation, then, is the need for our developing much better educational\nmachinery than we now have for the assimilation of our foreign-born\npeoples, and those additional immigrants who may in the future come to\nlive among us. While there are many forces in our National life that help\nin this process of assimilation, it is after all largely a problem of education\n\n"}
{"page": 206, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE NATION\n\n181\n\nand one that our schools must take the lead in solving. New peoples coming\namong us must be initiated into the language, traditions, hopes, and aspiratons of our people if we are to preserve our National character.\nBetween 1820 and 1914 over thirty-two millions of foreign-born peoples\ncame to our shores to find new homes, and eleven and three quarter millions\name during the four years preceding the World War. Had not the outbreakofthis conflict checked the foreign flood it is hard to conjecture where\nwemighthavebeen today. No such vast movement of peoples has ever been\nknown before in history. Since 1900 foreign peoples of widely diverse\nNational stocks have come to this country so fast that we could not assimilate\nthem. Our National digestive organs broke down, and when the World\nWar began we realized, all too painfully, how vast was the number of\ntoreign-born peoples who had settled in our midst but had not become one\nwith us in language or thought or spirit. When we called the young men\nutthese peoples to our military camps for preparation for foreign service,\nwehad first to put them to school to teach them to understand the English\nspeech. About one in ten of our people still profess no allegiance to the\nand of their adoption, and a large percentage of this number cannot read\nurwrite in English. The problem which still faces the United States is that\nof assimilating into our National life and citizenship these millions of\nreign-born and foreign-thinking peoples.\nThe new immigration laws, enacted since the close of the World War,\nwhich limit those who may come to certain small quotas of those already here,\nand thus place a selective premium on northern and western Europeans and\nhose ofTeutonic and Anglo-Saxon stocks, if they can be maintained in the\nace ofthe demands of industry for a flood of cheap labor, promise to give us\nabreathing spell. This is an opportunity which we should improve by the\nelopment of a carefully supervised system of day and evening schools\nand citizenship classes, National in spirit and English in language, which\nwill reach the homes and supplement the work of the day school with the\nildren of these peoples, and which shall aim to produce a literate and an\n\nEnglish-speaking Nation, American in thought and spirit. The work is\nLarge and needs doing and will cost much money, but I place it first in the\nAmerican school program for the decade that lies ahead. The difficulties\nthe way are large but they are not insurmountable, though they have\nrecently been materially increased by the almost incomprehensible decision\nthe United States Supreme Court, declaring unconstitutional the laws\nat the different States requiring all schools to be taught in the English\nanguage. How the Court could conclude that such an important nationalIng requirement interfered with the guaranteed individual and family\nFreedom in religious worship passes my understanding.\nAsecond National problem of large significance for the future of our\nNational stock is the general provision of a good system of health education\nour people. While this problem has awakened somewhat general interest\natly, many societies have been organized for different forms of healthrk propaganda, and much good work has been done by school systems here\n\n"}
{"page": 207, "printed_page": null, "text": "182\n\nNATIONAL EDUCATION ASSOCIATION\n\nand there, much important work still remains to be done and the whole needs\nbetter integration and direction than has up to now been given it. We of\ntoday possess a wealth of knowledge as to disease and remedial procedure\nwhich former generations did not have, and this should be made the common\nproperty of our people. Every year we lose by death, from purely preventable diseases, five times as many of our people as our entire losses due to our\nparticipation in the World War, while the preventable loss in industry of\n\ntime and earnings from largely preventable illness would pay for a National\nhealth service beyond our fondest dreams.\nOur problem, then, is to train our children in good health habits; to disseminate sound ideas as to child hygiene and physical welfare among our\npeople; to train our adults to recognize the importance of remedial procedures and to give early attention to danger signals; to expand the play\nactivities of children into a well-organized plan for physical development ;\nand to connect all such instruction with the daily life of our people as\nexpressed in nutrition, sanitation, ventilation, physical care, food, clothing,\nsleep, and health habits generally. What we need, as a Nation, is better and\nmore intelligent care for the children we have, rather than an unrestricted\nand an unintelligent increase in the population. The problem involves the\nchanging of life habits and the uprooting of prejudices, and because of this\nit is well to include health education among important National educational\nproblems.\n\nA third large problem, or rather a group of problems, that is National\nin character and promises to call for much close thinking in the decade that\nlies ahead, is that group of problems involving a material reorganization\nand redirection of our school curricula, both urban and rural, that we may\nthe better adapt our schools to the changing conditions and needs of our\n\nNational life. I often think that the problems surrounding curriculum\nreorganization promise to be the great problems of the coming decade, displacing pedagogical tests, mental tests, and statistical procedure as the\nimportant new thing in our educational work. I haven't time tonight to do\nmore than merely enumerate what probably the more important lines of\nthis curriculum reorganization will be, but perhaps a mere enumeration\nwill be sufficient to indicate to you something as to the importance and\nNational scope of the problem.\nIn the first place, we shall still further overhaul our courses of study\n\nand revise our textbooks, with a view to the elimination of all that does\nnot serve to prepare our young people for useful living in the years that are\nto come. The needs of the home and the shop will figure larger in our\n\ninstruction in the future than they have in the past. The present absurd\nemphasis upon uniform courses of study and textbooks will be replaced by\na more intelligent procedure that will make the unit of supervision the unit\nfor course of study and textbook control. Health instruction and plav\nactivities will be organized as integral parts of our regular school work.\nThe value of money and the intelligent use of leisure will need to be taught\nbetter than at present. A new emphasis will be placed on studies that train\n\n"}
{"page": 208, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE NATION\n\n183\n\nin definiteness in thinking and accuracy in work, with a view to correcting\nsomething of the present wide-spread inaccuracy and inattention to details\non the part of an astonishingly large percentage of our young people.\nNew forms of citizenship training to develop a larger personal sense of\nresponsibility in both individual and civic matters are much needed. These\nwillcall for a combination of forms of training that will both develop indiaal initiative and impose a personal discipline that at times will take\nprecedence over personal initiative and liberty of action.\nWeneed also to so reshape our school training as to more deeply influence\nand direct the deeper sources of the life of our people, that the best of our\n\nNational characteristics will be brought out in their daily lives because our\nchools have instilled into every child the National traditions and concep*ons and attitudes that it is desired to see shine forth.\n\nWe must train our\n\neople to assume new burdens, to shoulder new tasks, and to subordinate\n\nNational jingoism and personal and sordid motives to the greater ideas of\nnternational right and justice, peace and good-will, sterling National worth,\nand service to mankind.\n\nThis redirection of our instruction will call for many changes in emphasis,\nfor the organization and introduction of new social studies, and for a\n\nReorganization and redirection of the history instruction in our schools.\nEspecially in the high schools do we need to replace the usual instruction in\n\nNational and political history by instruction that emphasizes civic institutions,\nggestions in economics and government, and the organization and interreatons of modern political and industrial society.\n\nIt is important, too, that our young people should know more concerning\nphysical world in which they live, and this calls for an increasing emphass on science and its applications to the occupations and trades and welfare\nandhappiness of people in a modern industrial world.\nSo much for some of the main lines of course of study reorganization ;\nlet me now turn to another phase of the same problem .\nA decade and a half ago we were surprised by results then. published\nwhichshowed the large amount of retardation and elimination among pupils\n\nnour elementary schools, and within recent years the new studies of the\nelligence of our school children have revealed nothing of more fundamental importance to us as a people than the tremendous waste we now make\n\n**he ability of our gifted children. Taught in classes along with slow and\nattrage children, following the same single-track course of study, given few\npportunities to show what they are capable of doing, held back in school\nen they ought to be pushed ahead, and never learning what work to\napacity means, we are today training our brightest and most capable children\npersonal inefficiency when we ought to be training them, in dozens of\n\n*47% for leadership in our democratic life.\nSofar as intelligence testing has, within recent years, led us to adapt our\nsuction to the needs of any class in our school population, it has been\natzels for those at the lower end of the intelligence scale. Yet one bright\n\nmay easily be worth more to the National life than thousands of those\n\n"}
{"page": 209, "printed_page": null, "text": "184\n\nNATIONAL EDUCATION ASSOCIATION\n\nof low mentality upon whom we have up to now bestowed our chief attention\nand our largest per capita expenditure. If the results of intelligence testing\nmeans anything to us when applied to school organization and administration, they mean larger school units and differentiated classroom instruction,\nthat the slow, the average, and the gifted may each find classes in our schools\nadapted to their needs and intended to bring out their full capacities for\nusefulness and service. The differentiation of our courses of study, then,\n\ninto different type courses, suited to the needs of children of differing intellectual capacities, is another phase of curriculum reorganization that should\nenlist our serious attention.\n\nAnother important educational problem is the reorganization of rural\neducation to fit the rural school to minister better to the needs of rural life\n\nand rural people. Tied up closely as the rural-school problem is with the\ngreat rural-life problem, the provision of a better type of instruction for the\nchildren in the rural districts of this Nation is one of fundamental importance for the future of life on our farms. Despite all that special laws,\nfarm land banks, irrigation projects, coöperative marketing associations, the\nchurch, the grange, the similar undertakings and organizations may do to\nimprove life on the farm, the problem after all is primarily an educational\nproblem, and its solution will rest largely with the school. If we are to\nprevent the development in America of a stratified peasantry on our farms ,\nwe must reorganize and redirect our rural education so as to make our rural\n\nschools such as to satisfy the demands of the more intelligent classes of\ncountry people. If we do not they will leave the country and go to town to\nsecure better educational advantages for their children.\nThis problem I have traced at length elsewhere, and I have no time\nnow to detail the remedies needed further than to say that we must apply\nto the rural educational problem the same methods that have proved so\n\nsuccessful in the administration of our city schools-namely, large units\nof organization, graded and differentiated instruction, expert professional\nsupervision and the substitution of professional competency for politics in\nthe selection of those who are to organize and direct our rural schools. This\ncalls for the gradual subordination and elimination of the district system of\nschool organization and administration; the substitution therefor of some\nlarger unit, preferably the county, except possibly in the Northeastern section\nof the country; and the placing of the supervision of rural education on as\nhigh a professional basis as is the best of our city school administration\ntoday. As it is now, the district system of school organization and administration, except in sparsely settled regions; the popular election of county\nsuperintendents, always from among the local electorate; uniform State\ncourses of study and textbooks, selected with the needs of the city child\nprimarily in view; and the support of rural schools largely by local taxation-these are the best of possible devices for keeping rural schools poor\nand for preventing the children of rural people from ever sharing in those\nlarger opportunities and advantages which city children today enjoy.\n\n"}
{"page": 210, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE NATION\n\n185\n\nClosely connected with the problem of rural educational reorganization\n\nsanother National problem of yearly increasing importance that of a much\nTure general equalization of both the advantages and the burdens of a good\n\nducation than is now enjoyed by the people of this Nation. Public educaon has today become a more important State and National interest than\nhave forest supervision, concrete highways, fish propagation, game preserves,\nofthe control of cattle tick or bovine tuberculosis, all of which we today\naccept as proper State and National functions. We also generally accept\ndaythe principle of an equalization of advantages and burdens throughout\nnde areas by ordering common railway rates ; common charges for electric\nghtand power, water, gas, and telephone services; common costs for health\nandagricultural services, and in many other ways that need not be mentioned\nhere. Ifeach city, to cite but one example, paid only the cost to it of telephone or electric light or gas service within its corporate limits, and no\nmore, the cost for such services to small towns and to rural districts would\n\nprohibitive. It is only by a pooling of costs on a large scale, as expressed\nn a common service rate, that common and universal service can be proded. All of these new services have come recently, after better ideas as\nequalization have come to prevail, and we accept an equalization of costs\nor them as perfectly proper. Education began much earlier, and in the\n41s of little things and local effort, and we often fail today to see that the\nsate principle of equalization should apply.\n\nEvery struggle for common county or State taxation for schools has been\ntruggle toward better equalization of both the burdens and the advantages\neducation. In many of our States but little in this direction has as yet\naccomplished, though all recent studies have shown the great imporIce of as large and as wide a pooling of costs as is possible in providing\nwhat is for the common good of all. The tax rate of a few is increased ;\nburdens of many are reduced. If one may judge by the present activity\n**ax-payers' associations, and the attitude of a few reactionary governors\nand custodians of wealth, the next great battle in American education is\nkely to be fought out on this question of equalization, and with about the\name line-up of conservatives and reactionaries on the one side and the\n\ndvocates of better public education on the other, as in the days of Stowe\nLewis, Galloway and Pierce, Carter and Stevens, Mills and Swett,\nadMann and Barnard.\n\nWe cannot consider this question of better equalization, either wholly\n\"Tfrom a State point of view. The far-reaching National changes of the\ntwo decades, the new National needs that have today come to be felt,\ngeneral breakdown of the property tax as a means for governmental\nPort, and the new consciousness that education has become the great\n\nructive tool of modern nations, have all alike contributed to evolve\nproblem of equalization into a truly National problem, and sooner or later\n*Must be faced by our people as such. There is no hope that certain of our\nwill ever be able, unaided, to provide a good educational system for\nchildren. What Minnesota or California can do with ease, Missis\n\n"}
{"page": 211, "printed_page": null, "text": "186\n\nNATIONAL EDUCATION ASSOCIATION\n\nsippi or Colorado cannot do at all. The same is true of other pairs of States\nthat might be cited. We have clearly recognized the responsibility of the\nNational Government for aid in the establishment of the Appalachian\nForest Reserve, in the drainage of our rivers, and in the building of highways, in the harbor and lighthouse service, in the creation of irrigation projects, in the promotion of agriculture, and in many other ways that do not\nneed to be mentioned now. Important as these services may be to the States,\nnone are more important than the education of our people, and one item\nin any American school program of today ought to be that of making the\nCongress of these United States so see it.\n\nAnother point in aNational educational program that ought to be included\nhere is that of securing a better educated and trained teaching force for the\nschools of this Nation. With education expanding so rapidly in scope and\nimportance and changing so thoroughly in character as it has done during\nthe past decade, with the many new problems of National importance that\nour schools are today being called upon to aid the Nation in solving, and\nwith the curriculum reorganizations I have previously indicated as ahead of\nus and the changes in educational procedure they will entail, the demand for\nboth better educated and better trained teachers for our schools was never\n\nso great in all our history as it is at present. We cannot do the work that\nis to be done in this Nation with the type of poorly educated and often\ntotally untrained teacher that we still have far too often to employ. In\nsome of our States conditions are pitiable, and largely inexcusable. Any\nstrong National consciousness as to the importance of public education in\nsuch a democratic type of government as ours would not permit such conditions to continue to exist.\n\nWhat we need, as a Nation, is a well-educated and well-trained teacher in\nevery school room in this broad land. This can be had if we once decide to\nmake such provision. It is almost wholly an economic question. Proper\nsalary schedules and working conditions will produce the needed supply tor\nteacher training, and an adequate number of adequately supported teachertraining institutions in our States will in time give us the properly educated\n\nand professionally trained teaching body our schools need today. That\npublic education will then cost much more than we now spend for it goes\nalmost without saying. We are now spending approximately one billion\nof dollars per year for the schools we now maintain, and recent studies seem\nto indicate that the general provision of the type of teacher needed in the\nschool rooms of this Nation may cause our schools to cost twice this sum,\nor even more. It is wholly a question for our people to decide as to how\nsoon they desire to provide properly educated and trained teachers for their\nchildren; that such a type of teacher can be produced in training institutions\nwe know.\n\nThe six most important items in any forward-looking American school\nprogram, covering at least the next decade of work and service, are: ( 1 )\nA comprehensive educational program to aid in the assimilation of the\nforeign-born we have among us; (2) the general provision of a good system\n\n"}
{"page": 212, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE NATION\n\n187\n\nthealth and development education; ( 3) such a reorganization of our\nfool curricula as will adapt our schools better to new conditions and needs\nour National life; (4) the reorganization and redirection of rual educaSon; (5 ) a much more general equalization of both the advantages and the\n\nrdens of education than we now enjoy; and (6) provision for the placing\ncan adequately educated and an adequately trained teacher in every classmin the United States. Five of these six are at bottom economic prob-\n\nms in that the necessary additional funds must be provided by our people\nore much can be done by educational workers to give effect to the proals; only one that of curricula reorganization-is primarily an educa*onal problem. All of the six are primarily National in scope and importce, and call for National coöperation in their solution. In closing, let\nre add one more, and one which may easily become the major problem\nthem all.\n\nWe have slowly changed education, in the conceptions of the people of\nNation, from a local and a personal affair to a State affair, in which all\nve a common interest. During the last half century this idea has been\nitupinthe minds of our people, and today we conceive of education, in\n\"cory at least, as something maintained by the State and as maintained as\nexercise of the State's inherent right to preservation and improvement.\n**problem of the next quarter of a century, perhaps, will be similarly\nablish public education in the minds of our people as a great National\nadertaking, in which the States coöperate to provide something of fundanral importance for the welfare of the Nation as a whole. I cannot state\nnew position that the Nation should assume toward public education\ner than to quote from a recent address by one of our foremost opponents\nthe specific provisions of the Smith-Towner and Sterling-Towner bills.\n\npeaking on the question of National participation, at a Harvard Teachers'\nAssociation conference, Professor Judd said :\nWe have reached the state in the evolution of our American school\n\nwem when narrow local control and support, and even centralized State\notrol and support, must be supplemented by a broader National participa-\n\nanin educational organization. A National educational agency should be\neatedwhich can both encourage and compel progressive improvement in\n\n*al schools. To this end a National Department (of education) should\ncreated and endowed with supervisory powers, and the obligation of each\n\nte as a party to the National educational policy should be made clear.\"\n\nEducation today has become the great constructive tool of modern civilin. A hundred years ago the school was of but small importance in the\nd the State; today its proper maintenance has become the prime essen* to good government and National progress. In this hundred years the\nhas been transformed from a little district institution for the teach-\n\nof the simplest tools of learning into a great State undertaking for the\nrvation and advancement of the intelligence of the people and the proionof the welfare of the Nation. Under a democratic form of govern-\n\nsuch as ours, with the many new problems-internal and external\n\n"}
{"page": 213, "printed_page": null, "text": "188\n\nNATIONAL EDUCATION ASSOCIATION\n\nconfronting it, the education of the people in a series of State schools,\nanimated and directed by a National purpose, becomes the greatest of all\nconstructive undertakings for the promotion of the National welfare, and\nit is from this broad National point of view that our people must next be\nmade to see the school.\n\nAdding, then, to the six items I have previously enumerated, the nationalization of education in the minds of our people as a seventh, with some intelligent form of National aid in school support to stimulate the States to greater\nactivity and to insure a better equalization of burdens and advantages, these\n\nseven constitute what seem to me to be the most important items in my\nforward-looking American school program covering at least the coming\ndecade.\n\nTHE AMERICAN SCHOOL PROGRAM FROM THE\nSTANDPOINT OF THE STATE\nTHOMAS E. FINEGAN, FORMER STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION FOR PENNSYLVANIA\n\nThere is not an important problem in public education under consideration\n\nin any part of the country today which is not a leading educational issue in\nnearly every one of the forty-eight States in the Union. The problems in\nState education administration therefore are the educational problems of\nthe Nation itself.\n\nUnder the practices inherent, however, in our form of government and\nunder the accepted policy of American education the State is the governmental agency which is primarily responsible for the administration of public\neducation.\n\nEach of the forty-eight States in the Union has from its very beginning not\nonly accepted this responsibility but has under the authority of constitutional\nmandates and legislative enactments organized and established a State system\n\nof public education. Under the initiative of the State, educational programs\nhave been formulated, general directory and administrative powers over edu-\n\ncational affairs have been exercised, facilities for education as the country\nhas grown and expanded have been increased and the benefits accruing from\neducation have been made available to all the children of the land.\n\nThe American policy in public education may therefore be stated to be\n\n\" that the educational affairs of the country shall be controlled and administered by the respective States of the Union.\" Speaking tonight from an experience of more than thirty years' association in the direction and administration\nof education in the two leading States of the Union, I desire to express the\nunqualified opinion that our National education policy not only has been,\nbut still is a sound one.\n\nFurthermore, I wish to express the judgment that it is desirable that the\nentire country should be made to understand that the educational workers\nof the Nation stand squarely upon this platform and that no action by them\n\n"}
{"page": 214, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE STATE\n\n189\n\n*contemplated which shall destroy it. The educational atmosphere of the\nentire country will be clarified if this Association shall again set forth in\nunmistakable terms in its declaration of policies its irrevocable belief in and\nadherence to this sound fundamental policy that public education is a funcion of government reserved to and to be exercised by the respective States\nuttheUnion.\n\nNo issue now before the country should be misrepresented or obscured\nthrough false or misleading propaganda upon the attitude which this great\nassociation has taken toward the continuance of the policy of State control\nand State administration of public education.\nInmeasuring the effectiveness of an educational system or in promulgating\n\nPlans which contemplate its modification or expansion it is necessary to visualre the State as an economic and social organization and to understand its\n\nvntributions to our progress and prosperity through its social and historical\ndevelopment. Looking at my own State from this viewpoint I see it as one\nsittedthroughout with great industrial centers, with extensive and valuable\n\nwning sections, with rich agricultural regions thickly populated, and with\nast mountainous stretches of waste and barren land.\n\nI also see a State rich in historical achievement in the development of the\nadvancing civilization of mankind; a State which has made significant con-\n\nutions to the field of art, music, literature, architecture, invention, science,\nphilosophy, religion, and government; and a State which has exercised a com\"-nding leadership in the commercial and industrial affairs of the country.\n\nWehin its boundaries are nine million people, two million of whom are of\nwool age. These people represent every Nation of the earth. Among these\narmy of four hundred thousand adults who are not able to read or write\nI\n\nLanguage and this number does not include the vast throng of near illiter-\n\nThese people are here because of their belief that larger opportunities\n\nbe afforded them and their children in this free land than in any other\n1\n\nstry of the world. They have made a great contribution to the progress\n\ndevelopment of the country and have generally become law-abiding,\nstrious and patriotic citizens. Notwithstanding all this they have added\ncustoms and traditions, the hatreds and jealousies, and the racial and\n\n⚫itical prejudices of all peoples to the social and political problems of our\nNational life.\n\n• Conditions similar to these described as prevailing in the State which I\n\n!\n\nresent could be presented here tonight by a representative of each of the\neight States of the Union. All of the elements which I have described\n\nare avital bearing upon the power, influence, and life of the State and must\n\nefore be considered in measuring or determining the needs, and ambitions,\nons and the aspirations of its people. These factors are the foundations\nwhich an educational system must be constructed.\n\nInthe expansion and development of educational programs we must think\nandplan in terms of present-day advancement and progress, and of our\nnt philosophy of life and government. We are living today in a new\nwsofthought, philosophy, and political action. The adoption of prohibi\n\n"}
{"page": 215, "printed_page": null, "text": "190\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion in this country was no mere accident. Its enactment represents a new\n\nday in the social order of American life-a movement to raise mankind from\na self-debased condition to a self-respecting and self-controlled status. Every\nschoolroom in the land and every teacher employed therein, will in the discharge of their obligations strengthen the conviction and determination of the\nAmerican people that one of the first requirements of good citizenship is\nrespect for and obedience to the laws of the land.\n\nThe extension of the right of suffrage to women is another example of the\nadvanced political thought and philosophy of our times. It is not to be\nregarded as a clever piece of strategy in the game of practical politics but\nrather as the enlarged outlook in life and the firm conviction of the American\n\npeople that justice and equality under the law shall be accorded all citizens.\nThese two examples of our advanced philosophy of life and of political\nthought and action are in harmony with the general advanced ideas and\nmethods in all departments of life and human endeavor. The old forms of\n\npractice and procedure in all social, industrial, and political affairs have been\nsuperseded by the modern methods introduced through the forces revealed by\nthe inventive, electrical, and industrial revolution which has swept over the\ncivilized world during the last quarter of a century. Great trunk lines belt\nthe continent and penetrate every community while extensive modern steaniship routes traverse all the great water highways. Through these modern\nagencies all sections of our own country have been bound together and the\nwhole world has been brought into cordial relations and intimate contact.\n\nThe achievements in scientific research and experimentations in physics,\nchemistry, and biology have also moved our progress along by leaps and\nbounds.\n\nWith this background of our social and industrial status, with the clear\nunderstanding that the great aim and purpose of education is to train men\nand women for service for citizenship and with our knowledge of the educa-\n\ntional situation in the country today from the standpoint of the interest,\nobligation, and responsibility which the State has therein, is it not pertinent\nto inquire: Are the public schools rendering fully and squarely the service\nwhich our economic and political necessities require ? Are they furnishing\nthat training and affording those opportunities which are essential for the\n\npreparation of the great majority of the Nations' twenty-five million boys and\ngirls for the service of citizenship in our democracy ?\nSpeaking from my own experience I wish to record my testimony in support\nof the declaration that the public schools of the Nation are rendering a finer,\n\nbetter, more efficient and patriotic service to America today than at any\nprevious time in the history of the Republic. The teaching force ofthe Nation\nrepresents a higher standard of qualification and devotion to duty. The programs of study conform more adequately to the needs of our present social\norder. The practices in classroom work and in general administration policies\n\nare meeting more nearly the principles which experience and scientific investigation and research have shown to be wise and sound. The potency of education in building character, in developing initiative in individuals as well\n\n"}
{"page": 216, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE STATE\n\n191\n\nas in expressing group responsibility, and in effectively influencing great\nmoral, social, and political questions is manifest upon every hand.\nAt no time has the returns in dividends on each dollar invested in public\n\neducation been so large as in the year 1923. I have no sympathy whatever\nwiththe thoughtless but constant criticism of the young people of the present\n\nday. They possess their faults as did each preceding generation, but America\nneverbefore possessed a generation of boys and girls so well prepared to face\nthe battle of life, so responsive to the moral and spiritual needs of the hour,\nfull of hope and courage and so promising in successful achievement. It\n* our obligation, fellow-teachers, to repel these wicked assaults upon our\nows and girls and give them the encouragement that comes from an expresson of confidence in their character and power.\n\nWhile conditions generally are gratifying and encouraging every leader\nand student of educational administration recognizes the limitations in educa-\n\nional facilities and opportunities which are available for the boys and girls\n!\n\noftoday and which are essential to the future peace and prosperity of our\nountry and the perpetuation of the ideals and institutions of our National\nte.\n\nThis association has set forth in its platform the minimum standards of\nducational facilities which should prevail throughout the Nation. These\nwandards have been accepted as the goal toward which I have endeavored to\n\ndirect educational system of a great State, but there is not a State in the Union\nwhich has provided these clear necessities in educational opportunity. In\nnlarging and expanding our educational programs to enable us to discharge\nobligations to the children of the Nation a great fundamental principle\n+ democracy must be observed. Equal justice must be accorded every child\n\nthe land. Opportunities should not be provided for some which are denied\nthers. In a free democratic State education must be administered on a plane\nand in aspirit which shall open to all the children of each State the door of\npportunity upon an equal footing.\n\nThegreatmajority of children of America leave before they are fourteen\nars of age. We are annually sending into industrial slavery a million of\nhese helpless victims because our social and economic conditions are not\nZanized upon a basis which gives them the opportunity to prepare for a\n4ger and more efficient service. School terms must be lengthened and equal-\n\nred Every child in the land must be given the opportunity to attend school\nra full day during the entire school period. Sanitary and comfortable\ndings which are found in large numbers all over the country should\nme the accepted type of building wherever a public school is maintained.\n\nMotern supplies, equipment, and tools should be as common in the classmas are such essentials in the factory or upon the farm. Training chil-\n\ndrentopractice the simple rules of right living which develops the physical\nand moral powers, increases the mental alertness and brings joy and sun*einto every soul should be regarded as essential as teaching English,\nweathers, or any other subject. Through the development and extension of\n8\n\n"}
{"page": 217, "printed_page": null, "text": "192\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe junior high school all children must be held in school for longer periods\nand afforded the opportunity through an enriched and varied curriculum of\neducational activity to discover their individual development and aptitudes.\nThe school should be an agency in every community which challenges the\nlow resorts and places of amusements for young people by providing those\n\nforms of recreation and amusements which young people desire and will\nobtain. These may be provided through playgrounds, gymnasiums, readingrooms, libraries, and other agencies. Through the public school a swift blow\nshould be struck at illiteracy with a determination that within a decade the\npopulation of America should become literate.\n\nNotwithstanding all the skillful and scientific planning that is given to the\nadministration of public education there is one great factor upon which its\nsuccess depends and that factor is the teacher. The slogan of this Association\nhas been for years a \" trained teacher in every classroom.\" The public must\nbe enlisted in the fight to improve the teaching force. The teacher is the real\npower of a school system. She should possess a liberal education, she should\nhave opportunity to develop her cultural and uplifting powers in order that\nshe may influence properly the developing character and the ambitions of\nthosewhom she instructs. She must feel secure in her tenure, receive adequate\ncompensation, and be able to make those contacts in life which increase her\nhuman sympathies and her power of inspiration.\nI like the expression of Dr. H. A. L. Fisher, Great Britian's great minister\nof education, who said that a teacher receiving a \" sweated wage \" and carrying the \" illiberal cares of life \" could not do satisfactory teaching. The\nteacher must be contented, happy, free from distressing cares and able to\nenjoy life if she is to render that service in the classroom which she desires\nto perform.\n\nThe teacher-training institutions of a State are the backbone of a publicschool system. The standards of these institutions are an index to the\n\nstandards of a school system. I know of no State in the country which\npossesses adequate teacher-training facilities. There is not a State in America\nwhich is providing adequate financial support for its teacher-training institutions. A legislative body, a legislative leader, or an executive who seeks\nto cripple these institutions by withholding or decreasing appropriations for\n\ntheir support is striking a vital blow at the very heart of a public-school\nsystem. There is need of a great National campaign for the development of\nadequate support for State normal schools and other teacher-training institutions.\n\nTimewill not permit me to consider all of the great problems which a State\nadministrator must face. The solution of these problems requires a greater\npublic appreciation of the value and power of education and of the service\nwhich good modern schools render.\n\nCommunities have an appreciation generally of the value and service\nrendered by a modern improved highway extending through it. The public\nmust be led to realize that modern schools afford their boys and girls opportunities for the preparation for life which are of even greater value and service\n\n"}
{"page": 218, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE STATE\n\n193\n\nto the community than modern highways. The modern highway serves the\ncomfort, the convenience, and the physical needs-administers to the material\nthings of life ; while a modern school serves not only the material but the\nmoral and intellectual needs-administers to the spiritual affairs of life.\nThe whole country needs leadership in education. The masses need the\nsame type of leadership in educational affairs which the National Education\nAssociation has given in recent years to the teachers and superintendents of\ntheNation. There is not an administrative officer or a classroom teacher in\n\nthe land whose burden has not been lightened, whose heart has not been\ncheered, whose courage has not been strengthened, and whose success has\nnot been enlarged because he has been conscious that the ideals in education\ntorwhich he has been striving has the professional support of the Association.\n\nSimilar leadership which shall be bold and courageous is needed in every\nState, county, city, and school unit of administration. Such leadership must\nbeprovided in these divisions by the responsible leader of education therein.\nState administrators, city and county superintendents, principals and teachers\nzenerally must be students of our great social, economic and industrial\nproblems, must possess clear conceptions of the aims and purposes of educaon andmust be familiar with the needs, practices and procedure in modern\n\neducational policies, and thus be able to develop public sentiment favorable\ntoeducationwhich will guarantee that financial support and favorable action\nsential to the advancement of progressive modern schools.\nI predicated this discussion with a brief statement of the American policy\nedication to be that educational affairs are to be controlled and admin-\n\nstered by the State. Thus far I have presented one viewpoint which every\nState administrator must possess. That has been the viewpoint within the\nMates. We must of course view this problem from the needs, conditions,\nand social and historical development of each State. The State must undertand, appreciate and discharge its obligations in these affairs. This viewPont is the narrow outlook which we are bound to possess. There is howver a larger, broader viewpoint which the State administrator must obtain\nbeis to attain the great achievements which must prevail in this land.\n\nHe must look out of his State and survey the needs and obligations of the\nre Nation. Traveling across the continent from one ocean to the other ;\n\nasing through fifteen or twenty of these great American commonwealths ;\nbserving the material development of the country, ascertaining the thought,\nThe aims the ideals of the people; and in fact looking at our American prob-\n\nhrough the eyes of forty-eight States will give to us a vision of the real,\ngreat outstanding objective which must be reached through the work of the\n\nPic schools of the Nation. When we have this vision of education we\n-\n\npossess a more accurate appreciation of our responsibilities in such\n\nhip as the schools possess. We shall also then have that larger vision\n**therelations ofthis Republic to other nations of our obligation to the great\nwalworldproblems and the power and influence which education is capable\n\"endering in the establishment of world peace and the honorable and\n\nzane adjustment of all world problems.\n\n"}
{"page": 219, "printed_page": null, "text": "194\n\nNATIONAL EDUCATION ASSOCIATION\n\nMy position must not therefore be interpreted to mean that the National\nGovernment has no concern in public education. While the States must con-\n\ntrol and administer educational affairs, the National Government must\nexpress its interest in public education. The ends to be attained in America\nthrough educational processes can never be accomplished until the Federal\ngovernment extends to educational leadership the weight of its power and\ninfluence and until it supplies financial support to aid in the equalization of\neducational opportunity. The country needs the influence and benefit which\nwould accrue to education through a great clearing-house in educational\nenterprises at the seat of the National Government. I know of no more\npotent influence or effective service that could be rendered education in all\n\nparts of the country than the enactment by Congress of a measure similar\nto the Towner-Sterling Bill. A department of education in the National\nGovernment would afford a unifying influence throughout the land which\nwould stabilize and promote educational activities in every State in the Union\nand would in no way interfere with well-established State or local rights\nand privileges or decrease or minimize the influence of a single State in its\neducational affairs .\n\nTime after time when I have endeavored to promote some educational\n\nreform within my official province within a State, or to effect legislative\nresults which would improve the opportunities of boys and girls, I have felt\nthe need of the power and influence which can be supplied through a Federal\ndepartment of education. Having a viewpoint of the State administrator,\nas I have worked in such capacity all my life, I have no fears whatever of\na National department of education interfering with the prerogatives of a\nState office responsible for the supervision of education in a State or of\ndecreasing the influence of such officer with his State constituents. On the\n\nother hand, I believe such a department would increase greatly the dignity,\nthe power for usefulness and the prestige in every way of an official responsible for the leadership of education in one of our American States. As the\n\nNational Education Association itself has influenced the professional side\nof education in every section and corner of the land so would a National\nDepartment of Education influence the legal, the constitutional, the financiai,\nthe official side of public education not only in every State and school district\nof the country, but also in the eyes of the world. Each State and the Nation\nitself must join in giving to every boy and every girl in the land the opportunity of obtaining the education which will best fit them for the service of\nthe Republic.\n\n"}
{"page": 220, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE CITY\n\n195\n\nTHE AMERICAN SCHOOL PROGRAM FROM THE\n1\n\nSTANDPOINT OF THE CITY\ni\n\nWILLIAM L. ETTINGER, SUPERINTENDENT OF SCHOOLS\nNEW YORK CITY\n\nThe leading cities of our country are remarkable not only for their rapid\ngrowthbut also for their political and social influence. As distinct from rural\n\ncommunities they may be called the ganglia of our vast body politic. They\nre highly energized and unstable centers of human energy, receiving, transorming, and sending afar stimuli that determine the character of our\nNational life.\n\nThe citywhich I have the honor to represent is perhaps the most striking\ntemplification of such truths. Within a space of little more than three hunfred years the island with its adjacent lands, where lurked the redman and\nthe surrounding waters where glided his birchbark canoe, have become the\nme of approximately six million people who wield tremendous power in\nThe field of industry, commerce, and finance. The Leviathan has replaced\nhecanoe and aeroplanes soar high over that marvelous cathedral of comTerce, the Woolworth Building, the golden spires of which are emblematic\npot only of present accomplishments but of our aspirations for the future.\nCities, whether they be New York, Chicago, St. Louis, or San Francisco,\nave proved to be a striking feature of our National growth. By the close of\nThe Civil War pioneer life, symbolized by the covered wagon, had blazed\nthewayfor rural communities and while they, in turn, have not been supereded, they have been affected by the growth of our great cities. The introaction of coal, petroleum, steel, concrete, and steam power, the invention of\nthe steamboat, the railroad, and various types of labor-saving machinery,\n\npplemented by the influence of a policy of protective tariff, led to the rapid\nvelopment of cities after 1825. Since that time our cities have been conCandy growing at the expense of the suburban or rural areas, so that today,\nvar vast National population of approximately 105,000,000 people, one\nWarter of the entire population lives in 68 cities, of 100,000 inhabitants or\nMare. This constant drainage of rural areas by cities is still progressing,\nendencedby the fact that during the last decade in the northeast and the\n\n*rth-central States, the increase of urban population has exceeded the growth\nParal population by 27 per cent. In short, the great migratory movement\nward, that has hitherto characterized the growth of our country, has\nrased andbecause of the potent attractiveness of our cities, those vast centers\n\nadustry and culture, of degradation and refinement, of gross materialism ,\nwell as inspiring spirituality, the theoretical center of population which\n** since colonial days has been shifting westward, has begun to swing\n*2stward as an index of the massing of population in such great manufacturcenters as New York, Pennsylvania, Ohio, and Illinois.\nThese facts have a direct relevancy to the discussion of the part that our\n\nTheshave played and still play in the development of educational policies.\nThes, as well as the Federal and the State government, have been strong,\n\n"}
{"page": 221, "printed_page": null, "text": "196\n\nNATIONAL EDUCATION ASSOCIATION\n\npersistent, beneficial influences in the development of educational service,\n\nand as the cities grow in number, in wealth, and in power, they will\ninevitably exert an influence and a control over the development of our school\nprogram that will be as beneficial and as stimulating in the future as it has\nbeen in the past. The crowding of people into industrial centers, which began\nduring Jackson's administration, immediately thrust to the front the problem of the proper education not only of the poor and of those affiliated with\nreligious agencies, but of all, irrespective of wealth, religion, or social status.\nThe need of education for the masses, which was readily ignored when the\npopulation was thinly and widely scattered over rural areas, became a problem\nof paramount importance in relation to intelligent, decent, honest living, as\nsoon as our people began to live under conditions such as ordinarily exist\nin great industrial centers.\n\nThe evils incident to the herding of our cities in industrial communities led\nto the rapid displacement of the conception of education as a religious or\nphilanthropic activity, to be carried on by private enterprise and endowment\nfor the benefit of the indigent by the sounder modern conception of a free,\ntax-supported, compulsory education as the chief means adopted by the\nNation, the State, and the municipality, to insure not only the development\nof the individual, but also the type of social and political life and service\nnecessary for the maintenance and the advancement of the State. The excellent work of the various public school societies after 1806, operating the\nLancastrian system of instruction in the growing cities of the East, eventually\nprepared the way for the education of large groups of children, in graded\nclasses, in specially constructed buildings, with trained teachers, at a reasonable per capita cost. In other words, the proverbial little red schoolhouse,\nwell fitted to serve the rural community of its day, was supplemented by the\nmore complex type of school organization developed to meet the needs of city\nconditions.\n\nIn like manner, the city environment not only determined the elimination\nof the small ungraded school, with its narrow three-R curriculum, but also\ncompelled a reconstruction of the entire life of the school. The denial of\n\nexperiences in the woods, meadows, hayloft, barnyard, kitchen, the blacksmith's shop or the grist-mill, led finally to the enrichment of the curriculum\nby the introduction of such subjects as physical training, nature study, manual\ntraining, and domestic science, subjects unknown in the older type of country\nschool. The denial of play space to the child of the tenements led to the\nintroduction of playgrounds, both within and without the school. Moreover, in order properly to house our vast army of pupils and to afford facilities for such liberalized education, a special type of school architecture consistent with the high ideals of beauty, sanitation, and safety, was rapidly\ndevised.\n\nThe pressure of public opinion and criticism born of intimate knowledge\nof the type of education to which their children were subjected, led the public\nto demand that teachers be trained for their work and that they be paid\nsalaries adequate to attract and to hold competent men and women. Just\n\n"}
{"page": 222, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE CITY\n\n197\n\nas cities have been a vital influence in relation to the industrial, the com-\n\nmercial, and the political life of the Nation, so also have they exerted a con-\n\nnuous, stimulating, and constructive influence in the development of our\nchools.\n\nIn suggesting typical present-day problems in our large cities I will touch\nbriefly upon certain city school problems the solution of which is fraught\n\nwith much difficulty, but which, when effected, will represent additional\ncontributions made by our large cities to the cause of education. Perhaps\none of the most important and most perplexing problems is the determination\noftherelationofthe board of education to the municipality on the one hand,\nand to the State on the other. While the generally accepted legal theory, as\nexpressed in statutes and decisions, is to the effect that education is a State\nfunction, carried on chiefly by means of funds provided by the city, the fact\nremains, as evidenced by controversies countrywide, that arise over the\nattempts of well-intentioned municipal authorities to treat and to control\n\nducational funds, educational policies, and educational administration as\ndentical with those of city departments, that there is a wide zone of disputed\nauthority that should be made the subject of professional study and statutory\ngulation.\n\nAs long as States make but meagre contributions to the funds required for\nurrentexpenditures for educational service within the municipalities, it is\nTore thandifficult to meet the well-sustained arguments of advocates of home\n\nde and particularly to withstand the demand of members of succeeding\nptical administrations responsible for rising tax rates, for a controlling\nricewith reference to school funds raised by tax levy. State supervision and\ncontrol of education in large cities are a legislative theory rather than an\nactuality.\nA related problem resulting in wide divergence of opinion is the method\nofcreating boards of education. Some communities adopt the method of\n\ndirect appointment by the mayor; others, the antithetical method of direct\n\nlection by the people; and others, a middle ground method of appointment\narepresentative commission. All plans are being tried with varying degrees\nsuccess, but we have still to develop a formula or a method which will\nreboards of education which will recognize their joint responsibility both\nthe State and to the municipality. Identical plans of organization are\nand successful in some communities and wanting in others.\nA smilar problem arises in relation to the size and the powers of the board\n*education when created. The general tendency countrywide in large cities\n**oward the creation of small boards, preferably of seven or more members ,\npowered to formulate but not to administer educational policies. The\nBarness of a board of any size, however, is conditioned not so much by the\nor as by the personality of its members. Increasingly we find men and\nunen of fine attainments, rich experience, and splendid civic ideals accepting\npointment to boards of education not to fatten on patronage or to don a\nantle of brief authority, but to render to the city and to the State the noblest\n\n"}
{"page": 223, "printed_page": null, "text": "198\n\nNATIONAL EDUCATION ASSOCIATION\n\ntype of public service possible-namely, vigilant guardianship and inspiring\nguidance of our richest inheritance, the children of today, the citizenship of\ntomorrow.\n\nThe problem of financing educational service is one of ever-increasing and\never- recurring difficulty. Constitutional tax and debt limits binding upon\n\nthe administrative officers of the municipality and therefore limiting the\nfinancial support that may be extended to the schools, tend toplace the schools\nin severe competition with city departments, in the attempt to secure the\nmoneys necessary for efficient management and healthy growth. The situation\nbecomes dangerously acute when the State aid is inadequate, as it is in most\ninstances, despite the accepted theory of education as a State function.\nPerhaps an extreme illustration may give additional significance to my\nremarks. Greater New York-like Athens of old is really a city-state\ncontaining 54 per cent of the population of the entire State. The wonder\ncity of the East has a population of approximately 5,000,000 and a school\npopulation of 922,000 pupils. This school population is approximately equal\nto the combined total population of Arizona, Wyoming, Nevada, and New\nMexico ; or, to use a different illustration, is approximately equal to the combined school population of Philadelphia, Baltimore, Cleveland, Cincinnati,\n\nDetroit, and St. Louis. For the current expenditures of such a gigantic\nsystem the city spends approximately $90,000,000, out of a total tax levy\nof $353,350,000, which, according to the U. S. Bureau of Education, equals\nthe total amount of money expended for educational purposes by sixteen\nStates during the year 1920.\n\nIn other words, New York City expends annually, with little aid from\neither the State or the Federal government, a sum equal to the aggregate\neducational expenditures of Alabama, Arizona, Arkansas, Delaware, Florida,\nGeorgia, Idaho, Maine, Mississippi, New Hampshire, New Mexico, Nevada,\nRhode Island, South Carolina, Vermont, and Wyoming.\nThe enormous expenditures for education might be made an excuse for\na learned discussion of the erroneous conclusions recently reached by Presi-\n\ndent Pritchett, of the Carnegie Foundation. Such reactionary conclusions are\nas firebrands in the hands of the demagogue who seeks to destroy the institutional life for which we have sacrificed untold lives and treasures. A Nation\n\ndedicated to the development of a cosmopolitan civilization founded upon\nself-government cannot afford to place the almighty dollar above the interests\nof the child. Is it not a conviction of our people that the race between civil-\n\nization and political catastrophe is being waged not only during the halcyon\ndays of peace but also during the turbulent days of war and that education\nalone will determine the issue, when, as in 1920, of a total National income\n\nof 56 billion dollars the Nation spend approximately $1,192,000,000, or 2.13\nper cent of the National income for school purposes, is it debatable that we\nshould advocate in the interests of childhood, not retrenchment, but more\nliberal expenditures ?\n\nScrap your navies, disestablish your military organizations, if you will,\nbut such actions constitute a National peril unless the moneys thus saved\n\n"}
{"page": 224, "printed_page": null, "text": "SCHOOL PROGRAM FROM StandpOINT OF THE CITY\n\n199\n\nre expended in the promotion of an educational service which will make\nvery son and daughter of our Republic an intelligent and reverent guardian\nour noble heritage. The World War was for naught if it did not prove\natthe moral and intellectual fibre of a nation is more significant than any\ndegree of material prosperity, and that its quality is the fruitage of a sound\nand adequate educational system. Not the last line, but rather the first line\ndetense, isour public-school system, for the battles of tomorrow are being\non in the schools of today.\n\nHowever, the financial problem in our great cities in which constitutional\nas and debt limits exist, which place the city school system in competition\nth city departments, has become acute within the last few years and calls\nwher for new modes of taxation to increase the general revenues or for the\n1\n\nemption of school moneys from such constitutional limits.\nDo you wonder that constitutional provisions and tax laws of olden days,\nraling with property rather than production and earnings, fail to meet such\n\naextraordinary situation, and that the administrative authorities of both\nHe city and the school system are inclined to ask if it is not probable that\n\n**e city, especially in view of its transient immigrant population, is shouldera financial burden that should be borne to a greater degree by both the\nState and the Federal governments.\nUninteresting as may be these large problems of city school administration,\nwhich I have referred, namely, the legal status of boards of education, the\node of creating, and the size of such boards, and the financial difficulties\nencounter, it should be understood that they absolutely determine the\nzode of administration of school systems. It would be folly to assume that\nthere is any well established, satisfactory theory and practice with reference\nhem. Indeed, their solution must be patiently wrought out in the conflict\nand controversy of great cities and their solution will mark an additional\nntribution made by American cities to the cause of education. I am\nrdined to think that experienced schoolmen will concede that the problem\n: •Federal aid and supervision is in the present moment entirely secondary\na clearer definition of the purely internal problems to which I have\nferred.\n\nIf, in amoment of pious aspiration, we may assume that such difficulties\nPave been solved, what plans and specifications may we, as social engineers,\ndown as controlling ideas for the future development of our city school\nwcem\n?\n\nPermit me to refer to the most obvious need which, is most frequently\n\nred. We must properly house our children, not in ancient buildings ,\nficient in number and defective as regards safety, sanitation, and architural beauty, and deficient in the equipment needed for real living on the\n\npart of the child. Rather must we provide sufficient modern schoolhouses\nn accordance with well-conceived city plans, to enable each child to receive\nIl-time schooling in buildings which, from the standpoint of safety, sanita, and equipment, conform to the highest standards of notable buildings\nIr through private enterprise. Above all must our schools be enriched\n\n"}
{"page": 225, "printed_page": null, "text": "200\n\nNATIONAL EDUCATION ASSOCIATION\n\nby those architectural features and types of equipment needed to make them,\nfrom the children's standpoint, real houses of golden windows, in which\nthey may live and discover unto themselves, in an ideal social environment,\nthe talents God has given them. Unless we concentrate on our school build-\n\ning program, the same careful planning and artistry that we lavish upon our\nmodern hospitals, theaters, churches, and the chosen marts of commerce and\nindustry, we fail to do justice to the latent beauty, dignity, and worth of\nour children.\n\nNeed I argue that if we do not supply play space for clean, wholesome\nrecreation, we will have to supply jail space, and also that as long as our\nchildren play in the peril of the gutter their spontaneous play instincts intent\nonly on the passing moment, will mean their mutilation or death under the\nchariot wheels which throng our cities of dreadful streets.\n\nAnother thought I would emphasize is that democracy demands for her\nchildren an education commensurate with the diversity of their talents and\nthe versatility of their genius. Not only must the range of educational service\nextend continuously through the kindergarten, the six-year elementary, the\njunior high, the senior high schools of different types, the vacation, the continuation, evening schools of elementary and high-school grade, but also\nthrough the college and possibly the university. In every stage of the pupil's\ncareer, despite the economic necessity of mass instruction, the child must\nbe individualized through the application of intelligence and achievement\ntests, so that he will neither strive without succeeding nor succeed without\n\nstriving. To every child according to his ability, whether he be a physical\nor a mental defective or a precocious youngster of superb vitality and surpassing talent, every opportunity must be extended. We must assure to each\n\nan equality of opportunity to attain his place in the sun. The myth of the\nso-called average pupil has been driven forth as a pariah from our midst,\nnever to return. That such ideals are abroad in the land, especially in ou:\ncity systems, is abundantly proved by the general extension of the kindergarten, the introduction of the junior high, continuation, summer, vocational,\nand evening high school, and innumerable classes for all types of exceptional\nchildren, whether mentally defective, precocious, blind, crippled, anæmic,\n\ntubercular, or cardiopathic, and above all, by the use of intelligence and\nachievement tests as the basis of a system of scientific grading.\nFurthermore, there must be a radical reconstruction in our present encyclopedic, uniform, devitalized curriculum so as to provide for children of varying types of ability and rates of achievements, and to provide for a more socialized, humanized type of content, with a definite community value, so that the\nlearned will know and feel that he is in and of the community rather than\nan expectant bystander. But there can be no finality about our procedure.\nCatch phrases and their implications, such as project method, apperception,\nmethod wholes, culture epochs, will each, in turn, add to our modicum of\nknowledge and then pass into desuetude, but let us welcome them as indications of a divine discontent with present procedure and technique and as\nevidence of a commendable freshness of vision and zest for honorable\nachievement.\n\n"}
{"page": 226, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE CITY\n\n1\n\n201\n\nButwe would deceive ourselves if we were to ignore the fact that in the\nast analysis the teacher and the pupil are the polar and the ultimate aspects\nof the teaching situation and that therefore future progress in education in\nar cities and elsewhere is absolutely conditioned by the social and economic\ncarus of teachers in the various communities. Am I too optimistic when\nIpredict that no longer will teachers be regarded as pawns on a political\ntessboard and that teaching and administrative positions will no longer be\nregardedas political spoils. Is it too much to assume that in the near future\nherewill be no large city in which teachers are not appointed from merit\nsts and granted permanent tenure after a reasonable probationary period\n1two or three years' service ? As educational progress depends primarily\npon the competency of the classroom teacher and while it does appear that\nractically one half of the 657,000 teachers in the United States are\nnadequately trained, it is beyond denial that our city school systems are leadng the advance and establishing high conditions of eligibility that justify the\nlam of teaching to rank as one of the learned professions. As those charged\nwith the sacred responsibility of fashioning character, we are in duty bound\nperfect our technical knowledge so as to justify our claim to rank among\nelearned professions. But the salaries paid largely condition the kind of\nwacher obtainable. While it is true that the median salary paid in large\nties is approximately $1,500 per annum, several of the leading cities have\naimpted mandatory minimum salary schedules which mark a new epoch in\npublic recognition of the value of teachers' service. Nor is the selection of\nPeachers on the basis of a merit system and adequate salary schedules all that\n⚫needed in the city of the future to insure an efficient corps. Neither tenure\nor salaries has done more to stabilize the teaching profession and to insure\napermanent body of teachers of mature skill, than the establishment of\neacher pension systems on the sound financial basis of joint contributions\nthe teacher beneficiary and by either the State or the municipality. Disty and superannuation have lost their terrors among teachers in New\n\nYork City since the establishment of the teachers' retirement system in 1917,\nand I forecast that the day is not far removed when teachers in every city\nroughout the land will enjoy the benefits of a similar retirement system .\nThe last but not the least imperative problem that I am confident city\nhools systems will effectively solve is that of supervision. Too long has\nadministration of our schools been characterized by either benevolent\ncracy or petty despotism. Supervision has too long meant narrowsoned dictation and strait-jacketed response. Supervision has been based\non domination rather than inspiring leadership upon fearful individual\nompliance rather than whole-hearted group coöperation. Indeed, one might\nwell evaluate a city school system not by the achievements of pupils but by\ndegree to which teachers, individually and collectively, have an interest\nand avoice inthe determination and the execution of its policies. The spirit,\nrather than the mechanism, is the matter of real importance. Such coördimated power need not resemble a turbulent torrent rushing down a glen,\n\nrather those quiet underground streams that make fertile the pleasant\nvalley.\n\n"}
{"page": 227, "printed_page": null, "text": "202\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE AMERICAN SCHOOL PROGRAM FROM THE\nSTANDPOINT OF THE RURAL SCHOOL\nFLORENCE M. HALE, STATE AGENT FOR RURAL EDUCATION\nAUGUSTA , MAINE\n\nIn my estimation no greater honor could be conferred upon any person\nin educational work than to be asked to act as spokesman for the greatest\nof all our National education problems-that is, the program of American\neducation from the standpoint of the rural school. Perhaps no better indication of the progress being made along rural school lines can be found than\nin the placing of the rural school interests on a program of this character.\nWe have by no means solved the problem of rural education in the United\n\nStates but we are awake to the importance of our problem and we are already\nbeginning to achieve some results looking toward a partial solution at least.\nLast year over two million people left the farms for urban life. Some\nwere driven thence by financial conditions ; others were lured by the greater\nattractiveness of social life in the larger places, but probably a considerable\nproportion were influenced to go to the cities because of their great desire\nto give their children the best possible educational advantages-advantages\nnot to be found in the meager conditions of too many of our country school\ncommunities. However dazzling our cities and splendid their records of\naccomplishment; it is a foregone conclusion that these cities cannot exist\nwithout having behind them a solid and high type of rural citizenship. The\ncities of the United States are much more dependent upon the rural sections\nfor their successful existence than are the country people dependent upon the\ncities for their social attractions .\n\nNot only in education but in all economic lines this Nation is awaking\n\nto the fact that the welfare of the country people financially, socially, and\neducationally must be safeguarded and increased in order to keep these\nmillions of people in their country homes and to make the foundation of\nNational welfare secure. In California, the fruit growers; in the south, the\ntobbacco raisers ; and in my own State of Maine, the potato growers ; all are\nbeing organized into coöperative societies, often times with outside assistance,\nin order to safeguard the interests of our agricultural people. And all over\nthe country educators are seeing more than ever before that a great responsibility rests upon associations like the N. E. A. to better the conditions of\nrural education in order that the country people, as their economic conditions\ngrow better, shall not have to move to large centers, just because their\nchildren cannot secure an equal education in the schools of the rural neighborhood. The National Education Association and our university extension courses and rural educators have been making strenuous efforts to better\nrural school conditions. I believe they are succeeding to a great extent,\nalthough much still remains to be done.\nTwo problems present themselves in connection with this rural school\nbetterment : ( 1 ) Helping the immediate situation in the present rural\n\nschool of the ordinary community.\n\n( 2) The ideal program for future\n\nbetterment of the entire rural school situation .\n\n"}
{"page": 228, "printed_page": null, "text": "SCHOOL PROGRAM FROM STANDPOINT OF THE RURAL SCHOOL\n\n203\n\nTwo types of rural schools are now being much discussed in relation to\nthese problems. First, we are considering the one-room rural school which\niswithus inlarge numbers and will continue to be for some years to come.\nSecond, the consolidated school, of which there are many splendid examples\nhere andthere over the country. Those of us who have been annual attendants at the National Education Association meetings have little disagreement as regards the efficiency of the consolidated school compared with that\nof the one-room school in most instances. The program of this association\n\nfor some years has been destined to bring the matter of consolidation with\nall its benefits vividly before the people of the country. We rejoice to see\nthe increase in the number of these splendid schools, and we believe that their\ngrowth hasbut just begun.\nAllwho are familiar with actual rural school conditions recognize the\nncreased opportunity for social intercourse, healthy competition in work and\ngreater advantages both from a physical and professional standpoint. However, all over this land there are still one-room rural schools and we must\n\ntace the fact-while working toward our program of consolidation. We\nTast recognize too that there may possibly be some communities where the\none-room rural school has a distinct mission and is doing a good work. It\nsnot the purpose here to argue for the advantage of either of these two\n\nspes of schools, but rather to accept the facts as they are and while working\ntor that which seems ideal, at the same time to have belief and ambition to\nmake the very most possible out of conditions as they exist in our own\nparticular rural work.\nOur program then calls for attention to the betterment of rural educabon as stated in the first suggested topic. It is not enough to disparage\n\nwhatwe have to deal with today and leave the matter there when we cannot\nmediately obtain the ideal—\nHearken why !The common problem, yours, mine, every one's,\nIs not to fancy what were fair in life\nProvided it could be-but, finding first\nWhat may be, then find how to make it fair\nUp to our means : a very different thing.\n\nThe school life of the usual rural child is only about eight years in length.\nIfwe wait for the ideal during three or four or five years, without improveng the immediate present, however fine our achievement then may be-we\nsavepractically robbed the present school population of at least half of its\nwhool life. Personally I believe it is a healthy habit to establish to regard\nne situation in life as impossible nor as an excuse for failing to try for\nmorovement.\n\nWe who supervise in the rural schools need most of all to\n\nastil a spirit of pluck and good courage into our rural teachers, for first\nand foremost the advance of rural education depends more upon the individal teachers than upon buildings, equipment, or aught else. Given the\nmal teacher \" all these things shall be added unto thee.\" We may talk to\nod boards and tax-payers about the crying needs for all these material\n\nthings but let us spend our time with our teachers themselves in showing\n\n"}
{"page": 229, "printed_page": null, "text": "204\n\nNATIONAL EDUCATION ASSOCIATION\n\nthem how to make the most of the school they have instead of rendering the\nsituation hopeless by spending too much of our time with them in dwelling\nupon the poor conditions that exist. Nothing is impossible in any situation\nto the person of resource and vision. The teacher who makes a success of\n\nher work in the school she is in will have a greater influence in bringing\nabout the ideal situation than any amount of bulletins, lectures, and resolutions from eminent educators outside the particular community. Our fore-\n\nfathers were not necessarily satisfied with the barren conditions they found\non our New England coast, nor were these western pioneers insensible to\nthe drawbacks of their situation but they were men of vision and undaunted\ncourage and they knew the only way to future comfort and benefits was to\nwrest, then and there, every possible thing out of the barren conditions they\n\nencountered. The glory of our wonderful nation today built upon their\nendeavors is an argument for the soundness of their philosophy.\nThe rural schools directed by one of our young superintendents who had\nattended some meetings of rural educators were found to be making no\nprogress but rather going backward. When questioned as to this the young\nmeeting it was the consensus of opinion of\nman said, \" Why! At the\nall the eminent educators that it is impossible to do anything at all with a\npoorly equipped one-room rural school, so why should I spend my time\nattempting the impossible ? \"\n\nWe must be careful how we spread a spirit\n\nof discouragement among our younger superintendents and teachers.\nThe greatest need ofAmerican rural education then is to build up a rural\nschool profession all over the country. In Maine we have been endeavoring\nto do this by means of a very definite plan for improving teachers in service.\nDue to the efforts of our State superintendent our State law enables us each\nsummer to select a group of not over one hundred of our best rural teachers\nwho are normal graduates. To these we give-free of all expense of travel,\nboard, etc. a six weeks course for rural leaders. They then go back to\ntheir towns and act as helpers to assist the untrained or inexperienced\nteachers in service. They teach their own school for observation purposes\nas well as going about one day a week to advise and assist in other schools.\nThe work of these helping teachers has been so successful, and rural communities have been so influenced for better things that this summer, in\n\nresponse to a demand, we are able to take a second class of teachers free of\nexpense for similar training. This second class is made up of rural teachers\nin service who will not act as helping teachers but who have evinced a great\ndesire to attend and to learn how to do better the work of teaching their\nrural schools.\n\nPerhaps our greatest need today to secure a strong rural teaching profession is to create a public sentiment which shall make it possible for our\nteachers to have attractive and comfortable boarding places. A survey of\nconditions, I believe, would show that a large percentage of the teachers\nwho refuse rural schools do so, not because of the actual school conditions,\n\nbut because of the hardships of daily life. Rural educators need help in\nsolving this problem. The teacherage is the solution in some localitiesand awakened public conscience may effect it in others.\n\n"}
{"page": 230, "printed_page": null, "text": "205\n\nADDRESS OF WELCOME\n\nAlong with the establishment of a real rural teaching profession our\nprogram for rural education calls for better schoolhouse conditions, expert\nsupervision, and adaptable courses of study. An extract from my own State's\nrural program for next year perhaps summarized these needs from the\nNational standpoint as well.\nThe essential points of rural school efficiency are as follows : ( 1 ) A well-trained\nand adequately paid teaching force; ( 2) Well built schoolhouses with suitable\ngrounds and with a reasonable equipment of all the tools of education ; ( 3 ) Professional guidance under expert and business-like supervision ; (4) A simple and\ndefinitely arranged course of study; ( 5 ) Community interest, coöperation, and support; and (6) Reasonable consolidation of the smallest schools, under conditions\nthatwill promote the educational welfare of the pupils concerned.\n\nADDRESS OF WELCOME\nWILLIAM W. CAMPBELL, PRESIDENT- ELECT, UNIVERSITY OF CALIFORNIA\nBERKELEY, CALIFORNIA\n\nI consider it a splendid privilege and a high honor that my first public\naddress after assuming the office of President of the University of California should be one welcoming the members of the Association and its\nforeign representatives to the campus of our institution.\n\nWe have looked\n\nforwardto your coming into our community from all parts of our own State\nand our Nation and from a great number of other Nations. We had hoped\nthat your organization or some of its many sections would desire to hold\nmeetings in our buildings and that we could assist effectively in some way in\nmaking your ambitious and worthy program a success. If there are methods\nwhich my colleagues on the faculties or in the administrative offices of\nthe University can render further assistance in the way of providing facilities\nfor meetings, or otherwise, we desire to be of service.\n\nSpeaking of the members of the Association, you are representatives of the\nhef function of the forty-eight States, the District of Columbia, and the\ncatlving territories, of their counties, their cities, and towns-the educating of\nheirchildren, the educating of their young men and young women. Should\nanyone fail to realize the predominating position of educational service in\n\nour Commonwealth and local governments I recommend that he study the\nallotments of our tax returns to the different public services or that he compare the school buildings throughout our several States with the buildings\n\ndevoted to any government service, or to all other government services\ncombined.\n\nWeare thinking this morning of educational problems and results in two\nof their aspects; we are thinking of their benefits conferred upon the people,\nandfurther concerning their promise for the improvement of international\nrelationships. The welfare of our democratic Nation, the success of our form\nd government, demand that education within our borders be universal.\n\nteracy in any region, large or small, is a misfortune and a threat of\ntrouble. The illiteracy of individual voters has its bad effects, sometimes of\n\n"}
{"page": 231, "printed_page": null, "text": "206\n\nNATIONAL EDUCATION ASSOCIATION\n\na very definite and regrettable character. On this anniversary of our Independence Day, we can do nothing finer for our beloved country than to\n\npledge our efforts in behalf of Nation-wide education. No locality should\nbe permitted to be so backward intellectually and governmentally as to be\nwithout school facilities for every boy and girl, up to a liberal age limit, and\nattendance should be enforced. We should endeavor to stamp out and prevent illiteracy through eternal vigilance and constant effort, very much as,\nbut more completely than our excellent health services are stamping out and\npreventing yellow fever, malaria, typhoid fever, and other scourges. As a\nNation, we have in the last quarter-century felt responsible for the education\nof the children in Porto Rico, in the Hawaiian Islands, in the Philippines.\nWe look with pride upon the results obtained. We, as a people, are\nunselfishly interested in the welfare of the inhabitants of those islands. If\nyou could have witnessed with me at Honolulu last November eleventh,\nArmistice Day, the procession of many thousands of school children, Chinese,\nJapanese, American, native Hawaiian, European, all under the banners of\ntheir schools, all wearing clothing of immaculate cleanliness, all showing\nfaces clean and, we might say, polished, faces attentive and radiantly happy,\nyour hearts would have been bursting with pride, and many eyes would have\nshed tears of joy.\nNow, our desire for the welfare of the people of Cuba, of the other\nislands of the seas, near and far, of other nations wherever situated, is equally\nsincere. We marvel at the educational progress made by Japan in a few\ndecades, and are glad. We admire the progress of education in China,\nreported to us in recent days by her delegates. We have been gratified to\nlearn from their representatives as to the excellent educational conditions\ndeveloping and existing in Mexico, in Chile, in Czecho-Slovakia, and in\nother nations. We desire to maintain with each and all of the nations the\n\nsame peaceful relations which have endured between the United States and\nour neighbor on the north, Canada, through eleven decades, and this\nwish is synonymous with our interest in the educational advantages of those\ncountries.\n\nBut though universal study is desirable and essential, is it sufficient to\ninsure peace or to encourage us in hoping for enduring peace ? By no means.\nOther conditions are necessary. The greatest war of all time was fought by\nthe most highly educated nations. Neglecting fewer than a half-dozen of\nthe smaller nations, such as Norway, Sweden, Denmark, and Switzerland,\ncontaining perhaps not more than fifteen million people, the highly educated\nworld, embracing hundreds of millions of inhabitants, was engaged in the\nlife and death struggle. Germany was the most intellectual of all on the\nlist. In Germany the percentage of illiteracy was perhaps lower than in any\nother country. But the German schools, the elementary and secondary\nschools, and the universities, through several decades were glorifying war,\nwere developing the military spirit, were, in effect, teaching militarism. The\ngovernment was in the hands of the military party. The sword was the\nsymbol of Germany's might. And in the same way today, any nation whose\n\n"}
{"page": 232, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n207\n\ngovernment is in the hands of the military party, no matter if every man,\nworran, and child be well educated as to intellectual matters, that nation\nisathreat to the peace of the world. In my opinion, the schools should teach\npeace with justice, peace with respect for the rights of other nations, peace\nwithout reference to a nation's resources in men, guns, submarines, and airplanes. The point I desire to make is this: universal intellectualism is not\nenough. Our educational system should strive to develop consideration for\nother nations and peoples. Our textbooks of history, particularly those\nchapters which describe our military struggles with other countries, should\nbewritten and selected with the utmost care, in order that they may be based\nponthe truth and that they may teach nothing but the truth. It is unworthy\nagreat and powerful nation such as ours, that any school textbook should\ncontain a single statement reflecting unjustly on other nations.\nIf I were asked to name the most striking fact in American educational\nhistory, my answer would be this: the tremendous growth of attendance in\nour high schools and colleges and universities during the last quarter-century.\nWhile the population of the United States has increased less than fifty per\nsentinthe twenty-five years, the number of students in our high schools and\nniversities has been multiplied by three or more. Similar developments in\nTostother activities of life would be considered as revolutionary. The time\nhas not come to determine its effects upon sociological and economic questions,butwe may be sure that the cause described will produce an effect. We\nought to survey the situation and try to see whither we are tending. We\nsometimes hear the question: Are we attempting to educate too many in our\n\nigh schools, colleges, and universities ? My own answer to this interesting\n*\nand important question is simple. My answer is : No, we are not, if the\nzh schools and universities are really educating them. Yes, we are, if the\nhigh schools and universities are not succeeding in their efforts. I am inclined\nsuspect that the pendulum has been swinging too far, and that many students\n-I do not know how many or what percentage-are misfits in our\nucational institutions and should not be there. The taxation costs of mains\n\ntaining secondary and higher educational systems have increased enormously,\nand inmy opinion, taxpayers should not be assessed for the maintenance of\nncapables or the unambitious in secondary school and college. This taxation\nwer of injustice, is, however, the minor one. The chief misfortune concerns\n\nthe incapable student himself, and the general economic conditions of the\npublic at large. The educational system should not be expected to carry the\nincapable very far. The capable student who can do his work but will not\napply himself, the student who is not ambitious, should be shunted to other\n\nfelds ofactivity where he will not be in the way of worthy students, and\nwhere his success and happiness will be more complete.\n\nIt standards are too low in our schools and colleges, we encourage the\ndevelopment of bad habits in the students. If standards are high, the num-\n\nhers who pass through the high schools and universities will not be too\na. High standards are, then, the sieve which will separate those who\nld remain in school from those who ought to go into other pursuits.\n\n"}
{"page": 233, "printed_page": null, "text": "208-\n\nNATIONAL EDUCATION AssociatION\n\nWe do not know where great ability and great ambition will come from.\nThe fisherman's son, the banker's son, the janitor's son, the clergyman's son,\nthe farmer's son, may possess these qualities. The opportunities of the highschool system should be and are open on equal terms to all who desire them.\nTo those who make good in the secondary schools, the opportunities of the\nuniversity should be available. High standards, in my opinion, are the panacea for any ills threatening from the enormous enrolments in the high\nschools and universities of the present day. I am wondering if the standards\nare actually as high now, under the conditions of rapid growth and large\nattendance, as they were twenty-five years ago, when the numbers of students\nwere vastly smaller. I am interested in finding the correct answer to that\nquestion. I commend the subject to you as one of great importance. It is\nworthy of your thoughts on this day when all good citizens are considering\nthe welfare of the Nation.\n\nMay I express the hope that the delegates and all those members who have\nundertaken long journeys in order to attend the meetings of the National\nEducation Association in our Bay cities, will be rewarded intellectually\nand socially beyond their utmost expectations, and that when another general\nmeeting of the Association will be held, their faces will again be turned\ntoward the Golden State .\n\nCITIZENSHIP THROUGH EDUCATION\nWILL C. WOOD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nSACRAMENTO , CALIFORNIA\n\nOne hundred and forty-seven years ago today the forefathers of our\nrepublic in Congress assembled, adopted a solemn declaration dissolving the\n\npolitical bonds which had united them to the mother country, and declaring\n“\n\nthat the thirteen American commonwealths, are and of right ought to be\nfree and independent States.\" Coupled with their bold assertion of National\nindependence was a statement of political philosophy no less bold, considering the time and circumstances. \" We hold these truths to be self-evident, \"\nreads the great declaration-\" that all men are created equal; that they are\nendowed by their Creator with certain inalienable rights, among which are\nlife, liberty, and the pursuit of happiness ; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.\" By this solemn declaration the forefathers committeed\nthe Nation they founded to the principles of democracy; they bound them-\n\nselves to establish upon this continent under the ægis of America \" a Government of the people, by the people, and for the people.\"\n\nIt was a mighty task our forefathers undertook. No government based\non the consent of the governed had ever been successful. Political philosophers of every age had decried democracy on the ground that the people\nlack political wisdom. To deserve the support and loyalty of a people any\ngovernment must possess, among other things, this attribute of wisdom.\n\n"}
{"page": 234, "printed_page": null, "text": "CITIZENSHIP THROUGH EDUCATION\n\n209\n\nEarly inthe history ofAmerica it became apparent that the political philosoprers were at least half right-that government by the people must fail\n.nless knowledge is generally diffused. James Madison, in one of his justly\ntamous political letters, declared that a satisfactory plan for primary educa*on is a vital desideratum in a republic. \"A popular government,\" he\nsaid, \"without popular information or the means of acquiring it, is but a\nprologue to a farce or tragedy, or perhaps, both. Knowledge will forever\navern ignorance; and a people who mean to be their own governors must\n\nam themselves with the power which knowledge gives.\" Washington also\nrecognized education as a prime necessity in a republic. In his Farewell\nAddress to the American people in 1796 he enjoined the maintenance of a\nzeral system of education-\" Promote then,\" he said, as an object of\nprimary importance, institutions for the general diffusion of knowledge.\nInproportion as the structure of a government gives force to public opinion,\nitis essential that public opinion should be enlightened.\" It is therefore\ningularly appropriate that this great congress of teachers whose duty is to\npass on and promote the great American tradition and lead the people into\nwaysot knowledge and wisdom, should give a part of this National anniver،،\n\nsy to consideration of the problem of making our schools serve more\n\nthe ideals of American citizenship. Upon the teachers of America\nrets the responsibility for making the American people fit to govern themvives: for realizing the principle of equality of opportunity in American\nte; and for making secure the inalienable rights to life, liberty, and the\nsuit of happiness. We are special trustees of the ideals of the Declaration\nIndependence.\n\nWhile the early statesmen of America had great faith in education as a\nJeans for realizing the purposes of democracy, they were somewhat indefitreastoways in which education was to serve these purposes. Washington,\nJefferson, and Madison had faith in knowledge but were not specific as to the\nond of knowledge to be inculcated in the minds of Americans to fit them\n\nor civic responsibilities. Nowhere do we find in the early State papers\n*America any direct reference to specific education for civic duties. Our\nforetathers it seems assumed that good citizenship is a by-product of educaon and that the specific study of institutions in preparation for citizenship\nunnecessary. It was not until 1822, that a textbook in American history\neared, nor until 1828, that a brief catechism on the Constitution of the\n\nUnited States found its place in the schools. Until quite recently, specific\nPeparation for citizenship in the United States was represented almost\ns by a rather dry analysis of the Federal and State constitutions—a\nandof governmental anatomy as it were. Preparation for citizenship was\n\nnsidered satisfactory if the individual had a good general education, a\narwledge of the history of the United States with emphasis upon military\npits and chronology, and a knowledge of the structure of American\nernment.\n\nThe theory that citizenship is a by-product of education seems to have\nmedtairlywell during the early decades of the life of the Republic. The\n\n"}
{"page": 235, "printed_page": null, "text": "210\n\nNATIONAL EDUCATION ASSOCIATION\n\nreason for this is fairly obvious. The population of our Nation up to comparatively recent times was quite homogeneous. The forefathers of America\nwere descended from Northern Europeans, most of them from the AngloSaxon stock. With common traditions to build upon, our forefathers experienced no great difficulty in meeting the governmental problems of their\ntime without specific training for citizenship. Moreover, American governmental institutions of a hundred years ago were not complex, being designed\nchiefly for the protection of life and property and for common defense in a\n\nland devoted for the most part to agriculture. A knowledge of such institutions and their workings could be passed on without specific training for\ncitizenship in the schools. The early Americans believed with Jefferson\nthat the best form of government is that which governs as little as possible ;\nthey were extremely jealous of any extension of Federal governmental powers\nover the State and were moreover inclined to limit the powers of the State\ngovernments to a minimum. As for municipal governments, the vast\nmajority of the people were untouched by them. Until after the Civil War,\nAmerican government was so simple, comparatively speaking, that the Nation\nwas hardly conscious of any need for specific training for citizenship. Brief\ncourses in American history and civil government sufficed to meet the need.\nToward the end of the last century, however, the American people awoke\nto the need of the better and more specific training for civic duties and\nresponsibilities. The reasons for this awakening are various and by no means\nobscure. Out of a total population of one hundred million people in 1920,\napproximately fifteen millions were born in foreign lands. A large proportion of the foreign born, especially those who had come since 1880, had\nimmigrated from countries differing vastly from ours in language, ideals ,\ncustoms, and institutions. There were many millions more, born in America\nof foreign parents, who had not grasped the principles underlying American\ninstitutions. Moreover a great change had come in the domestic life of\nAmerica. Whereas, the census of 1790, showed only 3 per cent of the\nAmerican people living in cities and towns, the census of 1920 showed more\nthan 52 per cent in cities and towns. Whereas, the population of the Repub-\n\nlic of Washington's time was almost wholly agricultural, the Republic of\nour own time is chiefly industrial and commercial.\n\nWhereas, our fore-\n\nfathers being farmers, were for the most part economically independent, the\npeople of our own time, through the operation of the principle of division\nof labor, are socially and economically dependent upon one another to a\nremarkable degree. Whereas, America in 1790 was an isolated state;\nAmerica in 1922 is one of the world's great powers. All of these factors\n\nhave tended to make American institutions of today vastly more complex\nthan the institutions of our forefathers' time. The successful working of\nthese institutions depends upon a reasonable understanding of them by those\nwho are entrusted with the responsibility for government. No governor\ncan successfully manage a governmental machine which he does not understand. Inasmuch as the governors of America are the people themselves,\ngreater complexity of institutions makes specific training for citizenship a\n\n"}
{"page": 236, "printed_page": null, "text": "CITIZENSHIP THROUGH EDUCATION\n\n211\n\nprime necessity. We must, therefore, present a twentieth-century program\noftraining for citizenship to meet the needs of twentieth-century America.\nIn determining what shall be offered as training for citizenship, it is\nnecessary to consider what are the duties and responsibilities for which we\nare training. We must apply to citizenship some of the principles of job\nanalysis so useful in industry. What are some of the things that one should\nknow and be able to do in order to be a good American citizen ? It is\nimpossible, at this time, to offer a complete analysis, but there are certain\nthingswhich are obviously a part of the good citizen's equipment.\nIt is obvious, for example, that no man liveth to himself alone. From\nthe hour of birth, the individual is a member of a community. His first\nsocial contact is with the family, the oldest and most fundamental of all\nhuman institutions. When he develops powers of locomotion, he widens\nhis sphere, making contacts with the members of the neighborhood, particularly with other children. At the age of five or six he enters the school\nwhere he enlarges his social contacts and gets a wider vision of his place\nin the world. Schooling completed, he takes up his share of the world's\nburden ofespousing a vocation or means of livelihood, thus relating himself\nto industry. When he emerges into full manhood, he becomes a member\nofthe local body politic, with the right to a part in directing the civic activities of the community. The individual is first of all a citizen of the community in which he lives and with which he will have his closest contacts\nProughout life. Into this life he must be fitted in order that he may properlyserve and be served. As he grows in social contacts, he must be given\nanunderstanding of the life about him, so that he may adjust himself to it.\n\nWhen the community was simple in organization and our population\nhomogeneous, the knowledge necessary for good citizenship in the comcunity might be handed down from generation to generation as incidents\ntamily and community life. But the modern community is by no means\nple in organization. In the city, the congestion of population has forced\nhe development of community enterprises unknown to our forefathers.\nThe close contacts of great bodies of citizens in a city are fraught with\n\ndangers which must be guarded against. In every community health, for\nraample, is a prime essential.\n\nIn cities especially, eternal vigilance is the\n\nprice of health. The modern city must have its street-cleaning brigades,\nquarantine agencies, its sanitary inspectors, its sewer system, its supervision of water supply, its smoke controlling ordinances, and its food inspec*ors, if community health is to be maintained.\nSafety, too, is a matter of vital concern. For the protection of life and\nroperty against violence and theft, a police department is necessary. For\nprotection against accidents, traffic regulations and traffic squads to enforce\nem must be provided. Hospitals and ambulances must be maintained\nto care for victims of accident.\n\nA fire department must stand ready to\n\ncent emergencies. Authoritative agencies to maintain and control all of\nbese community functions must be established at public expense and with\nremunity sanction. Inasmuch as the people govern these agencies, they\n\n"}
{"page": 237, "printed_page": null, "text": "212\n\nNATIONAL EDUCATION ASSOCIATION\n\nmust be intelligent about them if they are to be made to function efficiently.\nIt is becoming apparent more and more, however, that the best authoritative governmental agencies are unable to meet the vast swarm of dangers\nin our cities. Policemen alone cannot prevent crime, nor can firemen alone\n\nprevent fire. We must supplement authority with public coöperation if\nour lives and property are to be made safe. Only by educating people\ngenerally to keep their homes clean, to be careful about combustibles, to\navoid contagion, to guard against carelessness while on the streets and so\non, can we maintain life in our cities on a reasonably wholesome plane.\nKnowledge of the community and its multiform activities, and training\nin coöperation in community life-these constitute the hope of the American\ncity where more lives are needlessly sacrificed each year than were lost by\nAmerica during the great World War. Community civics must therefore\nbe given a prominent place in our training for citizenship.\nIt is also obvious that the citizen maintains close relations with industry\ninthe community, the State, and the Nation. The good citizen is a worker,\na contributor to the common weal. He has a vocation in which he earns\n\nhis way in the world. He should understand the relation of his job to the\nwhole great world of industry. He should also have a reasonable under-\n\nstanding of economic and social facts and principles underlying industry\ngenerally, inasmuch as those facts and principles give rise to political\naction in which he shares. The very interdependence of mankind renders\nan understanding of economic principles necessary for the proper exercise\nof the citizen's prerogatives. To illustrate, the power necessary for industry was formerly developed in the immediate neighborhood from coal or\n\nwater wheels. Today power generated in the mountains is transmitted\nlong distances and distributed through vast complicated systems. Our cities\nare dependent for their very life upon the efforts of power-plant operators\nand linemen. Water is impounded in mountain valleys and conveyed along\ncanals to fields hundreds of miles from the source of water.\n\nThe success\n\nof this whole enterprise depends upon coöperation. A vast network of railroads has been built up to transport the Nation's produce. Recently we\nfound to our sorrow how striking railroad workers might affect the lives\nof people in whole regions. Marketing is no longer local, the produce of\nthe Pacific Coast being offered in the cities of the Atlantic Coast, and the\nmanufactured goods of the Atlantic seaboard being sold on the Pacific\nslope. Great trusts have evolved during the last forty years with power\nto affect life in every community in America. Labor organizations have\ngrown tremendously in recent years, with power to affect the processes\nof production and distribution throughout the Nation. The political issues\nof our time center chiefly about transportation, railway rates, marketing,\nlabor problems, the regulation of trusts, the control of public utilities and\ntaxation. All of these problems involve economic and social principles.\nThey cannot be settled off hand by resolutions or laws. Their solution\ndepends upon a knowledge of the economic principles involved and of\ngovernmental agencies available to cope with the problems. Problems of\n\n"}
{"page": 238, "printed_page": null, "text": "CITIZENSHIP THROUGH EDUCATION\n\n213\n\nthis nature can be solved only by intelligent action. American citizens\nwhose voices determine the course of action whether by State or Nation, to\nmeet these problems must therefore be acquainted with the economic and\nsocial principles involved. They must also understand the principles of\nNational and State Government in order to select the means for effective\n\ncontrol or regulation. The growing complexity of modern life and the\nincreasing interdependence of our people demands governmental organization adequate to handle the problems these things bring.\nAmerica is to day a member of the great family of nations a leader of\nthe nations. The American people have established such economic relations\nwith the rest of the world, that we cannot but be interested in the affairs\n\nofthe rest of the world. America has become a great selling nation and her\nsales abroad will increase with the years. America has also become a great\nmanufacturing nation, requiring raw material produced in South America\nand in the Orient. The last century of American life concerned itself\nlargely with domestic affairs; the present century will concern itself largely\nwith foreign affairs, because even our domestic affairs are being affected\nmore and more by our foreign relations. The foreign relations of America,\nander our form of government, will be determined finally by the voters of\nAmerica. They cannot be settled on a basis of provincialism. If we have\nclose relations with our neighbors, we should take pains to know something\nof our neighbors their history, their institutions, their traditions. Prudence and self interest dictate that Americans shall devote more time to\n\nthe study of the history and customs of other nations, with which we have\ndea.ings. It is necessary for the maintenance of trade relations. It is also\n\nnecessary for the peace of America and of the world. Wars are due chiefly\nto misunderstanding between nations, and misunderstanding between nations\nis due usually to lack of understanding of one another. World peace and\nconcord hence depend upon the elimination of provincialism and the study\nthe history and institutions of our neighbors.\nFinally, the citizens of America must develop an understanding, an appreciation of American ideals. A study of the history and institutions of\nforeign countries should not be allowed to dim our eyes to the glory of\nAmerica and American ideals. I have no sympathy with any movement\nwhich would subordinate American ideals to those of a colorless and char-\n\nacterless internationalism. Coöperation with other nations to preserve peace\ndoes not necessitate the surrender of our peculiar ideals. In literature and\nhistory, in song and story, we should strive to keep alive the peculiar\n\nNational purposes of America. The ideals of the Declaration of Independence, of the Constitution, of Washington's Farewell Address, of Lincoln's inaugural and Gettysburg speeches, of Theodore Roosevelt's powerful\nappeals for righteousness, and of Woodrow Wilson's famous messages-all\nof these deserve ahigh place in the training of our future citizens.\nMy plea is for greater emphasis on the teaching of the social sciences\n\nour schools. We are fast approaching a time when the great majority\nAmerican citizens will have at least a high-school education. Upon such\n\n"}
{"page": 239, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n214\n\na basis we may build a course of training for citizenship. During the first\nsix years of the twelve-year course, our citizenship training should center\nabout National holidays, hero tales, and moral training. Specific training\nfor citizenship should, I believe, begin with a two-year course in community\ncivics in the seventh and eighth years. In the high school proper, three\nyears of social science in preparation for citizenship should be required to\nmeet the extended needs of our time. At least one year should be given\nto world history with emphasis on modern times, particularly on industrial\neconomics and social movements as a basis for understanding of international\n\nrelations. One year should be devoted to American history with the same\nemphasis on economic and social factors. The third year should be devoted\nto a study of civics, economics, and problems of American democracy.\nEquipped with a knowledge of these subjects, and with experience in citizenship such as one should get through proper school organization, our young\npeople should go out into the world with reasonable preparation to meet\nthe problems of American democracy.\nAmerica still has faith in government by consent of the governed; in the\ninalienable rights of man to life, liberty, and the pursuit of happiness ; in\nequality of opportunity ; in government of the people, by the people, and for\nthe people. But America's problems multiply. We must see that the ideals\nof America are not lost in the clouds and that the clouds themselves are\n\ndispelled. There is that which will dispel the clouds and at the same time\nreveal anew the glory of the ideals of America. The mystic power that\ndrives away the mists and resolves the difficulties of the hour is light. What\nAmerica needs; what the whole world needs is light-the light which reveals\nhumanity to itself and makes democracy something more than a shibboleth.\nTHE PLACE OF THE JUNIOR COLLEGE IN PUBLIC\nEDUCATION\nSUSAN M. DORSEY , SUPERINTENDENT OF SCHOOLS\nLOS ANGELES , CALIFORNIA\n\nIt is generally conceded that the contribution of the junior college to\npublic education should be in two general directions. It should, of course,\ncarry on the training of our young people from the levels of the secondary\nschool to those of the university and the professional school; and in the\nsecond place it should furnish a variety of training peculiarly responsive to\nthe needs of the region in which the junior college is located, both of a\nsocializing and vocational nature so that the community requirements may\nbe met in a willing if not generous spirit.\n\nCertain advantages possessed by the junior college as the training institution for the first years of college work have been repeatedly pointed out.\nIt makes possible the extended education of many young people who by\nreason of home conditions or financial limitations could not attend a remote\n\nuniversity. It keeps large numbers of the younger college students not only\nnearer their homes and consequently under the oversight of friends but also\n\n"}
{"page": 240, "printed_page": null, "text": "PLACE OF THE JUNIOR COLLEGE IN PUBLIC EDUCATION\n\n215\n\nin smaller academic groups, thereby lessening the physical strain, while\ngreatly increasing the individual opportunity of the student for instructional\nand social contact with the members of the faculty.\nLife in the junior college is simpler than in the great universities because\nofthe fewer numbers; it is less stimulating, more conducive to an appreciation of the serious business of an education provided at the expense of all\nthe citizens. Discount as we may the acid criticisms passed by certain\nmagazine writers upon the over-populated campus of our universities, grant\n\nthat the exaggerated accusations of frivolty, empty-headedness, and social\nLicense are for the most part baseless, there still remains the fact that the\nsimpler life of the small junior college group is conducive to more serious\noccupation with those matters for which educational opportunities are\nprovided.\n\nOf those advantages possessed by the junior college over the university\n2s aplace oftraining for the first two college years, none is so significant\nas the better opportunity for instruction offered in the smaller institution.\nRemoved from the atmosphere of research and from the ever-present urge\n\nto train experts that prevails in the university, the junior college teacher\niswithout excuse, who does not function primarily as an instructor; while\nthe individual student cannot escape those close class contacts which, if\nthe teacher is at all capable, serve the double purpose of holding the student\n\nmore constantly responsible for the doing of each day's work each day and\nat securing actual face to face instruction. Of this latter, there is far too\nlittle in our schools of higher learning; there is too much of remote treatment, too much of perfunctory assigning of tasks for which no adequate\naccount is ever rendered by the student, too little opportunity for the interplay of thought and opinion, which is the soul of instruction.\nAsthe training school for the senior college, it goes without saying that\nthe work of these earlier years should be of a character to make it possible\nfor students to continue in the larger institution without a sense of deficiency.\nIn fact the output of the junior college should be superior in point of\nhoroughness and acquired student power. Quite naturally the transfer to\nthe senior school with its great numbers and intense physical strain and its\never-present distractions may make adjustments necessary, but once these are\ncomplished, it should be found that the student moves on with assurance\nand success .\n\nThe junior college as the training school for the university and for pronal colleges is a no more significant and important institution than it\nsbound to become when it shall function as the community school for\nadvanced study and vocational opportunity. In this role, it should be the\nFast useful school in our system, dividing honors, if at all, only with the\nanior high school and that because of the greater numbers benefited by the\nMatter.\n\nSo obsessed have educators in America been with the idea that college\n\nraining should be adapted primarily to the preparing of young people for\n\nprozessional or highly specialized business careers that we have been unable to\n\n"}
{"page": 241, "printed_page": null, "text": "216\n\nNATIONAL EDUCATION ASSOCIATION\n\nsee the increasing opportunities for serving society and improving our civilization by a more intelligent and generous adaptation of the educational\n\nadvantages of our colleges to the actual needs of community life.\n\nThe\n\nconstant cry of business and industry for trained helpers has met with no\ncommensurate response in educational circles, not to speak of the handicap\nto the young life of our country in being forced to enter occupations for\nwhich no adequate preparation could be had. The lost motion incident\nto this maladjustment of education to community needs undoubtedly\naccounts for some of our most serious weaknesses as workers; it certainly\n\ndoes account in large measures for the inferior quality in point of workmanship of much of our industrial output. That anyone could just pick up\nthe master work in bank, factory, or office without specific training has been\na fatal fallacy while it has been conceded that preparation must be had for\nprofessional callings.\n\nThe adaptation of the junior college to the educational needs of the community is only a wise provision against an utter dearth of master workmen\nfor the general business of life. Let the university function exclusively in\nthe making of experts and professional people, but where shall the master\nworkers come from ? They, too, need training of a high order and the\ncommunity needs their services. One illustration of how a junior college\nadapted its training to community needs may be in point. This college is\nlocated in an agricultural region where intelligent workers along several\nspecialized lines are needed, such lines being the citrus industry, dairying,\nand the growing of deciduous fruits. This school has its own orange grove,\n\ndairy farm, and deciduous orchard; it conducts classes giving practical instruction in citrus culture, economic entomology, animal husbandry and in the\ngrowing of certain deciduous fruits. The specialist instructors go into other\norchards than those belonging to the college and give demonstrations in\npruning, spraying, and thinning of fruit. When one thinks of the wrecked\nhopes of many an ambitious young man in this State, who has attempted\nwithout training to carry on in some agricultural pursuit only to find that\nignorance was fatal, one asks in the name of that equality of opportunity\nabout which we prate so much and of which we realize so little, that the\njunior college shall adapt its instruction to the ever-widening and intensifying\nneeds of community life. Other illustrations of wise and useful adaptation\nmight be given, for new demands are being made articulate and must be\nmet. Adaptations, however, are still too infrequent and are not likely to\ncome in so useful a form as the one cited, unless the community urge compels this educational coöperation. The heavy hand of academic inertia\nupon us must loosen in a world that clamors for educational opportunities\nadapted to its needs.\n\nThis training is not to be of a puerile and inconsequential character\nbeneath the dignity of a school of advanced study; far from it. It is to\nbe such as will fit young men and women for the real business of living-it\nmust be more than vocational ; it must be replete with academic possibilities,\nrich in informational and thought material, for it must make all-round\n\n"}
{"page": 242, "printed_page": null, "text": "PLACE OF THE JUNIOR COLLEGE IN PUBLIC EDUCATION\n\n217\n\nmen and women who know many things and a few very well, who are\n\nntelligent, capable, full of human understanding, because through these\nyoung men the wheels of community life will turn; they will be the ones\nlargely responsible for the producing of wealth and in large measure will\ndirect its spending. Not the least advantage in this adapted training is\nthe possibility of assurance that communities may keep their own youth by\nmaking an opportunity for their activities within their own borders through\nthe right type of education. The virility, cultivated common sense, industry,\nand respectability of these young people should savor the whole life of the\ncommunity.\n\nOne caution must be given. The junior college should set itself bravely\nagainst yielding to the temptation of snap courses.\" Adaptation must\n66\n\nnever mean a lowering of the standards of accomplishment.\n\nNo menace\n\nto sound scholarship and genuine character is comparable to that of the snap\ncourse. Any educational discipline whatever, whether it be derived from\nthe study of Latin, the mastery of stenographic symbols, or the study of auto\nmechanics, has real value, but the dawdling over snap courses in which the\nstudent has little interest save that of gaining credits or satisfying the tamily\nambition for a college education is destructive of moral and mental fibre.\nFor those who do not respond readily and quickly to one of life's vocations ,\nwho cannot make an early decision as to their future work and who, therebore, make motiveless choices out of the wealth of educational offerings to\nbe bad in our colleges, one thing is of supreme importance and that is that\nthey do not emasculate their intellects and consciences by easy stuff\"\n،،\n\nprograms.\n\nOf great importance is it to the community and the entire Nation that the\nenior college shall become conspicuous for training that will develop\nleaders and those capable of assuming public trusts. Our public men are for\n\nthe most part accidents, their exaltation to office and places of greater or\n\nLess responsibility being due to a dearth of official material, to the apathy\nut the public that takes small interest in seeking out and working for the\npromotion of the fit, or to some lucky chance that brings the aspiring applicant to the front just at the opportune time. The marvel is that there are\nmot more often hopeless fumbles and even malfeasance in public business in\nview of the persistence with which our schools refuse to recognize this\nportant type of service as one for which definite preparation should be\nSven\n.\nEducation alone cannot create acceptable public workers but educaten that takes cognizance of the great numbers needed to carry on such\nwork, and that makes conscious effort to provide the fundamentals of train-\n\nng for such service, that inculcates persistently the doctrines of honesty,\nelity, and efficiency in all work, is rendering a real benefit. The junior\nilege should at least make it possible for the promising youth of a commity to know the vocational possibilities in public life. More than this\nanbe done in the larger centers of population, where courses in political\n--e and economy might be planned providing for practical coöperation\n\n"}
{"page": 243, "printed_page": null, "text": "218\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith the local governmental business and with welfare agencies so that\nquite definite preparation might be had for some lines of public service.\nEducation alone cannot make good citizens or great men. Intelligence\nnot sanctified to high purposes, isolated from human sympathy, without a\nvision of human needs and a sense of duty to the community, is actually to\nbe dreaded. The junior college should aim to develop citizens who have this\nsense of social obligations and who will be willing to participate actively\nand continuously in public affairs. For instance, one capable man with the\nrespect of the community who, if he cannot serve himself, is willing to\ninterest himself and others in securing the right sort of board of education\nis a public asset. The apathy of capable men -I hope the same will not be\ntrue of women-in elections, their indifference to the kind of persons\nappointed to public trusts, their unconcern about any measure that does not\nimmediately affect themselves or their affairs, is proof that public education\nmust be remedied. We are proud of our National achievements and of our\nlong life as a Republic, but we must hold fast our crown nor ever part with\nour heritage of self direction, for it is possible that a nation tired of petty\npolitics, disgusted with the small trickeries and abuse of public life, wearied\nwith incessant campaigns and elections and with propaganda agitations over\nmany measures good and bad, may grow indifferent to the public weal and\nperish by default. There have been cases of such spiritual dissolution.\nThe love of liberty and self-direction has sometimes disappeared suddenly\nand most unexpectedly in a nation. Such was the case with Prussia after\n1870 when the great middle and professional classes allowed themselves\nto become the serfs of military and monarchial government. Lapsing with\namazing suddenness into a condition that saved them from the trouble of\n\nthinking for themselves and from economic struggle, they surrendered their\nbirthright of self-direction for a mess of imperialistic paternalism. In our\nRepublic it is true that we \" muddle along.\" It is a struggle always, a struggle to keep the cleaner, better forces at work and in the ascendancy. Our\npublic schools must recognize this struggle as a necessary condition of\nrepresentative democracy and bravely undertake the training of youth to a\nsense of their citizen responsibility while giving inspiration to service and\nsome clear knowledge of how to serve. So only can we be sure that successive generations will take up cheerfully the struggle to maintain liberty,\nand with loyal, determined hearts hold fast the priceless treasure of selfdirection, while at the same time they advance the standards of social justice\nunder constitutional law yet a little farther toward the goal of more perfect\nliberty and more perfect law.\n\n"}
{"page": 244, "printed_page": null, "text": "HEALTH ASPECT OF THE WORLD'S CHILDREN\n\n219\n\nTHE CLASSICAL INVESTIGATION-ABSTRACT\nANDREW F. WEST, DEAN , GRADUATE SCHOOL, PRINCETON UNIVERSITY\nPRINCETON , NEW JERSEY\n\nThe classical investigation, now closing, has been running for two years.\nThe results will be ready early next year. It is the largest and most searching inquiry into any secondary-school study ever attempted in our country.\nIt is in charge of a general Advisory Committee, with the help of eight\nRegional Committees, the U. S. Bureau of Education, the College Entrance\nExamination Board, and other general agencies, three special investigators ,\nsome fifty professors of education and psychology, and over eight thousand\nreachers.\n\nOurpurpose is to ascertain and improve the condition of Latin and Greek\nteaching in all the secondary schools; for it is these schools more than the\nolleges, which mainly determine our standards of liberal education. If\nthey wabble, the colleges wabble. We are having elaborate statistical\nLes made, tests for determining the character and validity of the various\nbjectives and for showing how far they are being realized and by what\narprovements they may be better realized. This very important phase of\nTwork has called for the creation of well-constructed scientific tests, the\n-plying of these tests accurately on a large scale, and also the arranging\ntor controlled experiments and coöperative studies and for collecting the\nPons of successful teachers and all for one end, namely, to evaluate\n* objectives, content, and method of classical teaching with a view to\nscovering the way to secure the best results. We are also informing oures as to the most recent developments in other countries-Great Britain ,\nFrance, and Germany. It would take a book to describe the work in detail.\nIt is too early to speak of the results; they will be known next year.\n\nOne fact, however, is already clear-namely, that whatever the faults in our\nclassical teaching may be, the record of success is greater than in most other\nsubjects. The key to success here and everywhere is better teachers and\n*ereby better teaching for the more valuable subjects of study..\n\nHEALTH ASPECT OF THE WORLD'S CHILDREN\nRAY L. WILBUR, PRESIDENT, STANFORD UNIVERSITY, CALIFORNIA\n\nThe need ofthe world is a universal rise in the standards of human living\n\nwith amore uniform distribution of the products of human energy. With\narising standards there must go increased consumption and increased\nty to produce. The future of civilization depends primarily upon the\n‫ة‬\n\nreaning of its children. These children will require more and more education\n\n\" it into this gradually enlarging scheme, but above all they will need\nFealth education so that they can gain personal comfort and release from\nattering and have a longer period of productive life after the necessary\npronged period required for adequate mental training.\n\n"}
{"page": 245, "printed_page": null, "text": "220\n\nNATIONAL EDUCATION ASSOCIATION\n\nEach country must study its own geography and other unchangeable\nconditions in order to guide human lives along the lines that will give them\nthe greatest protection from their inevitable microscopic enemies, which may\nbring them disease, and to remove those factors leading to abnormal physical\nhardship or moral danger. Like a piece of steel the human mind and the\nhuman body require some friction and some difficulty to bring out a cutting\nedge.\n\nAll plans for world harmony and for the development of that human\ncoöperation requisite for the control of known and unknown forces must\n\nbe forward-looking and be worked out by brains now immature and\ndependent largely upon the state of the bodies carrying them about. The\nproblem is largely a social one. It will take at least another generation\nbefore a majority of us in any land can even think biologically. We cannot\n\nhope to control many eugenic factors so that our efforts must be largely\ndirected to changing the environment of the human animal. We must build\n\nup those factors favorable to animal growth and moral welfare, and fight\nthose malign influences known to harm the young. Simply to seek for great\nwealth and material prosperity as an end in itself wouldbe folly, for human\nexperience has shown that too great prosperity like too great poverty has\nthe tendency to pull down the moral and physical plane both for the woman\nand her child. On the one hand there is deterioration from luxury, on the\nother, degeneration from poverty.\n\nWe need the widest possible distribution of that happy mean where all\nwork, where all have responsibility, and where the child grows up with\ngradually expanding powers and duties. Every effort must be made to\nhave the human body developed to fit its special task in that particular\npart of the world in which it finds its habitat.\n\nI see no no way out of the present tangle in which the human race finds\nitself because of its inability to coöperate and its failure in mutual understanding, except through the education and physical care of the child. The\nservices of our fellow American, Herbert Hoover, in feeding millions of\nchildren in the war-torn parts of Europe has done more to ensure world\n\npeace and world safety than any other single factor in recent years. If we\nare to have a future world peace it must come through the efforts of the\nchildren of today when they are grown men. In so far as these children have\n\nhad in sufficient food and have had to go through abnormal experiences with\ndisease or mental shock, it is inevitable that some lasting degeneration, both\nof body and mind, has been produced. The control of the places where\nhuman beings swarm is a problem of all nations. The children of a city\n\ndebauched by war must pay a fearful price.\nThe destruction by war of material objects produced by man, the destruction of the adults of both sexes is entirely a secondary matter in the long\nhistory of the world to the damage that has come to children through war's\ndemoralizations and devastations .\n\nIf we are to have clear vision and salutary action by the statesmen of\nthe world they must have back of them adult populations that have grown\n\n"}
{"page": 246, "printed_page": null, "text": "HEALTH ASPECT OF THE WORLD'S CHILDREN\n\n221\n\nmaturity with sound minds and healthy bodies. With the changes\nmat have come about in our methods of living the importance of physical\neducation and physical training is pre-eminent. When the child obtained\napart of his bodily development from work about the home and the farm,\nwhen physical coördination was early learned, and healthy habits developed\nbyregular exercise, this problem was not so important. But now, with the\nlong stretch of time required for adequate mental training, the natural\nraining of the body in more primitive life has largely ceased and we must\n\ndefinitely make plans for the physical growth of the child at the same time\nthatwe are seeking for mental training and development. Proper food,\nadequate exercise and sufficient sleep, and a control in so far as it is possible\netdisease, aremuch more important for the child than the type of curriculum,\nbiect matter of so-called courses, and the other elements that go to make\nwhat we call an education. In fact, with all of the opportunities for\nducation, we would find that a large part of our population would acquire\noneway or another if they had normal bodies and followed that natural\nman curiosity for the new and the unknown that is at the basis of all\nmental training. Our whole effort must be a two-fold one. On the one hand,\n* eliminate gradually as far as we can all of those elements in the environhent that damage human beings, throwing them out as we would the weeds\nin the garden, and on the other hand, to build up the human body so that it\nan meet its responsibilities and resist the infections and the temptations\nhat inevitably surround it.\nIr the spread of the benefits of civilization over all parts of the world\ncan anticipate success only if we bring those benefits directly into the\nof the child. The success of the medical missionary indicates that bodily\n\nWirt and bodily comfort are requisites to moral and religious development.\nThat the future of the world depends upon the average morality of the\nworld child is evident. Experience shows us that this morality depends\nrzely upon bodily health and that where we have the wholesome reactions\nthe growing period, where the boy seeks to become manly and girl\n* anly, a high general tone can be maintained.\n\nI: I had the problem of elevating the general moral and mental tone of\nckward community I would seek the services of the public health worker,\nnitarian, and the personal physician even before those of the teacher.\nHealth education must go forward hand in hand with that of the mind.\nFortunately, scientific medicine has advanced enough so that it can offer\nTust untold benefits to any group, nation, or race. In particular, it can\n\nake these benefits applicable from the prenatal period clear through to\n\" of maturity. Diminishing death rates for infants and increased\n\nlume of child health follow inevitably where we meet those biological\nninons that science has demonstrated as a requisite for health.\n\nNo\n\nam of world peace nor of world education can hope to succeed until\n\n** an it the human being in any given part of the world into his environand give him the opportunity for normal healthy bodily development\nτ.\n\n"}
{"page": 247, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n222\n\nThe world's progress is indicated by the gradually expanding status of\nwoman. Except perhaps in the most savage races, there has always been\na deep sentiment for the mother and her child and a profound respect for\nthe maternal instinct. Our forward advance in the future in the moral and\n\nin the political fields will inevitably depend upon this expanding power of\nwomen demonstrated in the field of child health, child protection, and\nchild education.\n\nAbove all, as educators, we must keep in mind our double function and\n\nsee that the education of the mind and the development of the body are\ngiven equal importance. More human sympathy and mutual human under-\n\nstanding can be brought about by a spread of the benefit of medical science\nin child health than by mere spread of the increased knowledge that has\ncome to the human race. Throughout we must realize that while the child\nhas no adequate method of demanding help or health, Mrs. Browning was\nright in her poetic statement \" But the child's sob in the slums curses deeper\nthan the strong man in his wrath.\"\n\nTHE HOPE OF THE NATIONS\nM. SAWAYANAGI, PRESIDENT OF THE JAPANESE IMPERIAL\nEDUCATION ASSOCIATION , ΤΟΚΙΟ\n\nThough several years have elapsed since the World War, no one can\nbe able to assert positively the result of the war.\n\nBut I think, one can\n\ndiscern a change is going on over ideals of nations and their activities. Before\nthe war, in every country, most people thought it was absolutely necessary\nto maintain as strong a military preparation as national resources afford,\nbecause it was considered as the only way to secure independence of the\ncountry and to promote its prosperity. It was also taken for granted everywhere that no diplomacy could attain its aim, and no economic development\noverseas could be carried out without the support of a powerful armed\nforce. Therefore, every nation was doing her utmost in strengthening her\nmilitary and naval power even at the risk of great financial difficulties.\nAlthough there have been some who preached the uselessness of such forces,\nthey could not convince the majority of the people. Germany was regarded\nas the only country in the world that believed in military supremacy, because\nthere was no other nation which was so deliberately and systematically\nplanning militaristic preparation as she did. But as a matter of fact, every\nother nation was doing her best for military preparedness, both on land\nand sea, though not to such extreme as Germany. It was only a difference\nin degree. Such being the case, it may be said that the whole world, at large,\nwas controlled by the principle of militarism. If Germany was to be condemned as militaristic, every other nation must have to share the equal blame\nto some extent. But before the war, every nation was not to be blamed.\nbecause its militaristic preparation was in accordance with ideals of nations.\nEven though it was grievous, the people shared the unbearable burden of\nenormous expenses of army and navy as indispensable for the development\n\n"}
{"page": 248, "printed_page": null, "text": "THE HOPE OF THE NATIONS\n\n223\n\ntheir country. In other words, it was absolutely necessary for any nation\netore the war to have not only sufficient force for defense, but also for\ngressive purposes.\n\nSince the war, all nations began to doubt the validity of such a policy of\n\narons. Suppose in future a case occurs where a nation should seek to\nrutend its territory either by annexation, through mutual understanding,\n\nthrough purchase. It is true that every nation is entitled to do its best\nfits own prosperity and development as before, but the means of attain½this aim must be sought in totally different direction other than through\nlitary force. Thus, if there happens to be a nation, though I do not\ninkthere is or will be, which tries to be prosperous by means of military\nwer as before, then that nation will undoubtedly confront great calamity,\ntrary to its expectations. This is, I believe, the great change which has\n\n'iken place in our National ideal. At present this change is not so clear and\ntact that no one will fail to recognize it. But one can say safely that\ne countries which adhere to the old ideals have already disappeared.\n\nTo state it more definitely, there is no nation today which spends a stuendous sum of money for military purposes as was done previous to the war.\nThe Washington Conference was wonderfully successful from this point of\n, but had such a conference been held before the war it would have\n\nHoubtedly failed, because the old ideals were contrary to the reduction\nforces. The success of the Washington Conference is evidence of the\n\nhangewhich has taken place in the national ideal.\nIn order to make this point clearer I would like to consider it from\nher viewpoint. The peace of pre-war period was called an armed peace.\nwas so framed that when the balance of power was lost even to the\n\nthest degree, nations were thrown immediately into battles; and this\nbevery reason why every nation did her utmost to be prepared. Armed\nprace is peace supported by arms, but peace hereafter should be such that\nneeds no armed support. I do not mean that peace has satisfactorily\n\nablished itself already, because in order that peace may stand by itself,\nand must be cultivated beforehand, so that the roots of peace may spread\n\nly and widely. The peace before us may be of questionable nature,\n\nnations being not yet at ease. However, the permanent peace which has\nen dreamed of for a long time by philosophers, is not to be established so\n\ndenly and so easily. Indeed, human history is a succession of wars.\nDerefore, if we say that the World War has brought about permanent\nPaceso soon, it is to ignore history. So, although I am confident there has\nera a change, we must still insist on the necessity of constant endeavors to\nrereal peace.\n\nMany educators and clergymen have been advocating peace for a long\nThe but I regret to say that their efforts have not been sufficiently rewarded,\narrount of the strong trend power of militarism prevailing. The war\n\nFeredopportunity for such a change in the ideals of nations, which educa\" s and clergymen have been pleading for for a considerable time. Their\n\nDeavors to promote peace in the past were not in vain. Earnest desires\n១\n\n"}
{"page": 249, "printed_page": null, "text": "224\n\nNATIONAL EDUCATION ASSOCIATION\n\nand hopes for true peace now begin to be realized. By way of illustration\ntake the case of Japan. Post-war Japan might be said to be quite different\nfrom pre-war Japan. Such a difference is not a superficial but a fundamental\none .\nThe spirit of a democracy growing gradually since the restoration\nof 1868, has made remarkable progress since the war. Internationalism has\nbecome deeply rooted in the minds of the younger and more intelligent\n\nclasses. Such a change is not only to be seen in Japan, but it may be observable in other countries. Henceforth, educators of the world may assume\ntheir responsibility to bring about better good-will among nations with\ngreater chances of success. Fortunately, the efforts of promoting peace\nfrom now on, will be very hopeful and fruitful; they will no longer be\nretarded by militarism as before. The educators are now expected to do\ntheir best for the peace and the happiness of mankind.\nI would like to present some of the ways that we, as educators, can accomplish such aims. In the first place, teachers of every nation should impress\ndeeply upon the souls and minds of the rising generation the highest principle that the welfare of the world at large must be considered equally as\nimportant as the welfare of their own nation. I believe all nations of the\n\nworld will unite one day to form a great confederation. So far as our\npresent generation is concerned, all nations should become more intimate,\nsocially and morally. For that purpose, it is important to implant in\nthe minds of children the idea that men are brothers, and nations are a\nfamily of nations. Such an idea of brotherhood has been found both in\nthe Occident and in the Orient from earliest times, although till now it\n\nhas not been extensively taught. From now on, we must maintain this\nidea as the most vital and fundamental. It must be taught thoroughly\nand constantly to children and be treated as are the principles of honesty,\njustice, and kindness. In this way, each child should be trained to become\na worthy citizen of his country and at the same time become a good citizen\nof the world. Nationalism must be reconciled with internationalism, and\npatriotism must be harmonized with humanism. Nationalism which does\n\nnot harmonize with internationalism should not be tolerated, nor patriotism\nnot in accord with humanism.\n\nIn order to carry out this idea more effectively, we should have a common\n\ntextbook for moral instruction in schools of every country. The compilation\nof such a textbook is not an easy task, but it can be done by organizing committees in such a world conference as this, and leaving the matter in their\nhands. The draft worked out by the committees should not be considered as\nfinal; it will be sent to every nation for a thorough criticism and further\n\nreview. Thus committees again may modify the original draft in the light\nof criticisms and suggestions coming from nations and submit the modified\ndraft to the World Conference for final agreement. In this way, within\na few years we will be able to have one textbook common to all nations.\n\nThe teaching of this international textbook which would comprise moral\ninstructions applicable to all nations, is a most effective device for promoting good-will, mutual understanding, and respect. But of course this\n\n"}
{"page": 250, "printed_page": null, "text": "THE MEANING OF THE WORLD CONFERENCE\n\n225\n\nisnot the only way. There are many other things to be done. Among\n| others the thing which seems to me important and desirable is to have an\ninternational auxiliary language. If we are to have an international auxilary language, we will very likely adopt Esperanto. If so, Japan and China\nwill be at the greatest disadvantage, because the Japanese and Chinese\nLanguages have no relation to Esperanto at all. However, I believe that this\nsnot the time to think of only of one's own convenience. Esperanto is\neasy to learn for the people of the United States, Great Britain, France,\nItaly, Germany, Spain, and many other countries. It can be mastered\nwithin a few weeks or in a few months at the most.\n\nIf an international\n\nwxiliary language is adopted, it should be included in school curricula.\nThrough this medium people may be able to understand customs, traditions,\nI and characteristics of other countries; and misunderstandings and ignorance\nofother countries, which have always been a grave hindrance in international\nintercourse, will be done away with. It is very desirable to include many\nacts relating to other nations in the textbooks of every nation, and it seems\nto me that no other country in the world has so many other countries\ndescribed and explained as they are in the Japanese school textbooks.\n1\n\n:\n\nBut there is a limit, no matter how anxious we are to take material for our\n\nextbooks from other countries, therefore, I believe it is necessary to have\nan international auxiliary language which will be included in the curriculum\nat schools. In short, in order to promote good-will and mutual understanding among all nations without regard to color or creed, we must look to\neducation for assistance.\n\nNeither the League of Nations nor the International Court can be suc-\n\ncessful unless the common moral ideals and sentiments are soundly and\nfirmly cherished among the people of every nation. The awakening and\nfostering, in the minds of children, of these principles of justice, humanity,\nrew ideals of nations, and so forth, is the noble task of the teachers.\n\nTeaching the child is moulding the world of tomorrow. Thus, the teacher\nthe mightiest spiritual factor in determining the destiny of the world. In\nhehands ofthe teacher lies the key which opens the door to the new hope\ne nations.\n\nTHE MEANING OF THE WORLD CONFERENCE\nE. J. SAINSBURY, PRESIDENT, NATIONAL UNION OF TEACHERS OF\nENGLAND AND WALES\n\nThe National Union of Teachers of England accepted the invitation to\nake part inthe World Conference, being fully impressed with the urgency\nImportance of establishing amity and concord among the Nations of the\nworld through education.\n\nWewould gladly welcome a federation of teachers with a view to accomishing that end, and it appears to us that the time is opportune for such\naderation on really international lines.\n\n"}
{"page": 251, "printed_page": null, "text": "226\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis conference therefore appears to indicate to us these desirable aims\nso that joint action may be taken throughout the world to secure peace\nthrough the education of the children.\n\nSuch an aim will impose a severe task and serious obligations upon the\nteachers of the world, for judging by what happens in my own country,\npoliticians and statesmen are not always prepared to give credence to what\nteachers may teach when that teaching infringes or seems to infringe on the\nworld of politics.\nIt would seem that our task is therefore duplicated, and we must endeavor\nto lead both children and democracy to a sane view in this matter. This is\nan essential duty, for in the last resort public opinion is the decisive factor\nin all matters, and persuasive permeation is the task we must set ourselves\nto carry out.\n\nThe future of the world will depend largely upon the extent to which\nthe peoples of the world will be prepared to temper national feeling and\nnational egoism by the larger considerations of international well being.\nThis must be assisted by teachers, and we should stress what we believe to\nbe really essential for the creation and establishment of unity, peace, and\ngood-will among the nations of the world. That is the view of my Union as\nto the meaning of this conference and we desire to make every effort to\nbring about this condition in the interests of the citizens of the world. The\n\ntask is not an easy one, for the building up of the international mind must\nbe a slow process and patience and perseverance will be required. The\nfailure to educate people in international affairs has produced and will\nproduce evil results. A good understanding and a feeling of trust must be\nengendered among the nations and this is possible, in the long run, only by\nlaying the foundations in the schools for \" The world is saved by the\n\nbreath of school children,\" says the Talmud. Whatever therefore we wish\nto see introduced into the life of the people must first be introduced into\nthe schools.\n\nThe influence and coöperation of a strong body of teachers throughout\n\nthe world, actuated by the same motives, and advancing to the same ideals\nis undoubtedly necessary to accomplish this. In this way and with strong\n\nfaith in the principles of freedom and equity they should be able to win the\nwhole world to the cause of truth, moderation, and justice.\n\nTeachers have a strong desire for peace and for some more national\nmethod of insuring it, than the merely blind workings of physical force.\nForce will never insure peace but will only help to develop mutual distrust\nwhich will render permanent security and development impossible. Nothing\n\nbut mutual good-will and mutual agreement can produce the desired result.\nOur duty then is to create a good understanding between nations and\nthe schools offer the most complete opportunity for doing this. We should\nregard any efforts made for the cause of peace and good-will as duties\nimposed upon us in the common cause of humanity and these duties can\nbe excelled in value and importance by no others.\n\n"}
{"page": 252, "printed_page": null, "text": "THE MEANING OF THE WORLD CONFERENCE\n\n227\n\nEducation is first in importance among the citizens of the world, and\nitissad to reflect that scientific discoveries have been regarded as important\nlargely from their utility in war. Teachers must produce a different outlook and direct attention to their usefulness in the constructive field and in\n\nthe cause of human progress. Our aim also must be to remove causes of\nsuspicion and mistrust-without doubt important causes of the last warandthe root of the evil condition now existing in the Ruhr district. A\nteeling of confidence must be substituted, and the training and preparation\nfor this must be made in the schools.\n\nHuman progress will be impossible unless wars cease, indeed civilization\ndoomed and must cease. All the generous impulses of youth must be\ndirected and developed aright and not suppressed. Education will still be\nnational but it must not exclude the wider and more comprehensive view,\nncluding the international one. To achieve our end, broad sympathies\nand mutual good-will must be inculcated and these ideas are the basis of\n1\n\nthis world conference.\n\nThe educators of the future citizens of the world must endeavor to bring\nfreedom to the human race-freedom from war. A great coöperative move-\n\nwent is necessary to accomplish this coöperation among the teachers of\n\ntheworld, for in this way alone lies safety, and it is to be hoped that the\nDovement begun at this conference may become a living reality.\n\nThe forces representing education need to be properly arrayed and their\nefforts properly coördinated a mighty undertaking demanding determined\nand persistent efforts.\n\nWe must endeavor to supplant the appeal to arms, which is the last\n\nort of the diplomat, by an appeal to reason; to substitute for the feeling\ndislike and distrust among nations a feeling of humanity. A bold and\nNute foundation should be laid upon a national basis, free from hindrances\nhowever and prejudices and thus establish a high standard of morality on\nternational affairs.\n\nTousthis is in outline the meaning of this World Conference, and behind\nthatis the feeling that the true solution of the world's difficulties is the\nzation of a real commonwealth of teachers which shall develop the idea\na real commonwealth of nations.\n\nNo lasting peace can be assured to the world without the enlightened and\nstual good-will of its citizens, and no body of citizens can help the growth\nat this movement of international good-will and fellowship so much as the\nachers of the various countries of the world.\n\nLet us realize that it is our duty to take our full share in promoting this\nnderation of mankind through the educators of the world and thus to\npwide the only effective antidote to war and the only real guarantee of the\n\nTantenance and progress of world civilization.\nThus we shall assist in bringing about that time of which the poet Tennyonwrote-\n\nWhen the war drum throbs no longer and the battle flag is furled\nInthe parliament of man, the federation of the world.\n\n"}
{"page": 253, "printed_page": null, "text": "228\n\nNATIONAL EDUCATION ASSOCIATION\n\nWOMEN IN EDUCATION\nPRINCESS SANTA BORGHESE, ROME, ITALY\n\nWomen have been given by Nature the mission of education. Women\nand mothers within the family have ever been the educators of the human\nrace. Throughout the centuries within the home, women have been the\ncenter of moral life, the center of material life. They have taught the children and been beyond the limits of the world, in a certain way, within the\nhome.\n\nWomen were able in educating their children to listen to the harmony\nof the world rather than to the disharmony of the world, and they were able\nto teach their children the better elements, the deeper meaning of life.\nThe fact of being educators within the home never in history prevented\nwomen from taking part in social life, from taking part in public life ifconditions of their particular nature led them to act in that way. Throughout history, queens, teachers in universities, social workers, have shown again and\nagain that a woman can reconcile her public and her private life; can act great\ndeeds in public life and at the same time be an educator at home and raise\nchildren who will be in their turn great men and women.\n\nIn modern times, modern conditions of life are bringing women in masses\ninto public life. That condition of equality which was recognized in theory\neven by Aristotle, is now being, or is about to be experienced, in regard to\nsex. Aristotle said, \" In the most constitutional States the citizens rule and\nare ruled by turns, for the idea of a constitutional State implies that the\nnature of citizens is equal and does not differ at all.\"\n\nThe definition which was only theory in Aristotle's time, is coming to be\ntrue at the present time. Women are to be found everywhere nowadays\nin social and in public life throughout the world. The schools are, we may\nsay, in the hands of women. There are over three million women throughout\nthe world who are teachers outside the home, in schools. Elementary educa-\n\ntion in the world is now in the hands of women almost exclusively and it\nis a thing which makes you think when you realize that the small children\nof all the world, the children between six and ten, besides the children before\nthey enter school, are taught by women, by women who are not in politics,\nby women who mostly have not been in public life, by women therefore\nwho carry with them in their school life those same ideas which they have\nbeen educated in within their homes.\n\nIn other fields of public work women are now numerous. Social life is\nled mostly by women. Women throughout the world are being drawn\n\ngradually day by day into more direct participation in political life. In many\ncountries women already have the vote; in other countries they will soon\nhave it.\n\nBut women are certainly going to participate in public life throughout\nthe world. Soon every woman, according to her capacity, according to her\ncondition, will be an active part of the community in which she lives, and\nan active part not only within the home, as she has always been, but an\nactive part outside the home.\n\n"}
{"page": 254, "printed_page": null, "text": "WOMEN IN EDUCATION\n\n229\n\nIsolated from the world, as I say, within the home as mother, wife,\nughter-woman has always somehow been able to keep in mind and actuate\n\nthe deeper sentiments, the deeper principles involved in human existence.\nWomenhave never been away by revolutionary theories. A healthy conervatism has always gone along side in their nature with that understanding\n\natprogressive ideas which is necessary for the progress of race and of a\nmaton, and therefore of humanity.\nWomenhave always been balanced as masses, balanced as a part of human7. Now, drawn into public life, public life which is naturally and necessrly so rich with diversion, so rich with different opinions, women may,\n\nI teel, lose this deep instinct, this healthy vision which until now has, I\nink, contributed so greatly in saving the human race and civilization.\nTheunderstanding of this fact, I think, gives all the more importance to\nthemission ofthe woman educator, whether it be within the home or school.\n\nAllthe more important is the understanding of her mission, which ultimately\n**rough the education of society is to bring about world peace.\nEach one of us women who has been present at this world conference has\nalized, I am sure, in a way never realized before, the meaning that the mison of the woman educator can have in furthering that ideal of world peace\nwhich has brought us together at this time. Those of you who have followed\nthe newspapers the development of this world conference will have grown\nmore able, I am sure, to realize in a clearer fashion through this meeting\n* men and women from all over the world, what the mission of an educator\nanbe, and what education can mean to the world if it takes as its aim\nworld peace.\n\nI think that it will not be useless, perhaps, to turn for one moment to the\nweaning of education, to the process of education within society. When we\nhave done this, we shall realize better what the mission of the woman\ncator can be, if she keeps within her mind clearly and plainly those things\nach are the highest necessities of the human race.\n\nEducation in its highest sense is, I think, the activity displayed by each\ndividual that he may attain Truth, live in harmony with it, and lead other\n\"en up to the same Truth and harmony of life. Truth, as you know, ladies\ngentlemen, is international.\n\nEducation is the activity displayed by each individual in order that he may\nquire a higher consciousness of his own humanity and this he realizes in\nAngpart in the education of self, of the community in which he is a part,\nnd through its means of all humanity.\n\nThe individual is not within himself a nucleus of society. An individual if\n#were to stand alone would not live. The individual needs another individ-\n\nand therefore family, home, is the first nucleus of society. The home\n*thegreatestschool in the world. When a man and woman meet in order to\n\nand a family, to lay the foundations of a family, they leave, in a certain\nyouth. They leave dreams, they leave capacity for building up hopes\natideals, outside reality. They are no longer allowed only to dream.\n\n"}
{"page": 255, "printed_page": null, "text": "230\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhen a man and woman meet in order to lay the foundations of a family,\nthey must organize their affections, they must lay before them a line of\nconduct with firmness of soul, and they have to impose upon themselves a\n\ndiscipline. They are, as I say, no longer allowed only to dream. They\nare no longer allowed only to hope and shape ideals, but they must attempt\nto realize these ideals which they have formed in youth.\nThe discipline of the family, the need of continuous creation within the\nfamily, allows an individual never to fall back into egotism, and therefore\nfamily is the first nucleus which develops altruism through which alone we\ncan come to understand other human beings, and later on, other nationshumanity.\nYet the family in itself is not sufficient. As in the economic world,\nexchange is a condition of prosperity, so within families there must be an\nexchange of relationship, not only in the economic field but in the educational\nfield too. Therefore, from family we gradually spread to community, to\nnation, to the human community at large.\nThe discipline which we have learned and understood within the small\n\nboundaries of the family we can gradually enlarge and can apply to our\nrelationships within our community, within our nation, within humanity.\nWhen we have understood this discipline, when we have understood the\n\nhumble position of each individual within the community, we feel part of this\ncommunity, and naturally from within us arises a feeling of voluntary\ncoöperation .\n\nWe are part of the community; we feel that we have our duty as well as\nour right within this community. We are part of it. We feel that we must\nwork for it. The better we understand discipline and voluntary cooperation\nwithin the family, the better, I think, we shall be able to understand it when\nwe come to consider general conditions of human life, of nations, to whatever part of the world they belong.\nThis, ladies and gentlemen, I think, is the element that the woman educator\nought to keep in mind always, whether she actuates her educational work\nwithin the family or whether she actuates it in the schools, or in any other\nsphere of social or public life. It is only in that way, I think, that one day\nthe saying of the Bible will be realized, that our sons may grow up as young\ntrees and our daughters as the polished cornerstones of the Temple-this not\nin a material sense but in the deeper, higher sense of the word.\nI feel that it is only through the highest, the most complete development of\nthe individual within the family, within the nation, within the general community, that general principles of understanding and of peace will ever come\nforth into the world. This seems to me to be the connection, the necessary\nconnection between the work of every woman in whatever condition of life\nshe may be.\nWe have met in this city educators from all countries, educators from all\nparts of the world. We have met with the sincere wish to establish the\nfoundation of an organization which will through education one day bring\npeace to the world. The aim, a high one, is probably the highest that men can\n\nset before their eyes in life.\n\n"}
{"page": 256, "printed_page": null, "text": "INDIA AND THE WORLD\n\n231\n\n+\n\nBut although that aim is so high and seems so distant, I feel sure that\nthrough individual work through all the centers and small communities\n\nI throughout the world, this work and this aim will be attained.\nOne argument I am going to give you, one argument of hope. This\nworld conference has met in this city, this city which is dedicated to St.\nFrancis ofAssisi, who was one of the greatest lovers of the human race, one\nof the greatest messengers of good-will and friendship among men. This,\nIam sure, is an omen of great hope.\n\nINDIA AND THE WORLD\nHEMENDRA K. RAKHIT, INDIA\n1\n\nIndia is generally known to Europe and America as a country teeming\nwith peoples of diverse castes and creeds, a country of contending religions\nand races, clamoring at this moment in a hundred different tongues their\ndesireto attain national independence-a thing, we are told, the people of\nIndia never tasted before, and which is altogether foreign to the land.\nThis is the popular view of India. Add to this the other beliefs that the\n\nestire people are given to a sort of religious pessimism, that fatalistic docThes of life sway the passions of men, that ignorance and superstition are\nthe order of the day, and that the dear mothers of India cheerfully throw\ntheir babies into the Ganges so that the crocodiles may not miss their usual\nearly breakfast. In fact, India is believed to possess an entirely different\n\"ype of mentality which the people of Europe and America find it hard to\nrathom. East and West are supposed to be the negative and positive poles\nofhumanity.\n\nBut India is not what the western Indologists, save a few, would have\nyou imagine. An impartial evaluation of India's culture history-her\n\nndustry, commerce, science, politics, art, and philosophy will yield a record\nworthy of any nation. It is of great moment, therefore, for India as well\n2 for other countries, that the achievements, aims, and aspirations of the\n\n120 million people of India should be known aright and in proper perspective, if humanity is to be spared unnecessary calamities.\nThe notion is current in the West that Europe and America represent\n\"energism,\" \" life,\" \" science,\" \" progress,\" while India typifies \" inactiv:.\nindolence,\" \" superstition,\" and \" thought,\" which at best is only\n-istical. The human and secular achievements of India therefore find no\n\nFace in the curricula of the educational systems of Europe and America.\nThe East continues to be\" mysterious.\" Yet, mystery is born of ignorance\nand should have no place in the mind of man today.\nArapid glance at the comparative political history of Europe and India\natl the French Revolution will show a parallel development of events,\neven slightly in favor of India. Basing his conclusions on data acceptable\nto the methodology of historical researches in Europe and America, Proor B. K. Sarkar in his book.\n\nThe Political Institutions and Theories\n\n"}
{"page": 257, "printed_page": null, "text": "232\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the Hindus,\" finds that ancient and medieval India passed through the\nsame institutional and political experiences such as city, states, republics,\njury system, despotism of kings, which Greece and Rome and medieval\nEurope and other countries of Asia have gone through. The people of\nIndia at times even enjoyed the right to fine, in case of delinquency, the\n“\n\nelected officials of the rural commune.\"\n\nIt is sometimes necessary to glance back a little. Ancient history is\nvaluable to us only in so far as it explains the present and restores selfconfidence. One is surprised to learn the organizing ability of the Maurya\nEmperors ( B. C. 323-125 ) whose territory exceeded the undivided Roman\nEmpire at its zenith and who maintained a standing army of half a million\n\nmen as compared to Rome's highest figure of 115,000. Under Chandra\nGupta, who checked and defeated the Greek advance to India, this vast\n\narmy, according to Pliny, was on daily pay. The generalissimo of the\nMaurya Empire drew the handsome salary of 48,000 panas or $ 12,000\ndollars a year. The national finance system was equal to meet the cash\ndrain on the imperial treasury.\n\nAmidst the benevolent military despotisms of India, life went on and\nwe find vast sums of money spent on irrigation, roads, arts and architecture,\n\ngardens, pageants, festivals, ship building, mines, hospitals, academies of\nliterature, and universities. Public citizens coöperated with the government.\nWe find General Usavadatta of Southern India in 100 A. D. maintaining\nan institution of learning with hundreds of scholars. We find her sons\ncrossing the oceans and founding colonies in the islands of the seas. We\nfind other sons of other countries flocking to the universities of Taxila,\nUjjain, Nalanda, Vikramashila, and Odantipuri, just as did the students\nof Europe who journeyed amidst untold privations to that great university\nof Paris where that most beloved of men, Abelard taught.\nSo far as the rights of citizenship or ideals of monarchy are concerned,\n\n\" there was practically nothing to choose between the East and the West.\nRather this whole period of India was the heart and brain,\" remarks\nProfessor Sarkar, \" of the whole of Asia-a position the like of which was\n\nnot occupied by any people in Europe.\" Sukracharya on politics, Kautilya\nin his Arthasastra embodying principles of government and administrative\ndetails, and Manu on social organization, present a formidable group of\nscholars equal to their European compatriots.\n\nLater on in the early modern periods we notice in Europe the political\n\nvicissitudes of the Welsh, Irish, and Scotch wars of England, the Hundred\nYears War between England and France, the wars of the Hapsburgs, the\nwars of the innumerable German baronies, the feuds and wars of the Italian\n\nRepublics, the English Civil War, the Fronde, the \" meteoric brilliance '\"\nofGustophus Adolphus, the expansion of Turkey, and the achievements of\nPeter the Great, Frederick the Great, and the French Revolution. Com-\n\npared to this India presents a picture of comparative calm with achievements\nas great under the creative geniuses of Samudra Gupta, Harshavardhana\n\nDharmapala, Krishna Raya, Akbar, Sajahan, and Sivaji the Great. The\n\n"}
{"page": 258, "printed_page": null, "text": "INDIA AND THE WORLD\n\n233\n\naploits, successes, and failures of the rulers of India till the nineteenth\nentury measure well with those of their brother sovereigns of Europe. The\nlitical philosophy of Hindu emperors from Chandra Gupta to the last of\n\nhe Moguls-with the exception of the great Asoka, was the political\nphilosophy of the Hindu Machiavelli, Kautilya-not the mystic or religious\n\nphilosophy of the Upanishads. With Napoleonic egotism they also shouted :\nWhat are a million men to a man like me ? \"\n\nAs late as the nineteenth century India was known to the West as the\ngorgeous East. Did Europe coin this phrase in a religious or mystic sense ?\nIsitnot a fact of history that Europe was dazzled by the material splendor\nIndia? The traders and travelers from the West left glowing accounts\netthe magnificence of the \" courts,\" \" palaces,\" \" gardens,\" \"monuments,\"\n\"cites,\"\nfestivals lasting for months.\" And it is the material wealth\n* India that led to the eventful discovery of America. And yet we are\ntaught to interpret the evolution of Hindu civilization in terms of thought\nand religion-in terms of Vedantas, Tripitakas, or Gitanjali. If India\nsto be understood, she must be studied whole, not in fragments. India is\nly proud of her philosophic, religious, and sociological attainments.\nThese are her humble contribution to the stock of world knowledge. But\n'n assume that Indian culture is mainly if not wholly spiritual, is to deny\nhistory. Intelligent coöperation between nations is not possible unless\nnations are known to each other in their true perspective and in the full\"\n\nness of their life.\n\nHow then has this one-sided view of Hindu culture gained its ground in\nthe West? \" The extraordinary nature of such history \" writes Mr.\nPargiter, \" may be perceived if it were suggested that European History\nd be constructed merely out of theological literature. What would\nrase a smile if applied to Europe has been soberly accepted when applied\nIndia.\" What are the reasons ? No one did it consciously. You know\nthe great Romantic Movement of Germany in the eighteenth and the\nars partofthe nineteenth centuries. It was primarily a philosophic moveent. The Romanticists and their founders, the brothers Schlegel, Tieck,\nNovalis, Ruckert, dreamed and thought of lifting the suffering world to a\nregion ofhappiness and divine beauty. They thought that their ideal would\n‫ر‬\n\nxa reality if only the misguided world would discard the crude absurdities\natthe present and accept the ways of the Ancients. They sang in glorifica-\n\nin of the \" good old times.\" They travelled far and wide in search of\nales, stories and romance. These young philosophers, guided by their\nnient and medieval preferences, groped their way through the \" corridors\ntime \" and discovered \" India's golden blessings.\"\nFrederick Schlegel's\ngrat work \" The Language and Wisdom of the Hindoos,\" made the\nwience of comparative philosophy possible. They dived deep into the vast\ndot Hindu philosophy and religion, Jataka stories and literature. But\nThe secular branch of the Sanskrit literature remained unknown to them.\n\nit came to pass that only the religious and philosophic attainments\n'tthe Hindus were popularized in Europe. The Historians that followed\n\n"}
{"page": 259, "printed_page": null, "text": "234\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe Romanticists naturally began to treat the whole historical growth of\nIndia in terms of religion and philosophy.\nIndia is a melting-pot of many races, religions, and culture. Contrary\nto popular belief, therefore, her growth was not an isolated phenomena.\nFrom the West, from times immemorial came the robust traders in search of\n\nprecious stones, spices, fabrics, and muslin. They sailed away laden with\nthese commodities only to return. Imagine the happy face of the international exporters of India when they marked their shipments. Precious\nstones to Amalfi,\" \" Muslin to Venice,\" or Spices to Lisbon.\" Imagine\nalso the chargin in their face when they heard that Venice was to put a tax\non any one who buys muslin. From Persia, China, and Japan and from the\nArchipelago traders came ; came also the scholars by land and by sea to trade\nin ideas. And they too plodded homeward with burdens of learned manuscripts on their tired backs. Some, like the Pathans, Sythians, and Moguls,\ncame to stay even as conquerors, and merged themselves into the meltingpot. This constant interchange in commerce and thought, this untrammelled\ncultural intercourse, lasting through centuries, left their indelible mark\non Hindusthan and trained her, exclusive of the Brahmins notwithstanding,\nto view humanity's march with dignity and calm. The geographic, climatic,\nracial, and cultural diversity of India trained her also to ponder with respect\nideas, conceptions, and attitudes of her brother man of other lands.\nHindu civilization today is a synthesis of Hinduism, Buddhism, and\nMohammedanism. Philosophic tolerance is the watchword, a tolerance not\nborn of indifference, but of an extraordinary hospitality to new ideas,\neagerness to hear all sides and a delight in the \" interchange of forceful\nand significant thought. \" We find this attitude reflected most clearly in\nthe heterogenous religious life of India. All religions have met here. None\nhas to flee. A land of many religions we find her singularly free from\nreligious warfare, such as Europe once suffered. Religions here have\nflourished side by side. We see Hindu Rajas donating funds to build\nMohammadan churches and today the Christian churches in India are\npartially supported out of the taxes of the Hindus and Mohammadans.\nWe have come to learn through bloody experiences that the apparent\ndiversities of India is in truth \" a fertile source of strength and wealth.\"\nThe destructive and inhuman policies of exterminating diverse elements to\nform a national unity is not compatible to the genius of India. That can\nbe attained only through coöperation. The presence of so many languages\nin India is indeed a drawback to the rapid development of the nation as a\nwhole. Hindusthanee, however, may be said to serve as a lingua franca\nof India. But the fact of cardinal importance is not the language, but the\nideas expressed in it. The languages of India do not disseminate hostile\n\"\n\naims and conflicting traditions as is the case in Europe. We see before our\n\neyes that nations which have inherited the same language fight with each\nother while the trilingual Switzerland prospers in peace. We see the\nThirteen Colonies tear themselves away by force of arms from their mother\ncountry. We see the North fight the South in this continent. More important than language to the peace and harmony of the world, therefore, is the\n\n"}
{"page": 260, "printed_page": null, "text": "INDIA AND THE WORLD\n\n235\n\nMeal. When ideals clash, language as an agent of peace melts as mist\nfore the morning sun. It is therefore refreshing to know that in spite\nthe diversity of tongues, the art and literature of India today are\nmpressing thoughts and feelings common to all India. India is a unitpographically, culturally, and spiritually. It is unfortunate for India that\nthe world has failed to appreciate the efforts of India in harmonizing and\nwying a land as large as all Europe west of Russia, with at least as many\ntes, creeds, races and culture.\n\nThe coming of Europe to India-with its science, its \" precision,\" to use\n1Bergsonian term, its perfect technic, added another necessary element to\nthe melting-pot of Hindu culture. When India, in the nineteenth century,\nnd herself losing her vital impulse to create, and suffering from a sort\nmental inertia, this \" impact of European civilization,\" writes Mr. Aranda Ghose, \" revived the dormant intellectual and critical impulse. It\nhabilitated life and awakened the desire of new creation. It put the\niving Indian spirit face to face with novel conditions and ideals and\n\nthe urgent necessity of understanding, assimilating, and conquering them.\"\nThis rebirth of the Hindu intellect, this outburst of new hope and new\n\n\" fanned to a high pitch of the world events of 1905-the year of Japan's\nenomenal victory over Russia, the liberal uprisings in St. Petersburg, the\nising of the little Boers against the British, and the tense political\nStation in India herself this renaissance did not lead India to a reac-\n\nmary path. She realized thoroughly that the fusion and assimilation of\n\nEuropean culture was essential to insure her own growth. She only wanted\ntreedom, a freer national life to gain this end, since all that is beautiful and\nallthat is serious can only come from freedom.\nThis renewed activity of Hindu life is reflected also in her economic\nProgram to lift the country up from the mire of economic poverty. It is\n\nso abundantly reflected in the new educational movements such as the\nGurukula of the Arya Samaj, Dr. Tagore's Bolpur School, Fergusson\nCollege of Poona, Decau Educational Society, The Mohammadan College\n*Aligarh, D. Av. College of Lahore, Bengal National Council of EducaHindu Students Homes at Madras and Calcutta, and the recent Hindu\n\nIarversities at Benares. The chief motive underlying all these institutions\n**o cultivate the Hindu educational ideal the development of personality\n\nnd social responsibility as against the current system in India of mere\nquisition of knowledge without any aim, which is, according to the Hindu\nAr Critic Dr. Coomarswamy \" breaking the threads of tradition and creatanondescript and superficial being deprived of all roots a sort of\n**lectual pariah who does not belong to the East or to the West, the past\nthe future.\"\n\nThe best minds of India were grappling with the intricate problems of\nmics, politics and education, when tearing asunder the pretended calm\n\n*Furopean peace came the Great War. It at once had a strong political\nt on her. She sent a million men to the various war fronts. Her\n\nfrancial gifts to England were even greater. The war ended. India happy\n\n"}
{"page": 261, "printed_page": null, "text": "236\n\nNATIONAL EDUCATION ASSOCIATION\n\nin her staggering sacrifice, longed for freedom. The young poetess, Sarajini\nNaidu, sang of India:\nIs there ought you need that my hands withhold,\nRich gifts of raiments or grain or gold ?\nLo, I have flung to the East and West\nPriceless treasures torn from my breast,\nAnd yielded the sons of my stricken womb\n\nTo the drum-beats of duty, the sabres of doom.\nGathered like the pearls in their alien graves,\nSilent they sleep by the Persian waves,\nScattered like shells on Egyptian sands\n\nThey lie with pale brows, and brave broken hands.\nThey are strewn like blossoms mown down by chance\nOn the blood-brown meadows of Flanders and France.\nWhen the terror and tumult of hate shall cease\n\nAnd life be refashioned on anvils of peace,\nRemember the blood of my martyred sons.\n\nIndia was full of hope. The free and frequent circulation of the war aims\nof the Allied Nations, the wide publicity given to President Wilson's fourteen points, the release of new political conceptions, all these, and her own\n\nvital contributions to the Allied cause, made her restless. The MontagueChelmsford Reforms, conceived in good faith, failed to allay the aspirations\nof the resurgent India. A subject nation herself, which fought to liberate\nother subject nations, India demanded freedom for herself. The tragedy\nof Amritsar stiffened this demand. The triumphant emergence of Mahatma\nGandhi, with his message of love, infused the plain people of India with dignity, self- respect, pride, and honor. In the pregnant atmosphere of India\n\ntoday, thanks to Gandhi, there is the spirit of sacrifice, tolerance, social consciousness, a boundless love for all humanity. And there is the undying\nconviction that true freedom can only be won-not through the agencies of\nbrute in man, warfare and violence-but through love and sympathetic\nunderstanding. Whether this policy will triumph, whether the culture and\nthe temper of the world is equal to appreciate its significance, only the future\ncan tell. But it depends largely on the attitude of the outside world, toward\nit. No idea, no plan, no policy, no matter how noble, can be brought to any\neffective realization unless the whole world, or at least the major part of\nit, lend its helping hand. But India goes on experimenting, as she has always\ndone, sometimes, as we find, at the cost of her very freedom of existence.\nIf conflicting national interests have done much to prevent humanity\nfrom coming to a common understanding, false ideas have done still more.\nHuman emotions and human cravings and human failures and successes have\n\nno geographical limit. Stages of national evolution are pretty nearly the\nsame all the world over. According to a famous saying, \" liberty is ancient,\nit is despotism that is new.\" Attempts at regaining this liberty were equally\ndiscernible in Europe and in India. They did not gain ground until the\nindustrial revolution in Europe solidified the basis of western democracy.\nIf Europe and America are in the foreground today in thought, action, and\n\n"}
{"page": 262, "printed_page": null, "text": "EDUCATION AND WORLD PROGRESS\n\n237\n\nscience, it is only so since the industrial revolution of the ninetenth century.\nIndiadidnot take part in this movement, and to that extent remained behind.\nI have made an attempt in this short paper to explain that there is no\nfundamental difference between the European and the Asiatic character.\nItis one of those delusions we are all conspiring to keep up to the inevitable\nberriment of human progress. The East and the West alike desire the\ncoming of better conditions of life when the whole world will again learn\nthat the object of human life is not to waste it in a feverish anxiety and\nace after physical objects and comforts, but to use it in developing the\nmental, moral, and spiritual powers latent in man.\" India seeks the coöperaton ofAmerica and Europe-America in particular for she looks both ways,\nto the Orient as well as to Europe. But before they can lend us their help,\nthey must know India as she is India with her human passions both sordid\nand sublime, India of creative energies expressing herself alike in the field\nofmatter and of spirit, but always mindful to apply abstract theories of her\n\ndigion and philosophy to practical life. India joins the World Conference\nEducators in the spirit of coöperation and with her heart wide open.\nke the Chitra of Tagore's drama she stands before you to say, \" I am India.\n\nNo goddess to be worshipped. Nor yet the object of common pity to be\nbrushed aside like a moth with indifference. I am not beautifully perMy garments are dirty,\n..... I have my flaws and blemishes.\nThe gift that I proudly bring to\nand my feet arebleeding with thorns.\n1 is the heart of a woman. Here have all pains and joys gathered the\ntopes and fears and shames of the daughter of the dust; here love springs\n....\n\nap struggling toward immortal life.\"\n\nThat is India. We hope that the educators assembled here in this great\ngathering will realize that training the heart of man is more fundamental\nan the development of mere intellect. We hope that the civilization of\ntheworld will soon be based, not on the basis of politics, but on cultural\nPass. And we look forward for the day when the influence of the teachers\n\nbreak through the four walls of the school-room and become the domnant civilizing force of the whole community. The politicians and states-\n\nwhen, as Dr. Sainsbury, of England, has emphasized in this conference, have\nmade a mess of the world. Now let teachers be the kings and queens of the\nworld, and the world will be the better for it.\n\nEDUCATION AND WORLD PROGRESS\n\nAUGUSTUS O. THOMAS , CHAIRMAN OF COMMITTEE ON FOREIGN RELATIONS\nAUGUSTA , MAINE\n\nI am satisfied the world is growing better, for we have half as many here\n*enight as witnessed the brutal exhibition of Jack Dempsey and Tom Gibbons\n\nWednesday andthat is going some! I think the largest audience that ever\nthered in the United States gathered to witness a prize fight two years\nI hope to see the time when just as large an audience will gather in\nTheinterests of education.\n\n"}
{"page": 263, "printed_page": null, "text": "238\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere was a time, and I can almost remember it but not quite, when\n\npeople used to have a barn-raising, and then they blacked each other's eyes\nand blooded each other's noses, and it was a coward who refused to figlit.\nYour fathers and mothers will tell you of those days. Only a few generations\nago men fought out their differences with their sidearms and slew each other\nin the name of honor. Men do not do it now ; courageous men will not fight\nas they used to fight. A generation or two hence, men will think longer and\nmore seriously before they fight out their differences on the field of battle.\nIt was not in the minds of those who called this conference that wars\n\nhave ceased. No matter how much we might hope and pray for that day\nwhen the Prince of Peace should come and peace perpetually should reign\nover the face of the earth it has not yet come.\nWe do not deceive ourselves. So long as there is hatred or malice or jealousy and revenge in the human heart, we shall find it in the heart of nations.\nSo long as we find it in the heart of nations, we are liable to find men and\nnations clashing upon the battlefield.\nLeagues of nations, world courts, reduction of armament conferences\nand peace treaties are greatly to be admired and greatly to be desired in order\nthat there may be a better understanding among the peoples of the earth.\nBut before we can confirm and establish the principles which will make\nthose effective, we must have the spiritual values in order to back them up,\n\nand in order to get the spiritual values to back up these great movements\nwe must await the longer processes of education. No great movement, no\ngreat reform affecting the people vitally and eternally has ever been wrought\nout in one generation.\n\nIn order, therefore, to change the ideals of the nations we must begin\nwith the child when he first becomes teachable, because the child is unprejudiced, and as we lead him up through the winding path of education and\nexperience we gradually instill into him our own prejudices. But if we can\nbegin with childhood and teach the common origin of mankind and the common destiny, and teach that all men now must associate together, that no\npart of the world can live independently, we can do much at least to lengthen\nthe intervals between wars, until finally we hope that wars may cease.\nThe world is not wanting brains today. All we need to do is to look about\nus and on every hand we see the discoveries and inventions that startle us,\n\nfor we live in a miracle age. All we need to do is to think of something\nand it is done.\n\nBut there is one thing the world needs more than it needs brains. A\n\nyoung man starts out in life and seeks a job. The man to whom he applies\n\ntells him that he must seek an indemnity bond, and he goes to the bonding\ncompany and the bonding company bets the employer that the young man\nis honest. If the young man defaults, the bonding company pays the debt.\nIt becomes necessary today, therefore, where men are employed in responsible\n\npositions, that they should guarantee to their employer that they are honest,\nthat they have integrity; in other words, that they have character.\n\n"}
{"page": 264, "printed_page": null, "text": "EDUCATION AND WORLD PROGRESS\n\n239\n\nTherefore, I say that today the world needs character more than it needs\nbrains, and the formation of that character comes largely through the\ninstruction of the home and school working together.\n\nWe have in this conference brought together the nations of the earth.\nThirty-two distinct racial groups have been deliberating here in this beautiful\ncity for ten days, trying to find a way to carry a message to the child heart\n\nhat will cause that child to grow up in unprejudiced way, with a better\nunderstanding of his neighbors both in his own nation and in other nations,\nthat they may have better coöperation through that understanding. The\nkeynote and the spirit of this conference has been coöperation and friendship.\nHere we have met these men and women from the uttermost parts of the\nearth. We have looked into their faces and we have taken them by the hand.\nWe find they think as we do; we find they have aspirations and aims as we\n\nhave. We find they are looking for improvement, as we are; we find they\nhave vision of a better day the same as we have, and we have been surprised\ntofindhow much there is in common among the peoples of the earth.\nWebelieve that if the five million teachers of the world teaching the more\nhantwo hundred million children, can have some common principles which\nmay be universally applied, and teach ideals of respect for neighbors and for\nif, that we can have a deciding vote in the future of the world; that if we\n\ncould analyze and select a group of ideals and if it were possible thereafter\nto teach those ideals effectively to the children, we could shape the destiny\nof tomorrow.\n\nThis very hour the statesmen and financiers of the world are endeavoring\nsettle the debt of the past. This group of men and women here have been\nendeavoring to settle the debt of the future. It was your own minister of\ncation, Mr. Sainsbury, when the men were fighting with their backs\nto the wall, who stood up in Parliament and said that education is the debt\nmaturityto youth; that it is a debt eternal. When we gather here for the\nPurpose of determining what this generation owes to succeeding generations,\n\nand endeavoring to discharge that obligation, we are settling the debt of\nthefuture.\n\nI believe out of this conference will go a spirit world-wide which will\nhave an influence upon all of the nations, that eventually they may know\nmore about each other and understand each other better and have greater\npathy for each other.\n\nTherewas a day when a person was simply a citizen of his locality, and\npossibly of his country. There was a day when communication was difficult,\nwhen they waited long in order to get information about what was being\n*Pansacted or what was transpiring within the country and between countries.\n\nButtoday we receive the news from London and interpret it with as much\nreadiness as we receive the news from Washington. We receive the dis-\n\nparches from points in Asia and begin to understand them just as thoroughly\nwe understand those things which transpire within our own country.\n\nToday the citizen must be a citizen of the world. He must know the\nworld, what is transpiring in the world, and know how to interpret that in\n\n"}
{"page": 265, "printed_page": null, "text": "240\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe language of the relationship of the world. Therefore, the children of\ntoday must receive that larger viewpoint and that larger understanding.\nThat understanding and viewpoint must come through the teachers of the\nschools of our country.\n\nMy heart swells within me whenever I visit Washington and stand on\nthe marble steps and look out over our capital city, out over those great stone\nbuildings that house the Department of State ; out over the Potomac and see\n\nthe white columns of Arlington. As I view that magnificent scene, my heart\nswells within me and thrills with pride, and I think of the power and the\n\nmagnificence and the glory of my country. As I go about I see the Supreme\nCourt dispensing righteousness. I see Congress working upon great problems.\nI go down to the White House and I see the President bending over his\nmighty task, and I think it is a great country.\nDuring war days I have gone out to Fort Myer, and watched the young\nmen, the stalwart young men of our country, the rich young blood, the hope\nof life, marshalled there upon the field, being trained for officers for the war.\n\nI said, \" They are a great group of young men, and we have a great army.\"\nI went down to the seaside and watched the great battleships as they were\nthere in the harbor, and I said, \" We have great battleships and a great navy.\"\nThen I came home, and not many months ago on one of my visits to a\n\ncountry place as I came along the way, I came upon a little schoolhouse.\nIt was one of those little, single-teacher schools that stands by the roadside\nin many of our States. It was standing there in the trees and looking out\na little distance over a beautiful, shining lake, and the scene was attractive.\nI stopped, as I always do when I pass those little institutions, and said,\n\" I want to go in and see the teacher and see the children at their work and\n\noffer a word of greeting and encouragement.\" Just as I came to the schoolhouse the door opened and there stood the teacher in the doorway. Her face\nwas lined ; her hair was gray. She had given her life for the cause she loved.\nAs she stood there, there came a little lad and she buttoned his coat about\nhim in order to protect him from the cold, and gave him a loving look.\nAnother boy, stalwart and strong, and she said, \" I will see you tomorrow,\nJohn.\" Then she took a little girl in her arms and tucked her cloak about\nher so that she would be properly prepared for going out into the weather.\n\nAs the children passed they smiled upon her and she smiled back at them.\nI said, \" After all, it is a magnificent country, a splendid capital, a magnificent scene at Washington, a strong government. And yet, the strength\nof our country rests not in our courts, not in our Congress, nor yet in our\nPresident, powerful as these sometimes are; nor in our armies or our navies.\nBut the strength of a free government lies in the hands of the teachers who\n\ntrain the young and rising army for the duties and responsibilities in citizenship and in their relation to their neighbors throughout the world. Out\nof this conference will grow the spirit that will help the nations of the\nworld some way to solve some of those most difficult problems which now\nconfront them.\n\n"}
{"page": 266, "printed_page": null, "text": "Reports of Committees\nREPORT OF COMMITTEE ON SALARIES '\nE. S. EVENDEN , TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY, CHAIRMAN\n\nThe Committee on Teachers' Salaries and Salary Trends in 1923 presents\ntoyou the following report: It consists of two parts. Part one is the Research\nBulletin, Volume 1, No. 2, of the National Education Association, published\ninMarch; and Teachers' Salaries and Salary Trends in 1923, published by\n\nthe National Education Association in July. The only justification for my\naking a moment of your time is to interest every delegate and every teacher\nof America in this remarkable report. Very unfortunately, Mr. Evenden\n18nothere to present to you his enthusiasm and his splendid leadership.\nIwant to read to you two paragraphs from our Secretary concerning this\nreport. ( Speaker read paragraphs four and five of the Research Bulletin,\nbeginning, \" the inquiry,\" and closing, \" these data.\" )\nMost reports date back several years in information and material gathered.\nNotice that this is a report of the actual salaries paid in 1923. It doesn't\nbrave us uncertain as to where we are.\n\nIwant tocall your attention just for a moment to the data here that will\nbeof interest to you. It is a striking fact that though this investigation was\negun in 1923 and there have only been a few months for the work, we have\nThe report of 964 cities.\nLet me say the investigation and data were gathered by three processes :\n\nfirst, questionnaires to all city superintendents ; second, by a report from\nsuperintendents who have rural districts or rural teachers; third, by the\ndaracollected by the U. S. Bureau of Education.\nThemost important part of this report, to my mind, is the determination\natthe principals for three things : for studying the salaries of teachers, for\naterpreting them, and for salary campaigns. I cannot take time to read\nfrom the principals' reports.\n\nOneunfortunate thing has been the comparison of the teacher's salary with\nhat of certain wage carners. The basis is different; there is a professional\nsuperiority and she gets a salary. Far more important than either is that\ntheday will come, I think, when the remuneration of the teacher will be\ncalled an honorarium, for the reason that there is an economic ratio, a\nmathematical ratio between the cost of the house and the salary paid the\ncarpenter. Nobody can find an economic ratio between the teacher's work\nandher output.\nIs the absence of the chairman, this report was made by C. E. Rugh, Professor of Education,\nTomaty of California, Berkeley, California.\n\nIn addition to the chairman, this committee\n\nwin the members listed on page 25.\n\n[241]\n\n"}
{"page": 267, "printed_page": null, "text": "242\n\nNATIONAL EDUCATION ASSOCIATION\n\nTherefore, salary investigations should be made on the basis of an honorarium. It might add to the remuneration the teacher gets in the way of\nhonor also, and that is probably just as important as the other aspects of it.\nAs to the comprehensiveness of the report, I call your attention to the fact\n\nthat while there are possible reports of sixty-nine cities of over a hundred\nthousand, there is in this report a list of the actual salaries paid in sixty\ncities of that grade. The salaries of 175,000 teachers are represented-22,000\nrural teachers, about 10,000 principals, etc.\n\nI mention just three features to which I call your special attention. One\nof the most significant interpretations of this data by Mr. Evenden-and\nit has been by Mr. Evenden. I should also pay great credit to John K.\n\nNorton. He doesn't need any praise from me; his work stands for itself.\nI point out one feature in the trend. The unfortunate thing was making\nthe comparison of the teacher's remuneration with wages.\n\nIn that comparison, in that study is presented the increased cost of living\nas a feature and factor in determining salaries with what results ? With\n\nthis result, that it takes as much food and clothing for an eighteen-year old\ngirl teaching in Milpitas, say, as it does for a superintendent, with the result\nthat in the salary readjustments the lower salaries have been very much\nraised, and the upper salaries have not, with this result, that there are girls\nin the United States-dare I say it-receiving more than they are worth.\nNo, not more than they are worth, but they are receiving more to teach\nthan they could get for any other service. The actual fact in this report\nshows that superintendents are getting less than they did before the war,\nconsidering the purchasing power of the dollar.\n\nThe significance lies in the fact that the leadership in the educational\nworld in the United States needs to be considered in terms of its relation\n\nto the whole salary schedule. I merely point it out.\nElements in the trend-That is a remarkable chapter that every person\n\ninterested in a salary campaign should study. I mention merely the five\nfeatures considered by the committee. First, it is important to determine\nwhat time unit shall be considered in relation to the number of dollars. That\n\nis yet to be determined. The yearly salary is a bad unit. Whether the week\nor the month or the day is the correct unit is yet to be determined. The\npurchasing power of the dollar should also be taken into account. The\npurchasing power of the dollar is as one to two and nine tenths.\n\nThird, the increasing professional standards is a feature that must be\n\ntaken into this study. Then the increasing length of the school term; and\nlast but not least, the most important thing in my mind in this whole salary\nof comparison is forgetting that from 1913 up to the present time we have\nhad three or four economic shifts, and that era is so uncertain and unstable\nthat a different method of comparison in terms of time unit ought to be\ninvestigated.\n\nA chapter on the adequacy of school salaries is of great importance. I\nplead for your study and interest. Are teachers adequately paid? At present\nthere are three prevailing attitudes in the United States concerning the\n\n"}
{"page": 268, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n243\n\nadequacy of teachers' salaries. First, in order to justify the present scale and\nschedule you have and have it raised we must increase teaching and school\nervice. The school people must deliver the goods. There is in a good many\nJenters a tendency to lower the teaching salary. The third tendency represented by a number of cities, by the report of the superintendents and supervising officers, is to curtail school service, cut out music, etc.\nThese are the three attitudes toward the present situation. I hope by\nalling your attention to the fact that what the richest and wisest parents\nand communities demand for their children, that the United States must\n\nand for all children. To carry out that program, you must get the school\nmoney where wealth is, and spend it where the children are.\n\nDemocracy has been defined as the progress of all through all, under the\n: adership of the wisest and best. The first principle of determining a salary\nwhedule is, under all circumstances, to pay that amount of money to those\nrachers that will get the best and wisest leadership for the children of\nAmerica.\n\nREPORT OF COMMITTEE TO COOPERATE WITH THE\nMOTION PICTURE PRODUCERS '\nCHARLES H. JUDD, CHICAGO, ILLINOIS, CHAIRMAN\n\nAtthe Bostonmeeting of the National Education Association, Will H.\nHays asked for the coöperation of educators in developing motion pictures\n12 such away that they may become more serviceable to classroom teachers\nandmay contribute in the most wholesome way to the entertainment of the\nidren of the Nation.\n\nThe National Education Association had become\n\nwware, before Mr. Hays asked for coöperation, of the need of a better\nganization within the Association of those educators who have special\nwrerest in visual education. The question of organizing a Department of\n\nsual Education had been before the executive officers, and programs on\nsual education had been prepared and presented at various meetings.\nAnumber of school systems had undertaken to use motion pictures and had\nncountered difficulties which made it evident that coöperative efforts are\nrecessary if problems in this field are to be adequately dealt with. The\nAssociation accordingly provided at the Boston meeting for a committee to\nwal with all problems related to visual education.\nThe committee which now submits its report has been at work during\n\nIt has derived financial support for its operations from the\nMotion Picture Producers and Distributors of America. That corporation\nFranced a meeting in New York which brought the committee into direct\nract with the representatives of the producers.\nvear.\n\nIt also provided the committee with $5000 to carry on the investigaas the results of which are presented in later sections of this report.\n\nInas sent one of its executive officers, Mr. Courtland Smith, secretary\nItion to the chairman, this committee includes the members listed on page 24.\n\n"}
{"page": 269, "printed_page": null, "text": "244\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the Producers Corporation, to this meeting, and finally it provided\nfor the meeting of the committee at which this report was prepared.\nBy agreement reached at the joint meeting in New York a program of\ninquiry was adopted. For immediate study two lines were taken up as\nfollows:\n\nFirst, a series of films taken from the vaults of the producers have\nbeen inspected by committees of teachers selected by Mr. Crandall from\nthe New York public schools. The purpose of this inspection was to\ndiscover what portion of these films are available for classroom use.\nLists have been prepared as a result of these investigations and have been\ntransmitted to the producers .\n\nSecond, Dr. F. Dean McClusky, of the faculty of the University of\nIllinois, Miss A. Loretta Clark, of the Public School System of Los\nAngeles, and Mr. Charles Roach, of the Extension Division of the Univer-\n\nsity of Iowa, were employed by the committee to visit various public-school\nsystems, universities, and museums which are actively engaged in promoting\nthe use of motion pictures and other forms of visual education. These\nagents of the committee were directed to investigate the administrative\nmethods adopted at these centers for securing, distributing, and using films\nand other visual material. The purpose of this inquiry was to ascertain the\n\nextent of present use of films and the problems of administration which affect\ntheir employment for educational purposes.\nIn addition to these direct lines of inquiry which were taken up becau e\nthey seemed appropriate as matters of equal interest to producers and\neducators, the committee has collected material which may be described as\nsomewhat more remotely related to the interests of the producers. The\ncommittee has acquainted itself with the scientific investigations which have\nbeen made in various universities and school systems on the methods of using\npictures and has prepared for its own use abstracts of the reports of these\ninquiries.\n\nSuch scientific studies will have to be carried much further it\n\nvisual materials, including films, are to be properly adapted to school work.\nThe committee has also considered other problems such as the effect\nof entertainment films on the minds of pupils, and the methods by which\nnew educational pictures can best be produced.\nThe committee is prepared at this time to report on certain lines of\naction which it believes that the National Education Association should\nconsider, and it is convinced that the Association should adopt certain\nplans of action which are outlined in subsequent sections of the report.\n\nThe first concrete item on which the committee begs to report is the\nitem of legislation. The fire risks connected with the exhibition of motion\npictures are so great that drastic laws seem necessary. The legislation\nwhich aims at fire protection is complicated by the desire of the theater\nowners to protect themselves so far as possible from competition arising\n\nfrom the use of films by non-theatrical exhibitors such as churches, lodges,\nschools, and the like. There are two kinds of films, one the ordinary\ncommercial type known as the inflammable film, and another which is\n\n"}
{"page": 270, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n245\n\nmore expensive, less satisfactory and less commonly manufactured, known\nas the slow-burning or non-inflammable film. Legislation has been proposed debarring from interstate commerce the inflammable film. This\nwould be disastrous from the point of view of the producers. Another\nproposal is that the inflammable film be restricted to use by licensed persons\nandby exhibiting houses fully equipped with fire-proof booths. This would\ngivethe theater people the type of control which they deem necessary for\nthe distribution of entertainment films.\n\nAll educational films would then\n\nbeproduced on the non-inflammable stock and the use of such stock could\n\nbe freed from the restrictions which now commonly limit the use of films\ninschool.\n\nIt is the belief of the committee which renders this report that some such\ndivision of the field is expedient and to be encouraged. It recommends\nhat this Association recognize the general principle that the use of inflammable films should be restricted to licensed persons and exhibition places\nfully equipped with fire protective devices. It further recommends that the\nmanufacturers of non-inflammable films be encouraged to perfect this type\nofstock because it is the most desirable for use in the making of educational\npictures.\n\nThe action thus recommended to this Association is in agreement with the\naction already taken by the National Association of American Fire Underwriters and by the Producers Association.\nThe second matter on which this committee is prepared to recommend\naction relates to the organization of those who are interested in visual education. It is not at this time evident that a permanent group or department\nshould be set apart to discuss problems of visual education. The committee therefore recommends that a special program be organized to be\nconducted at the time of the next meeting of the Department of Superintradence with a view to testing the interest in visual education and trying out\nthe possibilities of organizing a department. It is recommended that the\norganization of this special program be assigned to the committee hereinafter\ncommended.\n\nThird, it is recommended that the committee rendering this report be\n\nscharged and that a new committee be appointed by the president of\nAssociation to carry forward certain lines of activity which the preding and subsequent paragraphs of this report set forth.\nIt is recommended that this new committee be specifically instructed\nnot to attempt to organize any plan of picture censorship, and that the\nmmittee be instructed not to give its approval directly or indirectly to\nans projecting apparatus or any film or any plan for the preparation of\nscenarios or films. The experience of the year has shown the unqualified\nwisdom of the restrictions here recommended. The present committee\n\nbeen literally besieged by promoters of all kinds of plans for the proron of projectors and particular films. It is the belief of the comtre reporting that much careful study of the type which it suggests in\n\n"}
{"page": 271, "printed_page": null, "text": "246\n\nNATIONAL EDUCATION ASSOCIATION\n\nsubsequent paragraphs must be completed before anyone is prepared to\nrender judgments which it would be proper for this Association to sponsor.\nThe positive definition of the functions which the new committee might\nproperly take up grows naturally out of a review of the findings which the\npresent committee has reached.\nBefore turning to the full report on findings the committee reporting\nrecommends that the new committee, if created by the Association, be commended to the Executive Committee for such an appropriation for operating\n\nexpenses as the Executive Committee of the Association may find feasible\nand that the new committee be authorized to accept for its investigations\nother funds, if such become available, provided the acceptance of such funds\nin no way limits the freedom of the committee in the pursuit of its inquiries\n\nor in the publication of its findings.\nThe experiences of the present committee during the past year have been\nmost happy ; the Producers Association has coöperated cordially and has left\nthe committee absolutely free in all its operations.\nDuring the past three months Dr. McCluskey and his associates visited\non behalf of the committee most of the localities where important work\nin visual education is being carried forward. In all, 42 centers were\nvisited, and of these about half were city school systems, while the others were\nuniversities, normal schools, State educational departments, museums, and\nFederal departments working through divisions of Extension Education.\nA summary statement of the results of the study would be that the investigators found that the work of visual education in this country is being carried\nforward by people who have genuine enthusiasm for what they are doing,\nreceive entirely inadequate financial support, are forced to rely largely on\nNational advertisers for their films because such material is supplied free,\nand who have almost no means of knowing what is being done elsewhere,\nwhat methods others are using, or how their work may be most effectively\norganized and administered.\n\nThe amount of money actually expended by school systems for motion\npictures is surprisingly limited. In most divisions of visual instruction a\nmajor part of the annual appropriation is spent for slides and stereopticon\nwork, and only small sums for films. Figures from 14 centers show that\nduring the past year the amounts expended for the rental of motion picture\nfilms ranged from $500 to $5000, with an average of $2800. These centers\nincluded such important school systems as those of Chicago, Cleveland,\nPittsburgh, Detroit, and Newark.\nSince the directors of these divisions are financially unable to buy or rent\nmany films, they are forced to rely in the main on industrial firms\nand other commercial agencies which distribute advertising films without\nexpense to the users. One result of this is that these films must usually be\nshown in auditoriums, before large groups of children, because the distributing agencies are only willing to supply the films on condition that they\nare seen by relatively large numbers of people. This requirement often\noperates to reduce the educational value of the work.\n\n"}
{"page": 272, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n247\n\nIndustrial films of the type discussed are multiplying rapidly in the\nabsence of a sufficient number of educational films. If they are depended\nupon by the schools to supply material for visual instruction there will be\ndeveloped a fundamentally false economic basis for visual instruction in\nchools. It is not beyond the possibilities also that industrial films will\nanduly influence the work of schools in directions not selected by school\nI authorities. The committee believes that this is a matter of major imporrance and that the committee which succeeds this should take up the queshonshere raisedfor further investigation.\n:\n\nI\n\nThere is no means of ascertaining how many non-theatrical motion\npicture machines there are in the schools of the country, and it is difficult\n#vento estimate how many there may be in churches, lodges, and private\nJunes. It seems probable that the entire number of non-theatrical proecting machines is less than 15,000, of which possibly half are in schools.\nItis still less possible to estimate how frequently these machines are used,\n\nthe study already made indicates that many are used only occasionally,\nandthat there are many schools which are equipped with booths and screens,\nhave no machines.\n\nOne fact which stands forth with entire clearness is that there is no\n\niformity ofpractice in the administration of visual education. Apparently\nrach center does it differently from all the others, and there exist no means\nby which any worker can tell what procedures have proved productive\nsewhere, nor is there anybody of recorded experience to which he can\n\npeal for an opinion as to the probable wisdom of any suggested innovation.\nIn some cities the slides and films are made up in lesson sets and sent\n10 &circuit of several schools which use them in turn and pass them on to the\nnext school. In other cities the principal requests the material that he\nwants, and it is sent as soon as it is available, after which it is returned to\n\nthe central office. Some systems employ messengers or trucks to carry the\nMaterials to the schools, while in others the teachers must get and return\n\nthem personally. In many, if not in most, city school systems only part\n\n1 of the schools using films secure them directly from the Division of Visual\nInstruction. Other schools prefer to make their own independent arrangewents with film exchanges and industrial firms, and to purchase and operate\n\"vir own equipment.\n\nIn some cities, and in some University Extension Bureaus, films are\nwat out without expense to the users, while in others they are rented, and\nsome cases even the school children are urged to contribute a cent at each\n\nowing to helpdefray the cost of the films. Similar diversities exist in\nthe matter of the operation of the picture machines. Some systems employ\nned operators, others instruct the teachers in the methods of doing it,\nandin still others the work is done by the older boys.\n\nWith all this diversity in the administration of visual instruction, it is\nonis natural to find that the educational aims and procedures in the use\n\n**motion pictures are of the most varied sorts. There are few films in\nistence which were created with the definite purpose of using them as\n\n"}
{"page": 273, "printed_page": null, "text": "248\n\nNATIONAL EDUCATION ASSOCIATION\n\nadjuncts in the teaching of specific lessons in the conventional school subjects.\n\nIt is probably true that a considerable majority of the educational motion\npictures used in the schools could be classified under the heads of geography,\nhistory, and industrial processes. Most of the geography films were origi-\n\nnally produced as \" scenics \" for use in theaters. The history films are largely\npictorial versions of historical novels, and those relating to industrial proсesses are mostly advertising films.\nIn addition to such pictures, the schools show a considerable number of\nrecreational and amusement films, and in a good many cases these are pretty\nfrankly employed as a sort of sugar-coating to make the diet of advertising\nfilms somewhat more palatable. It is not surprising that under existing\nconditions but little progress has been made in working out the best pedagogical methods of using the films in classroom instruction. The central\nbureaus administering the work have no resources for experimentation or\nskilled observations of results.\n\nThere is great pressure to have the largest possible number of children\nsee the pictures, for this makes possible favorable reports of low per capita\ncosts, and facilitates the securing of free industrial films. This pressure\nfor numbers tends to increase the number of auditorium showings, and this\n\nin turn involves bringing together the children of different grades and ages\nand makes most difficult any correlation between the regular classroom work\nand the use of pictures.\nTwo conclusions emerge from a consideration of existing conditions as\nthey have been described in outline.\nThe first conclusion is that much work needs to be done in educational\n\nexperimentation and research having for its purpose the discovery and\ndevelopment of the best methods for using motion pictures in teaching.\nIn this field a start has been made, but the work has not yet reached the\npoint where the results are getting back to the classroom teacher.\n\nThe second conclusion is that a clearing-house for information is greatly\nneeded. Each center engaged in the administration of the materials of\nvisual instruction has acquired useful knowledge and developed methods\n\nthat others could helpfully use. What is needed is a central agency having\nfor its object to make available to each the experience of all. The new\ncommittee recommended in a foregoing paragraph might properly be expected\nto serve, at least temporarily, as such a clearing-house.\nAs stated in the introductory paragraphs of this report the committee\nfound that a number of investigations are now under way which aim to\n\ntest the effectiveness of various types of films as instructional materials\nand the relative success of various methods of using these films.\nIt has been found in general where tests have been carefully carried out\nthat some verbal discussion of the matters to which the films relate, either\n\noral or through reading matter presented to the pupils, results in fuller\ncomprehension by the pupils than does the mere exhibition of pictures.\nThese findings refute the frequently repeated statement which has been\ncarelessly made by over-enthusiastic advocates of visual education that the\n\n"}
{"page": 274, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n249\n\nse of pictures is destined to supersede the use of textbooks in schools .\n\nI is quite certain that pictures require the aid of verbal exposition .\nThe points at which pictures have most clearly shown themselves to\nbe useful in instruction are in the acquisition of certain skills. Where\nchildren are to be taught how to hold their pencils in writing or where\nthey are to be taught the art of weaving, pictures add so materially to\nverbal instruction that it is evidently desirable that the schools should make\nuseof them.\n\nIt is also evident that in exhibiting to pupils parts of the world which\nthes have never seen or activities which cannot be witnessed directly,\npictures are very useful.\nThe investigations which have been made show further that in many\ncases the kind of picture which is the most useful in any instance must be\ndetermined, not by enthusiasm for the spectacular character of the picture,\nbut by a careful measurement of the results obtained. Often still pictures or\ndes have been found to be better than motion pictures.\n\nEnough has been said by way of review of the investigations which have\n*een collected by the committee to justify the statement that the outlook\nthe field of visual education must be broad, and the selection of pictures\n\"ust be made with the highest degree of discrimination if teachers are not\nbe misled. Motion pictures will in the long run be most advantageously\ndevelopedas means of teaching if they are inserted only at those points where\nmey are superior to all other instruments of instruction.\n\nFarthermore, wherever they are introduced it is found that they must\nbeproperly constructed. For example, some work has already been done\nthe problem of placing legends and on the proper formulating of such\nends as are used. The results of such inquiry as has been made show\n*\nheneed ofmuch more investigation along these lines.\nInvestigations of the construction and use of pictures must be coupled\nwith. investigations of another type which are being taken up by this Assocanon through other agencies, but should be participated in by the Comrittee on Visual Education-namely, investigations of the curriculum.\nThere are points in the school curriculum where visual material is as\nappropriate as it was in the days of Comenius. The discovery of points\nnthe curriculum where pictures can be used and the production of pictures\nTo satisfy the need call for much coöperative work which a committee of\n&National association could well supervise.\n\nFinally, the meaning and proper means of entertainment are by no\nans clearly defined in our present-day educational thinking. Teachers\nare sometimes so anxious to be sure that all school exercises contribute in\n\nmeconventional way to the improvement of children's minds that they\ntroy the very proper entertainment value of a picture by a pseudo@relation of entertainment experiences with study. The teachers of\nthes country have legitimate interest in the type of entertainment offered\n\nthe children of the country. A careful study of the effects of various kinds\nut pitures and of the relation of any exhibition of pictures to ordinary\n\n"}
{"page": 275, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\nclass work is a legitimate field of investigation. At present there is only the\nmost meager information on the methods and results of entertainment as\nan adjunct to school work.\n\nIn recommending the creation of a committee to pursue actively investigations of the administration of visual education and of the methods of\nproduction and use of pictures, the present committee is convinced that\nthere are important services to be rendered. There is a widespread interest\nin visual education, and it will not disappear even if this Association neglects\nit. If the Association sees the opportunity of dealing with the matter in\n\nthe scientific and systematic way which is appropriate for a body of educators, the Association may, we believe, assume leadership in the field.\nThe producers of motion pictures are sure that it is possible to realize\nthrough their coöperation important improvements within and without\nthe schools in the means and methods of education.\n\nThe present com-\n\nmittee has gone far enough to establish in the minds of its members the\nconviction that it is the duty of this Association to provide a committee\nwhich can coöperate with all the agencies that are prepared to promote\nvisual education. The peculiar contribution of this Association should,\nwe believe, be the systematic study of the problems of visual education\nso that the future development of this field shall be based on sound principles scientifically established.\nIn summary then it is recommended : ( 1 ) That the present committee\nbe discharged; (2) That the Association express to the Motion Picture\nProducers and Distributors of America appreciation for support given to\nthe committee; ( 3) That this Association recognize the desirability of\nlegislation regulating the use of inflammable films and making more readily\navailable to schools the non-inflammable films; (4) That a program on\nvisual education be arranged for the next winter meeting to include all dis-\n\ncussion of this subject at that meeting; and (5) That a committee be\nappointed by the president of the Association to carry on studies of the\nadministrative and instructional methods which are employed and should\nbe employed in the introduction of visual materials into the school curriculum.\n\nREPORT OF COMMITTEE ON CHARACTER EDUCATION\nMILTON BENNION , DEAN , SCHOOL OF EDUCATION , UNIVERSITY\nOF UTAH , SALT LAKE CITY, UTAH , CHAIRMAN\n\nThe success of any plan of character education in the schools will depend\nprimarily upon the native ability, general education, moral character, and\nprofessional training of the teaching staff. Teaching as a life's work must be\nmade attractive to high-school graduates who have teaching personalitythat is physical and intellectual vigor, attractive social qualities, ambition\nfor social service, and enthusiasm for realization of the highest ideals.\n1In addition to the chairman, the committee includes the members listed on page 23\n\n"}
{"page": 276, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n251\n\nTeachers possessing these qualities as a foundation may utilize all the knowledge and skill that science can provide in furthering human development ;\n\ntheir being able to supplement science with love of humanity and devotion\nto moral ideals make their possible achievements almost limitless.\nItis the opinion of this committee that superintendents of schools, princi-\n\npals ofhigh schools, and teachers generally, should use every legitimate means\nat so dignifying their profession in the eyes of youth as to inspire those who\naremost fit to teach with ambition to make careful preparation for it.\nTeacher-training institutions may coöperate in this effort to improve the\npersonnel of their student bodies by raising their own standards, both of\nentrance and of graduation. These standards should not be confined to tests\nof knowledge alone-native intellectual ability and moral character should\nceive weight. Free tuition or other scholarships provided by the State\nor by endowment should be available-not as a matter of charity but as\nhonor award to those best endowed to serve as teachers.\n\nThe contention will be made at once that the plans suggested above cannotbe realized until teachers are better paid. A reasonable living income\nof course, indispensable; but, this assured, the type of person most wanted\nnthe schools is more responsive to an appeal to do something eminently\nworthwhile than to an opportunity to accumulate wealth.\nIn recognition of the fact that the teacher is the prime factor in character\neducation, this committee has outlined a plan for teacher-training. This plan\nasbeenwidely distributed among all varieties of teacher-training institutions\nnthe United States and is published in School and Society, June 30, 1923 .\nWhile the committee recognizes the necessity of scholarship in the subjects\ntobetaught, it is also endeavoring to emphasize another kind of scholarship :\nknowledge of human nature and of all the means that science has developed\nfor the more complete analysis of character and the means of influencing it\ntor good.\nThe committee recognizes the value of the \" case method \" in both profes-\n\nvonal and academic study and recommends that this method be applied to\nhestudy of the school child as well. The \" behavior clinic \" should be as\ncrat a factor in general education as is the surgical clinic in the general field\nmedicine. Accurate analysis of all the factors that determine child\navior, together with prescription for treatment that will bring about the\nbest results in individual and social improvement is complex and difficult\nat decidedly worthwhile.\nTheopinionofthe committee that\" behavior clinics \" should be established\nnteacher-training institutions and school systems is not an abstract theory.\nThis work is already well developed in some of our juvenile courts, in\nGeral American cities, and in several schools and school systems. Its furHet development is being very actively promoted through the Commonwealth\nFind Program for the Prevention of Delinquency. The National Comttee for Mental Hygiene has undertaken a Nation-wide campaign for the\nablishment of child behavior clinics in cities with a population of more\n\"an one hundred thousand, and is authorized to make liberal expenditures\nat the Commonwealth Fund in promotion of this work.\n\n"}
{"page": 277, "printed_page": null, "text": "252\n\nNATIONAL EDUCATION ASSOCIATION\n\nAny school of education or teachers' college having well established departments of physical education and hygiene, psychology, sociology, and ethics,\nas well as of education, may with great profit utilize the resources of these\ndepartments in the establishment of a behavior clinic.\" It would, of course,\nbe necessary in addition to employ a director highly trained in those phases\nof social administration and psychiatry that bear directly upon the problems\n\"\n\nof child behavior and treatment.\n\nThis systematic effort to study individuals in a scientific way should not be\nconfined to the professional staff of the clinic. Every teacher should be trained\nto participate in these individual studies, to interpret results of tests, and to\ncarry out appropriate treatment. To this end the committee recommends\n\nthat courses in physical and mental hygiene, psychology, sociology, and ethics\n-all with emphasis upon the study of behavior and means of controlling\nconduct-be required of all teachers in preparation. In connection with these\nstudies clinical practice should be provided. This clinical practice is as\nessential to this phase of teacher-training as is supervised teaching to the\npreparation for the usual classroom work.\n\nThus far the behavior clinic has been used primarily in the study of delinquents and near-delinquents. There is no reason why every child should\nnot be made the object of such careful study and individual treatment with\na view to obtaining maximum results in character development. Society has\nthus far been more prone to spend ten dollars on a delinquent or defective\nchild than to spend one dollar on a normal or supernormal child.\nThe committee's recommendations concerning studies in behavior are not\nmeant to discount the possibilities of character training through classroom\ninstruction. Recent scientific studies, including that of Dr. Voelker made\nat Teachers College, Columbia University, confirm the popular judgment\nthat ideals and attitudes can be taught to groups in ways that secure good\nresults from individual members of the group. This is not solely a matter\nof direct instruction since the ideals and attitudes of the teacher are con-\n\ntagious the more so in case of a personality that is strong and attractive.\nMuch of the treatment prescribed for the betterment of conduct must\n\ncome through the activities of the school under expert supervision. In this\nconnection, among the various activities to be utilized is that of self-government, organized and carried on at various levels appropriate to the age and\nsocial development of each group. The success of the \"Junior Republic,\"\n\nestablished by William R. George in 1895, and of other self-government\nplans, has put the great moral value of self-determination in any group\nbeyond the realm of mere speculation. Similar good results have been\nobtained elsewhere both with adults and with youths, with delinquents,\nand with normal individuals. This is but one instance illustrative of the\n\nrôle of responsibility in the development of character-an instance, however,\nthat lends itself readily to experimental determination.\nOrganization of the curriculum and of all the activities of the school for\ncharacter education calls for a clear conception ofthe objectives to be attained.\nThe committee approves as a basis of the moral life: belief in and devotion\nto moral ideals joined with an attitude of good-will toward mankind. This\n\n"}
{"page": 278, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n253\n\nstandard will provide the foundation upon which all morality may be built,\nandindicates the means by which the sources of all wrongdoing such as\nselfishness, ignorance, and thoughtlessness-may be overcome. Of these\nenemies of the moral life selfishness is the most difficult to conquer. With-\n\nout self-sacrificing love it cannot be overcome. But until it is overcome,\nintellectual ability and attainment may contribute nothing to moral character.\nFeeling for moral ideals and human welfare must, of course, be supplemented with as much intelligence and thoughtfulness as it is possible to\ndevelop.\n\nThe course of study should be so planned as to develop to the maximum\nthe kind of knowledge and the habits of mind that will contribute most to\nthe making of a thoroughly socialized individual. The activities of the\nschool should be so regulated as to develop a maximum of moral thoughttulness and of moral imagination. Development of moral imagination and\nits use in social relations may be a factor for moral progress comparable to\nthe use of the scientific imagination in the realms of mechanical invention\nand scientific discovery.\nDR. YOCUM'S THREE REPORTS ON CHARACTER EDUCATION OBJECTIVES\n\nDr. Yocum has presented to the committee two reports on character educationobjectives and is submitting a third report at this session. The first\nDconstitute a highly technical and complex analysis of education outcomes\nandprocedures. Dr. Yocum insists that since life is complex and civilization\ntechnical, the formulas through which life can develop character must be\naleast as complex as those of chemistry, and the procedures through which\ncivilization can result in the common welfare, as technical as the making of\nBigBerthas and U-Boats.\n\nLove, faith, and strength of character which the analysis finds basal for\nall other qualities essential to character are simple only in the superficial\nwese inwhich selfishness, materialism, and fear are simple. With them once\ndeveloped a child need not err in the road to which they point the way. But\ntisonlybecause man ismade in the image ofGod himself, that he can know\nnough andbe able enough to make these qualities controlling. Life is not\nmoral and civilization democratic, less because men are morons, than\n\nbecause moral instruction is too simple and therefore remains a game of\nBance.\n\nInthe report presented at the present session, it is shown how character\nlucation must transform love, faith, and strength as simple logical objecnes or moral abstractions, into education outcomes which because they are\n'complexes,\" are strong enough to control individual and social conduct.\nThese\" complexes,\" unlike those of Freud, are not past experiences which\nhavehappened to gain control over man, but elements selected and developed\nrough education which in combination with each other give man control\nher his experiences. Education is a complex because it must develop these\nplexes.\n\n"}
{"page": 279, "printed_page": null, "text": "254\n\nNATIONAL EDUCATION AssocIATION\n\nThe analysis of \" love \" in the first report and of \" equivalent return\"\nin the second, shows both this complexity of outcome and the complexity of\nprocedure through which it is to be made controlling. Love, faith, and\nstrength in general, each has or is a controlling complex of ten or twenty\nelements, with every one of their elements having further elements of its\nown. Each essential element has beyond this, \" contributory combinations\nof elements different for different individuals, types or groups, periods,\nenvironments, and achievement levels, and so on, as the report says, \"Like\nthe house that Jack built. \"\nIf each of the hundreds of qualities which can be included among desirable moralities were to be separately developed in this fashion, man would\nhave to be a Methusaleh or the Wandering Jew to acquire them. But\nthrough this very complexity, comes simplicity.\n\"\n\nMany moral characteristics are merely types of love, faith, or strength.\nFor example, strength as a standard includes : independence, bravery, selfrespect, self-control, justice, generosity, cheerfulness, pleasantness, and selfsacrifice. Many other moral characteristics are subordinates under these\ntypes. Justice, for example, as including both the yielding of rights and of\nequities, has as its subordinates : obedience, truthfulness, honesty, and responsi-\n\nbility ; and similarly analyzed bravery includes fearlessness, determination,\nand hope, while determination involves decision and perseverance.\nStill other qualities represent the vocabulary of moralities, types, and subordinates, and become controlling if the words which express them are made\nfamiliar and are realistically comprehended as the moralities themselves\nbecome controlling. For example, if truthfulness and honesty are made con،،\n\ntrolling, such words as prevarication, \" \" evasion,\" \" petty larceny,\" and\nmaligning, \" being realistically understood and familiarly used, the forms\n\"\n\nof untruthfulness or dishonesty which they express tend to disappear.\nOther moralities or desirable human qualities are merely composites ot\nlove, faith, and strength or of their various types, subordinates, and forms\nof expression. To illustrate, even democracy is essentially love of the common welfare, faith in the ability of the ordinary individual to learn to sacrifice all liberties conflicting with the common welfare, and strength enough\nto measure up to any standard of strength in its social and political forms.\nEven happiness, aside from incidental pleasures, reduces itself to love, faith,\nand strength.\n\nThe outcomes of many moralities are key- outcomes which, developed for\none morality, are made controlling for others and sometimes for many others.\nTake the habit of looking upon the bright or pleasant side of things, except\nwhere wrongs or unpleasantnesses should be remedied. It is essential to a\nlove of other nationalities and social groups, to cheerfulness and pleasantness\nas standards of strength and elements in a democratic social intercourse, etc.\n\nBut the most fundamental simplicity after all is the final simplicity in\ntechnique of instruction, which comes through the fact that the forms of\ncontrol and control elements themselves are interdependent, and that the\ndevelopment of control through one usually means partial control for others.\n\n"}
{"page": 280, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n255\n\nAsense of affection, for example, is necessary to a realization of the love of\nthers for us and of an attitude of love for them, while such an attitude is\nhe motive for attaining standards of loving self-sacrifice. The vocabulary\nlove strengthens loving feeling, and so on through the whole gamut from\nveing loved to having love for all.\nIn short the three reports insist that super-threats to civilization and\nDemocracy require a super-education that is necessarily complex; but that\n**rough its very complexity, the character education which makes a few\ntues controlling, will through the interdependence of one virtue upon\nanother, insure the control of all; and through this interdependence in their\nements teach morality through religion, religion through morality, and\n: emocracy through both.\n\nREPORT OF COMMITTEE ON THE REORGANIZATION\nOF ELEMENTARY EDUCATION\nOLIVE M. JONES, PRINCIPAL, PUBLIC SCHOOL NO . 120\nNEW YORK CITY , CHAIRMAN\n\nI am here today only in the capacity of an assistant and a representative\nta person who is unable to be present, Mrs. Margaret McNaught who is\nww in Europe. The Committee on the Reorganization of Elementary\n\nlucation was formed several years ago. It was really formed by Mrs.\n\nMary C. C. Bradford, when she was president of the National Education\n\n| Association. Mrs. Ella Flagg Young was the original chairman. She was\n\nmediately appointed to war work in Washington, and her death followed\nIn after that. An interim followed after which Mrs. McNaught was\nappointed to act as chairman of this commission.\n\nThe important work of the commission has taken the form of a number\n*reports, several of which have been placed in your hands in previous years.\n\nTwo of the most important of all of the reports are in the envelopes which\nreceived when you were given your credentials as delegates to this\n\ni assembly.\n\n:\n\nThe committee cannot conclude its work without speaking in the most\nappreciative terms of the assistance and coöperation given to it by Mr. Mor-\n\nand Mr. Crabtree, of the headquarters office in Washington. Without\nThe assistance and knowledge and advice in regard to publication given by\n\nMr Morgan, I doubt if we would have been able to complete our work\nall\n.\n\nIn 1920 the committee really began its work that is, it was then given\ndefinite work of organization. The committee found that the problems\npresented to it in connection with the reorganization of elementary educa-\n\ntion were large. They were beyond the power even to grasp. We sent\nat aquestionnaire and the answers to that questionnaire at that time proved\n\nnoclusively that the majority of teachers of America were interested partic-\n\nlarlyin the solution of problems of a special character. They felt there was\n10\n\n"}
{"page": 281, "printed_page": null, "text": "256\n\nNATIONAL EDUCATION ASSOCIATION\n\nno use to try to reorganize the teaching of English and arithmetic and geography or any other of our academic subjects, unless the big, special problems\nwhich were obstructing classroom teaching, were removed or at least solved\nfor those classroom teachers .\n\nConsequently, in the organization of that commission, Mrs. McNaught\ngave her attention first to the various types and problems of special education, including particularly the question of classroom discipline, the big discipline problem which classroom teachers generally acknowledge to be the\ndifficulty that lies in their way before they can do anything in the way of\nteaching English or any other academic subject.\nA preliminary report on that subject was presented to the National EducationAssociation in 1921. In 1922 a report taking up the second question,\nthe best means of classifying children, was presented and was distributed\nto you at that time. That report, prepared by Lewis M. Terman, of Stanford University, was distributed in Boston, and copies are now available.\nbut unfortunately owing to the size of that report and the great cost of\nprinting it, it cannot be distributed free. The price, I think, is fifty centsnot more than seventy-five. The report is called, \" The Classification of\nChildren, \" by Dr. Terman. The price simply covers the cost of production.\nAt the same time, a preliminary report on the teaching of English was\nalso presented, by Miss Theda Gildermeister. It is not yet printed, because\nit is not yet complete. The members of her committee have not yet completed\ntheir research work.\n\nThis year, 1923, two completed reports of great value are ready for your\nperusal. One is a report on the teaching of the blind, the crippled, and the\ndefective children, problems which are obstructing elementary education\nwherever those children are found in the same classes as the average and\nthe normal child. That report was prepared under the direction of Miss\n\nAnna Laura Force, of Denver, Colorado. It has been placed in your\nenvelopes and I urge that you give it a most careful reading.\nNot only does that report give us an outline of what has been done all\nover the United States in the handling of these great problems of handicapped children, but it also makes recommendations of a definite character\nas to what may be done in various communities and under various conditions.\nIn the same envelope you will find a report on the education of the immigrant including the adult and the infant child. Special attention has been\ngiven in that report to the education of the adult immigrant, the non-English\nspeaking adult that is found especially in our very large cities.\nThat report was prepared under the direction of Miss Elizabeth Wood-\n\nward, of the Department of Immigrant Education, the State Department\nof Education, Albany, New York. The report includes a statement ofwhat\n\nhas been done on the subject of immigrant education in all of the large\ncommunities where non-English speaking immigrants are found in large\nnumbers. That report has been published in part in various Journals previously. It is now complete up to January 1, 1922. It contains alarge number of statistics and a great many recommendations, showing what has been\n\n"}
{"page": 282, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n257\n\ndone in daytime care, in night schools, in special Americanization classes,\nandin home teaching classes, for the immigrant mother.\nI urge particularly that you read carefully that report, especially those\nofyou who come from sections of the country where the problem of teaching the child who comes from a non-English speaking home constitutes one\n\nat our great difficulties. I speak feelingly on that subject, from a personal\npoint of view, because we often say that we are not teaching English in our\nschools, we are teaching a foreign language.\nConsequently, we urge that you give careful attention to this report which\ncontains most valuable suggestions, and since its distribution at this meeting\nhas already received a great deal of recognition and commendation from\nThosewho are in a position to speak with authority.\nThere are also three sub-committees of that commission still at work :\n\none on the teaching of English to which I have referred ; one on the teaching\nofmathematics; and one on the teaching of the so-called social studies, including geography, history, and civics.\nIt is therefore recommended to you now that the original commission be\ndischarged from its work; that the Committee on Publication be discharged\ntrom its duties; that all matters of publication of reports of these committees\nhereafter be left with the publication of the National Education Association.\nIt is also recommended that the three sub-committees on English, mathematics, and social studies be continued, but that they take the position of\nmmittees of the National Education Association, and not sub-committees\nofacommission that had a general problem to solve, and feels that its work\nis completed.\n\nREPORT OF THE EDITORIAL COUNCIL '\nWILLIAM C. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nThis report is necessarily brief. The Council regards its duty as that of\nsisting the editorial staff of The Journal in only the most general way\ni not by interfering in the slightest degree with the details of editorial\nTanagement which are now being carried out with such notable efficiency\nMr. Joy E. Morgan and the headquarters editorial staff at Washington.\nThe Council has met twice during the year, in Cleveland and again this\narek in Oakland. It has been in constant touch with the managing editor\nat The Journal; has been consulted repeatedly on matters of editorial\npcy and has expressed itself frankly and frequently; and is glad to take\nrall responsibility for what has been done.\nThe Journal speaks for itself, and speaks impressively. Doubtless this\nassembly knows it, but it is important to remember it. The Journal is\none of the finest appearing periodicals of any kind published in America\ni\n\nIs the absence of the chairman, the report was made by W. Carson Ryan, Professor of\nSwarthmore College, Swarthmore, Pa. In addition to the chairman, the committee\nstrs the members listed on page 23 .\n\n"}
{"page": 283, "printed_page": null, "text": "258\n\nNATIONAL EDUCATION ASSOCIATION\n\ntoday. Typographically it is surpassed by few; editorially it has set a new\nmark in educational journalism. The Council offers no apology for the\nexcellent form in which The Journal appears and the expense that this\nentails. In a very real sense The Journal is the National Education\nAssociation; it is the one contact all members have with the Association as a\n\nwhole; it is the one thing that represents the Association not only with its\nown members but with other teachers and with the general public. The\nNational Education Association is now the largest publisher of educational\nliterature in the world, and The Journal is the one general medium through\nwhich all of its publications focus. A policy of cheapness cannot be tolerated\nwith it. It must be the best.\n\nLast year at Boston, it will be remembered, Professor Bagley, as chairman of the Council, asked and received instructions from the representative\nassembly whereby The Journal should take an aggressive stand for any\npolicies officially adopted by the National Education Association. This was\na turning-point as far as The Journal was concerned. It was decided\nonce for all that The Journal was not to be a milk and water concoction\n\nbut should stand for something. You will recall that last year the issue was\nover advocacy of the policy of a Federal Department of Education and\nNational aid for education. The pages of The Journal will show with\nwhat effectiveness it has carried out this commission given at Boston. This\nyear the issue is even more clearly that of adequate financial support for\npublic education and defense of those leaders of American education. Many\nof us have come to this convention determined that no one shall doubt\nwhere we stand on this issue; that we shall be unafraid in the face of demands\n\nto retrench ; that we shall be militant in behalf of adequate expenditures for\npublic schools and specifically in behalf of educational leaders like Will C.\nWood, of California, and Thomas E. Finegan, of Pennsylvania; that we\n\nshall show by our support of such men that we realize what the issue is\nand intend to stand by our guns. The Council regards it as one of the\nimmediately urgent tasks of The Journal to keep hammering at this issue ;\nto fight, editorially speaking, to the last ditch for a recognition ofAmerican\neducation that will put it far beyond the power of any man or group ofmen\nto weaken or destroy it.\nOne unforeseen result of The Journal's amazing success has been the\n\npart it has played in educating non-professional American public opinion.\nFrom the first its policy has been, not to be simply another educational\n\njournal, not to do anything already being well done by any existing agency,\nnot merely even to represent the Association and the profession of teaching ;\nbut to interpret to the members of the National Education Association and\n\nof the American public itself the fundamental issues in American education.\nThe Journal has literally thousands of readers not directly connected\nin any way with the profession of teaching-citizens who read it because\nthey seek to be informed. This is a service almost beyond measure. The\nnoteworthy improvement in reporting of educational conventions by the\ndaily press-not only in quantity but in quality-as evidenced at Cleveland\n\nand conspicuously here in Oakland and San Francisco, is almost directly\n\n"}
{"page": 284, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n259\n\ndue to the work of The Journal of the National Education Association and\n\nthe distribution of educational information that has gone with it. This\nis aservice of tremendous importance. The Council takes no glory for it,\nother than of having the foresight to encourage the broad editorial policy\nthathas made it possible. The Council believes that The Journal can and\nshould, without in the least interfering with its other duties with the\nAssociation and the profession, increasingly dedicate itself to the task of\nmaking the American public so thoroughly believe in the significance of\npubliceducation to American life that there can be no turning back.\n\nREPORT OF THE COMMITTEE ON HEALTH PROBLEMS\nIN EDUCATION¹\n\nTHOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nThe Committee on Health Problems in Education of the National\nEducation Association with the continued cordial and effective coöperation\n\nof the corresponding committee of the American Medical Association connues its work with a sustained interest in the committee program and a\nsteady demand for the reports which have been issued by the Joint Committee.\n\nEducational and health officials, child welfare organizations, Red Cross\nworkers, and other individuals and organizations in this and in other counries are looking to your committee in increasing numbers for health standards, charts, and literature.\nThis Committee on Health Problems was created as a committee of\n\nthe National Council of Education at the meeting in San Francisco in\n1911 at the suggestion and request of the American Medical Association\nwhichwas in session at the same time in Los Angeles.\n\nAt the meeting of the National Education Association in Des Moines,\nJak, 1921, this committee was formally adopted as a committee of the\nNational Education Association.\n\nAtter a careful survey of the general field the committee decided to give\nvention first to the health problems of rural schools.\nThe first report of the committee was a valuable bulletin entitled\n\nCountry Schoolhouses \" prepared by Fletcher B. Dresslar, a member of\nur committee. This report was printed and distributed in 1912 by the\n\n[ S. Bureau of Education. Unfortunately this bulletin is out of print.\nThe committee literature still being distributed in original or repeated\nditions includes the following:\n1\n.\n\nMinimum Health Requirements for Rural Schools.\" Three editions\n\n* 800,000 copies of this report have been distributed. Unprejudiced evicence from many places shows that this report has exerted a major share\ninfluence in the marked improvement in rural-school sanitation in the\nNa afstion to the chairman, this committee includes the members listed on page 24.\n\n"}
{"page": 285, "printed_page": null, "text": "260\n\nNATIONAL EDUCATION ASSOCIATION\n\nUnited States during the last eight years. Several States have adopted this\nreport as the standard for rural schools. The cost of printing the very large\nintroductory edition ( 750,000 copies) of this report was covered by a gift\nof over $3000 from the Elizabeth McCormick Memorial Fund of Chicago .\n(This public-spirited organization has given generous, repeated assistance\nin money and expert service to the Committee on Health Problems, which\n\nshould be known to all the members of the National Education Association.)\n\n2. \" Health Essentials for Rural-School Children \" was printed in 50,000\n\ncopies. This first edition was exhausted and a second revised edition is\nnow being distributed.\n\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.\" The first edition of 10,000 copies\nof the illustrated Health Chart pamphlet was soon exhausted and a second\nedition of 10,000 is now being distributed.\n\nThis pamphlet not only serves to illustrate and explain the health charts,\n\nbut is being extensively used for health instruction in both city and country\nschools and also as a guide in making health posters and scrap books.\n\n4. The \" Health Chart Set \" comprises 58 charts, each 22x 28 inches.\n\nOver 1000 complete sets of the health charts ( over 60,000 individual charts)\nhave been distributed in our own and in foreign countries. Many orders\n\nfor individual charts have been received. One State Department of Health\n\nordered 2400 copies of additional charts.\n5. \" The Teacher's Part in Social Hygiene \" was published in 192\nwith the coöperation of the American Social Hygiene Association, and this\ncoöperating Association presented the Joint Health Committee with 5000\ncopies of this valuable bulletin. This report, containing a very carefully\nselected bibliography, has supplied a valuable bulletin for many teachers.\nAmoderate number of copies of this valuable report are still available for\nfree distribution.\n\nConstructive coöperation between organizations and committees is a\nprominent part of the policy of the Joint Health Committee.\n6. \" Health Improvement in Rural Schools,\" published in 1922, was\nin careful process of preparation for several years. Important work in\nthe introductory assembling and organization of material for this report\nwas done by several well-trained and experienced teachers and supervisors\nof rural schools whose names are mentioned in the report. The bulletin\nwas finally revised and completed through the substantial coöperation of\nthe staff of the Elizabeth McCormick Memorial Fund. This report com-\n\npleted for the time being being the introductory plan of the committee to pro-\n\nmote the entire health program of the rural schools.\nHealth Service in City Schools of the United States \" is the report\n7.\n،،\n\nof a survey, conducted by our committee in 1922, of the health work which\nis being done in the city school systems of this country. Six hundred and\n\ntwenty-two six-page questionnaires were sent out to city superintendents of\nschools. Filled-out questionnaires containing much valuable information\n\n"}
{"page": 286, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n261\n\ncarrent accomplishment were received from 340 (54.6 per cent) of the\nuperintendents.\n\nThe Executive Officer of the National Health Council, Dr. D. B. Armstrong, said of this report a few weeks ago : It covers in a most adequate\nand thorough-going way more vital questions with reference to school\nhealth work than have to my knowledge been assembled under one cover\nbefore.\n\"\n\nYour committee expresses here sincere appreciation of the splendid help\nand cooperation from the 340 superintendents who responded so promptly.\nThe above-mentioned bulletins and the health charts are being sold by\nthe committee at the bare cost of printing.\n\n8. \"Daylight in the School Room\" is the title of a valuable report on\nhool lighting which was prepared in 1921 by a sub-committee under the\nairmanship of Dr. Edward Jackson, eminent opthalmologist ofDenver and\namember of our Joint Committee.\nThis report has been printed in several scientific and educational magaroes\n\nIt is being reprinted for wider distribution.\n\"\n\n9. A partial report on Ventilation of School Buildings \" has been\npared by a sub-committee of which Dr. R. W. Corwin, of Pueblo,\nColorado, is chairman. Further work on this study is being conducted\nander the leadership of Mrs. Ira Couch Wood, of Chicago, another member\nor this sub-committee. This special report will be printed and ready for\nistribution at an early date.\n10. Appointment of Committees on Health Problems in Education in the\nveral States.\n\nAt the meeting of the House of Delegates of the American Medical\n\nAssociation in New Orleans in May, 1920, it was voted to urge upon\nach of the State medical societies that a committee of five physicians,\nrembers of the society, be appointed to coöperate with a similar committee\nthe State Teachers' Association as a joint committee on \" The Health\nProblems in Education \" in that State.\n\nIt will be recalled that at the\n\nmeeting of the National Education Association held in Des Moines, Iowa,\nJuly, 1921, this action of the American Medical Association was heartily\ndorsed and each State teachers' association was urged to appoint such\ncommittee in response to the request of the State Medical Society. All\ntfive of the forty-nine State medical societies have appointed such State\nmittees of physicians and have reported their personnel to the secretary\nthe Council on Health and Public Instruction of the American Medical\n\nAsociation. Our committee urgently requests every State Teachers' Assoarion to appoint a like committee of teachers to coöperate with the medical\nmittee.\n\nWhile our Joint Health Committee of the National organizations of\nrachers and physicians can propose material and secure data of great\ne and can recommend measures which would secure better health\n\nPrions in the public and other schools of the country, it is obvious\ntar if such measures are to be generally adopted and put into practice\n\n"}
{"page": 287, "printed_page": null, "text": "262\n\nNATIONAL EDUCATION ASSOCIATION\n\nit must be through the efforts of many groups dealing with these activities\nin the several States and communities. Our committee will find one of its\n\nmost effective fields of usefulness in serving as a medium of intercommunicationbetween, and coördination of, these several State committees.\nThe coöperating medical group of our committee has initiated the\ncustom of holding the annual Conference at the time of meeting of the\nAmerican Medical Association, of the members of the committees of the\nseveral State medical societies.\n\nOur committee recommends that a similar\n\nplan be instituted for the committees of the State Teachers' Associations\nand that our committee be authorized to arrange for such a conference at\neach annual meeting of the National Education Association. The interchange of information regarding progress in the several States in solving\n\nhealth problems in education, together with the opportunity for discussion\nand suggestion which such a conference would afford, could not fail to be\nhelpful in promoting this great movement.\n11. Preparation of a program of Health Education for Public Schools\nand Teacher-Training Institutions.\nAt the annual meeting of the Joint Health Committee on February\n28, 1922, in Chicago, unanimous support was given to a resolution that a\ncommittee should be appointed to prepare a program of health education\nfor public schools and teacher-training institutions of the country. This\nis by far the most extensive and important project which your committee\nhas yet undertaken.\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 school should study, interpret, and coördinate the materials\nand methods in the field of health education so that the schools of the\n\ncountry may be provided with an educationally sound program of health\nteaching and training.\n\nSo active was the interest manifested by the members of the committee\nin this plan that on April 22, 1922, seven members of the Joint Committee\nmet in Pittsburgh at their own expense, and spent two days in developing\nthe plan for this program of health education.\n\nThis program of the committee involves the work of several years\nand during this period of thorough investigation and consideration of the\nmultitude of problems involved, our committee plans to issue a preliminary report within a year or eighteen months to provide the best available\n\nguidance to the schools of the country relative to health teaching in the\nimmediate future.\n\nFollowing the committee meeting in Pittsburgh, the plan developed\nthere has been carried out as follows : It has been decided at this meeting\n\nthat the proposed program of health education could be most satisfactorily\nprepared by appointing and organizing a technical committee of special\n\n"}
{"page": 288, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n263\n\nsts, the function of which would be to initiate and organize a tentative\niraft of the report and to submit it to the Joint Committee, which would\nthen act as a reviewing committee before submitting the report to the\ni Representative Assembly of the National Education Association.\nAccordingly, a Technical Committee of twenty-seven specialists has\n1\n\n:\n\n1\n\n:\n\nbeen appointed, and organized into seven sub-committees as follows :\n1) Sub-committee of Educators ( 9 members )\nFrederick G. Bonser, Department of Education, Teachers College, Columbia\nUniversity, New York City.\n\nJulia Wade Abbot, Specialist in Kindergarten Education, U. S. Bureau of\nEducation, Washington, D. C.\nHelen S. Watson, Assistant Superintendent of Schools, Los Angeles, California.\n\nAlexander Inglis, Professor of Education, Harvard University, Cambridge,\nMassachusetts.\n\nH. H. Ryan, Principal, Blewett Junior High School, St. Louis, Missouri.\nLucy L. W. Wilson, Principal, South Philadelphia High School for Girls,\nPhiladelphia, Pennsylvania.\nJohn W. Withers, Dean, School of Education, New York University, New\nYork City.\nAmbrose L. Suhrie, Dean, School of Education, Cleveland, Ohio.\nGeorge H. Black, President, Washington State Normal School, Ellenburg,\nWashington.\n\n2) Sub-committee of Physicians ( 3 members )\nDr. W. S. Rankin, State Health Officer, State Board of Health, Raleigh, North\nCarolina.\n\nDr. Walter B. Cannon, Dept. of Physiology, Harvard University, Cambridge,\nMassachusetts .\n\nDr. Haven Emerson, Professor of Public Health Administration, College of\nPhysicians and Surgeons, Columbia University, New York City.\n\n3) Sub-committee of Educational Psychologists (3 members )\nMrs. Leta S. Hollingsworth, Associate Professor of Education, Teachers College, Columbia University, New York City.\nBird T. Baldwin, Director, Iowa Child Welfare Research Station, University\nof Iowa, Iowa City, Iowa.\nE. A. Kirkpatrick, State Normal School, Fitchburg, Massachusetts.\n\n4) Sub-committee of Dentists (3 members)\nDr. Arthur Davenport Black, Dean, Northwestern University Dental School,\nChicago, Illinois.\n\nDr. Max Giesecke, c/o The Smedley Dental Group, California Building,\nDenver, Colorado.\n\nDr. Harvey J. Burkhardt, Director, Rochester Dental Dispensary, Rochester,\nNew York.\n\n5: Sub-committee of Nutrition Experts ( 3 members )\nEdna N. White, Director, Merrill- Palmer School, Detroit, Michigan.\nAnna E. Richardson, Dean, Home Economics Dept., Iowa State College of\nAgriculture and Mechanic Arts, Ames, Iowa .\nDr. Mary Swartz Rose, Professor of Nutrition, Teachers College, Columbia\nUniversity, New York City.\n\n"}
{"page": 289, "printed_page": null, "text": "264\n\nNATIONAL EDUCATION ASSOCIATION\n\n(6) Sub-committee of Physical Educators ( 3 members)\nRuth V. Atkinson, Assitant Professor of Physical Education, University o\nSouthern California, Los Angeles, California.\n\nDr. Laurence S. Hill, Director of Physical Education, Albany City Schools\n\nAlbany, New York.\nDr. William Burdick, State Supervisor of Physical Education, Baltimore\nMaryland.\n\n( 7) Sub-committee of Biological and Public Health experts\n\nEmma Dolfinger, Associate Director, Health Education Division, American\n\nChild Health Association, 370 Seventh Avenue, New York City.\nGeorge T. Palmer, Director, Division of Research, American Child Health\nAssociation, 370 Seventh Avenue, New York City.\nE. P. Lyon, Dean, Medical School, University of Minnesota, Minneapolis\nMinnesota.\n\nEach sub-committee is so organized that its membership includes a repre\nsentative specialist, or specialists, for each of the three age groups: elemen\n\ntary-school age, high-school age, normal-school age. All material prepared\n\nby this Technical Committee is therefore approved from two standpoints\n(a) Its appropriateness for the respective age groups in relation to the\ncomplete health education program for that age group, e. g., elementary\nhigh school, or normal school. (b) Its appropriateness from the technica\npoint of view of authorities in the respective fields of education, medicine\n\npsychology, dentistry, nutrition, physical education, biology, and public\nhealth.\n\nThe organization of the Technical Committee was begun in October\n\n1922, and because of its large size was not completed until January, 1923.\n\nThe work of the Technical Committee up to the present time has included.\n\namong others, the following items : ( 1 ) A preliminary questionnaire to\n\ndetermine the best organization of the report and to outline its scope ; ( 2 )\nDetailed consideration of selection and gradation of subject matter ; ( 3 )\nDefinition of terms; (4) Tentative statements regarding the health habits\nappropriate for each age group ; (5 ) Tentative statement of what should\nbe included in the teachers' training in preparation for health education\n(6) Tentative statements from four of the seven sub-committees regarding\nthe fundamental principles in their respective special fields, by which a\nprogram of health education should be guided.\nThe work already done by the majority of the technical sub-committees\nrepresents a very important and substantial contribution from eminent\nauthorities to this committee program.\n\nIn fact, for these contributions\n\nthe National Education Association as well as your Committee on Health\nProblems has already been placed under a considerable weight of appreciation\n\nand gratitude; ( 7 ) Collection and study of material which is now being used\nin health education. About 750 requests for such material have been sent\nto school superintendents, normal schools, etc. Over 100 responses have been\nreceived so far from cities conducting health education programs of modern\ntype, and replies are still coming in. The material so collected is studied\nand carefully catalogued, and record is made of the most useful and valuable\nsuggestions.\n\n"}
{"page": 290, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n265\n\nAll material prepared so far is, of course, subject to revision, and there\nainmany other problems to be considered.\nThe work involved in preparation of material by such a large committee\nas this Technical Committee ( 27 members) and in the approval of the\n\nmaterial by the Joint Committee (21 members) makes the progress on\nthis report necessarily slow.\nThree general methods are used :\n\n1\n\n(1) Questionnaires are prepared at the central office and are sent to\nammittee members. Upon return of the questionnaire, its contents are\ntabulated, and any points upon which the decision of the committee is not\ndear are referred to the members again in a following questionnaire.\n(2) The purely technical material is first prepared by the sub-committees\nathe various technical fields, and sent to the central office. There it\n<mimeographed and copies sent to the whole committee for approval and\ncriticism. The material is then revised and sent again to the committee,\nil agreement is reached.\n\nSince the members of these committees are so widely scattered, all the work,\nas a rule, is carried onby correspondence, which inevitably takes considerable\nme.\n\nIt should also be noted that the members of the Technical Com-\n\nttee are persons whose spare time is limited, and who serve on other committees as well.\n\n(3) Whenever any part of the work of the Technical Committee has\nbeen passed upon by the whole Technical Committee, it is sent to the\nJoint Committee for criticism and approval.\nExtensive study and experiment by our Joint Committee, assisted by\nhe various technical committees referred to, will be necessary to solve\nsorce of the many urgent problems in this field.\nIn this new project the members of the committee have proposed for\nemselves and for their chairman a task of National scope and of great\nmportance in the program of public education. This committee seems\npeculiarly situated and constituted to attempt under distinctively favorab'e auspices this pressing educational task.\n\nAtthe meeting of the National Education Association at Boston in July,\n1922, a special appropriation of $ 1500 was granted the Health Committee\nto begin the extensive program of preparing the material for the Report\nHealth Education. It is increasingly apparent as the preparation of\nis report progresses that the active coöperation of the large Technical\nCommittee is absolutely indispensable to the successful completion of a\nreportwhich will seem in any way adequate to the needs of the schools and\nsatisfactory to the National Education Association. The chairman of your\ncommittee would be entirely unable to do his part of this special project\nthout the part-time assistance of a well-trained specialist.\nInordertocarry on with reasonable efficiency and success the preparation\nof the Program on Health Education during the coming year with increased\ntechnical, professional, and clerical service required, this committee asks for\n\naspecial appropriation of $3000 for this special project for the coming year.\n\n"}
{"page": 291, "printed_page": null, "text": "266\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn addition to the committee program and reports already mentioned, the\ncommittee is working toward the following bulletins:\n\" Standards of Health Norms and Defects of School Children \"\n\n\" Mental Hygiene for Normal Children, What every Teacher should know\nabout it \"\n\"\n\nMaking Athletic Games Safe and Healthful for School Children \"\n\n\" Health and Efficiency for Teachers \"\n\" Essentials in the Hygiene of Instruction and School Management \"\n\nTo continue with reasonable efficiency the general program already under\n\nway, and outside of the preparation of the Program of Health Education,\nthe Health 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 of the general appro-\n\npriation which may be granted by the National Education Association .\n\nREPORT OF ILLITERACY COMMISSION¹\nCORA WILSON STEWART, FRANKFORT, KENTUCKY, CHAIRMAN\n\nThe Illiteracy Commission has devoted itself chiefly to the three-fold task\nof studying adult illiteracy in all its phases, of supplying information, and\nof arousing the American people to the menace and disgrace of permitting\nilliteracy to exist in the land.\nAppointed five years ago as a committee at the Pittsburgh meeting by\nMrs. Mary C. C. Bradford, who was then president, it was the first\n\nAliteracy Committee to be created by any National organization in America,\nan example which has since been followed by the National Council of Education, the General Federation of Women's Clubs, the Women's Christian\nTemperance Union, the American Legion, and others.\nThe committee was advanced to a commission at the Des Moines meeting\n\ntwo years ago and its powers were consequently broadened and its work\nmade more permanent and extensive.\n\nThe personnel of the Commission is made up of six leading State superintendents of public instruction, two specialists on adult education, the\n\npresident of a State school of technology, the editor of a great educational\njournal, and an editor of one of America's daily newspapers.\n\nIn its study of illiteracy conditions, your commission has carefully\nanalyzed the statistical reports gathered by the U. S. Census Bureau in 1920,\nhas gone into public libraries all over the country searching reports and\n\nmagazines and periodicals, and has subscribed to various clipping bureaus\nto secure current information. Also, a representative of your commission\nhas gone into most of the States and into illiterate localities of same to\ninvestigate conditions. In this study the following facts were revealed :\nIn addition to the chairman, this committee includes the members listed on page 24.\n\n"}
{"page": 292, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n267\n\nThat the census of illiterates, taken by the Federal government in 1920,\nshowed 4,931,905 illiterates, and based on confession of illiteracy by the\nvidual is not a complete and accurate report. If a careful census were\n'akeninwhich every individual should be put to the test of reading simple\nparagraphs and writing simple sentences, the number of illiterates in this\ncuntry would approximate 10,000,000 and the number of near illiterates\nwould be equally as large; 20,000,000 illiterates and near-illiterates might\nseem staggering to the American people had we not 100,000,000 educated\npersons to teach them and thousands of schools scattered throughout the\nand that are not used to capacity that could double their efficiency by being\nned to adults at night.\n\nInequality of opportunity in the United States was never more manifest\nhanin the illiteracy figures. They tell the story of youths in our Nation\nwho enjoy the best of opportunities and the tragic story of youths in other\nections who enjoy practically none.\n\nThere is a State that has little more than I per cent illiteracy, and\nonthe other hand there is a State in the Union that has 21.9 per cent. There\nare nine States with little more than 2 per cent illiteracy and eleven States\nwith more than 10 per cent. There are numerous counties in the United\nStates that have a fraction of I per cent illiteracy, and there are 56 counties\nthat have more than 30 per cent and 110 counties that have more than 25\nper cent. Yes, and there are counties in the United States with more than\n0 per cent illiteracy.\n\nInthe most illiterate sections of the United States conditions approach\n\nthe barbaric. Marriage has no sanctity whatever, and commerce is carried\nthrough trade and barter, as when America was roamed over by savage\n\nIndians. In these densely illiterate communities the currency of the country\nsan unknown medium of exchange, neither silver, gold nor paper money\neing used anywhere in the locality. It is needless to add that in a section\n\nwhere even the currency of the country does not circulate, none of its progressive or helpful ideas can flow or will be adopted.\nQuantities of illiteracy statistics in detail and of other information have\nbeen supplied to people all over the United States, as well as actual sug-\n\nestions for organizing campaigns and methods of reaching and teaching\nIterate adults, necessitating the maintaining of an office devoted to the comTession's work where voluminous correspondence is carried on, much of\nwhich has been given personal attention by the chairman.\n\nTo arouse the American people, your commission has resorted to the\nWlowing:\n\nTheGovernors of all the States have been asked to refer to illiteracy and\n\nsevils in their inaugural addresses and to include in their messages to the\nLegislature measures of relief for adult illiterates.\nThe National and State Commanders of American Legion have been\n\nked to dwell on the subject of illiteracy in all their public addresses ; the\nWomen'sClubs throughout the United States have been requested to devote\nsession on their programs to illiteracy; State Press Associations have\nborn asked to have one address on illiteracy on their annual programs ; every\n\n"}
{"page": 293, "printed_page": null, "text": "268\n\nNATIONAL EDUCATION ASSOCIATION\n\nState Teachers' Association has been requested to make one session of their\n\nannual meeting an illiteracy session.\nBelieving illiteracy conferences to be one of the most practical and\nfar-reaching plans for arousing the public, your commission has organized\n\nand directed two National Illiteracy Conferences, one international and six\nregional illiteracy conferences since its last report. The National Illiteracy\nConference at Des Moines sent its influence throughout the country and\nto it can be traced directly increased activity against illiteracy in a number\nof the States, besides the initiation of our illiteracy program in some. The\nsix regional conferences held in the following places : New York City, San\nFrancisco, Chicago, Birmingham, Little Rock and Detroit, were conferences\n\nnot of school people only, but of the whole people of the section. Ministers\nof the gospel, legislators, club women, American Legion men and others\nwere brought into the Conference on an equal footing with teachers and\nschool officials to share the responsibility equally for the illiterates. So far\nas can be ascertained, these were the first educational conferences in which\nthe laymen had an equal share with the school people.\n\nThe purposes of the illiteracy conferences were : ( 1 ) To enlighten the\npublic, (2 ) to intensify interest, (3) to inspire leaders, ( 4) to compare\nresults, (5 ) to unify efforts and methods, and (6) to bring about legislative\naction.\n\nThese purposes have been written large in the results. Columns of\nnewspaper publicity decrying illiteracy filled the newspapers of each section\nwhere illiteracy conferences were held, both preceding and following the\nconferences as well as during the sessions. Adult illiteracy is a source of\nfruitful publicity and all newspaper men are sensible to its appeal, but they\nare also sensible to the fact that it takes action, coupled with conditions,\nto make good reading. In these illiteracy conferences we have supplied\n\nthe action and the most generous publicity has followed: publicity that will\nbe helpful for years to come not only in the illiteracy crusade, but in the\nentire American school program.\n\nThe Governors of the various States have been asked by your commission to appoint delegates to the illiteracy conferences. This not only gave\nofficial standing to the delegates, but called attention to the chief officials\nof the forty-eight States to illiteracy and the National Education Association's active opposition to the evil.\n\nIn the illiteracy conferences held by this commission, not only has illiteracy\nbeen studied and discussed in its many phases but the ideal-no illiteracy\nin county, State, or Nation-has been set up, and out of these conferences\nhas come the slogan: \" No illiteracy in the United States in 1930.\" This\n\nslogan has been voted on and adopted in the last four conferences. It indicates clearly the American spirit and the attitude of the American people on\nilliteracy their faith that it can be speedily eradicated and their determina-\n\ntion to do the job without a long and disheartening delay. Moreover, the\npress has accepted this slogan through both its news and editorial columns,\n\nhas given it added weight without once questioning the possibility of its\nachievement.\n\n"}
{"page": 294, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n269\n\nIf your commission has been able to do nothing more than to furnish\nthe stage for the setting up of the ideal, it would not feel that its labors had\nbeeninvain. The acceptance of such an ideal is not always so universal or\nso ready. It must be remembered that the idea of teaching adult illiterates\nzet with a stubborn resistance in many quarters in the beginning of the\nilliteracy crusade, and the time is not far in the distant past when many\neducated people were inclined to educate only those under a certain age.\n\nThe outlook for the education of all illiterates in America is distinctly\nhopeful, and the struggle for universal education sees victory in sight. The\n\nbarriers of race, sex, class, religion and age have been torn down one by one.\nInsome southern States there was a time when the statutes expressly forbade\nteaching a negro to read or write. The doors of most institutions of learning\niaAmericawere once closed to women, and one of the proudest State universites barred them until the year 1916.\nThe working classes came into their heritage of education only after the\n\nbarrier of class was removed. David Gilbert, president of the Royal Society\nof London from 1821 to 1830, voiced the opposition to the education of\nworking classes in these words :\nHowever spacious in theory the project might be of giving education to the\naboring classes, it would be found in effect to be prejudicial to their morals and\nappiness and would teach them to despise their lot in life, instead of making them\ngood servants in agriculture and other laborious employments to which their\ncank in life has destined them, instead of teaching them subordination, it would\nrender them facetious and refractory, as was evident in the manufacturing countries ;\nitwould enable them to read seditious pamphlets, vicious books and publications\nagainst illiteracy; it would render them insolent to their superiors; and in a few\nvears the result would be that the legislature would find it necessary to direct the\nstrong arm of power toward them and to furnish the executive magistrate with\nToce vigorous laws than were in force.\n\nThe barrier of religion has barred Jews and others from certain educaonal institutions. All of these barriers have been removed one by one,\n\nand the barrier of age, the remaining one, is slowly giving away. The schools\nhave existed for the children, the curriculum was planned for the children,\nand classes were conducted for the children only. No provision was made\n\noriginally in the State school system for the education of adults. It has\nbeen the privilege of your commission to point out the weakness and the\n\non of barring any individual because of age. In the first place, it must be\nremembered that of the five million illiterates in this country, four million\n\nare under 55 years of age and, therefore, may have years to live and much\nto contribute to the Nation's progress ; but of those over 60 none need despair,\n\nbor, in a recent investigation, it was found that of 400 illustrious persons,\nrealy\n24 per cent achieved before they were 60, while 36 per cent achieved\nafter bo\n.\n\nThe potential power of these millions of illiterate citizens, if that power\nweretrained and utilized for America's upbuilding, is beyond one's ability to\n\nimate. Among these millions there are unquestionably some persons of\ngemus.\n\n\"The philosopher, the saint or the hero, the wise, the good or the\n\n"}
{"page": 295, "printed_page": null, "text": "270\n\nNATIONAL EDUCATION ASSOCIATION\n\ngreat man very often lies concealed in a plebian which a proper education\nmight have disinterred and brought to light,\" said Addison.\nWere there no more than one person of genius in the illiterate masses\nand were he a Burbank, an Edison, a Booker T. Washington, or a Lincoln,\ncould the Nation purchase his freedom from illiteracy even though it cost\nten billions of dollars, it would be cheap at the price.\n\nFINAL REPORT OF THE COMMITTEE ON\nRURAL EDUCATION\nJOHN F. SIMS, PRESIDENT, STATE NORMAL SCHOOL, STEVENS POINT\nWISCONSIN, CHAIRMAN\n\nThe committee was authorized by the annual meeting at New York City,\n1916, and the following were appointed as members :\n*James Y. Joyner, State Superintendent of\nPublic Instruction, Raleigh, North Caro-\n\n•George\n\nL.\n\nTowne,\n\nEditor,\n\nNebraska\n\nTeacher, Lincoln, Nebraska.\n\nlina, chairman.\n\nJ. F. Sims, president, State Normal School,\nStevens Point, Wisconsin.\n\n** George B. Cook, former State Superinten\ndent of Public Instruction, Little Rock,\nArkansas.\n\nNeil C. MacDonald, State Superintendent of\nPublic Instruction, Bismarck, North Dakota.\n\nJosephine Corliss Preston, State Superinten\ndent of Public Instruction, Olympia, Washington.\n\nAdelaide Steele Baylor, State Supervisor of\nHousehold Arts, Indianapolis, Indiana.\n* Resigned.\n\n** Deceased.\n\nLater the committee was reorganized, the present membership being :\nJohn F. Sims, President of the State Normal School, Stevens Point, Wisconsin.\nChairman, Teacher Training and Rural\nDemonstration Schools .\n\nLinnaeus N. Hines, President of the State\nNormal School , Terre Haute, Indiana, A\nMore Effective Administration and Taxing\nUnit.\n\nCarter Alexander, Teachers College, Colum-\n\nbia University, New York City, Arousing\nSentiment for Better Rural Schools .\n\nSam A. Baker, State Superintendent of Public\nInstruction, Jefferson City, Missouri, Cer.\ntification.\n\nAdelaide Steele Baylor, Federal Agent for\nHome Economics, Washington, D. C. , Consolidation.\n\nSamuel S. Brooks, District Superintendent of\nSchools , Silver Lake, New Hampshire,\nTests and Measurements.\n\nEdith A. Lathrop , U. S. Bureau of Education,\nWashington , D. C. , Standardization of\nRural Schools .\n\nN. C. McDonald, Ohio State University, Co\nlumbus, Ohio, Administration and Superve\nsion of Rural Schools.\nJohn C. Muerman, U. S. Bureau of Education, Washington, D. C., Consolidation.\nO. W. Neale, State Normal School, Stevens\n\nPoint, Wisconsin, Rural Community Recre\nation and Social Life\n\nMacy Campbell, State Teachers College, Cedar\nFalls, Iowa, Rural Community Recreation\nand Social Life.\n\nJosephine C. Preston, State Superintendent\nof Public Instruction, Olympia, Washing\nton, Rural Health and Sanitation.\n\nFred D.\n\nCram,\n\nState\n\nTeachers\n\nCollege,\n\nCedar Falls, Iowa, Tests and Measurements.\nHarold W. Foght, President of the Northern\nNormal and Industrial School, Aberdeen,\nSouth Dakota, Rural School Curriculum.\n\nGeorge S. Dick, Rural School Inspector,\nMadison, Wisconsin, Arousing Sentiment\nfor Better Rural Schools.\n\nNo issue today bulks larger in the public consciousness than the problem of\nrural education. It is a problem that vitally concerns the city as well as the\ncountry. For the first time in our history, according to the census of 1920,\nis revealed an excess of urban over rural population. A century ago, four\n\n"}
{"page": 296, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n271\n\nraral families provided food for themselves and one urban family, while\ntoday, one rural family must feed itself and two urban families.\nIn the rural communities there is found nearly one half of the school\npopulation ofthe country. As compared with the best urban conditions the\nrural children are taught by undertrained, immature, inexperienced, and\nrelatively underpaid teachers, working under inadequate supervision. The\nschools are open fewer days in the school year; the buildings are poor-often\ninsanitary. They are not provided with suitable textbooks, library books,\nand are not equipped with the necessary school apparatus and teaching\nmaterials. The rural children are not given the same fair educational chance\ninthis land ofthe free and home of the brave as their city cousins.\nThis committee believes that the means employed to shape rural children\ntothe mould of manhood and womanhood should be the full equivalent of\nthose provided for children in the most favored urban communities.\n\nThis\n\ndealhas been stressed, and hopefully the findings of the committee will lead\nto the creation of right conditions among the rural people, so that equality\nofeducational opportunity will obtain for all of the children of America,\nrural as well as urban.\n\nThe chairman takes this opportunity to thank the members of the committee for their courtesy and coöperation in the construction of this final\nreport. He acknowledges a debt of gratitude to Professors O. W. Neale,\nJ. E. Delzell, W. A. Clark, H. R. Steiner, and E. T. Smith of the faculty\nof the Stevens Point Normal for valuable assistance in organizing the report\ninitspresent form.\nJOHN F. SIMS, Chairman\nSTEVENS POINT, WISCONSIN\nMay 25, 1923\n\nPUBLICITY FOR RURAL EDUCATION\nCARTER ALEXANDER, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nBIRDSEYE OUTLINE\n\nI. Who are the persons that actually decide the amount of support for\nrural schools ?\n\nII\n. What are their chief characteristics that must be considered if such sup-\n\nport is to be secured ?\nIII. What are the appeals that will influence them favorably ?\n1. Direct appeals.\n\n2. Their chief objections and offsets to same.\nIV. How to present the appeals successfully.\nV. Good examples and descriptions of successful appeals or campaigns for\nbetter school support in rural communities.\n\nVI. Bibliography of sources and suggestions for material and its presentation.\n\n"}
{"page": 297, "printed_page": null, "text": "272\n\nNATIONAL EDUCATION ASSOCIATION\n\nOUTLINE IN DETAIL\n1.\n\nWHO ARE THE PERSONS ACTUALLY DECIDING\n\nTHE\n\nAMOUNT OF SUPPORT\n\nFOR\n\nRURAL\n\nSCHOOLS\n\n1. On government side :\n(a) Rural voters if a constitutional provision must be changed.\nCity voters not likely to object for their school tax rates as determined\nby constitutional provisions are always in practice considerably higher\nthan for rural districts.\n\n(b) State through legislature :\n( 1 ) City members (Cities in most States raise much more State\nschool revenue proportionately than do the rural districts) .\n(2) Rural members.\n(3) Members under influence of corporations that are opposed\nto increases in taxes of any kind.\n(c) County or supervisory district (in some States this is important) :\n( 1 ) Governing officials in some kind of a general board, or\nboard of school officials .\n\n(2) County superintendent or other head of the county educational system.\n\nNOTE-Where there is no county system, the county superintendent may still have great influence on local school district tax\nvotes.\n\n(d) Local districts :\nThe voters.\n\nNOTES-In practically every example here the voters back home\nreally determine things. From a political standpoint, if enough\nrural voters really want increased State school revenues, govern-\n\ning officials and voters in other districts will not seriously oppose.\n2. Men and Women :\n\nIn most rural school areas men have much more to say about increases\nin school revenue than do the women. Women are relatively much\nmore influential in city school systems.\n3. Children (these have much less influence on the decision than in\ncities) :\n(a) Are much younger and hence not respected for their opinions.\nThe boys and girls of high school age often have nothing provided in\nthe rural schools and hence are not aroused for getting more money for\n\nthem. The young people of 18 to 20 that are often attracted to city\nschools with gymnasia and social center work, have nothing to attract\nthem in many rural school districts .\n(b) They are not aroused to need of more money for their schools\nas are city children by their teachers. Rural teachers too young, timid,\nisolated, and lacking in leadership to arouse people to need of spending\nmore money for schools as do the superintendent and more experienced\nteachers in city schools who can get more courage and effectiveness\nbecause they work together.\n\n"}
{"page": 298, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n273\n\n4. Owners and tenants :\n\n(a) Owner on his farm, interested in local school, especially if he\nhas children in school .\n\n(b) Owner living at a distance (absentee landlordism) very likely\nhas his own children or any in whom he may be interested, in some\nother school district. He is then interested in good schools for his\ntenant only as a better rural school will bring him a better tenant and\nso make more money for him. As Governor Hyde, of Missouri, says :\nThe only farmers who will submit to the poor one-room school are\nthose who are too poor to get away from it.\"\n44\n\n(c) Renters:\n\nDo they usually have more children of school age than owners ?\nNOTE-Owners are much more important than renters for\ndeciding increases in school revenues. An owner of \" the retired\n\nfarmer \" class is generally hopeless when it comes to asking for\nany increase in taxes for any purpose on property of his.\n5. \" Moderns \" and \" old fogies \" :\nThe \" moderns \" are the younger voters, those who have been away\nto school and those who have fairly recently moved into the locality.\nThe \" old fogies are older voters, those who have never been away\nwhere they could get new ideas, and the descendants of families that\nfor several generations have been living in the locality.\n6. People with children in school and those without :\nTwo entirely different classes, and must be appealed to with entirely\ndifferent presentations. After a man's children get out of the rural\nschool, will he in one case out of fifty continue to show anything like\nthe concern for it that he did formerly ?\n7. Foreign language groups :\nOften a small rural area will be composed of people using largely a\nforeign language.\n\"\n\nThere are nothing like so many instances of different foreign languages being found in one rural school as in a city school, but the\nracial differences within a county may easily prevent larger school\nsupport areas.\n\n8. Whites and negroes :\nThis is of course a distinction found in the southern States which\n\nrequire separate schools for the two races. It is, however, a distinction\nfound in northern States unofficially whenever the negro children become sufficiently numerous. They do not frequently go into rural\ndistricts in the north, however.\n\n9. Private and parochial school interests :\nPrivate schools exist in rural areas mainly to afford secondary education. Parochial schools, for elementary schooling. These are usually\n\n(?) in groups using foreign languages.\n\n"}
{"page": 299, "printed_page": null, "text": "274\n\nNATIONAL EDUCATION ASSOCIATION\n\n10. Individuals or organizations :\n(a) Farmers probably much more individualistic than city people\nbut still can be reached through their organizations if leaders of these\ncan be convinced.\n\nList of such organizations ?\nTo which do women belong and work actively in ?\n(b) Foreign language groups easily reached if leaders converted.\n(c) In many very small districts there are factions that will vote as\ntheir leaders do.\n\n(d) In cities, organizations are usually co-terminous with fiscal units\n\nconsequently their leaders if convinced can work directly for increased\nschool revenues. But in the case of rural schools, organizations of\nfarmers are seldom co-terminous with the school fiscal unit.\n\n11. Need for other descriptions by sections of States, States, or other areas .\nII .\n\nWHAT ARE THE CHIEF CHARACTERISTICS OF THE PERSONS WHO ACTUALLY DECIDE THE\n\nAMOUNT OF SUPPORT RURAL SCHOOLS SECURE ?\n\nNOTE-This list of characteristics aims to include those normally to be\nexperienced; in certain places the opposite may be found, or at any rate\nmarked variation on certain items. It is probably safe to say that the\ncharacteristics here given ought to be expected in any rural population until\nevidence to the contrary has been secured.\n1. Intense conservatism :\n\n(a) Actual hostility to new ideas often found.\n(b) Politicians who have secured the farmer vote usually count on\nkeeping it unless some unforeseen economic crisis comes.\n(c) The only rural populations who do not exhibit this conservatism are those living where all have moved in recently, as in an irrigation project; where a land company is trying to attract settlers or\noutside purchasers; or where there is an economic crisis as in west\ncentral States.\n\nNOTE-Very little in all probability can be done to remove or render\nless harmful, this characteristic. It determines, though, that educational\ncampaigns or movements for better schools, including better support,\nmust count on going much more slowly in rural than in city districts.\n2. In many States the rural areas contain the least intelligent, the least\ninformed and the most backward groups in the population :\n(a) Very narrow, provincial in their information and views.\n(b) Greatest illiteracy in rural districts.\n\n(c) They probably read less except local news, agricultural papers\nand women's magazines.\n\n(d) Army tests at Camp Taylor showed rural recruits from Southern\nIllinois, Southern Indiana, Kentucky, markedly below those from\nIndianapolis in general intelligence, freedom from tuberculosis and\nfeeblemindedness.\n\n(e) In the South, the negroes with their lower general intelligence\nare mainly in the rural regions.\n\n"}
{"page": 300, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n275\n\n(f) In rural regions foreign language groups are almost hopelessly\nisolated.\n\nNOTE-This means that the rural areas on the whole contain the\n\npopulation of the State that knows least about the value of schools and\nis least qualified to pass upon any question connected with them, support or anything else.\n3. Intense individualism :\n\n(a) Where the men own their land, there is great independence of\nthought and action.\n\n(b) Personal jealousies and feuds worse than cities. In cities people\ncan choose friends and associates because of common tastes.\n\nIn rural\n\ndistricts, people have to take immediate neighbors, or do without human\nassociations.\n\n(c) Because of isolation, narrow outlook and lack of experience and\ninformation, there is a great clinging to local rights. Small district\nand one-room school because they have always had their \" right.\"\n(d) Probably much less following of leaders than in cities.\n4. It is unusually difficult for farmers to understand school financing on\nalarge or modern scale :\n\n(a) Nature of their work and life with comparatively less cash used\nthan any place also makes it difficult for them to conceive of the\nfunds necessary to run public affairs.\n(b) Probably more averse than any group to paying taxes because\ntheir property in most States cannot be hidden and they must pay\ntaxes in cash when many of their transactions are on a trade or barter\nbasis. Easier to get a child to bring two chickens and a cake to a\nrural school party than to get a quarter in cash.\n(c) A common place among politicians that the rural vote is always\nto be secured on an economy platform or one of reduction of taxes for\nfarmers andputting the burdens on the corporations and money interests.\n\n(d) At the same time, this may be largely because of ignorance of\nhow to appeal to farmers. The mail order houses do a tremendous busi-\n\nness in cash with farmers, although a leading mail order manager\nrecently said it was a very uneconomic way of doing business.\n5. Farmers are harder than city people to convince that school education\n\n•il prepare children to earn a living any better :\n(a) In rural life the schooling familiar to the farmers with the\nyoung and inexperienced teachers, manifestly is much less efficient in\nthis field than are the homes, the work on the farms, etc.\n(b) The economic value of elementary schooling in that it enables\ngraduates to go on to high school and then to various professions and\ncareers, appeals much less to farmers than to city people. Farmers well\nunderstand that giving their children a good school education often\nmeans sending the young people away for life, while denying them an\n\neducation may keep them living on the farms. With unfortunately a\nlarge element of farmers, this knowledge arouses antagonisms to better\nschools.\n\n"}
{"page": 301, "printed_page": null, "text": "276\n\nNATIONAL EDUCATION ASSOCIATION\n\n6. Rural populations must be approached more by word of mouth and by\npersonal contacts than through print. More so than in case of city people :\n(a) Less literacy.\n(b) Less reading.\n(c) Foreign language groups probably never get a chance to read\nanything modern about public schools.\nIII .\n\nSUCCESSFUL APPEALS TO RURAL VOTERS FOR BETTER SCHOOL SUPPORT\n\n1. Direct appeals :\n\n(a) A good publicity man endeavoring to secure better rural school\nsupport would prepare for direct appeals and for handling objections.\n(b) Appeal should be made to the strongest motives.\n(c) The writer in coöperation with the rural education department\nof Teachers College, New York, through the aid and approval of\nProfessor Mabel Carney, and the assistance of six students formulated\nnineteen motives.\n\n(d) These were submitted to 86 men and women divided into two\nclasses, who had successful experience in getting more money for rural\nschools for ranking weight. The first class consisted of sixty persons\nof at least rural high school or county-wide experience in 17 States, and\nthe second of twenty-six persons of at least State-wide experience in\n17 States and familiar with rural conditions in many other States.\n(e) The checking lists follow-Check List I-Relative Strengths of\nthe Motives that Influence People to Vote More Money for Rural\nSchools.\nRELATIVE STRENGTHS OF THE MOTIVES THAT,\n\nBY AND LARGE,\n\nINFLUENCE PEOPLE TO VOTE MORE SUPPORT\n\nFOR RURAL SCHOOLS\n\nList I. As determined by the rankings of 60 successful workers of at least\nrural high school or county-wide experience in 17 States :\n1. To give one's children as good a chance in life as any children get.\n2. To give children a better education than their parents had.\n3. By making farm life more attractive through good schools children\nmay be induced to stay on the farm.\n4. To give children an easier time than their parents had.\n5. To give children something of value which cannot be taken from\nthem.\n\n6. To enable the community to have as good a school as some other\nparticular school.\n\n7. Good schools will bring a better class of farmers to the neighborhood\nand so give one's children better associates.\n8. In the case of a rural high school, children can go to it from home,\nthus escaping possible moral dangers of boarding in town.\n9. Farm property will increase in value because of good schools.\n10. Increases will enable the district to have the best school in its class or\nregion.\n\n"}
{"page": 302, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n277\n\n11. By having a good rural high school, children can stay at home longer\nandbe a greater comfort to their parents.\n\n12. The increase is not so heavy as it appears at first thought.\n13. The increase will bring much more State school aid of which the cities\nwillpay the bulk.\n14. The results claimed to be possible under the increases have actually\nbeen secured in real schools by similar expenditures and these schools can\nbe visited and observed by the farmers or their representatives.\n\n15. Educational authorities, such as members of the State Department, the\nState University, a Normal School or the County Superintendent, say the\nexpenditures are needed and for the given amounts.\n16. To give the children of other people in the country as good a chance\nasthe city children have.\n17. A community center for neighborhood enjoyment can be created by\nspending more money, especially through a consolidation project.\n18. Expenditures for public schools are the one public expenditure that\ncannot be withheld at one time and later made up; a citizen voting such\nexpenditures down does so at his own and the country's peril.\n19. It isgood politics always to support increased expenditures for rural\nschools, when such are shown to be needed and there is reasonable assurance\n\nthat the money will be economically used.\nList II. As determined by the rankings of 26 successful rural workers of\nat least State-wide experience in 17 States and familiar with rural conditions inmanyother States :\n1. To give one's children as good a chance in life as any children get.\n2. Inthe case of a rural high school, children can go to it from home,\nthus avoiding possible moral dangers of boarding in town.\n3. By having a good rural high school, children can stay at home longer\nand be a greater comfort to their parents.\n\n4. To give children a better education than their parents had.\n5. To give children something of value which cannot be taken from\ncem\n.\n\n6. By making farm life more attractive through good schools, children\nmay be induced to stay on the farm.\n7. Good schools will bring a better class of farmers to the neighborhood\nand so give one's children better associates.\n\n8. To give the children of other people in the country as good a chance\n>>city children have.\n9. Farm property will increase in value because of good schools.\n10. To give children an easier time than their parents had.\n11. A community center for neighborhood enjoyment can be created by\nspending more money, especially through a consolidation project.\n12. To enable the community to have as good a school as some other parricular school.\n\n13. The increases will enable the district to have the best school in its\n\nclassorregion.\n\n"}
{"page": 303, "printed_page": null, "text": "278\n\nNATIONAL EDUCATION ASSOCIATION\n\n14. The results claimed to be possible under the increases have actually\nbeen secured in real schools by similar expenditures and these schools\ncan be visited and observed by the farmers or their representatives.\n15. The increase will bring much more State aid of which the cities often\npay the bulk.\n16. The increase is not so heavy as it appears at first thought.\n17. Educational authorities, such as members of the State Department,\nthe State University, a Normal School or the County Superintendent, say\nthe expenditures are needed and for these amounts.\n\n18. Expenditures for public schools are the one public expenditure that\ncannot be withheld at one time and later made up; a citizen voting such\nexpenditures down, does so at his own and the country's peril.\n19. It is good politics always to support increased expenditures for rural\nschools, when such are shown to be needed and there is reasonable assurance that the money will be economically used.\n2. Objections:\nAll experience in city campaigns for increased school support and in\ncommercial salesmanship as well, suggests the need of determining for\nany rural situation, the probable objections to the increase. Then\noffsets to these obections should be ready. In salesmanship an objection is counted a sign of interest. The salesman's business is to transform the energy signified by the objection so that it flows in the direction of his proposition rather than against it. Lack of space forbids\nthe presentation of the complete list of common objections and their\n\noffsets formulated by the group. The following samples will give\nthe idea:\n\n1. Objection. The old rural school was good enough for my\nfather and for me, so it is good enough for my children.\n\nOffset. Have other farmers offset this by calling attention to\nthe changes in farm machinery, roads, autos, etc., and ask if the\nchildren also are not entitled to better things, and ones that cost\nmore .\n\n2. Objection. Let those wanting high-school education for\nrural children pay for it themselves.\nOffset.\n\nShow that this is un-American and make an emotional\n\nappeal for a square deal and an equal chance for the country child\nwith the city child.\nIV.\n\nHOW TO PRESENT THE APPEALS SUCCESSFULLY\n\n1. For a particular situation, determine exactly who will decide the\namount of support for the rural schools concerned, using the list given in\nSection I.\n\n2. List these groups in order of importance for their ability to secure the\ndesired increase in school support.\n\n3. Get clearly in mind the characteristics of each important group that\nmust be taken into account if increased school support is to be secured, using\nthe notes in Section II .\n\n"}
{"page": 304, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n279\n\n4. Select the better of the lists of motives in Section III, taking the ones\nthat will apply to the situation in the order of their strength, and decide\n\nJust which of these will apply to the various groups or individuals to be\ninfluenced favorably. Remember that these motives apply to the rural population in general. They may not apply without change to a particular situation and hardly universally to all the groups in such situation .\n5. It is probably well to count on using all the motives somewhere in the\ncampaign so as to be sure of reaching all possible voters.\n6. List the principal objections likely to be raised by the various groups,\nwith theprobably successful offsets.\n\n7. Expect that in general it will take a long time to secure favorable action\non any marked changes in organization or increases in rural school support.\nItisbesttoplan for five and ten year periods at least.\n8. Decide whether it is better to make an open campaign or to have things\nsettled by a quiet conference with a few leaders. The latter procedure may\nwork easilywith slight innovations or with something that the people cannot\ntake back, as for instance a building that is once erected, but in the long run\ntrank and open publicity is preferable for most things.\n\n9. Much personal work is advisable, especially for securing the early support of leaders and for avoiding unnecessary antagonisms.\n10. Do not expect too much from reading matter.\n11. Create the desire for better schools and discuss increases in costs later.\n\nFarmers inprivate life spend their money, and in public affairs vote taxes, for\nanything they sufficiently desire.\n12. Thematerial intended for any group must of course be adapted to that\n\nparticulargroup. Employ illustrations and language that will appeal to its\nmembers, and be presented by those personally acceptable to the group.\n13. Farmers care little or nothing for per capita costs. They wish to\nknow what the improvement will cost the district as a whole or them\nndividually.\n\n14. In many places it will be necessary to show clearly that there is no\nhope of materially bettering the rural schools until a larger administrative\nunit as the consolidated district or the county unit is secured.\nF-VL\n\nEXAMPLES OF SUCCESSFUL APPEALS FOR BETTER RURAL SCHOOL SUPPORT\n\n1. Journal of the National Education Association, Education Division\nof International Harvester Co., School Life published by U. S. Bureau of\nEducation, State departments of education, secretaries of State teachers'\n\nacations. See also Alexander's \" School Statistics and Publicity,\" Publiary Campaigns for Better School Support, by Alexander and Theisen.\n2. Rural-school leaders must be masters of the effective use of publicity\nmeasures. Guesses, half-baked ideas, or biases about publicity methods will\nnot answer for accurate and stimulating knowledge and the practice of them.\n3. Apply these methods so mastered energetically and enthusiastically.\nThis valuable article is printed in full in the January, 1923, number of\nThe Journal of Educational Research.\n\n"}
{"page": 305, "printed_page": null, "text": "280\n\nNATIONAL EDUCATION ASSOCIATION\n\nAROUSAL OF INTEREST ON THE PART OF THE PEOPLE\nIN THEIR OWN SCHOOLS\nGEORGE S. DICK , DEPARTMENT OF PUBLIC INSTRUCTION\nMADISON, WISCONSIN\n\n1. The farmer is interested most in what yields greatest returns in profit\nand pleasure in proportion to the expenditure of time, energy, and money .\nHis interest has been aroused and his action secured along the lines of more\nscientific farming. The ideas of pure bred stock, fertilizing the soil, certified\nseed rotation of crops, diversity of crops and farm operations, more scientific\nmarketing, and wiser expenditure and investment of his earnings have been\nsold to him by experts in agriculture.\n2. Better schools must be sold to him on the same basis.\n\nBetter schools\n\nmean better teachers and consequently more generous support to teacher\ntraining institutions, which should pride themselves on quality rather than\nquantity of output. The people must be shown that the moneys raised by\ntaxation are judiciously expended and yield returns in a harvest of better\ncitizenship. Rural education must keep pace with improved farms in order\n\nthat the State may hold the same rank educationally that it does agriculturally\nor industrially.\n3. Acampaign of Education is imperative in order to show :\n(a) The far-reaching influences and results of a real school upon the\nchildren and the community.\n\n(b) The need of changing the laws to improve school organization,\nmanagement, and instruction through the county unit system, consolidated and rural high schools.\n(c) A vision of what may be accomplished by such changes.\n4. This campaign must be Nation-wide and in each State it must be\nsponsored, initiated, and made dynamically active by the State department\nof public instruction in coöperation with the university, the normal schools,\ncounty training schools, city and county superintendents, and all who are\nvitually interested in the improvement of rural education.\n5. Not only during Good School Week, but all through the year must\ninspirational, educational addresses be made to the people in school houses,\nin community meetings, at fairs, picnics, farmers meetings, school board\n\nconventions, parent-teachers' meetings, as well as in addresses to graduating\nclasses of rural, State graded high schools, county training schools, normal\nschools, colleges, and the university. The message of uplift winged with\n\nenthusiasm ought to reach every community, every school, every home, every\nchild, to the ends that interest and faith in the people's schools increase;\nthat the service of this free public institution grows more and more effective;\nand that it wins a more generous support financially and spiritually.\n\n"}
{"page": 306, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n281\n\nTHE MOST EFFECTIVE ADMINISTRATIVE AND TAXING\nUNIT\nLINNAEUS N. HINES, PRESIDENT, STATE NORMAL SCHOOLS\nTERRE HAUTE AND MUNCIE, INDIANA\n\nA. Scope of field-The problems involved in a discussion of the topic\ngren above cover the entire Nation. There are practically no school\ncorporationsthat are supplied with enough funds to do all the work they\nsught to do, and there are many thousands of school corporations that do\n\nnot have adequate supervision and administration. Those who have given\nmuch thought to finance and administration agree that there is a wide field\nfor improvement throughout the land. District township administration\nshould make way for county administration and, in some regards, county\nadministration should make way for State administration. Further there is\nstrong belief that the Nation should take a hand in the administration and\n\nfinancing, 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,\nbetter equipment and better administration. These improvements, of course,\nmolve questions as to the improving of every phase of school work from\naneendofthe country to the other.\n\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. If 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\nmprovements we ought to have.\n\nB. Present conditions-The present taxing units range all the way from\neSchool District to the State. There are no National taxes for education\n\nas such. In the vast majority of cases the taxing units are far too small.\nTheseunits vary in their wealth all the way from a few scores of thousands\n\n*fdollars to billions of dollars. There can be no uniformity of excellence\nofthe schools under any such conditions.\nThe present administrative units vary as much in size and importance as\ndo the taxing units. The most hopeless of these administrative units are the\nmail independent districts where ignorant and provincial school officials in\nmany cases control the local schools.\n\nNext to these district administrative\n\nin'ts, we have the township unit with its sad record of inefficiency and low\nwtandards. The county unit follows next in order, a unit that is being urged\nin many States as an agency for curing the evils of the local schools. The\ncounty unit has its advantages and, if properly developed, can be of great\nservice. Next to the county unit comes the State administration of schools.\n\nFew would advocate entire State control of local schools, but in many States\naws need to be passed to give the State school governments greater power\ntohelp the local school corporations realize the best things possible. We\nsave no real National administrative unit due to lack of legislation, funds\nandhigh ideals.\n\n"}
{"page": 307, "printed_page": null, "text": "282\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe tendencies in this situation, so far as these tendencies can be observed,\nare toward enlarging the taxing and administrative units throughout the\nNation. Every encouragement should be given to those legislators and\nschool people that believe improvement lies in the direction of enlarging\nboth the taxing and administrative units.\nC. Unsatisfactory conditions1. Insufficient income.\n2. Provincial attitudes toward education.\n\n3. Inadequate leadership.\n4. Low school taxes.\n5. Makeshift system of raising school revenue.\n6. Poor schools.\n\n7. Lack of a National policy in regard to education.\n8. Inequalities of opportunity for education in State systems.\nD. Measures recommended1. National revenue for education.\n\n2. Strong Federal Bureau of Education.\n3. Most of local school revenue to come from State sources.\n\n4. Strong county and State administration of education.\n5. Abolishing, to a large extent, local control and financing of schools.\nE. State and National legislation needed-\n\n1. Necessity for greater interest in education on part of law-makers.\n2. Providing added revenues as rewards or bonuses to those communities\nthat make progress .\n\n3. Extermination of weak and inefficient rural and village schools as well\nas city schools.\n4. General bolstering-up of the whole system of education .\n5. Federal legislation along the lines of education so that the Nation can\nbe of greater assistance to State and local systems.\nRural schools not supported-One half are allowed less than $ 1000 a year.\nPresident George L. Towne, of the University Publishing Company,\nLincoln, Nebraska, says that rural schools are \" being literally starved to\ndeath. They are manned by inefficient teachers, are housed in hopelessly\nbad buildings; are criminal in heating and ventilation, and inadequate to the\nlast degree in equipment, textbooks and necessary supplies.\"\nPresident Towne has made a study of financing the rural schools, and he\nhas reached the conclusion that inadequate funds are the greatest difficulty\nwith which they have to contend. President Towne's figures indicate that\nabout one half of all our schools have less than $ 1000 a year to spend for all\npurposes. Taking typical counties in several States the following facts as to\nfinancial support are shown:\nNEBRASKA\n\nTypical county in most prosperous section of State ( York ) .\nTotal number of schools in county .\n\n103\n\n70\nNumber spending less than $ 1000 a year .\nSmallest amount spent for nine months' schooling of 18 pupils . $310.00\nLargest amount spent for one teacher school, giving eight\n\nmonths' schooling to 47 pupils .....\n\nNebraska County-Lowest levy, 3 mills; highest levy, 64 mills.\n\n1350.00\n\n"}
{"page": 308, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n283\n\nWASHINGTON\n\nTypical county in richest section of State ( Lincoln) .\nTotal number of schools in county\n\nNumber spending less than $ 1000 a year .......\nSmallest amount spent for school of six pupils .........\nLargest amount spent for one-teacher school of 35 pupils ...\n\n130\n53\n\n$386.00\n2037.00\n\nWashington County-Lowest levy, 2 mills; highest levy, 20 mills.\n\nLow levies general-These low levies are not exceptions, Mr. Towne says.\n\nThere are many like them or only slightly higher. Neither are the high\nlevies exceptions. In the Nebraska county there are 24 districts levying 20 or\nmore mills. There are two levying above sixty, one above fifty, and several\nabove forty. These are not the highest in the State. The city of Lincoln\nlevies eighty mills and several cities levy close to 100 mills, which is the\nmaximum allowed by State law. These facts lead Mr. Towne to conclude\nthat most rural districts are not paying anywhere near what they can afford\ntopay for a good school.\n\" Is there any reason\" asked Mr. Towne, \" why country people cannot\npayas high atax rate as the people in the neighboring towns and cities ? Do\ntarmers spend less on the average for other things ? On the average it would\nem that their standard of living is higher than that of town and city people.\nThey also spend as much for luxuries, expecially the automobile.\n\"What is the reason for the low amount spent for schools in the rural\ndistrict?\n\nIs it not fair to assume that the reason lies in the school itself?\n\nThe one-room rural school is a poor school. Country people are paying all\nit is worth. In some cases they are paying more than it is worth-much\nmore.\nOffer the farmer a better school and prove to him that it is better\nfor his children and he willingly pays more money for it. The proof of this\nsshown by the consolidated schools already established. These are usually\nzood schools. They cost as much as good schools in town. But they are paid\ntorwillingly. This is also evident where the county and township unit school\nIstricts have been established. The better schools that have followed have\n\nwenwillingly paid for.\n\" Itwould seem fair, then, to conclude that adequate financial support can\n\nbe secured for rural schools. The way is a campaign of merciless publicity.\nThepatron of the poor, one-room school must be shown its inherent weakHemust be shown what a good school is like and what a good school\ncosts\n.\nHemust see how little he is paying for the education of his children\nand be made ashamed of his parsimony.\"\nGood schools pay-It is pointed out, for instance, that a farmer in York\n\ncounty, Nebraska, owning 160 acres of the best farm land in the world,\nworth approximately $32,000, is paying $30 each year for the education of his\nhildren, ifthe district levy is 5 mills; and $60, if the district levy is 10 mills.\nThe assessed valuation in Nebraska is one fifth the real value.) In the\ncranty seat town of York, in the same county, the man with property worth\nthe same amount is paying $384 each year for the education of his children.\nMr. Towne says that the farmer must be made to face these facts : ( 1 )\nHis rural one-room school is not a good school; (2) the good school in the\n\n"}
{"page": 309, "printed_page": null, "text": "284\n\nNATIONAL EDUCATION ASSOCIATION\n\ncountry, just as the good school in the town will cost much more money ;\n(3) what the average farmer is now paying for the education of his children\n\nis shamefully inadequate; and (4) the farmer can have a good school for his\nchildren, but he can get it only by paying what a good school costs.\nFrom facts for American Education Week published November, 1922,\nby the National Education Association are gleaned the following: First,\nthat school money comes principally from local taxation. The State contributes one fifth while funds resulting from local taxation bring in about\nfour fifths, but the burden of local taxation is constantly increasing, having\nrisen from sixty eight per cent in 1890 to eighty four per cent in 1920.\n\nSecond, local communities vary enormously in ability to provide schools. If\n\nthe district is rich it usually provides for good schools; if it is poor the\nopposite is often the case. Whether the child attends a good school, poor\nschool, or no school at all is therefore purely accidental.\nThe following are examples :\n1. Baka County, of Colorado, has a taxable wealth per school child of\n$1822, while Park County has $22,674. Τo raise a certain amount per child\n\nrequires twelve times as great a rate in Baka County as in Park County.\n2. In a single county of Colorado, Conejos, District 29 has a taxable\nwealth of $617, while District 15 has $26,445. District 29 has to levy forty\nthree times as great a tax as District 15, to raise a given amount of money\nper child.\n\nThese same conditions are reported for Pennsylvania, Massachusetts,\nIndiana, Iowa, Nebraska, New York and would be found true if an analysis\nwere made of other States .\n\n3. Because of these inequalities in school support children are penalized as\nrevealed: First, in the survey of the schools of New York, among one\nthousand common school districts the annual expenditure per pupil varied\nfrom $20 to $189. Second, in Nebraska it is found that some districts\n\nexpended twenty one cents a day per child, while other spend $2.55 a day, or\ntwelve times as much. Third, in Alabama some counties, by taxing themselves to the limit are barely able to maintain a term of five months, even by\npaying salaries so small as to practically forbid that well-trained teachers\nbe secured. Fourth, in Lowndes County, Alabama, the tax rate is three\nmills, and the average white teacher's salary is $607 with one hundred forty\ntwo days of school, while in Marion County, with a tax rate of eight mills\n(.008) the average white teacher's salary is $381 with a school term of\nninety five days.\nThese facts and figures speak eloquently in favor of the larger unit of taxation, hopefully the County.\n\nIn a pamphlet issued by the U. S. Bureau of Education, March 31, 1921 .\nthe advantages of the County Unit are admirably summed up:\n1. It tends to equalize educational opportunity by providing funds for\neach school according to its needs.\n2. It tends to provide a school term of uniform length and school facilities\nof uniform grade throughout the county.\n\n"}
{"page": 310, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n285\n\n3. It equalizes the burden of school support by providing an equitable tax\nrate for the whole county school district. Poor community and rich community are taxed the same number of mills, whereas the former pays the\nhigher taxes under the district system.\n4. It requires rich districts, such as those having large corporate wealth\nwithin their borders to bear their just share of public school support.\n5. It promotes the consolidation of rural schools and consequent better\ngrading, instruction, etc.\n\n6. It tends to eliminate dissension over district boundary lines and petty\nneighborhood differences.\n\n7. It permits the selection of the county superintendent by a county board\n\nsclely on the basis of his training and professional fitness. This office may\nthus be removed from partisan politics.\n8. Itmakes possible the employment of a suitable corps of assistants to the\n\ncounty superintendent and, in general, the maintenance of an efficient system\nofrural school supervision.\n\n9. It provides better teachers, particularly for the poorer communities,\nand longer tenure for teachers .\n\n10. Itpermits buying school supplies at wholesale prices.\n11. Itmakes for economy and efficiency in the administration and maintenance of schools.\n\n12. It is the most practical administrative unit for providing universal\nhigh school privileges.\n\nCONSOLIDATION OF RURAL SCHOOLS\n\nADELAIDE S. BAYLOR, CHAIRMAN, AND J. C. MUERMAN\nU. S. BUREAU OF EDUCATION , WASHINGTON, D. C.\n\nIntroduction-The growth of consolidation of rural schools in the United\nStares, within slightly less than a quarter of a century, has been one of the\nmost remarkable phases of rural-school development. The somewhat chaotic\nandextravagant statements concerning the influence of consolidation, made\n\nnthe earlier years of its achievement and the opinion prevailing among its\nsupporters that there was something in the very organization itself, regardless\nofconditions under which it was accomplished that was potent for great\nwod in rural education,have given way to a saner and more logical view of\nplace and purpose in rural-school education, a study of conditions under\nwich to organize for consolidation, with best methods for success and how.\n16meet them.\n\nThe report of this sub-committee on Consolidation of Rural Schools\n--ludes: ( 1 ) A brief survey of the growth of consolidation in the United\nMates in the last twenty two years, with some estimate of its value, in these\nperods, in the promotion of rural education; ( 2) methods of organizing for\n\nconsolidation in various sections of the country; ( 3) difficulties in the way\n\n"}
{"page": 311, "printed_page": null, "text": "286\n\nNATIONAL EDUCATION ASSOCIATION\n\nof consolidation and analysis of one of the major difficulties-transportation; ( 4) a few notable achievements in the field of consolidation ; ( 5)\nrecommendations for securing effective consolidation.\nGrowth of consolidation in the United States, 1902-1912 and 1912-1918\n-In 1912, six years prior to the creation of the present Committee on\nRural Education, an earlier committee on the same topic was appointed\nfrom the National Council of Education, whose findings were never published.\n\nAs a member of this earlier Committee and chairman of a sub-\n\ncommittee on consolidation, the chairman of the present Sub-Committee\nundertook a study of consolidation through a series of questionnaires sent\nto each of the forty-eight States in the United States. Replies were received\nfrom three fourths of the States, together with special bulletins, papers, and\ndescription letters that came from thirteen States.\n\nIn order to have a basis on which the States might furnish statistics, a\ntentative definition of a consolidated school was submitted as follows :\n\n\" A Consolidated school is a school to which children may be transported\n\nat public expense from abandoned schools and which offers better facilities\nfor their education than the abandoned school. \"\n\nBut it was evident this\n\ndefining statement was disregarded in furnishing data and each State compiled the information requested in terms of its own interpretation of a consolidated school.\n\nThe returns of this survey may be summed up as follows :\n1. (a) In eight of these States the first steps toward consolidation were\ntaken in the years 1900-1902; in eight, from 1905-1912; the \" star \" years\nfor the initial steps in consolidation being 1900 and 1907. (b) In eleven\nStates the work of consolidation was initiated by permissive law, in two\nby individual effort, in four by sentiment, and by provision for transportation,\nin one by efforts of State Teachers Association and in three by consolidation\nof weaker districts.\n\n2. In seventeen of these States consolidation was very limited up to the\nyear 1912, consisting of from one to twelve small consolidated districts. In\ntwo other States progress had been much more rapid, though in one of these,\n\nthe seven hundred small schools abandoned were re-united in small groups\nof two or three, and in few cases were consolidated schools of several rooms\n\nbuilt. In six of the States there had been almost phenomonal progress in\nconsolidation. In two of these, four fifths of the townships furnished some\ntransportation ; in another some beginnings of consolidation had been made in\nevery county ; while in the remaining four States consolidation had affected\npractically every part of the State.\n3 and 4. Such good results of consolidation as ( 1 ) \" lessening of mortality in school life,\" (2) organizing of social centers; ( 3) maintaining of\nlonger and better schools, (4) employment of more experienced and competent teachers, ( 5) building of better schoolhouses with better furnishings\nand equipment, (6) lengthening of the school term, ( 7) increasing the per\ncent of daily attendance and (8) creating local pride, were enumerated by\nmany States.\n\n"}
{"page": 312, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n287\n\nA few States in 1912 had not been able to observe any changes for the\nbetter through consolidation, such conditions as lack of unity in the large\n&strict, poor drivers, destruction of local interest, lax officials, long distance\n\nfor transporting pupils, etc., having quite overcome any good effects from the\nnew organization.\n\n5and 6. The obstacles to consolidation were found in ( 1 ) inability of\nLocal districts to let go of the little schools (6 States) ( 2) desire for a\n\nschool inevery community ( 7 States ) , ( 3 ) bad roads, long distances, and the\nuncertainty of the legality of furnishing transportation ( 4 States ), misunderstanding of the law, depreciation of local property with fear of building up another neighborhood at the expense of their own.\n7 and 8. The most successful methods for promoting consolidation when\nonce initiated were ( 1 ) proper legislation, ( 2 ) permissive consolidation ,\n13) State aid for consolidation, (4) continued abandonment of small schools,\nespecially when pupils were within walking distance of other schools, ( 5 )\n\npropaganda for consolidation (6) improvement of roads and methods of\ntransportation ( 7) observation of actual educational results.\n9and 10. Some States felt that consolidation was a logical step in rural\ncool evolution wherever the law and good roads made it possible to unite\n\nthe community, while others declared they were studying the problem with\nspenminds but were more interested in two other problems ; i. e., ( 1 ) how\ncreate rural schools that will readily serve the people and (2) how to\nadvance public opinion in favor of such schools.\n\nFrom one State came the reply that only reasonable, never complete\nconsolidation would be possible unless rural school communities increase in\npopulation. From another the statement that the only real obstacles to\nsolidation in a State are the physical features.\nThe present sub-committee was organized in 1918, six years after the\ntaler study was made, with the same personnel, and again, as a division of a\narger Committee on Rural Education the personnel of which with the\naception of this sub-committee is new.\n\nIn resuming the investigation on consolidation a second questionnaire was\nwent out in 1919 to ascertain: ( 1 ) The increase in number of consolidated\nschools from 1912 to 1919; (2) effect of consolidation as compared with that\nfrom 1902 to 1922, upon (a) the per cent of pupils in rural schools completing the eighth grade, (b) per cent of those completing the eighth grade\nwho enter high school (c) per cent of those completing high school who\nenter higher institutions of learning; (3) how consolidation of rural schools\n*as affected the introduction into the curriculum of such subjects as music,\nart, manual training, household arts; ( 4) how consolidation of rural schools\n\nas affected the organization of vocational schools, departments, or classes\nnagriculture, trade and industry and home economics ; ( 5) whether proanda for consolidation of rural schools is still needed in the States ; and\n\n) how consolidation would be ranked as a force working for the betterent of the rural school.\n\nThis questionnaire was sent to forty-eight States of which twenty-four\nresponded. Of these twenty-four, four furnished no statements or statistics\n11\n\n"}
{"page": 313, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n288\n\nwhatever.\n\nFour New England States had union schools but not consolida-\n\ntion in the way the West interprets the term. Connecticut had three or\nfour hundred fewer one-room schools than it had ten years before. In\nMaine the school district had been abolished by law and the town or township was the smallest unit which makes for union schools. New Hampshire\nhad union schools, Vermont had two or three consolidated schools and some\nunion schools, but owing to the mountainous country the problem, because\nof transportation difficulties, was to bring the school closer to the home.\nThe consolidated school was unquestionably growing in favor through the\nSouth. Arkansas answered that with the coming of good roads consolidation\nwould make great headway. Alabama was authorized by statute in 1915\nto incur expense for transportation and since that time forty-eight of sixty-\n\nseven counties had some consolidation. Of the two hundred and eight\nconsolidated schools one hundred and forty-one were in the open country.\n\nfifty-eight in rural villages and nine in cities and towns. Mississippi in 1902\nhad no consolidated schools, in 1912 there were two, and in 1919, three\nhundred and forty. North Carolina in 1902 had no consolidated schools,\nand in 1912 about three, and while there were no statistics available as to\nthe number in July, 1919, data showed a steady decrease in the number of\none-room schools in North Carolina. In South Carolina the 1918 report\nshowed that during the year there was a gain of seventeen consolidated\nschools, the total number of joint districts being ninety-two. Texas had\neighty-eight consolidated schools.\n\nIn the East, Rhode Island had long had consolidation. New York in\n1902 had nine, but from 1913 to July, 1919 there had been two hundred and\nfifty-eight consolidated schools organized affecting five hundred and ninetythree districts.\n\nIn the West, Colorado in 1902 had none, in 1912, six, in 1919 thirtyeight. Idaho in 1919 had eighteen. Montana in 1902 had none, in 1912\ntwo or three and in 1919 forty-two. In 1902 Washington had two consolidated schools while in July, 1919, it had two hundred and forty consolidated districts, fifty-four of which were organized in 1918-1920. All of\nthe thirty-nine counties in Washington except two had these schools. California in 1919 had twenty-eight union grammar schools in seventeen different\ncounties. In the central west Illinois had four or five, but as she was\nauthorized July 1, 1917, to incur expenditures for transportation, it was\nanticipated the work would go rapidly forward.\nItis interesting to note that the States ofArkansas, Alabama, Connecticut,\nMississippi, New Hampshire, New Jersey, Rhode Island, Virginia, Washington, and Wyoming, offering no reports in 1912, were among the first to\nrespond to the 1919 questionnaire.\nOnly one State was able to give the per cent of pupils in rural schools\ncompleting the eighth grade in 1918-1919, as separate statistics were not\nkept for rural schools. This State (Idaho) gave seventy-five per cent.\nAs to the per cent of grammar school graduates in rural communities\nentering high school, Idaho gave 123 per cent and Connecticut replied that\nfour per cent of children entering high school came from towns not maintaining their own secondary schools.\n\n"}
{"page": 314, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n289\n\nNo replies were received as to the per cent of pupils from rural schools,\n\ncompleting the high school, who enter higher institutions of learning and none\nasto the extent to which any of these statistics have been influenced by the\nconsolidation of rural schools .\n\nIt is probably true, however, that in certain localities in the different\nStates some investigations of this kind were being carried on, but the materials\nwerenot on file in the State departments to which these questionnaires were\naddressed, for in Rural Leaflet No. 1 , on School Consolidation and Rural\nLie, issuedby the U. S. Bureau of Education we find the following:\nThe county superintendent of a progressive rural county in Ohio, who has\nobserved the influence of the consolidated school on rural life for a number of\n\nyears in that State, made a study of school enrolment extending over a period of\nsix years in two distinctly rural townships, one with centralized and one with\non-centralized schools.\n\nThere are no towns in either townsl ip, and both are\n\nabout equally distant from any town. He finds that in the case of the township\n#ith non-centralized schools the school enrolment has steadily decreased, the per-\n\ncentage of decrease for the five-year period being approximately 17 per cent. In\nthe centralized township the enrolment during the same period has increased 24\nper cent\n.\n\nThe county superintendent, who has been a resident of the county for many\nvears, believes there is but one way to account for this loss and this gain in enrolment.\nThe explanation is found in school conditions in the two districts; one holds the\nPupils in school, the other does not. In both townships there has been a slight\n\nd approximately equal decrease in percentage of total rural population. If the\n\"gures were brought up to 1920, the enrolment in the centralized township would be\n\n150\n, inthe non-centralized, 195 ; that is, during the seven-year period the one has\nzaized 100 pupils, while the other has lost approximately the same number. The\npercentage in both cases is approximately 33 per cent, one representing a gain, the\nscher a loss. The people will keep their children in school if they see benefits from\nhat school, and they will not keep them in school if they do not.\nInthe centralized districts of the same county in Ohio the holding power of the\nschools is noticeable throughout the upper and especially in high-school grades. In\n\nraral schools one commonly finds a large enrolment in the primary grades, gradually decreasing in the grades beyond. In the one-room schools in this county it is\nsand that the enrolment decreases in the upper primary grades, increases in the\nmermediate grades, and decreases again in the grammar grades. The increase\ninthe intermediate grades in this case is due to failures caused by irregular attendIn the one-room schools of the county 41 per cent of the boys in the fifth\n1002\n\ngrade are over age. Many of these pupils, when they reach the compulsory age\n\nst, drop out of the one-room schools, leaving a low enrolment in the grammar\ngrades, while in the centralized districts of the county there is little falling off in\nattendance in the upper grades.\n\nIn the fall of 1920 of those completing the eighth grade in the consolidated schools\nper cent entered high school. In the non-centralized township only 33 per cent\ntered high school, although there were high schools within 4 or 5 miles of every\n\ncd Indeed, the high school is one of the advantages of the centralized school.\nPupils will enter if the high school is at the same place they are in the habit of\nattending throughout the grades. Many will drop off if new associations are to be\nward, the school course to be completed in new surroundings, and transportation\nsalities lacking.\n\nThis is illustrated by a comparison of high-school enrolment in one of the other\nwships to which reference has been made before. In this township the number\n\nsdpupils attending high school the year preceding centralization was 9 ; attendance\na high-school the first year after centralization was 20; the second year, 30; the\nhird year, 47 ; and the fourth year 52-a gain of 478 per cent in four years. Con\n\n"}
{"page": 315, "printed_page": null, "text": "290\n\nNATIONAL EDUCATION ASSOCIATION\n\nsidering the high-school enrolment for the whole county in which this township\nwas located, there was an increase of 58 per cent in the six years immediately following consolidation.\nEnrolment in the freshman year in the county shows a gain of 66 per cent during\nthe same period. This represents an increase in the relation of freshman to total\nenrolment of from 3.7 per cent to 6.3 per cent. These years cover the war period,\nwhen high-school enrolment generally dropped off.\n\nColorado, Idaho, Montana, Mississippi, Pennsylvania, Virginia, Wash-\n\nington, and Wyoming claimed consolidation had greatly favored and encouraged the introduction into the curricula, of art, music, and manual\ntraining.\n\nAlabama reported consolidation had aided agriculture when taken in\nconjunction with the Smith-Hughes Act. Colorado had found it helpful in\nthe promotion of vocational subjects, as had Idaho. Mississippi had vocational education only in county agricultural schools and consolidated schools.\nRhode Island had noticed no effect on vocational work while Virginia stated\nthat consolidation had made it possible for her to accept the Smith-Hughes\n\nAct. Wyoming answered that it had greatly encouraged vocational education.\n\nAlabama, Colorado, and North Carolina needed propaganda work, Con-\n\nnecticut, Montana, Maine, Mississippi, Rhode Island, Virginia, Vermont,\nWashington and Wyoming did not especially need it. Idaho would welcome\nit in some sections. Idaho, Virginia, Vermont, and Wyoming claimed transportation, due to the mountainous nature of the country, the chief obstacle\nto consolidation. Montana reported that a recent survey showed that half\nof the consolidated schools were not considered a success by teachers because\nof sparse population and bad roads.\n\nNorth Carolina, Virginia, Washington, Idaho and Mississippi placed\nconsolidation first in factors for rural school betterment, Colorado, Montana, New York, and Wyoming placed it among the foremost factors.\nMaine placed it second. Montana thought it ranked high where it was\nfeasible, but that it was not feasible where distances were too great. Rhode\n\nIsland did not think consolidation a significant factor, placing trained\nsupervision first.\n\nIn this second inquiry no attempt was made to set up even a tentative\ndefinition for a consolidated school and each State responded according to its\nown interpretation of the term.\n\nThe difficulties apparent in an endeavor to define a Consolidated Rural\nSchool are very well set forth in a Rural School Circular under date of\nApril 1 , 1922, prepared by Edith A. Lathrop, specialist in rural education,\nand published by the U. S. Bureau of Education under the title, \"What is a\nConsolidated Rural School ? \" -\n\nMiss Lathrop explains that this bulletin is the outcome of the following\nquestion received recently in the Rural School Division of the U. S. Bureau\nofEducation :\nWhere may I secure accurate information on the number of consolidated schools in\neach State ? By consolidation I mean a union of two or more districts offering\n\nhigh-school advantages and furnishing transportation.\n\n"}
{"page": 316, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n291\n\nThe Bureau could not supply the data asked for because no State has collected\n\nand tabulated information in conformity to the definition of consolidation given in\nthe request. The Bureau could furnish the approximate number of consolidated\nschools in each State, but no statistics are available as to whether these consolidations\n\nareformedby the union of districts or of schools ; whether high-school instruction is\noffered or transportation is furnished. The facts are that in most States the aggregatenumber of consolidated schools reported represents all types from those with\nonly two teachers to those maintaining a graded elementary school and a fully\naccredited high-school, and including those with and without transportation.\nHow to organize to bring about consolidation-For the summer meeting\n\nofthe National Council of Education in 1920, the chairman of the full\nCommittee on Rural Education requested a brief Round Table discussion\n\nfrom the sub-committee on Consolidation on \" How to Organize for Consolidation.\" In preparing for this Round Table ten States were selected\nrepresentingthe various sections of the country ; i. e., ( 1 ) Indiana and Iowa\n\nthe Central East), (2) New York and Massachusetts ( Eastern States ) ,\n(3) Mississippi and North Carolina (Southern States, but remote from each\n\nother geographically) , (4) North Dakota and Oklahoma (the North and\nScuth of the Middle West), ( 5) Washington and California ( the North\nWest and Middle Pacific Coast) .\nThe results of this study showed Indiana and Iowa to be convinced that\nthebest method of organizing to bring about consolidation is that of getting\nthe people to believe in consolidation. Indiana had done this recently\nthrough the use of lantern slides. The State Department of Public Instruction has two lanterns with approximately one hundred and fifty slides to\nstow buildings, equipment, etc. In Iowa the law itself is thoroughly democraticand no consolidation is attempted until town, village, and outlying\ncommunities want it. Over one sixth of the territory of that State was under\nconsolidation, in 1920, over twenty-seven hundred one-room schools had been\ncosed and the graduation of eighteen hundred boys and girls from the\ntwelfth grade made possible. During the first twenty-nine days of March,\n1920, thirty-three consolidations were effected in Iowa.\nNew York seemed to depend on an educational campaign which presents\nclearlyand tactfully to the people of the community a real appreciation of the\n\nlack of educational opportunity they possess where consolidation is absent.\nTactful cooperation rather than forceful methods was considered the best\n\nJourse in remote communities. Again much was accomplished through the\nnfluence of a community which had really done something worth while. A\nsew method was just going into operation in New York whereby comTittees, appointed by rural organizations such as the Farm Bureau, Grange,\nand other related organizations were to make a special study during the\nammer of the educational conditions in the rural communities of the State\n\nanditwas anticipated that one result of such a study would be the promoton of consolidation. In Massachusetts it was felt that the unit of admini-\n\ncration (which is the town rather than the district) as well as the prevalFce ofcities and towns, aids consolidation. Geographical conditions in some\n\nPlaces in the State seemed to offer insuperable obstacles, as the hill towns\nwith sparse population, low valuation, and poor roads which interfere with\n\n"}
{"page": 317, "printed_page": null, "text": "292\n\nNATIONAL EDUCATION ASSOCIATION\n\nproper transportation of children ; nevertheless a recent inquiry shows\nthat in two hundred and ninety-five, out of three hundred and four muni-\n\nFig. 1- The Greentown Consolidated School, established in 1912, serves an area of\n23 square miles. It cost $ 120,000 and has equipment worth $8000.\nIn Indiana the Greentown Consolidated School was established by uniting seven\ndistricts, seven schools, and abandoning six small buildings. The area of the school\ngrounds is one and two thirds acres, valued at $ 1000. The building cost $ 120,000\nand contains equipment worth $8000. The total value of the school property is\napproximately $ 129,000.\nThe school building is equipped with special rooms for music, a library, physics,\nhome economics, and manual training laboratories, a separate gymnasiurn, two\nrooms for shower baths, and a teachers' rest room. There is an auditorium that\nwill seat 260 people.\n\nThe school is organized on the 6-6 plan. There are 254 pupils enrolled in the\nelementary school and 220 in the junior and senior high schools.\n\nSeven teachers\n\nare employed in the grades, ten in the high school.\nTransportation has been carried on in the district for 10 years. There are four\nprivately-owned motor-driven vehicles and three publicly owned horse-drawn vehicles, transporting approximately 150 children daily. Eight transportation routes\nare maintained and children are transported an average distance one way of\nfour to five miles, taking from 20 to 30 minutes for the trip. The average cost\nper mile per child is from five to six cents. The district spends approximately $5000\na year for transportation.\n\nThe school carries on such community activities as lyceum courses, lantern slide\nentertainments, plays, and operettas.\n\ncipalities ninety-six per cent of the teachers and ninety-seven and five tenths\nper cent of pupils were found in graded schools of two or more rooms,\n\n"}
{"page": 318, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n293\n\nInNorth Carolina a round table of two or three leading citizens from each\nsmall community, who favored consolidation, was called together by the\nCounty Superintendent to go over the plan. If agreed upon they decided\nwhether to put it to a vote of the people or let the County Board of Education make the decision alone. Either plan was permissible in the State.\nPublic meetings addressed by a good speaker who stimulated and encouraged\nthe supporters of consolidation, or public school debates affording oppor-\n\ntunity for an intelligent discussion of the subject were also used. A county\npaper with a progressive editor, a live wire, was of great service to the\n\nFig\n.2\nGriegos- Candelarias Consolidated School, showing abandoned schools.\n\nThe\nTheGriegos-Candelarias Consolidated School, located in Bernalillo County, New\nwas established in 1915 by uniting Districts 2, 22, and 8 to form a larger\nDistrict No. 22. This four-teacher school is the result of a six-year campaign.\nChildren are here given instruction preparatory to entering the large central high\nschool at Albuquerque. The central building is the consolidated school ; the three\nsmaller buildings were abandoned to make way for the larger one.\n\ncause. Haste in attempting to organize the entire community in one year\noften proved disastrous. In Mississippi an effort was first made to secure\ninthe part of the patrons, the united desire for consolidation, and then by\npetition the County Board of Education was advised of this desire. Public\nInterest must be overhwelmingly for consilidation or it was postponed.\nThe State Rural Supervisor on receipt of a letter from patrons in the\n\nCounty, in regard to consolidation, first took it up with the County Superintendent to secure his coöperation and then with him visited communities\nand attended meetings. The greatest difficulty here seemed to be the\nlocation ofthe building. With this in mind the approach had been made in\nTwoways: ( 1) Convert the people to consolidation and then select site for\nbuilding; (2) select site for building and let all arguments for consolidation\nWinge on that. The State Rural Supervisor of Mississippi wrote that he\npreferred the latter as the former method seemed to necessitate reconversion\n\nto consolidation after the building was located.\n\n"}
{"page": 319, "printed_page": null, "text": "294\n\nNATIONAL EDUCATION ASSOCIATION\n\nNorth Dakota county superintendents arranged for a mass meeting with\nan outside speaker to explain consolidation whose talk was supplemented\nby that of the County Superintendent who discussed the local situation.\nBefore and after the mass meeting those in the community interested in\nconsolidation agitated for the change. Following the mass meeting an\nelection was held. Oklahoma advised that the County Superintendent be\nfirst converted and then the people in his several school districts. The\ncommunity unit was regarded as more favorable to consolidation than the\ndistrict unit.\n\nFig. 3-This school is Horn Lake Consolidated School, in De Soto County, Missis-\n\nsissippi. The principal's home of eight rooms is well furnished. The grounds\ncontain ten acres. Out of 125 pupils in the district, 120 are enrolled with a daily\naverage attendance of 95.\n\nIn California the fundamental to consolidation is \" good roads. \" If transportation can be arranged without too great expense, people vote for the\nunionizing of districts, if at all practicable. In the State of Washington a\nbonus was given by the State and county of two thousand days additional\nattendance by each, for every school district less one in the number of\ndistricts entering consolidation ; i. e., approximately $300.00 per district.\nIf two or more districts consolidate supervision was given equal to that\nallowed in a second-class school district. A steady effort was made by the\nfield workers from the State Department to coöperate with County super-\n\n"}
{"page": 320, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n295\n\nintendents for consolidation. In this State, too, consolidation was carried on\nwith the Community Center movement. People were made to understand\njustwhat consolidation meant and what would be expected of them. Again\nthe serious problem was transportation. A great variety of conveyances for\nschool children was used, from the school wagon to interurban cars and even\ngasoline launches and row boats. As the State Department Publication\nindicates, airships were about the only means of conveyance not yet used in\nthetransportation of school children in the State of Washington.\nThe results of the inquiry then as to how to organize to bring about\nconsolidation showed that ( 1 ) The consolidated school has become a part\ncf every section of the United States. (2) The conversion of the people\nthrough propaganda is essential to successful consolidation. ( 3) The greatestobstacle is lack of proper facilities for transportation. ( 4) New methods\narthose not hitherto reported as emphasized are: (a) The influence of a\ncommunity that has really done something worth while. (b) The appointment of Committees by rural organizations, such as the Farm Bureau,\nGrange, andrelated organizations to make a special study of educational condtions in rural communities of the State. Such a study would necessarily\ndealwithconsolidation. (c) Legislation to provide that the County, rather\nthanthe district, be the unit of school administration. (d) Round Tables\nofleaders inthe district who favor consolidation. A plan for consolidation\ndetermined upon solidation. A plan for consolidation determined upon\nwhereby either the County Board of Education consolidates without the\nassent of the people, or the people are first converted to consolidation and\nSen the organization made. (e) Bonus offered for consolidated schools.\n\n(f) School debates on the subject. ( g) Community Center Movement.\nDifficulties in the way of consolidation an analysis of a major difficulty,\ntransportation-At a meeting of the full committee on Rural Education in\n\nFebruary, 1921, it was decided to enlarge the committee and seek coöperaion for further work outside the Council membership, among specialists in\n\nrural education, and make a final report to be made in February, 1922.\nJ.C. Muerman, of the U. S. Bureau of Education, accepted the invitation\nowork on the sub-committee on Consolidation and in conference with him\n\nthe next step to be undertaken, it was mutually agreed that although there\nare many agencies that promoted consolidation and many situations that\nhander it, some are far more crucial than others and that two would lend\nthemselves to the present service of consolidation and might with profit\nprecede the study of others:\n\n1. The limits of the district within which consolidation can successfully\nbemade cannot be fixed arbitrarily, but depend wholly on the economic and\ngraphical situation, and the site of the consolidated school should always\nsetheeconomic center of the community, if there is one. How to determine\ntheeconomic center, how to determine the geographic center, where the two\nencide, etc., would be a profitable study.\n\n2. Conditions that hinder consolidation-what are they ? How overcome\nem\n?\n\n"}
{"page": 321, "printed_page": null, "text": "296\n\nNATIONAL EDUCATION ASSOCIATION\n\nSome of these conditions are : ( a) Difficulties of transportation; (b) poor\nlegislation; ( c) lack of initiative on part of county superintendent; (d) lack\nof information on part of people and teachers as to merits of consolidation ;\n(e) lack of administrative and social qualities on part of principal; and\n(f) inefficient teachers.\nHeading the list of Conditions that Hinder Consolidation we find Diffi-\n\nculties of Transportation, and as the sub-committee was not informed of\nany special study of transportation that had been made relative to consolidation, it was decided to take as the next piece of work, and investigation of\nTransportation. Introductory to this, the sub-committee developed the following questionnaire, which was sent out by the chairman and the returns\ntabulated and compiled by Mr. Muerman.\nQUESTIONNAIRE ON TRANSPORTATION\n\n1. To what extent has free transportation of rural school pupils influenced\nthe building of better roads and vice versa ?\n2. What is the minimum distance children are conveyed one way ?\n3. What is the maximum distance children are conveyed one way ?\n4. What is the average distance children are conveyed one way ?\n5. What is the maximum time any child in en route one way ?\n6. What is the relative cost of transportation according to types of con-\n\nveyances used ? (a) School wagon; ( b) motor bus or truck; (c) trolley ;\n(d) railroad; and (e) other methods.\n7. Indicate types of conveyances used and number of each type.\n8. What is the relative cost of transportation according to methods of\noperation ? ( a) Operated by owner ; ( b) owned by school and driver paid a\nsalary ; and ( c) private contract.\n9. Number of partly school-owned conveyances.\n10. Send copy of contract with driver.\n11. How are drivers selected, and on what basis is their fitness determined?\n\n12. How is their efficiency as drivers checked up ?\n13. What is the most common type of transportation for the consolidated\nschools in the open country ?\n\n14. What is the most common type of transportation for the consolidated\nschools in the village?\n15. Other types of rural schools with free transportation. Most common\ntype of transportation in the State.\n\n16. In 1920-21 .\n\n( a) Number of rural pupils in State transported at\n\npublic expenses; (b) total cost for transportation; ( c) average monthly\nsalary of drivers-maximum-minimum; ( d) total number of school-owned\nconveyances ; (e) total number of private conveyances ; ( f) average time of\ndrivers to make route.\n\nThe returns from this questionnaire together with such material as was\navailable in the U. S. Bureau of Education were compiled by Mr. Muerman\nand published by the U. S. Bureau of Education April, 1922, in Rural\nSchool Leaflet No. 2, under the caption of Transportation of Pupils at\nPublic Expense.\n\n"}
{"page": 322, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n297\n\nBecause of the limited space the content of this leaflet is not inserted here\n\nbatcopies can be procured from the U. S. Bureau of Education.\nNotable achievements in consolidation-A request for notable achieve-\n\nments in consolidation was sent a few months ago to nine States, representatives of different sections of the county and today four have responded as\ntollows:\nlowa-The most notable event in connection with consolidation in Iowa\n\nhas been the building of many splendid buildings of fire-proof construction,\nwith gymnasium, auditorium and laboratories for manual training, domestic\nscience, and agriculture.\n\nFig. 4-Brown's Mill, Antrim Township, Franklin County , Pennsylvania.\n\nIndiana-As far as the progress made in school consolidation in Indiana is\noncerned the rapid growth of the high school spirit is one of the outstanding\neatures.\n\nAnother feature in the growth of these high schools in Indiana, is the\nsix-year \" high school. Many communities have found it much to their\nadvantage to organize the 7th and 8th grades and the senior high school\ntogether. The idea has grown among patrons that the rural children are\nratitled to as good schools as are maintained for boys and girls in the cities.\nSupervised 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.\n\nMississippi-It is difficult to state the outstanding achievements within the\nLastyear or so because the progress made in consolidation is within itself an\n\n"}
{"page": 323, "printed_page": null, "text": "298\n\nNATIONAL EDUCATION ASSOCIATION\n\nachievement to be proud of. Along with this there are a great number of\nteachers' homes. The fact that it is possible to furnish plans and specifications for school houses has been a wonderful help in improving the type of\nthese buildings.\nMassachusetts-The abolition of the district system was, of course, absolutely essential before any widespread consolidation program could be\ncarried out. This was accomplished through the stimulus of Horace Mann\nwho recognized in the district system one of the greatest barriers to educational progress. 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 the\nActs of 1870, which permitted any town to re-establish school districts by\na two thirds vote. Twelve years later, 1882, the district control of the\nschools finally terminated. This 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. In 1838 when Horace Mann\nmade his famous report on school houses, there were approximately 3000\nschool buildings in Massachusetts. Nearly all of these were of the one-room\ndistrict type. In spite of the tremendous growth of population since that\ntime, we now have fewer school buildings in the state than in the days of\nHorace Mann ; and the number of one-teacher schools has been reduced from\nnearly 3000 to 768 ; more than 97 per cent of our pupils are attending\nschools of two or more rooms.\n\nConclusions and recommendations-The purpose of consolidation is to aid\nas far as possible in establishing optimum conditions for the education of\nchildren in rural communities.\n\nConsolidation makes this contribution by enlarging the amount of taxable\narea, thereby increasing funds for plant, equipment, and salaries of teachers;\nby bringing together larger numbers of students and faculty, thus creating a\nreal social life, among them and by affording the community a social center\nin which a coöperative school spirit is fostered, which reacts to the good of\nrural education and rural life.\n\nBut such results are dependent on the conditions under which consolidation\nis made. As to\n\n( 1 ) Methods of bringing about consolidation. These have been dealt\nwith in an earlier section of this report. When consolidation was in its first\nstages of development it was probably necessary to consolidate in many\ninstances in the fact of large opposition. The movement was new and only\neducational prophets could visualize the outcome. But now, when outstanding achievements in rural education through the benefits of consolidation are so numerous and widely distributed in the country, effective consolidation undoubtedly results, where the patrons give intelligent support to\nthe movement, and the growing tendency is to delay consolidation until such\nsupport is assured.\n\n"}
{"page": 324, "printed_page": null, "text": "299\n\nREPORTS OF COMMITTEES\n\n(2) Selection of site. Locality and quality are the watch words. The\nsite should be on amain road as near the center of the district as possible.\nIfthere is a well-defined economic center which contains the church, store,\n\npost office, etc., this location should be considered, provided it is within the\nlimits of the new consolidated district, within easy access of all patrons of\nthenew district, and on a well-travelled road.\nLandthat is in a desirable part of the district that isgood in itself, and will\nsubmit easily to modifications, for attractiveness should be sought. It should\nbe level, well-drained and well-fenced or otherwise protected. There should\nbe attractive walks that are always kept clean. The area will vary from\nthree to ten acres, in accordance with enrolment of school. For a three-room\nconsolidated school the minimum should be from three to five acres and in\n\nasix-room school, or larger, ten acres. A garden plot and a good athletic\nfieldare needed.\n\"\n\nProvision should be made for a good track and a Straight-a\n-way \" for\nthe dashes. The track should be of cinders of sand so that it is in good conStion at all times for use .\n\n(3) Plant and equipment. In order that a school may be adapted for\nnstruction in the broadened curriculum that characterizes the modern con-\n\nception of education, there must be ample facilities not only for class-room\nand laboratory work, but for agriculture, industrial training, and home\nconomics, with equipment duplicating as closely as possible the farm, shop,\nandhome conditions under which these activities are normally conducted.\nProvision for music, art, and visual instruction is needed.\n\nHealth instruction, a large factor in any educational system today, calls\nfor recreational facilities by way of gymnasium and apparatus for outdoor\nsports.\n\nTo give the largest social life to the school and enable it to serve as a\ncommunity center, one of its very important functions, there must be a good\nauditorium, well-lighted, heated, ventilated, and equipped for such entertainments and other legitimate uses as the school and community may seek.\nA library with good supplementary and reference books, periodicals,\nbulletins, etc., is essential, with conveniences for getting them into the hands\naf\nthepupils.\n\nItgoes without saying that the teacher is the main factor in school success\nand one great advantage of the consolidated school is that of inviting capable\neachers because of improved conditions in and about the school and larger\n\nsalaries. Good living conditions have a wonderful influence in attracting\nrachers to a given locality and therefore, in every consolidated district it\n\nwouldbe well to provide a teacher's home. It will be noted in the body of\nis report that at least one State regards the teacher's home as a notable\nachievement of consolidation, and many States are considering this an essential adjunct to the school plant.\n\nAgoodwarm garage or sheds for transportation vehicles is needed.\n\n"}
{"page": 325, "printed_page": null, "text": "300\n\nNATIONAL EDUCATION ASSOCIATION\n\nAll of this means that foresight on the part of school boards, trustees, and\n\narchitects is necessary in planning buildings for consolidated school districts\nto provide all the educational benefits possible to be derived from such a\ngrouping.\n\nSafe buildings, properly wired for lighting, and for the use of slides and\nfilms, good fire protection, and such material conditions in all respects as\nmean health and satisfaction must be in the minds of those responsible for the\nlocation and construction of consolidated school buildings.\n(4) Teachers. Reference has been made to the importance of the teacher\nin the consolidated school, as in all educational organizations.\nAside from scholarship and training that are commonly accepted qualifications, the teacher in the consolidated school may well be a social worker\nwith preferably some special training in that line.\nThe principal or superintendent of a consolidated school must be a man or\nwoman of not only broad education and training but a capable executive.\nThe problem is a complex one. Ability to be a \" good mixer \" and a leader\nis needed. The principal or superintendent serves the community in many\nlines and his judgment is sought and accepted upon points which the superin-\n\ntendent of the city schools can turn over to one of several different social\norganizations, ready and competent to render helpful opinions and judgment.\n(5) General. In any election called for the purpose of deciding whether\na district should be consolidated with another, any methods that would permit a small but persistent minority to offset the will of a majority should be\navoided. A majority of votes cast should decide the question and these votes\nshould be counted that when three or more districts wish to consolidate,\n\nthe adverse vote of one district would not prevent the others from forming\nthe consolidation.\n\nLegislation should be enacted that would give the proper school officials\npower to survey local school conditions and determine whether consolidation\nis profitable or not. District lines should not be considered fixed forever.\nThey should be flexible.\n\nConsolidations where the valuation is not sufficient to pay good salaries\nto instructors and provide efficient transportation to pupils of abandoned\ndistricts are not recommended.\n\nConsolidated schools are not cheaper schools-but they are, without doubt,\nbetter and much more effective schools when good and secure transportation\nis provided.\n\nBibliography-A number of important publications on rural-school consolidation has appeared since 1910, the banner years for these publications\napparently being those of 1911 , 1913, 1917, and 1919. Because of limited\nspace, no list of bibliography on consolidation is included here, but a recent\n\nlist of bibliography on consolidation of rural schools has been compiled by\nthe U. S. Bureau of Education, copies of which can be secured on request.\n\n"}
{"page": 326, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n301\n\nProfessor Neale, of the Stevens Point, Wisconsin, State Normal School,\nmakes the following contribution to Consolidation :\nPROPOSED PLAN OF CONSOLIDATION AND SCHOOL REDISTRICTING\n\nΠ\n\n1. The redistricting of the several counties of the State by the County\n\nSchool Board or County Board of Education and the County Superintendent.\n\n2. Such districts so far as possible shall be of standard size of about 24\nsquare miles. When advisable this area may be increased or diminished.\n3. Itis theduty of this committee to plat and establish school house sites\nandboundary lines of proposed consolidated districts within the county.\n4. When this work has been completed a date is set by the committee\nfor ahearing at the county seat where any school elector may file objections\ntothe plan recommended, after which the committee may make any changes\nnits map deemed advisable.\n\n5. Twenty per cent of the electors of the proposed consolidated district\nmay within 40 days file a written protest and appeal to the State Superintendent, who shall hold a hearing after a due notice of two weeks is given ,\nat the office of the County Superintendent.\nD. The approval of the State Superintendent is necessary or he may order\narearrangement.\n\n7. When twenty per cent of the electors of the plotted consolidated\ndistrict petition the County Board of Education, an election shall be held\nwhose purpose shall be to determine the establishment of the consolidated\ndistrict. Consolidation will follow upon the affirmative action of a majority\ncttheelectors voting on the question.\nDEFECTS OF PRESENT CONSOLIDATION LAWS\n\n1. They fail to make proper distribution of territory in a county.\n2. They require a majority vote of each district. Failure of majority vote\n'\nnany district defeats consolidation.\n\n3. They fail to include all territory in any county in proposed consolidated\ndistricts.\n\n4. They propose no effective plan or initiative in consolidation.\n5. They include no intelligent plan of arousing the people to the need of\nconsolidation.\nSUGGESTED CONSOLIDATION SCHOOL STANDARDS\n\n1. Viewed from the standpoint of the country children, it is desirable that\nthe school be located in the open country.\n\n2. A definite reorganization of the curriculum should be brought about\ntomeet the specific needs of country life.\n3. College and normal school entrance requirements should be generally\nalberedto the end that graduates from such a reorganized course could enter\n\nwandard institutions of higher learning.\n\n"}
{"page": 327, "printed_page": null, "text": "302\n\nNATIONAL EDUCATION ASSOCIATION\n\n4. A more or less complete series of new texts, adapted to the specific\nneeds of rural life, is urgently needed.\n5. The school should consciously and earnestly seek to inculcate a respect\nfor farming and a love for country life.\n6. Agriculture of a genuinely vocational character should be taught.\n7. Project work should be encouraged.\n8. Courses in farm shop work and farm machinery are to be preferred to\ngeneral manual training.\n9. Instruction should be given in the social and economic phases of farm\nlife, such as coöperation, marketing, etc.\n10. Boys' and girls' club work should be actively promoted.\n11. Home economics, properly adapted to the needs and conditions of\nrural home life, should be taught to all girls.\n12. Farmers' short courses, institutes, demonstrations, etc., should be\nbrought into the school as a regular part of its work.\n13. The school should have as one of its chief aims the making of the social\n\nlife of the young people satisfying and attractive and to this end should\nbecome a genuine community center.\n\n14. A varied program of school activities, including athletics, literary\nclubs, musical organizations, etc., should be carried on.\n\n15. The school should provide the widest possible variety of purely social\nand recreational activities for the young people.\n16. Community gatherings for all should be promoted.\n17. The school should coöperate closely with a community church.\n\n18. The school should exert its utmost endeavor to put farming on a\nmore profitable basis as a necessary condition to contentment on the part of\nthe young people.\n\n19. To the same end, the school should encourage actively the installation\nof new comforts and conveniences in the home.\n\n20. The school should encourage parents in making their children actual\npartners in their farming business.\n\n21. The principal should be a person in genuine sympathy with country\nlife, trained in agriculture, and country-reared.\n22. It is desirable that he set an example of interest in agriculture by\nengaging in such phases of it as he is able, such as the raising of poultry,\nsmall fruit, etc.\n\n23. The teachers should be interested in country life, in full sympathy\nwith it, and preferably country-reared.\n24. Teacherages should be provided.\n\n25. State and National aid should be given in substantial amounts to\nconsolidated schools meeting some such standards as the foregoing.\n\n"}
{"page": 328, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n303\n\nTHE RURAL SCHOOL curriculum\n\nHAROLD W. FOGHT, PRESIDENT, NORTHERN STATE TEACHERS' COLLEGE\nABERDEEN , SOUTH DAKOTA\n\nIntroduction-Your sub-committee finds that in the past both our teaching and our educational system in rural communities have been, to a large\nextent, city school systems moved out to the open country-systems which\n\nhave poorly answered the needs of our agricultural population ; and which,\nnall probability, have tended to wean the rural-minded people away from\nthe land, and have drawn them instead into the activities of the organized\nindustrial cities. By this we do not mean that agricultural people can get\nalong with less education than can people who live in towns and cities, nor\nshould their education differ much from the education of the latter, so far\nasthe so-called fundamental and cultural elements are concerned.\n\nThe\n\nchefdifference should lie in the practical application of school studies to\nenvironment and life occupation more than to anything else.\nItiswell to be clear on this point that the new type of education ought\nErstofall to be more broadly cultural than it has been. Without question,\ntheAmerican farmer is suffering as much today from the lack of being\nbroadly read, and from the want of knowledge of the best of literature,\nhustory, and social science, as he is from want of technical and practical\npreparation for his life work. Education for rural America of today should\nprepare men and women for wholesome, attractive, and remunerative life\n\npon the land. However, this education should not be so narrowly organiredas to exclude our best young people from entrance to other occupations\nandprofessions.\n\nThis investigation is limited to a study of the rural school curriculum.\n\nThecommittee has based its survey on the following fundamentals in curcula building :\n\n1. That the rural schools of our country should teach what a modern\nicultural population ought to know in order to get the greatest good of\nte\n.\n\n2. That the schools should provide the kind of instruction required to\nkeep rural people in enjoyment of good health and sanitary surroundings.\n\n3. That the schools should prepare rural people to earn remunerative\nFrings from the land.\n\n4.That the schools should direct rural people to become useful, responable members of the community and State.\n5.That the schools should inspire rural people to devote their margin\nofwealth and well-earned leisure to ethical and æsthetical pursuits in the\nuntry for self-improvement and the upbuilding of the community.\n\nOnthese fundamentals the curriculum of study for one-teacher and condated schools should be formulated.\n\nWhat is meant by this modern conception of education-The course of\ndy thus formulated has two phases or stages. In the first place, it calls\nfor agood mastery of the ordinary tools of education. It must teach rural\npeoplehow to read fluently and write a legible hand, how to express them\n\n"}
{"page": 329, "printed_page": null, "text": "304\n\nNATIONAL EDUCATION ASSOCIATION\n\nselves in good English, how to figure correctly and make the simple calculations that fall within the realm of ordinary usage. These are the beginnings of rural education-the open sesame to the precious and essential\nthings of a full, rich, agricultural life.\nThe second phase in the education of a rural people must harmonize their\ndaily lives with the nature environment in which they dwell and labor, so\nthat they will love it and understand its wonders and mysteries. It must\nmake them broad enough to know and care about the great physical and social\nworld lying beyond their own precincts. This second step will tend to\nmake rural people independent thinkers and leaders and enable them to\ntake their place side by side with the urban population in directing, controlling, dictating the affairs of the Nation.\nPlans followed in this study-This course of study for rural schools is\nbased on the following :\n\n1. A thorough elimination of everything that does not seem to meet the\ntest of present useful purpose.\n\n2. The introduction of such materials as are adapted to help rural people\n\nto attain happy, healthful, and remunerative life conditions.\n3. The re-direction of whatever has been retained in the curriculum after\nthe first eliminations, to give it more direct application and utility.\nElimination in the common branches-The limited space allotted to this\nstudy forbids a detailed rejection or elimination of the worn-out subject\nmatter. The details should be worked out by the teacher. The test of useful\n\npurpose must invariably be applied. In arithmetic, for example, tables ot\nweights and measures belonging to the special trades and professions, complicated problems in percentage, partnership, exchange, and the like cannot\npass the test of present usefulness in rural education, and should accordingly\nbe eliminated. In English, for the same reason, the children will no longer\nbe obliged to struggle with interjections, appositives, conjunctive adverbs ,\nformal parsing, and diagramming. In physiology we will omit the old\nanatomical catalog of bones, muscles, and parts of the alimentary canal,\nbetter suited for embryonic medical students. Similar eliminations will occur\nin spelling, geography, history, civics, etc.\nRe-direction of the old subjects in relation to the pupils' activities-The\nfundamentals of the \" common branches \" are not disturbed. The stress is\n\nplaced on local application to bring the problem within the experience of the\n\nchildren's daily activities. In the arithmetic classes, for example, it would\nquicken a pupil's interest and add to his practical knowledge and efficiency\nto send him with pencil, pad, and three-foot rule into the school yard to\n\ncalculate the cost of erecting a hog-tight fence around the premises, using\ndefinitely specified materials, or to give him problems in growing farm crops,\n\ndairy problems, and poultry problems. Nature environment and practical\nfarm activities can furnish him materials and themes without number for\n\nhis reading and composition classes. Even the spelling words can be gleaned\nfrom the experiences of daily life. Similarly, in his geography classes he\nwill learn to spend less time on the location of Timbuktu and Pernambuco,\n\n"}
{"page": 330, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n305\n\nBankok and Teheran, and more to the study of land and water forms of the\nmunity, the farm as an industrial center and its commercial relations to\n\n\"e larger community, and other equally suggestive topics. The field of\ncaptation is wonderfully large even in these old formal subjects.\nThe industrial arts definitely included in the rural curriculum-The\nww rural program included the industrial arts-agriculture, manual train. and home economics. Of these agriculture as meant here is really\nermentary science combined with practical agriculture, or nature study agricutare.\nManual training in this sense comprises all useful handwork for\ns and girls, aside from what is included in the term of home economics.\nThe latter embraces what is generally known as domestic science and\nmestic art.\n\nIn the United States about 75 per cent of the Nation's wealth comes\natof the land in one form or another. The farmers are the great wealth\nproducers, although not the greatest wealth keepers; for under the present\nem of agricultural organization, the farmers are able to keep only a small\nportion of this wealth for themselves. The schools must teach new things\n\nalone in agricultural production acre for acre, but must be of real assisance in preparing the products for the markets and in their ultimate marketAgriculture in our rural schools must not be taken up as a concession\ntarmers and farming. As a matter of fact, in our rural sections, it should\nzys have been part of the school curriculum. We must be careful not\nlimit the teaching of agriculture to textbooks and manuals. It must be\naught in the great laboratory of the outdoors. The school ground, includag experiment plot and garden must be used. Then there are orchards and\n-mfields and meadows which can be used ; and corn and cereals, barnyard\n's, and other animals which can be brought to school and studied. Then\n\"reis seedcorn tobe tested and trees to be budded and grafted, etc.\nThe curriculum of the one-teacher school-Probably 210,000 schools of\ndesingle teacher type can still be found in rural communities, the only means\n:education open to amajority of rural children. It is now accepted as good\nrational policy to reorganize all these schools to answer the needs of the\n\nera in agricultural life. Many of the small schools can never be made\nlarge centralized schools for topographical reasons. If, on the other\nand these natural obstacles do not exist and the only drawbacks are\nwrenched in old traditions and the failure of the people to understand\n\n-den educational needs then it would seem the teacher's duty to chamarn the centralization movement, rationally and energetically. However,\nwhere consolidation is not now feasible, it is quite possible to reorganize\none-room pioneer school as a modern one-teacher school. The difference\n\n=the two lies in a re-vitalization brought about by a new community-serving\nwacher, who is fully abreast of modern methods of teaching, of modern\norganization of the course of study, etc.\nThe one-teacher school curriculum based on a three-year experiment-\n\n1 ecarriculum and daily program for the one-teacher school is based on a\nfree-wear study carried on under the direction of the sub-committee by the\nRural Department of the Northern State Teachers' College at Aberdeen,\n\n"}
{"page": 331, "printed_page": null, "text": "306\n\nNATIONAL EDUCATION ASSOCIATION\n\nSouth Dakota. Credit for this work is largely due Mr. L. B. Sipple, head of\nthe department, Miss Alice Florer, Miss Margaret Briscoe, Miss Lauretta\nLawless, and other members of the department.\nThe experiment is twofold. The first problem is to make of the pupils\n\na homogeneous group-to develop a unified, wholesome atmosphere. This\nmay be accomplished through a well-planned system of supervised play\nand pupil participation in school affairs and through the agency of a Young\n\nCitizens League. Team work, school pride, responsibility, respect for schoolmates, self control will slowly but surely be developed. This Homogeneity\nmay be further increased by the coöperation of the parents through the Community Club. No opportunity should be missed to have the children entertaintheir parents or visitors with regular school activities or special programs;\nnor to have them act as hosts to other nearby rural schools. The first step,\nthen, is to get the children into the right attitude towards each other, their\nwork and their part in it.\nThe second problem set is to reduce the total number of class periods to\n\na reasonable number for one teacher to handle in a day. This may be\naccomplished through grouping of the pupils, through combination and cor-\n\nrelation of subject matter, and through the elimination of useless material.\nInstead of the regulation eight grades, the school in question is divided into\n\nthree groups. Group I corresponds to what was formerly the Ist, 2d and\n3d grades. Group II corresponds to the 4th, 5th and 6th grades, and\nGroup III corresponds to the 7th and 8th grades.\nIn this scheme the subjects are combined and correlated so that fewer\nclasses are necessary than under the old organization.\nIn Group I, reading and language are combined; nature study and oral\ngeography are combined. Spelling and phonics are correlated with all subjects. Arithmetic is correlated with other subjects where opportunity offers,\nand in addition, a regular course in arithmetic is given to all but beginners.\nIn Group II, history, geography, reading, and language are combined, also\nreading, language and hygiene. Spelling and writing are correlated with all\nsubjects. Arithmetic is correlated with other subjects wherever possible,\nbut a regular course in arithmetic is given.\n\nIn Group III, history, geography, and civics have been organized into a\nsocial science course. That subject predominates or is emphasized most on\nwhich the real problem of the class centers. In Group III , also English\nand bookkeeping are correlated with arithmetic, such as the writing of\nbusiness letters, checks, drafts, receipts, bills and farm accounting. Silent\nreading permeates every subject. Language is correlated intimately with the\nsocial science course and the courses in hygiene and industrial work.\nEach group works separately in music. Groups II and III unite in a\nspelling bee \" every Tuesday in the place of opening exercises. These\n\"\n\ngroups have two weekly class periods of forty minutes each in industrial\nwork, the girls having cooking or sewing and the boys manual training.\nBy means of this scheme the number of classes each day has been reduced\nto eighteen. It should be emphasized that this is not final. The pupils\n\n"}
{"page": 332, "printed_page": null, "text": "307\n\nREPORTS OF COMMITTEES\n\nare classified partly by the use of mental tests, physical examination, and\nsubjects tests.\nDAILY SCHEDULE\n\nIntermediate or\nGroup II\n\nPrimary or\nGroup I\n\nTime\n\nNo.\n\n4\n\n10 15\n\nBeginners (2)\n2d, 3d, 4th\nStudy and recite\n\nStudy and recite\n\nReading ( 2)\nand English\nStudy and recite\n\n10.15\n1030\n\nOut-doors plays and\ngames or seat-work ( 3 )\n\nMusic\n\nMusic\n\nRecess\n\nRecess\n\nRecess\n\nWord study\nSpelling\nStudy and recite\n\nStudy\n\nArithmetic\n\nFarm accounts\n\n9:15\nto\n\n10\n:30-10:45\n10:45\n\nMusic\n\nto\n\nConstruction work\n\n71:15\n\ncorrelated with\n\nregular lessons\n11:15 to\n1\n\nGroup III\n\nOpening exercises ( 1 )\n\n9\n:00-9: 15\n\n1200\n\nReading ( 2)\nWord study\n\nI\n\nArithmetic\n\nNumbers\n\nHygiene (4)\n\n2\n\n3\n\nHOT LUNCH AND SUPERVISED PLAY FOR ALL GRADES\n\n1\n\n1: 00-1: 15\n115\nto\n\n2.15\n\nStory period-Opening exercises-Current events\nBeginners phonics and\nword study, 2d and 3d\nOral history, geography,\nlanguage, nature study\n\n2.45\n\nGames and stories in lan-\n\nfo\n\nguage, geography, history\nnature study\n\n20 to\n4.00\n\nSocial science\n\nWriting or\ndrawing\n\n2\n:15-2:30\n\n3:20\n\nSocial\n\nscience ( 5)\n\nHygiene ( 4)\n\nStudy period or\nindustrial work ( 6)\n\n4\n\nI\n\nStudy\n\n2\n\nReviews or\n\nindustrial work\n\nI\n\nNOTES ON DAILY SCHEDULE\n\nThe Young Citizens League has several general meetings during the\nSear from 3:20 to 4:00 P. M.; standing committees of children are appointed who report as often as necessary.\n\nAll recitations are seasoned \" with \" citizenship,\" especially the social\nscience courses. Each group has developed a creed for good citizenship which\n\"\n\ntheythoroughly believe in. These creeds appear in all History booklets.\nItshould be emphasized that the entire schedule is flexible. The correlationis flexible, subject to change as the situation demands. Even the time\nAllotment is flexible. Thus, the total number of recitations may vary from\n18 to 21.\n\n(1) Opening exercises consist of reports by teachers and pupils on famous\nPictures or poems, lives of great men and women, industries, inventions, etc.\n\n"}
{"page": 333, "printed_page": null, "text": "308\n\nNATIONAL EDUCATION ASSOCIATION\n\n(2) Not more than four reading classes which are grouped according to\nthe ability of the pupils. The plan may be as follows: Beginners; 2d and\n3d grades; 4th, 5th, 6th, grades; and 7th and 8th grades, or beginners, 2d\ngrade; 3d, 4th, 5th, grades; 6th, 7th, 8th grades.\n(3) Primary plays and games may be directed by older pupils who have\nlearned them under the direction of the teacher.\n\n(4) Primary hygiene according to course, with practical applications\neach day. Intermediate hygiene including practical applications in every\nday life.\n\n(5) Social science in intermediate grades consists of history, language,\ngeography by means of text, pictures, poster and booklet making, letter\n\nwriting, etc. Each pupil in class writes to commercial clubs, R. R. officials,\netc., for material on South Dakota history as outlined in Course of Study.\nEach pupil in class makes illustrated booklets setting forth the resources,\nindustries, and beauty spots of South Dakota.\nSocial science in grammar grades consists of history, geography, civics,\ncombined. Texts, reference books, pictures, maps, charts, drawings, stories,\netc. , used.\n\n(6) Industrial work consists of construction work, sand table, clay\n\nmodeling, etc. , in the primary grades, manual training for boys in the\nintermediate and grammar grades, cooking and sewing for the girls of the\nintermediate and grammar grades.\n\nCurricula for consolidated and rural high schools should be organized\nin accordance with the above principles.\n\nRURAL TEACHER TRAINING AND DEMONSTRATION\nSCHOOLS\nJOHN F. SIMS , PRESIDENT, STATE NORMAL SCHOOL\nSTEVENS POINT, WISCONSIN\n\nI. CONCLUSIONS BASED ON QUESTIONNAIRE\n\nThe following conclusions on rural education are based largely on questionnaires sent out to every superintendent of public instruction :\nFirst, the rural communities do not realize the condition of the rural\nschools, hence a campaign must be undertaken to arouse a local demand for\nbetter educational facilities. Without such a local demand, little permanent\nprogress can be accomplished. This local interest should be organized in the\ndirection of securing competent teachers, and of arousing local people to the\npoint of realization that such teachers are professional people, with a career\nto make and a life to live. It is idle to expect missionaries to do the work :\nthere are not enough to go around. Rural communities should demand\nrural teachers, not those who are left after the towns have taken their choice.\n\nThe State Department of Education, and the National Bureau must work\ntogether to create these demands,\n\n"}
{"page": 334, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n309\n\nSecond, many rural communities cannot meet the expense of the schools\nthey need. Therefore, State and National funds must be made available.\nThe localities which need the best efforts of leaders in the rural school line\n\notwork, are the ones which can afford the smallest outlay, and consequently\ngetthepoorest service. Outside help must come to such places.\nThird, the one-room school is inadequate to the demands of a twentieth\ncentury education, therefore consolidation, a dynamic movement-the most\nhighly consequential movement now under way, looking toward the creation\not better educational facilities-twelve full years of schooling at home\nshould be fostered wherever possible.\n\nFourth, to get the people needed, special facilities must be created to train\nrural teachers. Such facilities do not now exist except in few instances .\n\nAconsiderable percentage of rural teachers has had no training at all.\nOnly a small percentage has had adequate academic training.\nAsmaller percentage has had any professional training. Very few have\nhad any special training to fit them for rural teaching.\nFifth, young people will not prepare for this work as long as the wages\npaidare less than those of a housemaid in the large cities. The rural schools\nwill never get more than they are willing to pay for. Better wages and a\nmore attractive life must lie at the bottom of any wide improvement.\nThe problem in rural education is essentially different from that confronting the city superintendent-however small the city may be. He is an\ninspector seeing the details frequently enough to be an aid as a fact; to read-\n\njustoftenenough to steer clear of wrong habits and to use wisely emulation,\ncompetition, and ideals-creating elbow-touching enthusiasm for right spirit,\nwhichmakes for right thinking and right behavior-the two most important\nfunctions anyone of us is called upon to perform.\nII. NATURE OF TEACHER'S DUTIES\n\nThe teacher's duties are of a complex nature, and can be satisfactorily per-\n\nformed only when they have been thoroughly mastered. Character is the\nend for which we strive-the power to do what ought to be done and done\nwell atthe proper time, as well as the power to resist temptation to do wrong.\nAppreciatewith all the power of your mind and heart, the mother's hopes for\nher child, and realize the functions of the public school. As the mother is\nthe soul of the home, so the teacher is the soul of the school. This end is\nnot achieved through any occult virtue in the subjects taught, but through\nproper instruction. The first essential of good teaching is to realize that\ninstruction is to aid in the physical, mental, and moral growth of the child,\nandnext to understand that this growth comes only through the activity of\nthebody, mind, and conscience of the child. The potentiality for development is inthe child, not in the curriculum, and it is by cultivating his powers\nthat he reaches a high status of development.\nYet is the course in rural schools of highest importance in that we have\npurpose and means in close proximity if we are to cultivate the child for his\n\n"}
{"page": 335, "printed_page": null, "text": "310\n\nNATIONAL EDUCATION ASSOCIATION\n\nown needs, contributing to his own personal good, and giving him the training whereby he may act intelligently on public matters, thereby measuring\nup to the duties of citizenship and as of a membership in the social order.\nIII . ESSENTIALS OF COURSE OF STUDY\n\nManifestly we must give the child an insight into the world about him and\nskill in using the tools of the civilization into which he is born, as well as\nthe ideals and discipline to improve that civilization. The following must\n\nbe stressed : ( 1 ) The three R's with health habits, history, geography, business essentials, literature, and nature.\n\n(2) Some skill in the lines of prac-\n\ntical numerical calculations, music, physical training, thrift or personal\neconomics, agriculture, farm mechanics, cooking and sewing, debating and\npublic speaking. ( 3) The appreciations of art, music, nature, social intercourse, courtesy or social amenities and education. (4) The ideals of patriotism, industry, coöperation, fair play, and achievement.\nThe course of study will cover the eight years of the elementary grades\nin the one-room school or the mere or more grades of the consolidated school,\nand hopefully the twelve grades of the rural high school will in a very few\nyears bemultiplied and universalized. City child, or rural child, he is entitled\nto the heritage of permanently employed, well-remunerated teachers, to be\nretired on a pension when their active years of service are over.\nIV . BETTER TRAINING FOR RURAL TEACHERS AND SUPERVISORS DEMANDED\n\nThe inevitable corollary is better teacher training for the rural schools.\nSuccessful teaching in the rural schools of the Nation calls for specialized\neducation and teaching ability of the highest order on the part of those who\nare giving the training.\n\nThe problems of the city grade teacher are simple when compared with\nthose of the one-room rural teacher who must teach the many subjects of\neight grades with little or no supervision. He is thrown upon his own\nresources, often too meager, and receives no assistance except what his\nown ingenuity provides, and when it serves its purpose it is thrown aside, and\nserves no other purpose as a guide and inspiration to others.\nYet graded and high schools demand not only scholarship on the part of\ntheir teachers but evidence of professional preparation as well as proof of\nsuccessful experience in teaching. In Wisconsin, urban communities are\ndemanding not only high school education but two, three, or even four years\nof normal school education beyond. In some a college diploma is demanded.\nUp'to the present time rural teachers secure legal qualifications with but\nthree years preparation beyond the eighth grade. The disparity of preparation is evident, and States can be cited where the disparity is greater.\nSome rural schools have accomplished much-stand out as mountain peaks\nof achievement above the average. Let all rural schools do what a few have\ndone. The time is ripe for making rural teaching a distinct profession, for\nmaking the teacher a rural leader by investing him with the attributes of\nleadership.\n\n"}
{"page": 336, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n311\n\nV. AGENCIES FOR TRAINING RURAL TEACHERS AND SUPERVISORS\n\nThe present agencies for training rural teachers are colleges, normal\nschools, county training schools, and training courses in high schools. This\nNational Council of Education and the National Education Association will\n\nbe traitors to their ideals in education if they do not go on record with\n\nresolutions to which they solemnly pledge their sacred honor and influence\nto secure enactment into law, as soon as possible, the mandate that high\nschool graduation be an entrance requirement into institutions training teachers for rural schools; and in further demanding and carrying into execution\n\nthat the courses of study in such institutions include special instruction in\nagriculture, farm mechanics, farm accounting, cooking, sewing, home furnishing, sanitation, home gardening, rural sociology, public speaking, community center work, boys' and girls' club work, and other kindred subjects\nclosely related to rural life, in addition to the academic and professional\nwork essential in teaching, and lengthening the courses to two, three, and\n\neventually four years, and certified to teach only in rural schools of whatever\nclass including high schools and consolidated schools. The hope of the\ncountry for an adequate supply of well-trained rural teachers rests with the\npublicnormal schools, says President H. W. Foght, Aberdeen, South Dakota,\nformerly specialist in the Bureau of Education. W. C. Bagley, Columbia\nUniversity, sounds the same note.\n\nAn integral and vital part of the rural teacher-training institution will\nbethe rural demonstration school, located preferably in a rural community,\nin charge of expert teachers thoroughly familiar with the needs of rural\nschools. Inthese schools prospective teachers observe skillful work done in a\nrural school, and have opportunity for practice teaching under competent\nsupervision.\n\nVI. CONTENT OF COURSES FOR TEACHER AND SUPERVISORY TRAINING\nProfessional\n\nAcademic\n\nPsychology\n\nCommon branches\n\nPrinciples of teaching\n\nAgriculture\n\nMethods\nCbservation\n\nSeat work\n\nEnvironmental\n\nCommunity healthrecreation\n\nFarm mechanics\n\nProduction and marketing of\nfarm products\n\nRural school organization\n\nCookery and sewing\n\nConsumption of goods\n\nSchool management\nSchool supervision\n\nMusic and drawing\nParliamentary law\n\nCoöperation of farm with\n\nStudy of manual\n\nRural economics\n\nEducational tests and mea-\n\nRural sociology\nPicture study\nPublic speaking\nNature study\n\nsurements\n\nAppreciations\nAll calmi-\n\n{\n\nSkills\n\nnating in Social amenities\n\nLiterature\n\nPlays and games\n\nIdeals\n\nLibrary work\n\nneeded on farm\n\nother agencies\nClub work\n\n"}
{"page": 337, "printed_page": null, "text": "312\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe following detailed courses are suggestive :\nONE- YEAR RURAL SCHOOL TEACHERS' TRAINING COURSE FOR HIGH SCHOOL GRADUATES\nSecond semester\n\nFirst semester\n\nThird term\n\nSecond term\n\nFirst term\n\nGeography\nEnglish\n\nSeat work\n\nMgt. and law\n\nU. S. hist.\n\nWis. history\n\nObservation\nPrim. methods\n\nCivics\nRead. and methods\n\nHome econ. or\n\nHyg. and san.\n\nTheory and art\n\nGym.\n\nGym.\n\nFourth term\n\nRural econ. and\nSOC.\n\nman. training\nDrawing, spelling\nand penm.\nManual practice\n\nNature study\nAgriculture B\nMusic\n\nCatalog. and story\ntelling\nPractice\n\nTWO-YEAR RURAL SCHOOL TEACHERS' TRAINING COURSE FOR HIGH SCHOOL GRADUATES\nFIRST YEAR\n\nFirst semester\n\nSecond semester\n\nArithmetic\n\nArithmetic\n\nFourth term\n\nThird term\n\nSecond term\n\nFirst term\n\nGen. methods\n\nGeography\n\nPsychology\nGeog. and methods Civics\n\nGen. science I\n\nGen. science II\n\nHome econ .\n\nRural econ.\nObservation\n\nMgt. and law\n\nSchool sup.\n\nHyg. and san. I\n\nCatalog. and penm.\n\nAgriculture gen.\nSpell. and penm.\n\nAgriculture gen.\nNature study\n\nCECE\nSECOND YEAR\n\nSecond semester\n\nFirst semester\n\nThird term\n\nFirst term\n\nSecond term\n\nDrawing and ind.\n\nDrawing and ind.\n\nwork\nGrammar\n\nComposition\n\nPractice\n\nPractice\n\nManual or\n\nPractice\n\nJuv. literature\n\nLive stock\n\nwork\n\nFourth term\n\nMusic II\n\nMusic I\n\nRural sociology\n\nPicture study\n\nSEFE\n\nPrim. meth .\npractice\nRead. and methods History and meth.\nHistory\n\nWis. hist.\n\nSeat work\n\nEd. diag.\n\nTests and measurements\n\nA rural teacher finishing the above course should be given a bonus of $ 10\nor $ 15 per month.\nTWO-YEAR COURSE FOR RURAL SCHOOL SUPERVISORS\nJUNIOR YEAR\nSecond semester\n\nFirst semester\nFirst term\n\nSecond term\n\nEd. psychology\nReading meth.\n(prim.)\n\nEd. psychology\nReading meth.\n(gram.)\n\nArithmetic\n\nArithmetic\n\nJuv. literature\n\nAmerican lit.\n\nPhys. education\n\nRural recreation\n\nRural sch. mgt.\n\nRural supervision\n\nThird term\n\nCbservation\n\nFourth term\n\nPublic speaking\n\nPractice\n\nPractice\n\nGeography\n\nGeography\n\nIndustrial arts\nGrammar and\n\nFine arts, sp. and\n\ncomp.\n\npenm.\n\nGrammar and comp\n\nSENIOR YEAR\n\nand org.\n\nRural com. org .\nRural econ. and soc.\nand survey\n\nU. S. history\n\nU. S. history\n\nPub. sch. music\n\nPub. sch . music\n\nHyg. and san.\n\nTests and meas .\n\nHist. rural ed.\n\nAgriculture\nDom. sci. (hot\nlunch)\nPractice sup.\n\nManual training\nAgri. and nature\nstudy\nCivics\n\nPicture study\nPractice sup.\n\n"}
{"page": 338, "printed_page": null, "text": "LI\n\nPublic health\n\nLiterature Eng\n===\n\nArtwork\nPhys. education\n\nFOUR-YEAR\n\nCoor\n\nCITOTESE\nSCHOOL\n\nTO\n\nTE\n\nATTE\n‫ت‬\n\nPsychology\nRecent ECTOPCE\n\nGrammar :\n\nGeneral bu\nIntroductia\nElectives\n\nPhysiology\nArithmetic\n\nSecondary e\nMedieval\n\nEnglish Litera\n\nDrawing an\nwork\nAmerican\n\nJuvenile In\nSchool orga\nadministrEL Z\nGeneral c\n\n‫كة‬\n\nMusic\n\nHistory of\nEducationa en\nmeasureme\n\nPractice tracurg\n‫דה‬\n\nReading menun\n\"\n\nElectives\n\nGeneral sci\n\nExpressive reati: g\n-\n\nRemedial wota zg\nhome he\n\nStory telling\nThe short\n\nU\n\n5. homem, att\n\nvi hu\n\nSociologe\n\nParliamentas Lar\nPatic speaang\n\n‫די‬\n\n1\n\nI weeks\n\n"}
{"page": 339, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n314\n\nA three-year course for rural school supervisors, county superintendents,\ncounty training school assistants, teachers of training courses in high school,\ncan be easily organized from the two-year course for rural school supervisors ,\nand the four-year course for the training of county superintendents, county\ntraining school assistants, teachers of training courses in high school and\nrural supervisors.\nThe following suggestions on observation, practice teaching and the\nDemonstration School, by Professor O. W. Neale, of the Stevens Point,\nWisconsin, State Normal School, are of high value.\nVII . PLAN FOR OBSERVATION AND PRACTICE TEACHING\n\n1. Observation and Participation, 9 weeks.\nPractice teaching should be the most important activity of the student's\ntraining-the center around which all other work revolves. It should be\nextensive rather than intensive. A minimum of fifty minutes per day is\n\nrecommended. There should be enough differentiation to emphasize rural\nwork, which later may be adopted to the particular needs of the rural school.\n\nThe plan suggested is for a year's observation and practice teaching,\nspecialized to fit the needs of rural teachers.\n\nTaking for granted that the school year is divided into four quarters of\nnine weeks each, part of the first quarter is devoted to a systematic study\nof the \" Lesson Plan.\" Much time is spent during these nine weeks observ-\n\ning under expert supervision the work in the normal training school, and in\nthe rural demonstration school following my discussions in class of observa-\n\ntions made. This work makes a basis for a course in Principles of Teaching\nwhich follows later in the year.\n2. Participation.\n\nThe student begins with simple duties as, distribution of material, the\npreparation and care of material, dismissal of pupils, hall duty and sometimes\nassists in the grading of easy papers and the making of records. This work is\ndone in the practice school under the supervision of the critic teacher. The\n\nobject of participation at this time is to acquire habits of routine work by\nactual doing.\n\n3. Group Teaching.\nDuring the early part of the next term the student teacher will have work\nin making reports, grading recitations, supervision of playground, use of tests\nand scales, educational diagnosis and individual instruction. A grade is\ndivided into groups among different student teachers; this gives a unity to\nlesson plans and discussions which follows with critic teachers.\n\nDuring the first nine weeks of observation and participation, special\nemphasis is laid on what constitutes a drill lesson, a study lesson, aproject,\nand appreciation lesson. The majority of our students get twenty-seven\nweeks of actual teaching ; thus providing for training in lower, middle and\nupper form work.\n\n"}
{"page": 340, "printed_page": null, "text": "315\n\nREPORTS OF COMMITTEES\n\nOn the desk of each critic teacher you will find an \" Efficiency Curve \"\nfor each student teacher. This indicates the strong and weak points of his\nteaching. This enables the student teacher to eliminate his particular points\not weakness. A very careful summary is made of the results of practice\nteaching which aids the school board in the selection of a teacher. If this\n\nstudent teacher should be weak in his assignment of lessons, this may be\n\nmade known to the rural supervisor of the county where he teaches. Help\nalong this line may be given early in the year and when most needed.\nYR\n: 192.OR .....\nNO.\nNAME\n\n1\n\nGRADE\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n10\n\n100\n\nSUBJECT\nCLASS\n\nE-EXCELLENT\nG- GOOD\nVG - VERY GOOD F - FAIR\n\nPERIOD\n\n95\n\nP-POOR\n\nFL- FAILURE\n90\n12345678910\n\nENGLISH\n\n85\n\nMANNER\n\n80\n\nINITIATIVE\n\n75\n\nCOOPERATION\n\n70\n\nRESPONSIBILITY\n\n65\n\nPREPARATION\n\n60\n\nPRESENTATION\n\n55\n\nRESULTS\n\n50\n\nTRAINING IN\nCITIZENSHIP\n\nSTANDING\n\nWK$.\n\nVIII . RURAL DEMONSTRATION SCHOOLS\n\nThe State Normal School at Stevens Point has two rural schools, affiliated\nwith the Rural Department. A contract is entered into by the Normal\nSchool and said districts in which the president asks the privileges of nominating the teacher, teacher's salary to be paid by district in part and remainder\nby the Board of Normal School Regents. In order to qualify for the position\nof demonstration teacher one must have had at least two years' training\n\nabove high school with at least four years' experience, two years of which\nmust have been in a rural school. In this contract the normal school has\n\nthe privilege of sending students for observation and practice teaching.\nBoth schools are located in the open country, one five miles east and the\nether five miles north of the city-in the heart of a large Polish community.\nAt this school we have the teacherage. We have furnished the same from\nthe proceeds of plays given in different parts of the county bearing on the\nrural problems and community life.\nSo far as possible each student of the department spends one week at each\nof the demonstration schools. The student teacher conducts about one half\n\nthe classes each day under the supervision of the regular teacher. She also\n225 charge of the playground work.\n\n"}
{"page": 341, "printed_page": null, "text": "316\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhile at demonstration school the student teacher makes a complete\nreport of equipment of the school; textbooks used, library, heating plant,\ndaily program, etc. A report is made to the Director of the Department in\nwriting of what he has observed in this school as to teaching methods and\ngovernment. Our students are always delighted with the week at each school\n\nbecause of the first hand professional information they get of a real rural\nschool.\n\nA report of the work of the student teacher is made by the regular teacher.\n\nIn this report we gain information relative to the native and acquired\nefficiency of the student teacher. From this report we learn of his general\nhealth, personal habits, etc; also rating as to neatness in work, preparation\nand assignment of lessons, class management, control of voice, housekeeping\npep and tact.\nSUMMARY OF PRACTICE WORK\n\nTwo kinds are necessary :\n\nI. General-which aim to fix principles and habits fundamental to all\ngood teaching. This work is done in the regular grades of the practice and\n\ncity schools.\nII . Special or Rural-designed to meet the actual conditions and done in\n\nrural demonstration schools. Our students are taken in groups of from\n\nten to twelve to the demonstration schools and the best rural schools where\n\nthey have an opportunity to judge instruction, weigh values and observe the\nwork in general .\nIX. SCHOLARSHIPS\n\nIs 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 into\nthis field ? Scholarships of two or three hundred dollars per year offered to\nthe best fourth of a high school graduating class would improve the output\nof rural teachers and give to rural teaching the standing it sorely needs.\nGiven the proper supply rural communities will choose these competent\nteachers. During the War the S. A. T. C. was organized in the normal\nschools and colleges to meet the crisis. Is it not now the part of wisdom to\n\nfollow such a practice in meeting the educational crisis ?\nX. TEACHERAGES\n\nIf the hope of rural education lies in the multiplication of consolidated\nschools, and rural high schools, and in making executive work for twelve\n\nmonths of the year in such schools a distinct profession, manifestly should\nprovision be made for the teachers' home in districts which maintain such\nschools . When the district maintains such a home-teacherage-it forms a\n\nchannel of close association between the school and the patrons, becomes the\nbasis of more effective community center work, and makes possible the\nopportunity for efficient progressive local leadership on the part of principals\nand teachers.\n\n"}
{"page": 342, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n317\n\nXI . LEADERSHIP\n\nThe rural teacher, supervisor, or county superintendent, wielding the\n\nbaron of authority must endow himself, under guidance, with the qualities\nof leadership, for after all, it is his own struggle. He must cultivate himself\nand carry on in the spirit of Browning's optimistic hero, as one,\n44\n\n\"\n\n\"Who marched breast forward and never turned his back,\nNever doubted clouds would break,\nNever feared the right were worsted, wrong would triumph\n\nHeld we fall to rise, are baffled to fight better, sleep to wake.\"\n\nBriefly, the elements of leadership are plus health, adequate scholarship,\nclear vision, skill in execution, an open as well as optimistic mind, initiative,\nand indomitable will power, all leading to mastery of the situation. The\nleader includes the opinions of others, and extends beyond them pointing the\n\nway towhat must be done for betterment. He must be tactful, alert, aggressve and willing to lead, be imbued with courage and altruistic purpose, and\nanunconquerable desire to serve others. His responsibility is commensurate\nwith his degree of leadership and in these trying times, when Bolshevism is\nrampant this leadership is responsible for immersing the great masses of the\npeople in the spirit of a truly democratic government, making them realize\nthatitis their government, and that it is their solemn duty to understand it,\nappreciate it, and take an active part in it in order that they may preserve and\n\nperpetuate it. No field of human endeavor calls so loudly for such leader- .\nship today as the rural school .\nXII . A MATTER OF STATE AND NATIONAL CONCERN\n\nThe imperative need is for more money-more money for the salaries of\n\nrural teachers, more money for equipment, school farms, school gardens, and\nsalaries of teachers in rural teacher-training institutions; more money for\nsilaries of expert supervisors, and more money to keep highly trained teachers\nservice. Education is not a local problem for the integrity and perpetuity\nofthe State and Nation are concerned in its solution. State and Nation must\n\nmake largecontributions. Most of the States are now making such contribuons, and if the Sterling-Towner Bill is enacted, and to secure its enactment\nto law the enthusiastic coöperation of every friend of education inAmerica\nnecessary, provision will be made for the apportionment among the States\n\nuf $15,000,000. annually for the preparation of teachers, especially of\nteachers in the rural schools, and $50,000,000 annually for the equalization\nof educational opportunity.\n\nBy molding and directing the power of public opinion, by securing State\nand National approval and action in the way of greater appropriations, we\na'l be successful in the bringing of the best men and women into this great\nwork.\n\nAmerica must believe with all its heart that a true educator is\n\nminvely more important than a plutocrat or a captain of industry or a\nmanipulator.\n\n"}
{"page": 343, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n318\n\nRURAL SCHOOL ADMINISTRATION AND SUPERVISION\nN. C. MACDONALD, OHIO STATE UNIVERSITY, COLUMBUS , OHIO\n\nThis report will consist largely of a discussion of the officers of State and\ncounty superintendents of schools as related to State and county boards of\neducation. There is no rural school supervision worthy the name in many\nof the States when compared with the city school supervision.\nEvery State has a chief school officer. This officer is elected by popular\n\nvote in thirty-four States, appointed by State boards in eight, and appointed\nby the governor in six. The tendency is from the selection by popular\n\nvote and appointment by the governor to appointment by the State board.\nThe tendency is for the tenure to be longer, the salary and qualifications to\nbe higher, and the supervisory staff to be larger where the superintendents\nare appointed by the State board or by the governor.\n\nThere are forty States having general State boards of education. The\ntendency is toward a non-ex-officio, non-professional, non-salaried board of\nseven members with a six-year term. The number of State boards is on the\nincrease, four having been organized within the past two years.\nThere are thirty-nine States having the office of county superintendent of\nschools. The county superintendent in twenty-five of these States is selected\nby popular vote. In the other fourteen States he is appointed. The tendency\nis for the elected county superintendent to possess on the average less training,\nto have shorter tenure, to receive a smaller salary, and to have less field help\n\nthan where this officer is appointed. Unbelievable as it may seem, in the\nelective group the tenure is longer for those with less training. The ten-\n\ndency is from the elective system of selecting county superintendents to the\nappointive system, four States having made this change within the past two\nyears. A few States have special forms of rural school supervision, that yet\nhave to prove their effectiveness. The most hopeful form is probably found\nin Ohio.\n\nTwenty States have general county boards of education. The tendency\nis toward a non-ex-officio, non-professional, non-salaried boards of five\nmembers, with a four-year term. The number of States providing for\ncounty boards is increasing.\nThere are three principal units of supervision: The union district found\n\nin six States; the supervisory district in three States; and the county\nunit in the remaining thirty-nine States. The local unit of administration\nand supervision should be co-extensive, the county being the unit. The district system militates against efficient rural school supervision. It should be\nabolished in every State and the country unit plan with lay representation\nfor each school substituted for it.\n\nIt is very essential that the people have some voice in the administration\nof their schools. The lay representative should be elected annually for each\n\nschool by the patrons of the school. He should serve in an advisory capacity\nto the county board of education.\n\nState and county boards of education, having among other major powers\nthe power to appoint the chief State and county school officers, are to be\n\n"}
{"page": 344, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n319\n\npreferred to elected State and county superintendents ; because these boards :\n(1) Are better able to act in a legislative and judicial capacity; (2) develop\nand sustain to a larger degree the morale of superintendents and teachers ;\n\n13) have a greater influence with legislative bodies and the public generally ;\n( 4) are more representative of the people, and tend to keep the schools out\nof partisan politics; (5) are in a position to be more considerate of the\nprofessional welfare of the field and office staff; (6 ) are in a better position\n\nto formulate progressive school programs and politics; ( 7) come to their\nwork without the handicap of ill-will and suspicion on the part of many good\n\npeople; (8) do more to hasten and extend the consolidation of rural schools ;\n19 are able to secure and retain for longer periods of time better trained\nandbetter paid chief State and county school officers and to provide larger\n\nsupervising staffs; ( 10) tend to produce more efficient rural schools-the\nchief end or purpose of any system of rural school administration and supervision.\n\nOther things being equal, groups of States having all or a major part of\n\nthe six items that make up the modern State-county board plan ( State board,\nappointed State superintendent, county board, appointed county superintendent, county unit of administration and county unit of supervision) have the\n\nmost efficient school systems. This can be shown by comparing Ayres'\nState Index efficiency rating for homogeneous groups of States with their\nper cent of the items that make up the State-county board plan. For the\nforty-eight States the coefficient of correlation is very high.\nWe therefore recommend that the system of elected State and county\nsuperintendent of schools be abolished and that there be substituted for it\n\nthe system of State and county board of education with power to appoint\nthe chief school officers, that local district boards be abolished and that\npowers be taken over and exercised by a county board and that there be a\nLocal lay representative for each school.\n& FEW MAJOR OBJECTIVES FOR THE NEXT TEN YEARS TO ACHIEVE IN ORDER THAT THE\nCHILDREN OF RURAL AMERICA MAY HAVE OPPORTUNITIES FOR EDUCATION EQUIVALENT\nTO THOSE OF HER CHILDREN IN THE MOST FAVORED URBAN COMMUNITIES\n\nI. The organization of rural departments in all State normal schools, State\ncolleges anduniversities to train teachers for the rural schools and to prepare\nprincipals and superintendents for leadership and supervision in the rural\neducation field. Higher education has failed miserably in this respect.\nII. Millions have been poured into the organization and operation of new\nand untried departments but in most of these institutions little or nothing\nhas been done for the rural schools. The result is that many of the consolidated schools are functioning at a low level on account of poorly or\nmproperly trained teachers and supervisors.\nIII\n. The providing for, on the part of the State and Nation, financial aid\nfor the improvement of rural schools.\n\nThis aid to be distributed on the\n\nbasis of well-trained teachers, consolidation, high school privileges, and\naggregate-days-of-attendance.\n12\n\n"}
{"page": 345, "printed_page": null, "text": "320\n\nNATIONAL EDUCATION ASSOCIATION\n\nIV. The substituting for the district system the county unit plan, pre\nserving local autonomy by having people elect one lay representative for each\nschool.\n\nTHE COUNTY SUPERINTENDENT\nH. R. STEINER, STATE NORMAL SCHOOL, STEVENS POINT, WISCONSIN\n\nThis office prevails generally throughout the Nation, and the holder of i\nmust be regarded as one of the most important officials in the betterment o\nrural education.\n\nHe should :\n\n1. Possess high qualifications, academic and professional, covering a\nleast the following : ( a) Graduation from university, college or normal\n\nschool; (b ) at least one year of professional training; (c) at least two years\nexperience in rural schools ; (d) executive ability; (e) tact, sympathy, and\nenthusiasm; ( f) qualities of leadership, combined with a sense of humor\n(g) plus condition of health.\n\n2. Be selected by a County School Board or a County Board of Education.\n\nthe members of which are to be equitably distributed geographically and\nelected by the people.\n\n3. Have a sufficient number of assistants for supervisory work to be\nappointed by the County Board of Education from nominations made by the\n\nCounty Superintendent.\n4. Be given adequate powers of administration : ( a) Power to nominate\nteachers for the several districts to be appointed by the County Board of\n\nEducation ; ( b) power to make all arrangements governing the transporta-\n\ntion of pupils subject to the approval of the County Board of Education ,\n(c) power to insist that buildings, grounds, and equipment conform to State\n\nstandards; ( d) to ask and secure the necessary reports from teachers; ( e)\nmaintain the proper relationships with the State Department of Education\nand the United States Bureau of Education.\n\n5. Be given general power of supervision of instruction : (a) Inspect\nactual work of the teachers and rank them according to established standards;\n\n(b) improve teachers in service through teachers' meetings and teachers '\ninstitutes; ( c) direct the professional reading of his teachers; (d) organize\ncurricula to meet needs of the community; (e) provide ways and means of\ngiving the standard tests; ( f) organize and, by and with the coöperation of\nhis teachers, carry on community center work, including health and recreational activities.\n\n6. Be given adequate financial support : ( a) Adequate salary for him-\n\nself, assistants, and clerks in order to secure best type of service; (b) yearly\nallowance for transportation, postage, stationery, and other office supplies.\n\n"}
{"page": 346, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n321\n\ncertifiCATION\n\nSAM A. BAKER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nJEFFERSON CITY, MISSOURI\n\nOrder is the first law of progress. Success calls for an agreed method of\nprocedure. Impartiality is absolutely necessary in dealing with the people\na large and is reached only by a uniform course of action. To be recognized\nas one fitted to perform special duties in which the welfare of the individual\nand the state are concerned there must be in the possession of the person,\nwho renders such service, a document, setting forth the legal rights involved.\nTo obtain such a document necessitates sufficient preparation, a test of ability,\n\nand officiating authority. These are the fundamental principles of teacher\ncertification.\n\nThroughout the country certification is commonly made legally valid for\ncounty, city, or State, the official granting authority being vested in city,\ncounty, or State superintendent. In some States Boards of Education or\nschool committees are given such authority.\n\nImmorality, incompetency, or breach of contract on the part of the teacher\nis made cause for the revoking of certificates in the several States, which\nhowever must be done according to due process of law. But contracts in all\nStates maybe dissolved by mutual agreement.\nISSUANCE OF CERTIFICATES\n\n1. Certificates are issued by examination under competent authority.\n\n2. Certificates are issued to graduates of teacher-training institutions\nand to college graduates who have taken prescribed teacher-training courses.\n3. Certificates are issued, limited in time, to graduates of county training\nschools and teacher-training courses in high schools.\n\n4. Some attendance at a professional training school is a pre-requisite in\nPost States to the granting of legal qualification.\n5. Apremium is put on attendance at teacher-training institutions by the\nrenewal of certificates without examination or the granting of a higher\n* m of certificate without further examination.\n\n6. The trend inthe issuance of certificates is now towards the certification\n\nteachers by the State Department of Education on the basis of graduation\n\"Tum teacher-training institutions-a most commendable movement.\n\n"}
{"page": 347, "printed_page": null, "text": "322\n\nNATIONAL EDUCATION ASSOCIATION\n\nTESTS AND MEASUREMENTS IN RURAL SCHOOLS '\nFRED D. CRAM , TESTS AND MEASUREMENTS , EXTENSION DIVISION\nIOWA STATE TEACHERS COLLEGE, CEDAR FALLS, IOWA\n\nA. Scope of the field.\nI. Maximum survey.\n1. All rural schools in United States.\na. One- teacher schools .\nb. Consolidated schools .\n\nII. Minimum survey.\n1. Sampling of schools.\na. One one-teacher school in 100, or one to a county.\nb. All consolidated schools.\n\nB. Present conditions unsatisfactory and inadequate.\nI. From teacher's standpoint.\n1. Little or no preparation.\na. For selection of tests.\nb. For administration of tests.\n\nc. For interpretation of results.\nd. For remedial measures .\n2. Too busy.\n\n3. No funds.\n4. No sympathetic support from officers.\n5. No interest.\nII. From superintendent's or supervisor's standpoint.\n1. County superintendent usually sole supervisor-too far removed for\nclose supervision.\n\n2. No other supervision possible generally-Exceptions : New Jersey,\nOhio, etc.\n3. No preparation for the work.\n4. Often has no funds.\n5. Labors against apathy.\na. Teachers .\nb. School officers .\n\nc. Budgetary officials.\nIII. From school officer's standpoint.\n\n1. No understanding or misunderstanding of problem and procedure.\n2. No interest.\n\n3. Low funds.\nC. Recommendations .\n\nI. Courses in tests and measurements required in all teacher-training schools.\n1. Test procedure.\n\n2. Statistical interpretation and use.\n3. Remedial measures.\nII. Courses in institutes and other short courses .\n\nIII . Correspondence and credit extension for those in service.\n\nIV. Budget for examination, diagnosis, and reclassification.\nV. Educational campaign to convince general public.\nD. Legislation.\n\nI. No additional statutory authority save financial support is needed in\nmost States-certainly not in Iowa. Financial support depends a little too much on local sympathy and understanding.\nII. Recommended National Committee.\n1. Chairman for United States.\n\na. In sympathy with rural life.\nb. In sympathy with testing movement.\nc. With knowledge of both.\n1Professor Cram's excellent contribution is printed in full in Iowa State Teachers' College\nBulletin, Vol. XXIII , No. 3, Part I, published in July, 1922.\n\n"}
{"page": 348, "printed_page": null, "text": "323\n\nREPORTS OF COMMITTEES\n\n2. Vice-chairman. One to a group of 5 States, 10 in all.\n3. State directors.\n4. Numerous examiners and administrators.\na. For tests of attainment.\n\nb. For tests of intelligence.\n5. Training course.\na. For examiners .\n\nb. At State school .\n\nc. At State expense. ( Not including living expenses.)\nd. Maximum course twelve weeks for novices .\n\ne. Minimum course two weeks for experienced.\nSUMMARY OF THE COMPLETE REPORT ON TESTS AND\n\nMEASUREMENTS IN RURAL SCHOOLS\n\nThe work of this committee was done in Iowa by Fred D. Cram, Iowa\nState Teachers' College, Extension Division ; in New Hampshire by S. S.\nBrooks, District Superintendent, Winchester. Mr. Cram's report shows\n\npresent status of rural schools as measured by standardized tests. Mr.\nBrooks' shows instructional and administrative uses of tests over a term of\nyears.\n\nThe Iowa report has to do with testing Bath Township, Cerro Gordo\nCounty; Aurelia Consolidated School, Cherokee County; the rural and consolidated schools of Black Hawk County; and comparative scores from other\nplaces. Tests were made in general intelligence, reading, arithmetic, penmanship, spelling, history, geography, Iowa geography, and language.\nThe results are uniformly low in scholarship in one-teacher schools, and\nnot much better in grade schools examined. Intelligence runs about the\nsame in county as in town. Girls almost always make a better showing than\nboys. This is true of all subjects, including history and arithmetic. Danish\nchildren, in one township examined, test higher in general intelligence than\nthe other children of the district. There is no striking difference between\nchildren living in town and those living in the country, in either attainment\nor general intelligence.\nTests of teachers and prospective teachers in silent reading and general\nintelligence show these groups to be about average in performance. They\ncannot be spoken of as a \" highly selected group.\"\n\nChildren from five Iowa counties, tested by Monroe's Silent Reading\nTest, Form 2, during 1920 and 1921 , returned the following scores in rate\nofreading:\nGrade\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n24\n\n57\n\n67\n\n76\n\n95\n\n.20\n\n42\n\n68\n\n76\n76\n\n79\n\n13\n.63\n\n39\n\n65\n\n76\n\n78\n\n77\n\n98\n\n116\n\n130\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\nRural\n\n-3\n\n8\n\nII\n\n11\n\n13\n\n15\n\nGraded\nConsolidated\n\n3\n\n6\n\nII\n\n12\n\n13\n\n20\n\n17\n\n19\n\n22\n\n25\n\n3\n\n5\n\n11\n\nII\n\n13\n\n17\n\n21\n\n23\n\n21\n\nVorms\n\n.8\n\n13\n\n17\n\n18\n\n26\n\n17\n28\n\n31\n\n33\n\nRural\nGraded\nConsolidated\nNorms\n\n9\n\n10\n\nII\n\n12\n\n107\n\n71\n\n72\n\n74\n\n76\n\n90\n\n71\n\n72\n\n78\n\n72\n\n133\n\n84\n\n90\n\n98\n\n104\n\n9\n\n10\n\nandincomprehension :\nGrade\nII\n..\n\n25\n\n28\n\n12\n\n..\n\n"}
{"page": 349, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\n\nRepeatedly, the results show that, within certain limits, the younger the\nchild in a grade, the better he is scholastically, and the higher his I. Q.\nOlder pupils in grades are usually of low native capacity, in the opinion of\nteachers, and as revealed by tests.\nThe next big problem of the consolidated school is to improve instruction,\nso far as Iowa is concerned. The task up to now has been the organization\nof districts, and the development of curricula and courses of study. Teachers must be specially trained, must have the \" rural viewpoint,\" and must\nstudy their problem more carefully. Superintendents must have more time\nto supervise, and must be able to do it. Most of them at present are at\nbest \" teaching principals,\" and often are nothing more than \" head teachers.\" Occasionally, the last given title is rather flattering, when one considers the so-called superintendent's actual position in the school. Boards\nof Education must pay the salaries necessary to secure adaptable teachers,\nand must supply them with more and better equipment. The school buildings are usually excellent-new and usable. Frequently, the equipment is\nlacking; sometimes, when supplied, it is not used.\n\nReading scores at Aurelia were greatly improved by a systematic campaign to make better silent readers. The results were as follows, fractions\ndropped if less than .5. Rate is given first, comprehension last.\nGrade\n3\n\n1921\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n10\n\n67\n\n87\n\n84\n\n90\n\n107\n\n83\n\n81\n\n115\n\n86\n\n98\n\n119\n\n86\n\n86\n\n109\n\n125\n\n90\n\n100\n\n133\n106\n\n83\n\n85\n\n90\n\n96\n\n11\n\n12\n\n1922\n\n44\n\n93\n\nNorm\n\n52\n\n70\n\n98\n87\n\n12\n\n15\n\n18\n\n17\n\n21\n\n26\n\n28\n\n30\n\n35\n\n1922\n\n6\n\n15\n\n24\n\n29\n\n28\n\n23\n\n29\n\n40\n\n35\n\nNorm\n\n7\n\n13\n\n18\n18\n\n19\n\n23\n\n26\n\n23\n\n25\n\n27\n\n30\n\n1921\n\nThese figures show what consistent effort can accomplish.\nA set of suggestions for improving silent reading in the Black Hawk\nCounty rural schools brought the following results. Form I of Monroe\nwas given in the fall, Form 2 in the spring. Fractions are dropped if less\nthan.5. Rate is given first, followed by comprehension.\nGrade\n6\n\n7\n\n8\n\nFall\nNorm\n\n..26\n\n46\n\n62\n\n63\n\n67\n\n52\n\n70\n\n87\n\n90\n\n100\n\n89\n106\n\nSpring\n\n3\n\n4\n\n5\n\n...56\n\n67\n\n83\n\n89\n\n94\n\n110\n\nNorm\n\n60\n\n79\n\n94\n\n96\n\n104\n\n108\n\nFall\n\n3\n\n6\n\n12\n\n13\n\n15\n\n19\n\nNorm\n\n7\n\n13\n\n18\n\n19\n\n23\n\n26\n\nSpring\nNorm\n\n..10\n\n12\n\n15\n\n16\n\n20\n\n9\n\n15\n\n21\n\n21\n\n25\n\n20\n\n27\n\n27\n\n"}
{"page": 350, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n325\n\nThe improvement is probably due to maturation, familiarity with testing,\nfamiliarity with administration, and improvement in method.\nIdaho test results, as found by Messrs. Madsen and Harlan, show the\nrural schools of that State to be lower than the graded schools in silent\nreading.\n\nArithmetic tests show the rural schools, and to varying extent graded\nschools, are weak in fundamental operations, poor in long division, and very\nunsatisfactory in fractions of the simplest kind.\nTests given by teachers in arithmetic and silent reading bring higher\nresults than those secured by the specialist, but not greatly so. Teachers\n\nshow the greatest difference when the time is short. They seem to do better\nwhenthe time is such that a few seconds difference in time make no great\ndifference in results.\n\nOlder children in lower grades can add and subtract more rapidly and\n\nwith greater accuracy than their younger classmates, frequently ; probably\non account of the practice element. They have gone through the operations\n\nso frequently that they have picked up certain combinations regardless of the\nquality of instruction.\n\nSuch subjects as spelling and writing, which are relatively easily standardized and taught, are not handled much better than, perhaps not as well as,\n\nthe more complicated subjects. Writing scored reasonably high in Black\nHawkCounty.\n\nLocational Geography of the U. S. is well taught in some schools, poorly\nin others. Perhaps this subject varies as much as any according to teacher.\n\nDrill on placing States and Cities bring worth while improvement.\nAn improvised Iowa Geography Test revealed to the teachers the weakness\nof their pupils and the laxness of their teaching in respect to things local.\nRural pupils tested fairly well in the use of the common language forms.\nAn attempt to improve instruction in Music, following the use of the\n\nFullerton Music Test, brought definite results, in the form of improvement.\n\nNOTE-Extracts may be made from the Conclusions and Recommendations if\ndesired.\nOBJECTIVES FOR A TEN -YEAR PERIOD\n\nI. A determination of the minimum essentials of education, dictated by\nsocial betterment and not by arbitrary mandate.\nII. Shaping of the school day, the week, the term, and the year, as well\nas the development-age at which withdrawal from school could be permitted,\ntoprovide these essentials.\n\nIII. Consolidation of schools as rapidly and as fully as circumstances\nwarrant with a high-school education for all who can profit thereby.\nIV. Provision for recreation and leisure-time activities, with intelligent\ndirection thereof.\n\nV. Sufficient salaries to tempt teachers to the rural communities , good\nhousing and other living conveniences .\nAminimum salary should be worked out scientifically, on some such plan\nas the following: ( 1 ) provision for satisfactory board, clothing, and shelter ;\n\n"}
{"page": 351, "printed_page": null, "text": "326\n\nNATIONAL EDUCATION ASSOCIATION\n\n(2) provision for growth in service; (3) interest on the investment incurred\n\nin securing an education; and ( 4) provision for saving enough each year to\ncreate an estate of at least $12,000 in 25 years of service.\nThis takes no account of differences in teachers as to length of service,\n\ndevelopment, adaptability, personality, efficiency, and the like; all of which\nattributes should demand a wage. Superintendents would get additional\nsalary for managerial ability, just as any other foreman does.\nPUTTING STANDARDIZED TESTS TO PRACTICAL USE\n\nThis is a report of how standardized tests have been put to practical use\n\nin a newly organized New Hampshire Supervisory district over a period of\nthree years. We have many reports of surveys of city school systems by means\n\nof standardized tests and these reports are usually accompanied by recommendations for improving unfavorable conditions found to exist. We hear\nof many spasmodic and limited attempts to put such tests to practical use by\nprincipals and individual teachers who are awaking to the need for objective\nmeasurement of classroom work. However, so far as the writer is aware, he\nis the first superintendent to carry out a fairly complete testing program to its\nlogical conclusion, throughout an entire supervisory district and for a period\nof years.\n\nThree times a year-fall, midyear, and spring-tests in all the elementary\nschool subjects for which well-standardized tests and scales are available\nhave been given to all the elementary school children in his district above\nthe second grade. The results of these tests have been used, ( 1) for classification of pupils, ( 2) for measuring progress of pupils in their studies, (3) as a\npartial basis for promotion, (4) for motivating school work, (5) for measuring the efficiency of teachers, (6) for evaluating teaching methods, and ( 7)\nfor diagnostic purposes.\nFor the most part the tests used were as follows :\nMonroe's Silent Reading Tests.\nCourtis' Silent Reading Test.\nWoody's Arithmetic Scales.\nMonroe's Reasoning Test in Arithmetic.\nAyres' Spelling Scale.\nMonroe's Timed Sentence Spelling Tests.\nAyres' Handwriting Scale ( Gettysburg Edition) .\nThorndike's Visual Vocabulary Scales.\nHolley's Sentence Vocabulary Scale.\n\nCharters' Language Scales.\nStarch's Geography Test.\n\nHahn -Lackey Geography Scale.\nCourtis' Supervisory Tests in Geography.\nStarch's History Test.\nHarlan History Test.\n\nHahn History Scale.\nHOW THE TESTING WAS DONE\n\nMost of thework of giving and scoring the tests was done by the teachers.\nSince nearly all the teachers in the beginning were entirely unfamiliar with\n\nstandardized tests and their uses, a series of teachers' meetings was held\n\n"}
{"page": 352, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nto arouse the interest and enthusiasm of the teachers\n\n327\n\nand to train them in\n\ngiving and scoring the tests. These meetings were so successful that the\nintelligent and interested coöperation of practically all the teachers was\nsecured from the start so that the amount of carelessness and inaccuracy in\ngvingandscoring even the first batch of tests was surprisingly small.\nAfter giving the tests, correcting the papers, marking the score plainly in\nthe upper right hand corner of the front page of every test, and putting all\nthe tests of each pupil together, the teacher delivered them to the superinendent for recording the results.\nRECORDING RESULTS OF TESTS\n\nThe results of the tests for each testing period are recorded on specially\ndesigned graph cards which show at a glance the pupil's standing, in any or\nall subjects tested, in relation to his grade line. (See Fig. 1.) That is,\nthey show in terms of grades how far above or below grade each individual\npupil is ineach study at the time of giving the test.\nThe\" Class Record Sheets \" accompanying most of the tests on the market\nwere discarded early in the game as unsuited to our purpose. In the first\nplace they take too much time. In the second place, they deal primarily\nwith class scores while we are concerned chiefly with scores of individual\npupils. In the third place, they are cumbersome for filing and for reference.\nEven supposing the names and scores of individual pupils are recorded on\nach sheets, there must be a separate sheet for each kind of test. Hence, if a\nbattery of twenty tests are given at each testing period, it is necessary to\nsearch through twenty class record sheets in order to get a pupil's complete\nrecord for that period and even then the record is in point scores rather than\nin grade scores and so is not very significant or easily interpreted.\nOn the other hand, the above-mentioned graph card enables all the scores\nof apupil in all the tests for a whole year to be recorded on a single small\ncardthat can be easily filed, quickly referred to, and readily interpreted.\nUpon receiving the corrected tests from the teachers, the superintendent\ntransfers the scores to the graph cards. This is easily and rapidly done since\neach pupil's tests are together and the scores plainly marked on the front\npage of each test sheet.\n\nFigure I shows a graph card with the actual graph records of a pupil in\none ofour schools, together with the directions for use (Fig. 2 , which are\nprintedonthe back of every card. Figure I illustrates and explains clearly\nour method of recording the scores of individual pupils in graphic form on a\nsingle card, Class records may be kept in a similar manner by using the\nmedian class scores instead of individual scores in making the graphs. If\nthe standing of the several grades throughout a school system is desired, it is\nunly necessary to ascertain the median score in each subject for each grade\nand to use these scores in making the graphs. For instance, if it is desired\nto show the average standing of all the fifth grades in a school system relative\nto established standards, the median scores of all the fifth grade classes in\nach subject are combined and transferred to a graph card in the same manner\nasindividual scores.\n\n"}
{"page": 353, "printed_page": null, "text": "328\n\nNATIONAL EDUCATION ASSOCIATION\n\nAfter the graph cards are made out in the superintendent's office, they\nare sent out to the teachers who make copies of them for their own use and\nguidance. Then the cards are returned to the superintendent's office and\n\nfiled by schools, grades, and classes. As a result, the superintendent has on\nfile in his office the complete record of every pupil in his district and each\nteacher has duplicate records of her own particular pupils. It will be noted\nthat the graph card has spaces for recording the age, birthday, grade, mental\nage, and intelligence quotient of the pupil so that it takes but a minute or\ntwo for teacher or superintendent to look up all these facts concerning a pupil\nas well as his grade standing. This information might well be supplemented\nby facts concerning the child's physical record, parents' nationality, and occupation, home living conditions, etc.\nUSE OF\n\nRESULTS\n\nThe various ways in which these recorded results have been used for\nimproving the schools are outlined below.\n\nFor grading purposes-Due to injudicious promoting and lack of definite\nstandards, it will usually be found on making a survey with standardized\ntests for the first time in a school system, that the pupils are poorly graded.\n\nThat is, many pupils will be found working, or trying to work, in grades\nabove where they belong, and a goodly number doing work considerably\nbelow that of which they are capable of doing. The former are usually\ndull pupils, while the latter are usually the brighter ones. We used the\nresults of our first tests as a basis for regrading the schools. In most cases\n\nthe pupils were placed in the grades in which their graph cards indicated that\nthey belonged. For instance, if a pupil's graph showed him to be fairly well\nup to fifth-grade standards at the beginning of the school year, he was\nplaced in the sixth grade. Although some further changes had to be made,\n\nas experience dictated, the regrading on the whole has proved very satisfactory. For the most part the pupils have made normal progress and, contrary to our expectations, there was little objection or adverse criticism\nfrom parents at the time of the readjustment. In the few cases where dis-\n\ngruntled parents objected strongly to necessary demotion, a frank examination with them of the pupils' standing as shown on their graph cards usually\nserved to convince them that such demotion was necessary and for the best\ninterests of all concerned.\n\nAnother use made of the tests in this connection is in helping to place\n\npupils who come into the schools from other places. The greatly varying\ngrade standards in different school systems wherein standardized tests are\nnot used, makes the proper placing of such children a real problem ifit is to\n\nbe accomplished economically. A child may bring a card showing that he\nhas been doing satisfactory work in the sixth grade in the school which he\nhas left. So he is placed in that grade in the school to whichhe comes. After\ntrial of two or three weeks it is found that he cannot do the work and he is\n\nsent back to the fifth grade, where he can barely keep up. A few tests in the\n\n"}
{"page": 354, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n329\n\nTHE\n\nNameBeatha Holter School Cutler\n\nBROOKS\nAgeSept. 1812 years\n\n3\n\nmonths\n\nBirthday Supt\n\nGrade I\n\nINDIVIDUAL\nMA\n\n12-6\n\n1Q\n\nGRAPH-RECORD\nCARD\n\n102\n\nRemarks\n:-\n\nFOR USE WITH\n\nStandardized Tests.\n\nGRADE\n\nⅢ\n\nREADING\n\nCopyrighted- 1921 by JL\n. HammettCo. Cambridge,Mass.\nI\n\nIV\n60\n\nI\n\nVII\n\n-80\n\n93\n\nP\n\n02\n\n100\n\n4\n\n9\n\n15\n\n20\n\n21\n\n2-\n\n4\n\n9\n\n11\n\n3\n\n6\n\n8\n\n3\n\n7\n\nRate\n\nMonroe\nComp.\nAddition\n\nWoody\n\nARITHNE\nTIC\n\nVI\n\nSubtraction\n\nMultiplication\nDivision\n\n3\n\n5\n\n2\n\n18\n\n19\n\n13\n\n15\n\n17\n\n7\n\n10\n\nMonroe\n\nF\n\nMixed\n\n5\n\n20\n\n32\n\nFundamentals\n\nReasoning\nReasoning\n\n12\n\n20\n\nP\n7\n\n9\n\nC\n26\n\nMonroe\n\nSpelling\n\n21\n\n18\n\n14\n\nVo\n\n35\n\n2\n\nI\n\nAyer\n30\n\n576\n\nGA\n\n80\n\nWriting\n\n20\n\n30\n\n15\n\n22\n\n29\n\n36\n\n13\n\n14\n\n16\n\n14\n\n24\n\n60\n\n50\n\n60\n\n22\n\n25\n\n27\n\n2\n\n34\n\n37\n\nShelley)\n\nMiscellaneous\nMiscellaneous\n\nA\nB\n22\n\nVerbs\nOGKACHY\nGE\n\n55\n\nQual .\n\nVisual Vocabulary\n\nCharters\n\nLANGUAGE\n\nSpeed\n\nPronouns\n\n20\n\n21\n\n36\n\n26\n\nStarch\n\n20\n\n74\n\n72\n\n20\n\n24\n\n28\n\n20\n\n13\n\nHahn-Lackey\nCities\n\nCourtis\n\n{\n\n4\n\n18\n\n16\n\n24\n48\n\nHISTORY\n\nStates\n\nWitham\nStarch\n\n20\n\n38\n\nHarlan\n\n56\n\n86\n\nHahn\n\nIntelligence Grade\nFig. 1-Pupil's card with ratings for each testing period\n\n"}
{"page": 355, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\nThe Brooks Individual Graph Record Card\nDIRECTIONS\n\nFOR USE\n\nThe horizontal lines on the graph card opposite the names of the tests are the \" Test\nLines.\" The vertical lines headed by Roman Numerals are the \" Grade Lines.\" At the\nintersection of grade lines with test lines are printed the Standard Scores. For instance, the\n5th grade standard score for Rate. of Silent Reading is 93. The 6th grade score for Comprehension of Reading is 21. The 4th grade score in division is 5, and so on. Inthe\nAyres Spelling Scale and the Hahn-Lackey Geography Scale the standard scores vary with\nthe column from which the words or questions are chosen. Hence no scores could be\nprinted for those tests. The grade numerals are repeated on these test lines merely for convenience. The standard score farthest to the left on any test line indicates the lowest grade\nin which that test is given. For instance, Monroe's Reasoning Test in Arithmetic is not\nused below the 4th grade, and Harlan's History Test is not used below the 7th grade.\nThe score of each test paper should be marked plainly on the front page and the papers\nsorted into piles so that each pupil's test papers are all together. Then these piles may be\ncollected into asingle pile and placed at the recorder's left. In this way the papers may be\ntaken in order and yet each pupil's graph completedbefore taking up the next.\nSuppose the test papers at the top of the pile are Mary Smith's. Fill in her name, age,\ngrade, school. etc. on one of the blank cards. Since she is in the 5th grade draw a heavy\nline with a soft pencil over the 5th grade line on the card. This heavy verticle line represents the Pupil's Grade Line. Then take the first paper. Itisthe reading test. Her score\nfor Rate of Reading is 93. Glancing at the card we find that 92 is the standard rate score\nof the 5th grade. Place a heavy dot at the intersection of the 5th grade line Reading Test\n\nline for rate. Her score for Comprehension is 17. This is about half way between the 4th\nand 5th grade standard scores for comprehension so place a dot on the test line halfway\nbetween the 4th and 5th grade lines.\n\nHer score in Addition is 16.\n\nThis is the standard\n\nscore for the 6th grade. Place a dot at the intersection of the 6th grade line with the\nAddition test line. Her score in Subtraction is 11. This is halfway between the standard\nscores for the 5th and 6th grades. Place a dot halfway between the 5th and 6th grade lines.\n\nHer score in Multiplication is 12. This is one fourth of the way between the 5th and 6th\ngrade scores. Place a dot one fourth of the distance from the 5th grade line toward the\n6th grade line, and so on for each of this pupil's tests. Then connect the dots by straight\nlines and the graph is complete. The points on the graph which fall to the left of the\nPupil's Grade Line indicate in what subjects the pupil is below grade and how much below.\nVice versa for those points which fall to the right.\nThe spaces between grade lines are divided by fine lines into fourths to facilitate interpolation of scores. The work of recording the scores as above described can be done very\nrapidly with a little practice. It is but half a minute's work to draw in a graph after the dots\nare located.\n\nIf the graphs are drawn in different colors the records of several periodical tests can be\nplaced on a single card. Ingiving the tests three times a year, Sept. , Feb. , and June, the\nauthor made each card hold a pupil's record of progress for the year, with graph lines of\n\nred, blue and green.\nEach teacher should be furnished with duplicates of the cards of her particular pupils,\ninorder that she may discover and remedy the weaknesses of individual pupils. The author\n\nhas found that copies of their graphs in the hands of the pupils themselves furnish one of the\nstrongest of motivating influences in school work when the pupils know that they are going\nto be tested at regular intervals and the results of each test compared with their former\nrecords, and progress or lack of progress noted.\n\nThey motivate the teacher's work as well.\n\nEverybody appreciates the definite visualized standards of accomplishment which these cards\nhelp to provide.\nThe tests named on the card are by no means the only good tests on the market.\n\nBut\n\nafter trying out on a large scale practically all of the tests available which were sufficiently\nwell standardized, the author has selected these as being best suited to this particular scheme\nof measuring classroom products and the efficiency of teachers and recording results.\nPublished by\n\nJ.\nBrooklyn, N. Y.\n\nL.\n\nHAMMETT\n\nCOMPANY\nCambridge, Mass.\n\nFig. 2-Directions on back of Pupil's Rate Card\n\n"}
{"page": 356, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n331\n\nbeginning, in a system wherein standardized tests are used as a regular\nteature of administration and supervision, would have placed the child at\nance where he belonged without annoyance or loss of time.\nMeasuring the progress of pupils-In our scheme, a full battery of tests,\ncovering all the elementary school subjects for which sufficiently well standardized tests are available, is given three times a year; in the fall to get a\nstarting point for the year's work, at midyear to see whether proper progress\nis being made, and in the spring for promotion purposes. Each graph card\ncontains apupil's test record for a year. As shown in Figure I there are three\ngraphs on acard; one for each test period. By making each graph a different\ncolorthe results of each test period are discriminated and the amount of prog-\n\nress in each subject, or phase of a subject, is clearly shown. Moreover, the\namount of progress is shown in terms of grades rather than in point scores.\nAndherein lies the most important feature of the graph card scheme, in that\n\ngraphing the results of tests as shown in Figure I automatically translates\npoint scores into grade scores which are much more significant. Take for\ninstance the pupil's scores in Division in Figure 1. At the beginning of the\nwear his score was six on the Woody Scale. This score means nothing\ndefinite until it is compared with standard grade scores. The dotted\n\nline shows that his score was half way between fourth and fifth grade\nstandards and that he was a half year below grade in division ability at the\nbeginning of the school year because, being a sixth grade pupil, he should\nbe able to meet fifth grade standards at the beginning of the year. At midvear, this pupil's score in Division was 8, or two more than at the beginning\nof the year. However, this difference of 2 indicates nothing definite as to the\npupil'sprogress in division ability until it is translated into terms of grades.\nThe dash line shows at a glance that the pupil made three fourths of a\nnormal year's progress in the first half year. In other words, it shows that\nheismaking rapid progress in this phase of his school work. In like manner,\nthe solid line shows that he made about the same amount of progress\nduring the last half of the school year and that he was a fourth of a year\n2Dove his grade standard at the end of the year. The total progress for the\nvear in division ability is shown to be I grades.\n\nFor promotion purposes-The graphed results of the June tests show\nwhether or not the pupil has come fairly close to meeting grade standards in\n\nsubjects and is ready for promotion to the next higher grade. If this\ngraph averages pretty close to the pupil's grade line as indicated on the\ngach card, heis ready for promotion unless there are other known consideraConswhich makes such promotion doubtfully desirable.\nAlthough the results of the tests are probably not always valid as a sole\nbasis of promotion, they are certainly of great help when used for this\n\npurpose in conjunction with the teacher's marks and judgments and the\nchild's intelligence quotient.\n\nIn practice we have found that it has aided\n\ngreatly in cutting down the number of ill-advised promotions of poorly\nprepared pupils, and in bringing about extra promotions for the brighter\npupils who deserve them. Furthermore, the graph records are a great help\n\n"}
{"page": 357, "printed_page": null, "text": "332\n\nNATIONAL EDUCATION ASSOCIATION\n\nin convincing disgruntled parents that there is a real reason for the non-\n\npromotion of their children other than teachers' whims and prejudices, to\nwhich parents are often prone to attribute such non-promotion.\n•We have found that, after the schools have been graded with standardized\ntests, the great majority of mentally normal and near normal pupils make\nregular and consistent progress in most of their studies from one test period\nto another and from year to year.\n\nFor estimating efficiency of teachers-Although ability to impart knowledge and skill to their pupils is not the only factor in a teacher's efficiency,\n\nnevertheless it is a highly important one. Without it the other factors\nwould be largely impotent so far as giving a child a real education is concerned. And how can the teacher's ability in this respect be measured except\nby measuring the actual growth of her pupils in skill, knowledge of subjectmatter, and reasoning ability ? Since standardized tests furnish the best\navailable means of measuring the progress of pupils in their school work, they\nalso measure, at the same time, the efficiency of the teacher as far as her power\nto develop skill and knowledge in her pupils is concerned. At any rate, with\nthe consent and approval of most of the teachers in the district we have made\nthe progress of pupils, as measured by standardized tests and recorded on\ngraph cards, a large factor in rating teachers for efficiency. We hold that.\ngiven good health, good character, sufficient academic and professional training, interest and enthusiasm in her work, and a fairly attractive personality,\nthe teacher is yet a failure whose pupils do not grow in knowledge, skill and\nunderstanding at least as fast as in the average school throughout the country.\nHence standardized tests, as measuring fairly and objectively the progress\nof pupils in their school work, become the ultimate and deciding factor in\nestimating the teacher's ability to teach.\nFor evaluating teaching methods-The results of standardized tests are\n\nalso of value in determining the relative efficiency of special teaching methods.\nTo some extent we have used them for this purpose. For example, we had\nconsiderable discussion at one of our teachers' meetings as to whether oral or\nsilent reading drill would develop silent reading ability the more rapidly.\nIt was decided to experiment. Speed and comprehension were agreed upon\nas the essential factors in efficient silent reading ability. Two teachers were\nchosen for the experiment of about equal ability as nearly as could be determined; one an advocate of oral reading drill and the other an enthusiast in\nsilent reading drill. Two groups of ten pupils each were selected, all with\nI. Q.'s between 90 and 110. The average I. Q. of each group was close to a\nhundred. They were all mentally normal fourth grade pupils. Each teacher\nwas skillful in the use of her own method and worked in her own way. The\nsame amount of time was devoted to silent reading drill in each group.\nMonroe's Silent Reading Test, Form I, was given by the superintendent to\nboth groups at the beginning of the experiment. At the end of ten weeks,\nForm II of the same test was given. The results were overwhelmingly in\nfavor of the silent reading group. The increase in rate of reading was nearly\ntwice as great as for the oral reading group and the increase in comprehension\n\n"}
{"page": 358, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n333\n\nability nearly 50 per cent greater. The argument was settled as far as our\nrachers were concerned. In like manner any other two special methods\ncouldbe compared as to actual educational results produced by their use in\ncontrolled experiment.\n\nFor motivating school work-Our teachers soon discovered the advantage\nshowing the pupils their graph cards, explaining their use, and discussing\n\nwith them the results of the tests. In the four upper grades, blank cards\nwere furnished the pupils so that they could make copies of their graphs\ntheir own use and to show to their parents. The graphs can be easily\nunderstood even by young children. They can readily see in what subjects\nthey are below grade and are easily interested in trying to bring their work\nupto par when they know just what \" par \" means. Time and again I have\nyone into a schoolroom and found groups of pupils collected around the\n\nWilling Composition Scale (tacked to the wall) or comparing samples of\nther handwriting with those on the Ayers Scale, or drilling each other on\nts of troublesome words, or clustered around the teacher's desk eagerly\nscussing their graph cards and what they should do to improve their work.\nThere isscarcely a teacher in the district but has testified spontaneously to\ntheincreased interest and initiative on the part of the pupils in their daily\n\nwork. They discover their own weak points by means of the graph cards and\n\nIseekadvice from the teacher as to how they can improve their work in the\nsubjects in which they are hot making normal progress. And best of all, they\nworkwith adetermination to succeed which the vague standards of accompment in the average fail to inspire. We are almost unanimously connordthat, in our use of standardized tests and graph cards, we have found a\npowerful means of motivating the work of the pupils in our schools. Persmally I think that this motivating influence on the pupils' work outweighs\n2. other benefits we have derived from the use of the tests. Surely, when\nwehavearoused a real live interest and enthusiasm in the individual pupil,\nward the accomplishment of his school tasks we have gone a long way\nwward solving the greatest problem in education.\n\nNot only has the use of tests awakened interest on the part of pupils but\nreacted favorably upon the work of teachers. Definite goals in the way\nsandard results to be achieved have given them new inspiration and\nuragement, and the fact that their own ability as well as that of the\n\n-pils is being periodically tested, tends to keep them continually up to the\nmark in their work.\n\nFor diagnostic purposes-The diagnostic values of standardized tests are\nearly the values that have been most generally realized. And truly these\nalors are great as regards certain tests at least. To find out that a pupil\n\nbelow grade in addition ability and how much is but a small part of the\nmal problem. It is necessary to know just what combinations of numbers\nofwhat types of examples cause his difficulties and are responsible for his\nscores if remedial measures are to be economically applied. And the\n\nsabe is true of any other phase of arithmetic ability or of any other study.\n\n"}
{"page": 359, "printed_page": null, "text": "334\n\nNATIONAL EDUCATION ASSOCIATION\n\nSpecific weaknesses must be discovered and corrected if pupils' difficulties\nare to be overcome with the least expenditure of time and energy.\nWe have supplemented our regular periodic testing program with many\nspecial tests for diagnostic purposes. Some tests are much better than others\nfor this purpose and those that are best suited to diagnosis are not generally\nthe ones that are best suited for a general testing program to measure the\nprogress of pupils in the various subjects. Hence the need for using special\ntests for diagnosis to a great extent. These tests are used between regular\ntesting periods by the teachers and the results studied by them with a view\nto helping individual pupils with their special difficulties.\nREACTION OF TEACHERS AND PUPILS TO STANDARDIZED TESTS\n\n\" I wish to thank you for introducing me to standardized tests and train-\n\ning me in their use. I do not know how I ever got along without them.\nI should not care to teach without them again. \"\nThese may not be the exact words, but they are the substance of what one\nof my teachers said to me a few days before schools closed for summer\nvacation last year. Such commendation at the end of two years of compre-\n\nhensive and periodical use of such tests throughout the district was significant. They gave me an idea which I proceeded to carry out. At our last\nteachers' meeting for the year I submitted a questionnaire with the purpose\nof ascertaining in what specific respects standardized test had been of help\n\nto teachers in their school work. These papers were carefully analyzed and\nthe advantages of the tests, as set forth by the teachers, listed under the\nfollowing heads in the order of frequency of mention :\nTimes\n\nmentioned\n\n1. Value in motivating the work of the pupils .\n2. Diagnostic value\n\n32\n29\n\n3. Value as a means of periodical accounting.\n\n26\n\n4. Value as a basis for promotions .\n5. Value as a means of justifying teachers' work ..\n6. Value in placing pupils entering from other schools..\n\n17\n11\n\n9\n\nOnly two teachers failed to note the increased industry and interest on the\npart of the pupils as a direct result of the use of standardized tests. Next\nto the motivating value of the tests, their diagnostic value is shown to be\nmost in evidence. One of the most welcome advantages of standardized tests\nto teachers is that they provide definite standards of accomplishment and a\nmeans of making a periodical accounting which shows where there has\nbeen progress, lack of progress, or regression, and the amount of each since\nthe last test was given. More than half of the teachers mentioned advantages\n\nin using the results of the June tests, in connection with the individual\ngraph cards, as a basis for promotion. Another recognized advantage to the\nteacher in the use of standardized tests is that they furnish her a potent\n\nweapon with which to defend her work from unjust criticisms of superintendent or citizens.\n\nIt is results we are after and the teacher whose work\n\nshows up well when measured by the tests has a right to feel sure of her\n\n"}
{"page": 360, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n335\n\nground when defending herself against charges of inefficiency by superintendent or parents. Nine teachers had occasion to use the tests in finding the\n\nproper grade in which to place pupils entering their schools from other\ntowns outside the district. The aforementioned advantages of standardized\ntests to the elementary school teacher have been proved in actual practice in\nthis district by teachers with no previous training in their use, with no preconceived ideas in their favor, and in some cases with actual aversion to any\nsuch innovation.\n\n‫رودنبلا‬\n\nMost of the pupils, above the three lower grades at least, furnished concrete evidence by word or deed that they appreciated having definite standards of accomplishment in the different subjects. Furthermore, they evinced\nnot only willingness but eagerness to have their work measured from time to\ntime that they might know how near they were approaching to their objectives, namely, the grade standards for the end of the year. They knew they\nmust measure pretty well up to the standards in order to be promoted. The\n\nperiodical test periods were approached, not in fear and trembling, but with\ngenuine enthusiasm. Time after time when I have arrived at a school during\nintermission the children have gathered around me eagerly inquiring when\nwewere going to give some more tests.\nTIME REQUIRED FOR TESTING PROGRAM\n\nFor the benefit of superintendents and others who pretend they haven't\n\ntime to carry on any such program as that outlined above, I will add in\nconclusion, some of the facts concerning the actual amount of time required.\n\nOur teachers are allowed a week in which to give the full battery of tests,\ncorrect them, and return them to the superintendent. In less than another\nweek the superintendent, without any clerical help whatever, goes over all\nthe tests and transfers the scores of nearly 1200 children to nearly 1200\ngraph cards and draws in the graphs. Within two or three days more all\nthe graph cards are in the hands of the teachers. The tests are distributed\n\nto the teachers, given and corrected, returned to the superintendent's office,\nand the graph cards made out and returned to the teachers, all within a\nperiod of less than three weeks. This program calls for about three weeks\nper year of special work on the part of the superintendent after he gets it\n\nstarted; one in the fall, one at midyear, and one in the spring. In the face\nof these facts it is useless for any superintendent to plead lack of time for\nsuch work. It is not time, but something else, that is lacking.\n\n"}
{"page": 361, "printed_page": null, "text": "336\n\nNATIONAL EDUCATION ASSOCIATION\n\nScore\n861\nNorm\n\n80\n\n70\n60\nNorm\n\n50\n\n40\n\nBoys Girls\n30\n\n20\n\nGirls\n\nBoys\n10\n\n0\n\nGrade 7\n\nGrade\n\n8\n\nFig. 3-Comparison between results in seventh and eighth grades, rural\nschools of Black Hawk Co., Iowa, 1922. Harlan's Test of Information in\n\nU. S. History used. Boys and girls compared as indicated. To accompany\nTable XXXIII in Bulletin.\n\n"}
{"page": 362, "printed_page": null, "text": "337\n\nREPORTS OF COMMITTEES\n\nWords\nper\nMin\n\n130\n\n120\n\n110\n\n100\n\n90\n\n80\n\n70\n\n60\nAurelia Consolidated School ,\nIowa\n\n50\n44\n\nGrade 3\n\n4\n\n5\n\n67\n\n8\n\n१\n\n10\n\n//\n\n12\n\n13\n\nFig. 4-Improvement in Monroe Silent Reading Scores, following campaign for\ndevelopment. To accompany Table IXA in Bulletin.\n\n"}
{"page": 363, "printed_page": null, "text": "338\n\nNATIONAL EDUCATION ASSOCIATION\n\nNo\n\nRight\n25\n\n20\n\n15\n\n10\n\n‫می‬\n\nGrade 7\n\n8\n\n9\n\n10\n\n//\n\n12\n\n13\n\n14\n\n16+\n\nFig. 5Comparison between one-teacher schools and a rural consolidated\n\nschool in addition combinations, test A, Cleveland Survey Test; Black Hawk Co.,\nIowa. To accompany Table XXVII.\nSolid line rural medians, by ages.\nBroken line = consolidated medians, by ages. (7 = 7 yrs. o mo., to 7 yrs.,\n11 mo.; etc.)\n\nFigures at left indicate number right.\nFigures at bottom represent age groups.\n\n"}
{"page": 364, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n8\n\n339\n\n3\n\n11\n\n3\n\n19\n\n28\n\n2\n\n7\n\n3\n\n20\n\n10\n\n22\n\n31\n\n29\n\n6\n\n61\n\n24\n\n17\n\n41\n\n40\n\n44\n\n5\n\n13\n\n29\n\n27\n\n39\n\n40\n\n44\n\n4\n\n19\n\n40\n\n47\n\n66\n\n71\n\n71\n\n3\n\n52\n\n73\n\n80\n\n87.5\n\n89\n\n96\n\n3\n\n4\n\n6\n\n7\n\n8\n\nFig\n. 6-Percentages of children in each grade who are up to their own grade\nnorm in reading rate as measured by Monroe Silent Reading Test. A typical\nlowa rural county.\n\nFigures at head of horizontal lines indicate grades, and lines indicate norms,\ndrawn arbitrarily.\nFigures at bottom indicate grades of the schools measured.\nGraph is read as follows :\n\n52per centof measured third grade are up to grade standard ; 13 per cent are\nup to fifth grade standard; and 3 per cent are up to eighth grade standard.\n96 per centof eighth grade are up to third grade standard (leaving 4 per cent\nin this advanced grade who still read more slowly than the norm for third\n\ngrade) ; 71 per cent are up to fourth grade standard; but only 25 per cent are\nup to the standard for the grade.\n\n"}
{"page": 365, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n340\n\nRATE\n\nTest administered by Fred. D. Cram,\nin 36 Rural schools of Black Hawk\n\nand Grundy Counties , Iowa.\n(Remainder of rural schools o\nBlack Hawk Co. were tested\nby room teachers , after\nreceiving directions from\nMr. Gram . Results are separ\nately tabulated and graphed\n\n140\n\n120\n\n(106.0\n6.0\n\n100\n101000\n\n19.3\n73/\n85\n\n80\n\nExplanatory Notes-15.0\n\n163.0\n2.8\n\n61.72\n11.5\n\n= Norms , Midyear\n\n60\n= Medians for\n\n9.6\n\n36 rural scho\ni\n.....\n\n= Medians for bo\n\n40\n\nCircled figures = Grade\n\nFigures in brace , upper =\nRate\n233\n\nFigures in brace , lower =\nComprehension\nScale for Rate , 1 square =\n\n20\n\n2 units\n\nScale for Comp .. 1 square\n1 unit\n‫م‬\n\nComprehen.o\n\n10\n\n20\n\n30\n\n40\n\n50\n\nFig. 7-Monroe Silent Reading Rate and Comprehension Test, fall term, 1921.\n\n"}
{"page": 366, "printed_page": null, "text": "341\n\nREPORTS OF COMMITTEES\n\nScore\nCompe\n\n12\n//\n\n10\n9\n876543\n\n3\n\n2\n/\n\nGrade 4\n\nGrade5\n\nGrade\n\nGrade7\n\nGrade\n\n6\n\nC.A.\n\n8\n\n8-6 10-611-0 10-0\n8-0 7-68-011-0\n\n11-09-69-6\n\n11-011-0\n\n11-012-01-0\n\n11-610-0\n\n12-612-612-0\n11-62-011-6\n\n14-613-0\n\nMA\n10\n\n94 72 73 110\n\n100 126 116\n\n104 91\n\n92 96 96\n\n76 89\n\nFig. 8-How to plat the standings of a rural school.\n\n11-011-6\n\nThese scores are for\n\ncomprehension in the revised form of the Monroe Silent Reading Test. School\nin Calhoun Co., Iowa.\nEach vertical column represents one pupil .\n\nC.A. indicates chronological age.\nM.A. indicates mental age.\nIQ. is also shown.\nDotted horizontal lines indicate norms in Illinois examination.\n\n"}
{"page": 367, "printed_page": null, "text": "342\n\nNATIONAL EDUCATION ASSOCIATION\n\nSUGGESTIONS FOR COUNTY SURVEYS\nKATHERINE M. COOK, SPECIALIST IN RURAL EDUCATION , U. S. BUREAU OF\nEDUCATION , WASHINGTON , D. С.\nCOUNTY COMMUNITY SURVEY\n\n1. Geographic factors.\n1. Accessibility.\n2. Soil and other natural resources.\n\n3. Climate.\n2. Ethnic factors.\n\n1. Race prevailing.\n2. Minor racial groups.\n3. History of settlement.\n\n3. Cultural factors.\n1. Literacy.\n\n2. Church membership-percentage of members, and of regular attendants.\n\n3. Subscribers to a large city daily paper.\n4. Red Cross, County Nurse and Health Centers.\n4. Social factors.\n1. Social centers-What ?\n\nWhere located ?\n\n2. Type forms of social intercourse.\n3. Percentage of families owning motor cars.\n5. Economic factors.\n1. Per capita wealth.\n2. Products-per capita income.\n3. Taxation.\n\n4. Great facilities.\n5. Markets.\nCOUNTY EDUCATIONAL SURVEY\n\n1. Administration .\n\nA. Kind of organization (town, county, district, etc. ) .\nB. Is there a county board of education?\nC. Facilities provided by rural and consolidated high schools.\n2. Organization of schools.\nA. 6-3-3.\nB. 6-6.\n\nC. 8-4.\n\nD. 6-2-4.\n3. Number of schools.\nA. One-teacher.\n\nB. Two- teachers, etc.\n\nC. How many consolidated and rural high schools ?\n4. Schools in session.\n\nA. Pupils enrolled (total number of boys and girls whose names\nare on registers, counting each name once) .\n\n"}
{"page": 368, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n343\n\nB. Aggregate attendance-(sum of all days attended by all pupils\nin all schools during entire year ) .\nC. Average daily attendance-( to secure average daily attendance\nfor group of schools, add together the average daily attendance of each school and divide by the number of schools ) .\nD. Number of days schools were in session-(only the number of\ndays schools were open for instruction, excluding legal and\nreligious holidays) .\nE. Attendance: percentage of enrolment (how can this percentage\nbe increased ?)\n\nF. Loss to district by non-attendance.\n5. Support.\n\nA. Sources of support by taxation-local, district, town, county and\nState.\n\nB. Amount from other source.\n\nC. Amount and percentage from each source.\n\nD. Taxable wealth per school child.\nE. Per capita cost-based on enrolment.\nF. Per capita cost-based on average daily attendance.\nG. Is farm tenancy a factor ?\n6. Compare Rural with Urban on Points 3 and 4 and 5 (graph ) .\n7. School buildings and grounds.\nA. Number conforming to State standard.\nB. Number not conforming to State standard.\n1. Sanitation.\n\n2. Heating.\n3. Lighting.\n\n4. Equipment, including hot lunch.\n6. Size in relation to accommodation of children.\n\nC. Playground and playground equipment.\n1. Grounds.\n\na. Area-does this provide for playground and garden ?\nb. Is there playground equipment ?\nNOTE-In States which have no other standard the Butterworth or Strayer-Engelhardt score card may be used.\n\nD. Teacherages-number.\n8. Teachers.\nA. Number of white teachers.\nB. Number of colored teachers.\n\nC. Salaries (number receiving) .\n1. $500 or less.\n2. $500 to $600.\n3. $600 to $700.\n4. $700 to $800.\n5. $800 to $900.\n6. $900 to $1000.\n7. $1000 or more.\n\n"}
{"page": 369, "printed_page": null, "text": "344\n\nNATIONAL EDUCATION ASSOCIATION\n\nD. Qualifications, number of teachers having :\n1. Elementary education only (eighth grade ) .\n2. Less than high school diploma.\n3. High school graduates only.\n4. One year additional to high school training in a professional school .\n\n5. Two years additional to high school training in a professional school .\n\n6. Three years additional to high school training in a professional school.\n\nE. Teachers using intelligence and subject-matter tests.\nF. Professional reading of teachers.\n\nG. Other means of training in services, summer schools, correspondence work, etc.\nH. Average tenure of teachers.\n\nI. Estimated quality of instruction found in schools.\n9. Total number of pupils in county (pupils accounting ) .\nA. Number and per cent under age for grade.\nB. Number and per cent over age for grade.\n\nC. Number and per cent normal age for grade.\n\n(Using September ages, and counting 6 years as normal entrance age for Grade I.)\n10. Holding power of the schools.\nNUMBER OF CHILDREN IN EACH GRADE BASED ON EVERY 100 IN IST GRADE\n\n(Thorndyke)\nGrades\nI\n\n2\n\n3\n\n4\n\n5\n\n6\n\nEnrolled September 1923 ....... 100\nSame January 1924 ...\nSame June 1924 .....\n.100 100 100 90 61 68\nExpectancy Survival\n..\n\n..\n\n7\n\n8\n\n9\n\n10\n\n..\n\n11\n\n12\n\n..\n\n..\n\n54 40 27\n\n17\n\n12\n\nDo the schools of your county hold the pupils to your satisfaction?\n11. Course of study.\nA. Do you follow a standardized course of study?\nB. Is there county or State uniformity of textbooks ?\nC. Are agriculture, farm mechanics and home economics taught in\nyour schools in the 7th and 8th grades or above?\nD. What provision is made for stimulating an interest in good literature?\n\n12. Supervision.\nA. Who is the chief supervising and administrative officer ?\nB. Number and titles of office assistants.\n\nC. Number and titles of other supervisors.\nD. Social activities such as Community Center Work-School Societies.\n\n"}
{"page": 370, "printed_page": null, "text": "!\n\nREPORTS OF COMMITTEES\n\n345\n\nE. Qualification, experience and salary of superintendents and supervisors.\n\nF. Yearly allowance for transportation, office supplies, etc.\nG. Relationship to State Department of Education.\n13. Summary and conclusions.\nA. Income and expenditure.\nB. Preparation and salaries of teachers.\nC. Attendance, percentage of enrolment, percentage of attendance,\nand length of school term.\n\nD. Buildings, equipment and grounds.\n\nE. Supervision and supervisory activities.\nF. Adaptability of course of study to needs of community.\nG. I. Percentages of children completing eighth grade.\n2. Entering high school and completing high school.\n3. Over age children who drop out.\nH. Accessibility to consolidated or high schools.\nI. Health, recreation, and community centers.\nJ. Would the defects revealed above be measurably eliminated by\nthe county unit plan?\n14. A. Satisfactory. B. Unsatisfactory conditions as revealed by the survey.\n\n15. How does your county compare with other counties in your State ?\nYour State with other States ?\n\n10. How can we change what is to what ought to be in this county ?\n\nSTANDARDIZATION OF RURAL SCHOOLS\nIDITH A. LATHROP, SPECIALIST IN RURAL EDUCATION , U. S. BUREAU OF\nEDUCATION, WASHINGTON, D. C.\n\nDefinition of standardization-The following definition is a composite\normed by a comparative study of the various endeavors on the part of the\nStates, that are at present trying to improve rural school conditions by some\num of standardization.\n\nStandardization is an attempt on the part of the chief executive school-head\noftheState to improve rural school conditions by setting up certain minimum\nrequirements, the fulfillment of which will bring certain results. A school\n\nthat meets these requirements is usually called a standard school or a firstCass school. For the attainment of its standards it is generally rewarded\nasome way, such as honorable mention, a door plate or a bonus of money.\nInmost States the effort is confined to ungraded rural schools. In a few\n1includes all rural schools whether ungraded, graded, or consolidated.\n\nPurpose of the movement-The purpose of this movement is, as the definition implies, the improvement of rural schools, especially those of the ungraded type. This improvement is in some States confined only to the\n\n"}
{"page": 371, "printed_page": null, "text": "346\n\nNATIONAL EDUCATION ASSOCIATION\n\nphysical plant. In others it included, in addition to the physical plant, the\nteacher, certain administrative and supervisory features of the school and\ncommunity activities.\nScope of the subject-According to data collected in 1922, 34 States are\npromoting some sort of a plan for the standardization of rural schools.\n\nThere is specific legal authority for this in 15 States. In the remaining 19\nStates it is carried on by a broad interpretation of the general duties of the\nchief executive educational officer of the State. Thirty States print all the\ndetails of the requirements for standardization either in department bulletins\nor on score cards. Thirteen States assign numerical values to the items. A\nschool that meets requirements is sometimes rewarded by a certificate or a\ndoor plate bearing the words \" Standard School or given honorablemention\nin department bulletins. Nine States-Iowa, Minnesota, North Dakota,\nPennsylvania, South Dakota, Vermont, Virginia, West Virginia, and Wisconsin, give State aid for meeting the requirements of standardization.\nSome achievements of standardization State departments of education\nreport that the standardization movement has resulted in the improvement\nof one-teacher schools. In order to meet the improved standards school plots\nhave been expanded providing ample space for playgrounds. Playground\nequipment has been installed. Old buildings have been remodeled in such a\nway as to furnish sufficient lighting area, and the proper entrance of light.\nNew buildings have been erected in conformity to the best standards ot\narchitecture and sanitation. Outbuildings have been made fly proof, clean\nand wholesome; and in some instances chemical toilets have been installed\nwithin the buildings. Both the physical and instructional equipment have\nbeen improved. The length of the school year has been increased. Teach\"\n\ners ' salaries have been raised. With the increase in salaries have come better\n\nprepared teachers. The good buildings, adequate equipment, and better\nsalaries have been an incentive for good teachers to remain in the same\ndistricts from year to year. The average daily attendance has increased.\nAnd, best of all, there has been an awakening on the part of the community\nin education.\n\nF. G. Blair, superintendent of public instruction in Illinois, says that\nthe interest in school improvement aroused by the effort to standardize the\none-room school resulted in the passage of the Sanitation Law by the\nGeneral Assembly in 1915 .\nPlan of organization -Under organization two items are considered. The\nfirst deals with the score card itself. The second, with the manner of ad-\n\nministering the plan in the State department. In order that there may be a\nproper background for the recommendations that follow, it is necessary to\nconsider the existing score cards and the present plans of administering\nstandardization in the various State offices.\n\n1. Status of the score cards-An examination of the score cards issued by\nthe various State departments show the following conditions :\n(a) A few States score only buildings or buildings and equipment. The\nrest include most of the other elements that go to make up a good school.\n\n"}
{"page": 372, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n347\n\n(b) The items on the score cards are often badly organized. For ex-\n\nample, in one State, \" the teacher \" and \" salary of teacher \" are both main\nheads. The second is evidently a sub-head of the first.\n(c) The requirements are often indefinite. Such an item as \"Good\npictures\" means nothing unless there is a standard list of pictures from which\nto choose.\n\n(d) Some score cards are so detailed and complicated that if the teacher\nenforced all the physical details there would be no time for instruction.\nThink of a rural school of 30 pupils where at all times the faces and hands\nofall are clean! It would need one or two assistants in order to live up to\nallthe requirements on some of the score cards.\n\n2. Status of the administration of standardization-What is said on the\nstatus of the administrative side of the plan is based on answers from questionnaires received from the State departments. In each case the number\not replies received to the question is given.\n(a) Twenty-eight replies were received on the nature of the standardizing\ncommittee. In 14 States it is a representative of the State Department of\nEducation; in ten, the county superintendent together with a representative\nof the State office; and in the remainder, local authorities.\n(b) Twenty-eight replies were received on the length of time for which\naschool is standardized. Fifteen States reported one year, twelve as long as\nrequirements are lived up to. The other was indefinite.\n(c) Twenty-eight States say that detailed records are kept in the State\noffice ofall schools standardized; three reported no records. The remaining\nStates failed to report on this item.\n\n(d) The States reported the following means now lacking for an effective promotion of standardization. Lack of financial aid, lack of supervision, better buildings and equipment, more definiteness in standards,\nsparsely settled areas and time.\n\nRecommendations for improvement-In view of the present conditions of\nsandardization your sub-committee offers the following recommendations\nfor improvement :\n\n1. With reference to legislation :\n(a) States not promoting standardization should enact such legislation\nas will authorize State departments to promote in an effective manner the\nstandardization of one, two, and three teacher rural schools.\n(b) States already standardizing schools should make such improvements in existing legislation as will result in a better administration of the\nsame\n.\n\n(c) In effecting legislation for standardizing rural schools care should\nbetaken that the plan in no way retards consolidation. The right kind of\nstandardization should encourage rather than hinder consolidation. When\nrightly promoted the people will sooner or later realize that the best school\nfor the country is the standardized consolidated school.\n(d) A State or county should not undertake standardization without\nbeing assured of the proper machinery for effectively promoting the plan.\nTus involves added office and field helpers and money for traveling.\n\n"}
{"page": 373, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n348\n\n(e) Any legislation intended to promote standardization should provide\nan appropriation sufficient for the efficient administration of the plan in the\noffice of the State department of education. The same is true for the\noffice of county superintendent .\n(f) Experience shows that State aid has a stimulating effect in inducing\nschools to measure up to requirements as well as in encouraging local\ninitiative.\n\n2. With reference to the administration of standardization :\n\n(a) The committee on standardization is most satisfactory when comprised of a representative of the local board of education, the county superintendent and a rural representative of the State Department of Education.\n(b) Standardized schools should be checked frequently enough to enable\nboth State and county representatives to know when a school \" falls from\ngrace.\"\n\n(c) A detailed report of all standardized schools should be kept in both\nthe State and county offices.\n3. With reference to the score card :\n(a) The following items should be considered in scoring a school for\n\nefficiency: grounds, buildings, lighting, heating and ventilating, physical and\ninstructional equipment, academic and professional qualifications, teaching\nability ; personality, salary and living conditions of the teacher; the hygiene\nof the school plant, important items pertaining to the organization of the\nschools, community interests and tangible results.\n(b) The items on the score cards should be definite but not complicated.\nThey should be logical in their sequence.\n(c) Numerical values assist in determining the relative values of the\nvarious items on the score card.\n\nSuggestive items for a score card-The following is a summarization of\nthe items found on the score card of the various States. Your sub-committee\n\nrecommends it as suggestive for State and county superintendents who are\ninterested in improving one-teacher schools by standardization. It anticipates one-teacher schools that are standardized along all lines that contribute\ntowards efficiency. The material is organized about the following tenpoints:\nsite, buildings, lighting, heating, and ventilating, equipment, the teacher,\norganization, hygiene of the school plant, community spirit, and results.\nI. Site.\n\nA. At least two acres of land as near the geographical center of the\ndistrict as is consistent with other conditions such as the\n\ncenter of the population, etc.\nB. Accessible-avoidance of a hillside.\n\nC. Well-drained, level and fertile.\nD. A north or south frontage, if possible.\nE. Selection to admit of the best possible light. A site in a narrow\nvalley would make this impossible.\nF. Avoidance of troublesome and dangerous nuisances such as\nstreet cars, barns, etc.\n\n"}
{"page": 374, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n349\n\nG. Setting pleasing in its relation to the surrounding landscape.\nH. A practical and artistic arrangement of buildings, playgrounds,\nagricultural plats, lawns, trees and shrubs.\nII. Buildings.\nA. School-house.\n1. Exterior structure.\n\na. Type-compliance with school-house plans recommended by the State Department of Education.\n2. Interior structure.\na. Number and relation of rooms.\n1. Class- rooms .\n2. Cloak- rooms .\n\n3. Library.\n4. Workrooms.\n\n5. Teachers' room.\nb. Walls-ceiled or plastered. Color scheme-cream\n-buff-light grey.\n\nc. Ceilings-12 feet high.\n\nColor scheme-lighter\n\nthanwalls.\n\nd. Floors-boards 2 inches wide, hardwood, double,\nwaxed or oiled.\ne. Class- room and workroom-226 cubic feet of air\n\nspace and 15 square feet of floor space per pupil.\nf. Finished basement with windows.\n\nB. Other buildings.\n1. Teacherage-comfortable.\n\n2. Substantial fuel house, or provision in basement for fuel.\n3. Proper shelter for vehicles.\nIII. Lighting.\nA. Natural.\n1. Windows.\n\na. Placement--in batteries on east or west side-\n\nbreeze windows, placed near the ceiling either\nat the rear or opposite windows.\n\nb. Distances from floor-31 feet from floor-may\nextend to ceiling.\n\nc. Adjustable-sashes on weights.\nd. Glass area-one fourth of floor space for north\nlatitudes; one fifth for south latitudes.\n\ne. Shades-adjustable, translucent, light color.\nB. Artificial .\n\n1. Safe, adequate light for community meetings and dark\ndays.\n\nIV. Heating and ventilating.\nA. Basement furnace or a standard heating and ventilating system\nor a jacketed stove with a fresh and foul air inlet and outlet.\nB. Flues-safe.\n\n"}
{"page": 375, "printed_page": null, "text": "350\n\nNATIONAL Education ASSOCIATION\n\nC. Thermometer.\n1. Tested.\n\n2. Suspended from ceiling inthe center of the room or automatic control of furnace.\n\nV. Equipment.\nA. Outdoor.\n\n1. Flag, at least 4x 6 feet in size, mounted on staff, at least\nten feet from ground.\n\n2. Play ground apparatus.\na. Equipment for baseball and either basket-ball or\nvolley-ball.\nb. At least three of the following pieces of apparatus\n-ropes and rings, giant stride, coaster stride,\nswings, horizontal bars or teeter-board.\nB. Indoor.\n\n1. Pupils' desks-movable, adjustable, chair-desks.\n2. Teachers' desk and chair, desk modern, drawers with\nlocks.\n\n3. Several extra chairs for accommodation of visitors.\n4. Kindergarten table with chairs.\n5. Sand-table.\n6. Book-cases-capacity sufficient to hold all books.\n7. Supply case.\n8. Blackboards-slate, 100 square feet, part 24 and part 34\ninches from floor, chalk troughs and erasers.\n9. Maps-world, each of continents, United States and\nState.\n\n10. Globe-suspended, at least 12 inches in diameter.\n11. Shelf for dictionary.\n12. Pencil sharpener.\n\n13. Equipment for specified subjects.\na. Primary reading-work and sentence cards, construction paper, scissors, paste, crayons, plasticine.\n\nb. Arithmetic-scales, measures for teaching dry and\nliquid measures, compass and rulers.\nc. Agriculture-bulletins, agricultural periodicals,\nsoil and seed and wood and crop specimens.\nSpades, rakes and scuffle-hoes.\nd. Domestic science-oil stove, and such utensils and\nsupplies as are necessary for the preparation of\none hot dish for luncheon .\n\ne. Manual-training-hand-saw, hammer, square,\npliers, screw driver, brace and bit, monkeywrench, plane, several wood-chisels, work-bench,\nlumber and nails, screws.\n\n"}
{"page": 376, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n351\n\n14. Textbooks-modern, selected from list approved by State\nDepartment of Education, and a sufficient number to\nsupply school.\n15. Library.\na. Supplementary readers-at least two sets for each\nof first four grades.\n\nb. One unabridged and at least six abridged dictionaries.\n\nc. At least 50 books of fiction, science, travel, history\nand biography adapted to pupils. Selected from\nlist approved by State Department of Education.\nd. Provision for cataloging and classifying library.\n16. Phonographs with records-records selected from list\napproved by State Department of Education.\n17. Pictures-at least four well-framed pictures, subjects\nselected from list approved by State Department\nofEducation .\n\n18. Stereopticon with slides or moving picture machine.\nVI. The Teacher .\n\nA. Scholastic preparation-completion of four years of high school\nand a two-year normal course or the equivalent.\nB. Professional spirit.\n1. Cheerful compliance with and participation in professional reading courses and meetings called by the\ncounty superintendent, also reports to school offices.\n2. Daily preparation of work.\n3. Rating of supervisor.\n\nC. Experience at least two years .\nD. Character and personality.\nE. Instruction.\n\nF. Salary\n\nat least $ 100 per month.\n\nG. Discipline.\n\nVII. Organization.\nA. Trustees.\n\n1. Complete minutes of meetings.\n2. Prompt and accurate reports to town or county superin\ntendent.\n\n3. Visits to school.\n\n4. Provision of suitable boarding place for teacher.\nB. Pupils.\n\n1. Not over 30 pupils per teacher.\n2. Enrolment-90 per cent of educables in district.\n3. Attendance-average daily-90 per cent of enrolment.\n\n4. Tardiness-not over five per cent for the year.\n5. Terms-at least nine months.\n13\n\n"}
{"page": 377, "printed_page": null, "text": "352\n\nNATIONAL EDUCATION ASSOCIATION\n\n6. Records and reports.\n\na. All reports of teacher, school officers and supervisors and superintendent-full and accurate.\nC. Program-well planned posted.\nD. Course of study-follows course recommended.\nVIII . Hygiene of the School Plant.\n\nA. The site-clean, sanitary.\nB. The building.\n\n1. Cleaning utensils and receptacles-brooms, dust cloths,\nsweeping-compound, wastebasket.\n2. Facilities for drinking-covered water receptacle and\nsanitary cups or bubbling fountain.\n3. Facilities for washing-sink and basin, or lavatory, soap\nand towels.\nC. Toilets.\n\n1. Outdoor.\n\na. Type must meet regulations of State Department\nof Education.\nb. Entrances-screened.\nc. Provided with locks.\n\nd. Toilet paper.\n\ne. Urinals for boys' toilet.\n2. Indoor-chemical or flush.\n\n3. Care-clean, free from obscene markings.\n4. First aid equipment-bandages, aromatic spirits of ammonia, iodine, adhesive plaster.\nIX. Community spirit and activities.\nA. The teacher's relation to the community.\n\n1. Most of weekends spent in community.\n2. Interest in community activities.\nB. Associations and club-at least two community clubs such as\nparent-teachers' association or grange.\n\nC. Community spirit-interest shown by community in school.\nX. Results.\n\nA. Accomplishment quotient.\nB. Original work of teacher and pupils .\n\nC. School spirit.\nRURAL HEALTH AND SANITATION\nJOSEPHINE CORLISS PRESTON , STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION , OLYMPIA , WASHINGTON\n\nLeaders in education as well as all public welfare workers from the\n\nAtlantic to the Pacific seem suddenly to have awakened to the factthat our\ngreatest human asset, good health, is being destroyed in countless, thoughtless ways. From coast to coast now comes this National urge for conservation and development of our National health and vitality.\n\n"}
{"page": 378, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n353\n\nPublic health authorities report that of the 20,000,000 American school\nchildren between six and fifteen years of age, one million have defective\nbearing, five million have defective eyes, five million are malnourished, six\nmillionhave enlarged tonsils or adenoids, and over ten million have defective\nrecth. In short, three quarters of them suffer from preventable or curable\n\ndefects. Of these 20,000,000 children, over 12,000,000 (60 per cent ) are\nattending our 250,000 rural schools .\nThese startling figures and the revelations of the war have led to much far-\n\nreaching work in the field of educational hygiene. In the year 1920 the\n\nC. S. Commissioner of Education reports that 20 States have laws providing\ntorphysical education, all but one of them making it compulsory. He also\nstates that the most significant feature of this legislation is the broad and\ncomprehensive interpretation of physical education given either in the statutes\nthemselves, or in the administrative programs adopted by the State Departments of Education. The most notable weakness is the failure to provide\nadequate financial support for administration and supervision and the failure\noprovide administrative means for making the laws locally effective.\nMuch remains to be accomplished, and only through persistent work and\nContinuous coöperation of educators and the voluntary organizations in the\n\nfieldofeducational hygiene may we hope to secure a national health program\nto meet the crying need.\nAhealth program should include :\n\n1. Education-( a) To stimulate an intelligent interest in health knowledge; (b) to convey standards of positive health; (c) to inculcate health\n\nhabits affecting the individual relation to home, school, community, and\nState; (d) to give understanding of the dangers which the individual encounters; (e) to secure better preparation of teachers for health education\nand supervision; ( f) to assure adequate physical education laws, wellequipped playgrounds with satisfactory guidance for activities ; ( g) development of bodily resistance by means of medical gymnastics; (h) to gain\npublic cooperation; (i) to secure management and procedure in the school\nroom that conforms to health standards.\n\n2. Regulation-( a) Legislation to establish standards to prevent environ-\n\nmental conditions detrimental to individual and community health; (b)\nState supervision-inspection by governmental authority; (c) establishment\notstandards for rural homes and surroundings .\n3.Medical inspection-(a) Physical examination of school children, with\n\nfollow-up educational, developmental, preventive and curative work carried\non; ( b) provision for correction of remediable defects by medical care\n\nGeetal and health clinics) ; (c) warm lunches for all children ; ( d) weighing\nand measuring of children-gains and losses recorded and sent home to\nparents as part of regular report of school work.\nRecommendations-Adoption of standards set in reports of the Joint ComPattee on Health Problems in Education, \" Minimum Health RequireTents for Rural Schools \" and \" Health Essentials for Rural School ChilAren.\"\n\n"}
{"page": 379, "printed_page": null, "text": "354\n\nNATIONAL EDUCATION ASSOCIATION\n\nPhysical education laws in all the States providing for adequate supervision of the health and physical condition of the children and practical\ninstruction in the principles of healthful living. Provision for the administration of these laws.\n\nFederal aid for administration and class instruction in Physical Education.\nI was asked to give a report on the Rural Health and Sanitation of this\n\nNation. On this subject, I sent out 3200 letters asking for information and\nrequesting each county superintendent in the United States to send us a\nreport of what was being done and then wrote a similar request to the State\nsuperintendents of public instruction. In reply I have received 434 letters.\nI have been informed of the condition in 387 counties which represent 44\nStates. I have received letters concerning the conditions in the State as a\nwhole from 33 States. Out of the 387 counties there are about two per cent\nof that number have done nothing along the line of rural health and sanitation and 58 per cent have done some work.\n\nI believe that the school nurse has come to stay. In many of the reports\nsent to me concerning the rural health and sanitation there is mention of\nthe school nurse.\n\nIn the trail of the school nurse follows examinations of\n\nthe children's physical conditions, the betterment of sanitary conditions, the\nforming of health clubs, the inspection of school grounds and the correction\nof defects in the children.\n\nSome of the most pronounced and universal outgrowths of the war are the\nnurses supplied by the Red Cross organizations in various places, the Baby\nWelfare clinics which are the first aid to mothers, the Health Crusades,\n\nJunior Red Cross Health activities, and the anti-tuberculosis campaigns.\nThe retarded child is another problem of the public day school system.\nIt is stated by the U. S. Public Health Service Bulletin on Indiana that 50\nout of every 1000 school children are having difficulty in keeping up with\ntheir work. The State of Indiana has made a special study of this question\nand states that in every case the slow mental progress of the child has been\ncaused by such minor defects as tonsils, adenoids, defects in seeing, hearing,\nand in teeth defects and enlarged tonsils. Fifty per cent of these children\nwhen placed in a special class and after having their physical defects corrected\nhave been able to keep up with the other children.\n\nIn California the State law requires physical training in every school in\nthe State. Strict adherence to all the State requirements for proper lighting,\nheating, and ventilation are observed. An extensive hygiene course is\ntaught in practically all the grades in all the schools. Practically all the\ncounties from California report that although all the work along health\nand sanitation lines is new, a great deal of progress is being made. A course\nin public school nursing has been made a part of the California high school\ncurriculum.\n\nA fine example of intensified school nursing is found in Kent County,\nMichigan. For four years there has been a county nurse in Kent County.\nThree of the important features of the health problem in this county are:\nTraveling dental health clinic, the hygiene league and the anti-tuberculosis\ncampaign. The Hygiene League, an organization which has for its motto\n\n"}
{"page": 380, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n355\n\n'Periect health for every child,\" has 558 members. The traveling dental\ndinics carry their own equipment with them and stay at one of the rural\nschool houses for several days or a couple of weeks if need be. There were 22\ncentalclinics held in the last year, 14 townships were served, 42 schools were\n<<\nrved and 154 cases were cared for by these dentists. The school nurse in\nthiscounty reports that she has made 7047 inspections out of this number and\ntherewere 1898 with defective teeth. Health drills such as the proper methi\nodsofteeth washing are given in the Kent County schools.\nAn extensive health program is found in New York State. Here the\nchildren, teachers, janitors, and school buildings are all examined. Through\nhealthcards and reports on health, the teachers keep in touch with the parents\nofthe children so that the watchful eye of the parents are on the alert concerning the child's health. In this way health supervision does not end\noutside of the schoolroom. The children are weighed and measured ever\nso often and comparisons made of their physical conditions each month.\nThese card systems are also followed out in many of the States. The\nteachers keep a file of the cards. This often develops a spirit of rivalry\namong the children and each strives hard for perfection in health. In Flor-\n\nda,Alabama, Oregon, Massachusetts, these cards are successfully employed\nas one of the corrective mediums.\n\nIn New York the teachers are given\n\nnstructions as to the care of their health as well as the children.\n\nCircular\n\nBulletins are sent to them asking that they not only consider the health of the\n\nchildren but that they keep well, vigorous and physically fit to hold their\nposition.\n\nThe standardization of schools is a forward step in the State of Kansas.\nThis standardization includes the requirement of physical education in all the\n\nschools of Kansas, proper seating, ventilation, heating, slate blackboards,\nsuitable cloakrooms, and the teaching of hygiene.\n\nFrom Providence County, Rhode Island, comes a detailed report of the\nwuck there. Medical inspectors are provided in Rhode Island. The school\nnurses working under this inspector go into the homes as well as into the\nschools. This is one of the most commendable branches of the school\n\nnursing system of today. The change of good health to the homes, interests\nThe parents in their own health as well as that of the children and standardizes the homes as well as the schools. Dental service in Rhode Island is\n\noven free to the children. The appointments with the dentists are kept\nduring the school hours. The health authorities of Providence County point\n\nsut that 85 per cent of the children of this county were in need of dental\ntreatment.\n\nIt sounds almost unbelievable when you make the statement that the\nsountry children are often found to have more physical defects than the city\n\nald. Dr. Raphael Olsen, who conducted a clinic in Canyon County,\nUtah, recently points out that so often the country children are suffering\ntrom the lack of enough milk and green vegetables. The producers in the\nrural districts sell all their produce instead of having any on their tables.\n\nTherewere936 children inspected in Canyon County in May of this year.\nEachchildwas usually accompanied by its mother. This was one valuable\n\n"}
{"page": 381, "printed_page": null, "text": "356\n\nNATIONAL EDUCATION ASSOCIATION\n\npoint as the mother almost always left the clinic, or the rural school building\nwhere the clinic was held, with thirst for more knowledge concerning the\nhealth of her child.\n\nIn Washington County, Utah, 1700 children in the district received\nmedical and dental examinations. Records of the examinations are kept on\n\nfile by the teachers. In Granite County, Utah, free clinic for the examination and removal of tonsils and adenoids is maintained .\n\nAutomobiles are greatly facilitating the work of the school nurses.\nShelby County, Kentucky, has an automobile for the school nurse purchased with money from the sale of Red Cross seals.\nIn New Hanover County, North Carolina, there is a well-organized\nboard of health. There is careful supervision of the sanitary conditions\n\nof the schools, free lectures on health are given and a campaign against\nflies and mosquitoes is now being made. This county has also extended its\nwork to the homes and all out-houses in rural districts must be standardized\nand sanitary.\n\nSeventy public meetings were held in Forsyth County, North Carolina,\nlast year. More than 8000 persons attended these. Approximately three\nthousand children were examined in this one county. As in all the southern\nstates one of the continuous problems of the southern schools is hook worm.\nVarious problems like this are peculiar to various schools in different sections\nof the country, as hook worm to the south, malnutrition in the larger city\nschools, lack of proper ventilation in cold climates where the people fear too\nmuch fresh air and the like.\n\nThe county health boards in North Carolina are composed of the board of\ncounty commissioners, mayor of the county seat, town and county superintendent and two resident physicians.\nAhouse to house survey is also being made in North Carolina. The people\nare advised by these sanitary inspectors concerning the sanitary conditions\naround their home relative to pure water, screened houses in the summer,\nand sanitary closets. One thousand one hundred children were treated at\nthe permanent dental infirmary in Forsyth County, North Carolina, last\nyear.\n\nA startling fact is brought out in Dillon County, South Carolina, where\nthe Women's Federation of Clubs started an investigation and are also\nworking for a school nurse. The investigation showed that in one school in\nthis county there were three normal children out of an enrolment of 87. In\nanother one of the schools five per cent of the children were normal. The\nsuperintendent sending in the report says that Dillon County is no worse\nthan the other counties in South Carolina.\n\nAlthough the spirit expressed by most of the superintendents from the\n\nvarious counties is a plea for enlarged progress relative to health and sanitation, some of the superintendents show a deplorable lack of interest and are\nperfectly satisfied. One county superintendent from Texas writes \" the\ncounty is sparsely settled. There are only 10 active schools in it and therefore there are no health and sanitation problems.\" The superintendent\nwriting from Dillon County acknowledges that the health and sanitation\n\n"}
{"page": 382, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n357\n\nneeds attention there. It is safe to say that with the realization of the\ndeplorable condition comes work and correction.\n\nThe Texas Superinten-\n\ndentwho writes no doubt is one of the persons who refuse to judge anything in his district critically.\nIn Calumet County, Wisconsin, following a health survey of the sanitary\nconditions of the school buildings and grounds it was reported that out of\nthe67 districts only five had sanitary conditions.\nThe patrons' club formed of volunteer physicians and the parents who\nmeet to discuss the health of the children and to receive instruction from\n\nthe physicians. There are five of these clubs in Beaver County, Oklahoma.\nHealth promotion week which has resulted in every week being a simplifedhealth promotion week is another method used in the schools to interest\nparents and teachers in health problems. In Effingham and Washington\nCounties of Illinois health promotion weeks were held in May of this year\nandreport that they were very successful.\nHealth Clubs have been formed throughout all the schools of Gloucester\n\nCounty, New Jersey. The clubs are carried on in connection with the\nschool work and have one section for the teaching of patriotism and civics.\n: So many credits are given to the various club members. These credits are\nnot counted in the school work but develop a spirit of keen competition\namong the children which results in attention to health measures. For the\nschoolhaving the largest number of points each month a banner is presented.\n\nSchool physicians, school nurses, open-air schools, and gardens are the\nsuccessful medium of the good health among the children of Massachusetts .\nHygiene is taught in the schools. Special attention is also given to the\nexamination of all school sites and all school buildings.\nAnd in the State of Washington we are paying more attention each year\nto the health of the school children.\n\nThere are practically one dozen of the visiting nurses traveling throughoutthe State all the time. A physical training law was passed by the recent\nsion of our legislature providing for the installation of physical training\ncourses in all the schools of the State. The report for one school year\nincludes the following :\nTime covered-Less than one school year.\nNumber of schools visited-106.\n\nNumber of school children examined-6375 .\nNinety per cent of the children examined were found to be defective; 60\nper cent of these defects were due to the teeth.\n\n1.has beenimpossible to do much follow-up work in the homes, but a large\nPercentage ofcases are reported by the teachers to be remedied.\nAlarge number of orthopedic cases were found by the nurses and sent to\nLe children's hospitals in Seattle and Spokane. Defects were also remedied\nchildrenunder school age.\n\nEvery nursemakes an effort to meet as often as possible with the parents\nthe Parent-Teachers Meetings, and confer privately with them about\nar children. On her office days, usually Saturdays, the nurse arranges to\n\n"}
{"page": 383, "printed_page": null, "text": "358\n\nNATIONAL EDUCATION ASSOCIATION\n\naccompany to physician or dentist children brought in for examination or\noperation.\n\nEach nurse is assisting in examination of children for Baby Year, in some\ncases arranging nearly all the details for the work.\nSeveral leagues have had exhibits at the County Fair with the nurse in\ncharge to distribute literature and meet the public.\nThe nurse coöperates with the County Superintendent of Schools and\nthe Probation Officer or Judge in case of mental deficiency or delinquency.\nIn conclusion we can say that although when taking these deplorable\nexamples for consideration, we think that nothing has been done in the\nway of rural health and sanitation we must also consider that this is one of\n\nthe newest of subjects in our schools. I believe both teachers and educators\nare awakened to the need of much work in the schools and are gradually\ninteresting outsiders. Altogether the outlook is bright and hopeful. The\nright training of the right kind of teachers, the hiring of school nurses, an\n\nefficient system of keeping health records and the planning of health clubs\nand clinics, standardization of schools, State laws requiring certain sanitary\nconditions, free clinics, and installation of physical training courses are the\nlargest helps to the rural health problem.\n\nRURAL RECREATION AND SOCIAL LIFE\nMACY CAMPBELL, HEAD OF THE DEPARTMENT OF RURAL EDUCATION\nIOWA STATE TEACHERS COLLEGE, CEDAR FALLS, IOWA\n\nA. Scope of field, agencies, activities-All persons must have recreationmust be constantly rebuilt-to be at their best. The inner self craves the\nnourishment and stimulation which come from frequent contact with one's\nfellows. This has been true of normal individuals in all lands since the dawn\n\nof civilization. The case of those living in rural communities is considered\nhere not because these people are different from others in this respect, but\nbecause their surroundings have often made it difficult for them to meet\nthe need for recreation or gratify the desire for social contacts.\nAs the farmer forms the habit of taking better care of his recreational\nneeds and as he finds it possible to come more easily and quickly into contact with his fellows through improved transportation, itwill be found that\nhe is interested in and is helped by much the same recreational and social\nexperiences as his city cousin who has had in the past a better opportunity\nto gratify these desires. The two outstanding new leisure time activities\naremoving pictures and automobiling. In the neighborhood of seven million\npeople see the pictured story nightly in United States and some twenty\nmillions find frequent relaxation in a motor ride. Farm folk are now\nsharing these on an equal basis with city dwellers. The two most universal\nand frequently repeated of the older forms of recreation and social stimulation, reading and music are now being enjoyed almost as generally by farm\nfolk as by city dwellers. The radiophone seems to promise even greater\n\n"}
{"page": 384, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n359\n\npossibilities of recreation and social stimulus for farm folk than it does for\ncitydwellers. Improvements in the transmission of thought and in the ease\nand speed of locomotion are now making the American farmer a full\nparticipant in our civilization are tending to develop in all our people common habits and ideals.\n\nEight hours for sleep, eight hours for work, and eight hours for leisuretime activities,\" is a familiar idealistic division of the day. This attracts our\nattention because of the large number of ours given to leisure-time activities\nand leisure time is the time for recreation and social contact.\n\nWe should\n\nnote that sleep is recreational time enforced by nature with a heavy penalty\nattached. That meal time is another very important recreational period and\nusually the most important social contact period in the home. Religious\nactivities are usually recreational, refreshing the spirit and supplying a rest\nperiod for the body to rebuild itself.\nLeisure-time activities to be of recreational and social value should build\n\nup and not tear down the individual participating. Different individuals\nwill be differently affected by different forms of activity. Each must choose\nfor himself. \" What is one man's meat is sometimes another man's poison.\"\nItis one part of the business of the school to develop attitudes and fix\nhabits during childhood that will promote the proper use of leisure time\n\n'nadult life. We know that it is from the improper use of leisure time thatX\nmost of civilization's ills arise,\n\nWhile the farmer has little leisure time\n\nduring the summer season he has much during the winter and the school\nshould take particular pains to prepare him to use this leisure time profitably.\nThe consolidated school is best able of all agencies dealing with the unifiation and improvement of life in country communities, to develop attitudes\nand fix wholesome, helpful habits in the matter of recreation and social life.\nIt is now functioning in thousands of rural communities throughout the\nUnited States, and thousands of communities will organize such schools\ndaring the next few years.\n\n1. Here a better trained teacher of reading may be employed and she can\nbegivenabetter opportunity to develop rapid reading so proficient in getting\nthe thought from the printed page that they take pleasure in the act. This\nbetter teacher will take pains to create in her pupils a love of reading good\nTings which will become fixed as a very valuable life habit. To conantly read good things is to constantly bring the mind into effective contact\n#ith the best minds of all time and the widest and freshest of sources of\n\nnformation. No other form of leisure time activity is more recreational in\nhe sense that it builds up and no other form of social contact is more\nmulating.\n\n2.The consolidated school provides a better opportunity for all the young\ndevelop some proficiency in the rudiments of music by taking part under\nmeleadership of a good teacher. It is provided with the necessary musical\nequipment for cultivating appreciation of good music. Glee clubs, orchesras, barnds, and community singing find their natural setting here. Special\nruns in vocal and instrumental music are often made available.\n\nFrom\n\n"}
{"page": 385, "printed_page": null, "text": "360\n\nNATIONAL EDUCATION ASSOCIATION\n\nthis fountain head of musical experience, an increased enjoyment of good\nmusic spreads into the homes of the country community. The Jordan Con-\n\nsolidated School at Sandy, Utah, is demonstrating effectively what may be\ndone in this direction.\n\n3. The consolidated school brings into the rural community the moving\npicture machine and an organization interested in selecting the best type\nof pictured stories. When the films have been carefully selected, the community movies furnish a very popular and helpful recreational and social\nhour. Hundreds of rural communities are now so supplied. The State\nof North Carolina has entered this field of recreation and social contact in\n\nrural communities on a State-wide basis. State funds are appropriated by\nthe legislature, the State Department of Public Instruction selects the films\nand provides the operators who make a regular circuit of rural communities\nonce in two weeks.\n\nThe machine is carried on a motor truck. A com-\n\nmunity program is conducted in connection with the pictures. A State\nlibrary of good picture stories is being selected from the best productions\nover the world. As such film libraries become available the picture story\nwill increase in importance as a recreational and social activity in country\ncommunities.\n\n4. The relation that the better education which the child in the country\n\ncommunity is enabled to secure through the consolidated school bears to\nthe more extended use of the automobile as a means to recreational and\n\nsocial activities is still somewhat problematical. Enlightened communities\ndemand improvement in roads. This brings an increased use of the automobile and makes it a larger and larger factor in the recreational and social\nlife of farm people. The better school should increase interest in the beauties\n\nand wonders of nature, in places of historical or geographical importance and\nin successful agriculture, causing more persons to motor about the country\nto visit such places during their leisure time. Such motor trips are often\ndistinctly recreational and informational. Youth of high school age often\nneed to be strengthened by the counsel of wise and tactful teachers against\nthe moral lapses which the seclusion of some distant spot on the country\nhighway, easily reached by automobile, encourages. The zone of acquaintance and of marriage among young people of rural communities is widening\nwith the increased use of the automobile. This is a desirable social result.\n\n5. Play, both of children and adults, is another recreational and social\nactivity which the consolidated school is fostering among country people.\nBetter play leadership by better teachers, the stimulation which is given\nto the play instinct of children and of adults by the gymnasium with its\n\nbasket-ball, volley-ball, or dance floor, and by the athletic field with its\nbaseball, football and tennis courts are real incentives to greater recreation\n\nthrough play-one of nature's most wholesome and valuable forms of recreation. There is no more encouraging field for the most natural and helpful\nforms of social contact than the athletic field or playing floor. Under\nsuch surroundings adults often enter spontaneously into play. At the Pisgah,\nIowa, Consolidated School the farmers and business men of the community\n\n"}
{"page": 386, "printed_page": null, "text": "361\n\nREPORTS OF COMMITTEES\n\nmeet to play together every Monday night. In many parts of the United\nStates at present consolidated schools form the rallying point for play\nactivities among the people of the farms, and farm villages. In Michigan\nthe State is taking an active part in encouraging play in all the schools of\nthe State by providing trained play leaders under the direction of the State\nDepartment of Public Instruction to teach play activities in all the schools\nof the State. The consolidated school furnishes the best means of setting\nthe children, and gradually the adults of the country community, to playing.\n6. Social contact over larger and larger country communities is being\nstimulated by community meetings in the consolidated schools. These take\non a wide variety of forms, all tending to beguile the people from their\nordinary cares for recreational and social contact. The following list of\ncommunity meetings in the Jessup, Iowa, Consolidated School during\n1921-22, is suggestive of the variety possible.\nAttendDate.\n\nNature of program\n\nAuspices\n\nance\n\n(α\n. 4, 1921 .... Lecture course ...... Metropolitan Glee Club.......\n(CL\n. 21 ...\nLecture course\nChicago Novelty Entertainers ..\n2 numbers et farce ............ H.S.\nΟα. 21 Ρ. Μ... S. O. S. Literary\n....\n\n150\n150\n55\n\nSociety.\n\nΤα 12 ....... Epicurean Literary\n\nH.S.\n\n2 numbers et farce .....\n\n30\n\nSociety.\n\nΟα. 24 ....... Farm Bureau ....... Community singing\n\n175\n\nPeder Peerson, farmer.\nMr. Lee, county agent.\nH.S.\n\n67\n\n....Armistice program .. Music and Rev. Orth ..........\nLecture course ...... J. Adam Bede ........\n.... Epicurean Literary Miscellaneous and Mayflower .. H.S.\n\n215\n\nNov. 4 ......\n\nAlpha Literary\n\n2 numbers et farce .\n\nSociety.\nNov. 11\nΝον. 16\nNov 18\n\n125\n34\n\nSociety.\nΔου 22\n\n...... I, 2, 3 , 4 grades ..... Thanks pageant\n\n225\n\nLiterary Society\nMiscellaneous program ....... H.S.\nTan 9, 1922 .... Declamatory Prelimi- Dramatic class\n\nDec 2\n\n15\n\n300\n\nnary.\nan to\n\nJan 23\n\nDeclamatory Pre. ... Humorous class\nDeclamatory finals ... Three classes\n\nJar. 25\n\nLiterary Society\n\nJan. 27\nFeb 3 .\nFeb. 17 .....\nFeb. 24-25...\n\nLecture course ...... Temple singers\n\n275\n200\n\nMiscellaneous program\n\nH.S.\n\nLiterary Society .....Miscellaneous program\nLiterary Society\n...Miscellaneous program\nCounty Basket Ball\n\n75\n175\n\n...\n\nH.S.\nH.S.\n\n25\n35\n\nTournament.\n\nMar. 17 ...... Jessup Fair Benefit...Miscellaneous program, $59.55\nPreble County, Ohio, which has a large number of consolidated schools\nmay be mentioned as a good representative of the counties which are well\norganized to promote, through community meetings, around the school the\nreutational and social side of farm life. The Alberta Consolidated School\n\nin Minnesota is a good representative of those consolidated schools which\nhave developed this side of farm life to a high degree.\n\nA study by H. L. Eells, of Iowa State Teachers College, into what 1300\ncollege students and 168 high school students who come largely from rural\n\n"}
{"page": 387, "printed_page": null, "text": "362\n\nNATIONAL EDUCATION ASSOCIATION\n\ncommunities in Iowa, do for recreation, reveals the fact that the following\npercentages of each group take part in the various recreations listed.\nPercentage of\n\n1300 college\n\nPercentage of\n168 high school\n\nstudents\n\nstudents\n\nMovies\n\n52\n\n68\n\nDances\n\n31\n\n18\n\nAutomobile trips\nTrips on train\n\n51\n\n71\n\n31\n\n31\n\n64\n\nRecreational and\nsocial activities\n\nVisiting ( neighbors or otherwise)\n\n49\n\nCamping\n\n23\n\n18\n\nPicnics\n\n51\n\n68\n\nState Fairs\n\n15\n\n28\n\nCounty Fairs\nOperas\nFishing\n\n43\n14\n\n71\n18\n\n23\n\n39\n\nParties\n\n51\n\n41\n\n22\n\n41\n\n27\n\n36\n\nLiterary Societies\nCommunity gatherings\nGolf\nTennis\n\nHunting\n\n2\n\n2\n\n16\n\n11\n\n7\n\n28\n\nHikes\n\n27\n\n19\n\nRoller skating\n\n16\n\n18\n\nIce skating\n\n23\n\n28\n\nBoating\nPlay on piano\n\n23\n\n21\n\n39\n\n46\n\n34\n\n41\n\nUse victrola\n\nSinging schools\nNutting\n\n4\n\n9\n\n19\n\n26\n\nGames\n\n38\n\n54\n\nLibrary\n\n36\n\n36\n\nSwimming in season\n\n19\n\n31\n\nHorseback riding\n\n19\n\n41\n\nBicycling\n\n9\n\nTheatres\n\n26\n\n21\n\n23\n\nProbably the most common form of social contact in which a considerable\nnumber of farm people engage consists in visiting with neighbors and\nacquaintances on the streets of the market town on Saturday afternoon or\nevening. In this custom, which is prevalent in rural communities the Nation\nover, is seen the wide-spread desire for the pleasure and stimulation of social\ncontact.\n\nThis social instinct is being turned to better account than street\n\nvisiting by many organizations which have developed some degree of recreational leadership in rural communities. Among these activities may be mentioned county-wide play days-the schools of the county coöperating, picnics\nof farm organizations, social and literary community clubs meeting regularly\nin the farm homes of the members, local county, and State fairs, church\nsociables, camping, boating, swimming, skating, fishing or hunting parties\nand various forms of excursions.\n\nThe chief organizations contributing to rural recreation and social life\nare in addition to the consolidated school, county-wide school organizations,\nState department of physical training, and bureaus of community service,\nrural churches, and county Y. M. C. A., the Farm Bureau and other farm\n\n"}
{"page": 388, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n363\n\norganizations, boys' and girls' clubs, athletic associations, Boy Scouts,\nCampfire Girls, and community play associations.\nOther factors contributing to recreational and social activities are automobiles, good roads, meeting places such as schools, rural churches, or community halls which are provided with auditoriums, gymnasiums, cooking,\nand serving rooms, play grounds, play apparatus, moving picture projectors,\nfilm library resources, and musical equipment. Dance floors, bathing beaches\nand amusement parks also contribute.\n\nConditions are unsatisfactory in a large proportion of rural communities\nbecause of: ( 1 ) Inadequate leadership; ( 2) inadequate organization; ( 3 )\ninadequate teaching in the public schools; (4) inadequate earning power of\nthe farm population which in some cases is unable to provide the necessary\nmaterial equipment.\nSOCIAL NEEDS IN RURAL LIFE\nTHE COMMUNITY CENTER\n\nP. W. NEALE , STATE NORMAL SCHOOL, STEVENS POINT, WISCONSIN\n\nCountry communities are suffering from the lack of social gatherings where\ncommon experiences may be discussed and where the public mind is quickenedby social contact.\nThe community center touches that great lower middle-class and workingclass group who are usually the hardest to reach.\nThe country life club idea is growing rapidly. All over the country there\n\nis an increasing tendency to take up rural affairs on a community basis,\nmaking the school house, the church, or the community house the forum of\n\nthe community, where the people may meet and discuss among themselves\ntheir common interests and devise methods of self improvement. The\nfollowing topics were discussed in recent meetings of a Rural Life Club :\nBeautifying home and school grounds.\nWater and sewerage system for the country home.\nElectricity on the farm.\nImprovement of health conditions in the country.\nHow much education do farmers need ?\nConveniences for the farm home.\n\nThe well-planned farm home.\n\nThe aim is to develop rural leadership from within and at the same time\nprovide for the fundamental social instincts of youth known as recreation,\nplay, friendship, and social life.\nThe organizations and societies which so far have factored in the rebuild-\n\ning of community life are the Farmers' Alliance, Farmers' Grange, and\nRural Improvement Clubs. It is here that the many-sided problems of community life may be attacked and hopefully solved. It is here that subjects\n\nranging from good housekeeping to good roads may be discussed.\nWe appreciate the freedom of the farm residence, the health of mind, the\nbody that comes from a life in the open country, the opportunity of a\n\n"}
{"page": 389, "printed_page": null, "text": "364\n\nNATIONAL EDUCATION ASSOCIATION\n\npartnership in a business enterprise and the moral uplift that comes from\nthe contact with nature. However, the majority of our farm homes will\nbear much study from the standpoint of conveniences of the farm home\nlabor saving devices as well as house planning.\nA great deal of farm life is of such a character that it makes it very\nhard for the mother of the family. The necessity of reducing drudgery in\nthe farm home cannot be too strongly emphasized. Conveniences for outdoor work are likely to have precedence over those for household work.\nIn general her life is more monotonous and more isolated, no matter what\nthe wealth or the poverty of the family may be.\nIt is unfortunate that in so many rural communities we find the farm\nimplements have all become riding implements, but the woman of the farm\nmust carry the water, clean the smoky lamps, wash and churn by hand. In\n\nthis community we find the high-priced touring car, pure bred stock, wellequipped barns, but the home equipment antiquated and fatally deficient in\nperforming the functions of home-making.\nRelief to the women of the farm must come through a general elevation\nof country living. Music and art helped to revolutionize rural Denmark.\nThey should be made to contribute more to the influence of the home. We\n\nneed good pictures, good music, good literature, as agencies to promote the\nwelfare of the community. The opportunity for music and the better things\nof life should be stressed the same as agriculture for the rural family. It\nshould be made an important feature of American country life.\nWe find many women's organizations in country districts discussing with\nprofit such domestic subjects as the improvement and privileges of farm home\nlife, the decrease of household labor coming through the remodeling of\nthe farm home and installing up-to-date labor-saving devices.\n\nOur farm women need a course in farm business, and training along the\nvocational side of life in order that they may be prepared for home making in\nthe fullest sense. They should have training in home decoration, home\nmanagement, sanitation, sociology, and economics. The betterment of\ncountry life rests largely with the country women. With the proper training the mother will not only be enabled to participate in community affairs\nbut will be capable of changing the whole attitude of the home life and take\nthe part that women should play in the development of the best rural living.\n\nSUMMARY AND RECOMMENDATIONS\nJOHN F. SIMS, CHAIRMAN, PRESIDENT, STATE NORMAL SCHOOL\nSTEVENS POINT , WISCONSIN\n\nThe objective-The objective of all efforts made 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 areas\nof our country be made the full equivalent of those offered to children in\nthe most favored urban communities.\n\n"}
{"page": 390, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n365\n\nCountry-wide inequality of educational opportunity exists today-This\nas revealed in the shorter school-year, the lack of proper equipment, the\nsmaller amount of expenditure per capita, the smaller percentage of properly\ntrained teachers, and inadequate supervision.\nIt is due among other causes to the following :\n\n1. To the conservatism of rural people, who have too long been satisfied\nwith an elementary curriculum only, and with inferior educational facilities.\nAs the fountain cannot be higher than the source, so the school cannot be\ntar in advance of the community whose educational wants it is designed to\nsupply, 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 willdo for them and their children. Many districts maintain schools\nmerely to comply with the provisions of the law. The almost insuperable\nobstacle in the way of previous efforts at regeneration of rural education\nis the isolation of the rural school (now happily being overcome) . This\nmakes for indifference to the problem.\n\n3. Rural leadership, based upon a sympathetic knowledge of rural life\nand its needs, plus the constructive imagination which visions what ought\ntobe inorder to satisfy these needs, reinforced by an executive ability which\ncan arouse to action rural people who are to be the beneficiaries of better\nschools, is to be found in rare instances only. Where there is no vision the\npeople perish, and desired progress will come only when rural people want\nsomething better. The hope of tomorrow in education lies in 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 local taxation. The additional revenue\nfrom State sources is not sufficient, while National reservoirs of revenue\nhavenotyet been tapped.\n5. In the 185,000 districts maintaining one-teacher schools are found\n555.000 school officials, many of whom receive small salaries and enjoy\nthe prerogative of holding office to such extent that any change reducing the\nnumber ofofficials is vigorously opposed.\nHow to change what is in rural education to what ought to be.\n1. Alarger unit of taxation and administration, the consensus of opinion\nbeing the county.\n(a) Education is not a local problem for the perpetuity of the State\nand Nation is concerned in its solution.\n\n(b) 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\npresent conditions districts of low assessed valuation too often pay the\nhigher tax rate.\n\n(d) Local revenue should be supplemented by funds from State and\nNational sources. As was pointed out in 1922 at the Chicago meeting\n\nof the Department of Superintendence earnings, profits, and incomes\nmustmoreand more be made a basis of taxation, in addition to property,\noreven in lieu of property.\n\n"}
{"page": 391, "printed_page": null, "text": "NATIONAL EDUCATION AssociatION\n\n366\n\n(e) Every friend of education should battle valiantly for the passage\nof the Towner-Sterling Bill, as provision is therein made for apportionment annually among the States of $ 15,000,000 for the better preparation of rural teachers, and of $50,000,000 for the equalization of educational opportunity.\n( f) One half the States are now administering their schools by means\nof an elective County School Board or Board of Education, of from\nthree to seven members, empowered in general :\n1. To select an expert educational officer, known as county\nsuperintendent, to be its educational advisor and its executive\nofficer.\n\n2. To appoint upon the nomination of the county superintendent, assistant superintendents, and supervisory teachers.\n3. To carry into effect the State course of study and the recommendations of the State superintendent.\n4. To recommend to district boards competent teachers and\nprincipals and to approve their selection.\n5. To change boundaries of districts, to consolidate schools,\nestablish rural high schools, provide for transportation of pupils.\n6. To make county community and educational surveys.\n7. To elevate the standards of rural education in their county.\n(g) Bulletin No. 44, U. S. Bureau of Education, states that in a\ncounty in Utah, after the adoption of the county unit plan the number\nof pupils who finished eighth grade increased fifty per cent and the\nhigh-school enrolment increased five hundred per cent.\n2. Establishment of consolidated schools and rural high schools.\n(a) The chief obstacles to consolidation are the small taxing and\nadministrative unit; the traditions, prejudices, and conservatism of\nrural people; the fear of increased taxation and possible deterioration\nof property due to greater distance from the school; bad roads making\n\ntransportation difficult, and the loyalty of adults to the school in which\nthey themselves were educated who believe that what was good enough\n\nfor them is good enough for their children. The educational harvest in\nrural communities must not, however, be gathered by antiquated\nmachinery.\n\n(b) Consolidation means better attendance, better teacher training,\nmaking the school a community center, enriched courses of study, the\nuse of a stimulating environment in teaching, training which gives power\n\nto solve farm and community problems as well as the development of\npower to excel in other vocations.\n\n(c) An adequate working law should be formulated in each State\nproviding for consolidation. Perhaps two thirds of our 185,000 single\ndistricts could be so taken care of. Witness its growth in Ohio, Indiana,\nIowa, in New England, in the South, and in the far West. Wherever\nthe larger taxing and administrative unit prevails its growth has flourishedmost completely.\n(d) Consolidation is a dynamic movement-the most highly consequential movement now under way, looking toward the creation of\n\n"}
{"page": 392, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n367\n\nbetter educational facilities for rural children at home, and it should\nbefostered.\n\n3. Better trained teachers.\n(a) The teacher is the soul of the school.\n\nAll instruction must\n\nminister through the child's own self-activity, to his development mentally, morally, and physically. Knowledge comes through exercise of\nhismind, while discipline implants the feeling of personal accountability,\nand recognition of the rights of others, demanding the exercise of\nconscience, and both making for right thinking and right behavior, the\ntwo most important functions 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\nschools. Universities are now beginning to catch the vision.\n(c) The content of courses for their training may be classified as\nprofessional, academic, and environmental. The professional makes\nforthe development in teachers, of social amenities, appreciations, ideals,\nskills, and a sense of responsibility; the academic for scholarship which\ngives the teacher confidence in himself and inspires the pupils' confidence\ninhim; while the environmental enables him to use the rich suggestive\n\nmaterial which lies in close proximity in such a way as to make it\ndynamic in the child's development. The following must be stressed :\n( 1) The three R's with history, geography, business essentials, literature, and nature; ( 2) some skills in the lines of music, physical training, agriculture, farm mechanics, cooking and sewing, debating and public speaking and community center work; (3 ) the appreciations of art,\nmusic, nature, courtesy or social amenities, and education, and (4) the\nideals of health, patriotism, industry, coöperation, fair play, and achievement.\n\n(d) All institutions training teachers and supervisors should maintain\nobservation and demonstration schools of the highest degree of efficiency\nunder their own direct supervision, and likewise afford in turn an\nopportunity for practice teaching in rural schools, and practical work\ninteaching and measurements .\n\n(e) Courses of study should be extended to two and within a decade\nof to four years of professional training beyond the high school. It is\nmodest to say that today the rural child has but one chance in fifteen or\ntwenty to be taught by a teacher of the standard preparation of highschool graduation, plus two years of normal training.\n(f) The standard of rural teaching must be raised. Our best rural\ntrachers come from the rural areas . Special inducements must be\n\noffered in the way of remuneration. Young people will not prepare\nforthis responsible work as long as the salaries paid are less than wages\npaid to unskilled labor. Says Vice-President Coolidge, We have\nlost reverence for the profession of teaching and bestowed it upon the\nprofession of acquiring.\" Rural communities will never get more than\nthey are willing to pay for. Better salaries and a more attractive life,\nincluding teacherages, must lie at the bottom of any wide improvement.\n\n"}
{"page": 393, "printed_page": null, "text": "368\n\nNATIONAL EDUCATION ASSOCIATION\n\n(g) Is the time not ripe for the State to offer scholarships in the\nnormal schools to attract the best of our rural-minded young men and\nwomen into this field? Scholarships of two or three hundred dollars\nper year offered to the best fourth of a high-school graduating class\nwould improve the output of rural teachers and give to rural teaching\nthe standing it sorely needs. Given the proper supply, rural communities will choose these competent teachers. During the war the\nS. A. T. C. was organized in the normal schools and colleges to meet\nthe crisis. Is it not the part of wisdom to follow such a practice in\nmeeting the educational crisis ?\n(h) All of the professions are demanding higher training in order\nthat their members may render better service. Why should rural\nteaching be a laggard ? Surely it requires as skilled a practitioner to\ndeal with the mind as with the body.\n\nThe arousal of interest of rural people in their own schools1. Rural schools must train the children for their own needs, sending\n\nthem out from the portals of the school with a fund of knowledge, a\ncapital of skills, and a character strengthened by wholesome discipline, fitted\n\nto cope confidently with their own local, State, and National problems.\n2. For the first time in our history the urban exceeds the rural population,\nso that rural education becomes an urban problem, for the world must be\nfed, clothed, and sheltered.\n\n3. Inequality of educational opportunity must give way to equality of\neducational opportunity.\n\n4. Rural people must arouse themselves or be aroused to a sense of the\nproblem. Detailed inspection by competent National State officials reveals\nthe need for betterment, the coördination of what is with what ought to be..\n5. These officials, and others associated with them-just as the \" dollar a\nyear \" men a few years ago-must have wisdom allied with zeal and clear\nvision, to accomplish this wonder in education like that in industries, in\ntransportation, in conservation of food, in unparalleled and almost unbelievable preparation for waging victorious war, and in philanthropy such\nas was witnessed in the recent war.\n\n6. Nor should the enlistment in this cause of women, in whom faith in\n\neducation is an enduring power, be overlooked. The organization of\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 make\nequality of educational opportunity a living reality. Let no effort be\nspared to secure their enthusiastic coöperation.\n7. Direct and indirect appeal through literature, cartoons, posters, moving pictures, the radio, victrolas, the press, and the platform must be made\nto give the rural children as good a chance in life as any children get, and\nto get that chance at home. It is not enough that the opportunity be found\nelsewhere. To seek it elsewhere is a transfer of allegiance, from the home\nschool, which home school should be fostered with affection.\n\n8. The voice of the rural people thus aroused must and will be heard in\nthe halls of legislation, and when heard, just as truly as night follows day\n\n"}
{"page": 394, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n369\n\nitshall succeed in having: (a) First-class schools in every community, rural\nwell as urban; (b) competent rural teachers who are high-school graduates\nwith two and eventually four years of normal training, the result of better\neacher training; (c) the county unit of taxation and administration; ( d )\nthe consolidated and rural high schools, and (e) equality of educational\npportunity for twelve full years of school work at home. Said Lincoln,\n*The American youth are entitled to an unfettered start and a fair chance\nnthe race of life.\"\n\n2. To this program we pledge our loyal and continuous support until it is\nalized. Education surpasses in importance all other governmental activihes, being the life blood of the Nation. Education must not be looked upon\ns an expenditure, but as an investment which pays large dividends in\nnowledge, ability, and character. The strength of the Nation is to be found\naits mental and spiritual power.\n\nREFERENCES ON RURAL EDUCATION\n\nBailey-The Country Life Movement.\nBetts-Better Rural Schools .\n\nNew Ideals in Rural Schools.\n\nBrewer--Rural Hygiene.\nButterfield-The Country Church and the Rural Problem.\nCarney-Country Life and Country School .\nCubberly-Rural Life and Education.\nCurtis\n-Play and Recreation for the Open Country.\nEggleston and Bruere-The Work of the Rural School.\nFoght-The American Rural School .\nRural Denmark and Its Schools.\nThe Rural Teacher and His Work.\n\nGalpin-Rural Life.\nGillette Constructive Rural Sociology.\nHarris\n-Health on the Farm .\n\nHart-Educational Resources of Village and Rural Communities.\nIndex to N. E. A. Proceedings .\n\nJohnson-Education by Plays and Games.\nJournal of Rural Education.\n\nJournal of the National Education Association.\nKennedy-Rural Life and the Rural School.\nKirkpatrick-Rural Schools from Within.\nOgden\n-Rural Hygiene.\n\nPhelan-Readings in Rural Sociology.\nRapeer-Educational Hygiene.\nReport of Committee of Twelve, 1897 .\nSims-The Rural Community.\n\nVogt-Introduction to Rural Sociology.\nWoofter-Teaching in Rural Schools.\n\n"}
{"page": 395, "printed_page": null, "text": "370\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF THE COMMITTEE ON TENURE¹\nHARLAN UPDEGRAFF , PRESIDENT, CORNELL COLLEGE\nMT . VERNON , IOWA, CHAIRMAN\n\nAt no time has the problem of tenure been so important as at present.\n\nTenure affects every member of the teaching profession from the individual classroom teacher to the highest school official in city, county, State,\nand Nation. During the year covered by this report serious attacks upon the\nmerit system have been made in some of our largest city school systems,\nand within the past few weeks one of our most distinguished State educational\nleaders has had to decline reappointment to his high office because the\nconditions imposed were political rather than professional.\nUncertainty of tenure is one of the worst drawbacks to teaching as a\nprofession. The teacher on the threshold of a career cannot but be con-\n\ncerned when he or she sees professional educational leadership in peril.\nFurthermore, the question of tenure is naturally more significant for the\nclassroom teacher than for the school official of assured position, since few\nindividual teachers have the necessary resources for maintaining economic\nand professional independence. The critical financial situation in which\nmany school systems found themselves during the year has emphasized the\nproblem of tenure in a special way, for, while the need for qualified teachers\nis still very great, there is evidence that some of the more short-sighted\nschool boards have adopted the ruinous policy of replacing successful teachers\nof experience with recent graduates for no other motive than that of the\ntemporary saving of money. School boards of this type inevitably oppose the\nadoption of an adequate tenure law because it will compel them to keep\n\nefficient teachers and pay the regular increases in salary the experience of these\nteachers entitles them to under the law.\n\nNo better evidence could be\n\nafforded than this-that in contending for teacher tenure we are asking for\nessential protection, not for teachers alone, but for the schools and the\nschool children.\nEXISTING TENURE LAWS\n\nIn the report of the sub-committee on tenure at Boston last year a\n\ndetailed statement of existing State tenure laws was given, and a tabular\ncondensation of this and certain additional material was printed in the\nAssociation's Research Bulletin for January 1, 1923. It is therefore not\nfelt to be necessary to reproduce this material in detail here. Of the\neight existing State tenure laws, three (those of California, Colorado, and\nMaryland) were enacted in 1921. The operation of these most recent\nenactments on tenure will be watched carefully for the light they throw on\nfuture legislation. For this reason the California experience is given in\na special statement at the close of this report.\n\nThat tenure legislation is still limited in scope is indicated in the material\nin the Association's Bulletin. The original New Jersey tenure law of 1910\nIn the absence of the chairman, the report was made by Mrs. Emma L. Dacre, Sar\n\nFrancisco, California. In addition to the chairman, this committee includes the members listed\non page 25.\n\n"}
{"page": 396, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n371\n\nis State-wide; so is the Maryland law of 1921. The Massachusetts act of\n1914 applies to \" every town in the State except Boston.\" The New York\n\nlaw applies only to the city schools, and the Oregon law to school districts\nhaving a population of over 20,000.\n\nThe probationary period specified in these laws varies, though it centers\nabout two or three years.¹\nThe procedure of removal in the various acts is as follows :\nCalifornia-Board gives ten days' written notice stating charges, and time of\nhearing. Teacher may have counsel and witnesses. If charges proved, dismissal\non majority vote of board.\nColorado-Charges filed with secretary of board of school directors. Thirty\ndays' notice to teacher before hearing. If dismissal recommended by superin-\n\ntendent or principal, teacher may be dismissed without hearing on two-thirds vote\nofboard.\n\nMaryland-Written charges by county board on recommendation of county superintendent. Ten days' notice given to teacher.\nMassachusetts-Notice given to teacher thirty days prior to school committee\nmeeting. Dismissal on two-thirds vote if superintendent has recommended dismissal. Notice of charges against teacher to be given on request.\n\nMontana-Majority of board gives written notice before May 1.\nNew Jersey- Charges filed with Board of Education. When examined and found\ntrue, reasonable notice given teacher, who may be represented by counsel.\nNew York-Hearing by Board of Education after reasonable notice. Dismissal\n\nby affirmative vote of majority of board. May be represented by counsel.\nOregon-Written notice of charges given teacher ten days previous to hearing.\nTeacher may be represented by counsel. If five of seven members of board concur,\ndismissal is final .\n\nVarying provision for appeal is found in these laws. In California the\nappeal lies to any court of competent jurisdiction on questions of fact\n\nand of law.\" In Maryland there is an appeal to the State superintendent\not public instruction if the county board is not unanimous. In New York\nandNew Jersey the teacher has the right of appeal to the State commissioner\nofeducation.\nPENDING MEASURES\n\nTwo of the most significant efforts to enact tenure laws during the past\nvear have been in Pennsylvania and Minnesota. The Pennsylvania\nmeasure, drafted by a sub-committee of the Joint Committee of the Pennsylania State Education Association and the State Teachers' League composed of Dr. O. P. Cornman, Philadelphia, and Elizabeth Baker, Harrisurg, provides as follows:\nA Bill to Provide for the Employment of Teachers on Indefinite Tenure\nAmending Sections 1204 and 1208\n\n1. The word teacher as used in this bill shall mean any person employed in\nthe public school system of this Commonwealth as teacher, principal, supervisor,\nof director of a special subject, supervising principal, county superintendent, district\nsuperintendent, assistant district superintendent, assistant or associate superinCalifornia, a years; Colorado, 3 years ; Maryland, 2 years; Massachusetts, 3 years; Montana,\nstars, New Jersey , 3 years ; New York, 1-3 years ; Oregon, 2 years.\ndrafted by the Ohio State Teachers ' Association in 1921 appears in the National\nThe\nPlaatson Association Proceedings for 1922.\n\n"}
{"page": 397, "printed_page": null, "text": "372\n\nNATIONAL EDUCATION ASSOCIATION\n1\n\ntendent, assistant county superintendent, and any member of the instructional staff\nof the State normal schools .\n\n2. The word Board as used in these sections shall mean the board of school\n\ndirectors of a school district, the board of trustees of a normal school district, or\nother committee by which the teacher is appointed.\n3. Re-employment of a teacher in any school district of the State who has been\nemployed three consecutive years in that district, shall be for an indefinite term\n\nwhich shall continue until retirement as provided by law, resignation, or dismissal\nas hereinafter provided, except that any teacher who has been employed consecutively for four or more years in any district in the state at the date upon which\nthis act shall become effective shall be thereafter on indefinite tenure in that district.\n\n4. When any teacher shall have been placed upon indefinite tenure in any\n\ndistrict and shall afterwards accept employment in another district of the State\nsaid teacher shall be upon indefinite tenure in said other district after one year\nif re-employed therein; provided, that the period of probationary service may\nbe extended by the board upon written recommendation of the superintendent for\nan additional period or periods not to exceed one year, the total probationary period\nnot to exceed two years.\n\n5. When a teacher, after an interim, is re-employed by a district in which said\nteacher had already served on indefinite tenure, said re-employment shall be upon\nindefinite tenure after one year if again re-employed therein; provided, that the\nperiod of probationary service may be extended by the board upon written recommendation of the superintendent for an additional period or periods not to exceed\none year, the total probationary period not to exceed two years.\n6. No teacher shall be placed upon indefinite tenure who does not hold\npermanent State certificate issued by the Superintendent of Public Instruction of\n\na\n\nthis Commonwealth.\n\n7. The services of any teacher upon indefinite tenure who by reason of illness\nis unable to discharge his duties for a period of one school -year may be discontinued by the board.\n\n8. Any teacher serving upon indefinite tenure may be dismissed at any time\nby the board upon proof that said teacher is physically or mentally incapacitated\nfor discharging his duties, or upon proof of inefficiency, neglect of duty, insubordination or conduct unbecoming a teacher, but no teacher shall be so dismissed until\nfurnished with a written statement of the charges against said teacher signed by\n\nthe superintendent or the proper officers of the board, and given reasonable\nopportunity of refuting such charges at a hearing before the board, provided that\nthe date of such hearing shall not be sooner than ten days nor later than thirty\n\ndays from receipt by the teacher of said statement of charges. Pending a hearing\non said charges and final determination thereof said teacher may be suspended by\nthe superintendent of the board, but in case the charges are not sustained, such\nsuspension shall be without loss of salary.\n\n9. If after proper notification a teacher fails to make answer at the time and\nplace set for the hearing, or after the teacher makes answer at the set time and\nplace, the board may by a majority vote of its members dismiss said teacher from\nits service. Provided, however, the teacher shall have the right to make appeal\nfrom the decision of the board to the State Superintendent of Public Instruction\nbefore whom a hearing of the case shall be held. The decision reached at such\nhearing shall be final.\n\n10. Any hearing as hereinbefore provided shall be public or private, as the\nteacher against whom the charges are made shall elect. At any such hearing the\nteacher shall have the right to be represented by counsel. No member of the\nboard before whom a hearing is tried shall be qualified to vote who has not been\npresent throughout the entire hearing.\n11. No teacher serving upon indefinite tenure shall suffer a decrease in salary\nwithout said teacher's consent, except by reason of a salary revision affecting all\nteachers of the district holding positions of like character and grade. The neces-\n\n"}
{"page": 398, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n373\n\nsary transfer of a teacher from one position to another having a lower salary\nshall not be considered a decrease in salary within the meaning of this paragraph.\nA teacher shall have the same rights to a hearing in regard to any such proposed\ntransfer as are granted by this act in cases of complaint against a teacher.\n12. Nothing herein contained shall be construed as limiting the right of a board\nto release a teacher serving on indefinite tenure when an actual decrease in\n\nthe number of pupils or the discontinuance of a particular kind of teaching service\nin a school district renders such action advisable. Provided, however, that release\n\nfor said causes shall take place only at the close of the school year, and that any\nteacher so affected shall be notified in writing not later than two months prior\nto the close of the school term that his services will not be needed the following\nschool term with reasons therefor. Provided further, that in the case of decrease\ninteaching force due to said causes, the teacher or teachers dismissed shall be the\n\nteacher or teachers last employed by the district and engaged in the particular\nkind of teaching service suffering a reduction in teaching force. Any teacher dismissed under this proviso shall be given a statement of honorable dismissal and\nshall for one year be carried upon a preferred list for re- employment to fill vacancies\nthat may occur in the district in the type of service from which the teacher was\nreleased.\n\nThe Minnesota tenure bill has been summarized as follows by Mrs.\nElizabeth Haney, member of the legislative committee of the Minnesota\nEducation Association :\n\nA. Meaning of teacher: Superintendents, supervisors, principals, vice principals,\nand instructors .\n\nB. Kinds of teachers: substitutes, probationary, permanent.\nWhat constitutes each ?\n\nC. Causes for dismissal\n\n1. Immoral or unprofessional conduct\n2. Incompetence\n3. Unfitness for teaching\n4. Persistent violation of, or refusal to obey, rules of board or school laws\nof the State\n\n5. Any other just cause\nD. Process of serving notice of dismissal\n1. Ten days' notice in writing\n2. Teacher's demand for hearing in writing\n3. Board fixes time and place for hearing\nE. Process for hearing\n1. Members cannot vote unless present at all meetings\n2. Majority vote necessary\n\n3.Hearing concluded fifteen days after beginning\n4. Counsel if desired\n\n5. Decision of Board final\nF. Act shall apply to school districts employing at least fifteen teachers under\nsupervision of principal or superintendent.\nPRINCIPLES UNDERLYING TEACHER TENURE LAWS\n\nWith the growth of teacher organizations and the study by teachers\nof such professional questions as those of salary, pensions, and tenure,\nhas come a more careful consideration of the underlying principles of all\nwach legislation. There have been several recent studies of tenure principies. The following formulation, that of Ira Richardson, of the University\n\n"}
{"page": 399, "printed_page": null, "text": "374\n\nNATIONAL EDUCATION ASSOCIATION\n\nof Oregon (slightly modified from the original ) appears to represent with\nfair accuracy the conclusions of most of the recent studies of tenure:\nI. Principles which should be present and operative prior to the institution of\ntenure laws :\n\n1. Since education is a State function, a prerequisite training for teaching and\na probationary period of service prior to permanent certification should be required\nby State law.\n\n2. The State should prescribe a minimum salary schedule accompanying stages\nof probationary service based on scholastic and professional training.\n3. Details of salary schedule, bases of promotion or demotion to or from grades\n\nor levels of salary schedule, ratings and measures of professional improvement\nfollowing probationary service may be left to local authorities.\nII . Principles which should control in the framing and operation of tenure laws ;\n1. All tenure laws should be associated with regulations governing training,\ncertification, remuneration, and annunities or pensions.\n2. Tenure laws should be devised and administered in the interest of better\n\ninstruction for children and as a stimulus to better preparation and more efficient\nservice on the part of teachers .\n\n3. Participation in the benefits of a tenure law should be based ona. Evidence of a satisfactory preliminary training and service as shown by legal\ncredentials of scholarship and professional training and of certification.\nb. Evidence of ability as shown by ratings.\nc. Evidence of professional spirit as shown by professional activity and continued study.\n4. Dismissal from service should be based on clearly demonstrable causes.\n\n5. Suitable provision should be made for those already in service without preliminary qualifications.\n\n6. All groups and classes of public education workers should be provided for.\nTHE CALIFORNIA\n\nEXPERIENCE\n\nThe experience with the California tenure law of 1921 is of such importance that a summary of it is given here :\n\nThe California law was passed in spite of violent opposition on the part\n\nof many in authority. The law is generally regarded as unsatisfactory,\nfirst, because it is not of general application; second, because of the indefiniteness of the wording.\n\nBriefly summarized, the tenure provisions are that after two years of\nprobation in a school district of at least eight teachers, under a principal\nsupervising at least two hours a day, the teacher becomes regular, either\n\nby vote of the board of trustees or automatically at the expiration of the\ntwo years. However, the probationer may be dropped at the end of the\nfirst year of probation without mention of any cause.. But during the years\n\nof probation, the teacher shall be tried for causes definitely specified in\nthe law and the trial shall be conducted on the same plan as for a regular\nteacher.\n\nHaving become regular, the teacher is still confronted with all the\ntechnical interpretations of the law, and at the present time, two years\nafter the enactment of the law, there are more cases of violation than had\nbeen expected.\n\nIt would appear that unless the wording of a law is definite, some boards\nof education will continue to act arbitrarily on the assumption that teachers\nare afraid to go to court or have not sufficient funds to do so.\n\n"}
{"page": 400, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n375\n\nFor information, it may be stated that in Calexico, Inyo County, Santa\nCruz, Alameda County, Eureka, Lodi, and in other districts, teachers have\n\nbeen summarily dismissed, regardless of the explicit provisions in the code,\nor after distorted, technical interpretations, bordering on perjured affirmations.\n\nThose who are familiar with the California situation believe that the\n\npolitical machinery has worked overtime in certain counties and smaller\nlocalities. The law needs revamping, re-editing, as well as abridgement,\nthey assert. The opposition to tenure worked steadily and underground\nfrom 1921 to 1923, and at the last legislature presented a bill known as\n\nthe Dozier Assembly Bill. It simply threw out all tenure provisions, and\nfortunately for the proponents of tenure emphasized the right of dismissal\nofteachers without cause, which aroused a storm of protest. The Assembly\nEducational Committee favored this bill by a slight majority, but the vote\nin the House was over 4 to I against the attempt to make the teachers of\nCalifornia political pawns.\nThere are three suits pending in the courts, all three on appeal. One\nis from Eureka, Humboldt County, and involves a principal of a Junior\nHigh School, dismissed at the end of the school year without trial or cause,\nand on the grounds that the tenure provisions do not protect principals.\nThe case did not even come up in court, but is proceeding on appeal from\ndemurrers.\n\nAsecond one is in Alameda County, where a teacher was employed in a\ndistrict of more than eight teachers, and under a principal. It is claimed\nby the school authorities that the principal only taught and did not supervise\nat any time. This case is on appeal .\nThe third is in Santa Cruz, and concerns a teacher, who, like her colleague in the preceding case, was dismissed for having married during her\nincumbency . This case is also on appeal.\nThe costs of these suits are borne by certain teacher organizations, and\nit is essential that full support be given to those who are endeavoring to\nsecure the decision of the Supreme Court in order to make the law final\nand permanent.\n\nThe struggle for tenure is not over, and will last until all principals\nand teachers are placed under the provisions of the law, until they are\nguaranteed full protection, until those in authority realize that laws are\nmade to be obeyed and not juggled with. The smaller school districts are\nnot protected and the wave of reaction against progressive methods in\neducation is actively engaged in creating a misapprehension of facts concerning tenure in the layman's mind.\nUniess the public and parents are educated as to the needs of the\n\nteachers, tenure may be so neutralized that no further hope shall be entertained for stability in the profession .\n\n"}
{"page": 401, "printed_page": null, "text": "376\n\nNATIONAL EDUCATION ASSOCIATION\n\n1\n\nREPORT OF THE COMMITTEE ON PENSIONS\nPHILIP E. CARLSON , MINNEAPOLIS, MINNESOTA, CHAIRMAN\n\nThat suitable provision for the retirement of teachers is a vital need\n\nof our educational system is a fact to which the National Education Association has frequently called attention.\nThrough its committee the Association has been active in research and\npublication and has made important contributions to the progress of the\npension movement.\n\nWhen the committee was appointed in 1911, there was not, in the\nUnited States, a single public-school retirement system providing adequate\nbenefits on a sound financial plan. Since that time great progress has been\nmade, but even today, it cannot be said, that taking the country as a whole,\nthe situation is satisfactory. Progress has been sporadic and local. Few\nStates or cities have scientifically planned systems based on permanently\nsound methods of finance with adequate public support .\n\nA brief review of some of the events of the year just past will indicate\nthe difficulties in the way of progress .\n\nIn one State ( Maine) a plan remodeling the retirement system upon\nscientific lines was bitterly fought by the organized life insurance interests\non the alleged ground that it was a socialistic venture of the State into the\nlife insurance business. The plan was, however, adopted.\nIn another State ( Missouri) the teachers who are trying to secure a\nretirement system are confronted by a decision of the Supreme Court\ndeclaring the payment of public money for pensions to retired employees\n(not, however, teachers ) unconstitutional.\nIn another State ( Wisconsin) the Supreme Court has given a decision\nsustaining the constitutionality of the teachers' retirement law which levies\na special tax and requires the teachers to bear a part of the cost of providing\ntheir own annuities.\n\nIn another State ( Illinois) the reports of the retirement association show\nlarge funds on which no interest is received by the association.\nAnother State (Minnesota) presents an interesting state of affairs, which\nexhibits in a striking manner how far we are as a Nation from a satisfactory\nsolution of the problem. In Minnesota, the State, and the three cities of\nthe first class, have retirement funds.\n\nThe State fund and one of the city funds are of the type popular\ntwenty years ago, and the State fund is now in financial difficulties and\nhas found it necessary to reduce annuities. One city reorganized its fund\n\ntwo years ago upon modern lines. The legislature, at the session just closed,\nrefused to approve a very limited reorganization of the State fund, but\nauthorized the reorganization upon liberal modern lines which is now in\nprogress in the third city.\n\nThe problem of retirement is not a purely local one. The difficulties\nand inconsistencies in the incidents cited above do not arise from local\n1 In the absence of the chairman, the report was read by Mary McSkimmon, Principal,\nPierce School, Brookline, Mass.\nmembers listed on page 24 .\n\nIn addition to the chairman, this committee includes the\n\n"}
{"page": 402, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\ncauses; they arise from lack of understanding of fundamentals.\n\n377\n\nGiven\n\nsound doctrine as to fundamentals, adjustments to varying conditions is\nrelatively easy; without it, confusion is inevitable.\nThe problem of retirement is essentially one of business management.\nSuperannuation in employment is an economic waste; turnover in employment is an economic waste; failure to attract to an employment people\nofthe highest character and ability is an economic waste; failure to retain\ntrained and experienced employees is an economic waste. Inefficiency in\nthe schools is far more deplorable than inefficiency in business, for it wastes\nnot money alone, but the time and opportunity of the pupils. The training\nand qualifications required of teachers, and the conditions of their work\nare such that the beneficial effect of an equitable provision for their retirement is probably greater in their case than in any other employment.\nPublic expenditure upon a large scale is necessary to establish and maintain adequate provision for retirement in all the public schools. The\nresponsibility that such expenditure be wisely planned is great, and falls\nespecially upon the teachers because they themselves will be the beneficiaries .\nThe public will not consent to this expenditure unless it can be brought\nto realize the existence of a vital need and to understand the true function\n\nof retirement provisions; and at the same time be assured that the expenditure will be a part of the proper cost of the educational system for which\nadefinite return will be received, and not a form of public charity to underpaidteachers.\n\nThe task is really National in scope. There can be no doubt of the\ngreat impetus to progress which would result if a great National organization\ncould assume the leadership and bend to it its great resources. Itis the duty\nofthe National Education Association, both to its members, and to the public,\nto inform itself and to speak with authority upon a matter of so great\nmportance.\nTo this end, the Association should work out and adopt a\ndefinite program of constructive work to be carried on vigorously and syste-\n\nmatically to a successful conclusion.\nAs a National organization, the National Education Association is concerned, and may properly use its influence and resources, to further the\nattainment of the following ideals :\nI. That all of the schools of the Nation receive the benefit of adequate\nprovision for the retirement of teachers, upon plans financially secure, and\nJust to the teachers, and to the public.\n\nII. That unwise plans, which may fail to benefit the schools, or result\ninrepudiation of obligations, or place undue burdens on the taxpayers, be\nvoided.\n\nIn furtherance of these ends, it is the distinct duty of the National\n\nEducation Association to ascertain what part, if any, may properly be\ntaken by the Government of the United States toward aiding or encouragng the establishment of retirement systems in the schools.\n\nIt has been suggested that the National Education Association could\nrender invaluable service by making provision for work along some or all\nut the following lines:\n\n"}
{"page": 403, "printed_page": null, "text": "378\n\nNATIONAL EDUCATION AssociatION\n\nI. Systematic investigations of the many fundamental problems which\nmust be solved in order that a retirement system can be so planned as to\ngive the greatest benefit to the schools.\nII . Publication and discussion, for the education of both teachers and\npublic, as to the proper functions of a retirement system, and the fundamental\nrequirements of satisfactory systems.\n\nIII . Coöperation with State or local boards or associations by furnishing\ninformation and advice.\n\nIV. Investigation of the extent to which the Federal aid to State\nlocal retirement funds is feasible or desirable, and formulation of a suitable\nor\n\nprogram .\n\nThere is no doubt that the Association, by undertaking a constructive\nprogram of this kind, can render a service of great value, and can save a\nvery great amount of duplication of effort by State or local bodies.\nTo be of greatest value, a program must be planned with care, defining\nnot only ends and means but taking into account the human element, which\nmust determine the then, when, where, and how of each step.\n\nThe\n\nsituation must be viewed as a whole, as a National problem, and doubtless a\nfirst-hand field of study of the successes and failures, of the resources and\nobstacles, and of the personal and political elements, such as has never been\nundertaken, would be a first step in determining the policy to be followed.\nWe believe that the National Education Association should have a\n\ndefinite policy and program on this important subject, and we, therefore,\nrecommend for adoption this resolution :\nThat the executive officers are directed to conduct inquiry into existing\nretirement laws in force, plans of operation, practices and methods ; results\n\nand extent to which these accomplish their purpose and are satisfactory ;\nproposed plans with progress and results and condition of public sentiment\ngenerally in all the States; and prospects for future action in the establishment of new or modified systems.\nPursuant to resolutions adopted at Salt Lake City, Des Moines, and\n\nBoston, your committee has given special consideration to the question\nof the desirability of Federal aid for teachers' pensions. Through the\ncoöperation of Herman L. Ekern and Charles E. Brooks, both of Madison,\nWisconsin , we have secured a great deal of valuable material.\n\nThis\n\nmaterial contains so much that will be helpful in determining the course\nto be followed by the Association that it should be published in connection\nwith the report of the committee. The committee, therefore, respectfully\nsubmits the above report together with the material furnished by Herman\nL. Ekern and Charles E. Brooks.\nFEDERAL AID FOR TEACHERS ' PENSIONS\nCHARLES E. BROOKS AND HERMAN L. EKERN\nPART ONE\n\nA proposal that the Federal Government of the United States give\nfinancial assistance towards the establishment and maintenance of retire-\n\nment plans for teachers in the public educational institutions of the various\n\n"}
{"page": 404, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n379\n\nStates must be based on the fact that the public educational system is vital\nto the welfare and prosperity of our Nation and to its continuance as a\nfree Nation and that the welfare and efficiency of the educational system\nwillbepromoted by the general adoption of sound retirement plans.\nIn this outline, we will not discuss the importance of an educational\nystem from a National point of view but will confine our attention to\nthe general need of sound retirement systems for teachers in the public\nschools of the country.\n\nAretirement system is a financial measure for increasing the effectiveness\nof a group of workers by promoting their financial welfare in a way\nwhich builds up a more loyal, more experienced, and more enthusiastic\ngroup.\nIt benefits the employees by giving them financial security as to\ntheir personal future, and it benefits the employers through the increased\neffectiveness of the employees working under such conditions.\nThere are three definite ways in which a retirement system operates\nto increase the effectiveness of a group of workers.\nIn the first place, it makes possible the removal without hardship of\nthe superannuated, who constitute a very heavy burden. Retention of\nsuperannuated employees on the payroll is injurious to an organization,\nnot only because they continue to draw full pay for inefficient service,\nbut also because they occupy the space and use the equipment which could\nbe more profitably used by more effective workers. Moreover, young and\nambitious workers find their promotion blocked by the retention of the\nsuperannuated, become discouraged, and frequently pass into other employment to the great detriment of the service.\n\nIn the second place, the retirement system makes the conditions of\nemploymentattractive and tends to draw into the service persons of characterand ambition. It is difficult to induce such persons to enter an employmentwith the intention of making it a life work unless they can feel assured\nthat a lifetime devoted to the work will give them at least an adequate\n\nfinancial provision for their dependents and for their own old age.\nIn the third place, a retirement system which is soundly planned provides\na strong inducement to continued service. It is especially effective in\nretaining persons of character, experience, and initiative in the service.\nSuch persons necessarily form the most valuable element in any service, yet\nthey are the very ones the most difficult to retain in a salaried employment.\nThere can be no doubt that the very conditions which a scientifically\nplanned retirement system will remedy, are very prevalent in our public\neducational system. It is a matter of common knowledge that while the\nwork of education makes a strong appeal to many who have the desired\nqualities of mind and character, the number who actually make teaching\nalife profession is small. In most every other walk of life, it is common\nto find persons of distinction who have been valuable teachers but have\n\nbeen driven from the employment because they could see no way of proding for their own old age or for their children and dependents in event\nofearly death.\nWherever a careful examination has been made, it has been evident\nthat there is a great amount of superannuation in the teaching profession,\n\n"}
{"page": 405, "printed_page": null, "text": "380\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat the number of men employed in the profession has been constantly\ndecreasing for many years, that the proportion of experienced teachers is\nlow, and that the turnover in employment is very great. The cost of\ntraining teachers is high and is borne by the public, yet the average time\nthe teachers remain in the service after they have been trained is very short.\nThese are undesirable conditions which a properly designed retirement\nsystem can remove. It is frequently argued that a retirement plan is not\nnecessary to correct these conditions, because the conditions are purely\neconomic and therefore more liberal compensation to the teachers would\ngo far to remedy them. There are two reasons for believing that it is\nnot possible to make a great improvement in these conditions by any\nincrease in compensation comparable to the cost of establishing a retirement\nsystem.\n\nIn the first place, it is quite well established that superannuation is not\ndependent upon salary rates but is more prevalent and often far more\ndestructive of efficiency among those whose compensation is large than\nit is among those whose salaries are small.\nThe second reason is that the teachers ' salaries are, to a considerable\n\nextent, competitive. When resources are made available for liberal increase\nin salaries, it is almost inevitable that the bulk of the increases go to young\nteachers whom the schools must secure in competition with many other\n\nemployments, and that the middle-aged and experienced teachers who as\na rule are not sought for by other employers, do not receive proportionate\nincreases in compensation.\n\nRecognition of the importance of providing for the retirement of teachers\nis almost world-wide. In nearly all civilized countries some plan for\npensioning teachers has been adopted. The following list refers only to\nretirement plans in public schools. In private institutions and in the\ncolleges and universities as well, the need for retirement of teachers is just\nas urgent, and is provided for in a large number of cases.\n\nPartial list of public school teachers' retirement systems :\nFOREIGN COUNTRIES\n\nItaly\nNew Zealand\n\nJapan\nBelgium\n\nTransvaal\n\nFrance\n\nEngland\nPrussia\nAustria\n\nUNITED STATES\nSTATES\n\nArizona\n\nMichigan\n\nNorth Dakota\n\nCalifornia\nConnecticut\nIllinois\nIndiana\n\nMinnesota\nMontana\nNevada\n\nOhio\n\nNew Hampshire\n\nVermont\n\nMaine\n\nNew Jersey\nWisconsin\n\nVirginia\n\nMaryland\nMassachusetts\n\nNew York\n\nPennsylvania\nRhode Island\n\n"}
{"page": 406, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n381\n\nCITIES AND COUNTIES\n\nDenver\n\nMinneapolis\n\nScranton\n\nNew Haven\nNew London\n\nSt. Paul\n\nHamilton\n\nSt. Louis\n\nSpringfield\n\nWilmington\nChicago\n\nOmaha\n\nToledo\n\nAlbany\n\nTiffin\n\nPeoria\n\nBuffalo\n\nYoungstown\n\nIndianapolis\n\nCohoes\n\nErie\n\nTerre Haute\n\nMt. Vernon\n\nHarrisburg\n\nTopeka\n\nNew York\n\nPhiladelphia\n\nLouisville\n\nRochester\n\nNewport\n\nNew Orleans\n\nSyracuse\n\nProvidence\n\nAllegany Co. (Md.)\nBaltimore Co. ( Md. )\n\nWestchester Co.\n\nCharleston\nChattanooga\n\nBaltimore\n\nCleveland\n\nSalt Lake City\n\nBoston\n\nColumbus\n\nWheeling\n\nCincinnati\n\nDetroit\n\nMilwaukee\n\nDuluth\n\nDayton\n\nWithin the United States the necessity for making some sort of provision\nfor the retirement of school teachers has been generally recognized. As\nshown in the preceding table, provision for some sort of retirement fund\nhas been made in twenty-two States and in a considerable number of\nimportant cities. There is, however, nothing approximating a uniform\nsistem, and the schools of the country are by no means so completely covered as would be indicated by the above table, for the reason that some of\nthe plans exist only on paper or are functioning very feebly, while others\nare limited to the common schools or to classes of institutions.\n\nAmong\n\nthese plans there exists such a wide variety of detail that it is impossible\nto summarize the situation except by giving a detailed list of the various\nplans. Such a list is published in Bulletin No. 12 of the Carnegie Foundation for the Advancement of Teaching.\n\nIn only a small number of the plans has provision been made for the\npermanent and adequate financial resources.\n\nThe State systems of Massa-\n\nchusetts, Connecticut, Vermont, New York, New Jersey, Wisconsin, Ohio,\nand Pennsylvania have been planned with due regard to the financial\nobligations undertaken; but even in these plans, the financial support is\nnot always assured. In the New York City plan, the obligations of the\npension fund are made obligations of the city of New York. In the\n\nWisconsin State system, a special State income tax is levied which will provide a continued appropriation unless it should be repealed. Not only are\nthe majority of the funds unsound financially, but in general it may be said\nthat the conditions are neither fair to the teachers nor are they such as to\npromote the welfare and efficiency of the profession as a whole.\n1. is plain that, viewing the United States as a whole, we cannot say\nthat there is adequate and proper provision for the retirement of teachers .\n\nIn more than half of the States, no provision whatever is made. Even\n\n"}
{"page": 407, "printed_page": null, "text": "382\n\nNATIONAL EDUCATION ASSOCIATION\n\nin the States where provision has been made, in less than half have the\nrequirements for a permanent and sound financial plan been met. In\ngeneral, it may be said that the conditions governing the contributions\nof teachers and the payment of benefits are not such as to give the schools\nthe full benefit which can be derived from a properly planned system.\nIn the majority of cases, teachers are compelled to make contributions\nto funds without any assurance that the expected benefits can be paid, but\nwith the certainty of forfeiting not only their own contributions but the\nright to retirement which their services have earned, if they change their\nemployment or if they fail to complete long service requirements.\n\nNeed of Federal action-The difficulties in the way of the establishment of sound and adequate retirement plans are great. The cost of an\n\nadequate system is large and the subject is so technical that the necessary\nprocess of public education is long and difficult. Unless some movement\ncan be started which shall encourage the establishment of sound and permanent systems and shall discourage the establishment of unsound plans,\nour schools must suffer from superannuation for many years. Thousands\nof wornout teachers must face a dependent old age, thousands more must\nbe disappointed by the failure of funds to which they had contributed\nand upon which they had relied, while thousands of the most capable and\nvaluable teachers will be driven from the schools.\n\nThe problem is so difficult and the benefits to be derived from the satis-\n\nfactory solution so great that it must be solved by a Nation-wide effort.\nA proposal that the United States Government assist the several States\nin establishing and maintaining retirement systems for the betterment of\ntheir public schools would involve no new policy. The vital importance of\neducation to the whole Nation has been recognized from our earliest days.\nCongress has, by a succession of grants, beginning in 1787 and continuing\nup to the present time, aided development of educational facilities throughout\nthe land.\n\nThere can be no doubt that a system of Federal aid to State retirement\nplans administered along sound lines would be an inestimable boon to our\neducational system and would give a tremendous impetus to the solution\nof the problem of providing for retirement of teachers.\nAs an example of the stimulus which can be given an important public\n\nwork by a system of Federal aid, the Federal highway law of 1916 may\nbe cited. There are many points of similarity between the problem of providing adequate transportation facilities and adequate educational facilities\nfor our Nation. An instructive parallel may be drawn between what has\nbeen done by the Federal Government to encourage the building of highways and what can be accomplished for our educational institutions by\nFederal aid for retirement funds. Transportation and education are vital to\nour continued existence and prosperity as a Nation. Our commerce in\nideas, as well as in commodities, flows across State lines and advancing\ncivilization demands that in neither must the flow be hampered. The prosperous and thickly settled portions of the country find that their material\nprosperity is seriously affected by means of transportation in remote and\n\n"}
{"page": 408, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n383\n\nthinly settled regions from which their supplies of raw materials must be\ndrawn and to which their manufactured articles must be returned.\n\nWhat\n\nistrue of commerce is also true of education. Our Nation cannot maintain\n\nherself if education is confined to the cities and thickly settled regions. In\nameasure the education of our city dwellers is obtained in the rural and\ncountry schools. A democracy, no matter how prosperous and intelligent,\nwill always be endangered by the existence of an ignorant citizenry in remote\nand inaccessible regions. There is in fact the same necessity that the more\nadvanced and prosperous sections of the country aid the less fortunate\nsections in maintaining their educational system as there is for assistance in\nmaintaining highways. Some form of Federal aid is the only method available tous for bringing about coöperation of this kind.\nForm of Federal aid-As we pointed out above, Federal aid to educationhas been an established policy of Congress almost from the beginning\nofour history as a Nation, and Congress has not hesitated to grant financial\nassistance to the States for measures which might, at first sight, appear\nto be of purely local concern, when it has been apparent that a National\nservice was to be accomplished. On the other hand, our traditions are\nagainst National interference in local affairs; and in general, Congress\ndoesnot look with favor upon proposals to grant financial assistance when the\nchief motive is merely to lighten local taxation. In formulating a plan\nfor Federal assistance to State retirement funds, therefore, it is of the\nutmost importance that Federal aid be planned in such a way as to accomplish, with the least burden upon the Federal treasury, results of National\nimportance which could not be accomplished at all within a reasonable\nlength of time without such Federal assistance. Therefore, in examining\nthevariousplans by which Federal aid to retirement funds could be extended,\nitisimportant to keep inmind the traditions of Congress and the purposes\nwhich it issought to accomplish by Federal aid.\nWe may briefly summarize the requirements to which a retirement\nsystem must conform in order to produce the desired beneficial effect upon\nour educational institutions.\n\nThe retirement system must be sound financially and actuarially, and\n\nso planned as to provide readily for the elimination of the superannuated\nemployees, to offer substantial and effective inducements to competent\nreachers to remain in the profession, and to permit free movement of\nreacters from one State to another and from one institution to another\n\nwithin the State. Federal aid is necessary because the difficulties in the way\nof establishment of retirement systems through local initiative are so great\nthat many years must elapse before undesirable and unsound plans are\neliminated and all of our teachers brought within the operation of sound\nplans, unless the whole problem can be dealt with on a National scale.\nProposals for financial assistance from the United States Government\n\nto promote the extension of sound retirement plans throughout the country\ntail into two general groups. One type of proposal contemplates that the\n\nUnited States shall assume, and as a fixed policy, continue, to carry a\ndefinite share of the cost of maintaining retirement funds established by\n14\n\n"}
{"page": 409, "printed_page": null, "text": "384\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe States. As an alternative, it has been suggested that Federal aid should\naim to encourage the establishment of sound plans by removing the most\nconsiderable obstacles to their establishment, rather than by continuing\nto share the cost of maintenance.\n\nIt is quite obvious that if the United States should undertake to share\n\nin the cost of retiring teachers as a permanent policy, the ultimate cost\nto the Federal treasury would very greatly exceed the cost of a plan under\nwhich the Federal aid was limited to meeting the burden which has to be\nassumed when a retirement system is established, and gradually withdrawn\nas in the course of time the retirement fund reached a permanent basis.\nOn the other hand, it must be noted that the two proposals are not mutually\nexclusive. In fact for the former proposal to be effective, it must include\nthe latter, because the benefits to be derived from Federal assistance cannot\n\nbe realized, unless the obstacles to the establishment of sound plans are\novercome.\n\nExperience shows that the greatest obstacle in the establishment of a\nsound plan is always the difficulty of meeting the accrued liabilities. When\nthe accrued liability is provided for, the burden of carrying on an adequate\nplan is not a large percentage of the payroll, and in general is something for\nwhich a State or city can readily provide without Federal assistance.\nThe accrued liability of a retirement system is the financial obligation\nmade necessary at the inauguration of the system in order to provide for\nthose employees who must be retired immediately for the good of the\nsystem and those persons already in the service whose retirement must\ntake place in advance of the time when contributions at the normal rate\n\nwould provide for their benefits. This obligation is, of course, a legacy\nfrom the past. It is not properly chargeable either to the cost of oрегаtion of the service in the future, nor is it either fair or expedient to saddle\nthis burden upon the funds contributed by members themselves as a group.\nIt is in general quite impossible to ask those who create the accrued liabilities themselves to assume this burden. In many cases an important\npart of the prior service during which the accrued liability was incurred\nwas not rendered in the local school system from which the teacher retires,\nbut was rendered in the schools of other cities or States.\n\nIn general the value of the accrued liabilities will be comparable to the\namount of a year's payroll. The difficulty of providing for such a large\nobligation frequently prevents the establishment of sound plans and results\nin the establishment of plans which have no provision for the accrued\nobligations . Such plans inevitably meet with disaster, unless financial\nassistance upon a large scale is forthcoming .\n\nIn view of the fact that no progress can be made until the immediate\nand pressing burden of existing superannuation is taken care of, it is\nsuggested that Federal aid be granted in the form of financial assistance\nin meeting the accrued liabilities on account of service rendered before the\n\nadoption of the policy of Federal aid.\nReasons for proposing that Federal aid be given in this form are as\nfollows:\n\n"}
{"page": 410, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n385\n\n1. Failure to make adequate provision for the accrued liabilities inevitably\nbrings about the ultimate insolvency of a retirement system.\n2. If the accrued liability is not assumed or provided for in some way,\naperiod of some thirty or forty years must elapse before the schools derive\nfull benefit from the existence of a retirement system.\n3. The accrued liability is a public obligation properly borne by the\npublic which has profited by the services of the teachers for whom the\nobligation is incurred. It cannot, with justice, be placed upon the teachers\nthemselves. Federal aid in meeting the accrued liability would be a recognition that the past work of teachers has been National service.\n4. This plan will necessitate recognition and adequate provision for the\naccrued obligations, and condemn as unsound any system in which such provision is not made.\n\n5. By this plan assistance will be directed to the point at which it is\n\nmost needed and ordinarily most difficult to obtain, and thus the greatest\nobstacle to the establishment of sound and permanent systems will be\nremoved.\n\n6. Federal aid towards meeting the accrued liabilities would give every\nincentive to the establishment of a sound plan and the establishment of\nuniformity that could be obtained by other plans.\n7. The difficulty of providing financially for the accrued liability has,\ninfact, led to the establishment of unsound systems in which no provision\ntor this liability has been made and has also frequently made it impossible\nto secure the establishment of sound systems, the cost being felt to be prohibitive.\n\n8. Even when retirement systems have been scientifically planned and\nthe necessity for taking care of the accrued liabilities has been recognized\nthe attempts to secure economy by reducing the total liability have often\nresulted in the adoption of undesirable features. The plans of finance\nfor providing for this liability are in general far from satisfactory and do\nnot give the requisite certainty and security.\n9. Free movement of teachers from system to system is desirable and\nought not to be retarded. One result of movement of teachers is that the\n\naccrued liability on account of any teacher is frequently due to service in\nother States. It is quite impossible for one State to protect itself from the\nassumption of a liability which is properly due to another State except by\nretusing to employ teachers from other States. Such a practice would be\nunfortunate.\n\n10. The present teachers, the experienced and professionally minded\nteachers who at this time constitute the backbone of our schools are vitally\nconcerned in the recognition and adequate provision for the accrued liability.\n\nFor the most part their retirement will depend upon this as the remaining\nperiod of service is too short for the accumulation of a proper benefit by\nnormal rates of contribution .\n\n11. Teachers who are at present fairly advanced in service will profit\ndirectly by Federal assistance in this manner. If the accrued liability is\nmet by Federal aid or by the State through the stimulus of Federal aid,\n\n"}
{"page": 411, "printed_page": null, "text": "386\n\nNATIONAL EDUCATION ASSOCIATION\n\nthese teachers wil receive something personally and individually which they\nwould not have received without such Federal aid .\n\n12. Federal assistance beyond meeting accrued liabilities will benefit\npresent teachers indirectly but not directly, because, as to future service,\nretirement benefits provided by normal rates of contribution are, from\nan economic point of view, deferred pay, and must be earned by the\nrecipient through his service. Federal aid in meeting the normal rates of\ncontribution will therefore be an assistance to the State as a whole and not\na direct benefit to the individual teacher.\n\n13. Federal aid in meeting the accrued liabilities will accomplish the\n\nmaximum of benefits to the schools and teachers of the country by immediately removing the present burden of superannuation and by encouraging the establishment of sound and permanent retirement systems without\nplacing an indeterminate and constantly increasing burden upon the Federal treasury.\n\n14. No retirement plan can give the beneficial results desired unless\nthe accrued liability is met by some adequate and certain plan of finance.\nAny system of Federal aid must recognize this and secure, by some measure,\nsuch provision. If it does not do so, the difficulties which have confronted\nthe establishment of sound retirement systems will remain and the same\n\ncauses which have led to the establishment of unsound systems will continue\nto operate.\n\n15. While large in the aggregate, the accrued liability is definite and\nascertainable. The whole, or a definite fraction, may be assumed by the\nFederal Government and provided for by a definite and limited series of\npayments .\n\nThere are already in existence nearly one hundred municipal or State\nteachers' retirement funds. Of these, the majority are admittedly unsound\nfrom a financial point of view and fail to produce the desired effect upon the\nefficiency of the schools and also fail to do justice between different groups\nof classes of teachers.\n\nThere are, however, a number which have been\n\nplanned with care and are acceptable to the people and community in which\nthey are in operation and which are likely to operate satisfactorily. It is\nprobably not possible to draw one complete detailed plan which would be the\n\nbest under all circumstances. If it were possible to devise a perfect plan,\nthe attempt to secure its universal adoption would arouse much discontent\nand local jealousy and be met with other difficulties which a more elastic\nplan would avoid.\n\nThe plan more in accordance with American ideals, as well as the one\n\nmost likely to produce the results desired, would be to prescribe necessary\nstandards, conformity to which would insure permanent and successful\noperation, and to require conformity as a condition of Federal aid.\n\nA few simple standard requirements, if wisely framed and clearly\nexplained, should readily win general approval. It would be much easier\nto secure modification of existing systems to conform to such standards than\nto secure rejection of all other plans and the adoption of one uniform plan.\n\n"}
{"page": 412, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n387\n\nObviously, since an important reason for Federal aid to State retirement systems is to promote the extension of the benefits of such funds\nto all of the public educational institutions of the Nation, Federal aid to\neach State must take the form of encouraging retirement provisions for\nthe whole State. The end to be sought is to give every public institution\nin the State the benefits of a sound system, with such uniformity as may be\ndesirable. It does not follow, however, that one uniform State-wide system\nis the only, or under all conditions, the best method of accomplishing this.\nThe institutions of the State educational systems fall into many classes,\nsuch as common schools, normal schools, State universities administrative\nofficers, private institutions receiving State aid, industrial schools, reformatories, and the like. The Federal Government can hardly undertake to\ndiscriminate between such institutions, and dictate to the people of the\nState what type of institution shall perform a certain function, because\nlocal conditions must often determine local policy. Then, too, teachers\ntrained by the State go to all types of schools, and move from one school\nto another.\n\nThe advantages of a State-wide system over a number of local systems\nare fairly obvious. The machinery for administering Federal aid should\n\nbe kept as simple as possible and should deal with the centralized authority\nineach State. It is essential, in dealing with life annuities, to have a group\nlarge enough to give statistical stability.\n\nOnthe other hand, existing retirement systems have not in general developed along the line of comprehensive State-wide plans. In particular, the\nlarger cities have often established and maintained independent funds\nOne reason for the development of retirement funds along institutional\nor local lines has been the feeling that each type of institution has its own\nspecial needs, and that these needs would suffer if merged in the larger group.\n\nThis feeling is likely to be less pronounced as it becomes more generally\nrecognized that a retirement system is essentially a financial institution,\ndraling with teachers as teachers in a common employment, and not as\nteachers of various subjects, pursuing various programs. Then, too, it has\nbeen found quite possible to place the business management of a retirement\nsystem under central authority, while leaving details affecting institutional\nor local interests to representative local boards.\n\nThe following suggestions are offered for consideration :\n1. That Federal aid be given only to the State, not to local or institutional systems.\n\n2. That to receive Federal aid, a State must provide a retirement system\nwhich will include, upon equitable terms, all teachers whose compensation\n\n*paidby public funds regardless of the type of institution or political subdivisioninwhich they may be employed.\n3. That the State may or may not provide for separate local or institutional\n\nfunds supported by local taxation, but that Federal aid be given only if the\nultimate responsibility for financial obligation is assumed by the State.\n\nNational education must continue, for many years to come, to carry\nthe handicap of superannuation, unless provision is made for the retire\n\n"}
{"page": 413, "printed_page": null, "text": "388\n\nNATIONAL EDUCATION ASSOCIATION\n\nment of aged teachers. There is but one practicable way of permanently\nremoving this handicap from the schools. The United States Government\nmust assume what is in fact an obligation of the whole Nation, the accrued\nliability under a system which will provide for the retirement of wornout\nteachers in all of the public educational institutions.\nThe accrued liability is the financial obligation which the past has imposed\nupon the present, by employing teachers under conditions which have allowed\nthe burden of superannuation to grow, or by promising retirement benefits\nwhile neglecting to arrange for payment.\nThe truth is, there would now be no such obligation if every State had\nrecognized the simple economic fact that every bit of teaching service\n\nrendered in its schools creates a proportional liability for a retirement\nbenefit at some future date, and had set aside assets to match these liabilities.\nThe obvious requirements of the situation are that every State must\nrecognize that, corresponding to every term of service rendered by every\nteacher employed, a liability for future retirement is incurred; and from\nthis time on, make financial provision for meeting it on a wise and equitable\nbasis. As a stimulus to such action by the State, and in recognition that the\n\nomissions of the past constitute a general obligation, let the United States,\nacting for all, make good the deficit by placing past service on the same basis\nas future service. That is, let the United States make good the cost of\nextending the plan back, so that all teachers will be retired upon the same\n\nbasis, without regard to the fact that more or less of their teaching was done\nbefore the system was established.\nThe benefit which the Nation would receive from such a measure, through\nthe betterment of the schools, and the encouragement of the teachers, is incalculable.\n\nThe cost from the point of view of National expenditure is almost\ninsignificant.\n\nIt can be asserted with confidence that a sum sufficient to\n\ncarry out this project, and to establish the system on a permanent basis\nfor every school of every State would not exceed the amount paid by the\nUnited States for highway construction during five years. As a matter\nof fact, the payments for retirement benefits which would require such\na sum, with interest, would extend over a period of sixty or more years ,\nand the annual payments during the earlier and later years of that period\nwould be comparatively small.\nIn order to have basis for discussion, the following suggestions are for a\nplan under which financial assistance from the Federal government may\nbe made available to States which maintain satisfactory provisions for the\nretirement of teachers in public educational institutions.\nThe essential features to be embodied in the plan are these :\n\n1. The States must make adequate financial provision for the retirement of teachers employed in public educational institutions within their\nboundaries, upon fair and reasonable terms.\n2. The United States will give financial assistance to any State which\ndoes make such provision by bearing that part of the cost which is attributable to teaching service rendered in the past.\n\n"}
{"page": 414, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n389\n\n3. The United States will require conformity to requirements which\nare essential to the permanent success of the retirement system, but will\nleave to the States which meet these requirements full discretion to carry\nthem out by methods which best meet local conditions.\nExperience has demonstrated that a retirement system can operate per-\n\nmanently and successfully only if it merits the full confidence of the teachers,\nthat all alike are justly treated, and that all promised benefits will be paid\nwithout reduction.\n\nThere is but one method by which this can be accomplished. The plan\n\nmust be based upon a recognition that each act of service of each teacher\nin the system creates a proportional fraction of obligation, to pay a retirement\nbenefit. To meet the liability thus created, a retirement fund must be pro-\n\nvided. This fund must be built up year by year as the service is rendered,\nsothat when the time of retirement arrives, the money to provide the benefit\nin full will be actually in hand. This fund must be recognized as the\nteacher's own, because it has been earned by service. The teacher cannot\n\njustly be deprived of any part of it, either as a penalty for failure to meet\nin full an arbitrary definition of old age, or as a contribution to make good\nadeficiency because the State has failed to accumulate the necessary fund for\nSome other teacher.\n\nWe shall not have a satisfactory National system until every teacher\ncan feel assured that an adequate retirement fund will be available at the\nend of service, even though the service has been performed in many\ndifferent cities or States. To this end, the retirement fund built up by\nany period of service in any State must not be lost by removal from the\nState, but must be preserved intact for the teacher's ultimate need.\nIt is, therefore, essential that retirement benefits be provided by individual funds, built up by the States during employment, and that the\nteacher's interest in the fund be personal and non-forfeitable, and have\nthesecurity of a contract between solvent parties.\nThe benefits under a retirement system must be designed to provide\nreadily for the elimination of the superannuated teachers and at the same\ntime to offer substantial and effective inducement to teachers of character\n\nand ability to continue at their work as long as they are able to render\nvaluable service. In brief, the object of the retirement system is to make\nit possible for a teacher, who is employed upon a salary, to build up by\nlong and successful service, an economic substitute for the estate which he\nmight hope to have created if he had devoted the same ability and effort\nto a private business enterprise. It is essential, therefore, that the retirementbenefit bear a proper relation to length of service and to compensation\nreceived. The humble worker in the ranks, after a life-time spent in\ntraching at a salary hardly sufficient for a bare livelihood, will become an\nbyectof charity unless the retirement annuity is substantially equal to the\nprevious salary. Those whose earnings have been greater may, without\nhardship, be retired upon allowances which are smaller in comparison with\n\nHear former salaries. Nevertheless, great ability and high position are no\nprotection against loss of power in old age; and experience has shown\n\n"}
{"page": 415, "printed_page": null, "text": "390\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat superannuation in important and well-paid positions is always detrimental and frequently disastrous in its effect upon institutions, and that it\ncannot be removed unless the retirement provision bears a reasonable relation\nto the standing and compensation of the position.\nIn all of the preceding discussion, we have had in mind a retirement\nbenefit to be provided by the State for the teachers in public institutions.\nThere are many reasons for believing that the best results are obtained\nunder a retirement system which is supported in part by direct contributions from the teachers themselves. When sound plans of finance are not\nfollowed, contributions by teachers result in many injustices which cannot\nbe tolerated. When sound financial plans are followed and proper allocation of funds maintained, contributions by teachers become practically\npayments to purchase definite increases in the benefits provided by the\nState. There are no definite principles involved which would justify the\nNational government in asserting that contributions by the teachers are\nessential to a permanent and satisfactory retirement system, and upon which\nthe exact share to be paid by the teachers could be determined. On the other\nhand, the retirement system which commands the most loyal support and\nconfidence of the teachers will be the most beneficial to the schools.\n\nFor\n\nthis reason, it must be left to the States to determine, in coöperation with\nthe teachers, whether, and to what extent, direct contributions will be\nrequired from teachers. The National government must, however, require\nthat if teachers contribute to a fund, the fundamental requirements of\nsoundness and fairness must govern the funds contributed by them.\nStandard requirements, which will give effect to the suggestions discussed above, may be comparatively brief and simple. Details may safely\nbe left to be worked out by the States in conference with the teachers\nconcerned .\n\nREPORT OF THE COMMISSION ON THE COÖRDINATION\nOF RESEARCH AGENCIES¹\nJESSE H. NEWLON , SUPERINTENDENT OF SCHOOLS\nDENVER , COLORADO, CHAIRMAN\n\nThis commission was created late in 1920, and has been at work a little\nover two years. We have been handicapped, as all similar commissions composed of busy men and women in executive positions are handicapped. The\nwork must be done on such time as can be spared from other duties. It has\n\nbeen difficult to find meeting times convenient to all. Nevertheless, valuable work has been done.\n\nThese accomplishments have for the most part\n\nbeen recited in the two previous reports, and need not be mentioned again\nhere.\n\nThe commission has made a survey of the problems involved in the coordination of research activities in this country. For the first time it is possible\n+ In addition to the chairman, this committee includes the members listed on page 25.\n\n"}
{"page": 416, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n391\n\nto state rather definitely many of the problems involved and a definition of\nproblems is the first step in coördination. The members of the commission\nmost familiar with the problems of research have given unstintingly of their\ntime, and even of their personal means.\nThe commission is divided into four committees. A description of the\nwork of these committees will be sufficient to outline the most urgent problems of coördination as the commission sees them at the present time.\n\nCommittee on Classification of Educational Materials-Very early in its\ndeliberations, the commission came to the conclusion that one of the first\nsteps in the coördination of research activities must be an adequate system\nof classifying educational materials. At present we have no adequate and\ngenerally used system of classification. Materials are classified differently in\ndifferent libraries and schools . The result is much confusion. The research\n\nstudent is particularly handicapped because of inability quickly to locate\nthe material which he needs in his studies. It is frequently impossible for\ninstitutions to exchange materials efficiently because of this confusion.\nInthe spring of 1922 a committee on classification of educational materials was appointed. This committee consists of Dr. Thomas H. Briggs,\nchairman, Dr. Burdette R. Buckingham, and Mr. S. A. Courtis. The committee has had a number of meetings. A special appropriation was set aside\nby the commission for the employment of a trained librarian to compile a\ntentative index under the immediate direction of Dr. Buckingham at Ohio\nState University. This tentative index is in process of compilation and\nwill be submitted to authorities for criticism.\n\nIt is hoped that, after this\n\nindex has been thoroughly tested and modified to meet the needs of the\nprofession generally, provision may be made for its periodical publication,\nifpossible, by the National Education Association. Such an index will\nprove of immeasurable value to the profession.\nCommittee on Nomenclature-Students of education have been painfully\naware, especially in recent years, of the misunderstandings which have arisen\nfrom the confusion that exists in our educational nomenclature.\n\nClose\n\nthinking will frequently be impossible until there can be a more exact definition of terms. A good example of the confusion that exists is found in the\nuse of the terms guidance,\" \" vocational guidance,\" \" educational guidance,\" and \" moral guidance.\" These terms are frequently used interchangeably. Vocational guidance means one thing when used by one writer and\nanentirelydifferent thing when used by another. Vocational guidance may\n16\n\nrefer to vocational information or it may refer to a system of placement of\npupils who are forced out of school for economic or other reasons. These\nterms only illustrate the confusions which exist.\nThe committee on classification very early discovered that an adequate\nystem of classification cannot be devised until there is a more complete\nagreement as to nomenclature. Already some progress has been made in\nbuilding up a precise system of educational nomenclature. Dr. Bagley and\nDr. Charles Hughes Johnson were leaders, and the U. S. Bureau of Education cooperated, but the work has never been adequately taken in hand.\n\n"}
{"page": 417, "printed_page": null, "text": "392\n\nNATIONAL EDUCATION ASSOCIATION\n\nRecognizing the need of attacking this problem, the subcommittee on\neducational nomenclature, consisting of Dr. Withers, chairman, Dr. Charters, Dr. Buckingham, Dr. Kilpatrick, and Dr. Seybolt, was appointed in\nApril of this year. This subcommittee has had one meeting and has outlined\na program of work, which is stated briefly in a letter written by Dr. Withers\nunder the data of May 28, from which I quote.\n1. The committee considers itself chiefly as a service committee to the subcommittee on classification.\n\n2. It will not, therefore, attempt a complete dictionary of educational terms, but\nwill confine itself to terms suggested by the following:\n\na. The subcommittee on classification, upon which we shall rely as our chief\nsource;\n\nb. Various research agencies in the field of education ;\nc. Terms suggested by our own committee which arise in our effort to deal with\nthose from the other sources ;\nd. Graduate schools of education.\n\nItwill be readily apparent that this program will supply this subcommittee\nwith a very large number of terms with which they will need to deal within\nthe next year.\n\nSubcommittee on the Coördination of Research Agencies-InApril of this\nyear a subcommittee on the coördination of research agencies was appointed,\nconsisting of Dr. S. A. Courtis, chairman, and Mr. Frank G. Pickell and\nMr. E. S. Evenden. The first activities of this subcommittee, as outlined\nby the chairman, will be\n1. To formulate .... a statement in regard to the desirability of coördinating\nquestionnaire activities, and requesting that the experiment be tried of sending\nout questionnaires from the central office of the Association.\n\n2. A statement of \" don'ts \" for those who prepare questionnaires. This material\nwhen completed will be sent to school superintendents, colleges, universities, research agencies, etc., in the attempt to standardize questionnaire procedure.\n\nThis committee will also endeavor, through conferences, to make an\narrangement whereby the more important problems of educational research\n\nmay be delegated on some coöperative time-saving basis to the larger research\nagencies of the country. It has been the hope of the commission from the\nbeginning that more teamwork among research agencies might be obtained\nthrough some system of coöperation.\nSubcommittee on the Coördination of N. E. A. Commissions and Com-\n\nmittees-Another subcommittee of the commission, consisting of Virgil E.\nDickson, of Oakland, chairman, J. W. Studebaker, and George Melcher,\nhas to do with the research activities of the National Education Association\n\nitself. Already this committee has rendered service by correspondence with\n\ncommittees and commissions of the Association and by practical suggestions\nas to ways in which duplication of effort may be avoided and the work of\ncommittees made more efficient through coöperation. Eventually a program\nto guide the Association in its research activities may be mapped out.\nWhile the work of this commission is not spectacular, it is fundamental.\nThere is lack of coördination all along the line in American education. One\nof the great tasks of the National Education Association is to effect coördina\n\n"}
{"page": 418, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n393\n\ntion of our educational activities and at the same time to preserve the spirit\nof initiative and research. The coördination of research activities is urgently\n\nneeded. The commission realizes, after two years of study, that this task is\ntremendous. There is only one agency that commands both the resources\nand the prestige adequately to perform this task, and that is the Federal\ngovernment. Awaiting the time when there will be a Department of Education with resources at its command needed to coördinate and promote\neducational research, the commission believes that much work can be done\nthrough the voluntary coöperation of educational institutions, research\n\nagencies, and the U. S. Bureau of Education, under the leadership of the\nAssociation itself, and to this end the commission is bending its energies.\nAcknowledgment must be made on behalf of the commission to the\nResearch Division of the National Education Association, and particularly\ntoits director, John K. Norton, secretary of this commission, for the coöperation which this division has extended to the commission at all times and for\n\nits willingness to put into effect suggestions made by the commission as to\nwork which the division might do for the profession.\n\nIt is the belief of the commission that at least one more year will be\nrequired to complete its work. Even then the work will not be completed,\nbut it is hoped that within another year the commission can for all practical\npurposes make any contribution of which it may be capable as a commission.\nThe commission makes three recommendations: ( 1 ) That the commission\nbecontinued another year; (2) That the size of the commission be decreased\ninorder to make it more workable ; and ( 3) That a suitable appropriation\nbemade for the work of the coming year.\n\nREPORT OF THE COMMITTEE ON THRIFT EDUCATION\nARTHUR H. CHAMBERLAIN, SAN FRANCISCO, CALIFORNIA , CHAIRMAN\n\nEight years ago this month, July, 1915, the National Education Assocation held its annual meeting in this city. It was at that time that a\nconference was called to consider the need for thrift teaching in the schools\nof the Nation. As a result of that conference, a committee was named.\n\nThis committee was to study the field of thrift; to consider the need for\nan understanding of thrift principles; the necessity for inculcating thrift\nhabits; thecall for the everyday practices of thrift in the lives of the peoplenshort, how thrift could be made a part of the school course of study\nshouldthis be found the only feasible plan for the training of future genera-\n\ntions in the habits of economy and in an understanding of the wickedness\nof useless waste and extravagance.\n\nIt seems especially appropriate therefore, that today, your present speaker,\n\nafter serving eight years as the chairman of the Thrift Committee, resulting\ntrom the preliminary conference aforementioned, and with a number of\n\"In sodition to the chairman, this committee includes the members listed on page 25 .\n\n"}
{"page": 419, "printed_page": null, "text": "394\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe original committee members still serving, should report back to this\nRepresentative Assembly of the National Education Association in convention assembled in the city where the plan first took shape.\nThose of you who were delegates to this meeting two years ago at Des\nMoines, will recall the report of the Thrift Committee made at that time.\nThis report is published in the proceedings of the Des Moines meetingNational Education Association Proceedings, 1921, page 167. A more\ncomplete report not merely by the chairman but by various committee\nmembers, as presented before the National Council of Education at its last\n\nsession devoted to thrift, will be found on page 316 of the same volume.\nSubsequently, reports of progress were made at the Atlantic City meeting\nof the Department of Superintendence in February, 1922, and at the\nCleveland meeting February, 1923.\n\nIn addition to the reports made from time to time, the tangible evidence\nof progress of the Thrift Committee is found in a number of concrete\nstudies published by the committee and distributed throughout the country.\nThese include two war-time bulletins, one the value of thrift in financing\nthe war and in carrying out a program of reconstruction; the other a study\nof foods-intensive cultivation, proper preparation and right conservation\nand use.\n\nLater bulletins have dealt with some of the results obtained in\n\nthrift work, the coöperation of school and community, various means and\nmethods of school savings, the conservation of natural and human resources\nand finally, a pamphlet \" The Arithmetic of Thrift \" giving numerous\nconcrete problems drawn from actual experiences in the household accounting, budgeting, everyday business operations, and the like.\nThere have been two distinct epochs in the period measured by the\nlife of the Thrift Committee, the third epoch beginning only a few months\nago. The first years were devoted mainly to investigation of conditions,\nto discovering sources of waste and extravagance, to analyzing community\nproblems, and to securing individual reactions and opinions. In the years\nfollowing, a campaign of education was carried on. In the beginning,\ncommittee members were themselves ignorant of the extent of the crying\nneed for common-sense economies, the tremendous wastes everywhere practiced by the American people, and the possibilities for training in thrift\nhabits.\n\nIn carrying on the subsequent program of education, it has been necessary\nto break down old traditions and established customs. Teachers and supervising school officers have seen and admitted the needs for establishing\nthrift habits and for the general practice of economy and the elimination of\nwaste. But the line of least resistance is by way of the traditional channels.\nCourses of study are still too inflexible; the curriculum is already crowded;\nthe claim of numerous new subjects are to be heeded; the clementary\nschool still trains for admission to the high school, and the latter is still\ndominated by the college and university. But more than all, the teachers\nthemselves are untrained for thrift teaching and even when time can be\nfound they are timid and without resources and initiative.\n\n"}
{"page": 420, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n395\n\nComes now the third period-that of actually mapping courses of study\ninthrift. It seemed wise to attempt to develop a series of thrift projects in\nconjunctionwith the various school subjects, rather than to present a thrift\nprogram per se, of and by itself. Our eight years of apprenticeship on the\n\nThrift Committee had clearly demonstrated that much of our arithmetic\nand English and civics and the remaining subjects of the curriculum are\ntaught today as in years past, without proper application to the problems\nof everyday existence. Such teaching is ephemeral. To integrate the thrift\nactivities and projects with the regular school subjects was to give vitality\nandmeaning to lessons that may seem to bear no relation to the real life of\n\nthe individual. What more appropriate then than that the actual working\nout of such a course of study in thrift or rather a course of study with thrift\n\napplications should be taken up aggressively in the schools of this city.\nWilling ear was given to the appeal of our committee by the school\nauthorities of Oakland. A special committee was named and a number of\nconferences held. This committee then met with the several general chairmenof the course of study committees of Oakland to plan the work and lay\noutthe problems and projects in the various subjects. The schools of Oaklandhad already accomplished excellent results in thrift teaching in both elementary and high schools. Such coöperation as shown by Superintendent\nHunter, Ellen McF. Parker, Sue L. Fratis, and Virgil E. Dickson, of the\nSpecial Committee, the various general committee chairmen and the classroom teachers and supervisors could but secure worth-while results in\napplying thrift principles in the course of study.\nThe Committee on Thrift Education takes this occasion to extend full\n\nappreciation to the entire school department of Oakland for furnishing\nso superior a laboratory for the experiment and for the developing of such\nasplendid preliminary course of thrift instruction .\nThe work from kindergarten through high school is being carried on\nin conjunction with several major subjects of instruction-English, the\nsocial studies, arithmetic, health education, science, vocational work, home\neconomics, drawing, physical education, and industrial arts. There are\nnumerous topics falling under one another of these major subjects that lend\nthemselves to the work.\n\nThe bulletins embodying the work in thrift as worked out and taught\ninthe schools of Oakland, is suggestive only. Further projects and problems will be carried out in succeeding years. The work in English is\nenriched and made to function in all school studies; the arithmetic is\npracticalized and carried over into everyday activities; the social studies,\n\nevics, citizenship, Americanization, biography, take on meaning and sign.ficance. Students are led into-not away from a desire to save and\nwend wisely ; to evaluate time and guard the health; to husband the\nurces of nature for the benefit of future generations.\nIt is the desire of the Thrift Committee to develop further thrift courses\n\nof study in a number of outstanding school systems throughout the country.\nThis matter is to be pushed aggressively with the opening of the schools in\nthe autumn. The committee urges upon all of whom request may be rmade\n\n"}
{"page": 421, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n396\n\nto lend support to the work. And the committee urges every classroom\nteacher, every principal, every superintendent here assembled to give assistance, suggestion, and study to this important matter to the end that we shall\n\ndevelop and improve not a dependent citizenship and a rich rather than an\nimpoverished country.\n\nREPORT OF THE COMMITTEE TO COOPERATE WITH\n1\n\nTHE AMERICAN SCHOOL CITIZENSHIP LEAGUE\nFANNIE FERN ANDREWS, BOSTON, MASSACHUSETTS , CHAIRMAN\n\nThe following is submitted as a declaration of principles for the com-\n\nmittee's activities, and for adoption by the Representative Assembly :\nWHEREAS, One of the greatest tasks of the schools in all lands is to teach\nthe ideals of justice, friendship and good-will, and\nWHEREAS, A new and better world could be made through the training\n\nof youth in all countries in the ideals of international justice and coöpeгаtion, and\n\nWHEREAS, These ideals can be developed through all the subjects of the\nschool program, those which offer the greatest opportunity for this development being history, geography, and literature, Therefore be it Resolved,\n\n1. That a universal aim in teaching the history of a country should be\nto teach the social, economic, and political development of the Nation, and\nto show the relationships of these three lines of activities to similar lines of\ndevelopment in other countries of the world.\n\n2. That the teaching of history should be begun in the early grades and\nhistory should be taught from the world point of view.\n3. That instruction in history should include the teaching of specific\nprinciples which directly promote international good-will, such as, impartial\njudgment, justice, National and personal modesty, coöperation, and honor.\nWHEREAS, The welfare of the world demands that the citizens of each\nNation should become more intelligent about other peoples, their social conditions, their forms of government and their National ideals, Therefore be\nit Resolved :\n\n1. That this might well become a universal aim in the teaching of\ngeography.\n\n2. That instruction in geography should include the teaching of specific\nprinciples which directly promote international good-will, such as interdependence, courage, enterprise, neighborliness and mutual understanding.\nWHEREAS, The possibilities in the teaching of literature which will\ndevelop the ideals of justice and good-will are boundless, Therefore be it\nResolved :\n\n3. That instruction in literature should include the teaching of specific\nprinciples which directly promote international good-will, such as appreciation, courtesy, unselfishness, service, truthfulness, and human sympathy.\nIn addition to the chairman, this committee includes the members listed on page 22.\n\n"}
{"page": 422, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n397\n\nTHE DEBT OF THE PRESENT GENERATION TO THE FUTURE\n\nWHEREAS, In many countries a substantial effort has been made to teach\nworld friendship through the schools, which is evidenced by the courses in\n\ncitizenship and good-will already in use, Therefore be it Resolved : That\nwe base future plans for promoting world friendship on the great educational\nbackground established by these devoted efforts of teachers to promote\ninternational comity.\nINTERNATIONAL GOOD-WILL DAY\n\nWHEREAS, One effective means of promoting the spirit of international\ngood-will is to set aside a day in the year to be observed in the schools of\ntheworld as Good-Will Day, and\nWHEREAS, This day should in itself be a significant land-mark in the\nmovement for international friendship, Therefore be it Resolved :\n1. That the eighteenth of May, which commemorates the opening of the\nfirst Hague Conference-the first gathering of the nations in time of peace\nfor the consideration of means of settling international differences by peacetul methods-is especially appropriate for concentrating upon the ideals of\njustice andworld friendship.\n\n2. That on the eighteenth of May instruction should be given concerning\nthe results of The Hague Conference and also the later efforts to bring the\nworld together into a coöperative body, and that this instruction should\n\nbeaccompanied by songs, both national and international, plays and pageants,\nwhich carryout the spirit of the day.\nCONCLUDING\n\nRESOLUTION\n\nBe it finally Resolved :\n\n1. That the economic, social, and intellectual welfare of humanity demands uninterrupted coöperation among the nations of the earth, and the\nreign ofreason and justice founded upon the international good-will.\n2. That such teaching will show the high significance of those things\nwhich enter into a true conception of civilization, and\n\n3. That the acceptance and promulgation of these ideals will form a\nscund foundation for the promotion of higher spiritual values in the schools\nof the world.\n\nREPORT OF THE LEGISLATIVE COMMISSION\nGEORGE D. STRAYER, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY, CHAIRMAN\n\nYour Legislative Commission is glad to be able to report that substantial\nprogress has been made both in Congress and among the people of the United\n\nSrates in the establishment of the program for National recognition and\nNational support for education for which this Association stands.\n*in siition to the chairman, this committee includes the members listed on page 24.\n\n"}
{"page": 423, "printed_page": null, "text": "398\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe have been in conference with the President of the United States, with\n\ncongressmen and senators, and with organized groups of laymen throughout\nthe United States. The President has, through the report of Mr. Walter\nF. Brown, chairman, representing the President, to the Committee of Congress on the Reorganization of the Executive Departments of our Government, proposed the establishment of a Department of Education and Welfare.\nThis recommendation has not yet come before Congress for action. We are\npersuaded from the advice which we have received from representatives and\n\nsenators that National recognition for education through the establishment\nofa Department of Education may be realized in the next session of Congress.\nWe know by virtue of the vote of the National League of Women Voters,\nthe General Federation of Women's Clubs, the National Committee for a\nDepartment of Education, the American Federation of Labor, the Daughters\nof the American Revolution, the National Congress of Parent-Teachers'\nAssociations, the Supreme Council of the Scottish Rite Masons of the\nSouthern Jurisdiction, and by the enthusiastic endorsements that have come\nfrom organized groups of citizens from one end of this country to the other,\nthat the cause for which this Association has stood consistently during the\nlast five years has today an increased and overwhelming support from\nlaymen.\n\nWe have found evidence in support of our contention that the National\n\nGovernment should aid States in the removal of illiteracy, the Americanization of the foreign-born, the training of teachers, the development of a\nmore adequate program of physical education and health service, and the\nequalization of educational opportunity from the investigation ofthe National\nBureau of Economic Research, which shows that the per capita income of\nthe several States varies from $345 in one State to $850 in that State in which\nthe people enjoy the largest income per capita. We have found as well that\nin four out of six of the States showing the lowest per capita income, the\npeople are devoting a larger percentage of their incomes to the support of\npublic education than the people of the wealthy State of New York.\nWe hold that it is unjust to require the people of one State to tax themselves twice as heavily as do the people of another State for the accomplishment of a National purpose. We believe that the support of public education\n\nis more certainly a matter of National concern than the building of highways,\nthe maintenance of investigation that makes for increased productivity of\nour farms or the development of our commerce. The safety of the Nation,\n\nthe perpetuity of our form of government, and the economic prosperity of\nthe Nation depend upon the education provided for all of the children of the\nNation. Money devoted to education is capital invested in the well-being\nof our society, and this capital invested in education is more essential to the\nprosperity of the Nation than is money invested in railroads or factories.\nWe have established in the minds of those who believe in the American\n\npublic schools, the necessity for National recognition of education through\nthe establishment of a Department of Education with a Secretary in the\nPresident's Cabinet. We are just as certain that the principle of National\naid in support of education must be accepted by all who believe in making\n\n"}
{"page": 424, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n399\n\ngood the American ideal of equality of opportunity. The Towner-Sterling\nBill before the last Congress will be re-introduced in the Congress of the\nUnited States when it meets in its next session. It has been established that\n\nthe provisions of this measure guarantee to the States the administration,\nsupervision, and control of their schools while furnishing to them the leadership, the support for scientific investigation, and the Federal aid without\nwhich we cannot carry forward to full fruition our American program of\neducation. We ask that you instruct us and that you coöperate with us in\ncontinuing to fight for the program embodied in that measure until it shall\nbeenacted into law.\n\nREPORT OF COMMITTEE TO COOPERATE WITH\nTHE AMERICAN LEGION '\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS , SAN FRANCISCO\nCALIFORNIA , CHAIRMAN\n\nYour committee has at this early date in its history reached the happy condition where its work goes forward effectively with little attention and effort\ntrom the committee. This highly satisfactory state has been due to the fact\nthat the office of the Secretary of the National Education Association has\nserved the committee so well and has been able to carry forward the aims\nand purposes of the committee in a manner extremely gratifying to your\ncommittee.\n\nItmust be kept in mind that your committee is one appointed at the Des\nMoines meeting to coöperate with the American Legion. The initiative at\nthis meeting was taken by the American Legion. This great organization,\nthrough its proper representatives, came before the National Education Association and inquired how it could serve the cause of American education and\n\nsuggested certain lines of endeavor, including the suggestion of the observance\nof a week later known as American Education Week .\n\nTheAmerican Legion, through its Americanism Commission, under the\n\nleadership of Garland W. Powell, National director, did much of the planningand executing of the plans in making the week so successful. The United\n\nStates Bureau of Education has joined with the American Legion and the\nNational Education Association so that now the work goes forward under\nthejoint cooperation of these three organizations. Working together these\nthree have secured the active coöperation of many other organizations and\ninstitutions. There are 103 of these supporting organizations and institutions.\nIregret that time and space make it impossible for mention to be made of\neachofthese organizations, but they include many, in fact most, of the great\n\nNational organizations and institutions interested in promoting the welfare\nofthe country. For the same reasons it is possible to bring to your attention\nbut a few of the things done by the American Legion, by the U. S. Bureau\nof Education, and by the National Education Association.\nMa addit\n\nto the chairman, this committee includes the members listed on page 26.\n\n"}
{"page": 425, "printed_page": null, "text": "400\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe American Legion initiated the idea, and properly has taken the leadership, and has shown the school people ofAmerica that the American Nation\nneed have no fear for the future of education while the great patriotic organization of the American Legion is so active and interested in education. The\nLegion secured the coöperation of many allied organizations, and secured\nthe writing of a proclamation on American Education Week by the President of the United States, and either a proclamation or an official statement\n\nfrom 42 of the 48 Governors of States. Also, in practically all towns and\ncities of the country, the Legion secured official recognition of this work from\nthe mayors. In the actual carrying forward of the plans for the week the\nAmerican Legion, through the local posts, contributed large financial support\nand furnished many speakers to go into the schools. A splendid summary of\nthe work for American Education Week was prepared by the National\nDirector of the Americanism Commission. This report was printed last\nFebruary, and I am greatly indebted to Director Garland for much of the\ninformation used in my report to you.\nIn presenting to you the part which the United States Bureau of Education took, I cannot do better than quote from the report of National Director\nPowell:\n\nThe cordial coöperation of the United States Bureau of Education, under the able\ndirection of John J. Tigert, United States Commissioner of Education, cannot be\ntoo highly emphasized or too gratefully acknowledged. It is owing to this coöpera-\n\ntion that practically all of the educational publications in the country, to the\nnumber of 325, carried illustrative material of current interest on American\nEducation Week. This material was broadcasted by the Bureau of Education.\n\nMr. Tigert also maintained personal communication with all State educational\nagencies and officials, in addition to writing for publication in the interest of the\nWeek. To the abilities and energy of Mr. Tigert the Legion and the Nation are\nalike indebted, in this field of the fostering of education.\n\nAmerican Education Week was observed throughout the United States\nduring the week of December 3 to 9, 1922, an important objective was set\nfor each day, and a program for the attainment or approach toward the objectives was prepared.\n\nThe objectives and slogans for each of the several days were as follows :\nSunday, Dec. 3-For God and Country-\n\nSlogan-A Godly Nation cannot fail.\nMonday, Dec. 4-American Citizenship Day-\n\nSlogans-Americans all by 1927 .\nVisit the schools today.\n\nTuesday, Dec. 5-Patriotism DaySlogans Visit the schools today.\nPatriotism is the basis of a happy Nation.\nWednesday, Dec. 6-School and Teacher DaySlogans Visit the schools today.\nBetter trained and better paid teachers, more adequate\nbuildings.\n\n"}
{"page": 426, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n401\n\nThursday, Dec. 7-Illiteracy Day-\n\nSlogans-Let every citizen adopt and teach an illiterate to read and\nwrite.\n\nVisit the schools today.\nFriday, Dec. 8-Equality of OpportunitySlogans-Let all have an equal opportunity for education.\nA square deal for the country boy and girl.\nVisit the schools today.\nSaturday, Dec. 9-Physical Education DaySlogans-A sick body makes a sick mind.\nPlaygrounds in every community.\nAthletes all.\n\nAs a summary of some of the work done by the National Education Association through its executive officers, I again quote from the summary\npreparedbyDr. Garland W. Powell :\nThe National Education Association printed and mailed out about 200,000 of these\nprograms for American Education Week and about 25,000 forty-eight page\nbulletins giving up-to-date statistical and other information on each of the\nsubjects on the main program. The Secretary wrote letters to all county and city\nsuperintendents, to all normal school and college presidents, and to thousands\n\nofother people, calling attention to the importance of observing the week in every\ncommunity, suggesting policies and plans, and giving general help.\nNational organizations and local and State educational authorities were authorized to reprint the program and bulletin. It is estimated that this resulted in\nprinting and distributing 500,000 additional programs and other information.\nYour committee desires that special mention be made of the work of the\n\nResearch Division of the National Education Association, Bulletin 2, of the\nReseach Division was entitled \" Facts for American Education Week.\" In\n\nthisbulletin there was presented in a brief but comprehensive form, and in\na splendidly organized way, the data for use of speakers and for articles for\nnewspapers concerning illiteracy, National physical efficiency, immigration\nand foreign-born population, and inequality of educational opportunity. This\nbulletinwas widely circulated and copied and was used most effectively in\nthousands of schoolrooms by speakers.\nThe idea of American Education Week is not in any manner in conflict\nwith the idea of international good-will. The individual must be strong in\norder to be of service to others, and it is with this purpose to secure for\nAmerica that strength that may enable her to serve well herself and others\nthat American Education Week is observed. The purposes sought in the\nrooperation oftheAmerican Legion, the U. S. Bureau of Education and the\nNational EducationAssociation, and with the help of more than 100 supporting organizations, are yet in process of attainment. Hence, work of the commirtee should be continued.\n\nLooking to better results it is recommended that the week set apart should\nbe advanced to the week in November just preceding Thanksgiving week.\nTheweek in December is too near the Christmas holidays, and also too late\nintheschool term for the effects of the week to be fully felt during the school\nsession.\n\n"}
{"page": 427, "printed_page": null, "text": "402\n\nNATIONAL EDUCATION ASSOCIATION\n\nFor our next program it is the opinion of the chairman of the committee\nthat a bulletin should be prepared by the Division of Research which will\nfurnish the facts and arguments in answer to some of the current and not\n\nwell-founded criticisms of public education. The answers to all such criticisms are found in the facts concerning the public schools. To furnish these\nfacts to the people is one of the main objectives ofAmerican Education Week.\nProperly selected and organized facts concerning what the schools are doing\nwill, in my judgment, make complete answer to the charge that the schools\nare spending too much money and neglecting the fundamentals of education.\n\nREPORT OF COMMITTEE ON FOREIGN RELATIONS\nAUGUSTUS O. THOMAS, AUGUSTA, MAINE, CHAIRMAN\n\nAt the Salt Lake City meeting of the National Education Association,\nMrs. Josephine Corliss Preston, president, appointed a temporary committee\nto deal with problems of international relations which might arise and to\nlook after the interests of members of the National Education Association\n\nwho were present from foreign countries.\nThere seemed to be something worthwhile to do and the directors voted\nto make the committee permanent. President Fred M. Hunter, during his\nadministration, appointed the permanent committee. At the Des Moines\nmeeting the committee reported the request of the President of CzechoSlovakia that the National Education Association of the United States\n\ninvite the nations of the world to a conference. The committee reported\nfavorably on such a call and the Association passed the resolution directing\nthe Foreign Relations Committee to proceed with arrangements. During\n\nthe presidency of Miss Charl Ormond Williams, the plans were laid and\npresented at the Boston meeting. They were approved, and President Owen,\nupon coming into office, directed the committee to extend invitations to all\nnations to participate in the conference.\n\nIt required considerable effort to secure sufficient contacts in seventy-two\ncountries. Invitations were sent to the officers of all educational associations\n\nwhose names could be secured, to ministers of education, and to prominent\neducators. The response was general and quickly accepted. Alarge number\nof countries appointed official delegates to the conference.\nThe conference convened at San Francisco, June 28, and closed simultaneously with the 1923 meeting of the National Education Association.\nIt was attended by more than thirty distinct racial groups and by over fifty\nnational divisions. The character of the men and women who came was a\n\ngreat satisfaction to those who had to do with the calling and conduct of\nthe conference. Many of the best-known educators and most influential\nmen and women of the several countries took part in the deliberations. The\nconference was organized into sub-divisions or groups for the purpose of\nhearing reports from the various countries and to get matters in shape on\nthe points of the agenda for the action of the plenary sessions.\n\n"}
{"page": 428, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n403\n\nThe committee wishes to express its appreciation for the fine spirit of\n\ncooperation and helpful suggestions of President William B. Owen, and\nSecretary James W. Crabtree. Without their assistance the conference\ncould scarcely have been successful.\nThe spirit of the meeting was friendship and good-will and to determine\nsome of the principles, attitudes, processes, and methods of education which\nmay be universally applied. It was not the intention of the conference to\nembarrass any nation by dealing with those problems upon which nations\nmay disagree, but to find the general principles of amity and concord.\nWe believe that truth is universal and susceptible of universal application.\nWhat the world needs most today is the golden rule applied not alone to\nindividuals but to nations. While the conference was not called as a peace\n\nmovement, it was well known that the whole tendency of the results of\nsuch a conference would be to prolong the intervals between wars to such\nan extent that eventually war might cease.\nLeagues of nations, associations of nations, world courts, reduction\n\nconferences, peace treaties, and international agreements are and will be\nnecessary to the ultimate welfare of mankind, but before the principles\nnvolved therein can be confirmed and established they must have definite\nşiritual values and these spiritual values must await the longer processes\nof education. Reforms affecting humanity require generations to consummate and establish.\n\nAtthis very hour statesmen and financiers are struggling with the settlement of the debt of the past, trying to untangle an almost hopeless task,\nwhile the schoolmasters of the world are here struggling with the debt\nofthe future, the debt of maturity to youth. The one is the penalty for the\ntransgression of the laws of human kindness, the destruction of property\n\nand the taking of life through the laws of sanction, while the other is the\ntruggle of civilization to perpetuate itself and to place succeeding generaions upon a higher plane of altruism.\n\nIf this conference can carry back to the millions of peoples of the world\nthe ideals here established and teach them successfully to the world's chilIren, there will be developed a better understanding and a broader sympathy\nmong the community of nations.\n\nCitizenship today must be broader than nationalism. There must be an\nnternational consciousness; there must be an \" international heart,\" and\n\" world mind.\" This \" world mind \" is largely an attitude or habit of\n\n\"inking in the larger units of the world and the habit of regarding the\n\"ations as coöperating parts of the great whole. It is learning to measure\nsher peoples by their own standards and getting their point of view. It\nsa recognition of those great virtues, attitudes, traits, and ideals which\n\nonstitute national character. The question now is, \" Has the world proposed to such a point or will it ever come to such a point in the fundamental\ninciples of morality that the nations can live together as sharers of the\norld'scivilization ? \"\n\nWe do not seek to destroy national identity, but rather to increase\national consciousness as to responsibility in the progress of all. We would\n\n"}
{"page": 429, "printed_page": null, "text": "404\n\nNATIONAL EDUCATION ASSOCIATION\n\nnot erase national or racial lines, but conserve the variety of taste and\ntalent necessary to the world's advancement. In other words, we would\nincrease the respect of each nation for its flag as well as for the flags of\nother nations and make the national flag a real symbol of national worth\nand to increase the prosperity, contentment, and happiness of the people who\n\ndwell within its shadows, to bring about a world-wide reciprocity and a\ngreater tolerance for the rights and privileges of the peoples of the world.\nCommittee on Foreign Relations of the National Education Association\nAugustus O. Thomas, Chairman, State Commissioner of Education, Augusta, Maine.\nJames F. Hosic, Secretary, Professor of Education, Teachers College, Columbia University, New York City.\nP. P. Claxton, Provost of the University of\nAlabama, University, Alabama.\nAbbie L. Day, Teachers College, Columbia\nUniversity, New York City.\nW. K. Dwyer, Superintendent of Schools ,\nAnaconda, Montana.\nJohn H. Finley, Editor, New York Times,\nNew York City.\nJames W. Gowans, Superintendent of Schools,\nHutchinson, Kansas .\n\nD. B. Johnson, President, Winthrop Normal\nand Industrial College, Rock Hill , South\n\nArthur J. Matthews, President, State Normal\nSchool, Tempe, Arizona.\nN. D. Showalter, President, Washington State\nNormal School, Cheney, Washington.\nJohn W. Studebaker, Superintendent of\nSchools . Des Moines, Iowa.\n\nC. H. Williams, University of Missouri , Columbia, Missouri.\n\nCharl O. Williams, Legislative Secretary,\nNational Education Association, Washing\nton, D. C.\n\nAnnie Woodward, High School, Somerville,\nMassachusetts.\n\nRobert H. Wright, President, East Carolina\nTeachers Training School, Greenville, North\nCarolina.\n\nCarolina.\n\nWorld Conference on Education Advisory Committee\nMembers at Large\nFannie Fern Andrews , Secretary of the\nAmerican School Citizenship League, 405\n\nMarlborough Street, Boston, Massachusetts.\nSarah Louise Arnold, Newton Center, Massachusetts.\n\nFrank Aydelotte, President of Swarthmore\nCollege, Swarthmore, Pennsylvania.\nW. C. Bagley, Professor of Education,\nTeachers College, Columbia University,\nNew York City.\n\nAgnes Ballard, Superintendent, Palm Beach\nCounty Schools, West Palm Beach, Florida.\nFrank Ballou, Superintendent of Public\nSchools of District of Columbia, Washington, D. C.\n\nRubye Batte, Elementary Supervisor, Shelby\nCounty Schools, Memphis, Tennessee.\nMinnie D. Bean, Superintendent of Pierce\nCounty Schools , Tacoma, Washington.\nJohn H. Beveridge, Superintendent of Omaha\nCity Schools , Omaha, Nebraska.\n\nFrancis G. Blair, State Superintendent of\nPublic Instruction, Springfield, Illinois.\nMary C. C. Bradford, State Superintendent\nof Public Instruction, Denver, Colorado.\nE. C. Brooks, State Superintendent of Public\nInstruction, Raleigh, North Carolina.\nMarion L. Burton, President of University\nof Michigan, Ann Arbor, Michigan.\nKenvon L. Butterfield, President of Massachusetts Agricultural College, Amherst,\nMassachusetts.\n\nA. H. Chamberlain, Secretary of California\nCouncil of Education, 933 Phelan Building,\nSan Francisco, California.\n\nJ. A. C. Chandler, President of College of\nWilliam and Mary, Williamsburg, Virginia.\nFrank Cody. Superintendent of Detroit City\nSchools. Detroit, Michigan.\nRandall J. Condon, Superintendent of Cincinnati City Schools , Cincinnati , Ohio.\nAlbert S. Cook, State Superintendent of\n\nPublic Instruction , Baltimore, Maryland.\n\nAmbrose T. Cort, Principal of Public School\nNo. 73 , Brooklyn, New York.\nEllwood P. Cubberley, Dean, School of Education, Stanford University, Stanford Uni\nversity, California.\n\nEmma L. Dacre, President, San Francisco\nGrade Teachers Association, 333 Kearny\nStreet, San Francisco , California.\n\nDavidson, Superintendent of\nPublic Schools, Pittsburgh,\n\nWilliam M.\nPittsburgh\n\nPennsylvania.\n\nSusan M. Dorsey, Superintendent of Los\nAngeles Public Schools, Los Angeles, California.\n\nWilliam L. Ettinger, Superintendent of New\nYork City Schools. New York City.\nMilton\n\nFairchild,\n\nEducation\n\nChairman of Character\n\nInstitution ,\n\n6313\n\nConnecticut\n\nAve. N. W., Washington, D. C.\n\nThomas E. Finegan, State Superintendent of\nPublic Instruction, Harrisburg, Pennsyl\nvania.\n\nCarleton B. Gibson, Superintendent of Savan\nnah City Schools, Savannah, Georgia.\nJ. M. Gwinn, Superintendent of San Fran\n\ncisco City Schools , San Francisco, California.\n\nFlorence M. Hale, State Rural School Agent,\nAugusta, Maine.\n\nA. F. Harman, Superintendent of Montgomery\nCounty Schools, Montgomery, Alabama.\nErnest Horn, President of National Society\nfor the Study of Education, College of Edu\ncation, State University of Iowa, Iowa City,\nIowa.\nIda Christine\n\nIversen,\n\nPresident\n\nof Los\n\nAngeles City Teachers' Club, 202 Trimsty\nAuditorium Building, Los Angeles, Callfornia.\n\nSally Lucas Jean, Director of American Child\nHealth Organization, 370 Seventh Ave...\nNew York City.\n\n"}
{"page": 430, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDavid Starr Jordan, Chancellor Emeritus of\nLeland Stanford University, Stanford University, California.\n\nCarles H. Judd, Director of School of EduCaton, University of Chicago, Chicago,\n0018.\n\nZekulon Vance Judd, Educational Director of\nCandler Floating\n\nSchool ,\n\n1131\n\nCandler\n\nBailding. Atlanta, Georgia.\n\n405\n\nJames E. Russell, Dean of Teachers College,\nColumbia University, New York City.\nAgnes Samuelson , Superintendent of Page\nCounty Schools, Clarinda, Iowa.\nHomer H. Seerley, President of Iowa State\nTeachers College, Cedar Rapids, Iowa.\nTheodore B. Shank , Superintendent of Coeur\nd'Alene City Schools , Coeur d'Alene,\nIdaho.\n\nState\n1.H. Kelley, Association,\nSecretary of Pennsylvania\nto South Market\n\nEducation\nSquare, Harrisburg, Pennsylvania.\nVermon Kellogg, National Research Council,\nWashington, D. C.\nA A Kincannon, President of West TennesState Normal School, Memphis, Tenbessee.\n\nEdward O. Sisson, Department of Education, Reed College, Portland, Oregon.\n\nFrank L. Spaulding, Dean of School of Education, Yale University, New Haven, Connecticut.\n\nCora Wilson Stewart, Chairman of Illiteracy\nCommission, National Education Association, Frankfort, Kentucky.\n\nBrien M. King, Supervising Principal of\nNathan Clifford School , Portland, Maine .\nWarth McClure, Principal of Gatewood\nSchool. Seattle, Washington.\n\nMaryMeSkimmon, Principal of Pierce School,\nBrockline, Massachusetts.\nLheMacgregor, President of Department of\nCassroom Teachers, National Education\nAssociation, Curtis Hotel, Minneapolis,\nMinnesota.\n\nPeter A. Mortenson, Superintendent of Chicago City Schools, Chicago, Illinois.\n\nesse H. Newlon, Superintendent of Denver\nPublic Schools , Denver, Colorado.\n\nGeorge D. Strayer, Professor of Educational\nAdministration, Teachers College, Columbia University, New York City.\nJulia E. Sullivan, Charleston, Massachusetts.\nHenry Suzzalo, President of University of\nWashington, Seattle, Washington.\nBrenton Vedder, Superintendent of Clacka-\n\nmas County Schools, Oregon City, Oregon.\nD. B. Waldo, President of State Normal\nSchool , Bellingham, Washington.\nA. E. Winship, Editor of The Journal of\nEducation, 6 Beacon Street, Boston, Massachusetts.\n\nWill C. Wood, State Superintendent of Public\n\nCarroll G. Pearse, 455 Kenwood Boulevard,\nMilwaukee, Wisconsin.\n\nsephine C. Preston, State Superintendent of\n\nPublic Instruction, Olympia, Washington.\n\nInstruction, Sacramento , California.\nJames I. Wyer, Jr., Librarian of State Library, Albany, New York.\n\nMembers by States\n\nbama\n-Charles B. Glenn, Superintendent\nof Schools, Birmingham.\n\nona-H. E. Hendrix, Superintendent of\nchools, Mesa.\n\nansas-A. B. Hill, State Superintendent\nPabhe Instruction, Little Rock.\n\nMissouri-E.\n\nM.\n\nCarter,\n\nSecretary,\n\nState\n\nTeachers Association, Columbia .\n\nMontana--May Trumper, State Superintendent of Public Instruction, Helena.\n\nNebraska-T. W. Weisel, Superintendent of\nSchools , Geneva .\n\nafrma-Mary F. Mooney, Vice-Principal,\nWashington School, San Francisco.\nrak Mrs. Guy Rogers, Sterling.\nsnerticut\n-H. O. Clough , Superintendent\n\nNevada-W. J. Hunting, State Superintendent of Public Instruction, Carson City.\nNew Hampshire-Francis T. Clayton, Assistant Superintendent of Schools , Concord.\n\nofSchools of Vernon, Rockville .\n\nNew Jersey-Charles H. Elliott, Head of\nthe School of Education, Rutgers College ,\nNew Brunswick.\n\naware Mary D. Bradford, President of\nNational Council of Administrative Women\nFducation, Wilmington.\n\nNew Mexico\n\nRoy L. White, President New\n\nFirda R. L. Turner, State Rural School\n\nMexico Educational Association, Gallup.\n\nInspector, Inverness.\nza-K. T. Alfriend, Bessie Tift College,\n\nNew York--Katherine D. Blake, Principal,\n\nch\n\ntrile School, Chicago.\nL. McBrien, Indiana State Nornal School, Terre Haute.\nLa Cames C. Manry Western Represenlative of Ewing Christian College , Iowa\nCay\n\n-ME\n. Pearson, Superintendent of\nSchools, Kansas City.\nArtacky I Virgil Chapman, State SuperVorofRural Schools, Frankfort.\n\nana T. H. Harris, State Superintendentof Education, Baton Rouge.\n\nManeW. H. Marr, Superintendent of\nSchals, Millinocket .\nManland-Norman W. Cameron, Director of\ntheBaltimore Teachers Training School ,\nBette\nsets Tames A. Moyer. Director,\n\nor\n\nPublic School No. 6, New York .\n\nNorth Carolina-Elizabeth Kelley, Supervisor\n\n1. L.Breckenridge, Superintendent of\nNhools, Sandpoint.\nFlorence Holbrook, Principal, For-\n\nof University Extension, State\n\nrtment of Education, Boston.\nT. Cameron , Secretary State\nTrekers Association, Lansing.\nVera-Farnie M. Forester, Dean of\n\nats, Board of Education, Minneapolis.\n\nWN. Taylor, Secretary, State\nTracera Association, Jackson.\n\nof Schools for Adults, Raleigh .\n\nNorth Dakota-Minnie J.\n\nNielson,\n\nState\n\nSuperintendent of Public Instruction, Bismarck.\n\nOhio-W.\n\nH.\n\nKirk,\n\nSuperintendent\n\nof\n\nSchools , East Cleveland.\n\nOklahoma-M. R. Floyd, Secretary, State\nTeachers Association , Oklahoma City.\nOregon-Jessie A. Skinner, President Federated Teachers Council, Portland.\n\nPennsylvania-J. A.\n\nH.\n\nKeith, President,\n\nState Normal School , Indiana.\nRhode Island-Walter E. Ranger, State Commissioner of Education, Providence; William C. Hobbs , Superintendent of Schools ,\nBristol.\n\nSouth Carolina-Wil Lou Gray, State Supervisor of Schools for Adults, Columbia.\nSouth Dakota-M. M. Guhin, State Director\nof Americanization and Rural Education,\nPierre.\n\nTennessee - S . L. Smith, Field Agent for\nRosenwald Fund, Nashville.\nTexas --S . M. N. Marrs, State Superintendent of Public Instruction , Austin.\n\nUtah--G.\n\nN.\n\nChilds .\n\nSuperintendent\n\nof\n\nSchools. Salt Lake City .\n\nVermont Caroline S. Woodruff , Principal\nTeachers Training Course, St. Johnsbury.\n\n"}
{"page": 431, "printed_page": null, "text": "406\n\nNATIONAL EDUCATION ASSOCIATION\n\nVirginia-Nannie W. Thompson, State Director, National Education Association, Richmond.\n\nWashington-William F. Geiger, Superintendent of Schools , Tacoma.\n\nWest Virginia-James H. Hickman, Assistant\n\nState\n\nSuperintendent\n\nof\n\nSchools ,\n\nCharleston.\n\nWisconsin-E. G. Doudna, Secretary, State\n\nWyoming\n\nKatherine\n\nSuperintendent\nCheyenne.\n\nof\n\nA.\n\nMorton,\n\nPublic\n\nState\n\nInstruction,\n\nDistrict of Columbia-Harry English . De\npartment of Education, Washington, D. C.\nAlaska-John E. Lanz, Superintendent of\nSchools, Juneau.\nHawaii F. A. Clowes, President, Hilo\nTeachers Union, Hilo .\n\nTeachers Association, Madison.\nOBJECTIVES OF THE CONFERENCE\n\nThe objectives of the conference are :\n\n1. To promote friendship, justice, and good-will among the nations of the earth.\n2. To bring about a world-wide tolerance of the rights and privileges of all\nnations regardless of race or creed.\n\n3. To develop an appreciation of the value and the inherited gifts of nationality\nthrough centuries of development and progress.\n4. To secure more accurate and satisfying information and more adequate statements in the textbooks used in the schools of the various countries.\n\n5. To foster a national comradeship and confidence which will produce a more\nsympathetic appreciation among all nations.\n6. To inculcate into the minds and hearts of the rising generation those spiritual\n\nvalues necessary to carry forward the principles emphasized in the Conference on\nLimitation of Armaments .\n\n7. Finally, throughout the world, in all schools, to emphasize the essential unity\n\nof mankind upon the evils of war and upon the absolute necessity of universal peace.\nThese objectives to be secured through the following means :\n1. The teaching of international civics which will acquaint the rising generation\n\nwith the various points of contact made necessary and facilitated by the modern\nmeans of communication and trade.\n\n2. By the organization of textbook material used in the schools such as will give\na more accurate visualization of the dominant traits, conditions, and ideals of the\nnations.\n\n3. Through the exchange of teachers and through scholarships to students of\nforeign countries.\n4. By a program looking to universal education.\n\n5. Through an exchange of articles on education setting forth programs and\nmethods used in the various countries and through an exchange of educational\nperiodicals.\n\n6. The designation of a day to be observed by all which may be known as \"World\nGood-will Day,\" upon which such programs may be given as will promote international friendship.\nRESULTS EXPECTED\n\nThis conference is called for the purpose of working out definite objectives for\neducation's contribution to world welfare. It will afford abundant opportunity for\nassembling the facts as to the educational situation in the various nations of the\n\nworld and for renewing old personal friendships and forming new ones as a basis\nfor coöperation, but its great mission will be to produce a program designed to\ngive school authorities in all nations knowledge of ways and means by which the\nworld's five million teachers can promote good-will and understanding between\n\npersons and nations the world around. Every child in every school in every country\ncan have its life bettered as the result of the deliberations of this World Conference\n\non Education, which will keep constantly uppermost the best qualities of races and\nnations and the contribution each has made to the moral, social, and economic welfare of the world.\nAGENDA\n\nThe program for the conference will give opportunity for addresses of educational leaders before both plenary and group meetings, but the primary business\nof the conference is to develop through daily exchange of ideas a working program\n\n"}
{"page": 432, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n407\n\nfor education that is universally applicable. To this end the conference has been\n\ndivided into groups with definite agenda to be considered by each group. These\nagenda will be supplemented by additional proposals submitted by delegates during\n\nthe conference. The proposals that are agreed to by the group conferences will be\nsubmitted to the final plenary session for the adoption of the entire conference as\naworking program for education. The agenda thus far proposed are as follows:\nGROUP A. INTERNATIONAL COOPERATION\nDR. N. D. SHOWALTER, PRESIDENT OF THE WASHINGTON STATE NORMAL SCHOOL\nCHENEY, WASHINGTON , CHAIRMAN\n\n1. Educational attachés-Conducive to widespread, or universal education of\nthe most favorable sort, the educational experience of each nation should be made\nquickly available to all other nations. In order to formulate a program of helpfulness among those who are charged with the proper education of the oncoming\ngeneration, it is essential that educational workers be familiar with educational\nconditions in all parts of the world.\n\nProblem : Should this conference recommend to the various governments that\neducational attachés be provided for all embassies and legations as a means to\nthis end?\n\n2. Scholarships to graduate students-One of the greatest needs of every nation\nin all its relationships is leaders who are familiar at first hand with actual practices\nand with the life and leaders of other countries .\n\nProblem : Should this conference recommend to the various governments of the\nworld that a reasonable sum be made available for scholarships for mature graduate\n\nstudents of education desiring to study in foreign countries, requiring of such persons\nspecial reports of desirable educational methods, movements, and processes with\nwhich they may become familiar?\n\n3. Federation of educational associations-Educational aims are universal-the\nultimate welfare of the individual, the strengthening of the State and the safeguarding of society. There should be some suitable and effective means devised to\nbring into closer coordination the various agencies which have to do with education\nthroughout the world and to bring the 5,000,000 teachers into more fruitful and\nsympathetic relations with one another.\n\nProblem : Should this conference take steps to form a permanent federation of\neducational associations and institutions, and, if so, what steps now should be taken ?\n+ Greater unification in science-It is well known that science is the most progres-\n\nsive element of modern civilization, that it is as a subject, the most potent factor\nboth in peace and in war, and that it should be directed towards the welfare of\nmankind. In order that it may assume the most benevolent aspect there should\n\nbe greater facility through measurements and terminology.\nProblem: Is it possible and advisable to unify those elements of science in whole\nor in part, and, if so, to what extent and how?\nGROUP B. DISSEMINATION OF EDUCATION INFORMATION\nMRS. JOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nOLYMPIA, WASHINGTON , CHAIRMAN\n\n1. Exchange of educational periodicals and articles-One of the most salient\nmeans of bringing the educators of the nations together is through the exchange\nofarticles on the various phases of education which are most emphasized as current\nproblems.\n\nProblem: Should this conference set up some plan with the proper organization\nfor the promotion of the exchange of articles and periodicals, and if so, what is\nthe best means of so doing?\n\n"}
{"page": 433, "printed_page": null, "text": "408\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. Universal library service-As civilization becomes more complex and education more universal, the importance of encouraging thoughtful reading and study\nthroughout life increases. Universal public libraries are demanded in order that\n\nthere shall be a common background of general culture and that the latest information on the arts and industries shall be available to all .\n\nProblem : Should this conference take steps to set up standards for universal\nfree public library service and for teaching in the schools the use of books and\nlibraries for the guidance of all agencies interested in promoting higher ideals of\nreading and reference on the part of people generally?\n3. Exchange of teachers and professors-As a means of bringing the peoples of\nthe world into more sympathetic relations, to provide a means of relieving prejudice,\nand as a means of acquainting one nation with higher ideals and more liberal\npractices of another, various organizations have been created for the purpose of\nfurthering the movement for the exchange of teachers in schools and professors in\ncolleges and universities. This practice has now advanced to such a place that\ndefinite results may be catalogued and measured.\nProblem : Should this conference take measures to assist in a definite way this\nmovement and encourage those organizations now engaged in such service in some\n\nsubstantial way, and, if so, how can this best be done ?\nGROUP C. CONDUCT BETWEEN NATIONS\nDR. ARTHUR W. DUNN, DIRECTOR OF AMERICAN JUNIOR RED CROSS\nWASHINGTON, D. C., CHAIRMAN\n\n1. Textbook materials-Much of misunderstanding comes from a lack of proper\nknowledge of the problems and conditions of other countries. The knowledge we\n\nget from our school texts should be accurate and satisfying, should more properly\nvisualize the dominant traits, conditions, and ideals of the nations. It ought to be\npossible, without varying a jot from one's devotion to flag and country, to present\nthe facts in such a satisfying background and in such a manner as to heighten the\nrespect of one nation for another.\n\nProblem : What organization can this conference set up for coöperation in the\ndiscrimination of textbook materials used in the various countries in teaching commercial and political geography and history ?\n2. World civics and ethics-By virtue of invention and discovery the peoples of\nthe world are thrown together into one neighborhood, each vitally associated with\n\nall other nations. The world's great problem is the soundness of present-day civilization and the development of those ethical and spiritual values necessary to enable\n\nthe peoples of the earth to live together under these new conditions in friendship\nand good will, and to regard racial traits and national rights without jealousy.\nProblem : ( a) Should this conference recommend a study of world civics covering those essential contracts necessitated by trade, travel, commerce, and the exchange\nof inventions and learning? ( b ) Should this conference initiate such lessons and\nmethods of instruction in ethics and courtesy as well tend to bring to the children of\nall lands a more wholesome regard for national neighbors to the end that the rising\ngeneration will eliminate prejudice and intolerance from their contacts with peoples\nof other lands ? ( c) Is it advisable to recommend the preparation of a series of international readers made up of the best literature each nation can furnish? The aim\nof the series would be to make current in the schools of all nations the ideas and\nideals which each nation deems of universal worth.\n\n3. Correspondence among school children is promoted by the Junior Red CrossIn order to present in the most effective manner the subjects of manners and customs,\ngeography and school interests in the several countries, as well as to secure a more\ngeneral sympathy of the children of one country for another, the Junior Red Cross\n\n"}
{"page": 434, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n409\n\nhas undertaken in a most satisfactory way to foster and to conduct international\ncorrespondence among school children .\nProblem: Should the conference encourage the movement and establish a committee of members of the several countries and an organization whose purpose it\nshall be to cooperate with the Junior Red Cross in this movement ?\nGROUP D. INTERNATIONAL IDEALS\n\nDR. MILTON BENNION, DEAN OF THE school of EDUCATION, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH, CHAIRMAN\n\n1. Character education- Character education includes the psychology and sociclogy of character development, methods of character diagnosis, and the moral\n\nstandards to be achieved during the different periods of the child's life. As a term,\ncharacter education groups together and designates all of the elements permeating\ngeneral education which encourage and guide the individual in his growth into\n\napersonality having desirable characteristics and habits appropriate to organized\nsociety.\n\nProblem : What studies of the curriculum and what methods and processes are\nbest calculated to bring children to understand and appreciate moral experiences,\nlead them to right acts, and develop a power to resist evil both in thought and act?\n2. Social studies-It is generally conceded that certain studies tend to cultivate\nadefinite sense of relationships between individuals as well as between individuals\nand groups of individuals called society.\n\nProblem: Should this conference attempt to select those studies, divisions, and\nelements of the curriculum upon which special emphasis should be placed in order\nto more definitely shape the ideals of the future to the good of society?\n3. World peace-The greatest task which lies ahead of the school in all lands is\nthat of preparing the way for a new order of international justice, friendship, and\ngood-will. Upon the instruction of the youth of the nations lies the responsibility of\n\nenlarging the national conceptions and promoting good-will among the nations of\nthe earth. Entirely new values and standards of judging need to be created. The\nemphasis must be placed upon valor and patriotism of peace. If it is possible to set\nup a series of ideals such as a nation should become and to teach them to the rising\ngeneration, these ideals could eventually be realized.\n\nProblem: Is it possible to formulate and to promote principles of education which\nwill bring to the unprejudiced mind of childhood those universal virtues which\ndevelop the ideals of Abraham Lincoln expressed in the words, “ With malice toward\nnone, with charity for all?”\n\n4. The debt of the present generation to the future-We are the keepers of the\nfature and affect its well-being through the guidance we give it. Education is\nthe \" debt eternal .\" We cannot escape the responsibility of shaping the destiny of\nthe world through the provision we set up for the welfare of the rising generation.\nProblem : What ideals and tendencies of present- day education should be transmitted to the future and what is the surest means of making them effective?\n5. The international \" Good-will Day \" -In order that the ideals looking to more\nfruitful international relations may take root and grow into lasting results for the\ngood of all, without in the least infringing upon the rights and traditions of any\npeople, there must be some definite point of contact which will improve the psycho-\n\nagical and sociological status and direct the attention of the world at some time to\nsome universal interest in a concerted way.\n\nProblem: Is it possible to select from the calendar some day upon which all\nMatsons may unite as world \" good-will day \" upon which the 5,000,000 teachers of\nLe 200,000,000 children may direct special attention upon the spirit of justice\nemity, and peace?\n\n"}
{"page": 435, "printed_page": null, "text": "410\n\nNATIONAL EDUCATION ASSOCIATION\n\nGROUP E. HEALTH EDUCATION\n\nDR . THOMAS D. WOOD, ADVISOR IN HEALTH EDUCATION, AND PROFESSOR OF PHYSICAL\nEDUCATION , TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nHealth education-Healthy, normal children should be the goal of all school\nhealth work. The child's early education should give him an opportunity to build\nfor himself a groundwork of wholesome ideals and habits of health upon which to\nbase the structure of his future life. Health should be taught in such a way as to\n\nguarantee a nation of young men and women of sound bodies and sane, happy\nminds.\n\nProblem: Is it possible and advisable to establish a Health Education program\nof such flexible and salient features that it may be profitably applied in all schools\nand among all people, embracing subject matter of Health Education in relation to\nthe various ages from pre-school through teacher training periods; effective methods\n\nof teaching and stimulating pupils to right action ; the problems of teacher training\nwith proper stress on hygiene, sanitation, health habits, and recreation ?\nGROUP F.\n\nUNIVERSAL EDUCATION\n\nMRS. CORA WILSON STEWART, CHAIRMAN OF THE ILLITERACY COMMISSION OF THE NATIONAL\nEDUCATION ASSOCIATION, FRANKFORT, KENTUCKY, CHAIRMAN\n\n1. Removal of illiteracy-Popular education is now the policy of all leading\nnations and its universal extension a recognized necessity. The interests which\neducation embraces and forwards are not the exclusive possession of any peoples.\nIt is fast becoming recognized that a nation can be no stronger than the individuals\n\nwho compose it. The ability to read and write in order to open up and promote\nintelligence in literature, art, music, science, invention, mechanics, trades, professions,\nsocial relations, and the higher functioning in the state now belongs to world\nintelligence.\nProblem : Should this conference set up a program looking to the wiping out of\nilliteracy the world over and what means will be deemed most effective? Is it desirable to appoint a committee with international representation for this purpose?\n\n2. Thrift education-In the experience of all peoples one of the most distressing\nfeatures of our civilization is a lack of prudence in providing a suitable financial\nfoundation for old age. Good citizenship requires that the individual be self-supporting and by the cultivation of right habits in dealing with income, no matter\nhow small, the providing of a suitable foundation appears a universal need. A\nknowledge of the principles of banking and sound investment also appears as a\nparamount issue in the world's welfare.\nProblem: Is it possible and advisable that this conference should undertake to\n\narrange materials and methods in the theory and practice of thrift which may have\napplication among all nations, and is it further expedient to arrange a committee\nof international scope to encourage such enterprise?\n\n3. Balance of liberal and vocational education-While the purpose of education\nis not primarily to increase the earning capacity of those who possess it, but to\nenable them to live more largely in the realm of moral and intellectual completeness, it is also self-evident that the welfare of the state demands that each individual\n\nbe taught to become self-supporting and to impose no burden upon society through\ninefficiency of service and lack of thrift. These two ideals, or parts of one ideal,\ncan therefore be realized only through a proper balance or coördination of the\ncultural and the vocational.\n\nProblem: Is it possible and desirable that this conference, either in itself or\nthrough a special committee, formulate a principle which may be universally applied\nrelating to a proper adjustment of the so - called liberal and vocational elements of\neducation ?\n\n"}
{"page": 436, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n411\n\n+ Education of women-Modern education includes to a more universal degree\nthe education of women. Many countries are stressing forms of education especially\napplicable to them and calculated to prepare them for greater efficiency in those\nduties especially applicable to motherhood and the home as well as for functioning\nin civic relationships looking to greater equality of the sexes in all matters pertaining\nto the advancement of civilization and the greater efficiency of one generation over\nanother.\n\nProblem : Should this conference seek to encourage the education of women as a\nuniversal program and set up an organization for its encouragement, and further,\nshould a definite expression of subjects and principles be formulated to stimulate\nsuch work?\n\nGROUP G.\n\nRURAL LIFE CONSERVATION\n\nDR. EDWARD O. SISSON, DEPARTMENT OF EDUCATION, REED COLLEGE\nPORTLAND, OREGON , CHAIRMAN\n\nRural life program-The most fundamental occupation of civilization of all times\n\nis and must necessarily be the production of food and clothing. As a consequence\nrural life should be made attractive to country dwellers; they should have every\nadvantage of an education for their children such as will maintain a people of\nlearning and culture and contentment on the farms of the world. When these people\nare properly supplied with educational and church facilities with easy access to\nwell-selected and well-filled libraries the world's food supply will be assured.\n\nProblem: Is it possible to secure such a survey of rural conditions as will enable\nthose who have to do with this phase of education to formulate movements for a\ngeneral improvement and a world-wide concerted action to the end that the attention\n\nof all classes of citizens may become interested in the greatest of all educational\nproblems and lend assistance to its solution?\nGROUP H. THE PAN - PACIFIC UNION\nDR. FRANK F. BUNKER, SECRETARY OF THE PAN - PACIFIC UNION, HONOLULU\nTERRITORY OF HAWAII, CHAIRMAN\n\nConference of Pacific countries-The Pacific countries already having permanent\norganization and having held meetings to deliberate upon questions of coöperation\n\nand community interests are assigned to two special group sessions during which\nthey will consider problems peculiarly their own.\n\nProblem : How can the educational agencies of the Pacific countries best promote\ninternational understanding and friendliness?\nLIST OF DELEGATES TO THE WORLD CONFERENCE ON EDUCATION\n\nJUNE 28 TO JULY 6, 1923, SAN FRANCISCO, CALIFORNIA, U. S. A.\nARGENTINE\n\nSetor Don Santos Goni, Argentine Consul\nGeneral in San Francisco, 1570 Greenwich\nStreet, San Francisco, California.\n\nMiss Antoinette M. Guisen, 81 Chaussee de\nLierre, Malines, Belgium .\nMile. Madeleine Kaiser, 24 rue des Deux-\n\nEglises, Brussels, Belgium.\nMr. Leonde Paeuw, Director General of the\n\nARMENIA\n\nAm. M. G. Papaziam, 1323 M Street, Fresno,\nCalifornia\nMiss Elizabeth H. Pashayan, 151 Fifth\nAvenue, New York City.\n\nMinistry of Sciences and Arts, Rue Leys 50 ,\nBrussels, Belgium.\nMrs. Alice B. Wilson , 106 Parnassus Avenue,\nSan Francisco, California.\n\nMr. George I. G. Marsity, Acting Consul\nGeneral for Belgium in San Francisco,\nCalifornia.\n\nAUSTRALIA\nBOLIVIA\n\nMat Jeam Watson, \" Shirley,\" Gordon Street ,\n\nListernwick, Melbourne, Australia.\nBELGIUM\n\nMr. A. Daniel Cusicanqui, American Institute, La Paz, Bolivia.\nMr. Albert Palacios, Consul\n\nGeneral\n\nfor\n\nBolivia in San Francisco, San Francisco,\n\nMr Famond Dronsart, Director General of\nthe Belacan Red Cross, 80 rue de Livourne ,\nBraasels, Belgium.\n\nCalifornia.\n\nMr. Jorge Munoz Reyes, 1121 Wellington\nAvenue, Oakland, California.\n\n"}
{"page": 437, "printed_page": null, "text": "NATIONAL EDUCATION AssociatION\n\n412\n\nBULGARIA\n\nECUADOR\n\nMr. V. N. Madoloff, 498 Stow Avenue, Oak-\n\nMiss Hortensia Balarezo, Olmedo 46 , Quito,\nEcuador, South America.\n\nland, California.\n\nMr. M. C. de Vaca,\nEcuador in\n\nCANADA\n\nMiss Mary L. Bollert, 1185 Tenth Avenue\nWest, Vancouver, British Columbia, Canada.\nMr. Harry Charlesworth, 628 Battery Street,\nVictoria, British Columbia, Canada.\nMr. Joe Harwood, 7th Street, Bernan, British\nColumbia, Canada .\n\nSan\n\nWinnipeg, Manitoba, Canada.\n\nMiss Annie Bruce Jamieson, 1584 Sixth\nAvenue West, Vancouver, British Columbia.\nCanada.\nMr. Edward S. Martin, 190 Wallace Street,\nNanaimo, British Columbia, Canada.\n\nMr. Harold R. Peat, Del Prado Hotel, Chicago ,\nIllinois.\nCHILE\n\n235\n\nof\n\nMont-\n\nEL SALVADOR\n\nMr. Samuel G. Dawson, San Salvador, El\nSalvador, Central America.\n\nMr. Jorge A.\n\nMr H. W. Huntley, 256 Inkster Avenue,\n\nConsul General\n\nFrancisco,\n\ngomery Street, San Francisco, California\n\nParedis, San Salvador,\n\nEl\n\nSalvador, Central America.\nMadame Leanor de Quinonez, San Salvador,\n\nEl Salvador, Central America.\nMiss F. E. Ware, Hotel Whitcomb,\nFrancisco , California.\n\nSan\n\nENGLAND\n\nMr. Gerald Campbell, British Consul General\nat San Francisco. 268 Market Street, San\nFrancisco , California.\n\nHonorable Marcos G- Huidobro, Chilean Consul General in San Francisco, 235 Mont-\n\nMiss Amy Cryan, Mills College Post Office,\n\ngomery Street, San Francisco, California.\n\nDr. John Adams, Cloyne Court, Ridge Road,\n\nCalifornia.\nBerkeley, California .\n\nCHINA\n\nMr. Shuschen S. Chen, 11 Tang Hwa Ling,\nWuchang, China.\n\nMr. C. H. Chu, 87 Rue Depasse, Tientsin,\nChina.\nMr. P. Hsich , Si Chuan Ma Chang, West\n\nCity, Peking, China.\nMr. Lincoln H. C. Kao , Wuchang, Hupeh\nProvince, China.\nMiss K. J. Ku, Wusih, China.\nDr. P. W. Kuo, National Southeastern Uni-\n\nversity, Shanghai and Nanking, China.\nMr. Chien Hsun Li, Tsing Teng Hsien, Chihi\nProvince , China .\n\nMrs. John Adams, Cloyne Court, Ridge Road,\nBerkeley, California.\nMrs. Bernard Mole, St. Andrews Hotel, 440\nPost Street, San Francisco, California.\n\nMr. Edgar J. Sainsbury, Thames, Ditton\nSurrey, England.\nMiss Mariorie Wise, Dunstowe, Launceston,\nCornwall, England.\nFRANCE\n\nDr. Mathurin Dondo, University of California.\nBerkeley, California.\nMiss Theodora George, League of Red Cross\n\nSocieties , F rue Quentin, Bouchert VIII,\nParis, France.\n\nDr. Tsoerun L. Ling, 7 Tang Hwa Ling,\nWuchang, China.\nMr. Chin-Hang Lee, 920 Grant Avenue , San\nFrancisco, California.\n\nMr. S. C. Meng, In care of The Renaissance\nSociety, National University of Peking,\n\nGERMANY\n\nDr. N. Reinhard Strecker, Minister of Education of Hesse, Schiesshausstrasse 116,\nDarmstadt, Germany.\n\nMrs. Tilde Strecker, Schiesshausstrasse 116.\n\nPeking. China.\n\nMr. K. Shu, Wuzieh, Kiangsu, China.\nMr. Monroe Tang, 1903 Orrington Avenue,\n\nDarmstadt, Germany.\nGREECE\n\nEvanston, Illinois .\n\nMr. Nelson S. Tang, 2415 Fulton Street,\nBerkeley, California.\nDr. Koliang Yih, Consul General for China\nin San Francisco, San Francisco , California.\n\nDr. Athenagoras Kavadas. 218 Haight Street,\nSan Francisco, California.\n\nMr. Christo Makrygiannis, 218 Haight Street,\nSan Francisco, California.\n\nDr. Chiling Yin, 1321 Sinza Road, Shanghai,\nHAWAH\n\nChina.\n\nMr. L. K. Yong, 2600 Etna Street, Berkeley,\nCalifornia.\n\nMiss Annie Ahsam, P. O. Box 1558, Honolulu, Hawaii.\n\nMr. Thomas L. Yuan, 26 Cheng Hsiang\nHutung, Peking. China. American address :\n\nIn care of Mr. Y. L. Mei , 5802 Maryland\nAvenue, Chicago, Illinois.\nMiss Clarice Chan, 321 Eighth Street, Oakland, California.\n\nDr. Chi- Pao Cheng. Teachers College, Columbia University, New York City.\n\nMrs. Rose Aiau, Haleiwa, Oahu, Hawaii.\nMiss Elizabeth Appleton, Honolulu, Hawart.\nMr. James Luluhiwalani Awai, Haleiwa. Box\n24, Oahu, T. H. Honolulu, Hawaii, Т. Н.\nRev. Ralph Waldo Bayless , Lihue, Havai ,\nHawaii.\nMrs. William H. Beers, 409\nAvenue, Hilo, Hawaii, Box 646.\n\nWainakee\n\nMiss Rebecca Bohnenberg, Box 944, Kuhio\n\nCOSTA RICA\n\nAvenue. Hilo, Hawaii.\nMr. Julio Brenes, 252\nFrancisco, California.\n\n10th Avenue,\n\nSan\n\nMr. H. H. Brodie, Hanapepe, Kawai Co..\n\nMr. Jorge Orozco, Consular Service of Costa\nRica in San Francisco, 2030 Pierce Street,\n\nDr. Frank F. Bunker, Pan-Pacific Umon\n\nSan Francisco, California.\n\nHawaii.\n\nMr. Elmer A. Brown, Hilo, Hawaii.\nHonolulu, Hawaii.\n\nMrs.\nCZECHO SLOVAKΙΑ\n\nMr. A. V. Adamec, 1782 Sutter Street, San\nFrancisco , California.\nMiss Eleonora Jirsakova, Taborska 45 Prague,\nCzechoslovakia.\n\nMrs. L. E. Jirsak, 1373 Hayes Street, San\nFrancisco, California.\n\nKatherine\n\nM.\n\nBurke,\n\nEwa\n\nOahu,\n\nHawaii.\n\nMr. E. S. Capellas , Hakalau, Hilo, Hawan\nMrs. Alice A. Carter, Box 112, Waipaku,\nOahu, Hawaii.\n\nMr. V. A. Carvalho, Papaikou, Hawaii.\nMiss Grace Channon, In care of Y. W. C. A.,\nHonolulu, Hawaii .\n\nProf. V. Kralicek, 2105 S. Millard Avenue,\n\nMrs. Minnie H. Churchill , Waialua, Oahu,\n\nChicago, Illinois.\nDr. B. Stepanek, Prague IV-275, Czecho-\n\nHawaii.\nMiss Adeline K. Clark, Oahu, Hawaii.\n\nCzechosloAmerican address:\nslovakia.\nvakian Legation, Washington , D. C.\n\nMiss Della Z. Copp, 1522 Hastings Street,\nHonolulu, Hawaii.\n\n"}
{"page": 438, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nMiss Ermine Cross, Box 3290, Honolulu,\n\n413\n\nINDO- CHINA\n\nHawaii.\n\nMiss Josephine Deyo, 24 Kanva Street, Hilo,\nHawaii.\n\nMiss Jehanne Bietry, 16 Colombert, Saigon,\nFrench Indo-China.\n\nMiss Mary Deyo, 24 Kanva Street, Hilo,\nJAPAN\n\nHawaii.\n\nMiss Emily Ewaliko , 11 Ewaliko Lane, Hilo,\nHawan.\n\nMiss Lucy Franks, 1218 Tenth Avenue , HonoDla T. H\n\nShigetaka Abe, 324 Shinmeicho,\nProf.\nHongoku , Tokio, Japan.\nMrs. Yona T. S. Abiko, 318 Gotenyama,\nTokyo, Japan.\n\nMiss Elizabeth Lulu Heen, 1319 Emma Street,\nHonolulu, Т. Н.\n\nProf. Ella Stimson Cate, Waseda University,\nTokio, Japan.\n\nMiss Reth C. Hoffman , 1522 Hastings Street,\nHonolulu, Т. Н.\n\nMr. David K. Kalaau, Halawa, Main County,\nMain, Hawaii, T. H.\n\nMiss Isabella M. Kennedy, P. O. Box 1035 ,\n\nDr. Tasuku Harada, University of Hawaii,\nHonolulu, Hawaii .\n\nMrs. T. Harada, 1030 13th Avenue, Honolulu,\nHawaii.\n\nProf. K.\n\nHla, Hawaii.\n\nMiss Mabel C. Ladd, 1719 Nunann Street,\n\nHata, Kwansei Gakium College,\n\nKobe, Japan.\n\nMr. Masakichi Iiima, No. 10 Nagacho, Yatsu-\n\nHonolulu, Т. Н.\n\nMs Elphie E. Langevin, Box 946, Hilo,\n\nchiro-Machi, Kumamoto-Ken, Japan.\n\nHawaii.\nMiss Alice Leong, 1761 Luso Street , HonoLiu. T. H.\nMrs Jarrett T. Lewis, Hilo, Hawaii .\n\nMr. Takatsune Ikoma, Governor General of\n\nYrs F. J. Linderman, 2060 Vancouver High-\n\nMr. Mitsushige Kobayshi, Higashi Nakano,\nTokyo, Japan.\nDr. T. Komatsubara, 51 Aoyama Gochome,\nTokyo , Japan.\nMiss Hiroko Kozaki, In care of Mrs. K.\nAbiko, 2310 Union Street, San Francisco ,\n\nway. Honolulu, T. H.\n\nMrs H. W. Ludloff, 301 Lehna Street, Hilo,\nHawaii.\n\nMr. Vaughan McCaughey, Pan-Pacific Union,\nHonolulu, T. Η.\n\nMrs. Elwell Metcalf, 923 North K. Street,\nHonolulu, Τ. Η.\n\nTaiwan, Japan.\n\nProf. Y. Kida, Imperial University, Tokio,\nJapan.\n\nCalifornia .\n\nDr. J. S. Motoda, 1272 Ikebukuro, Tokyo,\n\nMiss Caroline Mitchell, Honolulu, T. H.\nMrs. Mary T. Moore, 1508 -B Emma Street,\nHonolulu, T. H.\nVis Katherine Murdock, Honolulu, T. H.\n\nYos Annie Napier, Kilama Avenue, Hilo,\nHawaii\n\nJapan.\n\nMr. Kanryo Murakami,\n\n1881 Pine Street,\n\nSan Francisco, California.\n\nMiss Hana Okada, 2310 Union Street, San\nFrancisco . California.\n\nMr. M. Okumura, Nagano Normal School ,\n\nMiss Cecil Overend, In care of Army & Navy\nY. M. C. A. , Honolulu, T. H.\n\nMo Hattie L. Saffery, Box, 45 , Kapulena,\nHawaii.\n\nMiss Rise Tolbert, 1833 Kahanu Street, HonoT. H.\n\nMr. Samuel K. Toomey. 1545 Kamchamcha,\nIV Real., Honolulu, T. Н.\nMrs Margaret Waldron , 468 Hotel Street,\nHonolulu, T. H.\nHONDURAS\nMr Pompilio Ortega, Director of Normal\nSkool. Tegucigalpa, Honduras.\n\nMr.Luis Felipe Osorio. Normal School , Tegucapa, Honduras\nHUNGARY\n\nMrs Helen Horvath, 4311 Whitman Avenue,\nGeveland, Ohio.\nITALY\n\nPrincess Donna Santa Borghese, Palazzo\nBorghese, 19 Piazzo Borghese, Rome, Italy.\nAmerican address: 25 West Forty-third\nStreet, New York City.\nINDIA\n\nMr. Rajaram V. Gogate, M. A. 2026 Center\neet\n, Berkeley, California.\n\nMr. S. R. Mandal, 2026 Center Street, BerkeCalifornia.\n\nMax Harsa Manubhai Mehta, Race Ceruse\n7ad. Baroda, India.\n\nMr. Hemendra K. Rakhit, 96 Taubabazor\nStreet, Dacca, Bengal, India. American ad-\n\nNagano, Japan.\n\nMiss Kura Otani. Girl's Higher Normal\nSchool , Tokyo, Japan.\nMrs. Yeizo Osawa, 719 Ashbury Street, San\nFrancisco, California.\nMr. Ujiro Oyama, Japanese Consul-General\nin San Francisco, Battery Street, San\nFrancisco, California.\nMr. Yoshizo Sano, 1765 Sutter Street, San\nFrancisco , California.\nMiss Ryu Sato, 232 Shimoshibuya, Tokyo ,\nJapan.\nDr. M. Sawayanagi, Takada-Machi , Tokio ,\nJapan.\n\nMr. Ryukichi Sekiya, Department of Education, Tokyo , Japan.\nMiss Grace H. Stowe, Kobe College, Kobe,\nJapan.\n\nMr. K. Suzuki , 2031 Bush Street, San\nFrancisco, California.\nMr. Rio Takemaye, 20 Kiridoshi Sakamachi,\nHongo, Tokio, Japan. American address:\n1917 40th Avenue, Oakland, California.\nMr. Torao Teshima, In care of Mrs. Seeley,\n2216 Channing Way, Berkeley, California.\nMiss T. Ueda, 533 Yamaguchi, Japan. American address : Y. W. C. A. , 1515 Webster\nStreet, Oakland, California.\nMr. Issei Yamamoto, Imperial University,\nKyoto, Japan.\nMrs. Issei Yamamoto, Imperial University,\nKyoto, Japan.\n\nMr. Kotaro Yamada , No. 2 North 6, West 6 ,\nSapporo , Hakkaido, Japan.\nMadam Tetsuko Yasui, Dean of the Tokyo\nUnion College for Women , Yodobashi,\nTokyo, Japan.\n\n: 975 Old Colony Building, Chicago,\nJUGO- SLAVIA\n\nM5 S. Sidhu, 2010 Center Street, Berkeey. Califorεία\n\nBetar Singh,\n\nRaipure, District of\n\nPiana, Punjab, India.\nSLL Hardit Singh, 752 29th Street ,\nCalfornia.\n\n-\n\nS. Sodhi, 1731 Allston Way, Berkeley,\natarasa.\n\nMrs. Mary Dranga Campbell , 5816 Callowhill\nStreet, Pittsburgh, Pennsylvania.\nKOREA\n\nMr. Ysausaboru Ishimura, In care of Board\nof Education of Chosen Keijo, Korea,\nJapan.\n\n"}
{"page": 439, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n414\n\nMEXICO\n\nDr. Ignacio Otero de la Torre, Palais de\nGobierno, San Louis Potosi , S. L. P. ,\n\npine Islands.\n\nMexico.\n\nProf. Eloisa Espinosa, 2a, Dr. Lucio 42,\n\nMr. Sixto C. Palaypay, 2205 Haste Street,\nBerkeley, California.\n\nMexico.\n\nSenorita\n\ndress: Bureau of Insular Affairs, Washington, D. С.\n\nMr. Ricardo Ortega, Maluvalo, Tarlac, Philip-\n\nPilar Gonzales,\n\nIn care of the\nPORTO RICO\n\nMexican Consulate, San Francisco, California.\n\nMiss Belle Richards, Motor Route A, Box\n\nMiss Elena Landazuri , 4c Donceles 89, Dep.\n29-30, Mexico City, Mexico.\nMr. M. Quiroz Martinez, Direccion de Educacion, Cindad Victoria, State of Tamauli-\n\n1119, Sacramento, California.\nROUMAΝΙΑ\n\nMr. Ivan O. Popaiov, Calistoga, California.\n\npas, Mexico .\n\nDr. Alfonso R. Ochoa, 4a Cinco Fehrero, N.\n41, Mexico City, Mexico.\nMiss Adelia Palacios, Industria 25, Mexico\nCity, Mexico .\n\nSOUTH AFRICA\nMiss Muriel Wathes , Clairmont,\nOssis, South Africa.\n\nCapetown.\n\nDr. Antonial Ursua, 5a Tacuba 78, Mexico\nCity, Mexico.\n\nSCOTLAND\n\nNEW ZEALAND\n\nMr. John W. Critchley, \" Cleveleys,\" Dum-\n\nMiss Williemina Griffiths , 71 Liverpool Street ,\nWanganui, New Zealand. American address: Hyde Hotel, Jones Street, San\nFrancisco, California.\nMr. George Miller, 11 Caius Avenue, Wanganui, New Zealand.\n\nfries. Scotland.\nMiss Clementina\n\nFraser Laing. Ardrossan,\n\nScotland.\n\nMr.\n\nGeorge C.\n\nPringle, 47 Moray Place,\n\nEdinburgh, Scotland.\nSPAIN\n\nNICARAGUA\n\nMr. John C. Cebrian, 1801 Octavia Street,\n\nMiss Juanita Molinas, Managua, Nicaragua,\n\nSan Francisco, California.\n\nDr. Maria de Maeztu, 30 Fortuny Street,\n\nCentral America.\n\nMadrid, Spain.\nNORWAY\nMrs. Kristiane Skjerve Evans, Oil Center,\nKern County, California.\n\nMr. Antonio G. Solalinde, Madrid, Spain.\nAmerican address: Faculty Club, Berkeley,\nCalifornia.\nSWEDEN\n\nPANAMA\n\nMiss Christina Stael von Holstein, 32 Birger\nMr. Roberto Jimenez, Panama City, Panama.\nMr. Francisco Jimerez, Consul of the Republic of Panama in San Francisco , 242 Russ\n\nYartsgatan. Stockholm, Sweden.\n\nAmerican\n\naddress: Teachers College, Columbia Uni\nversity, New York City.\n\nBuilding, San Francisco , California.\nMr. Guillermo Mendez Pereira, 8 B Street,\n\nPanama City, Panama.\n\nTURKEY\n\nMr. A. Ridwan, Malgara, Turkey. American\naddress: 4204 Cottage Grove Avenue, Chi\n\nPERU\n\ncago, Illinois.\nMr. Carlos G. Monsalve, Vice Consul of Peru\n\nin San Francisco, San Francisco, California.\nMrs.\n\nCorina\n\nA.\n\nMonsalve,\n\nUNITED STATES\n\n25 Woodland\n\nAvenue, San Francisco , California.\nMr. L. A. Valderrama, 628 Ashbury Street,\nSan Francisco, California.\n\nQwing to the large number of American\ndelegates who registered space is not available\nto list them here.\nURUGUAY\n\nPHILIPPINE ISLANDS\n\nMr. Manuel L. Carreon, 31 Jose Street , San\n\nFernando, Pampongo, P. I. American ad-\n\nMrs.\n\nSarah\n\nMargaret Hatfield,\n\n1099 East\n\nGreen Street, Pasadena, California.\n\nWORLD CONFERENCE PROCEEDINGS\n\nThe World Conference on Education at its Plenary Sessions adopted\nthe following proposals formulated by the various group conferences and\nsubmitted to it by the Clearance Committee which was appointed to coordinate the reports of the various group meetings.\nGROUP A.\n\nINTERNATIONAL COOPERATION\n\nAgendum 1: Educational attachée-WHEREAS, It is conducive to that mutual\nnational understanding, friendship, and interchange of ideas which form the true\nbasis of international peace and good-will, that the educational experience and\nideals of each nation should become known to all other nations; and, WHEREAS,\nThis can be most fully and successfully accomplished through the medium of a\npersonal channel, Therefore be it resolved :\n\n1. That an educational attaché, who shall be a recognized educational expert\nof the highest rank, should be provided for each embassy or legation.\n\n"}
{"page": 440, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n415\n\n1. That in cases where, owing to various national circumstances, such a plan\nis not possible or is not deemed desirable the prominent educational organizations\nof the country should provide an educational representative of outstanding ability.\nCommittee: Harry Charlesworth, Chairman, Canada.\nGroup A. Agendum 2. Scholarships to graduate students-WHEREAS, One of the\ngreatest needs of every nation in all its relationships is leaders who are familiar at\nirst hand with actual practices and with the life and leaders of other countries,\nTherefore be it resolved :\n1. That it is the sense of the World Conference on Education that the various\n\n1\n\ngovernments, universities, schools, and other educational organizations of the world\nshould be requested to appropriate a reasonable sum available for scholarships for\nmature graduate students of education desiring to study in foreign countries.\n2. That these students should especially devote their attention to international\ncivics, economics, and comparative education and should report the results of their\nstudies and research to their respective governments, universities, schools, and other\neducational organizations.\n3. That while this conference feels that its function is to make a general appeal\n\nto various governments in regard to the subject matter of the above resolution, it\nleaves the method of approach entirely to the judgment of the several delegations.\nCommittee: M. G. Papazian, Armenia ; Annie B. Jamieson, Canada ; Monroe\nQaney, China ; R. V. Gogate, Indore State, Central India; Y. Ishima, Japan ; Zorica\nBaber, United States.\n\nGroup A. Agendum 3. Federation of education associations-WHEREAS, Educatoval aims are universal, there should be devised some suitable and effective means\ntobring into closer coördination the various agencies which have to do with educa-\n\nton throughout the world and to bring the 5,000,000 teachers into more fruitful\nand sympathetic relations with one another, Therefore be it resolved :\nThat this conference form a permanent federation of educational associations\nand that a temporary constitution be adopted as follows:\nArticle 1. Name-Sec. 1. The name of this organization shall be the World\nFederation of Education Associations.\n\nArticle II. Objects-Sec. I. The objects of this federation shall be to secure\nPternational coöperation in educational enterprises, to foster the dissemination of\n\ninformation concerning education in all its forms among nations and peoples, to\ncaltivate international good-will, and to promote the interests of peace throughout\ntheworld.\n\nArticle III. Membership-Sec. 1. The following organizations shall be entitled\n10membership in this federation: ( a) Any nation-wide organization of educators\nwhich shall be recognized as such by the executive authority hereinafter mentioned.\nAny organization of educators in a country not at present possessing a nation-\n\nwide organization, which shall make application for membership to the executive\nauthority of this federation and whose application shall be approved by said execstiveauthority.\n\nArticle IV. Organization-Sec 1. There shall be a board of directors comprising\n*wo members elected or appointed from and by each affiliating organizations, who\nstall hold office for two years. The board of directors shall be the executive authorcontrolling this federation. There shall be a temporary board of directors con-\n\nsting of the temporary president, the two temporary vice-presidents, and six other\ndirectors, two from each section outlined in Article 6, to be chosen by the delegates\nthis meeting in the same manner as provided in the case of the temporary\nresident.\n\nSec. 2. There shall be a president chosen by the board of directors from their own\ndy but a temporary president shall be chosen by the delegates present at this\n\nzldconference upon the recommendation of à nominating committee consisting\nfour delegate from each affiliating organization. There shall be two temporary\npresidents to be chosen in the same manner as the temporary president, one\n15\n\n"}
{"page": 441, "printed_page": null, "text": "416\n\nNATIONAL EDUCATION ASSOCIATION\n\nfrom each section ( as outlined in Article 6) in which the temporary president does\nnot reside.\n\nSec. 3. There shall be a secretary-treasurer chosen by the board of directors, but\na temporary secretary-treasurer shall be chosen by the delegates at this meeting in\nthe same manner as the temporary president. The secretary-treasurer shall be the\nexecutive officer of the federation under the direction of the board of directors\n\nand he may be paid a salary at the discretion of the board.\nArticle V. Headquarters-Sec. I. The headquarters of this organization shall be\ntemporarily located in the United States of America.\nArticle VI. Meetings-Sec. 1. A world conference shall meet in full session every\nalternate year, but a meeting of sections: one in Europe ; one in America ; and one in\nAsia; shall be held in each intervening year. Other countries shall decide which\ngroup they will join.\nArticle VII. Fees-Sec. I. Affiliating associations shall pay a subscription fee\nper annum of one cent per member ( U. S. currency) provided that the fee of any\naffiliating association shall not be less than $25, gold ( U. S. currency) while the\nmaximum contribution for any organization shall be $ 1,000, gold (U. S. currency ) .\nCommittee : Charles H. Williams, chairman ; E. J. Sainsbury; P. U. Kuo, China ;\n\nM. Sawayanagi; Pompilia Ortega.\nAdvisory members : Clementina T. Laing, Harry Charlesworth, R. V. Gogate.\nGroup A. Agendum 4. Greater unification in science-WHEREAS, Science is the\n\nmost progressive element of modern civilization ; and, WHEREAS, a greater unification\nof terminology would lead to a more effective coöperation between nations ; Therefore be it resolved:\nThat it is the sense of this group on International Coöperation of the World\n\nConference on Education that steps should be taken to bring about a greater unification of scientific terminology ; and Be it further resolved:\n1. That the adoption of the Metric System be made world-wide.\n\n2. That other so-called international units be made more truly international .\n3. That science courses in the elementary, intermediate, and high schools be clearly\ndefined as to content.\n\n4. That college and university courses be clearly defined as to content.\n\n5. That the sub-divisions of science in all schools, colleges, and universities be\nclearly defined as to content.\n6. That vocational science courses be clearly defined as to content.\n7. That the governments of the various nations be petitioned to frank all letters\n\naddressed to educational departments and representative educators of other nations.\n8. That the National Education Association and educational associations of the\n\nvarious nations be requested to supply stationery for the purpose of communicating\nwith such educational departments and educators.\n\n9. That a committee of three be appointed to become a clearing-house for the\ninterchange of such information and suggestion.\nCommittee : Y. Ishimura, Asia ; Dr. Maria de Maeztu, Europe ; Percy E. Rowell,\nAmerica, chairman.\nGROUP B. DISSEMINATION OF EDUCATION INFORMATION\n\nGroup A. Agendum 1. Exchange of educational periodicals and articlesWHEREAS, The exchange of articles on various phases of education is one of the most\neffective means of bringing the educators of the nations together ; Therefore be it\nresolved:\n\nThat the World Conference on Education undertake the organization of a\npermanent bureau of research and publicity, whose duties it shall be to:\n1. Make research studies on the various phases of educational development in\nthe different countries;\n\n2. To publish an International Digest of Education;\n3. To furnish information concerning the publications on education of different\ncountries so as to facilitate the exchange of periodicals and articles ;\n\n"}
{"page": 442, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n417\n\n4. To publish pamphlets of special studies on education from time to time;. and\n5. To undertake such other similar tasks as need arises.\n\nCommittee: Mr. C. P. Chang, chairman, China; Miss Ethel Gardner, America ;\nMrs. E. A. Brown, Honolulu.\n\nGroup B. Agendum 2. Universal library service-WHEREAS, World progress is\ndependent upon universal education, and universal education is made possible only\nthrough the proper dissemination of knowledge, and the dissemination of knowledge\nis made more effective through the agency of libraries ; Therefore be it resolved:\n1. That a universal library bureau be established which might ultimately be\nconnected with a world or international university. ( a) That this world library\nbureau supply to any nation upon request books, pamphlets, and magazines for use\nupon any subject within the scope of this conference. (b) That this bureau shall\ncooperate with the library associations of the various nations in setting up definite\nstandards of service for the public libraries existing within the several nations.\n2. That the educational organization of every country establish a national library\nbureau to serve not only the needs of its own country but also to serve as a medium\nbetween the citizens of that country and the world library bureau.\nCommittee: Mrs. L. O. Anderson, chairman.\n\nGroup B. Agendum 3. Exchange of teachers and professors-WHEREAS, An effective means of bringing the peoples of the world into more sympathetic relations, of\nrelieving prejudice, and of acquainting one nation with the higher ideals and more\nliberal practices of another is the exchange of teachers in schools and professors in\ncolleges and universities; Therefore be it resolved:\nThat this world conference go on record as endorsing and desiring to coöperate\nwith all plans of interchanging teachers and professors, including all groups, as\nkindergarten, elementary, secondary, and higher.\nCommittee: Mrs. Jessie M. Fink, chairman.\nGroup B. Topic: International University.\nResolved, That the World Conference on Education appoint a representative\n\ncommittee which shall investigate the question of the establishment of a world\nuniversity, and if found feasible, shall recommend a plan of procedure at the\nearliest possible time.\n\nCommittee: Mr. K. W. Gunther, chairman.\nGROUP C.\n\nCONDUCT BETWEEN NATIONS\n\nAgendum 1. Textbook materials-WHEREAS, One of the most potent methods of\npreventing international misunderstanding is to make sure that the information\nobtained by school children about other countries is presented to them with scrupulous accuracy and in a spirit of fairness and good-will ; Therefore be it resolved :\nThat the international education association resulting from this conference undertake at once a study of ways and means to assist national educational bodies to see\n\nthat the preparation of textbooks and other methods of instruction employed by their\nown countries is governed by this principle.\nThe following recommendations are respectfully submitted:\n1. That an exchange of textbooks in use be effected between all countries .\n\n2. That these textbooks be studied especially with a view to correcting misrepresentations\nof any country and to furnishing material that will foster international friendship.\nThat a series of international readers be prepared, based upon the biographies and the\neLreratare cf all nations.\nThat especially history, civics, and geography textbooks (including international law)\nrikaste the interdependence of all members of the human family, and the necessity of peace\nan in rasent al condition of the highest human development; and that suggestions be formuand for inculcating the same principle through the teaching of science and the arts .\nThat suggestions be formulated for the most effective use of all forms of visual education\nthe promotion of international justice and good-will.\n\nGroup C. Agendum 2. World civics and ethics-WHEREAS, The only hope for\nthe achirvement of permanent peace and good-will among nations lies in the realizaTan by future generations that the world is dependent for its very existence upon\n\n"}
{"page": 443, "printed_page": null, "text": "418\n\nNATIONAL EDUCATION ASSOCIATION\n\norganized coöperation in every department of life and is thus a single great community in which every individual enjoys certain benefits and bears certain responsibilities ; Therefore be it resolved :\n\nThat the World Conference on Education request the proper educational body\nof each country to outline for its own schools a system of training that will cultivate\nin children attitudes of mind and habits of thought and action appropriate to effective membership in this world community such outlines to be presented to the next\n\nworld conference for comparison, discussion, and publication throughout the world.\nThe following recommendations are respectfully submitted :\n1. That this training stress the common interests and purposes and the interdependence of\nmankind.\n\n2. That this training emphasize the need and possible means of cooperation among nations\nfor the realization of these common interests and purposes.\n\n3. That this training be developed not as a separate subject in the course of study, but\nas a phase of all existing subjects supplemented by pupil activities.\n\n4. That this training be continuous from the earliest grades throughout the school career.\n5. That an essential part of this training be the establishment of actual contact between\nthe children of different countries through the medium of activities in which the children\nparticipate.\n\nGroup C. Agendum 3. Correspondence among school children-WHEREAS, It is\nrecognized that in a complete educational process textbooks must be supplemented\nby fresh material from other sources and instruction must be supplemented by habitforming activities in which the children participate ; and Whereas, These ends are\nnow being achieved in the schools of many countries through the organized exchange\nbetween classes of articles of various kinds including correspondence that interpret\nthe life of different communities to each other ; Therefore be it resolved:\nThat this conference endorse the development of such international school coгге-\n\nspondence and the appointment of an educational representative in each country to\ncoöperate with all agencies equipped to work with the schools in the promotion and\nexecution of similar programs .\nGROUP D. INTERNATIONAL IDEALS\n\nGroup D. Agenda 1 and 2 : Division of character education-WHEREAS, It is\nagreed that realization of the aims of the World Conference on Education will\ndepend in a large measure upon the character instruction and training of the child-\n\nhood and youth of the world, developing in them a sense of justice and an attitude\nof good-will toward all mankind, together, with habits of action in accord with\njustice and love of humanity ; Therefore be it resolved:\nThat this conference adopt in outline a basis plan of character education to be\nworked out in detail by each coöperating nation.\n\nThe following recommendations are respectfully submitted :\n1. As to research.\n\nThat the educationalists of the nations be encouraged to inaugurate\n\nresearch work as to methods of character education so that the most influential ways an\nmeans for encouraging and guiding children and youth in their growth into right character may\nbe discovered, and that exchange of knowledge as to effective methods of character education\nbe arranged for between nations.\n\n2. As to objectives. (a) That character education in the school be regarded as essentially\nthe problem of improving the conduct of children of school age at home and within the\ncommunity as well as in the school. ( b) That emphasis be placed upon the social give-an 1take among children, on the principle that one should do unto others as he would have others\ndo unto him. (c) That it is imperative that plans for character education provide for pos tively\n\neffecting specific improvements in particular acts of individual children. Character Education\nmust, therefore, be concrete and objective, (d) That in this undertaking there should be the\nclosest cooperation between teachers and parents, the parents being in the first instarice\nresponsible for the character training of their children.\n3. As to curriculum materials. (a) That since in all character development ideals and\nconduct are inseparable , the content of the curriculum should be so selected and organized\nas to provide definitely for development of ideals and attitudes that will stimulate condat\nin agreement with approved moral standards. This will include ideals of truth and just\nand attitudes of kindness, love, gratitude, forgiveness, service toward associates, and ultimately\ntowards all mankind. In the various school subjects , literature, language, geography, history\nart, science, et cetera, there is a large opportunity to cultivate ideals and attitudes and ta\nmake clear the facts of universal interdependence of the human race and the debt of each\nindividual to humanity as a whole. (b) Inasmuch as modern education shows a marked ter\ndency toward the concrete and practical , and character is involved in all social conduct, it is\n\nrecommended that the usual school subjects be supplemented by studies of the incidents ani\nexperiences of every-day life in which moral issues are prominent as in home life, in civic\nrelations and in industrial activities.\n\n"}
{"page": 444, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n419\n\n4 Asto ethical instruction. That the educationalists of the nations be encouraged to arrange\nschool instruction leading definitely toward sympathy with the ideals of civilization and\n\nimrernational good-will which interprets the wisdom of human experience as to right and\nror.g. This instruction should be adapted progressively to the developing intelligence of the\npupus, culminating in a course in ethics.\n5. As to school organization. That all the activities of the school, including study and\nTentation work, be socialized in such a way as to encourage pupil initiative in both thought\nand action, in both individual and group conduct. To secure for the pupils as rapidly as\nssshle the power of self-determination in conformity with approved moral standards, the\npaps should be led themselves to adopt these standards as a result of their own experiences\nand acquired wisdom.\n\nTo this end, classes may form organizations for cooperation with teachers in the conduct of\nschool, including the carrying out of such projects as will give practice in social service\nar: fix babits of action in accord with moral purposes. Whenever. occasion requires , matters\ndiscipline may be brought before pupil organizations for discussion and settlement, the\n\nteacher, with younger pupils at least, participating as a guide. This suggestion is based upon\nhe principle that clear understanding of the nature of social conduct and its development by\npupils themselves is more effective than mere dogmatic settlement by the teacher.\nThat the teacher be responsible for character study of each pupil, having in view personal\nencouragement and guidance in character development according to the needs of the\n\nndividual child. Furthermore, that pupils be graded as to character and loyalty to moral\nMeals, with personal consultation and coöperation with parents.\n6 As to teacher training. Since character development in the schools is more dependent\napon the character and personal influence of teachers than upon any other factor, it is further\nrecommended: (a) That in all nations systematic effort be made to enlist in the teaching\nprofession for service in all schools, persons of a superior character and ability, and that\ntbe male a special duty of educational administrators to encourage such enlistments as an\n\npetunity for great service to humanity. (b) That certification be required of all teachers\nand that the standards of certification be maintained on a high level of scholarship, professional\n\nraining, and moral character. (c) That all teacher-training institutions provide, as a part\nof the professional training, courses in the study of: Standards of individual and group\ncondast (theoretical and practical ethics); the psychology of individual behavior and of\n\ngroup behavior, child psychology and the methods of securing in each child control of his\nhavior in conformity\nstandards as determined. (d) That extension or summer\ncourses such as those described above, be provided for teachers in service.\n\nCommittee : Mrs. Fannie Fern Andrews, chairman, America; Mr. Chiling Yin,\nChina; Miss Elizabeth H. Pashayan, Armenia; Miss Adelia Palacios, Mexico ;\nMrs. Sarah M. Hatfield, Uruguay ; Mr. S. Motoda, Japan; Mr. Christo Makrygiannis, Greece; Mr. E. S. Martin, Canada, Mr. George C. Pringle, Scotland; Mr. V.\nKralicek, Czecho-Slovakia ; Miss Beitry, France.\n\nGroup D. Agendum 3. World peace-WHEREAS, The purpose of this World\nConference on Education is to promote international respect, coöperation, and goodwill through education; WHEREAS, One of the greatest tasks of the schools in all\nlands is to teach the ideals of justice, friendship, and good-will ; WHEREAS, A\nnew and better world could be made through the training of youth in all countries\ninthe ideals of international justice and coöperation; and WHEREAS, These ideals\ncanbe developed through the regular school program, and all school subjects offer\nthe greatest opportunity for this development, history, geography, and literature,\ndeserving tobe mentioned especially as examples ; Therefore be it resolved:\n1. That a universal aim in teaching the history of a country should be to teach the\ncial, economic, and political development of the nation, and to show the relation-\n\nships of these three lines of activities to similar lines of development in other countries of the world.\n\n1. That the teaching of history should be begun in the early grades and history\nsold be taught from the world point of view.\n\n5. That instruction in history should include the teaching of specific principles\n\nwhich directly promote international good-will, such as, impartial judgment,\nJurice, national and personal modesty, coöperation, and honor.\nWHEREAS, The welfare of the world demands that the citizens of each nation\n\nshould become more intelligent about other peoples, their social conditions, their\nDarms of government and their national ideals ; Therefore be it resolved :\n1. That this might well become a universal aim in the teaching of geography.\n2. That instruction in geography should include the teaching of specific principles\nwhich directly promote international good-will, such as, interdependence, courage,\nemerprise, neighborliness, and mutual understanding.\nWHEREAS, The possibilities in the teaching of literature which will develop ideals\nof justice and good-will are boundless ; Therefore be it resolved :\n\n"}
{"page": 445, "printed_page": null, "text": "420\n\nNATIONAL EDUCATION ASSOCIATION\n\nThat instruction in literature should include the teaching of specific principles\nwhich directly promote international good-will, such as appreciation, courtesy,\nunselfishness, service, truthfulness, and human sympathy.\n\nGroup D. Agendum 4. The debt of the present generation to the futureWHEREAS, In many countries, a substantial effort has been made to teach world\n\nfriendship through the schools, which is evidenced by the courses in citizenship and\ngood-will already in use; Therefore be it resolved :\nThat we base future plans for promoting world friendship on the great educational background established by these devoted efforts of teachers to promote international comity.\n\nGroup D. Agendum 5. International Good-will Day-WHEREAS, One effective\nmeans of promoting the spirit of international good-will is to set aside a day in the\nyear to be observed in the schools of the world as \" Good-will Day \" ; and, WHEREAS,\n\nThis day should in itself be a significant landmark in the movement for international\nfriendship ; Therefore be it resolved:\n\n1. That the eighteenth of May, which commemorates the opening of the first\nHague Conference the first gathering of the nations in time of peace for the con-\n\nsideration of means of settling international differences by peaceful methods\n-is\nespecially appropriate for concentrating upon the ideals of justice and world\nfriendship.\n\n2. That on the eighteenth of May, instruction should be given concerning the\nresults of the Hague Conference and also the later efforts to bring the world\ntogether in a coöperative body, and that this instruction should be accompanied by\nsongs, both National and international, plays and pageants, which carry out the\nspirit of the day.\n\nBe it finally resolved:\n1. That the economic, social, and intellectual welfare of humanity demands uninterrupted coöperation among the nations of the earth, and the reign of reason and\njustice, founded upon international good-will.\n2. That such teaching will show the high significance of those things which enter\ninto a true conception of civilization, and\n3. That the acceptance and promulgation of these ideals will form a sound foundation for the promotion of higher spiritual values in the schools of the world.\nCommittee: Joseph Swain, chairman, America ; M. Sawayanagi, Japan; Christo\n\nMakrygiannis, Greece; Monroe Tang, China ; Elizabeth H. Pashayan; Adelia\nPalacios; George C. Pringle, Scotland ; Harold R. Peat, Canada ; Mrs. Sarah M.\nHatfield, Uruguay.\nGROUP E.\n\nHEALTH EDUCATION\n\nHealth education. Introductory-WHEREAS, The promotion of health is recognized\nas a fundamental aim in the educational programs of progressive nations, and\nhealth education in many instances is granted a prominent place in the courses of\n\ninstruction ; and, WHEREAS, We believe that the advancement of health in education\nwould be advantageously furthered by coöperation of, and intercommunication\nbetween the various nations ; Therefore be it resolved :\n\n1. That the World Education Conference make provision for an International\nHealth Education Section .\n\n2. That the report of this International Health Education section and other\nsignificant pieces of health literature be translated and made available for the\nnations that make special request for such material.\n\n3. That aid and encouragement be given as far as condition and resources may\npermit for the improved professional training of teachers and leaders in health\neducation, by the offering of scholarships for study and training in countries which\nmay provide desirable facilities for such professional training.\nStatus and aims of health education-WHEREAS, We believe that educators are\nnow feeling the need of definite assistance from specialists in the preparation of\n\n"}
{"page": 446, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n421\n\ncourses of study and that the public is ready to support the development of a broad\n\nand sound health program ; and, WHEREAS, We believe that the school health program mustbe built around the fundamental principles of positive health teaching-a\ntraining in action as well as the giving of facts, imbued with the spirit of joyous\nliving; Therefore be it resolved:\nThat the fullest coöperation be developed between all experts as well as official,\n\nvoluntary and non-school agencies in the various fields of health education, and\nthat the coöperation of parents through associations of parents and teachers be\nsecured.\n\nWHEREAS, We realize the importance of training children under five as well as\nthose of school age in habits and attitudes, mental, physical and social, and are\nconvinced of the value of experiments already conducted; Therefore be it resolved :\nThat further experimentation in this field should be encouraged in all countries\n\nin order to give us a sufficient knowledge upon which to base the fundamentals of\naprogram that may be universally adopted. That the removal of physical defects\nduring this period be encouraged so that the child may enter school free from physical handicaps .\n\nWHEREAS, We recognize the value of growth records as a partial but simple and\nconcrete index of health ; Therefore be it resolved :\n\nThat we hereby recommend the value of weighing and measuring school children\nas a teaching project, in addition to, and as distinct from, the use of weight standards\nas a health index.\n\nCommittee: Chairman, Professor Clare E. Turner, United States; M. Leon de\nPaeuw, Belgium; Miss Marjorie Wise, England; Miss Edna White, United States ;\n\nMiss Sally Lucas Jean, United States.\nNutrition and health education-WHEREAS, We realize that food is the only source\nof energy building material and vitamines ; and, WHEREAS, We are impressed by the\ndisastrous physiological results that have been produced in experimental animals\nby defective diets ; and, WHEREAS, We know that foods differ fundamentally in their\nnutritive properties ; and, WHEREAS, We are convinced that there is an urgent need\nfor the dissemination of information about the nutritive requirements and the\nnutritiveproperties of foods ; Therefore be it resolved :\n\n1. That mothers be taught the importance of food, its selection and preparation, for\nthe pre-natal period, the period of infancy, the pre-school, and school periods, and\nfor adult life; that mothers be taught the relative values of food in terms of cost\nin order that the income may yield the largest nutritive returns to the family.\n2. That lessons in nutrition be incorporated into the school curriculum.\n\n3. That teachers in training and teachers in service be given instruction in nutrition by properly trained persons.\n+That anyone who is preparing to instruct either teachers or parents in the\nfood requirements should study thoroughly the chemistry of food and nutrition and\n\nshould have fundamental courses in physiology, psychology, sociology, and allied\nsubjects.\n\nCommittee: Mary McCormack, chairman, America; Miss Sata, Japan ; Miss von\nHestein, Sweden.\nThe contribution of physicians and dentists to a school health program-WHEREAS,\nWe recognize that the contribution of the physician and the dentist to the school\n\nhealth program is of fundamental and vital importance in developing (a) ideal\nmedical and dental examination of pupils, (b) frequent and effective inspections to\nprevent the spread of contagion, and (c) suitable organization of the body of\nsmentific knowledge upon which health education is based; and, WHEREAS, We\nrecognize the need for more careful and accurate physical examination of school\nchildren and for further scientific instruction in health education for public-health\nworkers; Therefore be it resolved:\n\nThat there is a vital need of further training in the preventive phases of child\nhealth in both medical and dental schools and the further development in universities\n\nand schools of public health of specific instruction to train specialists and administrators in the field of school health work .\n\n"}
{"page": 447, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n422\n\nCommittee:\n\nDr. Richard Bolt, chairman; Dr. Antonia Ursua, Mexico; Mr.\n\nThomas Yuan, China; Dr. Guy Milberry, San Francisco; and Dr. Mary Brydon,\nVirginia.\n\nThe contribution of nurses to a school health program-WHEREAS, We appreciate\nthe opportunity afforded the nurses to participate in the development of the health\neducation program ; Therefore be it resolved :\nThat we recommend that in all countries of the world there shall be a concerted\n\neffort to promote such a progress of nursing education as will produce the type of\nnurse qualified to take her place with the other leaders in the field of health education\nin the schools of the world.\n\nThat in all countries schools of higher education be encouraged to support university schools of nursing and to recognize the development of these schools as part\nof the progress of general education.\nCommittee: Caroline Gray, U. S. A., chairman; Elizabeth Breeze, Vancouver,\nB. C.; Madeleine Kaiser, Belgium; Sally Lucas Jean, New York; and Eleanora\nThomson, U. S. A.\n\nThe relation of physical education to health education-Whereas, We believe that\nphysical education, in its play, and athletic features should take a more vital place\nin the life of all nations and all communities ; and, Whereas, We base this belief\nupon the character building, health giving, right behavior producing values, in skill-\n\nfully applied physical education for all nations ; Therefore be it resolved:\n1. That there should be extensive use of athletics separately adapted to girls and\nboys as a means of developing the finer type of girls and boys, rather than the\nemphasis on intensive competition of the few with their exploitation.\n2. That physical activities should be correlated with health examinations ; the\nformation of health habits, and the promotion of a healthy nation, so that everywhere there shall be better boys and girls, finer men and women.\nTraining of teachers for health education-WHEREAS, Successful health education\nmust depend upon the following factors :\n\n1. Knowledge of the various approaches to, and fundamentals of health promotion and disease prevention and control.\n\n2. Acquaintance with the modern machineries of public health which are indispensable to attaining positive health and physical efficiency.\n3. Familiarity with and ability to utilize ficiently sound pedagogical methods for\nthe purpose of teaching health and creating in the child an active and impelling\ndesire for positive health and physical efficiency and for training him in lasting\nhealth habits.\n\n4. Enthusiasm on the part of the teacher for health education as expressed by her\nknowledge of the subject and activities for health work and her own positive personal\nhealth attainments .\n\nBe it resolved: That this convention hereby recommends that agencies of all insti-\n\ntutions concerned with the training of teachers, establish courses in, and programs\nof study for health education in order that these factors may be realized, and\nefficient teachers and supervisors of the schools' health interests and activities be\ntrained.\n\nBe it further resolved: That it is the sense of this convention that all prospective\nteachers in training be required to complete a well balanced course in the fundamentals of health promotion and disease prevention and control with particular\nreference to school hygiene so that all teachers in the future will have some knowledge of and interest in the health of school children.\n\nCommittee : John Sundwall, U. S. A. , chairman .\nGROUP F.\n\nUNIVERSAL EDUCATION\n\nAgendum 1 : Removal of illiteracy-WHEREAS, There are millions who can neither\n\nread nor write, and therefore cannot enjoy the full privileges of citizenship ; and,\nWHEREAS, This situation retards progress toward universal peace and happiness,\nand therefore should be removed ; Therefore be it resolved :\n\n"}
{"page": 448, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n423\n\n1. That an international commission on illiteracy be appointed, consisting of\nrepresentatives from every nation.\n2. That this commission shall work for the removal of illiteracy from all countries\nas soon as possible.\n3. That this commission shall form a permanent section of the World Conference\non Education, and in addition, to meeting at successive world conferences shall\n\nmeet, ifnecessary, at such other times as shall be determined upon by the commission.\n4. That this commission shall be formed by this conference.\n5. That the headquarters of this commission shall be decided upon by the commission appointed at this conference.\n6. That this conference recommend the appointment of a general secretary,\nwhose full time shall be devoted to furthering the work of the commission.\nNoteAn illiterate shall be understood to be a person over the age of ten, who\ncan neither read nor write.\n\nCommittee: H. W. Huntley, chairman, Canada ; Pompilio Ortega, Honduras ;\nProfessor S. Abe, Japan ; P. Hsieh, China ; Cora Wilson Stewart, United States ;\nHanse Mehta, India; and Princess Santa Borghese, Italy.\nGroupF. Thrift education-WHEREAS, We realize that in this period of world\nreconstruction thrift is of vital importance in the economic life of every nation;\nBe it resolved:\n\nThat we favor the appointment of an International Committee on Thrift, which\nshall study all phases of the problem and issue reports which shall be made available inall countries.\n\nArthur H. Chamberlain, chairman, Editor, Sierra Educational News, and Executive Secretary, California Council of Education and California Teachers' Association; Harry Charlesworth, 410 Campbell Building, Victoria, B. C., General Secretary, B. C. Teachers' Federation, Editor, B. C. Teacher, Ex-president, Canadian\nTeachers' Federation; George C. Pringle, 47 Moray Place, Edinburgh.\n\nGroup F. Agendum 3. Balance of liberal and vocational education -WHEREAS,\nThe purpose of education is not primarily to increase the earning capacity of those\nwho possess it but to enable them to live more largely in the realm of moral and\nintellectual completeness; and, WHEREAS, It is self-evident that the welfare of the\nState demands that each individual be taught to become self-supporting and to\nompose no burden upon society through inefficiency of service and lack of thrift; and,\nWHEREAS, These two ideals can be realized only through a proper balance or coördination of the cultural and the vocational ; Therefore be it resolved:\n\n1. There should be public provision for training in the specific vocations for all\npersonswho may profit therefrom, regardless of age or condition.\n\n2. In addition to the actual vocational training there should also be public provisions for education to the end that narrowness of mind may be avoided and a\ntolerance toward all other activities of civilized life be developed. This education\nshould stimulate a feeling of responsibility toward the vocation, the state, and the\n\nseif. Itshould give the ability to enjoy both work and leisure through a proper and\nmore complete appreciation of true values.\n\n3. There should be public provision for training both boys and girls in the principles and elements of home life, as the home is the fundamental institution in the\ndevelopment of national life.\n\n4. In such a program there should be some plan of guidance to the end that each\nperson in training may select a vocation for which he is best suited and otherwise\nadapt himself to his entire social environment.\n\n5. There should be appointed an international committee on the development of\nthe principles of training and education indicated above.\nThis committee shall be known as the Committee on Liberal Vocational Educa-\n\nvian and shall be thoroughly representative of the types of education recommended in\nthis program and be a clearing-house for all nations.\n\nCommittee: Adelaide S. Baylor, chairman ; Percy E. Rowell, secretary ; and Mary\nwart\n\n"}
{"page": 449, "printed_page": null, "text": "424\n\nNATIONAL EDUCATION ASSOCIATION\n\nGroup F. Agendum 4. Education of women-WHEREAS, The reports of the delegates to the World Conference on Education show that the educational status of\nwomen in most countries is unsatisfactory, and needs to be improved ; Be it resolved:\n1. That it is the conclusion of this conference that messages should be sent, through\n\nthe several delegates in attendance, to their respective governments, setting forth\nthe findings of this gathering, and expressing the hope that authorities everywhere\nwill work to end illiteracy among women and to offer opportunities of higher education to them.\n\n2. That to this end, in the several countries where sufficient opportunity for the\nhigher training of women does not exist, we urge that the attendance of women upon\nstate and national institutions of learning shall be permitted.\n3. That the secretary of this conference shall consider it as one of his official\nobligations to interest all countries in a concerted effort looking to the removal of\nilliteracy among women.\n\nWe urge this because a nation of educated and intelligent mothers will rear a\nfiner race for the future.\n\nCommittee: Katherine D. Blake, chairman; and Susan M. Dorsey.\nGROUP G. RURAL LIFE CONSERVATION\n\nBetter rural schools-WHEREAS, The most important problems before the liberal\ngovernment of the world, for their own safety and perpetuity, is the establishment\nof systems of public schools which offer equal educational advantages to the growing\ncitizenry of each country, regardless of the race, the economic position or the social\nstanding of the parents; and, WHEREAS, No democracy can properly thrive\npermanently endure if a large fraction of the children, and especially that group\nwhose parents produce the raw materials for our food, clothing, and shelter, have\neducational facilities inferior to those offered to other groups of children; and,\nWHEREAS, The rural areas of most of the nations of the world present special and\nadditional educational problems due to various geographical, economic and social\nconditions ; Therefore be it resolved :\nThat this conference generally endorse all movements which tend to improve the\neducational opportunities for rural children and particularly advocate:\n1. Increased training of teachers for the proper understanding and appreciation\nof the specific problems of rural life and education.\nor\n\n2. The consolidation of one-room schools in favor of the large and more special-\n\nized type of school, wherever the concentration of population and the development\nof transportation facilities permit.\n3. Where consolidation is not feasible, the erection and maintenance of the best\n\ntype of one-room schools, instructed by teachers acquainted with rural life and education, and trained specifically for such work.\n4. Special state or national aid, or both, to communities lacking the financial\nresources to maintain efficient schools.\n\n5. The erection of teachers' homes where adequate conditions for teachers are\nlacking.\n\nCommittee: Eloisa Espinosa, Joseph Hardwood, May Meighan, Florence Hale,\nand George A. Selke, chairman.\n\nEqualization of educational opportunity-WHEREAS, The provision of equal educational opportunity for all the children of all the people wherever schools are\nmaintained at public expense is the demand of social, political and economic justice;\nand, WHEREAS, The remoteness of many schools in rural districts entails upon teachers\n\nwho may teach therein extra effort and expense in getting to their work, thus tending\nto make them move to more accessible places, thereby depriving such schools of\n\nteachers of experience and to that extent lessening the educational opportunity of\nthe child involved ; Therefore be it resolved:\n\nThat additional compensation should be paid teachers in such schools, And further\nresolved: That such additional compensation should be paid by the largest political\nunit contributing to the support of such schools.\nCommittee : H. V. Holloway, chairman.\n\n"}
{"page": 450, "printed_page": null, "text": "National Council of Education\nSECRETARY'S MINUTES , CLEVELAND MEETING\n\nOFFICERS\n\nPresident-J. M. GWINN , Superintendent of Schools .\n\n..New Orleans , La\n\nVice\n-President-*ADA VAN STONE HARRIS, Supervisor of Elementary Schools .. Pittsburgh, Pa.\nSecretary-ADELAIDE S. BAYLOR, Chief of Home Economics Education Service, Washington,D. C.\n\nFIRST SESSION\n\nTUESDAY AFTERNOON, FEBRUARY 27, 1923\n\nThe meeting was called to order by the president at 2:15 o'clock in the Public\nAuditorium.\n\nThe secretary gave a brief report in which was a request for the appointment of\na committee of three to coöperate in a definite classification of institutions with\nrepresentatives in the Council Membership. The president named as members of\nthat committee, John R. Kirk, Kirksville, Missouri ; Homer H. Seerley, Cedar Falls,\nlowa; and Mrs. Mary C. C. Bradford, Denver, Colorado. The secretary reported\nalso the deaths of four members since the last annual meeting of the Council. The\n\ntwo honorary members were, Alexander Graham Bell, Washington, D. C., and\nJohn W. Cook, DeKalb, Illinois. The two active members were, Grace Strachan\n\nForsythe, New York City, and Ada Van Stone Harris, Pittsburgh, Pennsylvania.\nReport followed by roll call.\n\nThe president, in an address entitled, Concerning the Council, made an earnest\nplea for the assumption of responsibility on the part of each member of the Council\nto make thoroughly effective the program of work.\nAddresses were made by Dr. John J. Tigert, U. S. Commissioner of Education ,\non A Year's Progress in Education ; William B. Owen, president of the National\nEducation Association, on Does a Reorganized National Education Association Mean\naReorganized Council ?; J. H. Beveridge, president of the Department of Superintendence, on The Need of Professional Leadership in Education; final report for the\n\nCommittee on Reorganization of Seventh, Eighth, and Ninth Grades by J. M. Glass,\nState Department of Education, Harrisburg, Pennsylvania.\nIt was voted to appoint a committee of seven with William B. Owen as chairman\nto consider and make recommendations on the reorganization of the Council, as\n\nsuggested in the address of Dr. Owen.\n\nThe president appointed the following\n\ncommittee: William B. Owen, Chicago, Illinois, chairman; Robert J. Aley, Indi-\n\nanapolis, Indiana ; M. C. Brittain, Atlanta, Georgia ; Olive M. Jones, New York\nCity: H. B. Wilson, Berkeley, California; Payson Smith, Boston, Massachusetts ;\nand Anna L. Force, Denver, Colorado.\nSECOND SESSION- WEDNESDAY AFTERNOON, FEBRUARY 28 , 1923\n\nThe meeting was called to order by the president at 2:15 o'clock in the Ballroom\nof the Hotel Statler.\n\nReports of committees were presented as follows:\nThe Continuity of Education, William Wirt, superintendent of schools, Gary,\nIndiana, under the topic, Continuity of Education between the School and Outof-School.\n•Dereased.\n\n[425]\n\n"}
{"page": 451, "printed_page": null, "text": "426\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn the absence of A. Duncan Yocum, chairman of the Committee on the Teaching\n\nof Democracy, the introduction to the final report as submitted by Dr. Yocum was\nread by the secretary. In this introduction it was recommended by the Committee\nthat the Council request the National Education Association authorities to either\nfurnish the Committee with a thousand reprints of the report as a whole from\n\nthe printed proceedings, or have a thousand copies of Sections II and III printed\nat once in the form of separate bulletins or as a combined bulletin. It was taken\nby consent in the Council that this recommendation be made and the president\n\nauthorized the secretary to take it up with the proper authorities at National\nEducation Association headquarters.\n\nW. C. Bagley, Teachers College, Columbia University, New York City, reported\nfor the Committee on American Colleges on The Present Status of Summer Session\nWork in Teachers' Colleges and Four Year Normal Schools. Following this report\n\nG. E. Maxwell, Winona, Minnesota, gave the standards adopted by the American\nAssociation of Teachers' Colleges for accrediting State normal schools and teachers'\ncolleges and expressed it as his desire and that of Dr. McKenny, chairman of\nthe Committee on Teachers' Colleges, that favorable action on the same be taken\nby the Council. On motion this request was referred to the Executive Committee of\nthe National Council with power to act and report back to the Council.\n\nAnna Laura Force, chairman of the Committee on Status of the American Woman\nTeacher, presented a report for the Committee and presided at the symposium which\n\nfollowed, introducing as leaders in the discussion the following:\nA. L. Threlkeld, assistant superintendent of schools, Denver, Colorado, who\n\ngave the conclusions based on a questionnaire concerning certain aspects of the\nprofessional and social status of American women teachers ; Cornelia S. Adair, president Elementary School Teachers' Association, Richmond, Virginia, who spoke on the\nstatus of the classroom teacher ; and Mrs. Mary C. C. Bradford, State superintendent\n\nof public instruction, Denver, Colorado, who discussed the status of the teacher in\nthe rural schools.\n\nCora Wilson Stewart, Frankfort, Kentucky, chairman of the National Illiteracy\nCommission, reported for the Committee on Adult Illiteracy, of which she is\nchairman.\n\nTHIRD SESSION-THURSDAY AFTERNOON, MARCH 1, 1923\n\nThe meeting was called to order by the president at 2:15 P. M. in the Ballroom\nof the Hotel Statler.\n\nThe report of the Committee on Character Education was given by the chairman,\n\nMilton Bennion, University of Utah, Salt Lake City. Mr. Bennion then introduced\nAnna Willson, superintendent of schools, Crawfordsville, Indiana, and a member\nof his committee, who described the methods employed in her system of schools for\ndeveloping character. In the open forum that followed, over which the chairman\nof the committee presided, a number of questions were put to Miss Willson as to\nmore specific details of the plan and the permanency of the results of her program as\nshown by attitudes of the pupils in later life.\nIn the absence of Payson Smith, State Commissioner of Education in Massachusetts\n\nand chairman of the Committee on Vocational Education, a report for that committee was made by Robert O. Small, State Vocational Director of Massachusetts, a\ncoöperating member of the committee.\nThe subject of Mr. Small's address was Possibilities of Part Time Education.\n\nThe open forum for this committee was held at 4:00 P. M. in an adjoining room,\nwhere the subject of part-time education was informally discussed. J. G. Collicott,\nsuperintendent of schools, Columbus, Ohio, conducted this forum.\nArthur Chamberlain, secretary of the California State Teachers' Association,\n\nSan Francisco, chairman of the Committee on Thrift Education, spoke briefly on\nthe work of his committee and introduced L. R. Alderman, Washington, D. C., who\ncompleted the report.\n\n"}
{"page": 452, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n427\n\nThomas D. Wood, Teachers College, Columbia University, New York City, chairmanof the Committee on Health Problems in Education, reported for his committee\nand introduced the following speakers : Dr. John M. Dodson, Chicago, Illinois,\nchairman, Coöperating Committee on Health Problems, American Medical Association; Charles H. Keyes, president Skidmore College, Saratoga Springs, New\nYork, and Mrs. Ira Couch Wood, Chicago, Illinois, Director, Elizabeth McCormick\nMemorial Fund.\n\nOnmotion of Dr. Seerley, former president National Council of Education, it was\nvoted to invite the presidents of the various departments of the National Education\nAssociation to become honorary ex-officio members of the National Council of Educationduring their terms of office and thus be entitled to sit with the Council and\nparticipate in the meetings.\nAdjourned.\n\nCONCERNING THE COUNCIL\nJ. M. GWINN, PRESIDENT OF THE COUNCIL AND SUPERINTENDENT OF\nSCHOOLS , NEW ORLEANS , LOUISIANA\n\nAtthis, my first opportunity, I desire to express to the Council my thanks\nfor and appreciation of the honor of being elected president. As I have\nendeavored to come into a knowledge and understanding of the aims and\npurposes of the Council and of my functions as its president, I have been\ndeeply impressed by those aims and purposes and have been filled with a\nsense ofthe great responsibilities I have, if I am expected to lead the Council\ninto a realization of those aims and purposes during the three years of my\nterm of office.\n\nAbackward glance along the forty-three years of the life of the Council\nbrings into view many mighty men in education inAmerica as its officers and\nmembers. W. T. Harris, E. E. White, Henry Barnard, J. M. Greenwood,\nW. R. Harper, William Maxwell, and others still with us; also there comes\ninto view many epoch-making results of the work of the Council-perhaps\nthe more important publication of the National Association are the reports\nofthe work of some of the committees of the Council, such reports as those\nof the Committee of Fifteen, Committee of Ten, Economy of Time in\n\nEducation, Salaries and Tenure of Teachers. A study of the history of the\nCouncil compels the conviction that the Council has had a large place in\nshaping the policies and programs of education during the last third of a\ncentury.\n\nWhile it is important to have a past and a good one, it is more vital to us\nto make the present contribute its due proportion of achievement. There\nareplentyofunsolved problems and an ample supply of able men and women\ntodo the work.\n\nMembership in the Council should be esteemed a high privilege. Of the\nmore thanone hundred twenty thousand members of the National Education\nAssociation only one out of each thousand can be a member of the Council.\nAmember is one out of a thousand and the thousand must expect much of the\n\none. The Council is analogous to the graduate faculty or the research\nfaculty ofagreatAmerican university whose personnel is that of the 120,000\n\n"}
{"page": 453, "printed_page": null, "text": "428\n\nNATIONAL EDUCATION ASSOCIATION\n\nmembers of the National Education Association.\n\nSelection as a member\n\nof the Council should mean that the one selected has the ability and disposition to do work in educational research and in organizing and reporting\nstudies either alone or as a member of a committee. Each member is supposed to have his own self-starter and does not wait to be cranked by the\npresident or the chairman of his committee. The Council is a working body\nand all 120 members are supposed to be on every program. A particular\ncommittee may have an investigation and report in charge, but each member\nof the Council has not alone a right but a duty to criticise the report and to\nregister his opinion when differing from that of the particular committee.\nIt shall be my purpose in making future programs to provide time and\nopportunity for this wide but necessary participation in the discussions by the\nmembers. It appears to me that if we discharge our duties as members of the\n\nCouncil, we should each be actively engaged as a member of some Committee on some investigation and report and in addition each should function\nas a critic of all reports submitted to the Council.\nThat you may have some suggestions and limitations for your thinking,\nI desire to state that the Council has committees investigating the follow-\n\ning: The Participation of Teachers in the Management of Schools; Reorganization of the Seventh, Eighth, and Ninth Grades ; Extension Education; Health Problems in Education Teaching Democracy; the American\nTeachers' College; Vocational Education; Rural Education; Social WellBeing; Thrift Education ; Character Education; State Levies and other\n\nState funds for the support of elementary and secondary schools; Continuity\nin Education; Adult Illiteracy; Graduate Education; Visual Education ;\nTraining of Teachers in Service and Teachers' Welfare.\nIf you are not a member of one or more of these committees, notify me or\nthe secretary of the committees which one you wish to join. If none of these\nfields attract you and you desire to submit a new problem that would please\nus more. In selecting a new problem, you are limited by the purposes\nof the Council only. There seem to be but two such purposes: ( 1 ) The\nconsideration and discussion of educational questions of general interest and\npublic importance; ( 2) to reach and disseminate correct thinking on educational questions. The scope of the first is certainly very broad, and the\nneed for the second is very great.\n\nTimes have changed since the Council was created, the ways and means\nfor making educational researches and investigations and reports have been\ntremendously developed and expanded so that the Council no longer has a\nmonopoly on such work and is no longer the sole investigating agent for\n\nthe National Education Association and its various departments. Practically every department of the Association has one or more committees at\nwork investigating some educational problem, and now the National Association itself has established its own bureau of educational research. Also,\n\nin the schools and colleges of education and in their graduate faculties\nthere are now the widest opportunities and most adequate means for carrying forward such researches and investigations. Further, in these more\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n429\n\nrecentyears, city and State public-school systems have established their own\nbureaus for educational investigations. These changed conditions must\ninvite the members of the Council to consider the question whether or not\n\nthe Council need longer exist under its present functions and form of organization, or whether, with the changes that have come, including the reorganization of the National Education Association, there is need for a change in\nits form and functions.\n\nIshall not pursue this line of thought further, but I wish to call especial\nattention to the discussion of the theme which involves the future of the\n\nCouncil to be presented a little later on this program by the president of the\nNational Education Association.\n\nI desire to acknowledge a large debt of obligation to the secretary of the\nCouncil, Miss Adelaide Baylor, for much valuable information and wise\ncounsel; also to acknowledge the helpful and ready response on the part of\n\nthose contributing to the programs for the three meetings scheduled for the\nCouncil and for suggestions contained in letters from several members.\n\nTHE NEED OF PROFESSIONAL LEADERSHIP IN\nEDUCATION\n\nJ. H. BEVERIDGE, PRESIDENT OF THE DEPARTMENT OF SUPERINTENDENCE\nAND SUPERINTENDENT OF SCHOOLS, OMAHA , NEBRASKA\n\nMr. Marshall made this significant statement : \" The kaleidoscope of\ncurrent history is being turned so rapidly that to the normal eye combina-\n\ntions of yesterday are forgotten, of today are uncertain, and of tomorrow are\nunknown. \" Sometimes I am inclined to believe that the kaleidoscope of\ncurrent pedagogical experimentation is being turned so rapidly that we fail\nof sufficiently careful analysis to formulate a theory of education that will\nfunction in practice- a philosophy of education that is certain today, known\ntomorrow, or practiced the day after.\n\nYour attention is called to a program of the Department of Superintendence given one year ago in a joint meeting held with the Society for the\nScientific Study of Education at which the theme was The Evaluation of\nIntelligence Tests in School Administration. Speaking frankly as a school\nadministrator, it is my judgment that some of those on that program underestimated the value to the successful school administration of their own con-\n\ntributions to education and the contributions of others working in the field\nofintelligence tests.\n\nIt was stated by a leading psychologist of this country that the officers\nofthe army placed more confidence in the army tests than did the psychologistswho made the tests. It may be this case is analogous. It is well enough\ntouse caution. It may have been well to sound the note of warning but\nmany school administrators hope to see intelligence tests refined and improved until such tests shall apply to the so-called motor-minded child, as\n\n"}
{"page": 455, "printed_page": null, "text": "430\n\nNATIONAL EDUCATION ASSOCIATION\n\nthey now do to the so-called symbolic-minded, to the end that these tests may\naid in directing pupils, or at least in enabling them, to discover themselves.\nTo me, there was a significant value to the program to which I have\nreferred. It sent out the call for leadership-a leadership that will study\n\ndiligently, analyze carefully, judge discriminately, evaluate scientifically\nexperiments in education before the results of these experiments are passed\non to those of limited training to apply.\n\nI want to acknowledge my debt of gratitude to those who are devoting\ntheir time, thought, and energy to the study of intelligence tests, to so-called\n\nstandard tests. The field of intelligence tests is a fruitful one for professional\nleadership.\n\nWhen one examines different courses of study that come to his desk, when\nhe consults teachers as to the greatest need in their work, he is led to believe\nthat one of the most important demands made on leadership in education\ntoday is the formulation of courses of study that will function effectively in\nthe education of the child.\n\nThere is a lack of definiteness in the course of\n\nstudy that wastes the time of the pupil and the teacher. There is a lack\nof definite and concrete material at the teachers command that will enable\n\nher with the greatest economy to give the child mental and moral food that\nwill stimulate him, keep him mentally awake and morally alert, and give\nhim the social contact that will develop in him the requisites for efficient\ncitizenship.\n\nExperiments in education have given us an abundance of material that\nneeds classification and organization to meet the general aims of education.\n\nWe need a leadership that will give us the definite objectives to meet these\ngeneral aims of education. These objectives need to be worked out in a\nconcise and concrete way.\n\nCourses of study need to be formulated so that teachers may have before\nthem basic material for meeting the responsibility that is placed upon them,\notherwise how can teachers meet the duties and responsibilities that the\nclassroom entails.\n\nWe cannot expect the classroom teacher to meet the\n\ndemands placed upon her without a definite course of study at her command.\nWe need a leadership that will bring together and organize the most valuable\n\navailable material. We need financial support to pay the experts in curricular making for their services. Why not a commission of twenty to fifty\nof these experts provided with adequate financial aid so that they may\ndevote all of their time for one or two or three years to meeting these\nexigencies that confront us? In this way we could secure a course of study\nin geography, in history, in English, that would function more economically\nand efficiently. The administrator, the supervisor, and the teacher would\nthen have a better opportunity to give their attention to the art of applying\nsuch courses of study. Courses of study once made in this manner could be\ncorrelated, coördinated, interpreted, and applied with greater economy of\ntime and greater efficiency and effectiveness.\nThe latter would call for leadership in methods of instruction and supervision-a leadership that would study the problem of the supervisor and the\n\n"}
{"page": 456, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n431\n\nsupervised, a leadership that would know the rights of each, and secure a\nproper balance between the two.\n\nFrom 1914 to 1920, the American people were compelled to recognize\nthe need of education as never before; they were brought face to face in an\neffective way with a lack of education in this country undreamed of previously. Since the close of 1918, our high schools, colleges, and universities\nhave been crowded beyond capacity. Night schools, continuation schools\nhave been increased in attendance, business institutions, factories, and banks\nhave instituted schools as a necessity in the successful operation of their\nown business institutions. I use but one illustration: High-school enrolment in 1910, 915,062; high-school enrolment in 1920, 2,207,542, which\ngives a percentage increase on total school enrolment 100 per cent and in\nactual members almost more than two and one third times. Business men\n\nknow what rapid expansion in business means increase in plant, increase\ninpersonnel, increase in responsibility, increase in pay for service rendered,\nand itshould mean increase in total profits.\n\nWe need great leaders in our profession to make plain to our people that\nthese increased profits came from investment made in our schools. We must\nnot only realize this in our own circle, we must proclaim it so that the\npeople will understand, so that business will comprehend. We need a\n\nleadership that will make returns on an investment in education so plain,\nsoconcrete that adequate support will be forthcoming.\nWe need a leadership in education that will plan school buildings, to meet\neducational needs of the day in an economical and efficient manner, leadership which will secure coöperation with architects, and building superintendents and boards of education so that buildings will be constructed to serve\nthe purpose for which they are intended-instruction and training for\nchildren so that life in the school as well as life outside the school shall\n\nbe for efficient, serviceable citizenship in a representative democracy. The\ntask is arduous and so important, the responsibility so great that successful\nendeavor should gratify the ambition of the most enthusiastic for rendering\nservice.\n\nThe increased demands in public education require increased financial\nsupport. How we shall secure additional financial support for public education for leadership in the study of economic problems of sources of taxation,\nmethods ofcollection and distribution and a study of the equalization of educational opportunity. Some may say this is not the problem of the educator,\nbut it certainly is a very practical and pressing problem for the administrator\nneducation.\n\nAt the present time, the classroom teacher is apt to underestimate her\nopportunity for leadership and overestimate that of the principal and the\nsupervisor. There is an opportunity for the leadership of both, if they will\nbut see clearly and act in line with the vision. The teacher should know what\nis required of her and how to meet these requirements. The principal and\nthe supervisor should be able in the most courteous and sympathetic manner\ntohelp her meet these requirements. There is probably no other vocation\n\n"}
{"page": 457, "printed_page": null, "text": "432\n\nNATIONAL EDUCATION ASSOCIATION\n\nor profession that offers to each and all engaged in it so great an opportunity\nfor leadership.\nThe principal has the opportunity for leadership among pupils in organizing extra-curricular activities, for leadership of teachers, for growth in service, for leadership in the community, and for leadership among those of\nher own number. There is no greater opportunity for educational service\nthan that offered by the principalship in a school system. If perchance you\nare a principal in a school system of from fifty to one hundred thousand\n\npeople, think the list through and ask yourself if there is not here a great\nneed for professional leadership and a great opportunity for service.\nWe need a professional leadership in education keen enough to discover\nability in associates and assistants, generous to give credit to each for what\nhe accomplishes. A leadership that is willing to give credit where credit is\ndue is a far greater leadership than that which takes the credit unto himself\nalone. Such a type of leadership acts as a stimulant to the members of the\npersonnel composing that organization, whatever that organization may be.\nWe need in professional education a leadership shrewd enough to see\n\ninefficiency where efficiency is not, fair enough to children and to taxpayers,\nand honest enough with himself to use every legitimate means to eliminate\nat least the zero and negative quantities. Should we not be courageous\nenough to meet this requisite of leadership ? We need a leadership in\nsupervision with a genius to see errors in methods of instruction and management; with a language ability to express simply, clearly, distinctly, and\nkindly what these errors are, how they may be corrected; and with the courage to do it and the persistency to follow it up.\nIn the end, however, the superintendent of a city school system is responsible for the success or the failure of that system. Leadership is his trust,\nhis opportunity, his responsibility. This responsibility he must assume. His\nsuccess will depend in no small degree on his ability to secure the coöperation\nof the personnel of his organization ; on giving opportunity for self-expression\nto each and to all; on using the special abilities of each member of that\norganization toward the unification of the system. Commercial, industrial,\nand financial institutions are fast learning this lesson. The great leader is\nfirm in his purpose yet flexible enough to yield to reason and gracious enough\nto admit his mistakes.\n\nWhen the leader is once selected, unflinching loyalty should be given to\nsuch leadership. One may be by nature and training fitted to become a\nleader, but he will be doubly powerful in the interests of the organization\nthrough the loyal support of devoted associates. The obligation of leadership is the necessity laid upon the man of superior merit to employ his\ntalent in the cause of human freedom and in the furtherance of social\n\nprogress. The true leader should be ready to employ his energies for the\nwelfare of others.\n\nIn the administration of a city school system, numerous problems will\narise that require immediate action. Promptness and accuracy in decision.\nand correctness in judgment are marks of an executive. Real leadership will\n\n"}
{"page": 458, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n433\n\nmerit and have the confidence of associates. They, when crises arise, will\naccept his decisions without question, knowing they will be as nearly correct\nasit ishumanly possible to make them. If the best leadership is developed,\nassociates will accept these decisions readily and will coöperate heartily.\nMany are the times that the city school superintendent is called upon to\nstand between the teacher and severe criticism, to defend the action of\nprincipals. He assumes this duty as he should and the welfare of the system\nentitles him to support. I have heard people speak of liberty and freedom\nunder leadership and this I do not question, but too often the meaning of this\nstatement is liberty and freedom from leadership.\nThe city superintendent must so manage the affairs of his office that he will\nmerit, have, and maintain the respect of business and professional men in the\ncity, always willing to learn but able to challenge any, to more efficient\nservice.\n\nREPORT OF COMMITTEE ON THE REORGANIZATION OF\n\nTHE SEVENTH, EIGHTH, AND NINTH GRADES\nJAMES M. GLASS, STATE DEPARTMENT OF EDUCATION\nHARRISBURG, PENNSYLVANIA\n\nThe final report of your committee onThe Reorganization of the Seventh,\nEighth, and Ninth Grades is appropriately closed by a report of the subcommittee on the Junior High School Program of Studies. In all sections of\nthe country the conviction is spreading that the outstanding characteristic\nofajunior high school is a reorganized program of studies, which shall be a\ncomposite of elementary and secondary courses, which shall articulate elementaryand secondary education and which shall \" help each child to explore\nhis own aptitudes and to make provisional choice of the kinds of work to\nwhich he will devote himself.\" This report, however, cannot be submitted\nas a final report upon thejunior high school program of studies but only as a\nsecond annual report of a sub-committee which fully recognizes that, while\nits own official existence may cease, neither it nor any other committee can\nsubmit a final report upon an educational problem so distinctly evolutionary\ninnature asthe junior high-school program of studies.\nVariation of curriculum practice-Steadily the impression has grown upon\nvoursub-committee that variation of curriculum practices in the junior high\nschool renders a report representative of generally accepted practice both\nimpossible and undesirable. Experimentation in the administration of the\ncurriculum is today characteristic of practically all junior high schools\norganized for a period of two or more years. Wide-spread experimentation\ninevitably leads to variation of practice equally as wide-spread. Variation\nleads to unavoidable temporary confusion, difference of opinion, and all the\nhelpful discussion from which in every educational movement come progress\nand achievement. Your committee is of the opinion that no definite check\n1Cardinal Principles, page 18.\n\n"}
{"page": 459, "printed_page": null, "text": "434\n\nNATIONAL EDUCATION ASSOCIATION\n\nshould be placed today upon experimentation but that the prevailing curriculum practices should be studied with an objective at a later date within\nthe next two or three years, to summarize these practices and to formulate a\nplan of curriculum making with the background of experimentation and\nsurvey of typical curriculum administration.\nExperimentation needed as a process of evolution-The present situation\nin the wide-spread experimentation with junior high-school courses of study\nis dynamic; it has already been productive of much progress and is prophetic\nof greater progress yet to come. Experimentation must not cease; differences\n\nof opinion and discussion in the selection of materials and methodology must\nproceed unhindered; tentative must remain as the characteristic modifier\nof each junior high-school course of study; and the process of evolution must\ncontinue until both participants and critics of the reorganization of the\nprogram of studies recognize and acclaim the present period of evolutionary\nexperimentation as the single most healthful symptom of the junior highschool movement.\n\nThe problems of the articulation of elementary and secondary courses of\nstudy, of the exploration of individual aptitudes for the manifold fields of\neducational or vocational training, of the guidance of the first and fundamental choices of educational or vocational advance, and of the determination\nand provision for individual differences, which merely means in other words\n\nour long heralded equalization of educational opportunity-all these and\nmany allied problems of administration, materials, and methodology can be\nsolved only as the present healthy condition of progress based upon protracted\nexperimentation continues as dynamic as thejunior high-school movement has\nbeen for the past fourteen years. We must curb our impatience and await\nthe slower and surer gains which will come from lapse of time, deliberate\njudgment, and scientific experimentation.\nA generation of experimentation-A generation of educational experimentation is time brief enough for the achievement of the far-reaching objectives\nwhich confront the transitional unit of the public schools. Briefer time\nmight suffice, were the junior high-school objectives confined to its own\nsphere, as a distinct and isolated unit of organization. But the strategic\nposition of the junior high school as the intermediate school of transition involves a reaction upon the elementary and senior high schools which is now\nand will increasingly demand readjustments in the entire public school\nsystem.\n\nIsolation of administrative units incompatible with the junior high-school\n\nidea-The isolation of administrative units, particularly the elementary and\nhigh-school units, was the chief indictment of systems of schools preceding\nthe 6-3-3 plan. The primary objective of the junior high school, as the\nunit of transition, is the articulation-the articulation of the elementary\nschool with the junior high school, the articulation ofjunior and senior high\nschools; and the mutual objective of all three units is to coördinate the public\nschool system for the fulfillment of the complete aims of education. Until\nthe junior high school ceases to be regarded exclusively as an isolated unit\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL Council of EDUCATION\n\n435\n\nor organization and of educational experimentation, there cannot be that\nunanimity of mutual understanding concentrating upon mutual objectives\nwhich alone can bring the united efforts of elementary and secondary schools\nto focus for a concerted solution not merely of junior high-school problems\nbut ofthe greater problems of an articulated public school system.\nWhat chiefly is needed today is the recognition by school administrators,\nbysupervisory officers, by elementary school facilities, by junior high-school\ntaculties, and by senior high-school faculties, of their mutual obligation to\nparticipate in the solution of the curriculum problems of the transitional\nschool, because of its strategic relation to the whole system of schools, and its\ninevitable reaction upon curriculum practices in the schools adjoining it as\nits inlet and its outlet.\n\nHorizontal or isolated levels of curriculum administration and vertical\n\nor continuous administration-The continued evolution of the junior highschool program of studies must soon close the chapter under the caption\nwhich designated your committee as \" The Reorganization of the Seventh,\nEighth and Ninth Grades\" and open another far more important chapter\nander the caption of the \" Coördination of the 6-3-3 Plan of School Ad-\n\nministration. \" Emphasis must ultimately be shifted from the concentration\nofcurriculum reorganization upon horizontal or isolated levels of the public\n\nschool system-namely, the elementary, junior high school, and senior high\nschools, to the vertical or continuous administration of the curriculum; in\nthis shift of emphasis will come to all three administrative units a mutual\npurpose, greater than any single unit can assume, to coördinate courses of\nstudy throughout the elementary and secondary fields.\n\nIt is entirely appropriate and becoming that the junior high school as the\nunit of transition should recognize this mutual need and propose to the\nelementary and senior high school a concerted effort to articulate courses of\nstudy with a vertical or continuous development in each subject of instrucion. The junior high school recognizes after a decade of curriculum experimentation in its own horizontal or isolated level of administration that its\n\nown courses of study in English, mathematics, social studies, natural science,\nineandpractical arts, school health, guidance, and in secondary school electives are inadequate to the degree that they have failed to secure articulation\nand continuity with either or both of the elementary or senior high-school\nourses of study.\n\nCommittees for curriculum-making representative of elementary, junior,\nand senior high schools-Curriculum committees appointed by administrative\nofficers for the revision of courses of study should include in their personnel\nrepresentatives of elementary, junior and senior high schools. The greatest\npromise of the junior high-school movement will be sacrificed, if deliberate\nplans are not adopted to discontinue the former practice of exclusive curreulum making upon horizontal levels ; a definite plan should be inaugurated\nto promote the vertical articulation of a continuous program of studies with\n\nadaptations to each unit of the 6-3-3 organization. The reorganization,\nhowever, of the program of studies for the seventh, eighth, and ninth years\n\n"}
{"page": 461, "printed_page": null, "text": "436\n\nNATIONAL EDUCATION ASSOCIATION\n\ndid and should have preceded attempts to coördinate with grades 1-6 or with\nthe tenth to twelfth years. This first stage of an isolated reorganization of\ncurriculum practice in the intermediate or transitional unit must inevitably\n\nlead to a second stage infinitely more important-namely, the coördinated\nreorganization of each course of study throughout the whole range of the\nschool system.\n\nCurriculum revision committees of two types are needed-first, elementary\n\nschool committees, junior high-school committees, and senior high-school\ncommittees, secondly, a joint committee of representatives of all three units\nto coördinate the curriculum revision of the three separate committees.\nAgain, let me repeat that it is entirely becoming that the recognition of the\nneed for joint or coöperative organization for curriculum making should be\nurged by the intermediate school of transition.\nIndications of increasing understanding between junior and senior high\n\nschools-It has been my fortunate privilege to know many junior high\nschools intimately. I want to pay tribute to the high degree of earnest\ndevotion, to the contagious spirit of high professional attitude and vision ,\n\nand to the self-sacrificing concentration of junior high-school men and women\nupon the problems of the reorganization of the seventh, eighth, and ninth\nyears. The almost despondent attitude of junior high-school administrators\nand teachers of five years ago because of the lack chiefly of mutual understanding of the two units of the secondary school is giving place today to\nmost hopeful signs of mutual understanding, respect, and helpful coöperation.\nThe faculties of most junior high schools have been recruited from the\n\nelementary field. This carrying over of training and experience has assured\na high degree of coördination between the elementary and the junior high\nschools. The opportunities, however, for contact for the same points of\nview, and for common experience between junior and senior high schools\nhave not been so natural or spontaneous. And, yet, the junior high school is\na component part not of the elementary field but of the secondary. It was,\ntherefore, foreordained that the two three-year units of the secondary school\nshould, by the very nature of their being, be brought into closer coördination.\nTo the everlasting credit of the senior high schools, whose field the junior\nhigh school entered either invited or uninvited, let it be said that the challenge\nto prove the right to such admission is giving place to a hopeful attitude of\nwelcome and coöperation. Also let it be said that the challenge of the\nsenior high school for the junior high school to prove its right to a place\nin the secondary field has been productive of a hearty acceptance of the\nchallenge by the junior high school-an incentive which has not been without\nvalue in the demonstration of its right to that place.\nThe present attitude of the senior high school to offer and to accept opportunities for coöperation is prophetic of the long-needed articulation of\njunior and senior high schools. Out of the present approach of these two\nsecondary school units to closer contacts, to better mutual understanding\nand to definite coöperation in coördinating courses of study, there will come\na further stage of evolutionary experimentation in curriculum revision by\nboth junior and senior high schools which will eliminate the horizontal and\n\n"}
{"page": 462, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n437\n\nisolated levels of curriculum administration and which will introduce the\n\ncontinuous type of courses of study alone consistent or worthy of the component nature of the two secondary school units.\nThe junior high school as the complementary or transitional unit-The\njunior high school does not enter the public school system as the competitor\nofeither the elementary school or of the senior high school. Rather it is the\ncomplement of both. It offers to each the relief for which, though unconsciously yet none the less actually, it has been seeking. Neither alone has\nbeen able, by reason of its position at the extreme end of the school system, to\narticulate elementary and secondary education.\n\nAgain, let me repeat the mission of the junior high school to the public\nschool system is to introduce an intermediate and transitional unit to weld\ntogether elementary and secondary education. We in the junior high-school\nfield do not come as competitors. We come with a purpose which you must\nall share with us-to articulate elementary and secondary education and\nto create a coördinated, continuous, unbroken school system of 12 years.\nSuch a purpose cannot long remain the exclusive prerogative of the transitional unit in the 6-3-3 organization. The purpose must be shared mutually\nbyall or the most vital educational opportunity which our generation has\nknown will have been lost by lack of coöperation. The final achievement\nof the objective will be to the mutual credit of each unit in the 6-3-3 plan\nand the failure to achieve sane coöperation must similarly be charged to the\nmutual discredit of all three.\n\nThe junior high school will not prosper alone and it will not fall alone.\nIthas swept from one end of this country of ours to the other. It has come\nto stay, subject to many modifications of its present form, but it must persist.\nThe triple entente of the public school system will stand or fall together .\nMutual understanding, coöperative pulling together, and loyalty to each\nother will bring lasting achievement to each and all units in the educational\ntriumvirate of the public school system.\n\nReciprocal gains to elementary schools-The 8-year elementary school\nhas been confronted with all the problems that are inevitable to a confusion\nof interests between the elementary years in grades 1-6 and the initial\n\nsecondary or early adolescent years in grades 7 and 8. The 8-year elementary school has been burdened with an almost impracticable task-to render\nequal justice to childhood and early adolescence in the same school organiza-\n\ntion, administration, and program of studies. The junior high school\noffers to assume its chief problem-namely, the leakage in grades 7 and 8 .\nFurthermore, when the elementary school is relieved of the burden of the\n\nseventh and eighth years, it is able to concentrate upon problems of courses of\nstudy and teaching methods in grades 1-6 to a degree never before possible in\n\nthe 8-4 organization. This concentration with singleness of purpose upon a\nrestricted sphere of activity culminates in a position of acknowledged leaderp among other elementary schools still carrying the double burden of\ngrades 1-6 and the seventh and eighth years. The professional satisfaction\nwrich accompanies increased efficiency in the elementary field of grades 1-6\n\n"}
{"page": 463, "printed_page": null, "text": "438\n\nNATIONAL EDUCATION ASSOCIATION\n\nis usually an unexpected but none-the-less real compensation for the surrender\nof the seventh and eighth years.\nReciprocal gains to the senior high school-At the same time the junior\nhigh school must also undertake for the high school of the 8-4 organization\n\nwhat has always been its chief problem, viz., the mortality of the ninth year\ndue chiefly to the lack of transitional period of preparation, exploration, and\nguidance from elementary to secondary education.\n\nEach unit of the 6-3-3 organization must be free to enter upon a constructive program of creating a school environment in correspondence with\nthe distinctive instincts and tendencies of the age with which it deals. Concentration of effort upon a restricted sphere of activity must be accompanied\nby increased efficiency, particularly when the restricted sphere has its own\npeculiar characteristics which make it distinctive. The elementary school,\nthe junior high school, and the senior high school must be free each to create\na school environment in correspondence with the distinctive characteristics\nand development of the restricted age with which each must deal.\nThe junior high school is the initial stage of the secondary school. It\n\nundertakes through its exploratory tryout courses and its guidance program\nto determine the educational or vocational placement of each child. The\nsenior high school relieved of its present problems of guiding ninth-year\npupils to right educational choices adapted to all the individual differences of\naptitude, capacity, and interest, can give exclusive attention to the intensive\nspecialized training which electives involve.\nAt the same time the senior high school is free to concentrate upon the\nmutual responsibility, which it shares, with the other units to complete the\nsocial integration of all pupils, however, differentiated in their individual\neducational and vocational objectives. The senior high-school program of\nstudies is increasingly developing a body of social science materials, English\nand literature, mathematics, science, fine and practical arts which are the\ncommon need of all its differentiated groups. The senior high school, if\nfree to concentrate upon intensive specialized courses and a core curriculum\nof constants, will consummate the socially integrating influences of the\n\nelementary school which are now continued in a modified form into the junior\nhigh-school program of studies and administration.\nCauses of delay in curriculum reorganization-By force of urgent necessity the junior high school has been confronted with problems of organization\nand administration which have too frequently absorbed exclusive attention\nor delayed progress in curriculum reorganization. The demands of a new\ntype of school plant and fixed equipment would tolerate no postponement.\n\nThe administrative problems of classification of pupils in ability groups, the\nuse and interpretation of intelligence tests, subject promotion with all its\nproblems of remedial and preventive measures for retardation, home-room\n\norganization, organized school activities, adoption of guidance plans, differentiation of electives, and the development of a technique of administrative\nrecords all these problems and many kindred needs demanded immediate\n\nsolution and smooth operation and in the early years of the junior high-school\n\n"}
{"page": 464, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n439\n\nmovement partially invalidated concentration upon the more vital need of\na reorganized program of studies.\nMore recently, however, greater freedom has come to concentrate upon the\n\nrevision of the courses of study. There has never been the evidence of a\ngeneral concerted experimentation in readjustment of curriculum administration as has marked the period since the National Council appointed the\ncommittee two years ago on the Reorganization of the Seventh, Eighth, and\nNinth Years. Organizations for curriculum making are common today in\nallprogressive systems administered upon the 6-3-3 basis.\nRecommendation of organizations for curriculum making continuous\nthrough 6-3-3 systems-The final report of your sub-committee is, therefore,\nlargely devoted to a request for definite curriculum-making organizations in\nall systems where the junior high school is established. Further, the committee urges that efforts be made to consolidate the studies of elementary,\njunior and senior high-school committees to the end of promoting continuous\nvertical types of articulated programs of studies. These recommendations\nare offered in the conviction that when carried into effect they will greatly\nfacilitate the mission of the junior high school first to weld together the\npublic school system and secondly to guide intelligently early adolescent\npupils who, during the junior high-school period, must find their way by\nmeans of a closely coördinated program of studies from the single curriculum\noftheelementary school to the multiple curricula of the senior high schools.\nDevelopment of a reorganized program of studies by the junior high\nschool-Thus far our discussion has been restricted to the present need of\ncooperation of the three units of the school system to articulate all courses of\nstudy. We wish also to direct your attention to the already extensive\ndevelopment within the junior high school itself of a reorganized program\nofstudies.\n\nThe inheritance of isolated units of instruction from the elementary and\nseniorhigh schools-The junior high school inherited its program of studies\ninpart from the elementary school, and in part from the high school; a\nthird source was the industrial and commercial fields and the home; a fourth\n\ncontribution, which the junior high school together with the senior high\nschool deliberately sought, was received from the rapidly expanding field\nof social science materials and social and civic activities to the end of social-\n\niringthe content and method of all courses of study and of giving to adolesents\" a self-conscious social adjustment.\"\nThese inheritances came chiefly as isolated and unassimilated units of\nnstriction. From the elementary school came the common branches,\nEnglish composition, technical language, reading, literature, spelling, pen-\n\nmanship, arithmetic, geography, history, music, drawing, physical education,\nwme manual training and home economics, some social science or civics, and\nsome nature study. From the senior high school came the constants in\n\nEnglish, mathematics, and social studies, and the extensive array of secondary\nshool electives\n-Latin, French, Spanish, and the intermittent German,\nalgebra, geometry, biology or general science, ancient history and European\n\n"}
{"page": 465, "printed_page": null, "text": "440\n\nNATIONAL EDUCATION ASSOCIATION\n\nhistory, commercial courses in bookkeeping, typewriting, commercial mathematics and business practice, the general shop or practical arts courses, the\ngeneral home economics courses with the vocational types of both the latter\ntwo.\n\nIsolated units of instruction in great variety both unavoidable and desirable\nas a first stage in the junior high school-The introduction of such a formid-\n\nable array of isolated units of instruction into the junior high-school program\n\nof studies led to a great variety of courses which many non-constructive\ncritics of the junior high school have advanced as the chief objection to the\njunior high school on the ground, perfectly defensible at the beginning of\n\nthe movement, that it involved a scattering snap-shot exposure of pupils to\na hodge-podge of a program of studies. Any serious reflection upon the\n\ndevelopment of the junior high-school's administration of its curriculum\nwill convince a fair-minded student of the movement that the introduction\n\nof these varied and unassimilated units of instruction was not only unavoidable but even desirable that there might be created in the minds of adminis-\n\ntrators, supervising agencies, and junior high-school participants, a clear\nconsciousness of the magnitude of the problem of articulating elementary\nand secondary courses of study.\n\nThe development of comprehensive subject groups continuous as major\nconstants through the three years-From the inception of the junior high\nschool, efforts have been continuous to consolidate unassimilated subjects\n\nof instruction into larger and more comprehensive subject groups. Gradually practice has developed a few comprehensive units of study within which\nthe unassimilated subjects, inherited from the elementary and high schools\nhave been articulated-for example, English and languages, mathematics,\nsocial studies, natural science, fine and practical arts, school health, and one\noption among a group of electives in the latter half of the junior high school.\nElectives have been differentiated as the initial choices within the academic\n\ncurriculum, the commercial, the technical, the vocational, and the fine arts\ncurriculum. The questionnaire submitted by the sub-committee last year\nrevealed a large preponderating vote in favor of six one clock-hour periods ;\nfour of these periods are distributed to the major branches which persist\n\nas constants through the junior high school-namely, English, social studies,\nmathematics, and science ; one period is devoted to fine and practical arts:\nand the sixth period is given to organized school activities; school health and\nguidance become part period work with the fifth and sixth periods. Reductions of time allotment to constants provides for the introduction of electives\nin the latter half of the junior high-school period.\nIt is significant to note that the four major constants, and fine and practical\narts, school activities, school health and guidance are becoming in many\njunior high schools continuous throughout the entire junior high-school period. This is a modification of former practice which gives much hope that\nthe ninth year is becoming more closely articulated with the seventh and\neighth years or that the practice of looking upon the ninth year as the first\nyear of the high school is being discontinued in favor of a greater purpose to\nmake it an integral and coördinated part of the junior high school itself. The\n\n"}
{"page": 466, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n441\n\nprincipleofcontinuity of courses of study throughout the three-year period\nmust eventually eliminate previous distinctions of demarcation between the\nseventh and eighth years and the ninth year. It is gratifying, therefore, for\nyour committee to report that gradually the major constants of English ,\nmathematics, social studies, and science and also fine and practical arts and\nschool health are becoming continuous as required subjects through all three\nyears.\n\nThe evolution of general courses of study-The very nearness of the\njunior high school to its own movement prevents a clear conception of its\nown progress toward more comprehensive or general courses of study which\nhave gradually replaced the assorted units of instruction which were bequeathed to it a decade ago. Elementary and secondary courses of study\nhave been and will continue in the process of articulation; through this\nprocess the transitional unit of the public-school system by reason of its freedom from educational tradition has been able to undertake through effective\ncoordination the elimination of gaps between elementary and secondary\neducation.\n\nSocial studies-Witness the evolution of social studies or social science in\n\nthe junior high-school program of studies-an articulation of elementary\nschool history, geography, and elementary civics with secondary school\nancient history, European and modern history, community civics, vocational,\nand economic civics. The junior high school lays no claim to the solution of\nthis problem but it does maintain that by initiating the consolidation of\nthese unassimilated units it has taken a vital move toward effective articula-\n\ntion of elementary and secondary courses in the social science field.\nGeneral mathematics-Witness again the evolution of a course in general\nmathematics which is articulating elementary school arithmetic with secondary school algebra, geometry, and numerical trigonometry. Again also the\nexperiment of general or composite mathematics must extend over a period\nofyears to evolve its own content and method. The significant fact, however, is the effort to articulate elementary and secondary courses of study\nfor the sake wholly of immature early adolescents who must make the shift\nfrom one to the other and who the junior high school believes can make the\n| transfer more readily through articulation of elementary arithmetic with\nsecondary mathematics than through the former abrupt transition from\nexclusive arithmetic to exclusive algebra.\nScience-Witness also the development of a general course of science which\nis articulating the nature study of the elementary school with the biology,\nphysics, chemistry, and physiography of the senior high school. No brief\ndecade of experimentation can adequately solve the problem of the articulation of nature study with the cross-sectioned courses of science of the high\n\nschool. But the significant fact in this instance is that an articulated general\ncourse of science vitalized throughout by constant contact with and for the\ninterpretation of the life and environment experiences of early adolescent\nsouth is the only course of science which can be given to pupils too immature\nfor the pure science studies of the senior high school. It will be a contribution of incalculable value to this modern age of scientific life and achieve\n\n"}
{"page": 467, "printed_page": null, "text": "442\n\nNATIONAL EDUCATION ASSOCIATION\n\nment, if the junior high school can, as it is already doing, introduce science\namong the required constants of the program of studies in secondary education.\n\nPractical arts-Witness also the evolution of vocational or trade training\ncourses of industrial education into the present wide-spread adoption of the\ngeneral shop for home mechanics and the equally significant development of\ngeneral home economics as a constant for all girls through the three years of\n\nthe junior high school ; 85 per cent of these girls are destined to become\nfuture homemakers.\n\nLatin-Witness the coördination of Latin and modern languages with\n\nEnglish. The solution of this coördination will receive a stimulus, which\nit much needs today, when the present investigation of the classical league\nis completed.\n\nCommercial education-Witness the introduction of junior business training as a required subject in the junior high-school program of studies to\n\nsurvey the field of commercial education, to help pupils to discover aptitudes\nfor commercial training, and to reveal to them the wide range both of com-\n\nmercial education itself and its rapidly expanding vocational opportunities.\nJunior business training or any similar introductory commercial course\n\nassures to all pupils a knowledge of the principles and practices prevailing\nin the commercial world-a knowledge which should be an educational\nheritage of every adolescent youth.\nFine arts-Witness the continuation of music and art as required constants in the junior high-school program of studies. The purpose of the\nelementary school to make the æsthetic and cultural values of music and art\n\nthe common right of all pupils has been accepted by the junior high school,\nwhich in turn is discovering for many pupils the vocational values of fine\n\narts. Time alone can reveal what readjustment in the senior high-school\nprogram of studies will be undertaken when the present required and elective\ncourses of music and art in the junior high school have become more firmly\nestablished. The vertical or continuous supervision of music and art through\nthe school system which prevails in most cities will accelerate the extension of\nmusic and art as required and elective courses in both secondary schools,\nprobably far beyond the extension of such courses today significant as the\npresent fine arts courses are in comparison with the almost total absence of\nsuch courses a few years ago.\n\nSchool healthG. Stanley Hall makes the profound assertion that the\nall-conditioning control of the adolescent age is motor control which being\ninterpreted, as G. Stanley Hall must usually be, means for both secondary\nschools health education, hygiene, physical training, and school health supervision. There has long been a need to articulate the school health program\nof the elementary school for all pupils with the athletic program of the\nsecondary school too frequently restricted to the few in least need of physical\ntraining. The school health programs of both the junior and senior high\nschools today are being formulated upon principles which receive the sanction\nof the medical profession and which by reason of the far-sighted vision of\nmany superintendents are receiving the direction of specialists in school\n\n"}
{"page": 468, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n443\n\nhealth. The rapidly growing evolution of health and hygiene education,\nas well as physical and athletic training, is evidenced by the increasing\nadoption of a greater time allotment for school health in many junior high\nschools varying from a minimum of two clock-hour periods a week to four\nand five periods a week .\nThe achievement of the junior high school in the articulation of elementary\n\nand secondary courses justifies the prerogative of inviting coöperation in\nbetter articulation-The isolated and unassimilated units of instruction\nwhich thejunior high school inherited are being articulated into more compre-\n\nhensive subject groups designated as English, general social science, general\nmathematics, general science, general home economics, general shop, school\nhealth and other better articulated courses of study. The marvel is not\nthat more has not been accomplished but that so much has been achieved to\n\ntulfill the primary mission of the junior high school to the public school\nsystem-namely, the welding together of its three units by the articulation\nof elementary and secondary education. Any educational agency or institution which can within a decade reveal a development from unassimilated to\ncoordinated courses of study may be permitted to ignore non-constructive\ncritics and assume the prerogative of inviting the constructive and coöperative\nand of the elementary and the senior high schools in the further extension\notmore complete coördination .\n\nPrinciples for the reorganization of courses of study-Your committee\nsubmits the following guiding principles for the revision of courses of study :\nEach junior high school course of study should\n1. Proceed by natural, transitional, and progressive stages for the articulation of\nelementary and secondary education.\n\n2.Develop from \" simpler aspects \" characterizing the junior high school toward\n\"refinements \" characterizing the senior high school.\n\n3. Provide a survey of the subject field for the discovery of individual aptitudes\nand for the revelation of educational and vocational opportunities .\n4. Deal with the life and environmental experiences and the immediate needs of\n\nearly adolescent pupils that \" school may be life not merely preparation for life.\"\n5. Conserve the interests of those who drop out and of those who continue by unit\norganization of each course of study in each year of its development to the end\nthat each year of work may be of definite value to those who go no further.\n6. Assure an apperceptive basis for later cross-sections of the general courses of\nstudy when specialization in sub-divisions of each subject field is undertaken in the\nsenior high school and higher institutions.\n\nSummarizing, the junior high-school program of studies should continue,\nwithmodifications, the single curriculum of the elementary school. Through\nts general courses of study it should expand the single curriculum into an\nenriched and varied curriculum. The new resultant should in a gradually\nIncreasing degree become the initial stage of all secondary school curricula.\n\nIt should become the course of an apperceptive basis for later senior highschool courses; it should \" reveal higher types of activities, make these both\ncesired and to an extent possible.\" It should offer assurance of intelligent\neducational choice and wise educational placement. It should make possible\natentative or provisional choice of electives. It should increase the prob-\n\nability that pupils will persist through the initial stages of secondary school\n\n"}
{"page": 469, "printed_page": null, "text": "444\n\nNATIONAL EDUCATION ASSOCIATION\n\ncourses in the junior high school and thus also increase the probability that\ntheywill continue these courses and complete the specialized curricula of the\nsenior high school.\n\nThe enacting clause in the educational reorganization inherent in the\njunior high school is a new reorganized program of studies, continuous with\nthe programs of studies in the elementary school and the senior high school.\nThus only can the junior high school become a new educational force for\nthe realization of its own accepted and distinctive purposes and for the\nfulfillment of the mission of all three units of the 6-3-3 organization to weld\ntogether our public school system by the introduction of the unit of transition.\nWAYS AND MEANS FOR A CLOSER UNION BETWEEN THE\nSCHOOL AND THE NON-SCHOOL ACTIVITIESABSTRACT\nWILLIAM WIRT, SUPERINTENDENT OF SCHOOLS, GARY, INDIANA\n\nIn America it has been difficult to establish satisfactory coöperation\nbetween the church and school in the education of children.\n\nBoth institu-\n\ntions are trying to develop the character of the same child but without\nmuch effort at coöperation in the character-forming process.\nThe school has been given a monopoly of the time of all children between\n9 A. M and 3 P. M. Monday to Friday, inclusive; the church has been given\nthe time of children one hour a week on Sunday. The school gets all of the\nchildren its allotted time but the church gets less than one fourth of the\nchildren during its allotted time. The only coöperative effort is the agreement of the church and school not to operate at the same time. Also both\nof these great institutions remain idle during the remaining thirty or more\nhours of the week.\n\nSince the church functions for children by concentrating its work into\nonly one hour a week, it must depend upon volunteer workers for the\noperation of its Sunday School. The grown-ups in the church have a fulltime paid teacher, but any untrained volunteer is good enough for the\nchildren. This situation is due to the fact that the church must have twenty\nfive teachers to teach one hour on Sunday in place of one teacher to teach\nfive hours a day for five days a week. The result usually is that the public\nschool teachers, principals, and superintendents are drafted as volunteer\nworkers for the church and other child-welfare agencies. Since the Sunday\nSchool seldom reaches one fourth of the children in the community, does it\nnot seem strange that the public school teachers should run away from their\njob where the children are, in order to dissipate their energies working where\nthe children are not?\n\nThe American Church does not want to be a parasite on the public\nschools. The church had better employ one trained teacher to teach twenty\nfive hours during the week in place of depending on twenty five volunteer\nworkers for an hour on Sunday. Under such a plan the Sunday School\ncould become a real child's service for which the children would be prepared\n\n"}
{"page": 470, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n445\n\nby attending classes in small homogeneous groups with the trained church\nteachers for two or three hours per week on week days.\nIt is entirely practicable for the school to permit some children to stop\nat church for an hour on the way to school in the morning or at noon.\nOther children can be permitted to leave school an hour early and stop at\nchurch on the way home to luncheon, and still others can leave the afternoon\nsession an hour early and stop at the church on the way home from school.\nOf course this excusing of children at the written request of the parent\ncan be done most successfully in a Work-Study-Play School Organization\nbecause of the long school day and because children can be excused from the\nplay and auditorium periods with a minimum interruption of the regular\nschool work.\n\nThis type of coöperation between church and school was established in\nGary during the year 1913 as a result of complaints on the part of the\n\nchurches that the schools with gymnasiums, swimming-pools, auditoriums,\nplaygrounds, shops, studios, orchestras, and bands were so attractive that\nthe church could no longer interest children in church activities.\n\nThe school took the position that the Sunday Schools could have better\norchestras in Gary than elsewhere because the school had discovered the\n\nlatent musical talent of the children, had succeeded in getting the parents\nto purchase the necessary musical instruments, and have their children\ntaught to play them. The churches replied that this would be true, if the\nschool would let the churches have the school music teachers to organize\n\nanddirect the Sunday School orchestras.\nThe school also took the position that the children in Gary who had been\ntrained to do dramatic work, folk dances, and public speaking should not\nputon for the church a better children's entertainment than children could\n\ndowithout this training. The church again replied that this would be true,\nifthe school would permit its dramatic and physical training teachers to\norganize and direct these church entertainments.\n\nIt was evident that the\n\nsole trouble lay in the traditional practice of the church trying to get its\nworkwith children done by volunteer workers .\n\nThe school authorities did not prohibit teachers working in churches, but\nthey agreed that a teacher should have one day of rest in seven and if she\nworked inthe churches on Sunday that she could not work in the school on\nSaturday. Since the school paid for Saturday work and the church did not\npay for Sunday work this rule acted as a prohibition of church work on the\npartof school teachers. As a solution of the problem the school offered to\nhange its program in such a way that the churches in Gary could secure\ntheir respective children on terms equally as advantageous as those of the\nschool provided the churches would employ their own teachers and provide\ntheir own classrooms and other equipment.\nThere has never been any special difficulty in the operation of this plan.\nNearly all parents appreciate the opportunity and the church workers easily\nwere the written request for the attendance of about ninety-five per cent\natthechildren. The children attend the church schools as regularly as they\n\n"}
{"page": 471, "printed_page": null, "text": "446\n\nNATIONAL EDUCATION ASSOCIATION\n\ndo the public schools. The only penalty for not attending the church\nschool when excused for this purpose is the cancellation of the privilege.\nThe Catholic Church discontinued these special schools for three years owing\n\nto a fear that they would interfere with the development of their parochial\nschools. With the exception of these three years during the past nine years\nin Gary, ninety per cent of all public-school children in grades two to eight\ninclusive have attended the week-day church schools.\nAll Protestant, Catholic, and Jewish churches operate these schools in\nGary. With specially trained teachers and with the regular and frequent\nattendance of their children the churches are able to capitalize for their\nown activities the training received in the schools in place of competing\nunder a great handicap with the schools for the interest of the children. Also\nwith the children interested in the church activities the church as well as the\n\nschool has this greatest of all avenues of approach to adults.\nThe extended school day gives the opportunity to program a full day of\nwholesome activities for children through the coöperation of all childwelfare agencies. Five hours of the seven-hour school day is reserved for the\nregular school studies. Churches, libraries, private music teachers, playgrounds, settlements and even the home are invited to share with the school\nthe responsibility for providing wholesome activity for the remaining two\nhours. The school does not wish to monopolize the time of children but\ndesires to serve as a clearing-house for children's activities so that all child-\n\nwelfare agencies may be working simultaneously and efficiently, thus creating\na child world within the city wherein all children may have a wholesome\nenvironment all of the day and every day.\nAmerican sentiment has reacted. Week-day religious instruction is one\nof the livest questions of the day. Many cities have developed successful\nplans of their own. American sentiment is grasping the idea that the only\nway to secure in actual practice the separation of Church and State of which\nwe have boasted so long in theory, is through the development of a plan\nwhich will permit the Church the widest possible use of the church plant by\nthe church operating independent of the school. The State has no right to\noperate its school in such a way that the church cannot function in the lives\n\nof its children except by being a parasite on the school and then only\nineffectually.\nIn every community the School Board should secure the widest possible\nuse of the plant primarily intended for school purposes, not only for the\nstudy of children but for their work and play. But this wider use should\nbe secured through the school's own organization and not by some outside\nagency trying to use the school plant. The Park Board and the Church\nBoards as well should also secure the widest possible use of the plant\nprimarily intended for their purposes and this wider use should be secured\nthrough their own organization. Progress is not made by creating new\nagencies but by stimulating existing agencies to assume their full share of the\n\nresponsibility and secure the widest possible use of their own plants in their\nrespective fields .\n\n"}
{"page": 472, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n447\n\nWithin the sphere of the child the coördination function depends on the\n\nprograming of his daily activities and not on the manipulation of plants and\nfacilities. The school controls the child and the school alone can program or\n\nprevent the programing of the child's activity so that all child-welfare\nagencies can function simultaneously and effectively. The school alone\ncan be the clearing-house for children's activities and the school does not\n\nneed to be and no other agency needs to be a clearing-house for plant\nfacilities.\n\nThe fundamental thing is to give the children a real chance to use these\nfacilities. This the school alone can do. At the present time we are not\nsuffering so much from the lack of continuity in the activities of the child in\nthe school, church, and park as we are from the fact that the children are in\n\nthe school less than half the time they should be and practically are not in the\nchurches and parks at all.\n\nThere is a tremendous break in the continuity of education of the child\nbetween the school and the city street. But this break can be eliminated\nonly by eliminating the worse than wasted time of the city street. When the\nschool, park, and church have absorbed the worse than wasted street time\n\nand each plant is operated simultaneously and to its maximum efficiency by\nits own organization we will not need to worry over the lack of continuity\nin the child's education.\n\nIt seems to me that the fundamental difficulties in securing continuity\nin the educational processes of American children are first, the American\ntendency forthe school, the church, the parks, and even the homes to shift\nthe responsibility to some one else for providing wholesome activities for\nchildren; and second, the unreasonable control of the time of children by the\nschool. As a result the children are forced into the street for the want of\n\nanyother place to go. Continuity between the school and non-school activities would take care of itself through the child's own power of selection, if\nwewould onlygive the child the wholesome activities.\n\nREPORT OF THE COMMITTEE ON THE TEACHING OF\nDEMOCRACY\nA. DUNCAN YOCUM, PROFESSOR OF EDUCATIONAL RESEARCH AND PRACTICE,\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA ,\nPENNSYLVANIA , CHAIRMAN\n\nThe creation by President Harding of the Federal Council of Citizenship\nTraining and its organization by the selection of Commissioner Tigert as\nits Chairman and Dr. Mann of the Educational Advisory Board of the\nGeneral Army Staff as its Secretary, with each Department of the\nNational Government officially represented in its membership, sets up a\ngovernmental agency of a new type and makes possible for the first time in\nour National history the correlation of every official and unofficial National\n16\n\n"}
{"page": 473, "printed_page": null, "text": "448\n\nNATIONAL EDUCATION ASSOCIATION\n\nagency in the furtherance of a truer and completer democracy. Coming into\nbeing at a time when the work of the Committee on the Teaching of Democracy needs reorganization and expansion, this new body with all phases of\ngovernment activity working through it, and, I hope, with all the resources\nof the Government behind it, seems beneficently designed to assume the\nfunctions of an educational receivership. When Dr. Mann wrote the\nDemocracy Committee for the various materials which have resulted from\nits studies and especially for the final form of the Specification ofDemocracy\nEssentials, the Chairman seized upon the opportunity to propose that the\nDemocracy Committee's activities should be taken over with the material,\nbut only to discover that the Federal Council wishes the continuation of\nagencies such as ours and looks to us for the completion of the researches\nwe have under way and of the correlation of the activities of other agencies\nwhich we have begun.\n\nAfter all the Committee on the Teaching of Democracy nationally administers and centers about common school work, public, private and parochial, as no other National agency not official can do, all the forces in\ndemocracy which educate for democracy; and sometimes in such activities,\nit is just as well for a correlating agency not to be too official .\nWhen, as may soon be realized with President Owen's coöperation, the\nNational Council is brought into closer and more influential relationship\nwith the National Education Association as a whole, the Democracy Committee will take up with the Council the question of an enlargement of its\nmembership and the provision of more adequate resources for its work.\nFor the furtherance of all this the present report consists of three parts,\n\neach of which is submitted for inclusion in the Proceedings of theAssociation.\nIn the case of a standing committee which reports from year to year, it seems\nadvisable for it to leave the public program of Council open for new topics,\nexcept where the service performed by the Committee is of a type which\ndemands immediate publicity.\nThe three sections of the present report are: First, an outline of the\nactivities already under way; second, a brief account of continued activities\nof the Committee looking toward coöperation of the historic churches in\nfurtherance of democracy, accompanied by a list of the specified democracy\nessentials, which appear to be peculiarly adapted to development through\n\nreligious activities and church school instruction ; and third, a detailed program presenting a variety of ways in which selected democracy essentials,\ncan be furthered through the work of women's organizations.\nThe first section specially emphasizes the gradual completion of the\n\nSpecification of Democracy Essentials through their analysis into outcomes\ncontrolling conduct. It is the great amount of time necessarily consumed\nin this analysis, which has delayed the work of various members of the\n\nDemocracy Committee ready to carry the Specification over into kindergarten work, home-making, Americanization, State courses of study in the\nteaching of citizenship and democracy, the teaching of the common branches,\nextra-curricular activities, the organization and program of teachers' associations, and the like.\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n449\n\nProminent among such pieces of work already performed, are three papers\non the teaching of democracy through English, by Professor Walter Barnestwo ofthem presented before the Council, all of which are now being printed\nby Rand McNally under the title, The New Democracy in the Teaching\nof\nEnglish.\n\nThe second section is follow-up work for the program presented by the\nCommittee at the Boston meeting on Contributions of Religion to De-\n\nmocracy and recently printed by the N. E. A. as a separate Bulletin. The\npresent report tells of the extent to which Judaism, Catholicism, and\nProtestantism are willing to coöperate or are already coöperating in the\nteaching ofdemocracy.\nThe third section is the Committee's response to the request of a local\nLeague of Women Voters, for a democracy program for women's organizations. Although the plan included in it is unlikely to prove practicable as a\nwhole for any one women's organization, it is already under serious consideration by certain National and State organizations, and various parts\nof it will soon become the subject of local experimentation.\nThe Committee moves that the Council request the National Education\nAssociation authorities either to furnish the Committee with a thousand\n\nreprints of the report as a whole from the printed Proceedings, or to have a\nthousandcopies of Sections II and III printed at once in the form of separate\nbulletins or a combined bulletin. This is made necessary by an already\nexisting demand for the material and the National service to democracy\nwhich will be performed by its general circulation.\nSECTION I-OUTLINE OF ACTIVITIES PLANNED BY THE COMMITTEE ON THE TEACHING OF\nDEMOCRACY\n\n1. An inclusive assembling of existing democratic factors in American\nlife and education, and the suggestion of additional ones-This first took the\n\nform of the Democracy Questionnaires reported upon in Part II of the\nReport of the Sub-Committee on Curriculum of the old Committee on\n\nSuperintendents' Problems, published by the National Education Association\nas a separate bulletin, November, 1919. Its sole aim was to assemble existing contributions, and through its questions to suggest others. Notable\nexaminations of the discovery of unusual contributions were the organization\nofhigh-school work and activities at Decatur, Illinois, by Mr. William C.\nCasey, now of James Millikin University; the \" Service-Not Self\" highschool course of Superintendent Clark and Principal Bone in Sioux City,\nIowa; Principal O'Neil's, Stamford, Connecticut, \" Interdependence of\n\nCommunities \" course in geography; and Supervisor Gosling's syllabus for\nWisconsin high-school teachers, on \" The Debt of America to England.\"\n\nThemost conspicuous illustration of the activities stirred up by the questionnaire itself, was Mr. F. P. Goodwin's committee of fifty in Cincinnati, on\nthe teaching of democracy in the grades, though the more than a hundred\nreplies received from school superintendents, and a variety of other correspondence is sufficient evidence that the questionnaire led to a multiplication\nof democratic factors in school work in every part of the country. It would\n\n"}
{"page": 475, "printed_page": null, "text": "450\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe too much to say that the variously named State courses in the teaching of\n\ndemocracy sprang directly from the questionnaire, but unquestionably it and\naccompanying activities of the Committee helped prepare the way for them.\n\nAs was reported last year, the reissuing of the questionnaire in amended\nform, with its questions so classified that they could be referred in each\nlocality to the special groups of teachers concerned, was approved by the\nResearch Centers established by the U. S. Bureau of Education at various\n\nuniversities, but was abandoned by Commissioner Tigert when he reorganized the Bureau. Probably a questionnaire is still one of the most concrete\nand definite ways of bringing democracy essentials and modes of teaching\nthem to the attention of teachers in general.\n2. The Specification of Democracy Essentials-A tentative Specification\n\nof Democracy Essentials was sent out in 1921 for criticism and suggestion\nto a large number of distinguished Americans representative of each great\nsocial group or type of interest concerned in a democratic solution of National\nand international problems. The results of the inquiry and the amended\n\nSpecification were published in Council Proceedings for 1922. There has\nbeen a general demand for the results of this study, and its wide circulation\nthrough the Proceedings will in itself accomplish much. The tentative\n\nSpecification was also given wide circulation through School News, the\nIllinois State Teachers' Association, and as a bulletin of the Summer School\nof the Cleveland School of Education. Such a Specification in continually\namended form is the necessary basis for the all-inclusive teaching of democracy, whatever the agency through which it is done; and the adaptations of\nthe Specification in Sections II and III of the present report are examples\nof similar pieces of work which should be done and which the Committee\n\nsooner or later hopes to have done for every agency interested in the furtherance of democracy.\n3. An analysis of the specified democracy essentials into their outcomes in\nthe various elements which control individual and group conduct-This\nanalysis is now well under way and its completion is necessary to the selection of the combinations of controlling outcomes essential to democratic\nconduct, the control elements contributory to them, and the most efficient\nmaterials and methods of developing them, for each individual and type or\ngroup, in every period of development and environment; and for every\nbranch of study, school activity, or educational or social agency. It is being\nmade with the completeness and complexity necessary to a scientific basis\nfor the selection of democratic outcomes and experimentation with their\ndevelopment ; and can result in an almost unlimited variety of approaches\nto control by each democracy essential.\nAn example of it can be found in the Report of the Sub-Committee\n\non Objectives, of the Council Committee on Character Education, published\nin a current number of School and Society; and a complete analysis of\nequivalent return as a type of democratic independence as one of the standards involved in individual strength of character, is submitted in the present\nReport of the same Sub-Committee.\n\nThis analysis of democracy essentials into their controlling outcomes and\nelements contributory to them, must be followed by the selection from among\n\n"}
{"page": 476, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n451\n\nthe various combinations possible for controlling outcomes, and from among\nasimilar variety of combinations of elements contributory to them, of those\npossible of development and having highest range, recurrence and relative\nappeal, for particular individuals, types and groups, in particular periods or\nenvironments. The current Report of the Sub-Committee above referred to\nexemplifies such combinations.\n\n4. Determination of the contribution to these controlling outcomes made\nby each means to education-First comes determination of the contribution\n\nwhich can be made by each of the branches of study, each school activity,\nand each phase of instruction; and second, of those which contribute most\nadequately and economically to each controlling outcome and its contributory\nelements. This determination has so far been attempted more from a study\n\nof such contributions logically considered in connection with various means\nof education, than from a scientific allocation of outcomes to the means\nthrough which they can most effectively be developed. Examples of such\nstudies are Mr. Barnes' assembling of possible contributions to democracy\ninthe field of English, above referred to, and Mr. Henry Neumann's Bulletin 32, U. S. Bureau of Education, 1918, written before the work of\nthe Committee was fully under way. The more technical determination of\ndemocracy contributions possible through the teaching of English will be\nexemplified by the listing, not yet completed by Mr. Lowery, principal of\nthe New Brunswick, New Jersey, High School, of outcomes necessary to\ncontrol by democracy essentials that can be developed in history teaching\nthrough the use of literature.\nNumerous other studies are awaiting the completion of the analysis. Dr.\nHadzits, of the University of Pennsylvania, in editing a series of ancient\n\nclassics and establishing a new classical journal, together with a formidable\ngroup of investigators in the field of history and of the social and economic\nsciences, is planning to study both contributions to democracy outcomes and\nmeans of counteracting the effect of undemocratic material. Biology, psy-\n\nchology and the other natural sciences.all must be studied from the same\nangle. Mr. Edwin S. Adams, district superintendent of schools, Philadelphia, and prominent among those responsible for the Philadelphia course\nincivics, is making a study of such outcomes with a view to their incorporation in that course.\n\nSimilar studies will doubtless be made all over the\n\ncountry fromthe standpoint of the high school, the junior high school and the\nelementary grades. Studies have also been begun in the field of extra-curricular activities, of which that of Mr. Quincy A. W. Rohrbach, a graduate\nstudent of the University of Pennsylvania, is the most promising.\nAhighly important field for the application of this analysis is in the\nwriting and publishing of textbooks. Each publisher of school textbooks will\nbe furnished with a copy of the Specification and Analysis, with two ends\nin view the incorporation of contributory material in forthcoming texts\nandthespecification ofexisting contributions in texts already published.\n5. The correlation of all educational and social institutions, organizations and agencies through which the teaching of democracy can be furthered,\nand which have interests which should be furthered through the teaching\n\nst democracy-Correlation here takes two forms: first, the acceptance by\n\n"}
{"page": 477, "printed_page": null, "text": "452\n\nNATIONAL EDUCATION ASSOCIATION\n\nall such agencies of the outcomes of the democracy essentials as controls of\nindividual and social conduct, and their furtherance, as a whole or in\n\nselected parts through the usual machinery for information and propaganda\nsupported by the agencies ; and second, the furtherance by the Committee\n\nof any interests of industrial, labor or commercial organizations, which can\nbe included as cleancut and obvious instances of essential democracy outcomes. For example of the latter, much of the present propaganda of the\nrailroad boards centers about the democracy essential-no governmental\n\ninterference with individual or corporate rights not proved to conflict with\nthe common welfare ; and much of the propaganda of the labor group is\nvoiced by Mr. Gompers' insistence upon all publicity for financial and\neconomic facts concerning private corporations, necessary to the determina-\n\ntion of issues affecting the common welfare. Steps have already been taken\ntoward each of these forms of correlation .\n\nThe second must be taken cautiously, in order to avoid both the reality\nand the suspicion of commercialized propaganda. The first is illustrated\nby Sections II and III of the present report. These adaptations of the\ndemocracy essentials to the Church and to women's organizations take very\ngeneral form, as will probably be the case with the long list of similar adaptations which should follow in their train. Some of them, however, can be\nmade more detailed and technical. Among these the first to be attempted\nwill be for the Sub-Committee on the Teaching of Democracy through the\nkindergarten which has already done splendid work through definite plans\nfor a specific teaching of democracy-notably in Washington and other cities.\nThe original request for a more definite specification of democracy essentials\ncame from Miss Wheelock and her Kindergarten Committee, and to them\nthe response will take the more professional form possible with a group of\ntrained workers .\n\n6. Scientific research and experimentation to determine the materials and\n\nmethods most efficient in making the outcomes of the democracy essentials\ncontrolling; together with a systematic campaign to awaken the country to\nthe fact that superdangers now confronting America and the world can be\nmet only through the reorganization of education from the standpoint of\n\nsuper-materials and methods of teaching democracy-Examples of the use of\nmethods of instruction generally adapted to democratic outcomes are found\nin Dr. Hosic's and Dr. Bamberger's enthusiastic use of coöperative problems\nand projects for the development of initiative and coöperation, and in the\nindividualism characteristic of \" progressive \" or \" socialized \" schools, Dalton plans and such, if it is counterbalanced by an equally effective teaching\nof respect for authority where one's own knowledge is not authoritative, and\nof confidence in the determination of social and economic issues by expert\n\ncommissions. ( See address before the Harvard Teachers' Association, 1921 ,\nprinted in School and Society and in Home and School Education, on the\n\" Limitations of the Progressive School Movement.\")\n\nBut these more general adaptations of method must be supplemented by\nscientific study of the most effective materials and methods for teaching each\ndemocracy essential. Such studies will not only make possible a super-\n\n"}
{"page": 478, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n453\n\nefficiency in education fully counterbalancing to a super-efficiency in materials and instruments of warfare and in material comforts weakening to\nindividual strength of character, but are basal for the selection of the\nbranches, activities, and agencies through which each democracy essential\ncanbe made controlling.\nThat the campaign is already on by statesmen, labor leaders, and big\nbusiness management, as well as by leaders in the field of education for a\nNational recognition of the fact that present National and international\nemergencies require a super-education, is shown in the various reports of the\n\nDemocracy Committee and in such papers as the one on \" The Most Immediate Concern of Educational Research During the Struggle for Democracy,\" reprinted in School and Society, February 9, 1918, and presented\nbefore Section L of the American Association for the Advancement of\nScience.\n\n7. A cumulative index and bibliography not only of books on democracy\nin general, but of passages and extracts useful in the development of the\n\ncontrol outcomes for each democracy essential-Some of the great textbook\ncompanies and other publishers have expressed their willingness to contribute\nto such an undertaking, if assured that it will be professionally or commer-\n\ncally worth while. Mr. Hyde, of the New York Municipal Library, and\nother prominent librarians long ago showed a willingness to coöperate. The\nadmirable bibliographical bulletins issued by the U. S. Bureau of Education\nmight constitute the best medium for publicity for such material. But the\nwork involved is prodigious owing to the fact that both books as wholes and\npassages definitely listed under the democracy elements, must be definitely\nevaluated for their contribution to controlling outcomes in conduct, and\neach book or reference listed, must be accompanied by an adequate statementofthe evaluation.\n\nIs it not self-evident that while a small Committee can plan and initiate\naprogram such as this, it should be carried out by some more permanent\nagency adequately financed by the National Education Association, the\nU. S. Government, or if needs must be-by private philanthropy?\nSECTION I-CONTINUED ACTIVITIES OF THE COMMITTEE LOOKING TOWARD COOPERATION\nOF HISTORIC CHURCHES IN FURTHERANCE OF DEMOCRACY\n1\n\nThe work outlined for the Committee as the result of the Boston program,\nwhich was presented the contributions of the historic churches to democracy, was threefold :\n\n1. Cooperation of all churches in the teaching of democracy essentials.\n2. Systematic effort on the part of each church to develop a common\nreverencefor all religions, and a respect for all things which others reverence ;\nto Lessen all avoidable sectarian prejudices against another church or its\nmembership; and to remove any characteristics common to any large part of\nthe church membership likely to create prejudices against that church as a\nwhole.\nkeprinted as an N. E. A. monograph, 1922 .\n\n"}
{"page": 479, "printed_page": null, "text": "454\n\nNATIONAL EDUCATION ASSOCIATION\n\n3. An informal effort to reach some basis of agreement among the churches\non political issues which are sectarian, have the appearance ofbeing sectarian\nor may become sectarian ; and especially upon issues which concern education.\nSince any effort to bring sectarian issues to the light of day and to state\nthe attitude of great churches on public matters in which they are funda-\n\nmentally interested and upon which they may have conflicting beliefs, is a\npeculiarly delicate form of negotiation, it surely falls within the category of\n\nservice to democracy which can best be performed unofficially. For that\nreason, the Chairman of the Committee personally assumes all responsibility\nfor the inquiry and no criticisms can come to any members of the Committee,\nto the Council, or to the National Education Association for either the undertaking itself or any misunderstanding which may arise from it. On the\n\nother hand, the approach to the churches has been so unofficially made, that\nthe results of the inquiry-especially those bearing upon political aspects of\nthe inquiry, cannot be said to represent the church authorities. Attitudes and\nbeliefs as they are here reported may therefore be readily and justly disclaimed, either by general church officials, or by the groups within the\nchurches who differ among themselves on matters of policy. But within these\n\nlimits, the informal approach has been to well-informed and most representative ecclesiastical individuals or groups, and the statement which follows is\nprobably as nearly an unbiased and true account as can be obtained of the\n\nchurch situation as it affects democracy. Inquiry took the definite form of a\nquestionnaire. No question was equivocally answered by those to whom it\nwas addressed, and the form of the replies gave every evidence of full appreciation of the spirit in which the inquiry was made and of effort to further\nits purpose.\nAttitude of the churches toward a specific teaching of democracy essentials\n\nthrough church activities and in church schools-Coöperation between the\nchurches in the teaching and emphasis of democracy essentials is found to be\nreadily possible through the fact that it primarily involves only that coöperation through common objectives to which the Committee has limited its\nefforts at correlating the activities of all social and educational institutions,\n\norganizations, and agencies. Secondarily, perhaps, it may be found that\ncoöperation through joint committees or other common agencies may be\ndesirable, unless the present experiment may have happy enough outcomes to\njustify informal procedure.\nAll churches appear willing to emphasize the teaching of essential de\n\nmocracy through religious activities and church school instruction. None of\nthe specified democracies were objected to.\n\nFrom Catholic sources, the wise suggestion was made that definite emphasis\nshould be included, of the virtue of purity or chastity, after all basically\nimportant and the window through which a man is apt to view the whole\nof his life and his responsibilities. In connection with majority rule for the\ncommon welfare, a plea was also made for the preservation of minority\nrights, with the proviso that the churches should join in common opposition\nto the groups who are working in politics, not for the public welfare, but for\ntheir own group interest.\n\n"}
{"page": 480, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n455\n\nWith peculiar and important significance this comment goes on to say,\nthat every minority movement claims to act in the name of the common\nwelfare, and that as many crimes are committed in the name of the common\nwelfare as have been traditionally committed in the name of liberty.\nThe following quotations were among a number of equally striking ones\nmade from the Reverend A. Lugan's book, \" The Social Teachings of\nJesus\":\n\" In addition to moral brotherhood, the Gospel proclaims the universal\nbrotherhood of blood.\nChristian brotherhood imposes upon the will\nofall ofus the duty of solidarity, and it alone explains and renders possible\nawhole-souled internationalism..... The Gospel of Christ does not speak\ndirectly of political freedom; but who can doubt that by arousing in man a\nfeeling ofpersonal dignity, by placing his soul above all the world, by spurring him on to sacrifice himself for others and his own interests and desires\ntothe interests and desires of others, and by urging him to serve society and\nmankind in all ways possible and give himself body and soul for the general\n....\n\ngood and the welfare of all-who can doubt that He not only made man\ncapable of political freedom, but gave him also the spirit of freedom.\" The\n\nCatholic comments upon the development of individual strength of character, can well close with the statement that many modern words expressive\nofconduct would not be understood by a Catholic or would be termed by\nhim as altogether insufficient in expressing the moral sanction back of a\nparticular act; for example, a violation of the moral law with regard to one's\nserious duty is termed by the Catholic Church, and through the centuries\nhas been termed by all of the Christian peoples, as \" sin.\" In much of\nmodern parlance, it is spoken of as a limitation or as a defect or as moral lag.\nStudy of vocabulary, therefore, is essentially necessary. Conduct itself has,\nasa result, been robbed of definite content. It is necessary for us to restore it.\nAllofthechurches heartily approve of the systematic effort the Committee\nplans to make, to ensure National publicity on all activities of the churches\ninAmericanization work, citizenship training, welfare work and coöperation\nwith any democratic social tendencies or movements.\nThe approach to a general teaching and emphasis in church schools of\ndemocracy essentials thus approved is different for each of the great churches.\nForJudaism, it will be directed to each of the one hundred and fifty or more\nrepresentative Rabbis who collectively constitute the Central Council of\nAmerican Rabbis. For Catholicism, it is the Bishop of the diocese and\nusually the superintendent of parochial schools, who should be approached.\nFor Protestantism, while the Educational Committee of the new Inter-\n\nsational Sunday School Council of Religious Education and also the last\nQuadrennial Convention of the International Sunday School Association ,\nhave approved such inclusion and emphasis, it is the publishing boards of\nthe various denominations that must be convinced. Each of these approaches\nwill be made. The specified democracy essentials peculiarly adapted to\ndevelopment through church activities and church school teaching are as\nfollows:\n\n"}
{"page": 481, "printed_page": null, "text": "456\n\nNATIONAL EDUCATION ASSOCIATION\n\nList of the Specified Democracy Essentials Peculiarly Adapted to Development Through\nChurch Activities and Church School Teaching\n\nAnnulment and assurance for individual rights and personal liberties as\n\ndetermined by the common welfare-Realization by the individual that\ndemocratic government annuls any personal liberty or individual right\nconflicting with what has been proved to be the common welfare, accompanied by a cheerful willingness to sacrifice all rights and liberties when they\nso conflict. A realization, inseparable from the preceding one, that democratic government means the strict assurance to the individual of every\nindividual right and personal liberty which has not been proved to conflict\nwith the common welfare, accompanied by a habitual refraining on the part\nof churches and their individual members from attempt to use law to force\ntheir individual beliefs on others.\n\nWhere the common welfare is obvious ,\n\npractice in individual discrimination between instances where personal\nliberties and individual rights can be democratically asserted and those in\nwhich they cannot be. Where the common welfare is undetermined, an\nattitude of confidence in the scientific and impersonal determination by\nexperts of what the common welfare is especially in economic matters\ninfluencing or influenced by standards of living.\nMajority rule for the common welfare-The religious duty of voting at\nevery election in order that there shall be less danger of rule by majorities\nwilling to exploit their interests as against the common welfare; the practice\nof accepting political favors only when they are not in conflict with the\ncommon welfare, or when they are given by political leaders to whom\nsupport or other equivalent return will not be injurious to the common\nwelfare; habitual practice on the part of church members who belong to\neconomic or social groups which may from time to time hold the balance\nof political power, to influence their groups never to serve group interests\nat the expense of the common welfare and always to use their political power\nin furtherance of interests common to all groups; habitual avoidance by\nchurches and church members of any employment of the political influence\nof the church which will serve the material interests of the church or indi-\n\nvidual church members, and through a resulting suspicion of self-interest\ntend to weaken the influence of the church when it is disinterestedly exercised for the common good.\n\nDemocratic equality-The realization that democratic equality is of rights\nand opportunities as distinguished from abilities and achievements that it is\n\na leveling up and not a leveling down-accompanied by habitual effort by the\nlocal church to raise every social or economic group within it to a social\nlevel which insures unembarrassed and unembarrassing social intercourse,\nmotivated by realization of the reflection upon a church and upon religion\nitself when its membership is socially inferior to neighboring outsiders; the\n\nrealization that equality can frequently be attained only through self-effort;\nthe certain development of a popular opinion which sees the democracy\nand religion of industry, vocational training, and education and holds as a\ndisgrace the non-achievement and non-performance of useful things which\none can do well or learn to do better, especially those things which are\n\n"}
{"page": 482, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n457\n\nessential to serving others; the further realization, especially by dissatisfied\nsocial or racial groups, that social equality cannot wholly be conferred by\nlaw, but must in part be self-attained and that equality in achievement comes\nonly through highest effort regardless of comparative results, continual\n\nencouragement by the church both general and local, of every form of highest\neffort at personal achievement by any member helpful to the community,\nwhether attempted within the church or outside of it.\nAsense of responsibility for the attainment of essential democracies-An\nindividual sense of responsibility for the enforcement of law and for the\nachievementof all personal rights and opportunities without which the community as awhole will not achieve theirs; a sense of responsibility for personally rising to high enough social level to prevent your fellow church\nmembers as your associates from being looked upon as below the ordinary\nsocial level; a sense of responsibility for the performance of compensating\nduties or any other form of equivalent return, for any right or privilege\nreceived from the public or the State, for any public pay or expenditure of\npublic funds, for the services of those in one's own employ, and for any\ncompensation given for one's own services; a sense of responsibility for the\nhighest effort in occupation or profession without which those in other\n\noccupations or professions who give highest effort will not get equivalent\nreturn from you; and for the education which makes highest attainment\npossible for self, for family and for all citizens, through full personal payment of adequate school taxes and through any personal help one can afford\nto give others toward the attainment of a higher education.\nIndividual strength of character-Persistent personal effort by church\nrembers to attain the following standards in the order of their relative\n\nfifficulty of attainment, and on the part of the church to ensure their attainment by every individual member :\nINDEPENDENCE. The association of independence as a personal standard,\nwith freedom, self-reliance and equivalent return; habitual freedom from\nreligious prejudice and from assisting in any form of coercion except in what\nhas been proved to be essential to the common welfare, whether exercised\nthe church, political party, or industrial organization; a controlling\nstandard of self-reliance through self-support, and independence of material\nor expensive things for personal happiness and enjoyment; an unwillingness\ntoget something for nothing and contempt for gambling, shirking, profiteering, public graft, or any other means through which something is gained or\nexacted without equivalent return; the habit of self-determining political\nissues without regard to any personal interests conflicting with the common\nwelfare. ofseeking the truth concerning them from authoritative disinterested\nsources, and choosing political candidates and leadership with a single eye\nto the common good; invariable practice of equivalent return, either in\nkind in appreciation and gratitude or in passing on benefits to others.\nBRAVERY.\n\nThe certain association of bravery with fearlessness, perse-\n\nverance, and hope; habitual fearlessness of the consequences to one's self\nof right public service or political action combined with an attitude of sternsor cheerfulness in the face of the hostility of friends or the public at\n\n"}
{"page": 483, "printed_page": null, "text": "458\n\nNATIONAL EDUCATION ASSOCIATION\n\nlarge as the result of doing what one surely knows to be right; the attitude\n\nand habit of perseverance-especially in the attainment of every democracy\nessential, whether the perseverance is exercised in the form of steadfastness,\n\nor of persistency, including continuance, endurance, fortitude, heroism, or if\nnecessary, martyrdom; the attitude and habit of hope in all situations and\nunder all conditions, especially in the possibility of all individuals being\nmade fit through education to exercise majority rule for the common\nwelfare.\n\nSELF-RESPECT.\n\nThe certain association of self-respect with personal\n\nattractiveness, purity, humility, dignity, reliability, and honor; the habitual\nmaintenance of all right standards essential to a personal attractiveness to\nothers, with a resulting unembarrassed and unembarrassing participation in\n\nsocial intercourse; an attitude of humility as opposed to the pride, boastfulness, and ostentation so objectionable to others; a standard of dignity in\n\ncontrast with clownishness, frivolity and allowing one's self to be the butt\nfor practical jokes; a standard of reliability, including resoluteness in maintaining personal standards and fundamental rights, faithfulness in all things\nin which one is trusted by others-especially in social relationships with\nothers and in business obligations, and loyalty including loyalty to church,\nto family relationships, and to political leadership and party organizations\nso long as they are not antagonistic to the common welfare; a standard of\nhonor-especially family honor, the maintenance of standards in professional\nand industrial work, and the carrying over of personal honor into political\nrelationships and public service.\nSELF-CONTROL. The certain association of self-control with abstinence,\ntemperance, inhibition, and balance; abstinence as a controlling standardthe habitual surrender of any individual right or personal privilege harmful\nto the common welfare, total abstinence from all things in which all indulgence is harmful to self or others or in which intemperance is probable\nand harmful either to one's self or others, including intoxicating drink,\npersonally injurious foods, unnecessary criticism or argument and gossip,\nany dishonorable self-advantage no matter how great the advantage may be,\nand any form of political trickery no matter how vital the cause which it\nwould be used to further; parental and other adult example of abstinence\n\nand a popular approval of it, as the necessary antidote to the common saying\n\" I'll try anything once \"; temperance in all things which if carried too far\nwill result in weakness, especially temperance in food and non-intoxicating\ndrinks, in personal enjoyments, in fashions, and in the desire to be always\nprominent or dominant in church or other public affairs; inhibition of\nactions, words, and feelings which are harmful or unnecessarily unpleasant\nto others; together with inhibition in the highly important political sense\nof the suspension of feelings, judgments, and premature words or actions\nwhile facts are being determined by authorized and trustworthy experts;\nbalance including social poise, practice in the discrimination and identification of what is truly religious or irreligious, democratic or undemocratic,\ntogether with the balanced judgment arising after suspended judgment,\nfrom the habitual assembling of all material facts and conditions, or where\n\n"}
{"page": 484, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n459\n\nthis is personally impossible-the consulting of expert knowledge and\njudgment.\n\nJUSTICE. The certain association of justice with the giving of rights\nto others and the doing of right in relationship to others, involving-moral\nrights and equities and legal rights and equities; the habitual practice of\nconceding rights, that is of conceding anything to others that belongs to\n\nothers and not to us, including the guarantee to every citizen of the right to\nvote without intimidation or the nullification of his vote, regardless of how\nseriously it may count against our personal interests; and further including\nthe guarantee to every citizen of the exercise of every privilege which belongs\ntohim nomatter how it conflicts with our wishes, if it is not contrary to the\ncommon welfare; the yielding of equities or the giving of full and equal share\n\nto others in everything in which they have a common right with us, including\namultitude of equities not guaranteed by law and often beyond their power\n\nto insist upon; association with justice as its chief types common to both\nrights and equities, of sincerity, truthfulness and honesty, and as additional\ntypes for equities, fairness and impartiality; the motivation of each of these\ntypes through the development of a controlling sense of responsibility and of\n\nhonor concerning them, not only in law, but in the extra-legal rights and\nequities ofpersonal relations, social life, business and industry.\nGENEROSITY. The realization that generosity involves not only the\ngiving to others of more than their just due but of more of what is our own\nthan is their just due; the certain association of generosity as a standard\nwith liberality, generous charity, and philanthropy; where natural liberality\nor freedom in giving does not exist-the development of liberality through\npractice in the free giving up of anything above and beyond what is merely\njust, until itbecomes so spontaneous that it is a form of personal enjoyment\nand not self-sacrifice at all; the development of the attitude and habit of\nliberal and even self-sacrificing charity, which includes a good will and sym-\n\npathy inspired by love of one's fellowman; an attitude and habit of benevolence or beneficence in the sense of giving any possible form of personal\nrelief to the needy and of participating in a sufficient variety of selected charities or benevolences to ensure through coöperation with others the sum-total\nof all necessary relief; insistence by the church not only upon adequate and\n\nproportionate individual giving to the Church, but upon the displacing of\ntrifling and grudging charity or total lack of contribution to welfare work,\n\nby the development of a sense of responsibility and a generous charity on\nthe part ofeach church member toward a sufficient variety of organizations\nto fullymeetcommunity needs; a sympathetic familiarity on the part of each\nchurch member with the names and the nature of the work of the leading\ntypes of such organizations; the encouragement of philanthropy or large\n\ngifts made through love of fellowman for the benefit of larger groups than\nare reached through ordinary charity-outside of the Church as well as in it,\nthrough giving to those who are able to contribute largely, intelligent famil-\n\niarity with philanthropic funds and institutions already existing and with\nthe greater human needs which only philanthropy can meet.\n\n"}
{"page": 485, "printed_page": null, "text": "460\n\nNATIONAL EDUCATION ASSOCIATION\n\nCHEERFULNESS. Certain association of cheerfulness with sanguine cheerfulness or cheerfulness arising from natural lightness, jollity, or joyousness ;\nwith stoical cheerfulness or the cheerfulness based upon the habitual re-\n\npression of sadness, worry and complaint, and the simulation of cheerfulness ;\nand with hopeful cheerfulness due to trust in the Lord \" and the controlling belief that \" all things work together for good to them that love God \" ;\nthe limitation of natural lightness, jollity, and joyousness not only by\nreverence and respect for religious and secular authority, but by self-respect\nand respect for others, courtesy, sympathy, and a sense of the fitness of things ;\nthe encouragement of a sense of human and natural buoyancy-especially\nof its outward expression, except where it is unpleasant and unsympathetic\nto express it; the sure development in all church members of a hopeful\n\ncheerfulness based upon faith in God and a controlling realization of His\npower and love ; an accompanying development of a habitual repression of\nsadness, worry, and complaint and the simulation of cheerfulness, both for\nthe sake of one's self and of one's fellows.\n\nPLEASANTNESS. Association of pleasantness with attractiveness, pleasant\ninterestingness, likableness, and adaptable pleasantness ; a standard of attractiveness or pleasing appearance and manners, including the prohibition\nof immodest dress or dress inappropriate for church, and the organization\nof groups not only to make clothing for the poor, but to make attractive\nclothing for them and to study good taste in personal appearance, manners ,\nand dress; the example of the best trained individuals and groups in a sufficient variety of church social occasions, in social activities in which a good\nexample will most tend to raise the whole social level of the church, if all\nmembers are led to follow the lead of the best trained in some activity or\nother; the development of pleasant interestingness in church members-that\nis of the quality of being interesting in ways commonly pleasing to all or\nin a sufficient variety of ways to please each; consequently a multiplication\nin every aspect of church social life of conversations and discussions which\n\nnot only eliminate unpleasantness and unkind gossip, but have pleasantness\nand kindliness as their aim; the maintenance in church equipment, service\nand activities of high standards of literature, music and art, and an effort\nto have them carry over to individual and home life; effort to develop in\nindividuals the habit of judging whether their personal qualities are likable\nor unlikable, and of seeking to get rid of unlikable traits and to develop\nlikable ones ; such intelligent and sympathetic adaptation to individuals of\nchurch school work and forms of social service, that the necessary study and\npractice will prepare the way for the conscious selection of combinations of\n\none's own personal characteristics, which will be pleasant for particular\nindividuals and particular occasions .\nSELF- SACRIFICE.\n\nCertain association with self-sacrifice of self-sacrifice\n\nfor reward, for strength, for duty, for faith, and for love; the supplementing\nof practice in self-sacrifice in this life for the reward of eternal life, by\nactual practice planned by the Church for each individual in self-sacrifice\nfor the common welfare ; practice planned by the Church for each individual\nmember in toil, saving, education, hardship and perseverance, where it\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n461\n\nprovides the certain encouragement of present reward ; actual practice in\nself-sacrifice in the furtherance of each standard of strength, limited by the\ncreation of an attitude of disgust and contempt for any sacrifice made\nthrough weakness; the creation of a favorable condition for the solution of\npublic economic and social problems through strong emphasis by the Church\nof individual and coöperative practice in the self-sacrifices necessary to duty,\nboth from the standpoint of the rights and equities of other individuals and\nof the common welfare; practice in determining the point at which selfsacrifice becomes greater than right or duty requires; practice in a selfsacrifice for the sake of maintaining essential truth or of determining it, as\ndistinct from telling petty truths harmful to individuals or society, or beyond\nthe truth to which another individual has a personal or an equal common\n\nright; practice in any self-sacrifice necessary to the maintenance of faith\nand of a religious belief strong enough, and of other beliefs big enough and\ndefinite enough, to make sacrifices for; the realization that love not strong\nenough to be self-sacrificing is not love at all; the development of selfsacrificing love for home and the Church and for a sufficient variety of\npeoples, social groups, worthy interests or great causes, to make every church\nmember loving through self-sacrifice ; the realization by every individual that\nfaith is not saving if not accompanied by the continual self-sacrifice essential\nto strength and love.\nCooperation for the common welfare-Practice in coöperation for the\ncommon welfare as distinguished from coöperation for the interest of self\nor of others and as beyond coöperation only for the sake of the coöperative\ngroup or body itself; association of such coöperation with the local church as\n\nawhole, the community, and individual men or women ; with social groups\nsuch as racial groups, National groups, fathers or mothers, in relationship to\nildren, children in relationship to home, church members as constituting\nindustrial groups within the church, or similar groups within the church such\n> employees, employers, employers and employees, or members living in a\nparticular social environment; with institutions such as schools, alumni\norganizations, etc.; and with voluntary associations and organizations such\nas church societies and orders, welfare organizations, local clubs, athletic\nassociations, children's organizations, etc. An accompanying standard and\npracticeinjudging when the interests of any such group must be sacrificed\nto a larger coöperation for the common welfare; the holding from time to\ntime of anniversaries and other special occasions in church for each group,\nregardless of the church affiliations of its membership, upon which their\npeculiarcontributions to democracy essentials are pointed out and practicable\nadditional contributions are specified and urged. As situations and issues\narise, occasion offers or circumstances demand-the assembling, first, of all\nmembers of such groups who are members of the local church or of larger\nchurch units to consider under church auspices and inspiration timely contributions peculiarly within the province of the group; or second, of official\ndelegates from each of such groups largely represented in the Church, to meet\ntogether with a view to studying the essential democracies involved in the\nrasion of their being assembled, and of using their influence through the\n\n"}
{"page": 487, "printed_page": null, "text": "462\n\nNATIONAL EDUCATION ASSOCIATION\n\nChurch and the Church's influence through them, for a coöperative furtherance of such democracies.\n\nSystematic effort on the part of the churches to lessen sectarian prejudices-It is especially fortunate that all of the churches appear to welcome\nefforts to lessen sectarian prejudices. Conspicuous examples of this have\nbeen given in the formal condemnation of the Ku Klux activities by many\nbodies of Protestant clergymen. But Nation-wide teaching of a sort which\nwill make all Americans intelligent enough and tolerant enough to ex-\n\nemplify fully in their lives the religious liberty guaranteed by the Constitution, is a more difficult matter.\nThe teaching of respect for all religions would probably be agreed to by\nthe Catholic Church, with the reservation that this must not include any\nteaching that would lead Catholic children to believe that one religion is as\n\ngood as another, that there is no definite knowable revelation of God\nthrough His Divine Son Jesus Christ, and that there is no visible Church\nof Christ. The position that will be taken by most of the churches appears\nto be that while one citizen may believe that his faith alone is the word\nof God, and that a fellow-citizen who does not believe as he does is abso-\n\nlutely wrong, yet he with his fellow and his fellow with him can live together\nin good fellowship, in mutual recognition of mutual rights. To this all\nchurches would add respect for the religious worship and practices of\nothers.\n\nLittle comment was made by any one of the three churches on the complementary contribution to the lessening of sectarian prejudice and of nonsectarian prejudice against any church-the removal by church groups of\nall just ground for prejudice against a churches' membership as a whole on\naccount of non-essential characteristics in the church itself, or in any considerable part of its membership, conspicuously unattractive to people outside\nof the church.\n\nHas Protestantism perpetuated in its attitude toward popular amusements\nany of the more easily developed but non-essential and less human characteristics of the Puritan, and failed to develop as fully as he did his stronger and\nless readily attainable qualities ? Do many Protestants have an unwarranted\ndistrust and fear of an improbable intolerance and mercilessness toward\nbelievers in other religions on the part of the Catholic Church if it should\ncome into political control ? And have they as a result an un-American\nopposition to office holding by Catholics? Has the old Puritan iconoclasm\nand disbelief in concrete symbols of religious faith been carried so far that\nProtestants have become less reverent in worship and more prone to accept\ninnovations inworship which lessen reverence ? Has Protestantism turned its\nattention too much upon the sins possessed by one's fellows and their failure\nto make public acknowledgment of them and to join\" church, with a\nlessened sense of responsibility for their sins after they havejoined the church\nand for those of church members in general as contrasted with outsiders ? Is\nthisdone to the neglect of a ready acknowledgment of the outsider's virtues as\nmaking him partly Christian and the realization that evangelical effort\nshould seize upon unacknowledged or unrecognized virtues of non-church\n\"\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n463\n\nmembers as a point of departure for making them more Christian ? Is this\nnegative attitude toward the virtues of outsiders and one of tolerance toward\npetty or even conspicuous immoralities of church members, responsible for\n\nthe very common and harmful belief on the part of outsiders that Christians\nare hypocritical ?\nDoes Catholicism, with its historical exaltation of the Church, carry\nfarther than is necessary conspicuous, and perhaps at times even pompous,\n\nparticipation by church officials in public affairs, or result in unnecessarily\npublicglorifications and ceremonials ? And, if so, does not this unnecessarily\ntend to increase the fear of some Protestants that the church is attempting to\nseize political power? Does Catholicism carry any further than Protestant\n\nsects, the early Christian practice of brother helping brother, with consequent ground for a very common belief that a Catholic employee in any\nenterprise, who has the power, will gradually get rid of Protestant subordinates, in order to employ Catholics in their place ? Whether this is in\npartdue to the prejudice manifested by some Protestants against Catholics\n\nrunning for political office, or is a partial cause of it, will not prejudice be\nmuch lessened if the very appearance of such a practice is corrdemned by the\n\nchurch and avoided by societies; accompanied by a corresponding condemnation by all Protestant churches of discriminations against Catholics ?\nIn so far as certain forms of sharp practice in business and a certain\n\npersonal aggressiveness or forwardness in social life are, as is commonly\nassumed, peculiarly characteristic of the Jew, could a special emphasis in\nJewish teaching of the graciousness of self-sacrifice and the democracy of\nequivalent return tend to remove these characteristics in so far as they exist.\nThese and many similar questions could well be asked by the authorities\nofeach ofthe three historic churches and by those of various sects or denomi-\n\nnations as well, with a view to making sure that no removable characteristics exist in church practices or the lives of any representative part of church\n\nmembership, which create misunderstanding and distrust serious enough to\nconstitute amenace to National unity and a bar to a natural and trustful\nsocial intercourse.\n\nAnother favorable condition to the lessening of sectarian feeling not\nwidely commented upon in responses to the questionnaires, is the systematic\neffortonthepart of each church to remove all unjust or ungrounded prejudicesheldby many of its membership against churches as wholes or individual\nmembers of churches, on account of objectionable qualities characteristic\nafparts oftheir membership, for which the churches are not responsible and\nfrom which many individuals among their members are free. This par-\n\nticular form of public service together with an accompanying effort to\nemphasize the good characteristics of other religions and to coöperate with\n\nother churches in counteracting prejudices through the exploitation of their\ncontributions to National life, should not take the form of a mere attitude\n\nof tolerance and approval too general and indefinite to be controlling, but\nof an organized effort within each church to see that its representatives in\nevery locality, so preach and teach that sectarianism disappears as a menace\n\ntoNationalunity. It is the churches themselves, rather than legislation and\nlaw courts that should make Ku Kluxism and Know-nothingism impossible.\n\n"}
{"page": 489, "printed_page": null, "text": "464\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Attitude of the Churches Toward an Effort Through Informal Conference or Interchange of Views to Avoid Sectarianism in Political Issues and Especially\nin Those Affecting Education\n\nAside from the ignorance and prejudice just discussed as being removable\nby the churches themselves, the chief cause of sectarianism lies in active participation of the churches in political issues affecting public education. At\npresent the two issues which are most threatening are the proposal to create a\nNational Department of Education and the demand of Protestantism for\ncertain forms of State or community recognition of week-day church schools.\nThe opposition of certain Catholic bodies to the creation of a National\nDepartment of Education is threatening to increase the feeling on the part of\nmany Protestants that Catholics are opposed to public schools \"; while a\n“\n\nconsequently rallying of all, or of many Protestant agencies to the support\nof the proposed legislation, has given to a public issue on which citizens differ\nregardless of their church affiliations, the appearance if not the reality of\nsectarian conflict.\n\nThe inquiry made by the Committee proves this to be unavoidable. In\nso far as Catholics are against the Towner-Sterling Bill, their opposition\nseems largely based upon the fact that the appropriation of large sums of\nmoney by the Federal Government to the States puts the practical control\nof education into the hands of the Department that has the distribution of\n\nsuch appropriations and the authority to pass judgment upon the fulfilment\nof requirements that condition the giving of such appropriations. But even\nif the Department was not made the distributing agency for government\nappropriations, it would still be opposed on the ground that education in the\nRepublic has always been a function of the States and that centralization of\npower is inimical to the maintenance of a just balance between the powers of\nthe State and the Federal Government. There is probably no objection on\nthe part of most Catholic opponents of the measure, to a National Bureau or\nDepartment of Education or Welfare that reports valuable research work.\n\nas a clearing-house on matters of National educational interest, and sets up\nbetter standards. But they urge that moral authority to do this is sufficient,\nif the standards are based upon scientific research, and that to confess that\nmoral authority is not sufficient is to confess the necessity of financial coercion\nand through it, definite Federal control. Parochial schools are quite willing\n\nto accept general standards and, in fact, many have outstripped local ones.\nThere is, however, a well-defined fear that even if appropriations should be\n\neliminated from present legislation, the creation of a Department may open\nthe way to future appropriations .\n\nAny support which may be given to the plan for the creation of a National Welfare Department is certainly not due to the belief that National\nwelfare appropriations might be made by the Government to Church controlled welfare work. That such appropriations should be made in this\nday in our history is regarded as unthinkable. Indeed, the proposal to\ncreate a National welfare department as a substitute for a department of\neducation has strong opposition among many Catholics and non-Catholics\nalso, because of the belief that it would represent a drift toward paternalisra\n\n"}
{"page": 490, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n465\n\nrather thanAmericanism. The opposition on this ground is so strong that\nitwould continue even if it should result in organized reaction against any\ntorm of National appropriation handled even directly through the Church,\nsuch, for example, as that supporting the Indian schools. None of the\nopposition appears to be due to a belief that the proposed equalization of\neducational opportunities through National aid given to poorer sections of\nthe country, would increase the burden of \" double taxation\" borne by\nCatholics in supporting parochial schools in such sections.\nIn short, the opposition is immovable, and would not be removed by the\nelimination of appropriations, the forbidding of any setting up by the department of standards for religious education, the limitation of appropriations to\nthose for forms of teacher training open to prospective teachers in any type\not school, the limitation of appropriations to those for phases of school work\ntooexpensive for adequate local support or too new or unusual to receive itevenwith the provision that such work given in common schools shall be\nopen to attendance by properly qualified pupils in parochial or private schools.\nThere is no form of amendment or limitation, which will lessen or remove\nanopposition which appears quite sincerely to believe itself due to political\nprinciples rather than sectarian feeling, and which with equal sincerity so\ntar as the majority of Catholic citizens are concerned, realizes the necessity\nfor the public-school system and is interested in it, in its extension and in the\npromotionof its standards, because it has to do with the welfare of the vast\n\nmajority of the American people. This probably summarizes, or comes as\nnear as a single statement can to summarizing, the viewpoint of such\nCatholics and Catholic bodies as are opposed to a National Department of\nEducation.\n\nThe issues involved in the rapid spread of Protestant week-day schools\ntor religious education appear to be more susceptible to non-sectarian\ndecision. The fundamental question raised by the Committee is whether\ntheremay not be on the part of both Catholics and Protestants a giving over\nof all academic work to the common schools, with the proviso that in all\nlocalities and sections in which there is sufficient school attendance of children\n\nated with a church which provides parochial schools, there shall be\nmaintained by the public-school authorities a sufficient number of schools or\ncool rooms which will be taught by teachers approved by the church\nauthorities from the standpoint of religious faith and training and by the\nblic-school authorities from all other standpoints. It is already a common\npractice for pupils who are having both their academic and religious educaon in parish schools, to go to exceptionally well-equipped common schools\nfor phases of work requiring very expensive equipment or exceptionally\nrained teachers. It is already a common practice for public-school authoritrs to appoint Catholic school teachers with special reference to the religious\nnerds of Catholic children, and for Catholic bishops to give daily religious\nmtruction in church schools and to send children thus instructed to public\nwhools taught by Catholic teachers. Such adjustments are possible with the\nApproval of the bishop of the diocese in which they have been made, and the\nnsulting experiments seem to be the right approach to a preliminary dis-\n\n"}
{"page": 491, "printed_page": null, "text": "466\n\nNATIONAL EDUCATION ASSOCIATION\n\ncussion as to whether there can be in our country an agreement upon\nparallel systems of religious and academic education. Judaism as a religious\ninstitution and Jewish citizens in general are likely to approve of any\nsatisfactory adjustment along these lines. But until Protestant churches\nthrough a systematic instruction succeed in removing anti-Catholic prejudices of the sort that are due to ignorance or misunderstanding, there will\n\nbe sharp Protestant opposition to any form of concession to parochial education. Some politicians will oppose the extra-taxation which will be involved in giving all academic instruction to Catholic children in common\n\nschools as all academic instruction is given to Protestant and Jewish\nchildren in common schools and will relieve Catholic citizens from \" double\n\ntaxation. \" But if an American system of religious and common school education can be worked out which will remove all actual religious instruction\nfrom the common schools, release all public-school pupils from public-school\nattendance for the full time necessary for adequate religious education in\nchurch schools, and see that Catholic children or those of any other faith\nwhich insists upon it are taught in a religious atmosphere and by teachers of\nthe same faith familiar with its methods of religious instruction-the recon-\n\nciliation between religious liberty and democracy will have been completely\nbrought about.\nThere is likely to be little Catholic or Jewish opposition to Protestant\nweek-day church schools. As yet there is little expectation on the part of\nCatholics that Protestant week-day religious schools will assume a National\n\ncharacter. From the standpoint of Catholicism, unless the academic education of Protestant children is carried on in a religious atmosphere and by\nProtestant teachers as familiar with Protestant religious education as are\n\nCatholic teachers with Catholic religious education, Protestant week-day\nchurch schools will be but a distressing compromise. Concerning the issue\n\nraised by some Protestant bodies, of academic credit for religious education\nwhich meets academic standards, it has been suggested that lay judgment of\nreligious instruction itself can be avoided by the limitation of such credit to\n\ncourses given by teachers whose training has been approved by public school\nauthorities.\n\nThere as yet appears to be no fear on the part of Catholic Church authori-\n\nties that the creation of Protestant week-day schools and the limitation of the\nexpense of maintaining them, to that necessary for adequate religious instruction, will make it less easy to convince Catholic parents of the necessity\nfor supporting both public schools and religious schools which duplicate\nacademic in addition to giving religious education. The Catholic Church\nwill never abandon its historic insistence upon the complete correlation of\n\nreligious education with all other forms of instruction, but a willingness on\nits part to experiment and necessary adaptations to changing conditions such\nas those suggested, may result in new ways of bringing this complete correlation about. If the traditions and ideals of Catholicism can bemet by Catholic\nchildren being given religious education in church schools and academic\neducation in common schools taught by Catholic teachers, the money now\nspent in the support of academic work in church schools can be devoted to the\n\n"}
{"page": 492, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n467\n\ntraining of Catholics to give still more adequate religious instruction and in\nfitting them to create a religious atmosphere and to emphasize phases of\nacademic work which will be helpful to religious instruction. This is what\nProtestants are planning to do, though with less consciousness of the need of\ncomplete correlation. Whatever the outcome of it all-whether Parochial\neducation is unmodified in its form or not\n\nthe establishment of Protestant\n\nweek-day schools is unlikely to arouse sectarian issues.\nSECTION 111- POSSIBLE DEMOCRACY PROGRAM FOR NATIONAL ORGANIZATIONS\n\nThe following democracy program was first suggested by the Committee\non the Teaching of Democracy of the National Council of Education to the\nLeague of Women Voters at the request of the Luzerne County, Pennsylvania League, with a view to possible incorporation in its regular activities.\nIt is planned on the assumption that as the League emerges from a period\ninwhich its energies have largely been consumed in getting women to vote\nand in teaching them the usual political routine, it will either have to formulate a political program non-partisan enough to secure general support and\nyet dominantly enough political not to duplicate the usual civic activities of\n\nWomen's Clubs, or will dissolve into political factions or be transformed into\naharmless and powerless debating society or reform league. All phases of\n\nthe proposed program are equally well adapted to any serious and practical\nbut non-partisan activities of any women's organization. It purposely con-\n\ntainsmuch more than can be performed in any one year, in order that local\nselection may be possible and that the local practicability of its various\nfeatures can be proved or disproved by local trial or experiment.\nBut though some details may be omitted from the program of a particular\nyear and others may be found ill-adapted to the activities of particular organizations, the sum total of the democracy objectives on which the program\nisbased contains no feature which is not essential to the perpetuation and\ngrowth of democracy. Each of the democracy essentials under which the\nvarious details of the program can be subordinated, has been approved by a\nlarge number of distinguished Americans either leaders in the democracy\n\nmovement or prominently representing some phase of public life in which\ndemocracy is a continual issue, or heading some organization which is\nNational in its scope and social in its purposes. A list of those commenting\non the democracy essentials and some of their comments upon them can\nbefound inthe Proceedings of the National Education Association for 1922.\n\nIt isnot the intention of the Democracy Committee to suggest to particular organizations which of the democracy elements they should incorporate in\n\ntheir National program. But even the specification of the essentials was\nmade at the semi-official request of a number of representative officials\n\nof National organizations who wished that their lectures, reports, circulars,\nicial organs, and National and local programs might be used, so far as\npracticable, in helping to make American democracy truer and more complete.\nThere are two ways in which the Committee on the Teaching of Democracy can be helpful to the incorporation of the teaching of democracy in\nthe program of a National organization: by the submission of the democracy\n\n"}
{"page": 493, "printed_page": null, "text": "468\n\nNATIONAL EDUCATION ASSOCIATION\n\nessentials merely analyzed into education objectives, with a view to the\nincorporation in the organization's propaganda of such among them as it\nmay select as adapted to its aims and procedures; and where special request\nis made by the organization itself or some local unit in it, the submission of\nan actual program for tentative adoption and experimentation after such\nmodifications as the organization or local unit cares to make.\nIn the case of the League of Women Voters the second plan has been\nfollowed. The accompanying program is submitted, first, to the Luzerne\nCounty League, and, second, to the National Organization at the request\nof certain National officers. If the National League or any State League\nwould see fit to appoint a committee on democracy to which this program\nor others having the same end in view could be submitted and by which it\ncould be circulated in printed form to local Leagues for consideration, or\nexperimentation, it may in the end be found advisable to adopt it for the\nLeague as a whole with such changes as experience may show to be desirable,\nand it may become a fundamental activity of the League and a potent\ncontribution to the growth of National and international democracy.\nDemocracy Committees\n\nI. THE COMMITTEE ON THE COMMON WELFARE. It shall be the duty\nof the Committee on the Common Welfare to increase individual and public\n\nfamiliarity with what the common welfare is and to build up a continual\nconsciousness of it, by making common welfare studies in the practice and\ngrowth of democracy :\n\nA. When the common welfare is plainly apparent and requires no personal investigation or expert research or experimentation to determine it, as\nobserved in current events, editorials, periodical literature, books, public\naddresses, legislation, and the work of organizations.\nB. Where knowledge of what the common welfare is requires personal\ninvestigation or expert research or experimentation to determine it-by\n\ninvestigating impersonally and without partisan hip all local political or\nother public agencies and activities for determining facts essential to knowing\nwhat the common welfare is; the composition and proceedings of all general\nagencies for determining the truth necessary to a democratic solution of\n\nNational and international issues including Government commissions and\nscientific conferences; and the progress of the effort at ensuring publicity for\nfacts concealed from the public for individual profit-including \" open \"\ndiplomacy, legislation concerning the publication of corporation accounts and\ninformation concerning individual incomes, and the facts given out as propa-\n\nganda by capital or labor in time of public controversy.\n\nQuite aside from the individual and local community gain from such\nwork carried on by a National organization nothing could so encourage the\nuniversal growth of democracy, as consciousness on the part of individuals\nand agencies capable of doing local democratic service, that common welfare\nstudies planned by the League and other organizations will give local\npublicity to every democratic contribution which they make; and, on the\n\n"}
{"page": 494, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n469\n\npart of those capable of doing National democratic service, that the same\nagencies taken collectively will give their democratic contribution a National hearing. More than this the work of expert investigators and commissions honest and courageous enough to report actual facts in the face of\npowerful opposition, will be less futile in its arousal of public sentiment and\nindignant demand for legal remedy, if influential citizens in every community\nstudy their findings with a view to the common welfare.\nExamples of the sort of local matters which can be made the subject of\nimpersonal and non-partisan inquiry in common welfare studies, are : a study\nof the mode of selecting and nominating assessors, commissioners, councilmen, and school directors, and any other officials who assess or levy taxes\nand expend public moneys, and the extent to which there is an avoidance\nof the selection of persons for such offices more liable than other to be\ninfluenced by powerful interests which wish to reduce taxation and to lessen\ntheir legal share of it, or to use public moneys for their own advantage\nwhereit isnot for the common welfare (made impersonal and non-partisan\nby avoidance of any discussion of the personal reliability of particular candidates or officials); the securing of lists of assessments made upon local\nproperty and the publishing of them with the properties arranged by\nstreets, in order that the assessments made on adjacent properties can be\ncompared at a glance; the repeated calling of public attention to gross\ninequalities until they are corrected; a study of exemptions of tax collectors\nfrom the collection of the taxes of particular individuals, and of the amount\noftaxes paid after exemption and the accounting and use made of it; a study\nofhow the cost to the public of supplies, building construction and repairs,\ncompares with the ordinary cost to individuals ; a study of the distribution of\npublic improvements in relationship to general public needs and relative\npopulation and size of the localities benefiting by them (made impersonal and\nnon-partisan by avoidance of any inquiry into the personal interest of specified\nindividuals, corporations or officials in such improvements ) ; a study of the\nwork ofAmericanization agencies in insisting that in naturalization proceedings the questions asked and answers received shall indicate some intelligent\n\nknowledge of governmental forms and democracy essentials ; coöperation\nwith Americanization agencies in seeing that the democracy essentials are\n\nincreasingly included in the questions asked in such proceedings and in the\npreparation for them; observation of the procedure followed in assembling\n\nnames for jury service, with a view to noting what names are included in the\nsum-total and the process by which names are drawn from among them ; an\n\ninvestigation of any other procedure or results of procedures which, while\nthemselves impersonal, indicate the reliability or serve as checks upon the\nreliability of local officials and official bodies, and the like.\nSimilar examples of National agencies and activities which can be studied\ninthe sameway, are: study of the growing democracy of men in public life,\n\nsuch as political leaders, writers of fiction, newspaper editors, specialists\nand college professors, essayists and writers in periodicals, together with\nreportto the League (here the name of any other National organization may\nbesubmitted), ofdeclarations, utterances and passages in which such growth\n\n"}
{"page": 495, "printed_page": null, "text": "470\n\nNATIONAL EDUCATION ASSOCIATION\n\nindemocracy is expressed; study and report to the League, of the composition\nof expert government commissions appointed to solve industrial and economic\nproblems, with a view to seeing the extent to which they are composed of\ndisinterested scientists and representatives of the people at large, of proved\nhonesty, as opposed to commissions such as those described by Mr. Wells,\n\" loaded up with muck of the politician type and tame labor representatives,\" balanced with \" new adventurer millionaires \" who appoint their\nown \" tame experts after their own hearts-experts who will make merely\nadvisory reports which will not be published \"; the noting of editorial and\nother insistence that the composition of such bodies shall be experts and\nscientists, representing the common welfare, as opposed to men who represent\neither party to the issue, or allied interests; study and report to the League\nupon the results of expert investigations and commission recommendations as\ngiven in such reports, such as those made by the commissions investigating\nthe beef industry, the distribution of fuel supply, etc.; the study of the\n\nproceedings of scientific bodies interested in promoting the common welfare\nin social and economic affairs, such as the American Academy of Political\nand Social Science, Dr. Garfield's Institute of Politics, etc.; the study of\n\nnovels, popular books on sociology and economics-such as Tuft's True Business of Living, which are written with a view to pointing the way to the\ncommon welfare, etc.\nThe acceptance by individual League members of the responsibility for\nmaking common welfare studies such as these, reported by the Committee on\nthe Common Welfare to the Committee on Personal Practice later provided\nfor, can be recognized by the latter Committee as personal responsibility\nassignments and the carrying out of them, checked up as such.\nThe chief duties of the Committee on the Common Welfare are: ( 1 )\nthe planning of common welfare studies; ( 2) the furnishing of information\nconcerning sources of material helpful to them (in each of these duties the\nCommittee should be aided by general agencies such as the Democracy Com-\n\n* mittee of the National Council of Education, or better-by general committees of the national organization corresponding to the local ones) ; ( 3 )\ngaining the acceptance of common welfare study assignments by individual\nmembers and reporting their names and their assignments to the Committee\non Personal Practice; and (4) the planning of League programs, public\nmeetings, etc.; the writing of newspaper articles and editorials; the issuing\nof bulletins and circulars, etc. by which the more important results of\ncommon welfare studies are popularly disseminated.\nII. THE COMMITTEE ON MAJORITY RULE. While the Committee on\nMajority Rule shall studiously avoid the impairment of its general service\nwhich would accompany its participation in party campaigns and itself\nbecoming a party to political issues, it is its duty to seek to ensure, as the most\ncertain safeguard of the common welfare, majority rule as opposed to the\nrule of interested minorities; by encouraging every citizen to vote at each\nform of election, regardless of the League's or League members' interest in\nhis supposed political affiliation or opinion; and to prevent any practice or\ndevice which interferes with or tends to nullify majority rule, by-\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL Council oF EDUCATION\n\n471\n\n( 1 ) Upholding and seeking to popularize through public talks, newspaper\narticles and editorials, printed circulars, etc.; all constitutional checks upon\n\nNational or State legislation, such as specifying particular things as included in common rights and the common welfare; providing for such a\n\nbalance in sectional and State representation, as to make it less likely than\nany section or State shall secure legislation contrary to the common welfare; ensuring such a series of steps in law making or constitutional amendment, as to secure the slowness in decision essential to deliberate and balanced\npopular judgment (see the humorous and graphic representation of such\nsteps, p. 166, Jenks and Smith's \" We and Our Government \" ) ; and the\n\nsaving power of amendment when it is necessary to constitutionally provide\nsome further enlargement of the common welfare or additional safeguard\nto majority rule.\n(2) Looking for, making public, indignantly resenting and seeking to\nhave more certainly and adequately punished-cases of: bribery or failure\nto avoid the suspicion of it, through the acceptance of personal benefits in\nconnection with personal political action; the railroading which hurries\nlegislation through,before the public knows of it, or opposition has time to\nform, or deliberate and balanced judgment can be reached; the attaching to\ngood or necessary legislation of riders which carry something through with\nit which might not otherwise pass, or which are deliberately attached to\ngoodor necessary legislation to prevent its passage; the concealing of jokers,\norprovisions contrary to the public welfare in legislation otherwise for the\n\ncommonwelfare, with a view to sneaking some unworthy thing through, or\nto nullifying the good legislation by attaching to it some unconstitutional\nor harmful provisions; the intimidation of voters by official superiors, employers, business interests, social organizations or any other agency; colonization in which voters of opposite political faith, whether illegally and temporarily or permanently and legally, are brought into a particular locality\nto overcome a normal majority of their political opponents; gerrymandering\nwhere the boundaries of a political district are so changed by legislative\nenactment as to include in it enough new voters of the political faith opposite to a small majority,to overcome it; and more than anything else, the easygoing citizenship which does not take the trouble to vote at all or to qualify\nitself to vote.\n\n(3) A continuous campaign to educate all individuals, especially members\nof the League, to the need of participating in political affairs by every citizen, inorderthatmajority rule for the common welfare shall not be defeated\nby self-interested minorities; to get every citizen to qualify to vote at the\nproper time, and to vote at every election, through non-partisan canvasses\nandpersonal reminders, with public reports to the League on the success of\nsuch efforts in their sum-total, with workers put on honor to refuse to\npersonally give out to party leaders or workers any information thus ob-\n\ntained, until it is simultaneously given out as a whole to all who may be\ninterested; the dissemination of information necessary to a knowledge on\n\nthe part of voters in general of the qualifications which candidates should\npossess for offices concerned in the determination of matters affecting the\n\n"}
{"page": 497, "printed_page": null, "text": "472\n\nNATIONAL EDUCATION ASSOCIATION\n\ncommon welfare; but with careful avoidance of any partisan propaganda\nand of the giving out of any information specifying a particular candidate;\nmaking it a point of honor for all League members to refuse to accept any\npolitical favors which involve as an equivalent return the support of corrupt\nor unsafe political organizations or leaders, except where they are frankly\ninformed that public statement will be made as occasion arises that support\nof them cannot extend to specified policies obviously contrary to the common\n\ngood; the encouragement of active participation of League members-within\nthe limits just laid down, in the affairs of the political parties with which\nthey are personally affiliated; the holding of conferences by League mem-\n\nbers belonging to various political groups or social organizations, in which\nthey will meet together as members of the League, with a view to unitedly\n\nand actively antagonizing within their own party or organization practices\nor activities which are contrary to the maintenance of majority rule as\nheretofore discussed and to the common welfare as personal knowledge and\n\nthe work of the various Democracy Committees makes clear what the\ncommon welfare is.\n\nIII. COMMITTEE ON DEMOCRATIC EQUALITY. It will be the duty of the\nCommittee on Democratic Equality :\n\nFirst, to seek to universally disseminate knowledge of the fact that\ndemocratic equality is: an equality of rights and opportunities rather than\nof abilities and achievements ; an equality of continually higher levels which\nresults from a leveling up rather than a leveling down; an equality much\nof which must be achieved by self-effort in addition to its being conferred by\nlaw; and an equality which even extends to achievements for those whose\nachievements are unequal but who are made democratically equal through\nhighest effort.\n\nSecond, to seek to establish and extend such democratic equality through:\nan equalization of educational opportunities by coöperating with all agencies\nand movements for seeing that every individual is given the highest minimum\nof education which is enforceable by law, including specific and definite\ntraining in the essentials of democracy: for ensuring coöperation between\nschools and industries, involving half-time work and half-time education\nwith a view to both earlier industrial training and continuation-schooling\nafter wage-earning has begun; for ensuring adequate education for the immigrants especially specific training in the essentials of democracy; for\nequalizing educational opportunities in different sections or localities through\nState or National aid to those which are too poor to provide adequate schooling; for establishing sufficient and equal school accommodations and, where\nnecessary, at least free tuition for all individuals who wish a higher education\nor professional or vocational training; for keeping all public educational\ninstitutions open to all commonly qualified individuals irrespective of race,\nnationality or creed; for encouraging private educational institutions organized to maintain and to strengthen selected social standards, to admit\npupils from any and every social group, less on the assumption that their\nfamily by belonging to a particular social group will harm or will lower\nthese standards, than by requiring the written approval of candidates for\n\n"}
{"page": 498, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n473\n\nadmission by people whosejudgment and testimony as to such standards will\nbe unbiased and reliable.\n\nAn equalization of industrial rights : by realizing and seeking to make\nothers realize the necessity for giving all workers at least a socially equivalent minimum wage-not in the false sense of an average wage, but in the\n\nsense of the minimum necessary in a given locality to good food and good\nclothing, a decent and pleasant home, and to all other material things involved in unembarrassed participation in the ordinary social life of the\ncommunity, together with opportunity to educate one's self and family for\nhigher social levels; and by realizing and seeking to make others realize that\nbeyond this socially equivalent minimum wage, every individual has the\nright to earn as much and to accumulate as much as he can in so far as it does\nnotwork injustice to others or operate against the common welfare; that any\neffort at communistic equality such as an equal wage for all which limits\nwages to a common minimum, not only is a check upon the highest effort\nofthe individual, but as a result limits the sum-total of what is produced for\nthe common good; by seeking to popularize the realization that extra compensation beyond the socially equivalent minimum should be gained only\nthrough extra ability, extra training and extra effort; above all-by realizing\n\nand seeking to make others realize that the greatest industrial inequality is\nthe failure of any worker through highest effort at maximum quantity and\nquality of service or production, to ensure equivalent return in service by\nhim or in what he produces for what he secures from the highest effort of\nothers; by correspondingly realizing the undemocracy and injustice of sol-\n\ndiering at work, using inferior materials, doing a poor job, overcharging,\nfurnishing goods inferior to what they are represented to be, and any other\nform of profiteering; and by having as a sub-committee of the Committee on\n\nEquality, a Housekeepers' Committee to ensure coöperation in putting a stop\nto such impositions by its calling the attention of offenders to complaints\nwhen a sufficient number of justifiable ones have accumulated. Such a com-\n\nmittee could gradually accumulate all apparatus necessary for testing the\nquality of food and merchandise, or submit samples of inspected food and\nmerchandise to experts, and also acquire information about proper costs and\nvalue, and the reliability of weights and measures.\nBy recognizing and maintaining the right of the worker to strike-except\ninoccupations the suspension of which interferes with the common welfare;\ntheequal rightof other workers to take the place of strikers without molesta-\n\nton and under the protection of law; advocacy of the creation by law of\nstate or National government commissions composed of citizens of known\nintelligence and probity, which have the legal right to settle issues which\n\nwould otherwise result in strikes, and to enforce their decisions by law.\nAn equalization of legal rights through: insistence upon equivalent police\nprotection in the several sections of a community in proportion to their\nvarious needs; indignant protest at the \" third degree or any other form\nofcompulsion through which an individual is forced to testify against himself; familiarity with the constitutional precautions against \" class \" or other\nspecial \" legislation which does not apply to all alike; grave personal\n\"\n\n"}
{"page": 499, "printed_page": null, "text": "474\n\nNATIONAL EDUCATION ASSOCIATION\n\nconcern in the nomination, election and work of judges, police officials, prose-\n\ncuting attorneys and any other court officials-including lawyers, concerned\nin the general administration of the law, and of sheriffs in relation to their\nfunction of panelling non-partisan and non-corruptible jurors; personal\nwillingness to do jury duty in order that such important service shall not be\nleft solely to the unintelligent or the mercenary; coöperation with \" legal\naid societies \" and Americanization organizations, and other proper agencies,\nto see that the poor, the ignorant and the foreigner yet unacquainted with\nAmerican legal procedures, are given equality before the law when accused\nof crime or involved in other legal difficulties; the exercise of all proper\ninfluence against Ku-Klux Klans, or any other organizations which take the\nadministration of law into their own hands and through secret trials, without\nthe constitutional safeguards to which the accused have the right, give oppor-\n\ntunity for unjust judgments and the wrecking of individual malice.\nAn equalization of political rights through: the support of all safeguards\n\nto democracy enumerated in the duties of the Committee on Majority Rule\nfor the Common Welfare ; continual checking up of the efficiency with which\n\ncompulsory education laws are enforced as a favorable condition to an equal\nexercise of the right of suffrage; earnest support of civil service laws and\nfamiliarity with their local administration and checking up of the efficiency\nwith which they are administered.\n\nAn equalization of social rights through familiarity with local living\nconditions and the informing of the public concerning unfavorable and\nunequal living conditions as found in tenements, shacks, factory rows, etc. ,\ncombined with agitation for the building of model houses such as the various\nbranches of the National Government constructed for men engaged in war\nindustries; the promotion of all aids to unembarrassed social intercourse,\n\nincluding the arranging for talks to wives and housekeepers, on quality,\nbecomingness and appropriateness in dress, the purchase, preparation and\nserving of foods, and on house-furnishings, their appropriateness and use,\nand other aspects of home economics, and to both men and womenupon good\nmanners, books, pictures and plays ; the encouragement and support of public\nplaygrounds, church amusement centers, etc., in so far as they seek to develop\nordinary skill on the part of all in a variety of popular games and to ensure\nthe participation of all in common and elevating amusements; judging the\nsocial acceptability of an individual or family upon individual merits, regardless of the assumed presence in the social group, race or nationality to which\nthey belong, of objectionable social traits; conferences by members of the\nLeague who belong to races, nationalities, or social groups occasionally excluded by other groups from ordinary social contacts, to consider ways in\nwhich they and their fellows can lessen or remove any just grounds for\n\nclass prejudice, to show the injustice and falsity or mere prejudices by\ndemonstrating that they are without cause or that former causes have been\nremoved, and to bring pleasantly and convincingly before the general\npublic all possible evidences of the social worth of the group and of the social\ncontributions of its members .\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n475\n\nThese various activities of the Committee on Democratic Equality can\n\nbestbe furthered among League members, if the Committee:\n1. Selects the particular fields in which equality studies shall be made in\naparticular year ;\n\n2. Reports to the Committee on Personal Practice the names of League\nmembers appointed to make the selected studies, in order that they can\nbe counted as responsibility assignment and their performance properly\nchecked and reported upon;\n\n3. Arranges League programs or parts of programs in which the result of\nequality studies are reported; and\n4. Gives publicity to its reports and achievements through interviews,\narticles and editorials in the public press, or through bulletins, circulars, etc.\nIV. THE COMMITTEE ON PERSONAL PRACTICE OF DEMOCRACY.\n\nThe\n\nCommittee on Personal Practice of Democracy should include in its work\neach year:\n\n(1 ) Personal Responsibility Assignments which collectively constitute a\ncampaign to develop a sense of responsibility in every League member, for\nthe sure performance of some piece of work connected with the League,\nselected for her or chosen by her on account of her special fitness for it. ( The\nCommittee on Personal Practice should check up with the assignments made\nbyall other committees to see that each member has in place of the usual\nperfunctory committee membership, a work assignment given, if possible,\nbecause the work is needed, but even if the work is not in itself peremp-\n\ntory-given to develop an individual sense of responsibility and an individual\nhabit of performance. A slogan of the League should be-\" Personal performance of every responsibility ! \" )\n(2) Personal Betterment Bands constituting the means to an accompany-\n\nng attemptby the Committee to get each League member to make systematic\neffort to better her efficiency in some democracy essential in coöperation with\naband of others selecting the same essential. The effort can be made\n\nthrough practical service, a formal course of study or lecture course, or\npersonal study or practice: for betterment either in the particular skills and\nabilities necessary to a responsibility assignment, or in the standards of\nKrength necessary to efficient service in general. The following standards of\nrength or steps to strength committed to memory as a mnemonic verse\n\nand repeated daily to suggest the various standards as they become personal\n2s, should be as characteristic of the League and as effective a means of\nstrengthening personal effort in League work as the formulas of Christian\nScienceor Coué in their respective fields :\nSteps to Strength\nIndependent, brave and bold\nSelf-respecting, self- controlled,\nJust and generous, cheerful, pleasantBe these standards ever present\nIn my life, until I rise\n\nTo love of all through sacrifice.\n\n"}
{"page": 501, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION AssociatION\n\nEach of these qualities should suggest others, failing the gradual development of which in each individual member, the efforts of the League or of\nany other organization for civic betterment cannot reach highest efficiency.\nThe procedure for the formation of a Personal Betterment Band would be\nfor the Committee on Personal Practice to request each League member;\nFirst, to mark herself as strong, fair, or weak on each of the standards ot\nstrength in relationship to the work and aims of the League, after carefully\n\nconsidering herself personally as possessing or lacking the characteristic which\neach standard suggests regarded as a sum-total under each; and\nSecond, to select a standard in which she is especially weak and to pledge\nherself to an effort to become stronger in it through joining a Betterment\nBand of others weak in the same standard.\n\n(Definite requirements and continual reminders necessary to reliable effort,\nwhich the Betterment Band will supply.)\nEach League member willing to do so should score herself on each of\nthe following items as, 3 (strong) , 2 ( fair) , or I ( weak) .\nIndividual Score-Sheet for Standards of Strength\n\nINDEPENDENCE, suggesting :\n\nFreedom from political or business self-interests and from social or\nreligious prejudices, which tend to prevent sincere personal effort or full\ncoöperation for the common welfare ? 123\n(Score by marking a circle around the printed 1, 2 or 3.)\nSelf-Reliance in political acts and issues, including the ability to stand\nalone or to be a leader-especially within your own party, in right action\nwhich is essential but unpopular ? 1 23\nEquivalent return for common political rights through political partici\ncipation in public affairs for the common good ? 123\nFor common benefits, by doing a full and just individual share of personal\ncommon service and by paying full and just share of enough taxes to provide\nall common benefits to which you cannot contribute equivalent personal work\nor service ? 123\n\nFor public trust when serving as a leader or an office holder, by never\n\naccepting office from those whom you know will expect you \" to take orders \"\n\ninmatters against the common welfare ? 123\nBy giving at least all specified time and all reasonable energy to the\nwork of any office or committee to which you accept election or appointment?\n123\n\nBy always standing by the party or party leadership that puts you in a\nposition of trust, whatever the pressure exercised against them-except on\nissues where they surely stand against the common welfare or where the best\n\ninformation which you can personally gain through highest effort convinces\nyou that they are working against the common welfare ? 123\n(To get your total independence score, add together the seven scores under\nindependence and divide by seven-in case of fractions giving yourself 2 ог\n3 if the fraction over I or 2 is more than three-sevenths, and just 1 or 2\nifit is less.)\nTotal score for independence?\n\n123\n\n"}
{"page": 502, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n477\n\nBRAVERY, suggesting:\nFearlessness as opposed to fear of criticism for your participation in\npolitical affairs, fear of loss of business or of prejudice to personal interest\n\nin taking a public stand on important or critical issues, fear of obstacles to\nsuccess, and fear of failure ?\n\n123\n\nPerseverance, suggesting in turn : stedfastness in the maintenance of\n\nevery essential democracy which has been already attained, in distinction\nfrom a \" standpatism \" which clings to existing political forms or means\n\nto democracy especially to those which are to one's own personal interest,\nand which refuses to approve the experimentation necessary to progress ?\n1 2 3.\n\nPersistency in effort at political betterment in the face of obstacles,\ncriticism and failure-especially persistence in experiment with an insistence upon generally attainable conditions sufficiently normal to be a fair\ntest of success or failure? 123\n\nHope in the growth of democracy and in gradual social and political\nbetterment, based uponfaith in majority rule in the partial goodness of most\nindividuals and in the responsiveness of the great majority of individuals to\nspecific education in democracy ? 123\n\n(To get your total bravery score, add together your four scores under\nbravery, and divide by four, giving yourself 2 or 3 if the fraction over I or 2\nisthree-fourths, and just I or 2, if it is a half or a fourth.)\nTotal score for bravery? 123\n\nSELF-RESPECT, suggesting :\nSincerity-the frank refusal of political support in place of giving the\nimpression that you are favorable to candidates, officials or leaders to whom\nyou are opposed; open expression of disapproval of a policy or a proposed\npolitical action, in place of pretended support or misleading silence concerning it; avoidance of all deception of self or others through concealing personal\ninterests which are served through seemingly public spirited action or\nfailing to tell of such interests while emphasizing the fact that support of\nmeasures in which they are involved is on equally strong or stronger impersonal grounds ? 123\n\nHumility in political opinions, as opposed to pretended authority, boastTilness and unpleasant self-assertiveness; in political triumph, as opposed to\narrogance and to the attempt to create the impression that victory was largely\ndue to your own personal efforts; in leadership or position, as opposed to\npride and self-importance; and in social life as opposed to haughtiness or\nunpleasant insistence upon petty personal rights? 123\nDignity through refusal to seek political support through buffoonery and\nnororiety? 123\n\nThrough unwillingness to permit your race or nationality or your personal beliefs and principles to be ridiculed without public protest? 123\nAnd through so performing the lowliest or pettiest civics or political\nvices as to make them appear respectable? 123\n\n"}
{"page": 503, "printed_page": null, "text": "478\n\nNATIONAL EDUCATION ASSOCIATION\n\nReliability including : resoluteness in not continually changing your mind\nconcerning political matters which have been decided upon, or not failing\nto keep a personal resolution bearing upon public affairs ? 1 2 3 faithfulness\nin everything in which you have been trusted or confided in by associates, by\nleadership, by party or by majority vote ? 1 2 3 loyalty through faithfulness\nin all things whether one has been trusted or not to friends, to leaders, to\nfollowers, to the league and to party, except on disavowal of allegiance\nmade to themt in things which one cannot personally approve or which are\nagainst the common welfare ? 123\nHonor through the maintenance of higher personal standards in public\naffairs than are required by law or public opinion, especially through insistence upon equality for others in common rights and upon equal personal\nobligation, performance or payment for yourself in common duties? 123\n(To get your total self-respect score, add together the nine scores under\nself-respect, and divide by nine-giving yourself 2 or 3 if the fraction over\none or two is five-ninths or more, and I or 2 if it is less.)\nTotal self-respect score? 123\n\nSELF-CONTROL, suggesting :\nAbstinence through the habitual surrender of any individual right or\npersonal privilege harmful to the common welfare, and of any petty right\nwhich is socially unpleasant if it is insisted upon? 123\nTotal abstinence from all things in which any indulgence is harmful to\nself or others, or in which intemperance is probable and harmful to self or\nothers with special emphasis upon unhelpful and unnecessary criticism,\ngossip or argument, any dishonorable self-advantage no matter how great\nthe advantage is, and any political trickery no matter how vital the cause\nwhich it would be used to further ? 123\n\nAbstinence for the sake of public example and the effect upon youth,\nfrom any conspicuously harmful personal indulgence such as immodesty,\nloudness and extremes in dress, and violations of the Eighteenth Amendment in your home or your personal social group ? 123\nTemperance in all things which though right in themselves, if they are\ncarried too far result in weakness-especially in the desire to be always\nprominent or dominant in the League or in public affairs, as distinct from\nwillingness to unostentatiously perform all duties for which one is specially\nfitted or can become more fit than others ? 123\n\nInhibition or the self-suppression of actions, words, and even feelings\nwhich are harmful or unnecessarily unpleasant to others, or which tend to\ninjure the work of the League, or to interfere with a pleasant social intercourse ? 123\n\nAnd the suspension of feelings, judgments and premature words, and\nactions or \" resolutions,\" while facts are being determined by authorized\nand trustworthy committees, experts or commissions ? 123\nBalance in arriving at a final judgment, on all political questions and\nissues and matters affecting the common welfare, political candidates and\npublic officials, through the habitual assembling of all attainable material\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n479\n\nfacts and conditions, and the consulting of expert knowledge and judgment.\nSo far as League action is concerned, this involves personal insistence upon\ncareful committee study and deliberation before matters of public importance\nand trustworthy committees, experts, or commissions ? 123\n(To get your total self-control score, add the seven scores under selfcontrol and divide by seven-giving yourself 2 or 3 if the fraction over 1 or 2\nis four-sevenths or more, and I or 2 if it is less.)\nTotal score for self-control? 123\nJUSTICE both in rights and in equities whether legal or moral.\nConceding a right is the conceding to others of anything which is theirs\nand not ours, or demanding from them anything which is ours and not\ntheirs. Conceding an equity is dependent upon a sense of honor which gives\najust share of common rights to others whether required by law and public\nopinion or not.\n\nPolitically JUSTICE should suggest: honesty as an equity and therefore\nlittle likely to be compelled by law, in the sense of equivalent return in\ngoods, work or service for all public moneys received, without charging more\non the ground that you \" are a taxpayer,\" and therefore making every other\ntaxpayer pay something to you which should have reduced his taxes or paid\nfor greater common benefits. Also honesty in the sense of not spending or\nreceiving public money for what the common welfare does not demand,\nwhether equivalent return is made or not ? 123\n\nHonesty in not taking for yourself or for any exploiting group of which\nyou are a part, anything which should be conserved for the common welfare,\n\nand in not profiteering or so monopolizing or controlling a particular trade,\nconvenience or commodity that the public as a whole has to pay so much for\nit that all cannot have an equal or equivalent share in proportion to what\n\ntheydo for the common welfare ? 123\nTruthfulness in the sense of giving publicity to any facts which show an\n\ninfringementof common rights or a prejudice of common interests, including\navoidance of manipulation and concealment to hide inequitable profits in the\nsaleof food stuffs and clothing, in transportation, in coal and in furnishing\nthe public with water supply, either personally or as a stockholder in a corporation; the avoidance of \" jokers \" in legislation and of beclouding real\nissues in political campaigns by distracting attention to non-material facts\norsettingup men of straw \"; together with indignant disapproval of all\neffort on the part of others to keep the truth from the public concerning\nmatters involving the public interest ? 123\nThe habit of reading a sufficient variety of newspapers and periodicals to\nget at the truth about public affairs ? 123\nLegal justice through : obedience to law-especially when its violation or\nevasion means some advantage to one in money or property, with special emphasis upon instances where the individual whose rights are at stake is\nignorant ofthe law or of his rights ? 123\n\nOr where evasion of law means the exercise of a personal liberty or an\nexpression ofplay or jollity which does not do any apparent injury to the\n17\n\n"}
{"page": 505, "printed_page": null, "text": "480\n\nNATIONAL EDUCATION ASSOCIATION\n\nrights of others, but which encourages other evasions that are injurious?\n123\n\nConcern for the maintenance of common rights and for the equal share\nof others in them, including: opposition to \" third degree,\" \" rail-roading,\"\nlynch law, and all other usurpations of the administration of justice\nbecause the occasional failure to punish a probable individual offender is a\ntrifling injury to the common welfare when compared with denial to any\nindividual of the common rights to trial by an impartial jury ? 123\nSupport of all races and social groups in their insistence upon the passage\nand enforcement of laws giving them access to common privileges, together\nwith an accompanying encouragement of all races and social group to meet\nthe personal conditions necessary to make legal access to common social\nintercourse of the higher levels, unembarrassed and pleasant outside of those\nintimate personal relationship which will always be exclusive? 123\n(To get your total justice score, add together the eight scores under\njustice and divide by eight-giving yourself two or three if the fraction over\n1 or 2 is four-eighths or more, and I or 2 if it is less.)\nTotal score for justice? 123\nGENEROSITY or the giving up of more of one's own than justice demands,\nsuggests: liberality, generous charity and philanthropy.\nLiberality or the free giving up of anything one is not compelled to give\nup in right or equity, politically considered, includes: open-minded consideration and deferential and generous hearing of the opinions of others ?\n123\n\nAnd generous contributions to organization or party expenses without\nthought of return in publicity or support for office? 123\nGenerous charity or a generous giving of any possible form of personal\nrelief to meet the needs of those in want as they happen to occur; and\nsystematic and generous enough participation by each citizen in a sufficient\nvariety of selected charities to ensure in its sum-total all necessary relief\nor welfare work through coöperation with others ? 123\nPhilanthropy on the part of those who are able, in the sense of large\npersonal gifts usually to meet the needs of large groups; including familiarity\nwith all great welfare agencies, a sympathetic attitude toward them, and\nwhere possible, individual and League coöperation with selected ones among\nthem? 123\n(To get your total generosity score, add together the four scores under\ngenerosity and divide by four-giving yourself two or three if the fraction\nabove 1 or 2 is three-fourths, but I or 2 if it is less.)\nCHEERFULNESS, suggesting : sanguine or natural cheerfulness or cheerfulness arising from natural lightness or jollity; stoical cheerfulness or cheerfulness based upon the habitual repression of sadness, worry and complaint,\nand the simulation of cheerfulness ; and hopeful cheerfulness dependent\nupon bravery and hope due to faith in divine providence.\nPolitically considered it should include: the maintenance of all of these\nforms of cheerfulness with a view to pleasantness of social intercourse?\n123\n\n"}
{"page": 506, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n481\n\nTheir maintenance in connection with campaigns or reforms to encourage\nfellow workers ? 123\n\n(To get your total score for cheerfulness, add together the two scores\nand divide by two-giving yourself 2 or 3 if there is a fraction of one half\nover I or 2.)\nTotal cheerfulness score?\n\n123\n\nPLEASANTNESS, suggesting : attractiveness or pleasing appearance and manners; pleasant interestingness or the quality of being interesting in ways\ncommonly pleasing to all or in a sufficient variety of ways to please each ;\nlikableness or the possession of active likable qualities; and adaptable\npleasantness or the emphasis in one's self of the particular combination of\nqualities liked by a particular individual or suitable for a particular occasion.\nAttractiveness including: sufficiently becoming and appropriate dress and\nequipment not to be unpleasing through being or looking unfeminine, or not\nto arouse opposition or resentful ridicule through ostentation-especially\nwhen in contact with the general public or engaged in public political activities; with a view to unembarrassed and unembarrassing social intercourse\n\non the higher levels-becoming and appropriate enough dress to be stylish,\nand fashionable enough not to be conspicuous; from the standpoint of general\npleasantness-all the beauty in dress and personal surroundings that is\nnot unbecoming or inappropriate ? 123\nPleasant manners in the home involving the inhibition of the complaints,\ncriticisms, naggings, and reiteration of annoying experiences, which do more\nto break down home life than outside attractions and temptations ? 123\nThe making of home life pleasant through good housekeeping planned for\nfamily comfort, as distinct from housekeeping as an end in itself which makes\nhome life too exacting, with a consequent disproval of the common belief\nthat the participation of women in political affairs is at the expense of the\nhome?\n\n123\n\nPersonal effort to meet any conditions which you may lack essential to\npleasing and therefore unembarrassed and unembarrassing participation in\nsocial intercourse of the higher levels such as: good and pleasant manners ;\n\nreasonably grammatical English, neither inappropriately slangy or arrogantly\naffected; a pleasant voice ; appreciation of the beautiful in a sufficient variety\nof forms to find much in common with others ? 1 2 3 enough familiarity\nwith general ideas and current topics to have common interests with others\n\nwith whom one is in conversation ? 1 2 3 and sufficient skill in a sufficient\nvariety of popular games and amusements not to be a \" spoil sport \" ? 123\nPleasant interestingness from the standpoint of a democratic social intercourse, through: the practice of being a sympathetic and differential listener,\nnomatter how little interested or how much bored you may be limited by\nCourteous manner of cutting short such conversations ; avoidance of much\nconversation about one's self or one's personal affairs; the ability to sense\nthesituationwhen things which seem new to you or of great interest to you\narequitecommonplace or uninteresting to others ? 123\nAdaptable pleasantness including: from the standpoint of social intercourse, the practice of attempting to display the particular combination of\n\n"}
{"page": 507, "printed_page": null, "text": "482\n\nNATIONAL EDUCATION ASSOCIATION\n\npersonal qualities adapted to particular individuals and social occasions ;\nthe ability to adapt one's self to any social group with which one is in\ncontact, without either embarrassment or condescension; from the standpoint\n\nof politics, ability to sense the changing feelings of others-especially of\npublic audiences, and to adapt one's self to their moods ? 123\n(To get your total pleasantness score, add together the eight scores under\npleasantness and divide by eight giving yourself 2 or 3 if the fraction over\n1 or 2 is four-eighths or more, and I or 2 if it is less.)\nTotal pleasantness score? 123\nSELF-SACRIFICE-the one standard of strength which when strong enough\ncan be and must be substituted for self-interest as a basis for individual\n\ndemocracy, party activities and movements, and coöperation in political\naction, suggesting: self-sacrifice for reward, for strength, for duty, for faith\nand for love.\n\nSelf-sacrifice for reward is democratic only when the expected reward is\nnot contrary to the common welfare, and must be distinguished from taking\nthe risk of loss or punishment for the sake of a more probable reward. It\nshould suggest: the continual practice of self-sacrifice in social life-smiling\nwhen one is sad, being pleasant to unpleasant people and doing things one\ndoes not want to do as if one wishes to do them.\n\nThis form of self-sacrifice\n\nwith social and therefore political popularity as its reward is the main\nstock in trade of most office seekers, and without it even those seeking the\npublic good as their chief reward-no matter what their other virtues may\nbe, will be unpopular ? 123 The habit of hard work or the sake of appгоbation or influence-as proper to democratic political \" workers \" as to those\nwho are wholly selfish and partisan ? 123 The practice of the selfsacrifice of ordinary personal indulgences necessary to saving for either\nmaterial goods or the education, essential to unembarrassed social intercourse\nof the higher levels ? 123\nSelf-sacrifice for strength suggesting: the habit of personal self-sacrificing\nof what one can have but does not need-just for the sake of being strong ?\n123 The highly important habit of accustoming children to self-sacrifice\nas the chief means to making them morally strong ? 123\nSelf-sacrifice for duty suggesting: the habit of making the personal sacrifices necessary to the performance of every political duty corresponding to\neach political right? 123 The fundamental habit of making the selfsacrifices of anything conflicting with common rights? 123 The habit of\nmaking the self-sacrifices necessary to give to another his equal right and\nequity, especially where you are tempted to increase your own share beyond\nwhat is equal at his expense ? 123\n\nSelf-sacrifice for faith suggesting: the habit of making the self-sacrifices\nconsistent with your political beliefs and especially with your faith in your\nself and in the truth, to gain the knowledge or experience necessary to new\nbeliefs, and to convince others of the truth and honesty of your beliefs?\n123\n\n"}
{"page": 508, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n483\n\nSelf-sacrifice for love suggesting: the making of enough sacrifices for the\n\nLeague and for what it stands for to strengthen your love for it and make\nyour love for it a controlling force ? 123 The making of enough sacrifices\nto help other citizens and other social, national or racial groups to equal\nparticipation in ordinary social intercourse and other rights and privileges\nfor you to learn to like them and to love all that is lovable in them-the\nlikelihood of which is increased by your sacrifices for them ? 123\n(To get your total self-sacrifice score, add together the eleven scores under\nself-sacrifice and divide the result by eleven-giving yourself 2 or 3 if the\nfraction over 1 or 2 is six-elevenths or more, and I or 2 if it is less.)\nTotal self-sacrifice score?. 123\n\nThere is no need of a total score for standards of strength, because the\n\nobject of scoring is merely the indication of individual weaknesses which\nneed correction, rather than a determination of comparative individual\nstrength of character, for which a more exact scheme of scoring would be\nnecessary .\n\nREPORT OF COMMITTEE ON AMERICAN TEACHERS '\nCOLLEGES\nG. W. MAXWELL, WINONA, MINNESOTA\nSTANDARDS FOR ACCREDITING STATE NORMAL SCHOOLS AND TEACHERS' COLLEGES AS ADOPTED\nBY THE AMERICAN ASSOCIATION OF TEACHERS' COLLEGES\n\nThe Standard American Normal School or Teachers College is a school\nwith two-year, three-year, and four-year curriculums designed to afford such\ngeneral and professional education as will best fit students for specific teaching in elementary and secondary schools. The following constitute the\nminimum standards for accrediting normal schools and teachers' colleges.\nI. Such schools should require for admission the satisfactory completion\nof four years of work in a secondary school approved by a recognized\naccrediting agency, or the equivalent of such a course.\nII. Each curriculum leading to a diploma or degree should be recognized\nseparatelyand only if the following conditions are met :\na. Two-year curriculums leading to diplomas should together have a\nminimum enrolment of 80 students fully matriculated according to the\nprovisions of standard I above.\n\nb. Four-year curriculums leading to baccalaureate degrees should together have a minimum enrolment of 60 students fully matriculated accord-\n\ning to the provisions of standard I above, with not less than 25 in the junior\nand senior years.\n\nIII. Such school should require for a diploma not less than 60 semester\nhours or equivalent, and the requirement for graduation with the baccalaureate degree should not be less than 120 semester hours or the equivalent.\nIV. The minimum scholastic requirement of all teachers in such schools\n(except assistants in the training school) should be equivalent to that\nrequired for the standard bachelor's degree, supplemented by special train-\n\ning or experience, or both, of at least three years. The minimum scholastic\n\n"}
{"page": 509, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n484\n\nrequirement of the head of a department should be equivalent to that required by the master's degree.\n\nV. The average teaching program of a teacher in such schools should not\nexceed 16 clock hours per week in actual teaching or the equivalent in\n\nclassroom, laboratory, shop, or supervisory instruction. The class unit for\ninstruction should not exceed 30 students.\n\nVI. Such schools should provide adequate facilities for observation and\npractice teaching, making this work the integrating and controlling factor\nof the curriculum.\n\n1. The number of pupils annually enroled in the training department\n(including children in public schools used for practice) should not be less\nthan four times the annual number of graduates from the institution.\n2. The teachers in the training department (including the director and\nassistants ) should number not less than one third the entire junior college\nfaculty of the institution, and (excepting assistants) should possess the same\ndegree of preparation as other members of the junior college faculty.\n3. Each student candidate for the diploma ( 60 semester hours of credit)\nshould be required to pursue the equivalent of one school year of observationpractice of not less than one daily clock hour or a total of 180 hours.\nVII. Such schools should be provided with library and laboratory equipment sufficient to develop adequately and to illustrate each course announced.\nThe library should contain not less than 8000 live, well-distributed, professionally administered volumes, and should be maintained by an annual\nappropriation for the purchase of books of not less than $ 1000.\nVIII . The location and construction of buildings, the lighting, heating,\nand ventilation of rooms, the nature of laboratories, corridors, closets, water\nsupply, school furniture, apparatus, and methods of cleaning, should be such\nas to insure hygienic conditions for students and teachers.\nIX. Such schools should receive an annual income for maintenance and\n\noperation of not less than $50,000, of which not less than $25,000 should\nbe derived from stable sources other than students' fees. Increase in faculty,\nstudent body, and scope of instruction above the minimum set in the foregoing\nparagraphs, should be accompanied by increase in operating income.\nOn motion this statement was ordered printed and distributed to the\nmembers of the Council, and the further consideration of the standards\n\nproposed was referred to the Executive Committee for later presentation to\nthe Council.\nREPORT OF COMMITTEE ON THE STATUS OF THE\nAMERICAN WOMAN TEACHER\nANNA LAURA FORCE, CHAIRMAN , DENVER PUBLIC SCHOOLS\nDENVER , COLORADO\n\nIn this study of the American Woman Teacher the committee will consider preparation, professional status, economic status, and social status.\nWith regardto preparation we might claim that besides a mastery of facts\nwhich a teacher is required to impart she must have a knowledge of the\n\n"}
{"page": 510, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n485\n\nprinciples of education common to all teaching in order to give it unity and\nmake it effective. She should have a definite aim, a specific aim for each\nsubject and a definite standard to be used in determining value of work of\npupils.\n\nThe professional status is difficult to determine, yet a change is taking\nplace rapidly in the cities and in many of the rural districts due to change\nin economic status.\n\nWhere salaries have been increased and are commensu-\n\nrate with preparation and successful experience of teachers there has been a\nrapid professional growth.\nOne outstanding superintendent claims that a very fine teacher is being\nevolved through the process of scientific supervision and the growing interest\nofthe teacher in the subjects that relate to her specific problems. Standards\nare gradually advancing.\nMature teachers have recognized danger evidenced by zeal in which they\nhave sought opportunities provided by universities, normal schools, summer\nsessions, and extension courses.\n\nAs a school system increases in size its organization becomes more and\nmore complicated. Mechanical elements tend to overshadow and even\nthreaten to overwhelm the personal and human elements. Coöperation is\nincreasingly necessary as the tasks within the schools become more specialized.\nUntil changes are brought about by people who live in the farming communities there is little hope for changing the status of rural teachers. Two\nthirds of the rural teachers are on the move. However, in the rural districts\nmost fully developed the teacher is a pillar of strength, a person known and\nrespectedby all.\n\nIt has been said that \" the modern teacher has brought vigor, daring\ndirectness and withal unmistakable braininess, fine practical ability into her\nwork as teacher.\"\n\nSuffrage and war have emancipated her. She has gone\n\nto excess in some directions. Who has used new freedom with entire wis-\n\ndom? She belongs to teachers' clubs, identifies herself more openly with her\nprofession than sometimes her elder sister. This is done to her expanding\noutlook on life. The normal school and college welcome her. The modern\nteacher is young, breezy, even risqué in attire. She has scrapped hysteria\nbutissound at the core.\n“\n\nAccording to another student of this problem\n\nan occupation must mea-\n\nsure up to four requirements before it can be dignified by the title of a\nprofession.\"\n\n1. Itshould render high and specialized type of social service.\n2. Personnel must have specialized and abundant training and be comparatively\npermanent.\n\n3. It must provide sufficient income to enable its members to maintain a cultural\nstandard of living.\n\n4. Its members must be dominated by a professional spirit.\nInsecure tenure makes a teacher become over-sensitive and she loses\nindependence and courage.\n\nRaising requirements will tend to make the teaching corps a more select\n\ngroup. More careful selection of entrants, those who are technically and\nabundantly prepared will dignify the profession. Salary increases based\n\n"}
{"page": 511, "printed_page": null, "text": "486\n\nNATIONAL EDUCATION ASSOCIATION\n\nupon advanced training as well as length of service will tend to make tenure\nmore permanent .\n\nIn many places professional ethics is wanting. Until professional ethics\nis developed there cannot be coöperation and loyalty. The teacher must\nunderstand the ethical relations and obligations to pupils, fellow teachers ,\nparents, principals, supervisors and superintendents and also toward those\nactively interested in the development of the child.\nTeachers who have a vocational pride, which is the essence of professional\nspirit, will receive a dignified and social position that must characterize a\ntrue profession. The social status is largely dependent upon the economic\nand professional status. One's attitude toward his own work is not so\n\nimportant as the attitude of the public. The public expects the professional\nteacher to have a social outlook and places upon her responsibility for community welfare not demanded of the tradesman or business men.\n\nAnother important phase of this subject is the attention given to the\nhygiene of teaching, to the teachers' health program. Normal schools and\ncolleges are requiring a health program of teacher students that will greatly\nimprove the hygiene of teaching. The health of the teacher must be taken\ninto consideration even as much as that of the pupil.\n\nA person who is habitually morbid and depressed cannot do his best in\nexecuting a fine piece of work that calls for thought and invention. He can\nwork like a machine but he cannot create a thing of beauty or of meaning.\nNo person can render his best service economically or socially to the community in which he lives unless his own life yields a reasonable amount of\nsatisfaction and happiness.\nThe teacher who is happy in her work creates a wholesome atmosphere\nand her pupils reflect her sweet spirit. \" The influence which she creates for\nbetter things, the inspiration which she gives for higher ideals are a chief\ncontributing force to the stability of society and the march of progress.\"\n\nCONCLUSIONS BASED ON QUESTIONNAIRE CONCERNING\nCERTAIN ASPECTS OF THE PROFESSIONAL AND SOCIAL\nSTATUS OF AMERICAN WOMEN TEACHERS\nA. L. THRELKELD, ASSISTANT SUPERINTENDENT OF SCHOOLS\nDENVER, COLORADO\n\nThese conclusions are based upon questionnaire returns from 24 cities of\nover 100,000 population. They are as follows :\n1. About 25 per cent of the women teachers have fallen behind present\nstandards of professional preparation.\n2. Most of these teachers take wholesome attitudes toward the problem\nofmeeting these standards and attempting to keep up with them.\n3. The majority of the superintendents reporting believe that these teach-\n\ners should be retained only if they take advantage of opportunities through\nextension courses, summer schools, leaves of absence for study, etc.\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n487\n\n4. Aconsiderable number of women teachers, 17 per cent according to the\nquestionnaire returns, do not take their work seriously; but this aspect of the\nsituation is considered to be an improvement over the conditions of ten\nyears ago.\n\n5. A decided majority give the highest efficiency rating to those women\nteachers who are not conscious of a marriage motive but who expect to give\ntheir lives to the work of the school teacher. The type ranking next is that\nofwidows who have returned to the teaching profession with the intention\nofremaining in it. Ranking next in the order named are :\nA. Married women who have husbands, children, or other relatives to\nsupport.\n\nB. Married women who expect to remain in the profession for a long\n\ntimebut who do not have to support husbands, or other relatives.\nC. Young women who hope or expect to terminate their teaching work\n\nbymarriage in the course of a few years.\n6. More than half of the women teachers are reported as taking part in\nthe social life of the community to an extent equal to the part taken by any\nother group of cultured women.\n\n7. The replies revealed a decided opinion that women's clubs do not have\natendency to bar the teacher because of her financial status.\n8. Almost a unanimous opinion prevailed to the effect that the woman\nteacher is becoming more of a factor in the social life of the community.\n\nTHE STATUS OF THE CLASSROOM TEACHER\nCORNELIA S. ADAIR, PRESIDENT, RICHMOND ELEMENTARY TEACHERS'\nASSOCIATION, RICHMOND, VIRGINIA, CHAIRMAN\n\nThe consideration of the subject of the Status of the Classroom Teacher\nnaturally divides itself into four parts : The legal, financial, educational, and\nsocial status. The latter was discussed in a paper published in the minutes\nofthe Boston meeting and resolved itself into a statement that classroom\nteachers, like the rest of human kind, occupied either the social level to\nwhich they were born or that in which they placed themselves. I shall\nterefore confine my talk to the other three topics.\nLegal status-The question arises at once What is the legal status of\nateacher? \" The answer is that unless there is a form of tenure, she has\nlittle real legal status beyond the terms of her contract. Where the question\nof re-election has been carried to court, the decision has always been in favor\n\"\n\nof the educational authorities. ( See People ex rel. Pursman vs. City of\nChicago, 1917, 278 Ill.; People ex rel. Peixotto vs. Board of Education,\n212 Ν. Υ. 160 App. Div. 557, and Morse vs. Board of Education of San\nDiego, 1917.) Eight of the forty eight States have some form of tenure\nlaw. In many cities like Richmond the teachers have practical if not legal\ntenure, but it is the teacher in remote rural districts who needs tenure most.\n\n"}
{"page": 513, "printed_page": null, "text": "488\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn a recent survey of one State it was discovered that 40 per cent of\nthe elementary teachers were new to the community in which they were\nteaching. One high-school teacher in every three was in her position for\nthe first year, and 50 per cent of the superintendents had occupied their\npositions for less than two years. This migration was probably both voluntary and involuntary. It is hard to enact a satisfactory statewide tenure\nlaw since it is difficult to convince all of the local school boards of its\n\nusefulness. The welfare of the children of the State is protected by encouraging successful teachers of experience to continue in the profession, and by\nearly weeding out of the incompetent ones. The enactment of a sound\ntenure law is a step in accomplishing both of these ends.\nClosely allied with tenure is teacher rating. In a recent study, William\n\nMaddock, of Stanford University, states that thirty-two cities of the United\nStates make more or less use of teacher rating scales. He appends a bibliography of one hundred titles. It is interesting to note that with one\nexception all are by other than classroom teachers. Probably he had no\naccess to that material. He goes on to state: \" Even a cursory reading of\nthis literature shows clearly three things : First, that practical school men\nare persistent in their demand for a rating device; second, that methods\nfor studying the subject have been increasingly scientific, and third, that\nthe time is now ripe for a careful experimental study which should result\nin the formulation of a rating scheme to be formally adopted and used by\nthe teachers of the country.\"\n\n\" Unless this scale is recognized by the better class of teachers as approximately fulfilling its purpose it will be of little real value.\" This end will\nbe more easily obtained if the teachers themselves, through their advisory\ncouncils, have a share in the formulation of the scale.\nThe teacher-council idea is growing slowly but surely. There are\nnow in existence more than fifty officially recognized Councils, while\nunofficial Councils exist wherever the administrative officer realizes that\n\nthe views of his teachers are of vital importance to the school.\n\nFinancial status-1. Salaries. In comparison with former years, teachers\nin the larger cities are receiving fair salaries. (See table 9, page 15, Bulletin\nOne, National Education Association Research Department. ) In the\nsmaller cities and rural communities salaries are still poor. The decrease\nin the cost of living that has taken place since 1920 has added to the value\n\nof these salaries, but recent reports show no decrease, so further aid from this\nsource is not in the immediate future. Salary schedules are generally being\nmaintained in the large and middle-sized cities, though sometimes at the\nexpense of increasing the teacher load. Some ground is being lost in the\nsmaller cities and rural communities due to the general economic conditions\n\nof the farmer. These conditions seem to be improving, which should help\nthe latter situation.\n\n2. Some form of the single salary schedule making training and experience, not grade in which teaching is done, the determining factor in salaries,\n1National League of Teachers' Associations, Yearbook 1922-23, pp. 60-66.\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n489\n\nhas been adopted in parts of seventeen States. The total number of cities\nwhere teachers receive equal pay for equal training and experience is thirty\ntwo.\n\n3. Pensions. Hand in hand with legal tenure of office goes a teacher\n\nretirement system. The desirability of making proper provisions for the\nretirement of teachers has been recognized in thirty four of the States by\nthe enactment of State teacher retirement laws.\n\nSome States that have\n\nstatewide laws have also local retirement acts, independent of the State\nsystem. In some of the States which have no State retirement law there are\nlocal laws in effect.\n\n4. Leave of absence with pay for professional study. In answer to a\nquestionnaire sent out by the Salary Committee of the National Education\nAssociation, 10.4 per cent of the replying cities whose population was over\n100,000, 5 per cent of those between 25,000 and 100,000 and 3.2 per cent\nofthose under 25,000 replied that they allowed leave of absence for study.\nThere is great variation in the salary allowance given by these cities.\nSome allow as much as half salary for a full year, some give a small bonus\nfor study that a little more than covers the expenses of tuition. The period\nfor service before one can qualify for leave varies considerably. Those\ncities granting a substantial percentage of the regular salary during the\nyear's leave of absence require all the way from seven to ten years' service\nbefore a teacher is entitled to leave with salary.\nMy own city, Richmond, has eleven teachers on leave of absence for study\nthis winter. They receive half pay for half a year, which is sufficient to pay\nthe expenses for the entire year at one of the State colleges.\n5. Sick leave with salary allowance. Eighty nine per cent of all cities over\n25,000 reporting and 72 per cent of the cities under 25,000 make such an\nallowance. There is a great variation among the cities of the country in\ngranting sick leave, both as to number of days granted and the salary\nallowance made. It runs all the way from 200 days on half salary to five\ndays on full salary.\n\nEducational status-1. Qualifications. In the country as a whole, less\nthan one half of the teachers are normal-school graduates. This condition\n\nis improving partly because increased salaries and increased training have\nbeenmade dependent on each other, but more because of the changed attitude of the teacher toward her profession. This has been brought about\n\nlargely through teachers' organizations, whose studies have opened up a\nwider vista to the classroom teacher. Wonderful reports of teacher-training\ninthe service come from everywhere.\n\nIn Virginia last summer there were 6897 white teachers enrolled in the\nState summer schools and 675 in those out of the State.\nThere were also 1911 colored teachers in their State summer schools\n\nmaking a total of 9483 of our 15,000 teachers in summer school, or more\nthan 60per cent. In addition to summer work, 784 are enrolled in extenvon work.\n\nEqually encouraging reports come from other localities. Georgia reports\n\n250 per cent increase in the enrolment in summer schools; Kentucky had\n\n"}
{"page": 515, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n490\n\n60 per cent; New Hampshire, 25 per cent; North Carolina, 63 per cent;\nOklahoma, 76 per cent; Pennsylvania, 63 per cent; Rhode Island, 60 per\ncent; West Virginia, 70 per cent of her teaching force in summer schools,\nand so on. Too much credit cannot be given to the teacher-training instititions who are so nobly struggling to prepare \" a trained teacher for every\nchild.\"\n\nIn conclusion I wish to acknowledge the assistance that has been given\nme in gathering this data by the National League of Teachers' Associations,\nMr. John K. Norton, Miss Rachel Gregg, and Mr. Albert Hill.\n\nTHE STATUS OF THE WOMAN TEACHER IN RURAL\nDISTRICTS\nMARY C. C. BRADFORD , SUPERINTENDENT OF PUBLIC INSTRUCTION\nDENVER , COLORADO\n\nSometimes I feel like saluting the woman teacher in the rural school as\nthe apostle, prophet, and priest of civilization, and this, in spite of the fact\nthat, far too often she is illy prepared for the heavy responsibility that must\ninevitably become hers.\n\nIn the rural schools, always with the exception of consolidated schools,\nand county high schools, which, under the technical interpretation of the\n\nterm, are ranked as rural schools, the rural school teacher must exercise the\nfunctions of instructor, principal, supervisor, superintendent, and many times,\nadviser to the board in all matters concerning the purchase of textbooks and\nother equipment for the school. Also, in many districts, she must be the\nrecognized committee leader organizing all recreational and civic activities.\nFor such a task, it would seem that a trained teacher must of necessity be\nchosen, if the best results are to be attained. Yet, on the contrary, it is the\nbeginning teacher, generally speaking, who must assume these burdens, and\nthe children in the rural districts are therefore experimented upon in many ,\n\nmany cases, by high-school graduates with no professional training whatever.\nThis is unjust to the teacher, as well as to the children, the tax-paying public,\nand the school patrons.\nIn view of all the circumstances, it is astonishing that the untrained rural\n\nteacher does as well as she does, but, nevertheless, the situation is fundamentally wrong. To my thinking, the only way of guaranteeing the right of\nchildren living in the remote rural communities to as good a teacher as those\nprovided for children in the cities, is to make the rural positions attractive to\n\nthe experienced and professionally trained teacher, by paying higher salaries\nthan are paid in the city schools. This would secure a teacher who knew\nsomething of supervision and leadership, as well as of instructional methods.\nThe beginning teacher should be placed in the city systems as a cadet,\nwhere she can be given her experience under skilled supervisory officers.\nThen, when scholarship has been attained, and professional ability demon-\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n491\n\nstrated, she should be promoted to the position of rural school teacher, with a\nsalary commensurate with the multiple function she is asked to discharge.\nIt is true that this is an entire reversal of our present system, and many\nclaim that such a plan belongs only in an educational Utopia. Nevertheless, I believe the time is coming when an entire reorganization of the system\nof rural education will take place in the United States, and some such\nidea as I have outlined, will become a fact. Then the status of the woman\nrural school teacher will be that of an honored educator, economically independent, because economically recognized as an indispensable factor in the\ndevelopment of civilization.\n\nREPORT OF THE COMMITTEE ON CHARACTER\nEDUCATION\nMILTON BENNION , CHAIRMAN , UNIVERSITY OF UTAH\nSALT LAKE CITY, UTАН\n\nOur committee has been acting in the capacity of a clearing-house for\nmaterials from any available source that deal with any phase of our subject,\ncharacter education. For the past year, however, our efforts have been\ncentered on two aspects : objectives \" and \" plans for teacher-training on\n\"\n\ncharacter education.\"\n\nFirst, on objectives of individual and group conduct, because a clear\nunderstanding of the direction of endeavor is a basal requirement of any\nplanof character education, or of anything else. In the determination of\n\ncharacter education objectives we commend the noteworthy progress already\nmade by the Boy Scout organization, the Committee on the Essentials of\nDemocracy, the American School Citizenship League, various moral code\nwriters, the authors of the Iowa Plan of Character Education Methods, and\n\nmany others. Some of these are summarized by President Paul F. Voelker\nof Olivet College, Michigan, in his study FUNCTIONS OF IDEALS AND\n\nATTITUDES IN SOCIAL EDUCATION, Columbia University Contributions to\nEducation, Teachers College Series.\nDr. Yocum of this committee was to have presented summary of this part\nofthe report. An unexpected change in his circumstances made it impossible\nfor him to behere. He sent his report in full.\nSecond, on the preparation of teachers, because it is a well-known fact\nthat the wisest program of educational reform may fail in practice if undertakenby incompetent teachers or teachers not especially trained and qualified\nfor the particular task in hand.\n\nIt is true that the training of teachers in character education cannot\ngo forward without amethod of realizing objectives. Since, however, these\nmethods are not imperfectly developed and in part experimental it seems\n\nbest to try them out under the kind of control and expert leadership already\nprovided in teacher-training institutions. There are, of course, some school\nsusterms equally well prepared to carry on systematic plans of character\neducation.\n\n"}
{"page": 517, "printed_page": null, "text": "492\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe suggest that the following be incorporated in the course of study for\nteacher-training institutions :\n1. A study of the psychology and hygiene of childhood and adolescence,\npreferably following courses in general psychology, social psychology, and\npersonal hygiene with some attention to mental hygiene.\n2. A study of ethics with reference especially to the nature of society and\ncivilization and the resulting moral obligations of the individual. It should\naim to develop in the teacher, ideals, both personal and social, to create\n\nmoral vision, moral imagination, and a keen sense of social justice; and should\nbe applied in solving ethical problems as they occur in contemporary social\n\nlife. This philosophy should be developed inductively by abundant practice\nin every-day situations within the training school and its community. This\ncourse must pre-suppose some knowledge of history and government, such\nas high-school students may acquire.\n\n3. A study of character education methods based upon an analysis of character education objectives and their function in the control of individual\nand group conduct. These methods should take into consideration the\ninfluence of the emotions in determining conduct and the great importance\nofhabit in character development.\nThis development may take the form of education for democracy, since\ncharacter education in terms of better citizenship makes a strong appeal for\npublic support.\n4\n. \" The planning of the course of study, and the organization of all\nschool activities, with a view to their contributing most to the formation of\npersonal and social habits in agreement with the objectives.\" Extra-cur-\n\nriculum activities should be studied for character education values with the\n\nsame painstaking analysis that is given to study of the curriculum. The use\nof student organizations as means toward social education has met with\nremarkable success at Crawfordsville, Indiana. Superintendent Anna Willson will gladly furnish detailed information concerning these organizations\nand their accomplishments .\n\n5. Practice in applying these principles should be provided. This practice with children may be found in the ordinary practice teaching of any subject in which character elements are emphasized (biography, history, literature, etc.) and also in supervision of extra classroom activities having\nto do with expressions of attitudes and ideals of conduct.\n\n6. Somewhere during the training of teachers for character education\nwork there should be provided what may be called \" Conduct Clinics. \"\nThese cases need not be confined to the so-called atypical behavior cases ;\nany child is adequate material for such purposes. The essential idea is the\nprovision for each member to present before the other persons being similarly\ntrained, a case for intensive analysis and group-thinking. The case might be\n\npresented by an exhaustive but analytical summary of all pertinent facts\nregarding the child. This procedure is exactly analogous to the procedure\nin medicine and psychiatry, in which one member of the staff presents a case,\nand there follows a group discussion, and when well-directed, some excellent\nexamples of group-thinking. This plan would require what in social work\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n493\n\nis called case-work, the essence of which is (a) the collection and summarization of all available data in a given case ( e. g., heredity, life history of\nthe individual and his family, environment, results of mental and physical\ntests, etc.) in an attempt at diagnosis; and (b) the adequate record of progress and the nature and results of treatment. As applied to our problem,\neach teacher in training might be required during such training to make an\nextensive case-study of three or four pupils with whom she would be required to do practice teaching. This case-study would have the two features\nmentioned above-namely, a summary and appraisal of all diagnostic data,\nand a series of chronological notations with respect to pupil's reactions,\ndevelopment, progress, etc. The analogy is again a medical one. The application of this technique is well illustrated by the work of the MerrillPalmer School at Detroit under Dr. Helen T. Woolley, and the work of\n\nDr. William Healy of the Judge Baker Foundation, Boston Juvenile Court.\n7. Experiments in various plans of self-government in schools, in industry,\nand inprisons seem to indicate that self-government schemes deserve further\nexperimentation and study as hopeful methods of promoting individual and\nsocial betterment. Self-government plans lend themselves in a remarkable\nway to experimental control and observation.\nThis is but a phase of the general problem of the great significance of\n\ngroup ideals and group control, so well worked out in the Boy Scout, and\nthe Camp Fire Girl organizations. The seeming good results obtained in\nthese organizations has lead to establishment in England of clubs for older\nboys clubs that aim to control the youth for better character through group\nideals and activities. Teachers should have experience as leaders of such\ngroups; and certainly teacher-training institutions should themselves develop\ninpractice, plans of student participation in school community government.\n\nThis may have beneficial influence in the students themselves in addition to\nqualifying them better to lead in such activities when they become responsible\nas teachers or principals.\n8. Not only should school administrators charged with teacher-training\ncooperate with the family, the church, and civic and voluntary organizations\nengaged in character education, but they should also take into account in-\n\nHuences in business, industry, and the professions that can be utilized toward\nrealizing the objectives of character education.\nTeachers should be trained in methods of active coöperation with all\nthese agencies. The schools should not attempt to carry all the burden.\nThey can, however, act as a coördinating agency in this coöperative underteking.\n\n9. The plan now inaugurated in various places a plan providing for\nreligious and moral instruction of children through their respective church\nagencies-calls for consideration of another phase of teacher-training. The\nsuccess or the failure of this experiment evidently depends upon the qualifications of teachers for this difficult task. Experience thus far indicates that\nthese teachers should have all the general scholarship and professional training required of public school teachers.\n\n"}
{"page": 519, "printed_page": null, "text": "494\n\nNATIONAL EDUCATION ASSOCIATION\n\nAny further development of religious and moral instructions in the schools\nin coöperation with church agencies should not be interpreted as relieving\npublic schools of their direct responsibility for character education.\n\nTHE POSSIBILITIES OF PART- TIME EDUCATIONABSTRACT\nROBERT O. SMALL, STATE VOCATIONAL DIRECTOR, BOSTON, MASSACHUSETTS\n\nTraditions weigh heavily in the educational scales. Consciously or unconsciously, from the time of the Grecian philosophers educational reasoning\nhas run thus : \" Manual work is debasing and slavish. Intellectual pursuits\nare ennobling. \" Liberal \" education is for the free man: labor is for the\nslave. Therefore, only the notably inferior classes should be educated for\nmanual work; the remainder should be given purely intellectual training. \"\nThe local embarrassment occasioned us in Massachusetts by the name\n\"Industrial School \" is present-day evidence of the effect of this reasoning.\nFor years in our Commonwealth that name has been associated with correctional and welfare institutions. Nearly every week I note in the press or on\nthe platform, or in personal conversation, the association of this correc\"\n\ntional\" or \" welfare \" idea with the industrial education afforded in our\nestablished vocational schools .\n\nA predicament-Many of our youth pursue the academic courses of the\ntraditional school and leaving school undertake to engage in manual work :\nwork for which neither their education nor their experience has in any way\nprepared them. This unnecessary predicament comes from our exclusive and\ncontinued use of a leisure-class ideal of education as the basis for a democratic school system.\n\nOriginally all organized education was frankly planned for and pursued\nby the leisure class : a class relatively few in number for whom the others\nworked. With them a livelihood and enjoyment of life were only remotely\nrelated to a chance to labor and to secure effective preparation therefor.\nWith the vast majority of our youth and in the occupations they seek to\nenter today a livelihood and enjoyment of life are inextricably bound together.\nIn theory most of us have discarded this leisure class ideal as a proper basis\nfor our present-day educational programs, but we have gone only a short\n\ndistance in the establishment of an effective practice upon any other basis.\nWe talk of teaching children to live. We have established courses which\nenhance appreciation of the fine things and fine opportunities in life. Let us\nhold on to and improve upon them, but let us not fail to teach our children\nhow to make a living.\n\nThe problem stated-The attempt to afford our youth an opportunity for\nindustrial education under public direction and through established public\nschools stands as a most important educational movement during the last\ntwenty years. Its importance is found particularly in the attempt thus made\nto re-enlist the realities of life as organized educational factors. The attempt\n\n"}
{"page": 520, "printed_page": null, "text": "NATIONAL Council of EDUCATION\n\n495\n\nwas made through the schools because industry itself through its workshops\nhad failed to provide proper industrial training for its young workers.\nIn Massachusetts 60 per cent of the youth 14-16 years of age, and probably\n80per cent of those 14-18, are out of school and at work. At what ? How\nwell prepared? Why ? Why do they leave school to go to work so ill prepared? These questions interest us. There are many answers to them. As\nto answering one of them, \" Why do they leave? \" I have this conviction :\npoverty is a primary cause for children leaving school to go to work. Social\nworkers say it is not a primary cause: that few leave because of economic\nnecessity. It is not poverty in a degree amounting to absolute need for the\nthings essential to maintenance of physical life. It is, however, poverty of the\nresources necessary today to gratify a legitimate desire of many parents and\nchildren: the desire to attain a new comfort level. This is the poverty which\ntorces children out of school and into industry.\n\nThe desire cannot be readily gratified if they remain in school. They are\nEttle skilled in abstract reasoning, and do not consider well the possibility\nof deferred dividends. Thinking and living in the present tense they choose\nbetween the relatively certain and immediate attainment of a new comfort\nlevel and the deferred possibility of greater attainment after long-time training at school. They choose that which satisfies their immediate desire and\naim: they forego training for immediate earnings. And with those earnings\nthey try to order their living \" even as you and I \" : from the Ford up.\nProbably they make a wrong choice: but are they entirely to blame ? How\ncanwe help them to choose more wisely? This then is our problem.\nCertain established agencies-In our discussion of the problem and quest\ntor a solution it is helpful toconsider briefly the different types of educational\norganizations resorted to in the last forty years to afford training for profitable employment in industrial pursuits.\n1. From 1880-1905 manual training was resorted to. It has long since\n\nbeen given up as a system promising specific vocational results. It is accepted,\nhowever, as a system with great potential prevocational value.\n2. In the decade 1905-1915 full-time day trade schools (private and\npublic) were particularly resorted to as the solution: and we shall continue\nto establish them.\n\nSuch schools have and are performing a most valuable service for those\npupils who will come to them and stay to take the training offered therein.\nIdecry any tendency to disparage their worth because of the relatively small\nnumber of schools established, the restricted range of trades trained for, and\nmerelatively few pupils reached. Too meagre surely: but too good to disparage. I cannot commend them too highly in most of the work they are\ndoing. But the undeniable fact remains that relatively few pupils can attend\nthese schools, and too few of these who attend can stay to come from them\nas trained graduates: almost a negligible quantity when compared with our\n\njuvenilepopulation in employment. They alone cannot solve the problem for\nall our employed youths. They will find their greatest future development in\nother directions than that originally expected. While they continue to give\necial attention to those who can forego earning to stay for training, I\n\n"}
{"page": 521, "printed_page": null, "text": "496\n\nNATIONAL EDUCATION ASSOCIATION\n\nbelieve that they will eventually be turned to as the agency to help develop\na new kind of apprenticeship, an apprenticeship for a selected group of\nskilled trades: instead of replacing apprenticeship these schools will supplement it.\n\n3. Since 1870, and particularly during the last fifteen years, many business concerns have created special corporation schools for training their own\napprentices. Lately these schools have taken a decided trend toward training\nat the job itself.\nThese corporation schools are excellent within their particular scope.\nThey are not practicable for a small business. They rarely admit pupils\nunder sixteen years of age, and they can admit only a favored few. Their\npolicy necessarily is shaped by the employers: their primary purpose is profit\nfor the corporation.\n\nAs potential citizens, our minors' needs are greater than can be satisfied\nby the business exigencies of any number of single plants. Corporation\nschools have a real place and they serve well in that place, but they cannot\nreach and train all the children of all the people for worthy citizenship and\nprofitable employment.\n4. Evening schools for those already employed have been carried on for\na long time. They find their chief strength in cities of over 50,000. The\n\nyoung students working by day are generally too tired to pursue evening\ninstruction with profit.\nThe situation defined-What is the situation of our youth today relative\n\nto prospective employment ? In what employments are they engaged?\nDr. Paul H. Douglas has portrayed this most vividly. Let us consider\nmodern industry as a five-story building in which there few or no inside\nstairways or elevators. Quite uniformly all means of access to the upper\nstories is on the outside of and precariously far removed from the structure.\nLet us consider that the unskilled workers find employment on the lowest\nfloor; the semi-skilled on the next floor; the skilled workers on the third\n\nfloor; the clerical and accounting forces on the fourth floor; and the highly\ntrained executives and staff of skilled engineers on the top floor.\nAnyone may enter the ranks of the unskilled workers by walking in on\nthe ground floor: no stairs are needed. Only he who can secure support\nwhile he is outside learning may essay to reach the upper floors, to climb the\noutside staircases, or ride up on the outside elevators. Quite uniformly there\nis little or no access up through the industrial structure itself to the upper\nfloors.\n\nCan you conceive a less democratic scheme for recruiting our young\nworkers to skilled industries? Each of the groups and grades of workers is\nrecruited exclusively from a particular class: each class a little more\nadvanced and financially better situated than the other. This is the identical\norganization which produced class stratification in Germany; it is producing\nclass stratification here. It is an organizing of our human resources with\n\ndangerous disregard for equality of opportunity. Some agency should have\nas its special function the equalizing of opportunity, the adjusting of our\nhuman resources to meet our human needs. It is in part the function which\n\napprenticeship performed for those it reached in its early days.\n\n"}
{"page": 522, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n497\n\nApprenticeship-Apprenticeship, as old as civilization, is basically a process of learning by doing. By it during the early personal contact stages,\nentrance was gained to all occupations including the professions. Trades,\n\ncrafts, and professions developed beyond the early personal contact stage.\nIt was thought that apprenticeship could be improved upon. General principles involved in the professions and trades were abstracted, and instead of\napprenticing the youth in doing, he was given instruction in these principles.\n\nA knowledge of the science involved was depended upon to supply that\nwhich the art of doing had given.\nBut mere knowledge of the science did not supply mastery of the job: it\n\ncould not supply it. In industrial pursuits the real working content of the\ntrade can be taught most effectively by, and in connection with, the practice\nofthe trade itself.\n\nApprenticeship was also designed to function as a preparation for citizenship and life as well as for the practice of a trade. Apprenticeship was\nestablished for the general good of society as well as to afford occupational\ntraining for the individual.\n\nThe decline of apprenticeship : division of labor-The industrial revolutionmanifesting itself directly by greatly increased division of labor and the\n\nconsequent multiplicity of different jobs was the cause of the decline of\napprenticeship. The division of labor and the splitting of trades into many\njobs is the logical outgrowth of a machine era, which destroyed apprentice\n\ntrade training and also divested apprenticeship proper of its civic educational\nfeatures. It is destroying our fund of work habits and doing little to\nreplenish it. The machine era adds children to industry because of the value\not their immediate labor, and considers little or not at all their potential\nproductive citizenship. The industrial organization based on this division\n\not labor is today the factor which confronts and baffles anyone attempting to\ndevise and administer any scheme for industrial education: especially schemes\nfor the training of girls.\nThe dissipation of skill: in the machine era-Under present industrial\n\norganization with trades split into many jobs, all-round skilled workmen are\nnotdemanded in the proportions formerly found necessary: there is therefore a much decreased opportunity for a young worker to exercise general\nskil shouldhe acquire it. Because of the multiplicity ofjobs and the machine\nrools used on these jobs the mastery of all the machines within any given\ntrade by one individual becomes not only unnecessary but well-nigh impossible. In practically all highly developed machine operations relatively\nuntrained workers are said to be as competent as trained workers.\n\nThe amount of skill needed by the worker varies from industry to industry: from plant to plant: from locality to locality. There is nothing\napproaching a standard requirement to train for.\nThe concentration of skill: in the machine era-A large number of\nhighly trained and competent engineers are needed in the drafting room\noday; much of the skill once spread among the mass of workers is now\n\nconcentrated here. Some concerns actually employ more individuals in their\nadministrative and executive positions than workmen in their shops. Great\n\n"}
{"page": 523, "printed_page": null, "text": "498\n\nNATIONAL EDUCATION ASSOCIATION\n\nskill is required in machine repairing. In order to possess the knowledge\nand skill necessary to repair one part of a machine the repairman must know\nall the parts. The repairman in a modern plant must possess more all-round\nskill than was ever required of the old producing craftsman.\nThe patent facts-( 1) It is wasteful and unnecessary to try to equip\nall our youth with trade education which they do not need and cannot utilize.\n(2) We must solve our problem of affording adequate training to our\nyoung workers by meeting and not by ignoring the factors involved in modern\nlarge scale production by means of specialized labor. ( 3 ) We cannot look\nforward to a passing of the machine era: it with its consequent organization\nof industry, is here to stay. (4) In view of these conclusions we must not\njump to the opposite extreme and conclude that the modern worker needs\nno trade education. (5) The juvenile worker of today needs education more\nthan ever before; but in nature it should be far different from that which\n\nthe old apprentice boy required. It should be both a broader and a narrower\neducation: broader in that it should include more training in industrial life,\nhygiene, and safety : narrower in that it should not include as large a proportion of training in specific trade processes. (6) Finally these youths cannot\nall forego earnings to acquire this education before they enter employment ;\nif they could it would be impossible for any all-day school system to afford\nthem all the varied and diversified industrial training they all need; if indeed\n\nsuch a program of full-time work were possible pedigogically it would not\nbe the most profitable program to undertake.\nRe-establishment of apprenticeship-Since universal apprenticeship in the\n\nskilled trades functioned effectively in its day, a revival of compulsory\napprenticeship has been suggested as a solution to this problem of training\nour youth for employment. Why not do it through re-establishment of a\ncomprehensive system of apprenticeship ?\nWisconsin has made a remarkable contribution in this direction. Wis-\n\nconsin's recrudescence of apprenticeship shows unmistakable signs of growth.\nIt is compulsory. The indenture agreements are filed with a State Board of\n\nSupervision. In the indenture a definite time for instruction is stated, regulation of hours and wages is provided for. Specification of the particular\nprocesses and the time for instruction therein are included in these indenture\n\nagreements. Supervision by public authorities who mediate differences is\nrequired by the law.\n\nThe actual functioning of the law appears to be limited to certain highly\nskilled trades. In the nature of the case this must be so. Itdoes not readily\nappear how it can apply to so-called trades which are in fact little more than\nan aggregation of occupations.\n\nTo the extent that the old apprenticeship in certain highly skilled trades\n\nfailed because of faulty organization, re-establishment of indentured apprenticeship with such restrictions as are imposed by the Wisconsin law points\nthe way. Such re-establishment does not offer hope, however, in the extent\nthat the old apprenticeship failed either because of the advent of the machine\nera or because of certain business and social considerations.\n\n"}
{"page": 524, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n499\n\nInthe operation of any apprentice law these and other considerations have\ngreat weight. Apprentices are immediately unprofitable to the employers\nbecause good apprentices desire to learn as much as possible in a given time :\nthe employers aim to produce as much and as cheaply as possible in that same\ntime. When an employer has trained apprentices there is no guarantee that\nthe corporation which trains them will enjoy their services. Since this is\nthe only opportunity the corporation has to recoup on the expense thereby\nsustained, employers hesitate: they wait for their competitors to do the\ntraining. The common attitude of corporations is this : \" Let Jones train\nthem; then I will hire them . \"\n\nWorkmen really dislike apprenticeship systems; they are suspicious and\njealous of the apprentices. They really withhold information and help\nthrough real or fancieddanger of undermining their own jobs. Parents favor\napprenticeship very little because of the juvenile character and long duration\nof the initial stages of employment and the immediate loss of full wages.\n\nThe boys dislike apprenticeship because of the small initial wage, a desire\nfor independence, and most of all because of their liking for clean-collar jobs\nrather than those in overalls.\n\nFew of our youth may profitably be specifically trained as apprentices in\nthe whole of relatively few trades. The majority of our youth should\nprobably be trained as inter-changeable parts in the industrial scheme :\n\ntrained for elasticity of adjustment. If it is to be effective the agency that\nundertakes this scheme of training must itself be an elastic one, comprehensive in its scope and range. It must automatically reach all employed youth\n\natthe earliest stages of their employment, and it must constantly be engaged\nin training individuals to meet adjusted conditions.\n\nThe educational agency which in any way gives potential promise of being\nable to perform this varied service is the part-time school. Responsilibity for\napprenticeship can well form an integral part of the program of the part-\n\ntime school. That school should function for all youth who leave the fulltime school to enter employment, it should follow them from the full-time\n\nschool into employment, evaluate their needs, capacities and attainments,\nand then cooperate with industry in affording them effective training.\nPart-time schools-In recent years an active interest in State-controlled\nanddirected part-time education has had new expression in the re-establish-\n\nment of compulsory apprenticeship and in the establishment of two types\nof part-time schools sometimes independent of the apprentice system and at\nothers included with it: the voluntary part-time (coöperative) day school\nand the compulsory part-time day school (continuation school ) .\nThe typical coöperative school provides for its pupils' alternation between\ntheory and practice by giving school training and shop experience in equal\nperiods of time to equal groups of pupils. Attendance is voluntary. Both\n\nshop work and class work are supervised. The school finds employment for\nthe boys in the coöperating industry, often in large plants and dominant\nindustries.\n\nThe typical continuation school assembles young workers 14-16-18 years\nofage inschool for a few hours each week: four hours of school attendance is\n\n"}
{"page": 525, "printed_page": null, "text": "500\n\nNATIONAL EDUCATION ASSOCIATION\n\nat present the requirement in Massachusetts. The boys or girls enrolled\ntherein have left the traditional school and entered employment. Attendance\nat these schools is compulsory. The pupils are visited by the instructors at\ntheir employment but their shop work is not supervised or directed by them.\nThe school work may or may not be correlated with the pupils' employment.\nThe solution-Through apprenticeship, coöperative schools, and continu-\n\nation schools, part-time schooling has given tangible evidence of the procedure we should adopt if we are to solve our problem: the problem of\ntraining all our youth for employment. In these and other types of parttime schools it is entirely possible for pupils unable to remain full-time in\nschool to continue their general education: to secure trade training for\nplacement in industry; and to pursue courses dealing with the theory and\npractice of the occupations in which they are already engaged.\nIt is possible for types of part-time schools to reach and help those\nemployed in the smallest plants. In them can be found an opportunity for\nindustrial training, dependent neither upon the pecuniary profitableness to\nthe individual employer nor the ability of the pupil to entirely forego earnings: an opportunity for large numbers of the abler members of the lower\neconomic classes to rise to the top in industry. Through them the youth may\n\nearn while learning ; may have an equal opportunity to fit and to try for the\nbetter positions. Through them will be found those inside stairways for\nemployed minors which lead to the upper floors of the industry, stairways\nwhich, because of economic necessity, are unavailable for them when supplied\nonly by a full-time school. It is a program of educating our youth based\n\nupon sound democratic principles, a scheme which will go far toward preventing class stratification, a plan which will operate to build up rather than\ndeplete our stock of work habits.\nAn organized effort for the uniting of the realties of life with our educational programs so that the abrupt break between school and employment\nmay be abolished, affords almost as convincing an argument for all forms\nof education and for all groups of our youth as for the type and the group\nto which I have thus far restricted the argument. The school, the college,\nthe university should function not only in training the individual members\nof its student body, but in helping those trained to adjust themselves to\nworthy employment. In the process of securing an education all the members of a democracy could profit by this type of service.\nApart of the program of part-time education can concern itself admirably\nwith vocational advisement. In the part-time school both the advisers and\n\nthe\" advisees \" find themselves on a profitable apperceptive basis, from which\nthose in one group may be directed into the occupations in which they can\nfind the greatest efficiency and happiness ; and those in the other group can\nhelp determine the positions for which our youth are best fitted and the\npositions best fitted for our youth, who annually leave our schools for\nemployment : willing and anxious to work, sometimes highly trained. These\nhealthy, husky, intelligent youth tramp from office to office begging for a\nchance.\n\n"}
{"page": 526, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n501\n\nAny rationally organized educational system should require that those\nleaving any unit of the system, able and willing to work, be helped to a\nchance to do so; those who desire preliminary training on full-time for\nspecific employment as an alternative to leaving school for employment\nshould be given that training. Those who leave without training, and later\nfind its need, should be given some measure of specific help either in preparation for or supplementary to that employment.\nA program-The most successful programs of part-time education will\nbe those which supplement a prolonged and thorough preliminary training\nofthe child. In order to give functional part-time training most effectively,\nthe part-time school should deal with mature, rather than immature youth.\nAt some future date we should perhaps look forward to a uniform compulsory full-time school attendance requirement for most of our youth up to\nsixteen years of age. This requirement can be defended and the departure\nwisely taken only when the full-time schools are ready to undertake and\nare equipped to afford profitable full-time training to all of the pupils\nretained therein. At present for our youth between 14 and 16 years of age\nwho seek employment I believe in the four hours per week part-time school\nprogram. This should be increased at an early advisable time to a half-time\ncompulsory school program for this group. The next step beyond that should\nbe a four-hours-a-week compulsory program for employed youth 16-18. All\nof these compulsory steps should be supplemented by voluntary part-time\ncoöperative school and a publicly controlled apprenticeship system in certain\nhighly skilled trades. And, of course, for the group that desires and can\nremain to pursue the courses, full-time schools of varied types should afford\nthe opportunity.\n\nBeyond this setting for our grammar and high-school stages, for those\nwho desire to avail themselves of it, a part-time opportunity, parallel in\nessential content, if not in scope to their full-time programs, should be\norganized in colleges and schools for advanced study. The University of\nCincinnati, Antioch College, the Institute of Technology, Northeastern\nCollege, and many other excellent institutions have already commenced to\nplottheway.\n\nBusiness should be willing to join in this program for the education of\nour youth and their adjustment into participation in the world's work.\nBusiness concerns write off annually, large amount for replacement of their\nmachinery. Only with their \" human resources\" does business pursue a\npolicy of using up rather than recreating. Through coöperation with established school authorities in programs of part-time education business can\nprofitably apply to their human resources the principle long in effect with\ntheir material resources.\n\nOPEN FORUM ON PART- TIME EDUCATION\n\nAn open forum on Part-Time Education, under the direction of the\nCommittee on Vocational Education in the National Council of Education, was held in Private Dining Room No. 4, Mezzanine Floor, Statler\nHotel, Thursday, March 1, at 4:00 P. M.\n\n"}
{"page": 527, "printed_page": null, "text": "502\n\nNATIONAL EDUCATION ASSOCIATION\n\nJ. G. Collicott, superintendent of schools in Columbus, Ohio, and a mem-\n\nber of the Committee on Vocational Education, presided, and at his request\nRobert O. Small, State director of vocational education of Massachusetts,\npresented certain problems for discussion as follows :\n\n1. Industry claims that it is at present able to adjust young workers to\ntheir particular needs if the schools will only attend to their general education and send them to business well-trained as to obedience, punctuality\nand the like, and therefore does not need the help of the schools.\n2. It is impossible for business to adjust its program to any part-time\nscheme. Juvenile labor is that of the helper. To let the juvenile go means\nto stop the labor of the adult.\n\n3. Four hours is too short a time. Nothing of value can be undertaken or\naccomplished in four hours.\n4. There is little or no evidence that part-time education is a practical\n\nthing. All of the evidence pointed to is specific, and its success is explained\nby particular conditions very far from those of ordinary business.\nThe first problem presented led to responses from a number of the directors and from one or two actively engaged in industry on the efficiency of\nthe part-time extension classes in which the young people are trained for\nspecific work in industry and a number of instances were cited in which it\nwas shown that the school, better than industry as it is generally organized,\ncan adjust young workers to their particular needs and therefore industry\ndoes need the help of the schools over and above the general education they\nare providing.\nIn regard to the second problem, it was clearly shown by representatives\nfrom several States that business can adjust its program to a part-time\nscheme and that shifts of young workers can be so arranged that the absence\nof the juvenile in attendance at a part-time school does not in any sense\nstop the labor of the adult. In other words, industrial concerns can be so\norganized that groups of young workers may be off during the working\nhours for four hours a week, and the output not affected by this situation.\nThe objection to part-time education on the basis of the limited number\nof hours and therefore the impossibility of being able to accomplish anything educational in that length of time, had been met in different communities by calling attention to the evening schools, which were supported and\napproved, and showing that the length of time given to evening school work\nwas only four hours a week and if one was accepted as organized on a time\nbasis within which valuable things could be accomplished, the other should\nbe dealt with likewise.\n\nIn States and localities where the compulsory part-time law has been in\noperation long enough for results in a large number of cases to be studies,\nreports showed that under conditions not remote from those ordinarily found\nin the business world, the program had functioned in a most practical way\nto the success of the individuals and the betterment of the industry.\nThere was some discussion of legislation and the consensus of opinion was\nthat laws for dealing with compulsory part-time education should be\nenforced gradually. A number of those present favored a permissive\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n503\n\nmandatory law first, followed by a compulsory part-time law later, but\nthere were others who felt that time was wasted by a permissive mandatory law and the compulsory part-time law should be first enacted but with\nprovisions for its gradual enforcement. It was also emphasized that the\nage limits of the compulsory part-time law should harmonize with the child\nlabor laws and the juvenile court laws.\nThe time for the open forum was limited to one hour because the room\nwas available only for that length of time, but it was well attended and\nenthusiasm and interest in the discussion kept up through the entire session.\nIt was expressed from different angles and at different times during the\nforum that the teacher is the large factor in the part-time school and its\nsuccess depends largely upon her faith in this type of organization and the\nzeal with which she carries out her program.\n\nREPORT OF COMMITTEE ON HEALTH PROBLEMS IN\nEDUCATION\n\nTHOMAS D. WOOD, CHAIRMAN, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe Committee on Health Problems was appointed in 1911 as a committee of the National Council of Education.\n\nThis committee with its\n\nenlarged program was officially adopted in 1921 by the National Education\nAssociation.\n\nOur committee with affection and devotion continues its\n\nallegiance to the National Council as the grandparent of the idea and program with which our committee is identified.\nThe health committee continues its work with the continued cordial and\n\neffective coöperation of the Corresponding Committee on Health Problems in\nEducation of the American Medical Association. The wide-spread interest\nin the work and bulletins of the health committee is well sustained.\n\nThe\n\nexpression of the interest comes not only from the schools and educational\nofficials but also from a wide range of other health and welfare agencies in\nthis and other countries. The reports and bulletins of our health committee\ninclude the following:\n\n1. Country Schoolhouses, by Dresslar (now out of print) .\n2. Minimum Health Requirements for Rural Schools, of which more\nthan 800,000 copies have been sent out. The third edition is now being\ndistributed.\n\n3. Health Essentials for Rural School Children. Over 50,000 copies\nof this have been sent out.\n\n4. Health Charts.\n\nOver 60,000 copies of full sized health charts have\n\nbeendistributed.\n\n5. Illustrated Health Chart Report. More than 10,000 of these reports\nhave been used.\n\n6. The Teachers Part in Social Hygiene was issued in 1921 with the\ncooperation of the American Social Hygiene Association. This is the only\n\n"}
{"page": 529, "printed_page": null, "text": "504\n\nNATIONAL EDUCATION ASSOCIATION\n\nreport of the committee that can still be supplied free of cost. A limited\nsupply of this report is still available.\n7. Health Improvement in Rural Schools was issued in the summer of\n\n1922.. This bulletin completes for the time being the special program of\nthe committee dealing with the health problems of rural schools.\n8. Health Service in City Schools of the United States was also issued\nin the summer of 1922. This report has also met with a very cordial\nreception, showing already that the service of our committee in relation to\nurban schools is as much appreciated as the earlier response to our program\nin behalf of the health of rural schools .\n\nThe above-mentioned bulletins and the health chart reports are being sold\nby the committee at the bare cost of printing.\nThe charts and bulletins may be inspected and obtained at Booth 128\nin the Educational Exhibit at the Public Auditorium during this week's\nmeeting of the National Department of Superintendence.\nOur joint committee of the National Education Association and the\nAmerican Medical Association is giving all possible encouragement to the\norganization in the various States of coöperating committees on health\nproblems in the schools of the State teachers' associations and the State\nmedical societies.\n\nOrganization and active maintenance of joint committees of this type in\nall of the States seems of great importance and practical usefulness in making most widely effective the measures for promoting various phases of\nschool health which our joint committee is attempting to inaugurate and\nadvance on a National scale.\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\n\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\nseveral States and communities.\n\nOur committee will find one of its most\n\neffective fields of usefulness in serving as a medium of inter-communication\nand coördination of these several State committees.\n\nThe coöperating medical group of our committee has initiated the custom\nof holding an annual conference at the time of the meeting of the American\n\nMedical Association, of the members of the committees of the several State\nmedical societies. Our committee recommends that a similar plan be instituted for the Committee of the State Teachers' Associations and that our\ncommittee be authorized to arrange for such a conference at each annual\nmeeting of the National Education Association. The interchange of\n\ninformation regarding progress in the several States in solving the health\nproblems in education, together with the opportunity for discussion and\nsuggestion which a conference would afford, could not fail to be helpful in promoting this great movement.\nOur joint committee is launched upon the most important, difficult and\nextensive project of its career of twelve years. This is the preparation of\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n505\n\naprogram of health education for public schools and teacher training institutions. This plan was proposed by our committee at its annual meeting\nin Chicago in February, 1922, and was officially approved and authorized\n\nby the National Education Association, in July, 1922. Since that time an\nadvisory technical committee of twenty seven members has been appointed,\ncomposed of educators, physicians, psychologists, dentists, nutrition experts,\nphysical educators, and specialists in the field of biology and public health.\nThis advisory committee includes the following members : Frederick G.\nBonser, Department of Education, Teachers College, Columbia University,\nNew York City; Julia Wade Abbot, Specialist in Kindergarten Education,\nU. S. Bureau of Education, Washington, D. C.; Helen S. Watson, Assistant Superintendent, Los Angeles City Schools, Los Angeles, California ;\nAlexander Inglis, Department of Secondary Education, Harvard University, Cambridge, Massachusetts ; H. H. Ryan, Principal, Blewett Junior\nHigh School, St. Louis, Missouri ; Lucy L. W. Wilson, Principal, South\nPhiladephia High School for Girls, Philadelphia, Pennsylvania; John W.\nWithers, Dean of School of Education, New York University, New York\nCity; Ambrose L. Suhrie, Dean of Cleveland School of Education, Cleveland, Ohio; George H. Black, President of Washington State Normal\nSchool, Ellensburg, Washington ; Dr. W. S. Rankin, State Health Officer,\nState Board of Health, Raleigh, North Carolina; Walter B. Cannon, Department of Physiology, Harvard University, Cambridge, Massachusetts ;\n\nDr. Haven Emerson, Professor of Public Health Administration, College\nof Physicians and Surgeons, Columbia University, New York City; Mrs.\nLeta S. Hollingworth, Associate Professor of Education, Teachers College,\nColumbia University, New York City; Bird T. Baldwin, Director, Iowa\n\nChild Welfare Research Station, University of Iowa, Iowa City, Iowa ;\nE. A. Kirkpatrick, Fitchburg Normal School, Fitchburg, Massachusetts ;\nArthur Davenport Black, Dean, Northwestern University Dental School,\n\nChicago, Illinois; Dr. Max Giesecke, care of The Smedley Dental Group,\nCalifornia Bldg., Denver, Colorado ; Dr. Harvey J. Burkhart, Director,\nRochesterDental Dispensary, Rochester New York ; Edna N. White, Director, Merrill-Palmer School, Detroit, Michigan ; Anna E. Richardson, Chief,\nHome Economics Education Service, Federal Board for Vocational Educa-\n\nrion, Washington, D. C.; Mary Schwartz Rose, Associate Professor of\nHouseholdArts, Teachers College, Columbia University, New York City;\nRuth V. Atkinson, Instructor in Physical Education, Teachers College,\nColumbia University, New York City; Dr. Laurence S. Hill, Director of\nPhysical Education, Albany City Schools, Albany, New York ; Dr. William\nBurdick, State Supervisor of Physical Education, Baltimore, Maryland;\nEmmaDolfinger Associate Director, Child Health Organization of America,\n370 Seventh Avenue, New York City ; Dr. George T. Palmer, Epidemiolost, Department of Health, Detroit, Michigan; and Dr. E. P. Lyon, Dean,\n\nMedical School, University of Minnesota Minneapolis, Minnesota.\nThe present wave of intense interest in health work in schools, accom-\n\npanied by unprecedented stimulation of interest in health education by\nSuntary organizations outside the schools, and by contribution to the\n\n"}
{"page": 531, "printed_page": null, "text": "506\n\nNATIONAL EDUCATION ASSOCIATION\n\nschools of a fascinating and confusing mass of materials and devices for\n\nhealth teaching from many outside sources, greatly increases the desirability\nand the urgent necessity that the educational forces within the schools\nshall study, interpret and coördinate the material and methods in the field\nof health education so that the schools of the country may be supplied with\nan educationally sound program of health teaching and training.\nIn this new project the joint health committee has undertaken a task\nof National scope and of pressing importance in the program of public\neducation. The joint committee with the aid of the technical committee\n\nnow at work seems peculiarly situated and constituted, to attempt under\ndistinctively favorable conditions, this pressing educational task.\nThe program adopted by this committee provides for sub-committees to\ngrade the material for the kindergartens, elementary schools, high schools,\nand also for normal schools and other teacher-training institutions. Other\nsub-committees will judge and help organize subject matter from the various\nhealth fields. This program, if fully carried out, will involve the work of\nseveral years, and a series of reports.\n\nThe preliminary report is planned to present to teachers in service and in\ntraining, a statement of aims and principles in health instruction with suggested materials and methods to be used in the different grades, and in\ndifferent types of schools.\nIt is hoped that the preliminary report may be completed and printed\nwithin a year.\nThe National Education Association with admirable appreciation of the\namount of work required in the beginning of this new program, at Boston\nin July, 1922, made a special appropriation sufficient to start this work.\nIf the plan is to be carried on to a reasonably satisfactory completion, additional appropriation beyond the usual budget of the health committee will\nbe needed for several years.\n\nSECRETARY'S MINUTES—SAN FRANCISCO MEETING\n\nOFFICERS\n\nPresident Joseph M. Gwinn, Superintendent of City Schools\n.... San Francisco, Calif\nVice-President-*Ada Van Stone Harris, Director Elementary School Instruction, Pittsburgh, Pa.\nSecretary-Adelaide Steele Baylor, Chief, Home Economics Education Service,\nFederal Board for Vocational Education ...\n....Washington, D.\n\nC\n\nFIRST SESSION- MONDAY AFTERNOON, JULY 2, 1923\n\nThe meeting was called to order by the President at 2:15 P. M., in the First Congregational Church. After a few preliminary announcements, the President briefly\n\naddressed the Council on \" Continuity of Education in Its Relation to Citizenship. \"\nThomas E. Finegan, formerly State superintendent of public instruction, Harrisburg, Pennsylvania, gave a résumé of \" Recent Progress in Education.\"\n•Deceased.\n\n"}
{"page": 532, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n507\n\n\"How the Research Division of the National Education Association may Serve\nthe National Council \" was presented by John K. Norton, director of research,\n\nNational Education Association, Washington, D. C.\nJohn Adams, professor of education, University of London, London, England,\ngave an address on Suspended Animation in English Education.\"\nSECOND SESSION\n\nTUESDAY AFTERNOON, JULY 3, 1923\n\nThe meeting was called to order at 2:15 P. M. by the President, in the First Congregational Church. The Final Report of the Committee on Rural Education was\n\nsubmitted by the chairman, John F. Sims, president, State Normal School, Stevens\nPoint, Wisconsin. On motion this report was adopted by the Council. The Council\nthenwent into joint session with the Department of Vocational Education and Practical Arts for the report of the Committee on Vocational Education and an open\nforum on Part-Time Education.\n\nAdelaide S. Baylor, acting chairman of the Committee on Vocational Education,\ngave a brief statement of the work of the committee to date.\n\nHenry Lester Smith, dean of the School of Education, Indiana University, Bloomington, Indiana, conducted the open forum, in which D. O. Brillhart, acting director\nof Part-Time Education, Oakland, California, spoke on \" Objectives of Part-Time\nEducation for Boys \" and Maud I. Murchie, State supervisor of home economics,\n\nSacramento, California, spoke on \" Objectives of Part-Time Education for Girls.\"\nMrs. Susan M. Dorsey, superintendent of schools, Los Angeles, California,\ndescribed the \" Objectives of Part-Time Education as set up in Los Angeles.\"\nThe following participated in the general discussion :\n\nW. G. Hummel, State vocational director, Olympia, Washington ; B. W. Johnson,\nteacher trainer for Trade and Industry, University of California; H. A. Campion,\nCrector Part-Time Education, Stockton, California ; Arthur D. Dean, University\nof California; and Charles de Garmo, Cocoanut Grove, Florida.\nTHIRD SESSION-THURSDAY AFTERNOON, JULY 5, 1923\nThe meeting was called to order by the President at 2:15 P. M., in the First Con-\n\ngregational Church. At the request of the Secretary, who was called to attend\nanother meeting, Linnaeus P. Hines, president, State Normal School, Terre Haute,\nIndiana, acted as Secretary for the session.\n\nArthur H. Chamberlain, secretary, California State Teachers Association, spoke\non\"Applying the Principles of Thrift in the Course of Study.\"\n\nInthe general discussion of this topic, the following participated:\nAnne McMeekin, City Schools, Berkeley, California ; Mrs. Sue L. Fratis, Oakland,\nCalifornia; S. Agnes Donham, dean of Women's Division of the National Association\n\nof Mutual Savings Banks, Boston, Massachusetts; and L. E. Wolfe, San Antonio,\nTexas.\n\nThe Committee on Visual Education then presented the following program :\nVisual Education-Linnaeus N. Hines, president, State Normal School, Terre\nHaute, Indiana, and Chairman of the Committee; Visual Education in Community\n\nCenter Work-Mrs. Susan M. Dorsey, superintendent of schools, Los Angeles,\nCalifornia; The Child and the Commercial Moving Picture- Olive M. Jones,\nprincipal of School No. 120, New York City ; Typical Visual Aids and How to\nHandle Them-Ernest L. Crandall, director of lectures, Public Schools, New York\nCity: Mrs. Josephine Corliss Preston, State superintendent of public instruction,\n(\nVivmpia, Washington, who led in the discussion that followed.\n\nFOURTH SESSION-FRIDAY AFTERNOON, JULY 6, 1923\n\nThe meeting was called to order by the President at 2:15 P. M., in the First\nCongregational Church. The report of the Committee on Character Education was\nmade by Milton Bennion, dean of education, University of Utah, Salt Lake City,\nUtah, and Chairman of the Committee. L. E. Wolfe, San Antonio, Texas, and Joseph\n\n"}
{"page": 533, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n508\n\nSwain, Swarthmore, Pennsylvania, were among those who took part in the discussion of this report.\n\nAnna Laura Force, principal, Lincoln School, Denver, Colorado, and Chairman\nof the Committee on the Status of the American Woman Teacher, reported for her\ncommittee and introduced speakers with topics as follows : \" Woman's Personality\n\nin Teaching, \" by A. E. Winship, Editor, Journal of Education, Boston, Massachusetts ; \" Supervision by the Principal,\" Jessie M. Hamilton, principal, Morey\nJunior High School, Denver, Colorado ; \" Attitude of Teacher Toward Supervision,\"\nJesse H. Newlon, superintendent of city schools, Denver, Colorado ; \" The Improvement of Supervision and Teaching,\" Mrs. Susan M. Dorsey, superintendent of city\nschools, Los Angeles, California; and \" The Rating of Teachers,\" Effie MacGregor,\nMinneapolis, Minnesota.\n\nAt the close of the meeting, the report of the Committee on Membership and\nElection of Officers was made as follows:\n\nMembership-A. Class of 1917 with terms expiring in 1923, re- elected with terms\nexpiring in 1929: Joseph Swain, Swarthmore, Pa.; Mrs. Susan M. Dorsey, super-\n\nintendent of schools, Los Angeles, California ; E. E. Bass, superintendent of schools,\nGreenville, Mississippi ; Frederick E. Farrington, Chevy Chase School, Washington,\nD. C.; G. W. A. Luckey, U. S. Bureau of Education, Washington, D. C.; George\nL. Towne, editor, The Nebraska Teacher, Lincoln, Nebraska ; Thomas W. Palmer,\nMontevallo, Alabama ; T. E. Johnson, State superintendent of public instruction,\n\nLansing, Michigan; and J. A. C. Chandler, president, William and Mary College,\nWilliamsburg, Virginia.\n\nB. To supply vacancies caused by death : Wil Lou Gray, Columbia, South Carolina,\nwith term expiring in 1929, to succeed Ada Van Stone Harris ; and Lida L. Tall,\nTowson, Maryland, with term expiring in 1924, to succeed Mrs. Grace Strachan\nForsyth.\n\nOfficers-Vice-president, to succeed Ada Van Stone Harris, Pittsburgh, Pennsylvania, Lester H. Smith, Bloomington, Indiana, with term expiring in 1925 .\n\nSecretary, to succeed herself, Adelaide Steele Baylor, Washington, D. C., with term\nexpiring in 1926.\nAlthough the above report was unanimously endorsed by those present, it was\n\nthought best by the President, because of the small representation of the Council\nin the audience when the report was made, to request further endorsement at the\nmid-winter meeting. Adjourned.\n\nNATIONAL COUNCIL OF EDUCATION\nOFFICERS AND MEMBERS FOR 1923-24\nOFFICERS , STANDING COMMITTEES, MEMBERS\nJ. M. GWINN, Superintendent\nof Schools\n........ San Francisco, Cal .President ........ Term expiring in 1925\nHENRY\n\nLESTER\n\nSMITH,\n\nDean of School of Education ... Bloomington, Ind ... Vice-President ... Term expiring in 1925\nADELAIDE\n\nSTEELE\n\nBAY-\n\nLOR, Chief, Home Economics\nEducation\nService,\nFederal\nBoard for Vocational Educa\ntion\n\n......Washington, D. C .. Secretary\n\nTerm expiring in 1920\n\nEXECUTIVE COMMITTEE\n\nTHE PRESIDENT, ex officio, chairman\nANNA LAURA FORCE, Principal, Lincoln School .. Denver, Colo . ........... Term expiring in 1924\nDAVID B. CORSON, Superintendent of Schools .. Newark, N. J ......... Term expiring in 1923\nA.\n\nJ. MATTHEWS , President,\n\nSchool\n\nState Normal\n\n........ Tempe, Ariz.\n\n.......... Term expiring in 1925\n\n"}
{"page": 534, "printed_page": null, "text": "509\n\nNATIONAL COUNCIL OF EDUCATION\n\nCOMMITTEE ON MEMBERSHIP\n\nTHE PRESIDENT, ex officio, chairman\nLHN R. KIRK, President, State Teachers\n... Term expiring in 1926\nCollege\n.. Kirksville, Mo\nWILLIAM B. OWEN, President Chicago Normal\nCollege\nChicago , Ill .........\nTerm expiring in 1926\nFARROLLG. PEARSE .\nMilwaukee, Wis ......... Term expiring in 1924\nJ. STANLEY BROWN, President, Northern Illi-\n\nnois State Teachers' College ......\nORA WILSON\n\nSTEWART,\n\nChairman,\n\n....... DeKalb, Ill........\n\nTerm expiring in 1924\n\nNational\n\nFrankfort, Ky .......... Term expiring in 1925\nLiteracy Commission\nOLIVE M. JONES, Principal of Public School\nNo. 120\n....... New York , N. Y ........ Term expiring in 1925\nMEMBERS\nTERMS EXPIRE IN 1924\n\nElected by the Association\nC.E. BEACH, Superintendent of Schools,\nEnumclaw, Wash .\n\nFRANCISG. BLAIR, State Superintendent of\nPublic Instruction, Springfield, Ill .\nMC. BRITTAIN, President, Georgia Institute of Technology, Atlanta, Ga.\nE W. BUTTERFIELD, State Commissioner of\nEducation, Concord, N. Η.\n\nH W. FOGHT, President, Northern Normal\nand Industrial School, Aberdeen, S. Dak.\n\nB. GLENN, Superintendent of Schools,\nBirmingham, Ala.\nLN HINES, President, Indiana State Normal\nSchool, Terre Haute, Ind.\n\nHARLES S. MEEK, Superintendent of Schools,\nToledo, Ohio.\n\nTHOMAS А. Мотт, Superintendent of Schools,\n\nElected by the Council\nCORNELIA S. ADAIR, Treasurer of the National\nEducation Association , Richmond, Va.\nSARAH LOUISE ARNOLD, Riverbank Court,\nCambridge, Mass.\nADELAIDE S. BAYLOR, Chief Home Economics\n\nService, Federal Board, Vocational Education, Washington, D. С.\nJOHN W. CARR, Educational Department,\nCapitol, Frankfort, Ky.\nOSCAR T. CORSON, R. F. D. No. 2, Oxford,\nOhio.\n\nJ. W. K. DWYER, Superintendent of Schools,\nAnaconda, Mont.\nWIL LOU GRAY, Columbia, S. C.\n\nCARLETON B. GIBSON, Superintendent\nSchools, Savannah, Ga.\nP. E. MC CLENAHAN, Des Moines, Iowa.\n\nEDWIN\n\nSeymour, Ind.\n\nof\n\nHELEN C. PUTNAM, M. D. , American Academy\n\nS.\n\nMONROE,\n\nSuperintendent\n\nof\n\nSchools, Hammond, Ind.\n\nof Medicine, Providence, R. I.\nTERMS EXPIRE IN 1925\nElected by the Association\n\nMARY D. BRADFORD, 1211 Gilpin Ave. , Wilmington, Del.\n\nAGEN. CHILD, Superintendent of Schools,\nSalt Lake City, Utah.\n\n! G COLLICOTT, Superintendent of Schools,\n\nElected by the Council\nMRS. FANNIE FERN ANDREWS, 405 Marlborough Street, Boston, Mass.\nE. C. BROOKS , President State Agricultural\nCollege, Raleigh, N. C.\nCHARLES H. JUDD, University of Chicago,\n\nCo'umbus Ohio.\n\nMARIE GUGLE, Assistant Superintendent of\nSchools, Columbus, Ohio.\nTAMAS E. FINEGAN, Harrisburg, Pa.\nFarm M. HUNTER, Superintendent of Schools,\nOuklard, Cal.\n\nH. NEWLOon, Superintendent of Schools,\nDenver, Colo.\n\nH. REAVIS, University of Pittsburgh,\nPresburgh, Pa.\n\nChicago, Ill.\n\nCHARLES H. KEYS, President, Skidmore College, Saratoga Springs, N. Y.\nMRS. JOSEPHINE C. PRESTON, State Superin-\n\ntendent of Public Instruction,\n\nOlympia,\n\nWash.\n\nJ. F. SIMS, President, State Normal School,\nStevens Point, Wis .\n\nR.\n\nO.\n\nSTOOPS, Superintendent of Schools,\n\nYork, Pa.\n\n\"ASAN SMITH, State Commissioner of Edu-\n\nTHOMAS D. WOOD, Columbia University, New\n\ncation, Boston, Mass.\nMARL ORMOND WLLIAMS , Field Secretary,\nshinal Education Association , Washing-\n\nA. DUNCAN YOCUM, Professor of Educational\nResearch and Practice, University of Penn-\n\n, D. C.\n\nYork, N. Y.\n\nsylvania, Philadelphia, Pa.\n\n"}
{"page": 535, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n510\n\nTERMS EXPIRE IN 1926\n\nElected by the Association\n\nMARY C. C. BRADFORD, State Superintendent\nof Public Instruction, Denver, Colo.\nARTHUR H. CHAMBERLAIN, Editor, Sierra\nEducational News, San Francisco, Cal .\nJ. W. CRABTREE, Secretary, National Edu-\n\ncation Association, Washington, D. C.\nDAVID FELMLEY, President, State Normal College, Normal, Ill.\nELIZABETH HALL, Assistant Superintendent of\n\nSchools. Minneapolis, Minn .\nP. W. HORN, President, Southwestern Uni\nversity, Georgetown, Texas.\nDAVID B. JOHNSON, President, Winthrop College, Rock Hill, S. C.\n\nJOHN R. KIRK, President, State Teachers\nCollege, Kirksville, Mo.\nCHARLES MCKENNY, President State Normal\nCollege, Ypsilanti, Mich.\nH. LESTER SMITH, Indiana University,\nBloomington, Ind.\n\nElected by the Council\nKATHERINE D. BLAKE, Principal, Public\nSchool No. 6, New York, N. Y.\nEDWARD BUCHNER, Johns Hopkins University,\nBaltimore, Md.\nC. P. CARY, Madison, Wis.\nW. M. DAVIDSON , Superintendent of Schools\nPittsburgh, Pa.\nFRANK B. GILBERT, State Education Building\nAlbany, N. Y.\n\nOLIVE M. JONES, Principal, Public School\nNo. 120, New York, N. Y.\nH. H. SEERLEY, President, State Teachers\nCollege, Cedar Falls, Iowa.\nCORA WILSON STEWART, Chairman, National\nIlliteracy Commission, Frankfort, Ky.\nHARLAN UPDEGRAFF, President, Cornell Col\n\nlege, Mt. Vernon, Iowa.\nCAROLINE S. WOODRUFF, Principal, Vermont\nState Teachers' Course, St. Johnsbury, Vt.\n\nTERMS EXPIRE IN 1927\n\nElected by the Association\nW. C. BAGLEY, Teachers College, Columbia\nUniversity, New York, N. Y.\nMILTON BENNION , University of Utah, Salt\nLake City, Utah.\nAGNES E. DOHERTY, 2078 Summit Avenue,\nSt. Paul, Minn.\n\nElected by the Council\nGEORGIA ALEXANDER, 520 N. Audubon Road.\n\nIndianapolis, Ind.\nANNIE WEBB BLANTON, State Department of\nPublic Instruction , Austin, Texas,\n\nJ.\n\nE.\n\nBURKE, Superintendent of Schools\n\nBoston, Mass.\n\nANNA LAURA FORCE, Principal of the Lincoln\nSchool, Denver, Colo .\n\nI. I. CAMMACK , Superintendent of Schools\n\nF. L. MCVEY, President, University of Kentucky, Lexington, Ky.\n\nDAVID B. COrson , Superintendent of Schools\n\nL. H. MINKEL, Fort Dodge, Iowa.\n\nW. A. LEWIS, President, State Normal School,\n\nJ. W. SEARSON, State University, Lincoln,\n\nKansas City, Mo.\nNewark, N. J.\nHays, Kans .\n\nNEIL C. MACDONALD, Ohio State University.\n\nNebraska.\n\nWALTER R. SIDERS, Superintendent of Schools,\nPocatello, Idaho .\n\nH. B. WILSON, Superintendent of Schools,\nBerkeley, Cal .\n\nROBERT H. WRIGHT, President, East Carolina\nTeachers\n' College, Greenville, N. C.\n\nColumbus, Ohio.\n\nMAY TRUMPER, State Superintendent of Pub\nlic Instruction, Helena, Mont.\nJ. H. WAGNER, President, State Normal\n\nSchool, Las Vegas, N. Mex.\nD. B. WALDO, President, State Normal School\nKalamazoo, Mich.\n\nTERMS EXPIRE IN 1928\n\nElected by the Association\nW. A. BRANDENBURG, President, State Teachers' College, Pittsburg, Kans.\nTHOMAS W. BUTCHER, President, Kansas\nState Normal School, Emporia, Kans .\nJOHN CALLAHAN , State Superintendent of\nPublic Instruction, Madison, Wis.\nE. G. DOUDNA, Secretary, Wisconsin State\nTeachers' Association, Madison, Wis .\nJ. M. GWINN, Superintendent of Schools,\nSan Francisco , Cal.\nE. E. OBERHOLTZER, Tulsa, Okla.\n\nCARROLL G. PEARSE, 455 Kenwood Blvd. ,\nMilwaukee, Wis.\nGEORGE D. STRAYER, Teachers College, Columbia University, New York, N. Y.\nS. B. UNDERWOOD, Superintendent of Schools,\nRaleigh, N. C.\nMAY WADE, Elementary Teacher, Berkeley,\nCalif.\n\nElected by the Council\nROBERT J. ALEY, President, Butler College\nIndianapolis, Ind.\nΕ. Μ.\n\nΒAINTER, Junior College of Kansas\n\nCity, Kansas City, Mo.\nJ. STANLEY BROWN, President, State Norma!\n\nSchool, De Kalb, III .\nCHARLES E. CHADSEY, Dean of School of\nEducation, State University, Urbana, III\nMELVIN G. CLARK, Superintendent of Schools,\nSioux City, Iowa.\n\nW. A. JESSUP, President, State University\nof Iowa, Iowa City, Iowa.\nMINNIE J. NIELSON, State Superintendent of\nPublic Instruction , Bismarck, N. D.\nGRACE M. SHEPHERD, Northwest Missour\n\nState Teachers\n' College, Maryville, Mo.\nJAMES J. VAN SICKLE, Superintendent of\nSchools, Springfield, Mass\n.\nALBERT E. WINSHIP, Editor, Journal of Edu\n\ncation, Boston, Mass.\n\n"}
{"page": 536, "printed_page": null, "text": "511\n\nNATIONAL COUNCIL OF EDUCATION\n\nTERMS EXPIRE IN 1929\n\nElected by the Association\n\nFLORENCE M. HALE, State Agent for Rural\nEducation, Augusta, Maine.\nWILL C. WOOD, State Superintendent Public\nInstruction, Sacramento , Cal.\n\nJ.G. CRABBE, President State Teachers Coilege, Greeley, Colo.\n\nR.G. JONES,\n\nSuperintendent of Schools,\n\nCleveland, Ohio .\nUEL W. LAMKIN, President, Northwest Missouri State Teachers' College, Marysville,\nMo.\n\nA. J. MATTHEWS , President, State Normal\nSchool, Tempe, Ariz.\n\nS M. N. MARRS, Superintendent of Public\nInstruction, Austin, Texas .\nMARY MCSKIMMON , Principal, Pierce School,\nBrookline, Mass.\n\nElected by the Council\nE. E. BASS, Superintendent of Schools,\nGreenville, Miss.\nJ. А. С. СHANDLER, President, College of\nWilliam and Mary, Williamsburg, Va.\nMRS. SUSAN M. DORSEY, Superintendent of\nSchools, Los Angeles, Cal .\nFREDERIC E. FARRINGTON, Chevy Chase\nSchool, Washington, D. C.\nLIDA LEE TALL, Towson, Md.\nT. E. JOHNSON, State Superintendent of\nPublic Instruction, Lansing, Mich.\nG. W. A. LUCKEY, U. S. Bureau of Education, Washington, D. С.\nTHOMAS W. PALMER, President, Alabama\nCollege and Technical Institute for Women,\nMontevallo, Ala.\n\nWILLIAM B. OWEN, President, Chicago Normal College, Chicago, Ill.\n\nJOSEPH SWAIN, State Department of Public\n\nM.E. PEARSON , Superintendent of Schools,\n\nGEORGE L. TOWNE, 1126 Q St. , Lincoln,\n\nInstruction, Harrisburg, Pa.\nNebraska.\n\nKansas City, Kans.\n\nACTIVE EX - OFFICIO MEMBERSHIP\n\nJ. J. TIGERT, U. S. Commissioner of Education .\nOLIVE M. JONES, Principal School No. 120 ....\nJ. W. CRABTREE, Secretary, National Education Association.\nWALTER R. SIDERS, Chairman of the Board of Trustees,\nNational Education Association\n\n.Washington, D. C.\nNew York, N. Y.\nWashington, D. C.\n.Pocatello, Idaho .\n\nJOY ELMER MORGAN, Manager of Publications, National Education\nAssociation\n\nWashington, D. C.\n\nPAYSON SMITH, State Commissioner of Education for Massachusetts and\nPresident of the Department of Superintendence ....\n\nBoston, Mass.\n\nTHE CONTINUITY OF EDUCATION IN ITS RELATION TO\nEDUCATION for citizenSHIP\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS , SAN FRANCISCO, CALIFORNIA\n\nIt is a far call from that citizenship into which one comes by virtue of\nhisbirth in this country to that citizenship that is essential to the realization\nofthose ends both for the individual and the State for which this government\nwas established to perfect the Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare and\nsecure the blessings of liberty. The one is a citizenship of political rights,\n\nthe other is a citizenship of trained abilities, of achievements, of established\nideals and motives for action and modes of conduct. The first is like the\n\nembryo oak in the acorn; the other, the great oak rooted deep in mother\nearthand serving well all the purposes of an oak tree.\nWhat comes in between the cradle and the ballot to transform this embryo\nstizen into the full-fledged citizen ? Chiefly, the home with all its great\nopportunities during these earlier years and through all these years. Then\nthere is the church with its impressive sanctions and appeal to the emotions\n18\n\n"}
{"page": 537, "printed_page": null, "text": "512\n\nNATIONAL EDUCATION ASSOCIATION\n\nand to the religious instincts of those early years. Of great importance\nare the associates of the child and youth met with outside the home and\n\nchurch. Later books, magazines, and newspapers all work their influences\ninto the life of developing citizen. Finally there is the school with its program of education fashioned especially to make good citizens.\nRepresenting the school and school education, I am authorized to say\nthat the school accepts its full responsibility for the school education and\ntraining for citizenship; but I desire to call attention to the fact that these\nother institutions and influences have charge of the child on an average of\n\ntwenty-three hours out of each day during the period from birth to manhood, leaving the school but one of the hours out of each day, or if you\n\ndeduct the sleeping hours, the school has charge of the child only one sixteenth of his time during these years. When some young people turn\nout badly there are some who are ready to cry that the school has failed.\nUnless these other institutions and influences do their work well it can\n\nhardly be expected that the school, having charge for so small a part of these\nyears, can always secure the desired results. The school accepts its share\nof the responsibility and those other citizenship-making institutions and\ninfluences must accept theirs a much larger share than can be placed on\nthe school.\n\nCitizenship consists for the most part of certain habitual ways of looking\nat things and ways of responding to situations and stimuli. Information is,\nof course, necessary, but a knowledge of all the facts avails nothing without\nthe response in modes of thought and action. There is a certain mental\nprejudice or mind-set which might be termed American mindedness that is\nessential to proper citizenship in this country. The formation of these\ncitizenship habits is subject to the same laws of habit formation as are other\nhabits. Conditions are most favorable when the end is clear and greatly\ndesired and the repetitions required to reach the goal of achievement are\nperformed under uniform conditions and uninterruptedly. The lack of\n\nuniformity of ideals and practices among the citizen-making agencies-the\nhome, the church, the school, the press, leisure, and vocation-give foundation for the change that nowhere are less satisfactory results obtained with\nsuch a show of power. The young citizen-in-the-making is like the wild\nyoung race horse that for some hours is handled by one trainer and raced\ntoward a certain goal with love and encouragement. For the other hours\nanother trainer races him toward another goal at a different gait-he must\ntrot and not pace and for still other hours another trainer with lash and\nfear runs him toward a third and different goal. No winner on a race track\ncould ever be so developed.\n\nThe crying need is for continuity in the whole program for making\ncitizens. We school men have been busy seeking to improve the school, others\nare endeavoring to make home conditions better, recreation organizations\nare striving to make the playground and leisure time better agencies for\ngood citizenship. It is of tremendous importance that coöperating agencies\nbe made organic rather than remaining as they are today an aggregate of\nmore or less efficient factors which in many respects nullify the good work\n\n"}
{"page": 538, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n513\n\ndone by another agent. The answer to our quest continuity in education can\nnever be found till a more comprehensive program for making citizens has\n\nbeen perfected including as functional parts the home, church, press, and\nliterature, school leisure and vacation so that all these different institutions\nmay say the same thing and do the same thing.\n\nEnough has been said to indicate the need for coöperation among these\ncitizen-making forces. Coöperation is possible when there is unity of aim\nand diversity of function. The unity of aim can be found in the ideal of good\ncitizenship and there is different and also supporting work for all to do in\nproducing this complex product. These forces must be hitched tandem\nor parallel in the same direction. Forces act to the greater advantage when\nparallel and working together in the same direction. Sometimes the school\nand the home pull at an angle or even against one another and so do these\nother forces. There is great need for a common understanding of the goal\ninall its elements and of the part each agent has in producing that citizenship\nwhich is the goal of all.\n\nEducation for citizenship is much broader than the school, but the school\nhas a much greater part in the program than is proportionate to the hours\nallotted to the school.\n\nWhat might have been \" and \" what ought to be \" are themes for easy\nand eloquent writing and make good excuses for teachers as well as for\nothers for failure to do their full share. We teachers are past masters in\n\nshifting the blame-it is always the fault of the home or of previous teachers.\nAlittle liberty with Shakespeare and we say, The fault, dear teacher, is\nin the stars and not within ourselves.\" However, we do not know that\nwhenone is going somewhere one must start from where he is. So, it matters\n،،\n\nnot ifwhen the child reaches the teacher he looks like some journeyman had\n\nmadehim and not made him well-it is our job to take him as he is and do\nour bit in building citizenship.\n\nNot only must one going somewhere start from where he is but he must\nalso know where he is going. If the young citizen in the making does not\nknow the end the teacher in charge of him must know and be that end.\n\nWhat is the end ? The answer would be, for this discussion, a definition of\ngood citizenship, for that is the goal at the end of the way. I shall not\nattempt a definition. It seems necessary, however, to call attention to some\noftheelements of good citizenship and to indicate some of the misconceptions\nofwhatit is and how attained .\n\nAll modern conceptions of citizenship make citizenship broad and com-\n\nplex-as broad and complex as life itself. It includes political citizenship,\neconomic citizenship, community life citizenship, group life citizenship,\n\ntamily life citizenship, and personal life citizenship. These elements are not\nmutually exclusive. They are each complex in themselves. Citizenship\nincludes knowledge, ideals, and motives for action and attitudes of mind\nbutmost of all it includes habits and power of action and deeds done. Citizen-\n\nship, to be worth anything, must be dynamic and not merely potential, it\nmust be deeds and not merely ideas and words. It is acquired chiefly by doing\n\n"}
{"page": 539, "printed_page": null, "text": "514\n\nNATIONAL EDUCATION ASSOCIATION\n\nthings and not to any large degree through studying the Constitution\nof the United States and of the State.\n\nThe average layman when he thinks of citizenship thinks political citizenship, and when he advises the schools on the means for making better citizens\nhe is likely to do as did the American Bar Association when it recently took\naction looking toward a law to compel all public schools to teach American\ncitizenship and would require school children to learn the Constitution of\n\nthe United States and the Constitution of their State and to study American\ninstitutions and ideals; all public schools and colleges receiving support\nfrom public funds must refuse to graduate any student who fails to pass a\nsatisfactory examination on these courses. This program is all right and\nshould be carried into effect but this course alone will never make good\ncitizens. The new note in citizenship building is activity; do by doing. The\nchildren need an opportunity to live their civics rather than a better chance\nto learn their civics. More of the deed if not less of the word is what is\n\nrequired. In so far as the school has not already done so, it must provide\nadequately for pupil participation in the activities the future adult citizen\nis expected to perform. School teachers may not all be competent to respond\nto this call for action. They, or the older ones, were educated back yonder\na few years in the epoch of the word and naturally they still find it easier to\nteach the word more than the deed. Re-education and replacement must\nremedy this defect.\nFundamentally public and, for that matter, private schools are for the\nState or its smaller division, the county or community, and are not primarily\nfor the individual. The State provides schools that it may be preserved and\nits interest promoted. Hence, the chief if not the sole function of the schools\nis to produce good citizens.\n\nEverything in the course of study and all the ways and means for teaching\nand managing children employed in the schools are for teaching good citizenship. The alphabet and the multiplication table are for good citizenship\nas are the tooth brush drill, the school garden, the basket ball game, and\nthe psychological clinic. If a course specifically designated as a course in\ncitizenship seems to leave out some parts of some subjects taught in the\nschools, it is due to the fact that the course is narrow in its conception of\ncitizenship, or desires to stress certain means that should be employed in\nthe making of good citizens. Such a specific course in citizenship would\nbegin in the kindergarten and continue through the high school.\n\nStarting with the child as he is whenhe comes to school, the kindergarten\nteaches and trains the child in home relations and in relations to his playmates. He learns and dramatizes the work of the butcher and baker, the\npostman and the garbage man. He lives through with paste and scissors,\n\nhammer and crayons, tacks and nails, the Christmas season, Thanksgiving\nday, Washington's birthday. Learning to be a citizen is essentially learning teamwork and this lesson is begun in the kindergarten. It is greatly to\n\nbe regretted that many parents associate education with books only and fail\nto appreciate the important work ofthe kindergarten inmaking good citizens.\nSince the revelations of the war no one now doubts that good health and\nphysical efficiency are essentials of good citizenship. These the schools must\n\n"}
{"page": 540, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n515\n\npromote and the public must pay the bills for playgrounds and equipments,\nswimming pools and lunch rooms, doctors and nurses, hygienic school rooms\nand buildings, and competent teachers. I am confident that the general\npublic approves and I wish it were better acquainted with the work of the\n\npublic schools in protecting and promoting the health and physical wellbeing of the children. The instruction in hygiene carries over into habits\nand transfers many a home kitchen menu and even compels the corner\ngroceryman to change his stock and methods of sale.\n\nGood citizenship seems more closely related to civics, history, and geography than to the other school subjects. The social sciences have, in these\nlater years, pushed themselves well down into the elementary school. Also,\nhistory comes down to date. Education in the past has seemed afraid of\ntoday and here. The United States history I studied did not approach the\npresent nearer than about twenty years, and my geography and history were\nalways far off. Home geography and civics and contemporary civilization\nare only recent entries into our courses of study. The young citizen is going\ntohave to practice his citizenship in the present, in the here and now, and\nso needs to be taught much of his immediate surroundings and of the move-\n\nments and forces in the world of politics and government today. Excursions\nto courts and parks and city hall; dramatization of many of the arts of a\ncitizen and pupil participation in school government are movements in the\nright direction. Civic leagues, Junior Red Cross, Boy Scouts, Girl Scouts,\nathletic associations, thrift and school savings are all indications of the\nmodern demand for ways and means for the practice of citizenship.\nWhere the school has done all it can do the young citizen is still far from\nperfect. Learning on the job is necessary in education for citizenship. In\n\nthese recent years, there has been a wonderful development of agencies for\nadult education in citizenship. Chambers of Commerce, Rotary and other\nsimilar clubs, Young Men's Business clubs, the activities of the American\nLegion are but a few of the agencies provided for men and all with their\nfundamental purpose being that of better citizenship. A similar set of organizations exists for women.\n\nGood citizenship comes through years of training. The future citizen,\nlike the child learning to walk, needs to be led and guided and gradually\nbrought into the knowledge, skill, and motives for actions of a good citizen.\nThis process of training must be coöperative effort with home and school\nworking understandingly together.\n\nEDUCATIONAL PROGRESS IN 1922\nTHOMAS E. FINEGAN, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nHARRISBURG, PENNSYLVANIA\n\nPublic education has assumed a status of National importance. The\nStimulating influence of the National Education Association and the program which this organization has sponsored are largely responsible for the\n\nNational spirit which has been developed in public education.\n\n"}
{"page": 541, "printed_page": null, "text": "516\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe discussion of the provisions of the Towner-Sterling Bill at not only\n\nlocal, State, and National educational gatherings but also at such National\nmeetings as the Federation of Women's Clubs, the Daughters of the American Revolution, the League of Women Voters, the Parent-Teacher Association, the American Federation of Labor, and other important meetings\nhas not only revealed the limited educational facilities provided for the children of many sections of the country but has also resulted in a clear understanding of the responsibility which the Nation possesses in the education and\ntraining of all future citizens.\nThe sentiment of the country is undoubtedly reflected in the serious\nconsideration given by the President of the United States and his Cabinet\nto the subject of education, and the plans of the Commission for reorganizing\nthe administration of the official affairs of the Government. The President\n\nhas announced that the report of the Cabinet to the Commission will contain\na recommendation for a Department of Education and Welfare.\nAdecisive movement has been inaugurated in every section ofthe country\nto equalize educational opportunity and thus afford the youth of America\n\nthe facilities to obtain that education and training which shall qualify them\nfor service for citizenship in a great democracy. This movement is generally\ncalled \" democratizing education.\" It is shown by an increase in the length\n\nof the compulsory school period, as well as in the length of the school year,\nby more rigid enforcement of the compulsory attendance laws, by an enrichment and an enlargement of the school curriculum, by an increase in State\nappropriations and a more equitable distribution of State funds, by the con-\n\nsolidation of schools, by more thorough and scientific supervision of instruction, and by an advancement in the social status, the scholarship, and professional training of teachers.\nA recent survey of the entire country by the Secretary of the National\nEducation Association revealed a more wholesome respect for compulsory\nattendance statutes. Every State in the Union appears to be making substantial gains in the enrolment of children and in the average daily attendance.\nIn some States the increase has been phenomenal. The tendency is\nto make the compulsory school period include all children between the ages\nof six and sixteen years. There is also a general trend toward increasing the\nlegal period of time during which school must be in session. Those States\nthat have hitherto been maintaining school for a shorter period of time than\n\nthe average term for the country have increased their school year from one\nto four weeks. This is especially true in relation to the term for rural schools.\nThere is developing, throughout the entire country, a strong current of\npublic opinion for making the term in rural schools equal in length to the\nterm maintained in cities. This movement will ultimately mean a uniform\nterm of ten months.\n\nIn the field of general education this effort to democratize education is\n\nreflected best in the phenomenal development of the junior high-school\nmovement; and in the field of vocational education, in the unprecedented\ngrowth in vocational agricultural, commercial, home economics, and industrial education that has taken place throughout the country during the past\n\n"}
{"page": 542, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n517\n\nyear. There is a pronounced tendency, in other words, to adapt the curriculum, in so far as possible, to the varying needs of individuals and to make\navailable the types of education that will meet the desires of the greatest\n\npossible number of persons by giving due recognition to their individual\ndifferences in native physical and mental capacities, and in aims and ambitions inlife.\n\nAn important development in industrial arts education during the current\nyear has been the idea of the \" general shop.\" This is the term that is used\n\nto designate a single shop of ordinary classroom size, or preferably somewhat larger, in which are housed a number of types of industrial activity.\n\nFor example, the shop may contain equipment that will enable five boys to\nparticipate in each of four kinds of work, such as printing, woodworking,\nelectrical work, and metal work. A class of twenty boys may thus be taught\nby one teacher, in a single shop, and by rotation, in four important forms\nof industrial activity.\n\nOne of the most significant and hopeful developments of the year in the\nfield of vocational industrial education has been brought about by means of\nconferences of several kinds and through reports of a number of persons\nas well as by public and private organizations who are striving to establish\nmutually helpful working relations between the schools and industry. School\npeople in several States have taken the initiative in demonstrating that the\npublic schools can be of distinct service in furthering trade and industrial\ntraining to employed persons. It has long been recognized that the schools\naswell as industry have a responsibility for assisting in apprenticeship training, but during the last year there has been a general agreement that one of\nthe first and most effective ways in which this may be brought about is by\nfirst reaching the foremen that have instructional responsibilities in order\nthat they may be equipped to give, in turn, effective, well-organized instruction to apprentices and others in need of job training.\nIn the field of vocation agriculture during the past year there has been\nthe tendency to measure the extent to which the teaching of vocational\n\nagriculture is functioning in making more and better farmers. Data from\nthe Nation at large shows that more than fifty-five per cent of the boys who\nhave taken vocational courses in agriculture are now engaged in gainful\nagricultural occupations. Evidence is also at hand that indicates improvements in agricultural practices and increases in agricultural production\nbecause of instruction in vocational agriculture.\nMusic is gaining an increasingly large place in all public school curricu-\n\nlums. It has been made a required subject in every school maintained\nin California and Pennsylvania. In the latter, under the direction of the\n\nState school authorities, a Music Week has been permanently established\nand is observed by the schools, colleges, churches, civic organizations, and\n\nthe commercial, industrial, and mercantile establishments in every city and\nschool district in the State.\n\nThe funds appropriated by State legislatures for the support of public\nschools have been greatly increased. Notable increases have been provided\n\nin New York, Pennsylvania, Delaware, Florida, Louisiana, Maine, Mary\n\n"}
{"page": 543, "printed_page": null, "text": "518\n\nNATIONAL EDUCATION ASSOCIATION\n\nland, Massachusetts, North Carolina, Tennessee, Virginia and West Virginia. The method of the distribution of such funds adopted by the States\nhas been upon a basis intended to give the greatest aid to those communities\nwhich are the least able to bear the burden of taxation necessary to provide\ngood schools.\nThe movement for the consolidation of schools has made great advancement. The States in the South and those in the West are generally leading\nthe States in the East. Many States are endeavoring to stimulate an interest\nin this work through financial aid. Provisions has been made in some States\nfor paying part of the cost of transportation. In other States aid is extended\ntoward the construction of new buildings, and increased aid is often provided\non a more generous plan to a consolidated school than that given to a single\nschool . The building of good roads facilitates the consolidation of schools.\nThe development of consolidated schools during the past year has been\npronounced in Mississippi, Louisiana, and Pennsylvania.\nDecided progress has been made during the past year in the supervision\nof instruction. This is especially the case in rural schools. California has\nemployed one hundred rural school supervisors. These supervisors are not\nassociated with administrative supervision but with instructional supervision.\nState Superintendent Harris, of Louisiana, in coöperation with city and\ncounty superintendents, has inaugurated an effective system of this type of\nsupervision. These supervisors are persons of sound liberal scholarship who\nhave been students of children and of methods of instruction. The methods\n\nunder which this plan has been adopted have developed coöperation between\nall the school forces, created a fine professional spirit, and stimulated teachers.\nDemonstration centers have been adopted which have been substituted for\nthe traditional teachers' institute. Many supervisors have been employed in\nthe State.\n\nThe legislatures of Kentucky, North Carolina, and Pennsylvania made\nlargely increased appropriations to the State Department of Education in\nthese respective States for the organization of a professional staff to give\nintelligent direction and supervision to the schools of these States. The\nsubject of instructional supervision has been discussed in all parts of the\ncountry and it may be said that there is a decided trend in favor of scien-\n\ntific supervision of instruction. School boards are generally showing a greater\nappreciation of this service.\n\nSchool authorities in all parts of the country have placed increased emphasis\nupon the qualifications of teachers. The general tendency has been to set\nas a minimum standard for all schools those standards which progressive\ncities have adopted in recent years. Some States, as Pennsylvania for instance,\nhave written into their school codes a provision to the effect that no teacher\n\nshall be employed in any school in the State after September 1, 1927, who\nhas not been graduated from a four years' approved high school and, thereafter, from a two years' professional course in a State normal school or\ncollege.\nAdvanced standards have been set for admission to State normal schools\n\nand the professional courses in these institutions modernized inmany of the\n\n"}
{"page": 544, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n519\n\nStates. A strong movement is also developing throughout the country to\nincrease the length of the professional courses in State normal schools from\ntwo to three or four years, to change the names of these institutions to\ncolleges, and to confer upon them authority to grant academic degrees.\nThere has been a phenomenal increase in the number of students in attendance upon the education courses given in the colleges and universities of the\ncountry. In Louisiana five thousand out of eight thousand white teachers\nare college or normal-school graduates .\nThere is a Nation-wide movement for the improvement of the teachers in\nservice. This movement is also traceable to the influence of the National\n\nEducation Association, which adopted the slogan a few years ago \" A trained\nteacher for every classroom in America.\" The campaign of this organization to improve and professionalize the teaching force of the country is bearing fruit. The two agencies exerting a powerful influence in this movement\nare vacation courses given in summer schools and extension courses given\nduring the school year. The number of teachers attending summer courses\nfor teachers in 1922 exceeded by many thousands the number in attendance\nduring any previous year. In North Carolina, 12,500 of the 19,540 teachers\nof the State attended summer schools ; in Oklahoma, 13,000 out of 17,000\nattended summer schools, and in Pennsylvania 30,000 out of 45,000 teachers\nwere in attendance upon summer courses. In these States and in others\nthe session covered nine weeks. The extent of this movement has been\n\ngeneral, and most successful in the southern States.\n\nMany teachers are also taking extension courses during the year. These\ncourses are given by professors on the faculties of normal schools, colleges,\nand universities. These professors go out into the communities accessible to\ntheir institutions two or three times per week and give instruction to classes\n\nwhich they organize from the surrounding country. In Pennsylvania twentytwo thousand teachers in service were registered in these classes during 1922.\nThe improved social status of the teacher accounts in part for this stimulationof the teachers of the country. Teaching is gradually being recognized\nas a profession. The teacher has a better social standing in the community\nand generally enjoys tenure during efficient service. Retirement laws providing for annuities have been enacted in many States. Salary schedules\nhave been enacted into laws which provide more adequate compensation and\ntherefore attract a better type of teacher into the service. Furthermore, the\ndecidedtrend in all parts of the country to grant teachers a larger participation in the formulation of general school policies has given a decided professional status to the teacher. The establishment of codes of ethics by the\n\nvoluntary action of teachers in many parts of the country is a significant\nindication of the enlarged outlook which teachers possess of the importance\nof their work and of its development into a real profession. Any action\nwhich gives standing and dignity to the individual members of the profession tends to attract men and women of strong mental and moral fibre into\n\nthis important field of public service.\n\nThe National Education Association, through its Committee on Foreign\nRelations, has inaugurated a movement during the past year for a World\n\n"}
{"page": 545, "printed_page": null, "text": "520\n\nNATIONAL EDUCATION ASSOCIATION\n\nConference on Education in connection with the annual meeting of that\nAssociation which will be held at Oakland, California, in July, 1923. It\nis believed that the leaders of the educational systems of the important\nNations of the world may become a potential factor in the development of\na new order of international friendship, justice, and good-will. \" The main\nobjectives of the conference are to promote peace and good-will among the\nNations of the world, and to bring about a world-wide tolerance of the\nrights and privileges of all Nations. These great ends may be attained\nthrough proper instruction of the youth of each Nation. The schoolmaster\n\"\n\nhas started out to accomplish what the statesman has been unable to achieve.\n\nIt is further proposed to organize at this conference an International\nEducation Association and, through the coöperative spirit of such Association, to federate the influence of several effective international, social, economic, educational, and religious organizations and make them a powerful\nagency in developing a bond of common brotherhood among the men of the\ncivilized Nations of the world.\n\nEducational measurements and mental tests have made notable progress\nand gained much public confidence during the past year in public schools\nas well as in colleges and universities. These agencies have not supplanted\nother essential factors in public-school administration but they have been\nmade a supplemental and confirming agency to such factors. Probably no\nevent in educational circles during the year has provoked more wholesome\nand sound discussion than the able and thoughtful address of Dr. William\nC. Bagley, on Educational Determination: or Democracy and the I. Q.\nThis stimulating address raised several timely and pertinent issues in regard\nto the proper function and limitations of educational tests and measurements.\nThere have been many excessive claims and ill-considered conclusions in\nregard to this rapidly developing field of educational research and practice.\nDoctor Bagley's scholarly and masterly treatment of the subject is opportune\nand courageous. It properly challenges the proponents of educational\nmeasurements to establish by sound evidence the position which these\nagencies are entitled to hold in modern, scientific educational procedure.\nHis contribution to this problem has served not only the desirable end of\nchecking the indiscriminate \" testing \" which has been carried on by those\nwho have had no training in this field and have no understanding or conception of the aims or objectives of such procedure, but has also brought\n\nsquarely before the school administrators the desirability of giving this practice a fair trial under competent and skilled men.\n\nAlegitimate and wide field of usefulness for educational tests and measurements is, however, being rapidly established by the experimental work of\nmany able investigators who are interested in a more effective adaptation\nof the educational process to the individual needs and capacities of the girls\nand boys of our schools.\nAccepted and established educational policies are often the products of\ntradition or accident. More and more they are being made the subjects\nof careful study, to the end that they may be either confirmed or revised.\n\n"}
{"page": 546, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n521\n\nCertain recent laboratory investigations of reading may serve as a type of\nthe scientific study of educational problems. By photographic processes, the\nnumber and length of the pauses a reader makes in reading a line of printed\nmatter are determined. It is established that competent readers see more at\n\na glance than do poor readers; that there is a marked difference between\noral and silent reading. It is made quite evident that, in the upper grades ,\nthe school ought not to emphasize oral reading, which is a slow, clumsy form\n\nof reading, when the pupils ought to be cultivating the power of rapid silent\nreading. By means of investigations of this kind, each of the subjects of\ninstruction is being examined, and as a result school work is becoming increas-\n\ningly effective in cultivating children's intellectual powers.\nStudies of individual differences in pupils; sex differences; the periodicity\nin the pupil's development; the measurements of the outcome of instruction,\nand the developments of standardized tests and measures; curriculum-organi-\n\nzation; planning of buildings; supervision and administration-all thesedemand and are now receiving patient, detailed scientific study.\nThis character of scientific investigation has received pronounced attention during the past year. Some of the notable movements in this field have\nbeen the investigations in reading made by the University of Chicago under\nthe financial support of The Commonwealth Fund, the studies in Latin subsidized by the General Education Board and conducted under the leadership of Mason D. Gray, and similar investigations in the field of high-school\nsubjects byA. J. Inglis, of Harvard University.\n\nThe guidance movement, starting mainly with vocational guidance, has\nexpanded to take in numerous other kinds of guidance. The choice of curricu-\n\nlum, health, worthy use of leisure, character and other objectives of education are included as having their bearing on a vocation. Its narrowest conception, the guidance of pupils into occupations, has widened to include\n\nschool preparation for a life work which goes far into the field of general\neducation.\n\nBecause so much of the service of vocational counselors has been in the\n\nfield of curriculum guidance and social counseling, it is being recognized\n\"\n\nthat amore inclusive term must be used. The terms educational guidance \"\nand\" vocational guidance \" are giving way to guidance.\"\nThe trend in guidance service during the past year has had a decided tendency toward a greater coöperation of teachers and those in charge of com“\n\npulsory attendance, health, tests and measurements, and with employing\ninterests and social agencies of the community.\nThe National Vocational Guidance Association, the U. S. Child Labor\n\nBureau, the U. S. Junior Employment Service, and many of the larger school\nstems have been making important strides in the guidance movement.\n\nNotably among the latter are Pittsburgh, Chicago, Boston, Seattle, and\nCincinnati.\n\nSafer and more sanitary school buildings, with better facilities for health\n\nactivities such as gymnasiums, swimming pools, nurses' and doctors' rooms,\ntest rooms for teachers, and facilities for hot lunch for both pupils and\nachers, are being built. Larger playgrounds are being provided.\n\n"}
{"page": 547, "printed_page": null, "text": "522\n\nNATIONAL EDUCATION ASSOCIATION\n\nPhysical education is broadening in scope and time allotment. Physical\nefficiency tests and mass competitions designed to reach all pupils are more\nemphasized. Inter-scholastic competition is being based on physical activities\nfor the whole student body, and is under better control.\nPhysiology is becoming a real health training and instruction through\nhabit building, based on information regarding cleanliness, rest, sleep, fresh\nair, proper food, good posture, and control of communicable disease; ideals\nof health and physical efficiency, and the establishment of individual and\ncommunity healthful attitudes.\n\nMedical inspection is developing into a real health supervision, including\nthe activities not only of school physicians, but those of nurses, dentists, dental\nhygienists, teachers, school clinics, and special classes for the care of the\nphysically handicapped.\nThe health of teachers is being conserved through better facilities, environment, program arrangement, and increased salaries.\nIt is now realized that all these factors must work together as a real\n\nschool health program.\nNo question in the field of public education has received more careful\nand scientific consideration during the past year than that relating to the\nfinancing of educational enterprises. In all parts of the country there has\nbeen much criticism of progressive public school programs and of the increased\nexpenditures not only for the maintenance of such programs but for the sup-\n\nport of colleges and universities as well. In many sections of the country\norganized movements were promoted to curtail such programs in order to\nreduce expenditures for education. Notwithstanding all the activities of\nthe reactionary forces of the country in relation to educational affairs, the\nyear has been one of substantial progress. Very generally the advances made\nin increased salaries for teachers, in the development of more adequate school\n\nplants, in the broadening and expansion of courses of study, in the organization of better rural schools, and in the efforts generally to equalize educational opportunity have not only been held but additional gains have been\nmade. The expenditures for public school maintenance, for the construction\n\nof new buildings, and for the support of colleges and universities have\n\nexceeded those of any previous year in the history of the Nation. More\nimportant than this, however, has been the support which men of large\naffairs have given to the financial necessities of education and the support\nwhich the influential press of the country has also given to the needs of\npublic education .\n\nOne of the outstanding features of educational interest during the year\nhas been the \" Finance Inquiry \" into the cost of public education supported\nby the leading Foundations in Education, sponsored by the American Coun-\n\ncil of Education and conducted under the direction of Doctor George D.\nStrayer, of Teachers College, Columbia University.\nWith the extraordinary increase in the number seeking admission to insti-\n\ntutions of higher learning, it has become increasingly necessary to restrict\nthe size of the groups admitted, and to devise means for selecting the applicants of greatest ability. The discovery and encouragement of students of\n\n"}
{"page": 548, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n523\n\nsuperior ability and of promise of achievement in research is a project recently\ninaugurated by the National Research Council.\nAs an outcome of the crowded conditions of the colleges and universities,\n\nthere has recently been an increase in the number of junior colleges. More\nof these colleges will probably be established, particularly in the cities, and\nas the result of reorganization of the weaker four-year colleges.\nAs the result of recognition that undergraduate institutions are founded\nand maintained as teaching, rather than research institutions, an increased\nemphasis is being placed upon the importance of the teaching done in college\nclasses. There is now an insistence that the college instructor must be not\nonly a profound scholar, but also a trained teacher.\nThe industries of the country are coming to look to the higher institutions\nof learning for assistance and will coöperate with them to their own advantage and the advancement of education and progress. The establishment of\nindustrial fellowships is typical of this development.\nEverywhere we note a movement directed toward the establishment of\n\nintimate relationship between institutions of higher learning and their\ncommunities, through extension courses and the provision of opportunities\nfor students other than those regularly enrolled.\nWhile there has been more than the usual amount of criticism of public\neducation during the past year and in some instances from sources which\nare supporting educational interests, it may be said without fear of contradiction that the power and influence of educational progress has not only\nswept out of its path all of the reactionary forces and influences which\nattempted to impede its onward march but has also challenged and brought\nto its support the men and women of the country most interested in the\npreservation and promotion of our democratic ideals which will realize their\ngreatest fruition through a sound progressive system of public education.\n\nSUSPENDED ANIMATION IN ENGLISH EDUCATION\nJOHN ADAMS, PROFESSOR OF EDUCATION , UNIVERSITY OF LONDON\nLONDON, ENGLAND\n\nTo England the educational heritage of the Great War is a unique situation of unstable equilibrium. The forces of progress and reaction have\nexactly neutralized each other for the time being, and there is a general\nagreement to let the status quo exist for a while. The pre-war state of education has been radically modified, but the changes agreed upon have not yet\nbeencarried into effect, and the reactionaries on the one hand and the progressives on the other are looking on idly but expectantly, each party hoping\nthatwhenthe move does come itwill be in the direction they desire.\nBefore the war, education in England was making quite satisfactory and\nsteady progress under a cabinet minister who really cared for education\nand knew something about it. The Honorable H. A. L. Fisher had been\ncalled to the post of Minister of Education because of his academic stand\n\n"}
{"page": 549, "printed_page": null, "text": "524\n\nNATIONAL EDUCATION ASSOCIATION\n\ning and his recognized interest in education as such. The government to\n\nwhich he belonged was favorable to educational progress, and his Majesty's\nopposition was on this point at one with it.\n\nThings were going very satisfactorily when the war broke out. The first\neffect naturally was a sort of educational paralysis, less marked, however,\nthan might have been expected. In education it was possible for a long time\n\nto give effect to the general national policy of \" business as usual.\" No\ndoubt the call for men depleted the ranks of the men teachers, but the women\ncarried on in excellent style, and what was lost through the understaffing\nof the schools was to some extent at least compensated by the increased\ninterest of the nation in educational affairs.\n\nFor the usual effect of a\n\nEuropean war made itself evident. People began to tell one another that\nif we were to maintain our prestige we must improve the education of the\n\npeople. The old saying was brought out: It was the schoolmaster who won\nSadowa and Gravelotte. We were told that it was her national system\nof education that gave Germany her initial enormous advantage in the war.\nWe assured one another that if Germany could do so much evil with her\n\ngood but badly applied education, we could do wonderful things with an\nimproved education intelligently and morally applied.\nAccordingly, Mr. Fisher was able to present his magnificent Education\nBill, of 1918, and to carry it on a burst of popular enthusiasm. His Education Act is the English equivalent to the establishment of prohibition in\nAmerica. Each was a magnificent gesture. In both cases, when the enthusiasm died down, there arose a questioning spirit and people began to ask one\nanother whether they had not been precipitate. In neither country was there\na general desire to undo what had been done, though many doubted its wisdom. The situation in America was easier, for in the first place there was\nan almost insuperable difficulty in rescinding the new law, and in the second\nit was a mere matter of allowing the new situation to stand. In England,\non the other hand, the carrying out of the terms of the Education Act\ndemanded positive effort. Things had to be done, and money had to be\nspent. It was this last item that was the effective spoke in the wheel.\nBefore the development of what came to be called \" the economy stunt, \"\nit was felt that the new Act called for an expenditure of money beyond anything ever before dreamt of in connection with education. The reluctance\n\nto apply the Act soon became manifest throughout the country, even in districts where education is highly prized and liberally supported. In Yorkshire, for example, where the local education authorities have a well-deserved\nreputation for progressiveness, the councillors shook their heads, and said\nthat excellent as the Act was it could not be applied in its entirety in the\npresent state of trade. As the appointed day approached on which the Act\nwas to come into operation the gloom deepened, and Authorities began to\nmake excuses .\n\nThen came the nation-wide demand for economy in State expenditure,\nand after the time-honored custom education was among the first of the\npublic services to receive the attention of the economists. Most of the Edu-\n\ncation Authorities throughout the country made no attempt to carry the\n\n"}
{"page": 550, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n525\n\nAct into effect. London, no doubt, made a gallant attempt to establish the\nproposed system of Continuation Schools. But so far from receiving\nencouragement from headquarters, they got into trouble about their grants,\nand had to fall in with the general do-nothing policy.\n\nThus ingloriously ended an educational spurt that roused the admiration\nand even the envy of the world. Over in America here, the feeling among\nschool people was that England was giving a lead to the world and was intro-\n\nducing a system that would have to be imitated by all the nations of the earth\nifthey were to maintain their place in the competition for a place in the sun\nof civilization. The fundamental problem the world has to face in view\nof the present situation is whether society can afford the extension of the\nschool age for all to the age of eighteen.\nIn general terms, the Act of 1918 makes full-time school education compulsory up to the age of 14, and some sort of continuation education compulsory up to the age of 18. The Act demands that between fourteen and eighteen the pupils be required to give at least eight hours a week (during the\nday-time) to work in school, though provision is made by which pupils who\ngive full time attendance at school up till 16, shall be freed from compulsion\n\nto do any more school work. Till society concludes whether it can afford\nthis expenditure of time, no further progress can be made. England is just\nnow in doubt on the general question, but apparently quite clear that at\nthe present moment the thing can not be done.\nWhat, then, is the underlying meaning of this Mahomet's-coffin position\nof the Act of 1918 ? There are those who want the Act rescinded : they wish\nus to go back to the pre-Fisher period, and be content with the not-bad\neducation then provided. But such a step would be unfairly reactionary : it\nwould be a begging of the question. The case for the longer period of school\neducation must be reasoned out, not let go by default. The question is sometimes asked : what is the difference between a rescinded Act and an Act that\n\ncannot be applied ? The answer is : \" Much in every way.\" So long as the\nAct remains on the Statute Book it is a part of the law of England, and\nbears witness to the fact that the English Legislature, after full deliberation,\ncalmly and definitively agreed that education deserves a certain minimum\nof time, and is worth a certain minimum amount of outlay. Whether the\ncountry at any given moment can afford the necessary time and money is\n\nadifferent matter. By leaving the Act in being, we gain a breathing space :\nwehave time to look around and make enquiries and experiments. There\nis at least a certain compensation in the close season for educational progress\nimposed upon us by economic stringency. Our Board of Education will\nbeallthebetter for this period of enforced marking-time, though it must not\nbeforgotten that the Board is not content to make no progress at all. It is\nat least keeping pace with the advancing needs of the time. The present\n\nPresident of the Board of Education, speaking at Exeter early in May, was\nable to claim that while in 1913 there were 180,000 pupils in grant-aided\nsecondary schools, now there are 360,000, and that the provision of free\n\nplaces had kept pace with almost mathematical accuracy. In 1913 there were\n61,000 free places, now there are 128,000.\n\n"}
{"page": 551, "printed_page": null, "text": "526\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\nBut what we are concerned about is not the automatic meeting of the\ngrowing needs of the population. The Board has hitherto been content to\nlive too much from hand to mouth, and not to take sufficiently long views.\nIt is to be hoped that it will profit by the close season to take stock of the\nneeds of the future, and make the necessary provision. Hitherto it has had\nrather a bad reputation. In the training of teachers, for example, it has\ngot into the habit of alternating between urging young people to come forward to be trained, and warning them off from an overcrowded profession .\nThree or four years ago the Board was urging its officers to do all they\ncould to provide a greater supply of candidates for the profession: today\nthey are issuing directions to keep down the number to be admitted to training. In this case the Board cannot be held altogether to blame, for the\nofficials assumed that the Act was to be carried out, and that would have\ninvolved such a demand for teachers as none of the ordinary existing channels\ncould supply. Indeed the Board's mistake here is really a proof of its good\nfaith with regard to the now suspended Act. Unfortunately, however,\nthe Board could not always plead this excellent excuse, and yet in the past\na disastrous alternation of dearth and over supply of teachers stands to its\naccount.\n\nThe same sort of thing occurs in other directions. Before the war the\nBoard was rightly indignant about the excessive size of classes in the ele-\n\nmentary schools, and actually fined the London Education Authority $50,000\nfor having excessively large classes in its schools. The rule was then made\nthat under normal circumstances classes of boys or girls should not exceed\nforty, nor classes of \" infants \" exceed forty-eight. Today the Board is\nurging education authorities to increase the number of pupils in classes,\nand one of these days London may be fined for not doing what she was\nformerly fined for doing. Here again it must be admitted that while this\nexample is an excellent one for a debate in the House of Commons, the\nBoard can hardly be blamed for a change of policy rendered necessary by\nevents over which it had no control. It is different, however, when we find\na member of Parliament, himself a former head of an Education Department,\nseeking to defend the increased size of classes on educational grounds. In\nany case, it is to be hoped that the present close season will be utilized by\nthe Board in planning out such a scheme of gradually applying the clauses\nof the Act as shall lead to an easy transition from the present straitened\ncondition to the fuller development towards which we are all confidently\nlooking. So long as the Act of 1918 remains in force, it is the law of the\nland and the Board must regard itself as responsible for its application at\nthe earliest moment that financial conditions render this possible. No doubt\nwhen the Act is actually applied it will almost certainly take a different\nform from that set forth in the present document. But by that time it will\nhave served its purpose by keeping alive an ideal. The educational system of\nEngland is at present, no doubt, in a cort of chrysalis state: but within the\ncocoon there are going on important organic processes that will have a powerful influence in determining the sort of imago that will in the immediate\nfuture fight its way out into the sunshine.\n\n"}
{"page": 552, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n527\n\nThe psychological effect of an Act-in-being is realized by increasing\nnumbers of the friends of education in England, and by not a few of its\nenemies. The ideal embodied in the Act may be admitted to be for the\npresent unattainable. But the Act stands there as a finger-post indicating\nthe direction of progress. One of its most important effects is that it puts\nthe onus of proof on the advocates of reaction. Each backward movement\n\nincalled upon tojustify itself in view of its obvious conflict with the officially\nrecognized ideal. Without the Act, all manner of retrograde steps might\n\nbe taken without a \" by your leave \" : they are all in the day's work. But\nunder the shadow of the Act, suspended though it be, it is necessary to now\n\ncause for every movement in the direction opposite to that indicated by\nthe legislative finger-post. To have to adopt an apologetic attitude is very\nwholesome for the reactionaries. No doubt they can sometimes make out a\ngood case, and the friends of education must accept all really needful restrictions. But at every concession they can turn to the Act, and while glancing\n\nover its clauses murmur comfortably: \" After all it is only a matter of time.\"\nNo onewill benefit more by this period of enforced inaction thanthe members of the Labour Party. As a group the Labourists have made a very\nclear and definite stand on the matter of education. They want the Act to\n\ncome into operation, and they want it as soon as possible. But they realize\nthat many of the least intelligent of their group are not quite prepared to\ngo all the way with the Act. There are those who resent the loss of money-\n\nearning power involved in the long compulsory school period. They ask\nwhy the children should be compelled to attend school for so long, and why\nevenwhen freed from whole-time thralldom their children should have their\n\ncommercial value diminished by the demand for school attendance during\nworking hours. The suspension of the Act will enable the party to educate\n\nits members up to the advantages it will bring, and the necessarily gradual\nintroduction of the clauses of the Act will provide a further means of breaking the shock of its full application.\nThe position is full of hope, and the period of suspended animation may\n\ninthe long run prove to have been the best thing that could have happened\nto theAct, by preventing a violent economic reaction following on its sudden\nimposition, and by providing a gestation period during which to organize its\ndevelopment along the lines that will best prepare for its welcome by all\nclasses of the community. The friends of education will be well advised to\nuse the breathing space to the best advantage, but not to allow any greater\n\ndelay than is absolutely necessary. Piecemeal application in the immediate\nfuture is the line of safety.\n\nOBJECTIVES OF PART- TIME EDUCATION FOR BOYS\nD. O. BRILLHART, ACTING DIRECTOR OF PART-TIME EDUCATION\nOAKLAND, CALIFORNIA\n\nFellow teachers: At the time your committee asked me to talk to you\n\nabout part-time objectives for boys, I felt and do still feel that they made\namistake. Those of us whose hearing is dulled by the noise of the machinery\n\n"}
{"page": 553, "printed_page": null, "text": "528\n\nNATIONAL EDUCATION ASSOCIATION\n\nand whose seeing is dimmed by close application to detail are hardly the\nones to interpret the larger meanings of any movement and especially so\nin school work where it is so difficult to measure progress-even in the fullday classes. I agreed to talk to you, however, because I hoped itwould aid in\n\nclassifying my own thinking if I tried to tell you how we have reasoned it\nout in Oakland.\n\nAmong those characteristics of our civilization distinguishing us above\nall other Nations in the belief that for each and every child the road of\nequal opportunity should be kept open, so that if he wills he may travel it to\nthe city of contentment and usefulness; and to aid him on his journey public\nschools have been created. Unfortunately, however, our ideal falls far short\nof its goal, for only the favored few continue the journey to its destination;\nthe vast majority fall by the wayside. To gather up these stragglers under\nthe age of 18 and to carry them a little further along the road of equal\nopportunity in the last few years we have established continuation schools,\nnot as a solution of all the ills of society, but as another aid in attaining our\nideal. Hence, the prime and only objective of the Part-Time Education Law\nis to give to youths who must leave school before they have completed their\neducation an opportunity to continue that education while they work. To\nmy way of thinking we can assist these youths to continue their education in\nthree ways : First, through pre-vocational shop work, vocational guidance,\nplacement, and further training in related trade subjects we can aid them to\nfind their proper place in the industrial world; second, through the right\nkind of health instruction we can help them to lead happier lives; and third,\nwe can furnish them that citizenship training which is necessary to the\nsafety of the Nation.\n\nIt would be easy to expand these objectives at great length, but I do not\nbelieve that I need to prove the case for part-time. The law has been in force\nlong enough to demonstrate that it is worth while. Therefore instead of an\nabstract discussion of part-time objectives, I am going to tell you through\n\na number of brief-case histories taken from our Oakland school, something\nof what we are trying to do to solve the problem, each case illustrating one\nor all of the objectives I have mentioned.\nTake the story of J. L. He entered part-time two years ago at the age\nof sixteen, coming to us from the seventh grade. The father is dead, the\nmother supports J. L. and a number of his brothers and sisters by taking\nin washing at which task for over a year after he came to us he assisted his\n\nmother. About six months ago he obtained a job in what he called a cakery,\nhis special work being the cleaning and greasing of pans. His attendance at\nschool was regular in spite of the fact that the four hours of eighth grade\nwork he was taking did not in any way apply directly to his work, and we\nlooked forward to dismissing him with a blessing on his eighteenth birthday\nand we had the firm conviction we were doing him little good. About May\nfirst, he came to school with badly inflamed eyes. When we questioned him,\nhe assured us he was taking care of them and that he would not neglect\nthem. The next week he reported to class again but his eyes were even\nworse than the week before. Under cross-examination we dragged out of\n\n"}
{"page": 554, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n529\n\nhim the confession that he was doing nothing for them, felt too poor to have\na doctor, and did not know how to gain admission to the free clinic. Just\nanother one of the many poor children in every large city who suffer because\nthey haven't a chance. Within an hour we had him admitted to the clinic,\n\nfrom there he was rushed to a hospital, and at last reports his eyesight will\nprobably be saved.\n\nJ. T. was called to our attention by his mother who claimed she was very\n\nmuch afraid of her son. We knew that he was decidedly subnormal, but\nhehad done nothing to distinguish himself from others of his group. The\ncase history showed that his father had been insane, and that though closely\n\nwatched by nurses he had taken his own life. The mother supported J. T.\nand his younger brother by cleaning offices and therefore was away from\nhome much of the time. We discovered that J. T. was a dangerous boy,\nthat he had an insane hatred for his younger brother, and that on several\noccasions he had threatened to kill both his brother and mother. Not a case\n\nfor the schools you will say, and yet that mother was ignorant and without\ninfluence, and she had been sent from one public official to another without\nresult. We went with her to the District Attorney, we arranged for the\nmental test, we interested the Associated Charities, and we saw to it that\nJ. T. was sent to the Sonoma State Home. After six months in the home\n\nhe was placed on probation and is now earning enough as a car washer\nfor the Pullman Company to support both mother and brother. Such cases\nshow that to the part-time school come the problems of poverty and disease,\nneither of which can be remedied by any school; and yet because the parttime school is built upon the idea of close coördination between the school,\nthe home and the shop, and actually tries to be of service to all three, to it\nwill come many such cases, as to a sort of clearing-house, which it must aid\nin solving until society finds a better way.\nLet me give you several cases showing what can be done through prevocational shops vocational guidance and placement. R. L. came to us from\nthe seventh grade of one of our schools. His introduction card reported\nhim to be a special case, slow and considerably retarded. We tried him out\nnthe machine and wood shops, exposing him to various occupations without\n\nfinding any to which he took. He worked in several factories during the time\nhe was in school. The reports were uniform; the boy was industrious and\n\nreliable, but not mechanically inclined. One of our larger painters wanted\nanapprenticeboy. We induced him to try R. L. Three months have passed\n\nsince thattime and R. L. seems to be making good. Both he and his employer\nare satisfied. B. B. came to us from a fifth grade a typical class-whatever\nthat is his mother is a graduate of one of our leading universities ; his father\na skilled though uneducated mechanic. It seemed impossible for the boy\nto learn to read or figure. He had been examined by a number of well-\n\nknown psyschologists, who advised that his only chance was to learn a\ntrade. We placed him in amachine shop class. He could not follow orders,\n\nbut when he once saw a thing done he could repeat the operation. For\natimehe made so little progress we grew discouraged and gave him a tem-\n\nporary exemption. He tried a garage job and failed ; but he had taken a fancy\n\n"}
{"page": 555, "printed_page": null, "text": "530\n\nNATIONAL EDUCATION ASSOCIATION\n\nto our shop instructor and he insisted on returning to school. He added\nevening school shop work to his program. Learning through imitation he\nimproved. Now he is past eighteen, but he continues his evening school and\nfor six months he has held a good job in an Oakland machine shop. For\nhundreds of boys the story is the same. Doomed to do our semi-skilled work\nthey profit somewhat from the small amount of tool skill they receive, but\nthey profit more from the vocational guidance and placement work that must\naccompany the class instruction.\nOne case in which we failed miserably illustrates still another angle of\nthe problem. J. B. came to us from the Juvenile Court-one of the most\n\nhopeless of all the cases they have sent us. The boy was bright-outside of\na tendency to stutter his high-school teachers noticed nothing unusual about\nhim. His parents were hard working, respectable people, though of small\nmeans. Within a year he had been before the court some four times, always\n\non charges involving the taking of property not his own. The last offense\nhad been highway robbery. When confronted with his crimes, the boy would\nfreely confess to the police all they already knew, but as to other transgressions he was casehardened in his denials. He attended school regularly,\ndoing good work in mechanical drawing and shop mathematics but because\nofhis bad record it was difficult to get him work and of course the Juvenile\nCourt officials, who are not always sympathetic, contended it was the part-\n\ntime school law which prevented his finding a job. However, at last he did\nfind work but several months later on checking an absence we learned he\nhad been caught red-handed in a burglary by the police. He was sent to\nWhittier where he still is. So far we have worked out nothing in our parttime school for this criminal type and we believe it belongs with the parental\nhome rather than any continuation school.\nThe cases of L. C., E. I., and Jerry illustrate the possibilities of the\nsupplementary trade instruction. L. C. came to us as a grammar school\ngraduate; he had just obtained a bank messenger job. For two years he has\nbeen taking bookkeeping, commercial forms, arithmetic and comptometer and\nhis promotion has been rapid. The bank likes our work so well that it comes\nto us for all its boys and sends them gladly to part-time school.\nE. I. was expelled from two high schools because he would not do any\nwork in anything but shop and drawing. In a mathematics class he was impossible. He hated school so bitterly that we had to serve a citation on his\nparents to get him into school again, and for several months we did not know\nwhether we were going to hold him or not. Then he got a job in one of our\nlarge gas engine companies as a pattern apprentice. We talked it over\nwith his employer, who convinced the boy he needed more drawing\nand mathematics, especially work on gears. Fortunately we have a shop\nteacher who is an expert in this field. For six months the boy has not missed\n\na day in school, and what is better he not only is improving inhis value to\nhis employer but his attitude towards life has changed.\nJerry came to us from a 9b class two years ago. He had a job in the\nmechanical department of one of our large service corporations. He knew\nwhat he wanted-trade drawing, trade mathematics and trade science.\n\n"}
{"page": 556, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n531\n\nLast October he became eighteen, and we dropped him automatically. Two\nweeks later I found he was again in class and he has been present each week\nsince because he is getting that supplementary trade instruction he needs.\nThese cases are but a few of thousands, but I hope it illustrates part-time\nobjectives as we see them. So that you may get a clearer picture of our work,\nletme sketch for you an ideal part-time school as we see it now after three\nyears of pioneering. It is to be in a new building, as well equipped as the\n\nbest high school in the city. Why should these poorer children whose lives\nare dull and drab be discriminated against by being placed in unattractive\n\nsurroundings ? It will have a gymnasium, a place for games, bathing facilities, everything that will aid in the teaching of clean living. It will have\npre-vocational shops, fitted to sift the ill assorted boys into their proper jobs,\nand the placement and coördination to see that this work functions. It will\nhave courses in all the related trade subjects : blueprint reading, trade\nmathematics, science, drawing, music, all new commercial subjects including salesmanship and advertising. It will have as its motto the dignity of\nlabor and in its teaching force those men and women only who respect\nhonest work well done and who feel a keen sympathy for these lads denied\ntheir equal opportunity in this world. And lastly as its capstone it will have\nthe best course possible in citizenship and health.\nThe problem of making and keeping the body fit is not peculiar to any\nage, but employed youths are subjected to more than ordinary temptations.\nThe logical time to get sex hygiene over to boys is during the period from 16\nto 18 when with their new found earning power and partial emancipation\nfrom home control they face the issue of clean living.\nEach year most of the boys who leave school do so without any adequate\nknowledge of our history, our government or the principles of political\neconomy. In the past generation we have been undergoing a peaceful revolution. Through the primary, the initiative, the referendum, and the recall\ngovernment has become responsible to the laboring man. Where are these\nmen to receive their citizenship training? Is it something breathed in with\nthe free air ofAmerica or is it founded on a knowledge of principles that find\ntheir inspiration in Plymouth Rock and our Constitution ? This boy who\n\nleaves school in the seventh, eighth, or ninth grade immediately meets the\ngreat problems of our age. What attitude shall he take towards the labor\nunion, the closed shop, the strike, sabotage, law enforcement? I hold no\n\nbrief for propaganda of any sort ; but the hope of America lies in intelligent\ncitizenship. Otherwise, how can there be a wise moulding of the industrial\ndemocracy of tomorrow.\n\nREPORT ON VISUAL EDUCATION\n\nL. N. HINES, PRESIDENT, STATE NORMAL SCHOOL, TERRE HAUTE, INDIANA\n\nThe chief purpose of the committee report we now have in hand is to\nclear our thought and add to our knowledge along the line of visual education in so far as that topic touches the procedure of the schoolroom and can\n\n"}
{"page": 557, "printed_page": null, "text": "532\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe made of assistance in the learning process. An investigation of this kind\nis eminently worth while because of the great possibilities in the way of\nmaking learning easier and more attractive than it has ever been. That is\nthe chief task of this committee and to that task the members of the committee\nhave set themselves.\n\nSomething like a year ago, the then president of the National Council of\nEducation, President Seerley, of Iowa, appointed a committee to make a\nreport on Visual Education. The membership of that committee is as follows:\nL. N. Hines, president Indiana State Normal School, Terre Haute, chairman ; W. C. Bagley, Teachers College, New York; Superintendent Susan\nM. Dorsey, Los Angeles; Superintendent David B. Corson, Newark, New\nJersey; Mrs. Cora Wilson Stewart, Frankfort, Kentucky; Olive M. Jones,\nNew York; Thomas W. Butcher, Emporia, Kansas; Ernest L. Crandall,\nNew York; and Mrs. Josephine Corliss Preston, Olympia, Washington.\nSome of the members of the committee are making their reports. Others\n\nwill appear later, according to the pleasure of President Gwinn. We hope\nthat the final summation of the activities and findings of this committee will\nbe distinctly valuable to those school people that are interested in visual\neducation.\n\nIt is well enough, before going into the matter of visual education for\nthe schools, to consider a part of the background of such an investigation.\nThe commercial moving picture interests furnish such a background. One\nof the biggest industries in the United States is devoted to putting before\npeople, young and old, visual material that perforce assists in educating them\nwhether they intend it or not. We have a great industry that attracts its\ndaily millions to such an extent that it is hard to think or talk of visual\n\neducation without having our thinking dominated by what the movie industry\ngives to the people and the effect the commercial pictures have on the multitude, especially the young.\nThe daily work of the schools in all village and urban communities is\naffected by what goes on at the movie house. Over much seeing of the inanities and absurdities of the movie seems to be developing the so-called\" movie\nmind.\" School is a rather slow place to millions of our youngsters. The\nwhole situation affects the work of the school, creates a demand for visual\neducation, and at the same time tends to make that demand one for the\n\nvulgarities of the commercial film.\nIt is well enough here to consider some of the characteristics of the movie\ninterests that are having such a big part in the education of our children.\nThese interests are :\n\n( 1 ) Opposed to censorship of any type; (2) in favor of any kind of\npicture that will get money into the box office; ( 3) opposed to prohibition\nand constantly devoted to propaganda in favor of the return of the saloon:\n(4) in favor of Sunday desecration and the unlimited showing of films;\n(5) shot through and through with the basest motives in devising plots and\n\nputting them on the screen; (6 ) constant purveyors of cheap, inane, absurd\nand impossible plots; ( 7) constant perverters of the morals of youth, through\n\nthe pictures. Many movies are nothing less than lessons in crime; (8) ready\n\n"}
{"page": 558, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n533\n\nat all times to change any classic story in order to give the movie touch of\nunreality and sensuality to it, perverting morals and misinforming those who\nsee the picture; (9) ready at all times to penetrate any sanctuary or film any\n\nscene, in order to get a little more money at the box office. A great Frenchman some time ago visited the tomb of Lincoln and penetrated its confines\ninorder to pay reverence to the greatAmerican. Could he do that in peace ?\nHe could not\n\nthe movie cameras were there.\n\nIt is interesting to know what some of the movie people think of the\ndemand for better pictures. We quote from the magazine Visual Education\nfor January, 1922 :\nOur films \" too refined \"-In the January number of Picture-Play, in the department editedby The Observer, appears an editorial which bids fair to realize its very\nevident purpose of provoking a spirited controversy. Like many another article\nanent the motion picture, it is a bitter and heart-wringing diatribe against conditions existent in the world of the cinema. And beyond doubt there are many who\nwillbe both shocked and surprised to discover how deplorable matters have become.\nTo state the great difficulty in the author's own words, \" the motion picture is getting\n\nwishy-washy, literary, educational, inspiring-something you ' ought ' to see.\"\nIn the course of the editorial it is soon made more than apparent that those individuals who have been agitating for the artistic uplift of the screen are achieving\ntheir designs sooner than even they had reason to expect. But not unnoticed and\nunrebuked will they be allowed to plan and to achieve such ends. The unsuspecting\npublic is not to be exploited because of the fine literary discriminations of a few\n\nunfeeling highbrows. Friend Observer, heeding the dictates of a conscience \" that\nwon't let him be a hypocrite,\" declines to permit any unpleasant resultant complications to interfere with his exposure \" of the too darned nice and refined \" condi-\n\ntion of the motion picture. Never, he declares in effect, shall things come to such a\npass and he remain silent.\n\nNor will he rest content with merely drawing the attention of the public to the\nsad situation. His desire to serve leads him to point out what must be done to remedy\nmatters. \"More pep,\" he demands, \" more detective stories, more red-hot love\n\nstories, more thrills, spine-tingling thrills, thrills that make you grab your girl's arm\nand gasp-action, drama, punch, galloping horses, mortgages, fires, sudden deaths,\nsuspense, suspense and more suspense !\nWe want the gosh-darndest drama\nthat anybody can give us, well done. We're not crying for crudity, but we are\nyelling for something to happen in the picture shows.\"\nIt is The Observer's unshaken belief that the motion-picture producers are trying\ntoo hard to make pictures for the folks that seldom come to see the shows and that\n\nthey are forgetting the regular \" fans.\" If the film companies would stop making\ndramas like \" Sentimental Tommy \"-dramas that are appreciated only by the occasional intellectual\n\nand do more pictures such as \" The Sign on the Door,\" with\n\nits Norma Talmadge and its melodrama which pleases the American people, the\npresent sad state of affairs would be vastly ameliorated.\nThe stinging regret which assails the reader is that The Observer confines himself\nto the cause of the motion picture. One craves to have him extend his efforts to\n\nother fields of artistic development. A few paragraphs from his elastic pen might\nmake evident also the supreme absurdity of grand opera and concert music, and\n\nthus help to assure to the people their jazz, too often the subject of rude and uncharitable comment. His advice might likewise accomplish much in the realm of art.\nInfluenced by his penetrating and encouraging remarks, people might in time be\nmoved to divorce the misty Corot or Inness from their walls and throne in their\nstead the vastly stimulating studies of Harrison Fisher, and other members of the\nfront-cover fraternity.\n\nTheday is rich in opportunity for just this type of valiant reformation.\n\n"}
{"page": 559, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n534\n\nThere may be those that question whether a commercial movie discussion\nhas any place in such a committee report as was first contemplated. In reply\nit may be said that the movies are a powerful influence in giving our children\na certain type of education. This education, intellectually and morally, can\nnot be ignored, especially by any one interested in the moral development of\nour children .\n\nFurther, educators need occasionally to say some things about the commercial movie and its influence on the child-life of the Nation. This ocса-\n\nsion and this committee report furnish an opportunity. So much for a part\nof the moral and social background of this problem of visual education in\nthe school.\n\nThere are purely academic phases of this question that will engage the\nattention of this committee. The importance of what the child sees ; what\ntype of school work can best be done through pictures; the work of the specialist in visual education; is the still or the moving picture better for classroom use ? means of securing visual material for the school; the need of\nmore controlled experiments in visual education; can moving pictures stimulate mental growth ? what kind of visual aids are best suited to school use ;\nthese and other questions will be touched on by our committee.\nVisual education is here and is here to stay. It is for the school people\nto say what part it shall play in the schoolroom. We have not yet gone as\nfar as we must in our thinking along these lines. Persistence, insistence, team\nwork, clear thinking, on the part of school people and the problems of visual\neducation will be solved.\n\nQuotation from Dr. John J. Tigert, U. S. Commisioner of Education :\nIn nearly every small town and village-anywhere and everywhere you go\nthroughout the country-you find the movies. They are a part of our life; their\nscope is constantly being enlarged and improved. What can be done with them as a\nmeans of imparting knowledge already has been demonstrated; it is for us to utilize\nthem on a larger scale and adapt them to the peculiar purposes of education.\nWithin that celluloid film lies the most powerful weapon for the attack on ignorance\nthe world has ever known.\n\nVISUAL EDUCATION IN COMMUNITY CENTER WORK\nMRS . SUSAN M. DORSEY, SUPERINTENDENT OF SCHOOLS\nLOS ANGELES , CALIFORNIA\n\nSo popular and so universal has the motion picture screen become that we\n\nunconsciously associate visual education with that particular form of photographic representation. Most of this discussion will be concerned with the\nmotion picture. Before, however, passing to that phase of the subject, it\n\nshould be urged that for community education there are other types of visual\ninstruction quite as important. An impressive example of what may be done\n\nfor a community is that of Richmond, Indiana, where earnest-minded, artloving citizens are accomplishing the progressive education of a whole com-\n\nmunity through successive exhibits of the best obtainable pictures, with, as\na result, the establishment of a permanent gallery of art. This effort in edu-\n\n"}
{"page": 560, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n535\n\ncation is not so popular, possibly not so entertaining, as the motion picture\nscreen, but the educational results are doubtless more significant as a permanent residuum of community culture.\nAs the screen increases in favor there is danger of discounting the educational value of the slide, although hardly any adjunct of visual instruction\nsurpasses the slide in effectiveness for two reasons: It remains within the\nrange of vision so long as desired and lends itself most readily to the\nillustration of verbal instruction. Few communities in the country are unable\nto find someone who can provide an evening of the finest kind of instruction\nwith the material furnished by selected slides as a theme.\nThe film, however, we must admit is the most enticing form of visual\nrepresentation for adult and child alike. In these days many things are\nclaimed for it by inventors, interested producers, social workers and educators. While some of the claims to value are a bit excessive, he would be\nrash indeedwho would contest the probable supremacy of the film as a visual\nattraction and a medium of instruction.\n\nWhen discussing visual education in community center work, the first\nquestion that arises is: What community agency can best take responsibility\nfor its introduction, its continuance and its worth-whileness ? For it is not\nenough that pictures be mildly unobjectionable; they should be worth-while\nintheir content if they are to have a place in community center work. They\nshould give a positive uplift, a finer conception of life and, if informational,\nthe information should be of a value and a type that will abide.\nThe three agencies that suggest themselves as the best media for visual\neducation inthe community are the club, the church and the school. Sometimes one of these agencies is the more appropriate, sometimes another, but\nalways the public school offers itself as the most available .\nAs I write, I recall one Woman's Club that was a true community center,\ndispensing good, wholesome, hearthside cheer, contributing to the education\nofawide-awake community nestled in the foothills, and serving as a veritable\ncenter of sweetness and light. Twice each week the doors of the clubhouse,\nwhich had been built by popular subscription, were opened for a motion\npicture entertainment and he who would might enter for a trifling admission\ntee. On Thanksgiving Day the community dinner was shared by all.\nPatriotic programs marked recurring anniversaries of great National events\nandthe birthdays of National heroes; a real community center was this and\nno commercial motion picture house could establish itself, thus insuring to\nthose people their own complete control of education through the film .\nWould that there were more women's clubs and more clubhouses consecrated\n\nsocompletely to community service.\nAnd the thousands of churches all over the land, dark and damp from\ndisusethroughout the week; if only it were possible to establish the machineryby which these could become, especially in sparsely settled communities,\ncenters ofuplift through visual instruction by the slide and the film.\nClubhouses and churches are for the most part semi-private property.\nThe public school is the community's very own, in which all share and on\n\n"}
{"page": 561, "printed_page": null, "text": "536\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhich all citizens have a just claim. Hence it is the natural community center\nand here visual education for the people has a right to lodge.\nThere are difficulties, however ; always the chief of these are inability to\nfinance the project and to set in motion the necessary machinery for satisfactory and continuous programs of visual instruction. The addition to an\nold school building of a room or auditorium with booth costs money; funds\nmust be had for projection outfit and for the rental or purchase of films;\nthese are discouraging items of expense for a small community and in a great\ncity, where the appliances must be indefinitely multiplied, the cost is almost\nprohibitive and yet, not prohibitive if only we set about to do it.\nThis is the way one community solved the problem of the projection outfit; they bargained with the board of education to install the appliance and\npermit them to refund the board by a series of visual programs at which\na small admission fee was charged. It was a great concession on the part\nof that board as there was a cast-iron rule that only two entertainments\nwith admission fee might be held each year. Once it was found that nothing\nfatal happened to anyone by the concession, other schools in the district were\nallowed the same privilege. In this community the superintendent announced\nto the Parent-Teacher Association at the beginning of the year that it was\nthe intention of the Board of Education and the superintendent, especially\nto encourage the extension of visual education through the film as the important project of the year. Now, it so happens that there are many strong\nParent-Teacher Associations in that city and with one accord they offered\ntheir services to compass the purchase of projection outfits. Why not? They\nwould profit by many a delightful afternoon and many an evening with\ntheir families at the school center.\n\nThe cost of darkening rooms in a fashion not to interfere with ventilation\nis a stubborn problem. My own conviction is that the one greatest benefit\nto be conferred by some keen inventor is a satisfactory device by which\nthe motion picture can be shown under daylight and consequently in a wellventilated room. At the present time the cost of darkening arrangements is\nvery considerable. If anyone has solved this problem for boards of education,\nwho desire to serve their communities in a generous fashion, within reasonable\nlimits, that person is a benefactor. Would that our illustrious countryman,\nThomas A. Edison, who has recently announced that the motion picture\nas an educational medium is destined to render textbooks unnecessary, would\nconfer yet one more blessing upon his America and make it possible for us to\nview the film out-of-doors with light and air in abundance.\n\nThen there is the problem of safe storage of films, safe for the film and\nsafe for the building and the occupants of the building in which the films\nare stored. Since city authorities now require cement or other fireproof safes\nfor film storage, this means still more expense for boards of education.\nThe problem of timely distribution and reliable transportation is no mean\none. Nothing is more chilling to a cominunity enterprise than a full house\nwith nothing to show, or with an unsatisfactory substitute. This is so serious\namatter that suitable provision should always be made for a substitute program ifthe film fails to arrive.\n\n"}
{"page": 562, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n537\n\nAll the problems thus far mentioned have to do with the cost and the\nmachinery of visual education programs in the school house as the community\ncenter. They have not touched the really vital considerations of such education, which are the selection of suitable films and the necessary bulletining\nand advertising connected with film events ; and one other adjunct which\nis almost wholly neglected in motion picture programs, namely, the educational comment.\n\nFor the selection and lists of appropriate pictures there should of course\nbe a central committee immediately responsible, but it should be the duty of\nevery teacher, student and good citizen to report to that committee the name\nof any film known to him to be worth seeing. The education of the community in taste, discernment and good morals goes on through the selecting\nprocess as well as through the actual visual participation. While communities\nmust sometimes assert themselves, through repudiation and denunciation of\nthe unfit picture or the disqualified actor, as in the Arbuckle controversy,\neven to the point of forcing compliance with their remonstrances, it is after\nall through the process of continuous selection of the best and the results\nofsuch choice that there comes an education of taste and an establishing of\n\nstandards that will prove permanently uplifting.\nThere must of course be devised a plan for bulletining the events; with\nthe school house as a community center, publicity is fairly well assured, as\nnothing so delights the childs heart as to be the herald of important news.\nIfthe school is fortunate enough to have a printing press, the work of publicity is greatly expedited, while the setting up of the necessary notices\nfurnishes training material for the young printer.\nIf, however, the film is to do its perfect work some one should be able\nto speak of its significance and to call attention to its high points educationally. It is a great mistake to suppose that mere motion elucidates, far\nfrom it. Quite as often the motion interferes with the fullest grasp of the\npicturecontent, confuses instead of clarifies. Just listlessly to watch congeries\nofmoving objects with screen comment of uncertain value is not necessarily\neducational. I recently saw a series of beautiful pictures of ancient Rome ;\nnotoneinone hundred of the audience carried away anything of value because\nthey knew nothing of what they saw. In picture seeing this uninformed gazing isthesame sort of dissipation as incessant story reading with no other purpose than a passing fancy.\nBy all means let visual education have its full fruition in the school house\nas a community center, let school authorities relax a little their sense of\nownership and coöperate with interested and intelligent citizens to make the\n\nschool property serve the highest interest of the entire community. There\nis no more senseless extravagance than great masses of costly school masonry\n\ndead, inert, useless, night after night when they might be throbbing with light\nand life, while the community through visual representation might be\n\nreceiving an educational and spiritual uplift. The drawing power of the\nmotion picture should be frankly acknowledged and community leaders\nshould set themselves to turn the \" movie habit into educational account \"\n\nthrough the public schools as a community center.\n\n"}
{"page": 563, "printed_page": null, "text": "538\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE CHILD AND THE COMMERCIAL MOVING picturE\nOLIVE M. JONES , PRINCIPAL, SCHOOL NO. 120, NEW YORK CITY\n\nThere are four viewpoints from which to consider this subject: ( 1) The\nchild in relation to moving picture shows as existing only for commercial\nprofit; ( 2) the child in relation to the possibility of producing pictures of\neducational value and yet with possibility of profit for producers; ( 3 ) the\nquestion of how teachers can aid in the solution of either problem; and ( 4)\nthe suspicion of commercialism sometimes attached to teachers advocating\nmoving pictures and other visual aids.\nI touch on the last first because I believe it can be dismissed in a few words.\n\nI don't believe it has many fields, in fact, any basis except the difficulties of\nunbeliefs and suspicion always attached to what is new. For commercialism\nin the sense of undue or unjust profit to exist in connection with the introduction of any accomplishment in the schools two conditions must first exist :\nfirst, in regard to its introduction; second, the possibility of profit unexcelled\nin its introduction. Neither of these conditions exist.\n\nIn the field of visual education competition is open to all and there is no\nclosed list of supplies. Furthermore, the producers of educational films\ncannot make money enough to bribe or influence any one. There is no\nmarket for their goods in the commercial picture house and boards of educa-\n\ntion are not yet appropriating money enough to make increases in profit\nattractive enough to induce commercial producers to go into that field.\nI want next to speak of children in relation to moving picture shows in\nhouses run for commercial profit, and I want to speak from the point of view\nof the practical teacher who keeps informed of what is occupying the minds\nof the children in her class. From this standpoint the commercial moving\n\npicture is doing several things to our school children. Dr. Ettinger, our\nschool superintendent in New York, made an address last fall which he\n\ncalled, \" Face the Facts.\" It compelled us to look squarely in the face the\nquestions of the progress the children are making through the grades and\nthe relation of our courses of study to retardation. Similarly let us face\nthe facts regarding the moving pictures.\nHitherto most teachers have spent their time in vain against the evils\nof moving pictures and bewailed their influence on children. Let us face the\nfact that the moving picture is here to stay like the theatre. Let us face the\nfact that the moving picture is a non-removable factor in children's lives\nand consider wherein it is evil and wherein it is good.\n\nConsidering the evil effect first, we find that moving pictures make too\nstrong an appeal to imagination. It wakes up and stirs imagination without\ngiving it proper direction or training. Secondly, the moving picture shows\ncertain lines of behavior and tempts the observer to imitate-matters which\nought to be left to imagination or never known. Thirdly, the moving\npicture is at present a temptation to superficial and to disconnected bits of\nknowledge instead of thoroughness and organized knowledge.\nOn the other side of the picture, we find three results on children's interests\n\nwhich are desirously good. First, the moving picture does give knowledge\n\n"}
{"page": 564, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n539\n\nand information not otherwise obtainable by the average child in public\nschools, especially in our big cities. A New York City teacher can give children a definition of \" canyon,\" but no child there has the opportunity to\ndrive through wonderful canyons or get in any other way a clear impression,\nbecause words fail to give it, but the moving picture does. In the second\nplace the moving picture rouses interest in objects of knowledge otherwise\nclosed books to those same children. The children here in California know\n\nwhat an orchard is. The child in New York City, years ago, would have\nlistened to the teacher talk about an orchard or would have learned it as a\n\nword in spelling. The moving picture has taught him what an orchard is.\nThird, and most important of all to my mind, the moving picture has pro-\n\nvided a victorious rival for the corner gang, the pool room, and the crap\ngame for a child in the city streets. The third question, How can teachers\naid in the problems arising from the commercial moving picture ?, is the most\nimportant of all and I want briefly to make certain suggestions.\n(1) Bring the moving picture to the school and make it a means of education rather than trifling amusement.\n\n(2) Coöperate with the producers so that they will comprehend our point\nofview and not think us creatures of blind prejudices and possible ignorance.\n(3) Educators write the best textbooks for the publications. Let teachers\nbecome the best writers of scenarios and themes for the film producers.\n(4) Guide children as to the films they should see as we now do the\nplaces they should see and the literature they should read.\n(5) Do not try to keep children away from moving pictures but train\ntheir taste in what to see and teach the producer what we, as teachers, think\nartistic and moral.\n\n(6) Make use of the moving pictures which the children see in your\nclassroom exercises.\n\nTo illustrate concretely a recent school test in composition given to graduates from the eighth year classes in elementary schools required children to\ncombine their study of literature with their attendance upon moving pictures\nbymeans of the following questions :\n(a) Write the scenario you would use to produce as a moving picture,\nthe scene between Brutus and Cassius.\n\n(b) What captions would you use selecting them from the material provided between words spoken by each character in the scene between Brutus\nandCassius.\n\n(c) What staging and scenery effects would be required to produce the\npicture.\n\nThe lastpoint is the possibility of producing pictures which children should\nsee andwhich would at this time permit commercial profit for their producers.\n\nWe cannot, as teachers, become producers of moving pictures. That is a\nbusiness in itself. But we can combine with them in organizations for mutual\nbenefit. The great precedent for this was established long years ago in the\nrelations between the producers of textbooks and teachers .\n\n"}
{"page": 565, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n540\n\nVISUAL AIDS AND HOW TO HANDLE THEM\nERNESTL. CRANDALL, DIRECTOR OF LECTURES AND VISUAL INSTRUCTION\nNEW YORK CITY\n\nVisual aids may be divided into four general classes or types: (1 ) Real\nobjects, (2) loose pictures, (3 ) stereopticon views, and (4) motion pictures.\nEach type has its peculiar characteristics and should be handled accordingly.\nI believe the paramount question is when each particular type is most appropriately applied that is, at what psychological age of the child and also at\nwhat stage of the lesson or recitation. Too little attention has been paidto\nthis vital consideration.\n\nPersonally, I should apply them in the order named, objects, pictures,\n\nslides, and films. I am convinced, for example, that the motion picture should\ncome later than the slide, later in the child's development and later in the\nlesson.\n\nLet me state it in another way. These visual aids should come earliest\n\nwhich involve some physical activity, because the motor impulses are dominant in the earlier years. Those should come latest which exact most mental\n\nactivity, to fit the child's maturing mentality. I would let a small child\nhandle objects. I would show an older child motion pictures. Likewise I\nwould start a lesson with specimens and I would conclude it with a film,\n\nbecause, other things being equal, I believe the development of a lesson should\nfollow the same lines as the child's psychological evolution.\n\nOf course, under proper conditions all visual aids may be used interchangeably at all ages and stages. I am merely stating a general principle.\nLet us see whether closer examination of each type will bring us nearer to\nits appropriate use.\nReal objects-With real objects the child comes in contact in three ways:\n\n(a) Excursions, (b) specimens, (c) experiments. The excursion is an\ninvaluable teaching device, particularly with younger children. It is virtually\nthe only means of introducing the little folks to certain geographical concepts, such as land forms, water forms, and points of the compass. At this\nstage it has the great advantage of bringing into play the motor impulses\nso strong in the young child.\n\nLater, naturalist hikes, museum visits and shop and plant excursions may\nand should be added.\n\nIfyou cannot take your children from the building, there are two recourses:\n(1) The mental excursion-reminding the children of objects and scenes\nknown to be familiar ; and ( 2) the classroom excursion. For example, if\nyou are studying a group of States, have the pupils label certain desks, suit-\n\nably grouped, as States. They may then distribute specimen products brought\nfrom home-an egg for Ohio, any steel object for Indiana, a jar of bacon\n\nfor Illinois, a picture of a Ford for Michigan,etc. Finally let selected pupils\nconduct interstate excursions. The essential point is to elicit self-activity,\nparticularly of the motor type.\nSpeaking of specimens, every class should have its own specimen collections,\n\nespecially an industrial collection, for geography is largely a study of the\n\n"}
{"page": 566, "printed_page": null, "text": "N\n\nNATIONAL COUNCIL OF EDUCATION\n\nETH\n\nsources of the great primal necessities, food, clothing, and shelter. Do not\naim at gorgeous, immaculately labeled collections securely locked behind\nglass. Let each class make its own collection, which it can handle freely.\nThis provides an outlet for the hoarding or collecting instinct, induces self\nactivity and furnishes an excellent class project.\nUnder the general heading of specimens, one may also include models\nof various sorts. It scarcely need be added that where practicable these should\nlikewise be made by the pupils and preferably through coöperative effort.\nOf the experiment little need be said. It is firmly entrenched in modern\nschool practice. My own observation is that the elementary general science\nteacher uses it more effectively than most high school physics and chemistry\nteachers, for he invariably makes it the initial step of the lesson-which\n\n541\n\nitshouldbe.\n\nLoose pictures-Under loose pictures may be designated (a) the illustrated\ntext; (b) photographs and their reproductions, chiefly available to the\nteacher in the form of post cards and illustrations clipped from current\nperiodicals; ( c) posters; and (d) stereographs.\nThe illustrated text is perhaps the oldest of visual aids. It is still badly\nmade and badly used, however, because neither author nor teacher builds\nthe lesson around the pictures. Examine a real illustrated text, such as those\nput out by the American Viewpoint Society and you will see what I mean.\n\nLike the specimen collection, the making of a model scrap-book to which\neach pupil contributes post-cards, illustrations and clippings, is a suitable\nclass project. Here the teacher again utilizes the rather troublesome collect-\n\ning instinct, so strong in boys at a certain age, and socializes it by applying\nit to the common good.\nAnother effective use of post-cards and small pictures applies equally to\nposters. Both should be used to dress up the bulletin board and classroom\nwalls, the girl's instinct for self-adornment, usually appearing at about the\n\nsame age as the boy's collecting craze, can thus also be sublimated and made\nto serve a useful and a social purpose.\n\nMany valuable industrial posters are obtainable. Also, every teacher should\nknow the National Child Welfare Association's wonderful posters, which\nare sold at cost.\n\nEverything thus posted should also be vitalized for the pupils through\nsome class exercise, preferably conducted by a member of the class.\nAmong loose picture devices must be reckoned the stereograph and stereoscope. The illusion of reality conveyed by this marvelous little instrument\nmakes an indelible impression. A well indexed set of stereographs should\n\nbe in every school library, for the use of the upper grades. In the lower\ngrades the best usage is to leave two scopes, with two or three pictures each,\non each window sill for two or three days. This enables the youngsters to\nexamine them at their leisure. Then whip the whole series into a coherent\n\nweekly or bi-weekly lesson, by reproducing the same subjects on the screen.\nIf this is impracticable, review the series by question and answer.\nThus the motor impluse is utilized by having the children leave their\nseats and handle the pictures themselves; and mental coördination of retained\nvisual images is effected by the review.\n\n"}
{"page": 567, "printed_page": null, "text": "542\n\nNATIONAL EDUCATION ASSOCIATION\n\nStereopticon views This brings us to the slide or stereopticon view, which\nmust always remain the staple among visual aids, especially in the development stage of the lesson.\n\nUseful for all ages, the slide is virtually indispensable with pre-adolescents.\nBy shutting out distractions and facilitating concentration upon a leisurely\n\nseries of agreeable images, it lends itself to an intimate give and take of\nobservation, inference and judgment that can be secured by no other means\nof which I am aware.\n\nYet the slide is frequently misapplied. Except with college classes, its\n\nuse merely to embellish a lecture, robs it of its value as a teaching aid. The\nstereopticon is essentially a classroom instrument, better dispensed with\naltogether, unless used in the intimate manner indicated.\nMotion pictures-Last but not least comes the motion picture. Last in\n\nits application to the lesson, because it presents essentially a review, a summation, a coördination of the detached percepts and concepts of which the\nlesson has been built up. Last also with reference to the child's psychological\n\nage, because it addresses itself to powers of coördination, imagination, judgment, and consecutive thinking, rarely well developed below the seventh and\neighth grade. Last in all these senses, but, when properlyapplied, the crowning glory of the whole visual instruction edifice.\n\nTo convince ourselves of this, we have only to reflect how even the\ntheatrical screen has broadened life's horizon for the masses.\n\nNo door is shut to the camera's all-seeing eye, no barrier deters, no\ndistance daunts. It mounts up into the air, rides upon the wind, and is com-\n\npanion to the cloud. It dives into the ocean's depths and brings forth the\nslimy secrets of the vasty deep. It penetrates alike the frozen fastnesses of\nthe North and the tropic jungles of the Equator, bringing back a faithful\nrecord of the life history of bird and beast and reptile, as well as the manners,\n\ncustoms, and habit of thought of strange and divers peoples.\nIt follows the statesman into his cabinet, mounts the bench with justice\nand accompanies the soldier out upon the field of battle. When the \" rockets\nred glare, the bombs bursting in air \" have been translated from poetic\ntrope to grim reality, it again follows the wounded soldier into the hospital.\n\nPlunging after the surgeon's knife amid nerves and tissues, it preserves the\nlife-saving operation for future generations of medical skill.\nIt takes unto itself the telescope of the astronomer and the microscope of\n\nthe scientist. It dissects and analyses all manner of cell formations, traces\nthe genesis of life, counts the red corpuscles as they course through the blood\n\nvessels, spies upon the virgin crystal, rising like Venus from its bath in the\nchemical solution, and reproduces mimetically the battle of the electrons,\nthus visualizing the whole structure of organic and inorganic matter.\n\nIt fixes upon the tell-tale celluloid the record of world affairs and of the\n\nhuman drama of today, revitalizes the story of the past both in history and\nin romance, and lends a subtle aid to man's speculative impulse to prefigure\nages yet to come.\n\nCaic\n\nYet its very power renders the film of all visual aids the mostdifficult and\n\ndangerous to handle. Merely turned loose upon the plastic mind of youth, its\n\ng\n\n1\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n543\n\neffect may be deadening, if not devastating. Its proper application requires\nthe judgment, skill and constant study. Unlike the slide it may safely be used\nfor mass instruction; but in that case, and in any case, the ground must be\n\npre\n\ncultivated in advance and results carefully checked up afterwards.\nMay I offer a summary of my conclusions, in the shape of a concrete\n\nillustration? If I were to teach a lesson on cotton to a third or fourth year\nclass, I wouldbegin with a collection of cotton products and I would probably\nend by letting the pupils examine some post-cards, cuts, or stereographs.\nIf I were teaching the same lesson to a fifth or sixth year class, I would\nbegin in the same way, and probably wind up with a stereopticon lesson.\nIf the class were a seventh or eighth year class, I would omit no single step,\nbut I would add the motion picture.\nManymay not accept all my conclusions, but I think we shall all agree that\neach of these typical visual aids must play its particular rôle in the teaching\nprocess; and that a large part of our problem is to allocate to each its own\nmost effective place and function.\n\n५.\n\nTHE STATUS OF THE AMERICAN WOMAN TEACHER\nANNA LAURA FORCE, PRINCIPAL, LINCOLN SCHOOL\nDENVER , COLORADO\n\nThis is the third report made to the National Council of Education upon\nThe Status of the American Woman Teacher. The first report, given at\n\nBoston at the summer meeting, was a careful analysis and organization of\ndata collected from questionnaires prepared by members of the committee\nand sent out to superintendents and teachers. In February these reports\n\nwere continued. Legal, financial, and social status were discussed, also the\nstatus of the rural teacher.\n\nIt is conceded by all interested in public-school education that the status\nof the teacher is rapidly changing. Since the last meeting of the council,\n\nimportant educational legislation has been accomplished in several States.\nIn Colorado the minimum salary law which was passed two years ago was\namended, but that part affecting salaries of teachers commensurate with\npreparation and experience remained unchanged. The new certification law\npassed by the last session of the legislature will do more to change status\n\nof the rural teacher than any ever placed upon the statute books. It provides\n\nfor a gradual raising of standards to obtain a county certificate until 1921 ,\nwhen an applicant must have two years normal training beyond the high\n\nschool. All county examinations shall be arranged and graded by the superintendent's department, thereby securing uniformity in grading. Certificates\nissued under these examinations are valid in any county or district in the\n\nState. The purpose of the law is to provide a trained teacher for every school\ninColorado.\n\nChanges in economic and legal status is largely responsible for the teachers'\nprofessional advancement. She is encouraged in every way to improve her\n19\n\n"}
{"page": 569, "printed_page": null, "text": "544\n\nNATIONAL EDUCATION ASSOCIATION\n\nwork by attendance at summer school, in extension work and participation\nin administrative matters that involve her special problems. She has opportunities for taking part in curriculum making as well as in experiments for\nscientific investigation. She need no longer work in the dark. Use of intel-\n\nligence and educational tests diagnose perplexing situations in the classroom\nwhich in the past have remained unsolved. Her teaching technique is based\n\nupon educational principles and aims. New materials, books and class aids,\nalso an abundance of professional literature, books, and magazines on every\nphase of educational practice are available.\n\nIdentification with professional organizations-local, State, and National\n-give her an opportunity to broaden her vision and to help shape the destiny\nof the American public-school system. The public expects expert service.\nTeachers must be ready. All need to get big conceptions of social possibilities\nofeducation. The beginning of a true profession is being laid, if the teacher\nwill pay the price by preparation and continuous study. Ithas been said that\nin the making of wise and competent teachers, man finds the fulcrum that will\nlift the world. As the status changes, the profession will be acknowledged,\nduly honored and appreciated.\n\nWe shall consider more definitely at this meeting the professional status\nof the teacher. The subject uppermost in the minds of administrators today\nis supervision. This kind of educational practice has been regarded as an\nunknown field. The nature of supervision and the character of criticism will\nlargely determine the quality of excellence of classroom procedure.\nSome one must be responsible that the instruction in every way meets\nacceptable standards of excellence. Some one must be responsible for organizing opportunities for teachers to learn and to grow and for seeing that they\ndo learn and do grow. There must be emphasis upon results obtained and\ntechnical skill displayed. Increased professional training increases efficiency.\n\" Efficiency in teachers is joy; it means power; it lessens work; it lightens\nburdens; it illumines the room; it exalts the spirit; it elevates the classroom\n\nprocedure into an art.\"\n\nWOMAN'S PERSONALITY IN TEACHING -ABSTRACT\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION , BOSTON , MASSACHUSETTS\n\nTeaching is an art rather than a science. Education is a science rather\nthan an art. While there are men gifted in the art of teaching and women\ndevoted to the science of education, the feminine qualities inwoman magnify\nher skill in the art of teaching.\n\nThemain characteristic of the art of teaching is appreciation ofthe individual rather than the group, of the child rather than the subject, in winning\nrather than domineering. A woman puts a dimmer on the feminine in her\nnature if she is a better general of a group than a comrade of individuals.\nArt in teaching is measured by the effect upon the child learning the best\nthings in the best way when he makes his own choice of what to learn and\n\n"}
{"page": 570, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n545\n\nhow to learn it. The feminine mind thinks of the child's tomorrow just as\nshe thinks of the beautiful fragrant rose when she sees the bud.\nFeminine personality is indispensable in the elementary grades. A teacher\n\nin the elementary grades without a feminine personality is a professional\nmoron. Feminine personality without subject method training is better\nthan subject method training without feminine personality. For one who\nworships subject methods supremely to try to teach the art of teaching to\nwomen is a professional tragedy.\nFor a teacher-training institution to give professional credit for knowledge of subject methods and refuse credit for personality in the art of teaching children in the elementary grades is a professional crime. To test and\nmeasure children's ability in subject methods and not test them for the\ninfluence of the teacher's personality is absurd.\n\nSUPERVISION BY THE PRINCIPALS\nJESSIE M. HAMILTON , PRINCIPAL, MOREY JUNIOR HIGH SCHOOL\nDENVER , COLORADO\n\nThere is probably no phase of education toward which our views have\nchanged more during the last few years than toward Supervision of\nInstruction.\" This field of work is necessary if we are to gain better results\nin teaching. It is a fundamental principle in all that pertains to life, that\nthere must be either growth or decline-living things can not stand still.\nThis same principle holds equally true with teaching, it is either growing\nbetteror worse. It is the teacher's right to expect all the help and encouragement necessary for her greatest improvement.\nThe success of supervision will depend very largely upon the attitude\ntakentoward it by the supervisors and principals.\nIthas not been long since supervision was regarded almost entirely from\nthe standpoint of inspection. It meant to look for poor work, to tear it to\npieces as a foundation upon which to build something better. Fortunately\nfor all concerned, that idea has gradually changed until now the best accepted\nmeaning of the word could be used synonymously with \" inspiration.\" The\npart taken in supervision by the principal on account of manifold duties\nis much more limited and quite different from that of the supervisor, the\nmajor part of whose work is to supervise. There should be no difference,\nhowever, in preparation, background, ideals, or standards. In order to be\n\"\n\nagood supervisor, the principal must be the leader of his school in all educa-\n\ntional matters. I believe it is safe to say that one of the greatest single causes\nofwaste in our schools is due as much to poor leadership and direction, as\ntoincompetency on the part of teachers.\n\nThe principal should have, first of all, a broad general education as a\nnecessary background. He should have a knowledge of the aims and under-\n\nlying principles of education. He should know the fundamental issues and\nthe guiding principles as revealed in the philosophy of education.\n\n"}
{"page": 571, "printed_page": null, "text": "546\n\nNATIONAL EDUCATION ASSOCIATION\n\nHe should study closely all the problems bearing upon his work, as well\nas keep informed on current practices.\nHe should know the principles which underlie the best practices in the\nfield of method.\n\nHe must have the confidence and coöperation of his faculty-the kind\nof confidence that is based on mutual understanding, sympathy and honesty\nof purpose. He must be able to analyze a situation quickly and correctly.\nHowever good his mental equipment may be in other directions, he can\ndo but little to justify his position if he is unable to determine the good and\n\n✓ poor points in teaching. Power of analysis is one of the determining factors\nof a good supervisor.\nIt is just as important for the principal to organize his supervisory work\nin a careful systematic way as it is to have systematic administration. Various\n\nmethods of supervision may be employed but to secure the best results with\naminimum loss of time requires a carefully worked out plan which will\ninclude the orienting of teachers, classroom visitation and follow-up work.\nIt is well for the principal, in making his plan, to recognize the fact that his\nteachers are intelligent men and women of ability, whose judgment is valuable and that it is their desire not only to be successful in their work but to\nbe happy in it.\n\nIn our study of supervision, let us eliminate all phases of the work that\nare merely inspectorial and give our attention to coöperative supervision. I\nlike the term \" coöperative supervision \" because it calls for the attitudes and\npractices which are present when the teachers and principal are working\ntogether on educational problems that are of vital interest to the welfare of\nthe school. Since teachers should have a larger part in determining the educational aims and ideals reflected by the school one of the major functions\nof supervision should be to provide opportunities for the study, reflection and\ndiscussion of the fundamental issues. Revision of curricula affords one of\n\nthe greatest opportunities for this professional growth. It not only gives\nthe teacher an opportunity to show her initiative in her particular field of\nwork but gives her a comprehensive view of the situation as a whole. It is\nunfortunate for any school system if the time ever comes when its curricula\nare entirely furnished.\nA\n\nAfter the principal has succeeded in stimulating ahealth interest in professional development will be the time to work directly for the improvement\n\nof classroom instruction. You will find that many of the phases of orienting\nthe teacher will have had a very direct influence on her classroom work.\nWhen the spring term has closed and you are far enough away from your\njob to get the right perspective on it, is a good time for the principal to take\nstock of himself and what he has accomplished. This sometimes turns out\nto be a very painful and discouraging operation. However, you will recover\nand if you have been perfectly honest with yourself you will be much better\nfor it. Let me suggest that this is also a good time to look forward to the\ncoming year. Very few principals at the beginning of the year are fortunate\nenough to have all of their previous faculty or a homogeneous group so far\nas skill in teaching is concerned.\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n547\n\nThis in many ways is not a disadvantage. It furnishes a good excuse for\nagain emphasizing important points which were not fully grasped by all\nthe teachers. It is well to have clearly in mind the supervision for the entire\nyear.\n\nHaving had a number of years experience in this work, I fully realize the\nobstacles to be overcome and the demands made upon the principal's time.\nNevertheless, you will have fewer regrets when inventory time comes again\nif you have tried to follow a definite plan.\nWith your permission I will give you a hasty summary of a year's work\n\nwhich I have attempted to carry out. In the beginning, I should like to say\nthat we are most fortunate in our city, in having an administrative staff\nwhich is not only vitally interested in supervision from the new viewpoint,\nbut also willing to give assistance at any time. There is nothing new in the\n\nplan I am about to offer, it merely shows one of the many kinds of organizations which is possible and it has helped in improving instruction and building\nup a better professional morale in the faculty.\nThe work was divided into three phases-preparing teachers for the work,\ndemonstration lessons, classroom visitation and other forms of follow-up\n\nwork. The greater part of this work, with the exception of the principal's\nvisit, was done by the teachers themselves.\nDuring the early weeks of school all teachers read certain portions of\nMcMurry's \" Elementary School Standards,\" and Betts \" Principles of the\nRecitation. \" The parts to be read had been carefully selected in advance\nso as to have a direct bearing upon our topic for study which was \" The\nRecitation.\" Then a number of faculty meetings were given over to the\ndiscussion of the readings. This discussion brought out the different types\nof recitation, methods of presenting a lesson, and the procedure. It also\nhelped us to have clearly in mind standards by which to judge a recitation.\nOne of the best outgrowths was that all the teachers had their attention\n\nfocused on certain fundamental things which are necessary to a good recitation. They were discussing these things among themselves and were striving\nto put them into practice in their daily work. After these principles were\nwell inmind, classes were taught to demonstrate what we had been studying.\nEach teacher had a copy of standards for judging. These classes were\ntaught in different subjects followed by a discussion as to the application of\nthe fundamental principles of the recitation. During this work teachers\nfrequently spent their free hour in visiting classes of other teachers in the\nsame line.\n\nThe principal's visitations may be conducted in a number of ways, but\nthey must be made through an entire class period-preferably two days in\nsuccession.\n\nHaphazard, occasional visits are of no value in supervision, they can only\nbe of an inspectorial nature. Visits may be planned by grades, by subjects\nor by following one class for a certain length of time. All of these plans\nhave both their advantages and their disadvantages. I prefer visiting by\nsubjects. However, in this plan care must be exercised to see that all the\ngrades are visited equally.\n\n"}
{"page": 573, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\n\nWhen all the teachers of any one subject had been visited and each one\nof those teachers had visited at least one other teacher of the same subject,\nageneral conference of the group was called. The strong and weak points\n\nof the work were discussed in an impersonal way, questions were asked,\nideas and plans were exchanged. This plan was used in all subjects. Following these conferences you will find that more and more the teachers will\ncome to you for personal interviews. This is a splendid opportunity to discuss a particular method, or the peculiar weaknesses of that teacher. The\nprincipal, in these conferences, must avoid being too critical, he must have a\n\nhelpful friendly attitude or he will defeat the very end for which he is\nworking.\n\nOccasionally it becomes necessary, when all other means have apparently\nfailed, for the principal to ask for an interview with a teacher in which he\nshould tell her frankly of her shortcomings and insist that there be a change\nin a reasonable time. This work is not for the purpose of rating teachers but\nfor the improvement of instruction. It is well for us as supervisors to make\nthe teachers feel that they have a real part in the organization of the school,\nthat they are working with us, not for us, in the upbuilding of our\n\"\n\n\"\n\nnot \" my \" school.\n\nATTITUDE OF THE TEACHER TOWARD SUPERVISION\nJESSE H. NEWLON , SUPERINTENDENT OF SCHOOLS\nDENVER , COLORADO\n\nThe success of America's great experiment in public education will be\ndetermined to a large extent by the attitude of the classroom teacher towards\nsupervision.\n\nIt ought to be unnecessary at this late day to present arguments in justification of supervision. In an enterprise which expends approximately a\nbillion dollars annually supervision is necessary to guarantee that this money\nwill be used most effectively in the interests of the boys and girls. In a given.\nschool system it is necessary that there be a certain unity of purpose and\ncoöperation. This can be obtained only by supervision. Many of the teachers\nemployed in the schools of America are not well trained for their work.\nSuch teachers are in need of supervision in order that they may be trained\nin service. A large number of inexperienced teachers take up their duties\neach year. These teachers need supervision in order that they may more\nquickly master their work. Supervision is needed to stimulate the most experienced and most successful teachers in the school system to keep them alert\nto the best work that is being done educationally throughout the world.\nNo system of supervision will function unless the attitude of the classroom teacher towards it is one of sympathetic coöperation. The attitude of\nthe teacher will be determined by two factors of equal importance. It will\nbe determined first of all by the kind of supervision that is attempted, and,\nsecond, by the teacher's professional and personal spirit and outlook.\n\n"}
{"page": 574, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n549\n\nIn the past supervision has been chiefly inspectorial, fault finding, and\nmechanical in character. If one were to judge by current writings on the\n\nsubject, supervision is still largely of this type. You will still find the point\nof view frequently expressed that the supervisor is responsible for the work\nof the teacher, that the supervisor must place in the hands of the teacher a\ncourse of study with definite instructions as to methods to be used.\nTime will not permit of a detailed discussion of the spirit that imbues\npresent day supervision. I shall satisfy myself with the assertion that, with\na shining exception here and there, and in spite of the good intentions of\nmost supervisors, supervision is too arbitrary and misses its great opportunity\nfor constructive leadership. If we are to expect a sympathetic, coöperative\nattitude towards supervision on the part of the classroom teacher, we must\ninsome way get rid of the old idea that the chief function of the supervisor\nis to give directions and to hold the teacher responsible for a minute following\nofthese directions. I conceive of the supervisor as a leader charged with the\n\nresponsibility of organizing a teaching force for the study of its professional\nproblems. Recently in an address before a group of supervisors I listed a\nnumber of supervisory activities in what I conceive to be the approximate\norder of their importance as follows :\n1. The organization of the teaching staff for the study of general professional problems.\n2. The organization of the staff for the revision of curricula and methods\nof teaching.\n\n3. The organization of carefully controlled experimentation and research\nin curricula and methods.\n\n4. The organization of demonstration teaching, this teaching to be done\nby teachers rather than by supervisors.\n5. Visitation of class work: First, for the purpose of determining how\nmethods and curricula determined upon in conference are working out in\nthe classroom; second, to observe the work of the individual teacher with a\nview to carrying suggestions to other teachers; and, finally, with a view to\ngiving constructive suggestions when necessary to the teacher visited.\n\n6. Conference on occasion with teachers following class visitation. There\nismorebunk going the rounds about conferences between teachers and supervisors than about any other phase of supervision. Sometimes such conferences\nare of value.\n\nYou will note that in this catalogue the inspectional functions of supervision are rated as of decidedly the least importance. In speaking of the functionof the teacher I said that any system of supervision is a failure that does\nnot free the teacher and give her a wider opportunity for the exercise of\ninitiative and for displaying outstanding abilities as an instructor and leader.\nTeachers cannot be expected to take a sympathetic and coöperative attitude\ntowards supervision until we change our conception of supervision. Indeed,\nsupervision is a most unfortunate word, for it does not connote the conception that I have of what supervision should be. It does not express the ideas\nof leadership, of stimulation, of coöperation that should be a part of all true\n\n"}
{"page": 575, "printed_page": null, "text": "550\n\nNATIONAL EDUCATION ASSOCIATION\n\nsupervision. A new term should be found. Many of our troubles will be\nover when that word is discovered.\n\nThe problems of supervision will never be solved until the teacher takes\na correct attitude. The teacher who proceeds on the assumption that supervision is unnecessary is hopeless. There are many teachers who resent\n\nsupervision of any kind. Frequently they are the poorest teachers in the\nschool system, although they are generally the most talkative, and frequently\nthey are accorded places of leadership in teachers' organizations. One of the\ngreatest responsibilities and opportunities that confront associations of teachers is that of facing squarely this problem of the attitude of the teacher\ntowards supervision. The problem can be solved only when the teaching\nbody and administrative staff are willing to meet on a common ground for\na study of the issues involved.\nPerhaps the greatest professional fight which both the supervisor and the\nteacher have to make is the fight against the tendency of the human being\nto view these questions from a purely personal standpoint. We can never\nmake teaching a real profession until we can eliminate personalities and see\nour work from a more detached viewpoint.\nSimilarly the success of those engaged in school administration may be\nmeasured by their ability to view their responsibilities impersonally. Mind\nyou, I speak of their success in administration and not of success in securing\nand holding positions. Sometimes the teacher who takes the most personal\nviewpoint is, for the time being at least, the most politic. And this is true\nquite as much of superintendents as of teachers. We need a crusade in our\nprofession against the practice of viewing our work from purely personal\nviewpoints. The teacher then has a great responsibility if the supervision of\ninstruction is to be placed on the right basis.\nI know of no greater opportunity for constructive work than presents\nitself to the National Education Association or to the National Council of\n\nEducation than the opportunity of studying the field of supervision and\n\nformulating a policy, a statement that will set forth the best thinking on this\nproblem to date. A great commission should be created for this work. This\ncommission should have on it a large representation of classroom teachers.\n\nI do not wish to seem unduly pessimistic as to the present conditions.\nMy observation has been that the best teaching staffs of the country may\nbe divided into three groups as regards the attitude of the teachers towards\n\nsupervision. The large body of teachers are going about their daily tasks\nwithout complaints of supervision. These teachers are loyal and devoted and\nfor the most part are doing good work. Their failure to complain is unfortunately too frequently due to the fact that they are not as alert as they ought\nto be to the conditions which exist. The best teachers in the school system are\ncrying out for more supervision. I could name twenty outstanding teachers\n\nin the city of Denver who have said to me within the last year that they are\nin need of more supervisory assistance; that there ought to be more supervision rather than less. These are the teachers who make the schools.\n\nThere is a small minority who are opposed to any kind of supervision.\nThese are the people who do the most talking. Without intending, they are\n\n"}
{"page": 576, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n551\n\n7\n\ndisloyal to the cause of public education. The unprincipled newspaper that\nwishes to attack a school system or administration can always find such\nteachers who are willing to criticise the administration for its methods of\nsupervision. Such teachers are a menace to our profession, and their numbers\nshould be eliminated, first, by educating them to a more sensible point of\nview; and, second, by eliminating from the system those whose point of\nview is so anti-professional that they cannot adjust themselves to new conditions. But this process of elimination cannot be carried on to any great\nextent by a school administration. It is a responsibility that must be faced\nby the teachers themselves. Every local teachers' association should take up\nthe study of this problem of supervision. What is needed is more light.\nI always finish a talk of this kind with a desire to pay a tribute to the\nwoman teacher. When I utter words of criticism that are applicable only\nto a few, I think of the great body of women who are pouring out their\nlives in devotion to the work of public education. When I think of these\nteachers, I am conscious of the grave weaknesses that exist in our system\nof supervision, of the failure on the part of supervisors to measure up to\ntheir responsibilities of leadership, and I am reminded that neither the teacher\nnor the supervisor is in a position to throw stones. The crying need is that\nwe should lay aside our petty prejudices and preconceived notions on this\nimportant subject andjoin one another in an attempt to find a solution.\n\n"}
{"page": 577, "printed_page": null, "text": ""}
{"page": 578, "printed_page": null, "text": "Department of Business Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident, Earl W. Barnhart , Chief of Commercial Education Service, Federal Board\n...Washington, D. C.\nfor Vocational Education...\n\nSecretary, ISABEL CRAIG BACON, Special Agent, Retail Education, Federal Board for\nWashington, D. C\n\nVocational Education ..\n\nFIRST SESSION- MONDAY AFTERNOON, JULY 2, 1923\nFUNDAMENTAL OBJECTIVES IN COMMERCIAL EDUCATION\n\nAS THE PERSONNEL MANAGER SEES THEM-Roy W Kelly, Personnel Director,\nAssociated Oil Company, San Francisco, California.\n\nAS THE SALES MANAGER SEES THEM-R. H. Mouser, Assistant District Manager,\nEquitable Life Assurance Company, Oakland, California.\nAS AN EMPLOYER SEES THEM-F. Dohrmann, Jr., President, Board of Education,\nCity and County of San Francisco, San Francisco, California.\nIN A STATE EDUCATIONAL PROGRAM-Melvin S. Lewis, State Director for Voca-\n\ntional Education, Boise, Idaho.¹\nSECOND SESSION-THURSDAY AFTERNOON, JULY 5, 1923\nFUNDAMENTALS IN METHODS\n\nTHE PSYCHOLOGY OF HABIT FORMATION-J. V. Breitwieser, Department of Education, University of California, Berkeley, California.\nMETHODS OF TEACHING TYPEWRITING BASED UPON A PSYCHOLOGICAL ANALYSIS OF\n\nEXPERT TYPISTS-J. E. Coover, Department of Psychology, Stanford University, California.\n\nDemonstration by expert typists to illustrate the points brought out in address.\nAt the business meeting which followed these officers were elected:\nPresident, F. G. Nichols, Harvard University, Cambridge, Massachusetts.\n\nVice-President, Frederick R. Beygrau, Evander Childs High School, New\nYork City.\n\nSecretary, Dr. Laura H. Cadwallader, South Philadelphia High School for\nGirls, Philadelphia, Pennsylvania.\n*This address is published in full in Vocational Education Magazine, October, 1923.\n\n[553]\n\n"}
{"page": 579, "printed_page": null, "text": "554\n\nNATIONAL EDUCATION ASSOCIATION\n\nFUNDAMENTAL OBJECTIVES IN COMMERCIAL\nEDUCATION AS VIEWED BY THE\nPERSONNEL MANAGER\nROY WILLMARTH KELLY, MANAGER, INDUSTRIAL RELATIONS , ASSOCIATED\nOIL COMPANY, SAN FRANCISCO , CALIFORNIA\n\nThe average applicant who comes to us from high school or college falls\ninto one of three different classes. A few applicants come from schools\nwhere they have been well trained for specific kinds of work. Many have\nhad a broad, general training, but no preparation whatever for making a\nbeginning in any of the opportunities which we are able to offer them. A\nthird group has had the same broad general training, but has acquired\nsufficient experience in summer vacations or otherwise to give them adequate\npreparation to make a satisfactory start.\n\nThe personnel manager's chief criticism of the present methods of commercial education, as well as of public education in general, may be summarized by saying that they do not sufficiently prepare the student to make\nthe right beginning as a bread-winner. Our point of view may be exemplified by referring to what many of the firms in San Francisco are now accomplishing in training office boys. The office boy of today, in a well-managed\n\ncorporation, commands a good wage, his duties are standardized, and he is\noffered a variety of excellent promotional opportunities. In fact, the position is so attractive in some of the larger corporations that young college\n\nmen can well afford to start as hall boys because of the chances given them\nto learn the business.\n\nOffice managers realize that a few lost orders, delays in delivering important messages, or affronts to distinguished visitors cost the firm many times\nthe amount expended for training and supervision. The desire to secure\nefficient employees has been the reason for introducing training courses\nfor office boys and junior clerks. At the present time there are in San\nFrancisco probably a dozen firms carrying on work of this kind. Prominent\n\namong them are two large oil companies, several department stores, a packing corporation, and an insurance company.\n\nThe basic ideal in all of these courses is not to acquaint the student with\nthe requirements of the individual jobs, nor the products handled by the\ncompany. It is to give the boy a broad general preparation upon which he\ncan make satisfactory advancement as he continues with the firm. Incidentally, of course, he is made as highly efficient as possible in the job for which\nhe was hired.\n\nNone of the public day schools, and only a few of the part-time extension classes, have recognized the need for such training as these firms provide.\nMuch of it could be done just as effectively by the school and in many cases,\nit could be done much more effectively by the local educational officers than\nby the company, because of the lack of trained industrial teachers.\nWhat is true of the office boy is true of salesmen, the general run of office\n\nemployees, and such jobs as service-station attendants, inspectors, collectors,\n\n"}
{"page": 580, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n555\n\nand agents representing small divisions of manufacturing concerns or establishments doing a retail business. A great majority of such persons lack skill\nin the fundamental operations. They need additional training in business\n\nmathematics, their penmanship is very poor, their use of English is a disgrace,\nand even stenographers are traditionally poor spellers.\nCourtesy combined with the simple requirements of business etiquette is\none of the things which every school ought to lay stress upon, and yet not\none teacher in a thousand is sufficiently acquainted with the routine of everyday business life to give the practical instruction required. Business correspondence, filing, and the use of the more common office appliances, are,\nofcourse, important for the beginning student.\nEvery young person who goes into business ought to know something of\nthe elements of successful saving and investment. The practice of thrift is\naltogether too much neglected, and largely because of the failure on the part\nof schools to acquaint their students with such matters as life insurance, the\nfacilities offered by savings banks, and the safeguards to be borne in mind in\npurchasing bonds or stocks.\n\nA study of thrift can easily be made to lead to the study of general business economics. Scores of progressive companies are beginning to sell their\ncorporate securities to employees, and unless these employees understand the\nfundamentals of corporate finance and some of the underlying principles\nupon which good business management rests, they are not really partners in\nthe enterprise but merely forced depositors of small amounts of capital.\nRadicalism receives its chief set-back from the widespread education of\nemployees in the elements of economics. Too much stress cannot be laid\nupon the importance of training commercial students in this subject.\nFor the advanced student, more emphasis needs to be laid upon an understanding of the functions of the various departments and divisions of a typical\ngrowing concern. There is too often a lack of coöperation among departments because of ignorance of the problems faced by other divisions of the\ncompany, and this in part, of course, goes back to faulty training during the\nschool period.\n\nThe president of one of California's largest public utility corporations,\nin a recent address to a group of engineers, pointed out that engineers generally failed to make good as executives because of their failure to study the\nproblems of other departments in the business, such as marketing, purchasing,personnel, and office management. What is true of the engineer is true,\nofcourse, in the same degree of men who specialize in other departments.\nIndustry today faces a dilemma. It must either establish its own training\ncourses in the fundamentals, which is an expensive and unnecessary procedure, or it must in some way encourage the active coöperation of the\n\nalready established educational institutions so that better preparation will be\ngiven for those who join its ranks. We estimate that not less than 50 per\ncent of all the students who come to us from the colleges and high schools\nhave no adequate preparation for making a beginning. They must, of\ncourse, be given some instruction in our own methods of doing business,\n\n"}
{"page": 581, "printed_page": null, "text": "556\n\nNATIONAL EDUCATION ASSOCIATION\n\nand this part of the training program no business house can delegate to other\nhands. It must be remembered, however, that the practical foundations can\nbe laid in the classroom and the commercial laboratory for an easier beginning and a more rapid promotion to positions of greater responsibility.\n\nTHE FUNDAMENTALS OF COMMERCIAL EDUCATION\n\nAS A SALES MANAGER SEES THEM\nR. H. MOUSER , ASSISTANT AGENCY MANAGER, THE EQUITABLE LIFE\nASSURANCE SOCIETY, OAKLAND, CALIFORNIA\n\nIt is said that 82 per cent of the several millions of children under fourteen years of age in this country leave school before finishing the eighth\ngrade. From this vast army come the hundreds of thousands of young men\nand women who, with the awakening of ambition and the realization of the\nnecessity of special training, knock at the doors of vocational and commercial\nschools. Therefore the importance of commercial education cannot be too\nstrongly emphasized. Business itself is coming to recognize this more and\nmore and, in fact, much of the scientific knowledge at hand regarding commercial principles and practices has been evolved by business itself. But,\nwith all the splendid progress which has been made by business and by our\nschools in the field of commercial education, there still exists an urgent need\namong the millions of men and women engaged in all departments of commercial life for a more efficient grasp of their routine duties; a more compre-\n\nhensive understanding of the commercial objective, and a more thoroughly\nscientific approach to business details. Indeed, as John A. Lapp has said,\n\" Specific education for the innumerable departments of business, education\nthat will reduce business to a science and meet squarely the imminent problems of the commercial vocations, is our crying need at this time.\" For, as\nCheesman A. Herrick has written, \" Business now means more than a rule\n\nof thumb; it is complex, intricate, scientific, and those who are to engage\nin it need a different equipment than has hitherto been thought sufficient. \"\nIn speaking of information and training needed in all business Carl H.\n\nMote says, \" Penmanship, commercial arithmetic, bookkeeping, commercial\ngeography, the natural sciences, typewriting and stenography, industrial\nhistory, business forms and corresponding, the science of trade, political\neconomy, cost accounting, some modern languages, business administration\nand the theory of modern mercantile operations, may well be embraced in\na system of training for business to which may be added, say, the principles\nof corporation, finance, salesmanship, advertising, real estate taxation, com-\n\nmercial law, money and credit, insurance, study of raw materials, civil.\ngovernment, foreign trade customs, according to the scope for which preparation is sought. \"\n\nIt would be a fine thing if all those entering the business world could have\nthe broad and comprehensive training as outlined above. But limitations\n\nin time, opportunity, capacity, and more often, the press of living necessities,\n\n"}
{"page": 582, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n557\n\nmake it extremely difficult and in many cases impossible, for young men and\nwomen to get more than a fundamental commercial training. This being\ntrue we naturally ask ourselves the question, \" What are the fundamental\nobjectives of commercial education ? \" In endeavoring to answer this question, I can best approach it from my own profession of life underwriting,\ndrawing upon my experiences in that profession, for there I am on familiar\nground.\n\nTo build a permanent and increasingly profitable success in life underwriting, speaking from the educational standpoint, a man or woman should be\nable to speak and write good plain English; have a working knowledge of\n\npractical arithmetic; spell correctly; be able to read clearly and forcibly ; be\ntrained in systematic methods; have some knowledge of commercial law,\nbusiness forms, and organization; some training in applied psychology ; a\nworking knowledge of banking especially as relates to credits; training in\nethics and thrift, and at least an elementary knowledge of logic. In my\nexperience I have found many men and women, even though graduates of\nhigh schools, business colleges, and universities, woefully weak in training\nas outlined above. I have found them unable to write a letter expressing\n\nthemselves in good English correctly spelled. I have been amazed at the\ninability ofsome to figure simple problems in interest and percentage. Others\nhave had no idea of the most common business forms. Many have been\nunable to originate a systematic plan of work and have shown themselves\ncareless in the handling of their personal business affairs. We have a school\nof instruction in life underwriting in our agency, but the purpose of this is\nto trainmen and women in life insurance. We haven't time to brush them\n\nup in commercial education.\nOf course, some men will succeed in spite of the lack of commercial training or even elementary education. Some will succeed in spite of any and\nall handicaps. They are the self-starters, men of vision, determination, persistent endeavor, and indomitable courage. They will work up and surmount\nall obstacles. But these same men would be saved many hard knocks and\nmuch time by a proper commercial training at the start. Unfortunately we\nfind them rarely. We must depend upon the average for our material and\nthis is true of all lines of business.\n\nIn speaking of the fundamental objectives of commercial education we\nmust not overlook the consideration of the general attitude toward life;\ntoward one's fellow-beings and toward one's success which a course in a\n\nhigh school or business college should give.\n\nVice-President Frank H. Davis of our company often says that success is\nfifty per cent character. Charles Rockwell, director of the Life Insurance\n\nSchool of Carnegie Institute of Technology, declares that \" the predominant\nessential to success in life underwriting is leadership.\"\n\nThe great leader is a man of fine character. Anything which builds character develops leadership. Therefore we hold that the commercial course\n\nwhile developing the mind should at the same time be building character.\nThe student should be given the vision of unselfish service to his fellows ;\naroused to a sincere desire to be of real service in the business world; fired\n\n"}
{"page": 583, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\n\nwith the conviction that, after all the real measure of success is in what one\nhas been able to do for others, and that the slogan, \" He profits most who\nbest serves, \" is not a nice sounding platitude but a living fact. He should\ncome to know that success for the sake of success alone is an empty disappointing thing and that life in the world of business offers riches besides those\n\nwe measure in dollars and cents. While being shown the privileges of busi-\n\nness life he should be taught its responsibilities and obligations.\nUpon you, the leaders in commercial education, falls the duty of turning\nover to us business men, young people so trained. You have done great things ;\nmade splendid progress, but greater and more exacting tasks are ahead. The\nbusiness world is crying for properly equipped men and women. The great\ncorporations are hungry for them. Never has there been finer opportunities\nfor efficient, stable, thoroughly trained young men and women in business\nthan there are today. Do not think that we business men do not appreciate\nthe wonderful work you are doing for us in the field of commercial education. Do not think that we are insensible to the magnitude of your task\nor without sympathy with and understanding of the tremendous problems\nyou have to solve. To you has been flung the torch, which, held aloft and\n\nborne on and up by your willing, patient hands, will serve as a beacon light\nto countless thousands of young people, lighting them to success, happiness ,\nand useful lives through service in the business world.\n\nTHE PSYCHOLOGY OF HABIT FORMATION\nJ. V. BREITWIESER, DEPARTMENT OF EDUCATION\nUNIVERSITY OF CALIFORNIA\n\nWilliam James, America's greatest psychologist, in his inimitable style\ncalled attention to the importance of habit in relation to human behavior.\n\nIt would be impossible to state the situation any more effectively than to\nquote his words as they are found in his Principles of Psychology.\nHabit is thus the enormous fly-wheel of society, its most precious conservative\nagent. It alone is what keeps us all within the bounds of ordinance, and saves the\nchildren of fortune from the envious uprisings of the poor. It alone prevents the\n\nhardest and most repulsive walks of life from being deserted by those brought up\nto tread therein. It keeps the fisherman and deckhand at sea through the winter ;\nit holds the miner in his darkness, and nails the countryman to his log cabin and\nhis lonely farm through all the months of snow ; it protects us from invasion by the\nnatives of the desert and the frozen zone. It dooms us all to fight out the battle\n\nof life upon the lines of our nature or our early choice, and to make the best of a\npursuit that disagrees, because there is no other for which we are fitted, and it is\ntoo late to begin again. It keeps different social strata from mixing. Already at\nthe age of twenty-five you see the professional mannerism settling down on the\ncommercial traveler, on the young doctor, on the young minister, on the young\ncounsellor-at-law.\n\nYou see the little lines of cleavage running through the char-\n\nacter, the tricks of thought, the prejudices, the ways of the \" shop,\" in a word, from\nwhich the man can by-and-by no more escape than his coat sleeve can suddenly\nfall into a new set of folds.\n\n"}
{"page": 584, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n559\n\nThe importance of habit is universally admitted. It is basic in the psychology of learning. Skill consists essentially in a coördinated group of habits\nthat bring about the quick and accurate performance of a task. Since the\nteachers in the departments of business education are interested to a great\nextent in the development of certain skills it may be worth while for us to\nreview briefly the psychology of habit formation, with a view toward the\napplication of this process to the teaching situations encountered.\nModern neurology and psychology are going hand in hand in the description of the reflex arc.\n\nThis arc or series of neurons that are connected in\n\nthe process of any complete reaction has come to be known as a neural pattern\nespecially when it involves a more or less complicated group of neurons.\nThe process of setting up neural patterns in a reaction is always started\nby a stimulus. This then is the beginning of the formation of a habit. Good\nteaching consists in the habituating of effective reactions with the least waste\nof time and energy on the part of the student. The first law of habit formation then is that the stimulus must be clear, positive, and adequate.\nDoubtless this statement in one form or other has come to the ears of\n\nteachers time and again but the full import of this statement, simple as it\nis, is often overlooked. Students should always know just what they are\nexpected to do before they start into a situation. If the stimulus is visual\nthere should be no eye defects permitted to prevail if they can be corrected ;\nlighting should be looked after. Every teacher should be able to give oral\ninstructions so they can be easily understood. She should pronounce her\n\nwords distinctly. The teacher ought to be able to say : \" She sells sea shells \"\nwithout creating the impression that her mouth is filled with mush and milk.\nIn addition to clearness the value of positive as opposed to negative teachingmust be kept in mind. It takes three times the energy to learn a situation\nbybeing told what it is not as opposed to what it is. The praise of success-\n\nful effort stimulates to further activity, while the condemnation of failures\nbrings about discouragement and inactivity. The strengthening and\nencouragement of the successful performance can go on to such an extent\nthat the mistake and failure is starved out rather than carved out.\n\nThere should be a careful adjustment of the stimulus to the situation.\nToo weak a stimulus fails to bring about an adequate response; if the stimulusistoointense there results a spread of neural energy which results in waste\nand fatigue. Mere volume or intensity of work will not bring results unless\nthere is anelement that is worth while in the performance.\nThe second law of habit formation is repetition. It means that we must\nsimply do the thing over and over until the neural pattern becomes fixed.\nThis repetition, however, is conditioned by certain factors in the organism.\nRepetitionmust not go on to the extent of setting up interference through\nfatigue or loss of interest. Periods of integration are also essential. It is\ntheseperiods of integration that enable one to rise to higher levels.\nThe third law is the avoidance of exceptions. This of course needs no\nexplanation. Rip Van Winkle always spoiled his good resolutions by\nthe introduction of exceptions. A poor method will often yield better\n\n"}
{"page": 585, "printed_page": null, "text": "560\n\nNATIONAL EDUCATION ASSOCIATION\n\nresults if carried through consistently than a good method carried through\ninconsistently.\nWhile experimental data is still inadequate there is evidence to the effect\nthat for the more intelligent the integration of a group of experiences takes\nplace more rapidly than for the dull. If you have a dull child he will have\n\nto practice longer on a simple group of reactions before he is ready to go to\na higher or more complex group than the bright child.\nThere has been data that indicated that we could save time and energy\nby attempting the more complex combinations from the very first rather than\nstarting with simple elements and then to later combine them into the more\n\ncomplex situations. This seems to be true up to a certain limit, for ifa series\nof reactions is too complex and too involved there is an interference effect\n\nset up very much like in memorizing experiments. Here again we find that\nthe brighter student can learn the more complex series. What we probably\nneed for quick habit formation is a series of tests of the \" following of directions \" type to classify students as to their capacity to integrate experiences.\nWhen we have this data it becomes evident that in order to progress most\nrapidly exercises in typewriting or shorthand should be presented in degrees\nof complexity that correspond to the respective indices of integrative power.\nThe organization of this material into these respective units presents an\ninteresting problem to the psychologically trained teacher of these subjects.\nUsually the learner concentrates his attention too tenaciously on the sensory objective to be attained by the action. This goal is fixed and if the\nattention is constantly focused on the objective, like the written word or\nletter as it appears in the end, much time is wasted, for there is involved the\ncomple sensory recognition reaction which can add nothing in the way of\nefficiency. This short circuiting first was thought of when we took the eyes\nof the student away from the key-board and written copy. My experiments\nin reaction time showed that we get the quickest reactions by attending to\nthe motor set or attitude or in other words that we prepare the path of dis-\n\ncharge or drainage of mental energy rather than focusing on end effects.\nThis fact in my opinion is significant in typewriting and in stenography.\nGet clear kinæsthetic images of the key-board and the movements to the\n\nrespective positions on it. Introduce as many additional stimulating effects,\nsuch as rhythm, short distances, proper body positions as possible, then reduce\nthe attentive tension on the sensory situations to the minimum and get the\nfeel of the motor process as going on. When we have to stop to \" recognize \"\nor \" identify \" either the stimulating word or the word or phrase when it\nis written we have introduced an unnecessary additional reflex arc which consumes its 120 thousandths of a second or more.\n\nFinally then the laws of habit are basic to the laws of learning. They dig\ndeep the channel of discharge for the energy that is to be directed by experience in the form of the educational situation. The consciousness of a mis-\n\ntake slows up the habituated expert because this energy has been shunted into\na by-path setting up additional resistance. The strain of energy that results\nfrom inadequate discharges is after all the essence of consciousness, just as\n\n"}
{"page": 586, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n561\n\nin the moral world that act that does not fit in with our habitually approved\nactivity stirs in us the feeling of maladjustment called conscience.\nLetus remember also while we are applying the laws of habit to a particular activity like typewriting that there are many accessory habits like neatness, accuracy, concentration, consistency, and perseverance that are also\npotent inthe final result. That a well-trained commercial or business graduate, because of his bundle of habits has at the same time had not through\nthe transfer of training but because of the identical elements involved-a\nfine moral training of the highest building type.\n\nA METHOD OF TEACHING TYPEWRITING BASED UPON A\nPSYCHOLOGICAL ANALYSIS OF EXPERT.TYPING\nJ. E. COOVER, ASSOCIATE PROFESSOR OF PSYCHOLOGY, STANFORD UNIVERSITY\nSTANFORD , CALIFORNIA\n\nThe traditional and current methods of teaching typing have not taken\ninto account the pertinent results of laboratory research in experimental\npsychology, and consequently are wasteful of time and energy. By long\nand strenuous drill some typists are able to overcome in large measure the\ndisabilities imposed upon them by these methods, but the great majority\nsettle down in a commercial position and, under their handicap, render typing\nservice at apermanently low level of efficiency. In the International Typing\nContests there has been a more or less steady rise of efficiency from Miss\nRose L. Fritz's rate of 82 words per minute, in 1906, to George Hossfeld's\nrecord of 144 words per minute, in 1922. The latter won the Novice's\nChampionship, in 1914, at 98 words per minute, which is perhaps top-notch\nfor the highest class of skilled typists in the commercial world; yet in eight\nyears he has increased his speed by 47 per cent. Margaret B. Owen, who in\n1910 won the Novice's Title at 83 words per minute, a high standard for\ncommercial typists, won the Professional Championship in 1917 at 143 words\nper minute, improving her speed during the seven years of training by 72\nper cent.\n\nWhy is the disparity between the professional typist and the commercial\ntypist so great? Why does not the commercial typist keep improving year\nbyyear until she reaches the professional level ? It is not because of lack of\npractice, for her exacting work year after year provides practice in ample\nmeasure. I suspect that it is because her \" form \" has become set and that\npracticewillnot improve her efficiency unless it changes her form.\nWhat \" good form \" in typing is, must be determined by an analysis of\n\nthe performance of the expert typist, for this is the legitimate goal of the\nstudent. For its attainment, the method of instruction must be as direct\n\nas possible, and must prevent the forming of such habits during the earlier\nstages of learning as are incompatible with expert performance.\nBoth the analysis of expert typing and the construction of a direct method\n\nof learning have been the subjects of research in the psychological laboratory\n\n"}
{"page": 587, "printed_page": null, "text": "562\n\nNATIONAL EDUCATION ASSOCIATION\n\nat Stanford University since the summer of 1915. The analysis began with\nthe work of E. G. Wiese, at that time speed demonstrator in the Remington\nbooth at the World's Fair in San Francisco, and continued during several\nyears with the performance of three other speed writers. From a wealth of\ndata somewhat over 65,000 measurements were selected as appropriate for\nthe purpose. Over three years were required for the calculation and tabulation of the results, some of which are to be presented in this paper. The\n\nmethod of learning was started in the laboratory class during the summer of\n1916, finally revised and tested on a section of a regular class in typewriting\nin 1920, and later tested by Mr. Wiese on classes in a large private commercial college in the Northwest.\n\nIn the analysis of expert typing, we find that the technique of typing\nembraces a large number of variable elements, which for convenience we\nmay group into three main classes : ( 1 ) With respect to letter-sequences;\n\n(2) with respect to copy-getting; and ( 3) with respect to manipulation of\nthe machine. These classes we shall consider in their order. First, the tech-\n\nnique with reference to letter-sequences. When we examine two-letter\nsequences in touch typing, we find a great variety which we may roughly\nclassify according to obvious features that are associated with distinct physiological processes as follows :\nThe simplest letter-sequence is the double letter (as in f-f or 0-0) which,\nsince it calls for a second stroke on the same key by the same finger, we may\ncall a TAPPING sequence. When the second stroke of the finger is applied\nto a second key ( as in f-r, or r-t) , we may call it a REACH sequence. The\nsecond stroke by an adjacent finger ( as in e-r or o-i) is a TRILL sequence ; the\nsecond stroke by a remote finger of the same hand (as in f-a or n-o) , a Rock\nsequence; and finally, a second stroke by a finger of the opposite hand (as in\ne-l or d-o ) , an OPPOSITE sequence.\n\nThe differences between these various sequences the tapping sequence,\nthe reach sequence, the trill sequence, the rock sequence, and the opposite\n\nsequence- are reflected in the time it takes the expert typist to make them\nas will be seen by the results (calculated for the right hand when the fingers\nof but one hand were used) : The tapping sequence (j-j) required .142 of\na second. The reach sequence across one bank (j-m) , .161 of a second. The\nreach sequence across two banks ( u-m ) , .171 of a second. Thus, when a two\nletter sequence is typed by one finger, it makes a difference in the time when\nthe second stroke is made on another key, and increased distance of reach\n\nrequires more time. If we choose the tapping sequence of the first finger of\nthe right hand for our unit and call it 100 per cent; the time ofj-m is 113\nper cent (or 13 per cent more), and the time of u-m is 120 per cent (or 20\nper cent more) . The trill sequence j-k, or two good fingers, requires but 73\nper cent of the time (27 per cent less) ; but 1-;, on two poor fingers, 122\nper cent (22 per cent more). The rock sequence j-l requires 69 per cent, or\nl-y 70 per cent (about 30 per cent less). Thus we see, if we neglect the trill\nof the third and fourth fingers, the trill has an advantage over the tapping.\nand the rock has an even greater advantage. But the most advantageous\n\nsequence of two letters is the opposite sequence, d-k for example, which\n\n"}
{"page": 588, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n563\n\nrequires only 58 per cent, or a little over half the time of a tapping sequence.\nIf the rock and opposite sequences are combined as in a-;-g-h-a-;-g-h, the\naveragetime is but 54 per cent of tapping sequence time, and for the phrase\nthis is the,\" which not only combines rock and opposite sequences, but contributes the great practice effect of a very frequent phrase, the average time\n\nis 48.6 per cent of tapping time actually less than half.\nThese results were obtained by using our customary laboratory unit of\ntime, one thousandth of a second, and the comparisons in terms of percentage\nof tapping time are used here to give you a sense of the relative values. Now,\n\nlet us use the absolute values with which you are most familiar-rate of\ntyping expressed in number of words per minute.\nThe tapping-sequence time was .142 of a second; that would yield a rate\nof 85 words per minute-a slow rate for an expert typist; but the reach\nsequence u-m was written at a yet slower rate, 70 words per minute; the\ntrill sequence yields 115 words per minute; the rock sequence, 122 ; the\nopposite sequence, 145 ; the combined opposite and rock sequences, 156 ; and\nthe familiar phrase \" this is the,\" 174 words per minute. One sequence technique holds the expert down to 70 words per minute, another permits a facil-\n\nity of 174 words per minute. This difference in facility is inevitably imposed\nuponthe expert typist by the laws of mechanics and the anatomical structure\nof the hands. The average rate of continuous typing on new editorial matter\nwas 130 words per minute.\n\nGood form \" with respect to letter-sequence technique, therefore, consists inmaintaining the proper relative rates of speed for the respective techniques. Poor form consists especially in failing to crowd the physiological\nlimit of facility on the more rapid sequences, and any training that cultivates\nthe habit of typing in even time by metronome, phonograph, or otherwise,\nlands the student on a mediocre plateau of performance from which continued\npracticemay not be able to raise him. \" Perfect rhythm \" in expert typing\n\nis apopular delusion, and striving for it in learning is a serious fallacy. What\nis needed is asteady drive producing continuous performance, free from balks\nand starts, and special drill on the sequence-techniques in which the student\nis shown by diagnostic tests to be backward.\nThe tapping rate is a fundamental physiological performance that does\nnot increase materially with practice. On this sequence-technique the beginner is about as speedy as the world's champion typist. The latter gains this\n\nexpertness by improving the other sequence-techniques, especially the reach\nand opposite sequences.\n\nThe second class of technique is copy-getting. If copy is presented one\nletter at a time, so that as soon as the letter is typed another automatically appears, the expert's performance is reduced to a series of reactiontimes to the letters, and his rate is greatly reduced, because his habitual\ntyping performance, characterized by a telescoping of the preparation for\ntwo, three, or more letters, as they come in their normal sequence in\nwords and phrases, is prevented. When the sequence of letters is such\nas not to form words, practice-effect of word and phrase forms is excluded, and the optimum copy-reach is readily determined, in terms of\n\n"}
{"page": 589, "printed_page": null, "text": "564\n\nNATIONAL EDUCATION ASSOCIATION\n\nnumber of letters, by the laboratory procedure of presenting copy so that\nthe number of letters in view at one time is limited to one, two, three, or\nmore. The expert gains advantage by increasing the number of letters to\nabout seven. But such is not the case with the student of typing. At the\nbeginning he types letter by letter, and, left without instruction, he is apt\nto delay the reaching ahead in copy-getting, and thus to postpone the development of the telescoping of preparation for sequences of letters that is a prime\n\nelement in the technique of \" good form,\" and upon which satisfactory\nprogress depends. When diagnostic tests reveal backwardness in this element\nof technique, the student's immediate progress depends upon deliberate special\npractice on this technique.\n\nThe skill of the expert does not differ so much from that of the student\nwho has practiced 30 days, in writing letter by letter as it does in writing\nfrom copy of larger units. This telescoping of preparation for sequences of\nletters is closely associated with \" word-kinæsthesis \" which is considered in\na following paragraph, but it is dependent upon a technique of reaching ahead\nby the eye and grasping copy in units of more than one or two letters.\nThe telescoping of preparation for sequences of letters leads to word units\nin copy-getting and in typing. But the typing in word-units is apt to be\ndelayed if the student's attention has not been properly directed during his\npractice. It comes readily and surely if his attention while typing is on the\n\" feel \" of the sequence of strokes. When that special \" feel \" of the sequence\nof strokes in the word is the mental representation of the typing of the word,\nthe student has acquired word-kinæsthesis for that particular word. Wordkinæsthesis is an element of good form, and diagnostic tests will reveal the\nstudent's backwardness in this element when he is in need of special practice\ninit.\n\nThe technique of manipulation of the machine is the final class of technique\nto claim our attention. The expert uses a stroke that is quick and firm, but\nresistant to fatigue. It varies somewhat according to the key-action of the\nmachine, but its general character can be determined and designated as an\nelement of \" good form,\" toward which the student's practice should lead\nhim as directly as possible. I have exaggerated the characteristics of this\nstroke for the purpose of forcing the student into it, and have given it the\nappropriate name of the tiger-stroke. It can be best communicated by demonstration, and should be so done for the student, but I shall endeavor to\ndescribe it very briefly here. The end of the finger moves through an\nelliptical course in one instantaneous movement and instantly comes back\nto its position of restwithout tension or strain. At its farthest point of excursion it \" swipes \" the letter-position ( analogous to the quick swipe of a tiger's\npaw) . There is but one impulse, and instantly the finger is againin resting\nposition.\n\nIn order that this form of stroke can be delivered with equal facility to\npositions above and below the home bank, it is necessary for the resting position of the hands and fingers to be carefully determined. The backs of the\nhands slope upward in a plane parallel with the sloping plane of the banks,\nand the fingers rest in a curved position resting on, or hovering over, their\n\n"}
{"page": 590, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n565\n\nhome positions. And in order that the left wrist does not become cramped\nby kinking the hand to the left, to accommodate the finger strokes to the\nleft-oblique alignment of the keys across banks, the body should be shifted\nto the right so that the nose points to the right edge of the keyboard. This\nis important because the left hand does almost two thirds of the work on\nthe standard keyboard, and copy on the right is close to the eyes.\nThe power and the excursion of the stroke is not furnished by the finger\nalone but by the combined movement of the hand and finger. There is no\nvibration of the forearm, and there is no forward movement of the elbow in\nmaking the reach strokes to the upper banks.\nOther elements of the technique of machine manipulation are also under\nexclusively kinæsthetic control: finding home position, by reference to the\nfeel of the corners of the frame on the ball of the hand which places the hand\nvery nearly in its normal resting position; shift-key manipulation and carriage-return, of course, involve kinæsthesis of some arm movement.\nPlacing the manipulation of the machine completely under kinæsthetic\ncontrol is required by the psychological principle that dual control slows\ndown acquisition in learning, leads to conflict, balks and confusion, and leaves\nan automatized performance unstable and prone to revert on occasion, even\nfrequently, to the alternate control. Visual imagery is therefore excluded as\ncompletely as possible from participation in all these elements of technique.\nAnalysis of the expert's performance shows that there are periods of balks and\nretarded performance with foreign words and especially difficult copy that\ncannot be wholly accounted for by unfamiliarity with, and lack of practice\non, these sections of copy, for the retardation continues for a time in the\ntyping of easy copy that immediately follows the difficult. Control of the\nperformance has shifted to visual imagery-a legacy of early training.\nUnimodal control of typing technique is an important element of \" good\nform.\" But the sensory mode most directly available for the cue to, and the\ncontrol of, a movement is the feeling of the movement itself, hence the control must be kinæsthetic and free from any admixture of visual imagery.\nIt has been stated now several times that the kinæsthetic control is the\n\nbest and most direct. Perhaps an explanation with reference to the letterstroke will be acceptable. Consider the beginner, with the traditional manual.\nHe(1) perceives the letter in his copy, (2) places the location of the corresponding key in his visual scheme of the keyboard, (3) energizes a finger to\nstrike the key, and (4) releases the impulse that causes the motion. There\nare two variables between the perceived letter and the impulse to make the\n\nstroke-the visual imagery of the location of the key, and the energizing of\nafinger to strike that key-which are unnecessary and which may introduce\nerror into the process; the key may not be properly located or the wrong\nfinger may be energized to strike it. Consider the beginner with the direct\nkinæsthetic method: He ( 1 ) perceives the letter in his copy, (2) releases\nthe impulse of the finger that makes that letter-stroke. There is no visual\n\nimagery here and no possibility of moving the wrong finger, because the\nstudent has already associated the seen letter with the feeling of the proper\nfinger movement. The stimulus of the letter automatically energizes the\n\n"}
{"page": 591, "printed_page": null, "text": "566\n\nNATIONAL EDUCATION ASSOCIATION\n\nproper finger and prepares for the proper letter-stroke. The former method\nis wasteful of energy and of time, first, because the student is required to\nassociate the seen letter with a visualized position on the visualized keyboard,\nand to then associate a finger with that visualized position in which feeling\nof the resident finger or of its movement must play a part; secondly, because\nmore time is required for the greater number of associative acts; and thirdly,\nbecause the cue to, and the control of, the proper finger movement is not so\nsure and safe as the feeling of the proper movement when that feeling has\nbeen brought into clear consciousness during practice.\nThe rôle of kinæsthesis in typing is now evident. It remains to indicate\nhow it is established in the beginning of training and how competing visual\nimagery is prevented.\nThe student should never see the keyboard or a chart of it. He begins\nwith an outline of a hand and fingers before him, the letters of home position\nmarked on the fingers. He starts work on the f-stroke, tiger-stroke fashion\nwhich he has learned without reference to letters or keys. (The fact is, keys\nare never mentioned during the training.) He makes the f-stroke first in the\nair, eyes closed, concentrating his attention on the feeling of the movement ;\nby repetition this feeling becomes vivid, and is cognized as the kinæsthetic f.\nThen the s-stroke is realized in the same way. Then the kinæsthetic f is\ncompared with the kinæsthetics, and the very distinct difference is noted.\nIt is then realized how sure the feeling is as a cue to, and a control of, the\nproper tiger-stroke. The strokes are then made on a blank position-form\nlying on the table and the clip or swipe of the end of the finger on the position\n\nis an added feature which intensifies kinæsthesis by contributing to it the\nresulting touch sensations. From this point on, the tiger-strokes are delivered\nto positions (only approximately, for they are not to be visualized even as\npositions) , and the letters in the copy are converted into feelings of strokes,\nor, as we say, into kinæsthetic letters. Only one hand, and the letters of one\n\nbank are drilled on at one time, until the kinæsthetic letters respond automatically to the preceived letters in the copy at the rate of 70 strokes in 45\nseconds. Then drill is taken on all the letters of the bank in chance order,\nuntil automatization is almost complete.\n\nAfter the whole alphabet and punctuation marks made without shifts have\n\nthus been converted into tiger-strokes, completely controlled by kinæsthesis,\nand practiced to automatization, which requires from four to six practice\nperiods, the student is put at the machine, keyboard screened and caps blank.\n\nFirst, the frame, space-bar, and banks are explored by the hands, eyes resting\non printed instructions, then home position established from instruction by\nkinæsthesis and touch. Then drill on the same copy as was used before is\n\ntaken, but with the difference that the tiger-strokes are adapted to the key\naction of the machine. This is readily done since the letters are already in\nautomatic kinæsthetic form and attention is free to copy with this step.\nAutomatization is further perfected by the four to six days ofdrill on the\n\nmachine. Then a daily routine of typing on straight English copy begins.\nThis routine involves :\n\n1. A short warming-up, exercise of drill character.\n\n"}
{"page": 592, "printed_page": null, "text": "1\n\nDEPARTMENT OF BUSINESS EDUCATION\n\n567\n\n2. Writing from new copy for 15 minutes.\n3. Reading proof on the typed material, marking errors.\n1\n4. Classification of errors and making drill copy from them.\n5. Special drill on errors made: (a) on the letters to reinforce unstable\n:\nletter-strokes, (b) on the words in which errors occurred.\n6. Calculation of rate of strokes.\n\n7. Counting errors.\n\n8. Calculation of net rate of typing by deducting ten words for each error.\n9. Plotting practice curves showing rate of strokes, amount of penalty for\nerror, and net rate of typing.\n\nOne copy of the practice curves is retained by the student; the other is\nposted on a bulletin board.\nDiagnostic tests already referred to are given at intervals and the student\n\nis provided copy for the special practice of which he stands most in need at\nthe time.\n\nThe following figures will show the early rise of the practice curves of\na class that took practice by this method three times a week under the supervisionof thewriter who conferred with them once a week and provided them\nwith mimeographed lessons and a book of essays for copy: Although striving\nmainly for accuracy, because they were penalized ten strokes for each wrong\nstroke they made, after from 12 to 14 hours' practice (including pre-machine\ndrill) an average rate of 20 words per minute on new matter for the typing\nperiod of half an hour; after 17 to 21 hours of practice, an average rate of\n25 words per minute.\n\nThat higher skill is attained by ten months' training in the kinæsthetic\n- method as shown by the rates of 110 and 120 words per minute made on\nnew matter without error, by girls of high-school age in short demonstration\ntests. All the rates above have been calculated on the basis of five strokes\n\nto the word, the only legitimate basis for calculating the rate of typing.'\nThe methodpartly described here has been copyrighted by Mr. Wiese and Professor Coover,\nunder the title of \" The Kinæsthetic Method of Learning Typing,\" but the manual is not yet on\nbe market.\n\n"}
{"page": 593, "printed_page": null, "text": "Department of Child Hygiene\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident, DR. WILLIAM A. HOWE, State Medical Inspector of Schools ........ Albany, N. Y.\nSecretary, DR. CHARLES H. KEENE, Director, Bureau of Health Education, Department of Public Instruction .....\n\nHarrisburg, Pa\n\nThe Department of Child Hygiene, in connection with the Department\nof Physical Education, merged its sessions with the International Health\nConference, which was part of the World Conference on Education. The\npapers of the International Health Conference have been compiled into a\nreport by the American Child Health Association, 370 Seventh Avenue,\nNew York City. For program, see Department of Physical Education.\nThe above officers will be retained during the coming year.\n\n[568]\n\n"}
{"page": 594, "printed_page": null, "text": "Department of Classroom Teachers\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident\nEFFIE MACGREGOR, Curtis Hotel ...\nMinneapolis, Minn.\nVice\n-President ...........IDA C. IVERSEN, President, City Teachers' Club ... Los Angeles, Calif.\nSecretary-Treasurer......FLORA MENZEL, Milwaukee Teachers' Association.. Milwaukee, Wis.\n........\n\nOther members of the\n\nExecutive Committee .. JULIA E. SULLIVAN, Wendell Phillips School\nBESSIE EVANS .\n\nSecretary....\n\nBoston, Mass.\nLittle Rock, Ark.\n\nJULIA SPOONER, President, Grade Teachers' Associa.Portland, Ore.\n\ntion\n\nFIRST SESSION-MONDAY AFTERNOON, JULY 2, 1923\nMeeting called to order by President Effie MacGregor, of Minneapolis,\nMinnesota.\n\nPresident MacGregor : We have with us a speaker who will take the\nplace of Mr. Garland W. Powell, Director of the National Americanism\nCommission, American Legion, who is ill. He has sent us a short message\nwhich he has asked to have delivered by James K. Fisk, chairman of\nthe Americanism Commission of the American Legion, Department of\nCalifornia.\n\nPresident MacGregor : In working out the program of the Department\nof Classroom Teachers for this convention, it was the wish of the Executive\nCommittee that the various National interests which serve as National supporters of education, should be represented on this program. We are\n\ninterested in having the people who are the supporters of education join with\nus in telling us how.\n\nFor that reason we have asked members representing labor, agriculture,\nand business-our three great National educational supporters to speak\non our program. We will hear first from a representative who will give\nusthe viewpoint of labor .\n\nI take pleasure in introducing to you Mr. E. P. Marsh, Division of Conciliation, Portland, Oregon.\nE. P. Marsh: First let me read to you a brief message from my illustri-\n\nous chief, James J. Davis, Secretary of Labor, who sends you his good wishes\nand greetings.\n\nE. P. Marsh: When it came to preparing for you my own message, I\nhad an attack of \" cold feetitis,\" because I said, \" What do I know about\npractical education?\" Then I thought, I am a father; I have had some\n[569]\n\n"}
{"page": 595, "printed_page": null, "text": ".\n\n570\n\nNATIONAL EDUCATION ASSOCIATION\n\nexperience with scholastic problems. I have a youngster just turned nineteen, a sophomore in the State University, who after several years majoring\nin the branches which would prepare him to be an engineer, suddenly, in\nall the wisdom of his nineteen years, served an ultimatum on his father and\nmother, that he is not going to be an engineer at all; he is going to be a\nlawyer or a journalist, or something or other.\n\nSo I have had my own problems to study. I became retrospective and\nthought of some of the other fathers and mothers. What would be their\n\ncomposite viewpoint if they could speak to you this afternoon upon this\nvital question ? So while I don't expect, friends, that you will agree with\n\neverything that I have jotted down, I am going to let you have it for what\nitis.\n\nPresident MacGregor : Before coming to the State of California, I was\n\nvery sure that I had come from the greatest agricultural country in the\nUnited States. I am not so sure now. I have seen more things growing to\na greater size than I have ever seen before in my life; so I think it is very\nfitting that the gentleman who will speak to us on the viewpoint of agriculture, should come from the State of California.\nIt gives me pleasure to introduce to you this afternoon Professor O. J.\nKern, of the University of California, who will speak to us from the viewpoint of agriculture.\nPresident MacGregor: I am sorry to report that the next speaker on the\nofficial program, Dr. Arvid Reuterdahl, president of the Ramsey Institute\nof Technology, St. Paul, Minnesota, who was to have spoken on the subject of the contribution of the classroom teacher from the viewpoint of\nbusiness, is ill; but Dr. Reuterdahl has sent his paper, and Mr. Howard\n\nGilkey, a member of the Oakland Kiwanis Club, has very kindly consented\nto present it.\n\nHoward Gilkey : I am very sure that Dr. Reuterdahl, in presenting this\nwonderful message, realized that he was presenting it to an enlightened\naudience, because in going over this message, it is so full of pertinent facts,\n\nso full of wonderful phraseology, that you will have to give me your keenest\nattention lest some of the jewels of his thought escape.\nPresident MacGregor : I am sure that the next speaker on our program\ndoes not need an introduction to any member of the National Education\nAssociation, or to many of the citizens of our country.\nWe have with us this afternoon Miss Charl,Ormond Williams, who\nis not only one of our field secretaries but our very dear friend. It gives me\npleasure to introduce to you Miss Williams, who will speak from the viewpoint of the National Education Association.\nCharl Ormond Williams : Miss MacGregor and friends, I tried to write\n\nout a speech; I really tried, but all of the time when I thought of the other\nbig problems that I ought to talk about to you, there was just one thing on\nmy heart and mind, and that is the thing you gave me to do.\nThe National Education Association has a big, broad, comprehensive\nplatform, and if it were boiled down into the fewest possible sentiments or\nplans, itwould be, first ofall, the providing of a professionally trained teacher\n\n"}
{"page": 596, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n571\n\nin every classroom in America, this teacher provided with right conditions\nand surroundings in order to make them do our work in the best possible\nway, and securing for that teacher the right kind of recognition which the\nprofession demands, then the summing up of all that sort of thing which\nwould make for the highest and best welfare of the children of this Republic\nofours.\n\nNow the planks in this platform have been elaborated upon, but I think\nwe can safely say that that is the broad platform of the National Education\nAssociation.\n\nThere is a plank in there which provides for the creation of a Depart-\n\nment of Education represented by a Secretary in the President's cabinet ;\nalso Federal aid for the promotion of education in the State, but leaving\n\nthe control to the State authorities. The securing of that particular plank\nin the platform would help to bring about all of the other planks that we\nare talking about.\n\nI said the other evening to the group of foreign delegates that they would\nprobably find it strange on arriving inAmerica, in the country where public\neducation has gone so far in some places and lagged so in others they\nwould probably be surprised to find that we did not have a minister or\nsecretary of education in this country.\nThe National Education Association has pledged itself to that time and\ntime again. Yet we have not a minister of education. I am here to say to\nyou this afternoon that we are not going to have a minister of education\nuntil every one of the 700,000 teachers in this country get busy and coördinate the support that has already been developed.\nThe gentleman who spoke for labor made my speech for me. He said in\nbrilliant fashion what I would say to you: that the classroom teachers are\nthe strong bonds that tie together this support for education in the home and\nin the schoolroom.\n\nNow that is not confined to one group; it is not confined only to labor ;\nit is not confined only to the Parent Teacher Association, but it is broadly\ndistributed to all these various State and National organizations that are\nsupporting our platforms.\nI have said at headquarters times without number that we need the\n\nactive support of the rank and file of the classroom teachers in our legislative\nprogram. I think you have gone forth just about as I did when I was a\nsuperintendent of schools down in Shelby County, Tennessee. We had an\nexcellent legislative secretary in Washington, Mr. Hugh S. Magill, and\n\nIcannot speak too highly of his ability. I was sorry indeed to see him give\nup. I thought Mr. Magill would put over this legislative program at\n\nWashington.\nBy some good fortune, his mantle has partly fallen upon me. I have\nlearned that I am not going to put over your legislative program. I have no\nillusions about my charming personality, my powers of persuasion, or whatever else people are supposed to have at Washington who are trying to put\nlegislation over. But I have the greatest confidence in what you, and you,\n\n"}
{"page": 597, "printed_page": null, "text": "572\n\nNATIONAL EDUCATION ASSOCIATION\n\nand you, and the friends you have back there in the various 433 Congressional\ndistricts in the United States.\n\nThere the battle is going to be lost or won. It is going to be won if the\nteachers in this department, in coöperation with the superintendents and\nexecutives and boards of education and these organized bodies, get busy.\nThat is what I have come to say to you today.\nThere are two particular reasons now for marked activity on the part\nof the classroom teachers. The first one simply points the way to activity.\nThe United States Chamber of Commerce had a referendum on our educa-\n\ntional bill. In nearly every case where the educators took advantage of the\nopportunities extended to them, or created the opportunity to appear before\neducational committees and boards of directors and chambers of commerce,\nthe referendum was carried in favor of education-not in every case, but\nin the majority of cases.\nThere were many boards of directors and educational committees of\nthe chambers of commerce who simply said, \" We don't know anything\nabout this. The majority report came down to us from the Washington\noffice, and being good organization people, we simply supported the majority\nreport.\" There were thousands of opportunities for us to have been on the\n\njob. Our next-door neighbor may have been a member of that educational\ncommittee of the chamber of commerce. A school teacher may have lived\n\nin his home. You may have been the best friend of his wife. There were\nthousands of opportunities for us to make our influence felt in that, and I\nfear we didn't do as much as we should have done .\n\nThere is another report that is being circulated throughout the country.\nI was told that propaganda relating to the Carnegie Report on Education\nwas distributed throughout the Tennessee legislature. I was told in a number of States that that information had just percolated throughout the areas\nwhere there was a reactionary tendency in education.\nWho is going to counteract that? Who shall stand up and say, \" This\nthing is not so! \" ? Who is going to tell them that this is not the cause of\nthe increased cost of education ? Who shall do that ? Shall we depend\n\nwholly upon the superintendent and whatever opportunities he may get\nfor his words in the daily press ? You know from the reading of daily papers\nhere and elsewhere, if a man kills a man he will get box-car letters on the\nfront page; if he has an idea of saving men, he may get a little corner\nsomewhere.\n\nWe cannot depend on the daily papers to carry our views and educate\nall the people. The time has come when we must do it man to man, and\nby word of mouth. The teachers are the American ambassadors of education\nin this country today.\nPeople say to me, \" Yes, Miss Williams, that is all right, if we had them\nall professionally trained.\" We cannot wait until that day before we get\nthem organized for the legislative program. I do not believe there is anything in that bill as it has been re-introduced, that the remotest one-room\nschool teacher cannot understand. It remains for us to get it over to her.\n\n"}
{"page": 598, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n573\n\nI think that the teachers at this convention largely come from cities and\ntowns that call themselves cities. We have not yet reached the teachers\nin the rural schools. A tabulation of the membership at headquarters would\nshow that we have but begun to work in rural school centers. It remains\nfor those teachers who are organized in the towns and cities of various\n\nStates to carry over somehow for the National Education Association and\nfor education-local, State, and National-that program to those people.\nLarge areas in this country are rural and every single rural Congressional\ndistrict sends a Congressman to Washington, and he has one vote. We need\nthat one, and we need your help.\n\nNow can it be done ? Some of you up-to-date grade organizations have\npublications. You can write articles popularizing these educational measures.\nYou have done so; some splendid articles have been written. Your daily\n\npapers will sometimes take attractively written, up-to-date articles on this\nsubject which you can in that way get over to the people.\nWe need above everything else speakers for this bill. An educational\ncrusade list is being built up and we need on that list large numbers of\nclassroom teachers. I get back from my letters sent over the country earnest\nletters saying, \" I am for this measure heart and soul, but I can't speak.\"\nMy heart goes out to those people, because I understand that. But somehow\nwe must build up in every center a group of people who are ready and\nprepared to go out and talk to small or large groups about this measure.\nA new Congress comes in in December, and with it large numbers of\nnew men. That means much of this work has to be done over. We lose some\n\nfriends in the old Congress, and we lose some enemies. We gain some friends,\nand we gain some enemies. Each two years this thing must be done. I have\nnow been at work since the first of November, and I can honestly and\nfrankly say to you that the support for this measure is growing by leaps\nandbounds.\n\nIhave attended six National conventions, and at the close of this meeting, I go to two more whose endorsement I hope to secure for this great\neducational program. Our task is to make this support function back where\nwe want it to function. We do not want to use methods of coercion, but\nI have been told and had letters from numbers of Congressmen who said\nto me, \" I am open-minded on this subject. I want to be convinced.\" Whose\nbusiness is it to do this? Shall we leave it to the doctors ? Shall we leave it\n\nto the lawyers ? Shall we leave it to the farmers ? Labor has said to me,\n\"Miss Williams, we want to stand right next to the educators. We cannot furnish the leadership for this measure, but we want to stand right\nbehind you and help you put it over.\"\nI say this with a little bit of reluctance, that complaints have come to me\nfrom some of our support (not in the profession) that some of our people\ndidn'tknow about the Bill. That has not come from just one group of people ;\nithas come from various groups in various places. We are training every\nday in twenty big National organizations the rank and file of men and\nwomen to know about this Bill and to speak upon it.\n\n"}
{"page": 599, "printed_page": null, "text": "574\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhen those men and women, farmers, laboring men, women belonging\nto eight or ten of the National organizations-when all this group becomes\ninformed about this measure, they expect the teacher in the district, in\nthe school, in the city, in the college, in the university, in the normal school,\nto stand out just a little ahead of them in knowledge on this measure and in\nenthusiasm for it. I do not think that is an unreasonable thing to expect\nof the teachers of this country, if we want to put this measure over.\n\nThose of you who are familiar with the suffrage fight know that we\ngained great headway in our campaign for this measure and we do not need\nto love heart. One of the prominent men in labor said to me, \" Miss Williams,\nyou do not need to be discouraged. Just remember that there were just\n\nabout 200,000 laboring men, and they got the Department of Labor.\"\nRemember also that in this country every two years the people elect a new\nCongress, and every four years they elect a President, and it is but a matter\n\nof time if we stay on the job, every single one of us, until we can so make\nthe importance of education felt that there will be the proper recognition of\nit which it ought to have in a democracy.\n\nNow I have come here this afternoon in a frank, informal fashion to\nask for your help in the next few months. You or your representatives will\nget letters that may seem stereotyped. They may not appeal to you as they\nought to appeal to you ; but every single one of those letters is recorded and\nchecked and filed in my office in Washington, and every single answer\nin whatever fashion it is returned to me, is recorded likewise.\nI am deeply grateful for the support which has already been given, and\nI am very eager to be the kind of leader that you ought to have there. 1\nsay again from the bottom of my heart that we need the support of all of\nthe classroom teachers of this country in order to put into execution one of\nthe big, outstanding planks in the platform of the National Education\nAssociation, and one of the planks which will mark almost the turningpoint in public education.\n\nPresident MacGregor : At the time we are holding our convention, there\nis another interesting convention in this part of the country. Many of you\nare also members of the Business and Professional Women's Club in the\n\nUnited States, which is holding its annual convention in the city of Portland.\nOregon.\nWe have with us this afternoon a member of the Business and Professional\n\nWomen's Club, who is on her way to Portland to give the women of Portland a message. We invited her to stop on her way, giving to the teachers\nof the United States a message, because we felt she had a message for us.\nIt gives me pleasure to introduce to you Dr. Ora Latham Hatcher, educational chairman of the National Federation of Business and Professional\n\nWomen's Clubs, Richmond, Virginia.\nDr. Ora Latham Hatcher : I was very glad when Miss Williams set\nthe example of not having a paper, for although I have a fairly proper one\nin my chair, I am sure that neither you nor I want to see it produced. I\nhave something that I want to say to you without a paper. I would hate to\nput any more burden upon your shoulders than the inspiring ones that have\n\n"}
{"page": 600, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n575\n\nbeen laid there this afternoon; and I think one solace in hearing me at all\nthis late hour is that I really bring you a story of a strong arm of help in the\nthing which you are working to accomplish.\n\nI do not know how many of you know about this National Association of\nBusiness and Professional Women's Clubs. I am not going to try to tell\nyou about it, except to say that it has been steadily growing and is now\nan army of about 35,000 scattered all over the country. There is a very\nlarge and able group in this city of Oakland.\nThat group has chosen as its main task, as its distinctive task, the setting\nof proper standards of education for the prospective business woman, and\nthe furthering of those standards by all possible means. You know without\n\nmy telling you that you and we are partners in this big enterprise; that\nyour measure of success is very largely our measure of success.\nI am going to talk of the business woman in the older phrasing, not in the\nsense in which it includes the business and professional women. I am going\nto talk of the lower level; that is, the point at which the girl enters business,\nand say this one thing, because I am not going to make a real speech-that\nthe business women of the country in their educational program have defined\ntheir first and most important step, the setting of a standard of a high school\neducation as a minimum requirement for the oncoming business women.\nWe feel that the classroom teacher stands there at the crucial tiine when\n\nthe girl decides whether she will go on and the teacher can help her to decide.\nThis is a crucial period for her and for business and for society, where so\nmuch depends on whether she gets enough general education before she takes\nthe technical training. We bring the testimony of thousands and thousands\nof business women that the wise thing for her to do is to keep on with her\ngeneral education.\n\nWe have found nothing new, nothing that you haven't been working\non for generations and centuries; but we have focussed the experience of\nbusiness women and brought it to you to use in your persuasive way as\nteachers and counselors to this girl who comes up to the time to decide how\nmuch general education she will have.\nOf course, we realize the employer is really the final decisive factor, and\nwe know that the business scale whatever form it may take, is the level or\nthe measure of the kind of technical training which the girl may have,\n\nwhether it is crudely vocational, whether it is really professional in a business sense, or whether it is pre-vocational, or only applied to business.\nBut we know that they are fluctuating in varied quantities. We know\nthat the girl may still get something to do if she has had a very inadequate\ngeneral education. We know that the business schools are of all levels, that\nthe heads are of all degrees of personal equipment and outlook, and that\nalmost any one of these levels may be the lot of the girl who goes out\nfrom you.\nButwe feel that you are the ones for us to join hands with at the crucial\nmoment, and that we can help you succeed, help you to put over your program, and that you can help us to put over our very determined educational\na'm, to bring this thing about in very much larger numbers,\n20\n\n"}
{"page": 601, "printed_page": null, "text": "576\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe feel that that comes about because the girl who is most apt to leave\nschool early is going to be most apt to be influenced by outside consideration.\nShe is thinking of some girl of her age and education who is getting ten or\ntwelve dollars a week, and doesn't seem to have any better chances than she\nhas. You can help her match that with the business woman who is getting\nmore than that, and whether she had it or not, is urging the girl to have it.\nWe can help you and you can help yourselves in ever increasing proportions to bring the point of view of the enlightened employers of this girl,\nand through the business woman herself, who must appeal to the girl in her\nown terms, and through the coöperation of the employers who are increasingly telling the employees and the employment managers, of the proportion of girls turned down from lack of a high school education-that you\nand we may put this thing over in bigger terms.\nThat is really all I have to say to you, but that is a thing which perhaps\nyou haven't fully realized, that all over this country are the business women\ndetermined to emphasize to the oncoming business woman the tremendous\nvalue of a broader educational foundation before she goes in for business.\nSo while asking you to work with us on what you are already tremendously\ninterested in, we offer you our best support in working with you.\nAdjourned.\nSECOND SESSION-TUESDAY AFTERNOON , JULY 3, 1923\nMeeting called to order by President Effie MacGregor.\nPresident MacGregor : To begin with, I think we ought first to congratulate ourselves because we have succeeded in this first year, under an\norganized constitution, in gathering this large group of people together.\nNecessarily our point of contact with the National Education Association\nhas been limited. We couldn't have done a very great amount of work in\nso limited a time, but it is gratifying to those who have been officers, and I\nam sure it is gratifying to the National Education Association, to see the\nvery keen interest that is evident here this afternoon by your attendance at\nthis meeting of the Department of Classroom Teachers.\n\nI wish particularly to thank every person in the room who is not a classroom teacher and who is here through interest in the work of the classroom\nteacher.\n\nOur first number on the program is particularly important. It is important\n\nto every classroom teacher in the United States, and it is particularly\nimportant to every educator in the United States. We have had in our\ncountry for the last ten or twelve years a National group of organized\nteachers. Long before the Department of Classroom Teachers had a Con-\n\nstitution and was officially organized, this National group, the National\nLeague of Teachers' Associations, was organized and was making an educational contribution to the educational world of the United States.\n\nThe Classroom Department of the National Education Association must\nalways recognize that the members of this great organization have been the\ntrail blazers. They are the classroom teachers who have shown us the way.\n\nIn reality, the Department of Classroom Teachers is the follower of the\n\n"}
{"page": 602, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n577\n\nNational League of Teachers' Associations. They have shown us the way,\nand they will continue to show us the way.\n\nIt is a splendid thing that this department of the National organization\nhas this opportunity of hearing from the president of the National League\nof Teachers' Associations. It gives me pleasure to introduce to you Mrs.\nEmma L. Dacre, of San Francisco.\nEmma Dacre: Madam President and Members of the Classroom Teach-\n\ners' Department of the National Education Association, I am going to\npresent to you a paper on research work which was prepared by Mr. Lang, of\nStanford University. He was a superintendent in the Canal Zone for nine\nyears. We collected all of this research material, all the questionnaires sent\nout through the League, and Mr. Lang has compiled this report for us.\nWewanted to get the background of all classroom teachers' organizations,\nand our questionnaires were sent out not only to the National League of\nTeachers' Associations, 23,000 members, but to other non-affiliated organizations. (For Mr. Lang's paper, see page 594. )\nPresident MacGregor : We have asked Miss Julia E. Sullivan, of Boston,\nto talk on a subject which is particularly important to the East. It is not\nso important to the people on the Pacific Coast, I understand, except that\nthe people of the East need your coöperation. (See page 606.)\nPresident MacGregor : It has been said that as one gives, one receives.\nThere is a local organization of classroom teachers which has come out and\noffered of themselves, to give. I think it is unique, and I am sure that\nbecause of its ability to see that it has valuable material to give and to offer,\n\nitwill receive richly from its offer.\nIt gives me pleasure to introduce to you Miss Celia Osgood Peterson, of\nDenver, Colorado, who will discuss the solution of professional supervision.\nPresident MacGregor : It gives me a great deal of pleasure to introduce\naclassroom teacher's sister. The classroom teacher who was to have spoken\nonthis subject was Mattie M. Montgomery, of Sedalia, Missouri, who was\nto talk on a subject of paramount importance-the Towner-Sterling Bill.\nIt became impossible for Miss Montgomery to be here, but she is such\nan ardent worker that she has sent her paper on with her sister, whom she\nhas carefully drilled to give the paper. Without further preliminary let\nme introduce Miss Montgomery, who will give her sister's paper.\nPresident MacGregor: Coöperation always generates understanding.\nWehave with us this afternoon one who comes to us representing our educational work to the West. We do not appreciate the problems of the Pacific\nas the Pacific Coast appreciates them, so we are much interested in a message\nfrom Emily Ewaliko, of Hilo, Hawaii.\nPresident MacGregor: This ends our program and you are adjourned.\n\nAt the business session, Thursday afternoon, July 5, Miss Julia A.\n\nSpooner, of Portland, Oregon, was elected as acting secretary for the\nmeeting. The report of the Rules of Procedure Committee, appointed in\nCleveland, was adopted.\n\n"}
{"page": 603, "printed_page": null, "text": "578\n\nNATIONAL EDUCATION ASSOCIATION\n\nArticle V, Section 1, of the constitution, was amended by adding the\nwords \" the vice-president \" to the officers composing the Executive Committee . There was also a discussion of the amendments to come before the\n\nRepresentative Assembly at the final business meeting.\nNominations for officers were now made from the floor. The following\n\nwere elected. President, Ida Christine Iversen, Los Angeles, California;\nvice-president, Lucy M. Holt, Norfolk, Virginia; secretary, Anna Riddle,\nSt. Joseph, Missouri ; Executive Committee: Eastern Section, Julia E.\nSullivan, Boston, Massachusetts; Middle Section, Anna M. Thompson,\nKansas City, Missouri ; Western Section, Julia A. Spooner, Portland,\nOregon.\nIt was moved that the Executive Committee work out both rules of procedure for nominating and electing officers and present them at the first\nbusiness meeting in 1924.\nThe question of regional conferences was ably discussed by the president,\nfollowed by her announcement that the budget of the Department for next\nyear had been presented to the Executive Committee of the National Education Association and that an increased appropriation had been asked\nfor. Adjourned.\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION FROM THE\nVIEWPOINT OF THE AMERICAN LEGION\nJAMES K. FISK, CHAIRMAN OF THE AMERICANISM COMMISSION OF\nTHE AMERICAN LEGION\n\nThere is a force against anarchy in America, greater than all the imperial\narmies of the world. That force is intangible, imponderable, invincible.\n\nIt consists in the loyalty and devotion of the teachers of this country. These\nteachers are the builders of citizens for the Republic. We accord high honor\n\nto great architects and engineers, who build with stone and steel and bridge\nwide rivers. But the strength of the Nation is in its men and women, and\nthe American Legion accords due honor to the builders of citizens....\nThere was a lady of Rome who said, \" My sons are my jewels.\" That\nlady has become the archtype of triumphant and holy motherhood. Itis this\nspirit that is awakening ever more practically in the women of America,\nand there are less and less remaining who guard their trinkets carefully, yet\nsend their children casually into schools that they know little about. From\nnine o'clock of mornings to four of afternoons the motherhood of this coun-\n\ntry abdicates in favor of the classroom teacher, into whose hands is given the\ncharge of all the children. It is a vital necessity of the Nation thatAmerican\nmothers awaken to keen interest in the problems and the welfare of the classroom teachers of America.\n\nThe American classroom is America in miniature, America in process of\n\ndevelopment. The guardians and rulers of these classrooms, the classroom\n\n"}
{"page": 604, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n579\n\nteachers of this country, have the future of the Nation committed to their\nhands. Nowadays there are many enemies and assailants of the Nation, who\npreach insidiously the riotous overthrow of all establishments and the ruin\nof organized society. These pleaders for bombs and the torch might be\nrespected if they were sincere fanatics, but they are not even that. They\nare hypocrites, who hope for advancement for themselves through bringing\nabout some general overturn. They make their appeal to ignorant or imniature minds, and drive their human sheep into dangerous places, themselves\nremaining safely in the rear. Against these enemies of the republic there is\nagreat and constant obstacle, a strong wall against the corruption of our\n\nyouth-the united strength of the energy and loyalty of the classroom\nteachers of this country, builders of citizens for the Republic. We of the\nAmerican Legion salute the educators of America, and pledge them our\ncoöperation and comradeship.\n\nTHE CLASSROOM TEACHER\nMESSAGE FROM JAMES J. DAVIS , SECRETARY OF LABOR , WASHINGTON , D. C.\n\nIn the very nature of things we are always facing circles. Man comes\n\ninto this world with nothing but potentiality, to be fed, to grow and learn.\nThen he serves and hands back to another the fruits of his material and\n\nmental accomplishments, while he leaves the earth with no more than he\n\nbrought into it. Yet that cycle was never exactly a circle. Man's brain has\nconceived and developed means of preserving some of the fruits of his labor\nin such form that it gradually became unnecessary to commit all knowledge\n\nto memory. Vast reservoirs of experience, so to speak, have been built and\nare tapped only when needed. Thus civilization has grown by the gradually\nforward-moving cycle, leaving a trail in the dust of the past.\nThere is something about the uncertainty of the future which tempts man\ntountiring efforts in tugging at the curtains of mystery which obscure the\ncivilization and events of the morrow. And men step aside at times to gaze\nat the past and to follow the trail which the cycle of civilization has left\n\nimprinted upon the sands of time. Winds and storms in the lives of nations\nand individuals have obliterated that trail in places, but by careful tracing\nscience has traveled back, and holding up the torches of knowledge of for-\n\ngotten ages the trail is renewed, and with the accumulated light of faggots,\ntorches, candles, and lamps the dim outlines of our future are cast upon the\ncurtains which will never actually unfold to human eye.\nUnder the shadows of coming events men prepare for their lives' work\n\nwhile relying upon the experiences of others and of themselves to furnish\nthe light inwhich to build. The babe born today is as helpless and as devoid\nof knowledge as the newborn babe of ten thousand years ago. Yet the future\nholds vastly more for the child of today. Then he learned only at home by\npersonal experience. Parental love and protection aided only by the limited\nscience of the times laid down the rules for life and conduct. Knowledge\n\nwas only to be dispensed to kings and princes.\n\n"}
{"page": 605, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n580\n\nThe classroom teacher as we know her or him today, is one of the developments of civilization; as an institution such teaching has brought education\nwithin the reach of all. They tap the reservoirs of learning and feed the\ngrowing minds to meet the needs of an ever advancing civilization.\nA great responsibility rests upon you as classroom teachers. Every child,\nwhile each born is born as devoid of knowledge as another, has a different\nneed, a different capacity, a different propensity. Their teaching is not only\n\nacademic, but by example, for consciously or unconsciously, those entrusted\nto your teaching will learn something from every act and every word and\nevery deed wherever done or spoken. The discipline of your schoolroom\ntoday will show itself in the industry and commerce of tomorrow. Your\ncharacter and personality will be reflected in the citizens of the Republic\nof generations hence.\nBut parents cannot today any more than yesterday place all the burden\nof tomorrow's civilization upon the classroom teacher. Many are overworked, and, unfortunately or fortunately, teachers have the human tendency of getting tired, sometimes of becoming irritable. An overworked\nteacher cannot do her duty toward her pupils nor to herself. She takes a\npride in her service and feels the discouragement of less than 100 per cent\ndelivery. Whether that over-taxing of energy be in the assignment of too\nmany subjects or of too many pupils makes little difference. In the one case\nthere is the shortcoming of quality, and in the other an inability of being\nable to meet the varying needs of individual boys and girls.\nI believe in encouragement, and in encouraging the classroom teacher one\ngives encouragement to her wards. I believe the parent should become\nacquainted with the teacher, for she will then better understand the child.\nAll the education given to a single child, at home, at school, at Sunday\nschool, at church, at college and at university must first of all mould a\nsingle life. No matter how many are indirectly affected, education has failed\nto serve its purpose if it does not mould that individual life into a wellshaped being and career. And so it seems to me that American fathers and\nmothers owe it to their posterity and the teachers to more closely work\ntogether that our civilization may move steadily forward for those who are\nto come after us.\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION FROM THE\nVIEWPOINT OF LABOR\nE. P. MARSH , U. S. DEPARTMENT OF LABOR, IMMIGRATION STATION\nPORTLAND , OREGON\n\nThroughout the current year no gathering of men and women will be\nof such prime import to American weal as will this convention. Knowledge\nis the key that unlocks the storehouse of wealth in a broad spiritual sense.\nYours is a responsibility greater than that resting upon any other group of\n\n"}
{"page": 606, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n581\n\npeople. The destiny ofAmerica, the material, moral, social, spiritual progress\nwe shall make as a Nation, depend not alone upon the knowledge gained\nof the world's historic past, the classics, the arts, the sciences, the vocations,\nbut upon the outlook on life, the responsibilities of social contact, imparted\nto youth's consciousness by you. Youth is the seedling time; maturity the\n\ntime of harvest. If maturity brings disillusionment, it is partly because in\nchildhood and adolescence parent or teacher or both failed to portray a true\npicture of life's duties and responsibilities, the world of men as it really is.\nYours is an unselfish profession. Measured solely in dollars and cents\n\nthe reward you gain is pitifully small. America owes to you in return for\nthe high moral and cultural standard she sets for you, for what she expects\nyou to be in the lives of her youth, something more than a meagre living.\n\nThat you are playing a large part in molding National character is in itself\nhigh reward, and I would not take that consciousness from you. But America\nshould more adequately meet the salary question. No teacher can give of his\nor her best who constantly lives within the shadow of pecuniary need. If\nwe demand-as we have a right to do the best of you, you have an equal\n\nright to demand that we pay you enough to maintain a scale of living at\nleast comparable with the skilled mechanic.\nI have heard it estimated that between one fifth and one half of the chil-\n\ndren between 14 and 15 years of age leave school to engage in gainful pursuit; that three fourths of the children 16 years old leave with the same purpose. This may be an exaggerated estimate but the percentage is undoubtedly\nhigh. Some are taken out by their parents to eke out the family income ;\nsome because the parents believe \" there ain't no great good to be reached\nby tiptoein' children up higher than ever their fathers was teached \" ; another\ngroup leaves because of no parental economic need but because of an urge\nfor the quasi-independence of an earning power and a failure to understand\nthe handicap under which it is entering the working world. All of these\n\ngroups drift into blind-alley occupations, into industrial and commercial\nmediocrity. They constitute a menace to high industrial standards of living.\nThey are half-baked products, the tragedy of society. They go out into the\nworld of action full of illusions and fantasies ; conscious too late of their\nunfitness for any vocation, paying through life the price of mediocrity in\nloss ofwage, social position and self respect.\nThe first named group, leaving school of necessity to contribute to the\nfamily income, constitutes a social problem to which the teacher may be\nacutely sensitive but about which little can individually be done as part of\nthe scholastic function. All other groups are directly amenable to educational influence and form for the teacher a solvable problem.\nIknow of no more helpful movement in education in recent years than\nthe growth of the Parent-Teachers' Association. The parent group is the\nthird of the human scholastic triangle. The parent-teachers' associations\noffer a direct medium of contact for a helpful interchange of views. What\nchange does the teacher believe essential in curriculum, school policy, etc.;\nwhat change does the parent advocate and why ? Where is coöperation lacking? Is there misunderstanding on the part of the parent as to what the\n\n"}
{"page": 607, "printed_page": null, "text": "582\n\nNATIONAL EDUCATION ASSOCIATION\n\nschool really offers in the way of life preparation? Is the teacher out of\nstep with the workaday problems of working men and women? I am told\nthat the parent group in these associations is largely made up of the wives\nof men in industrial and mercantile pursuits. Grade teachers should every-\n\nwhere encourage the formation and active carrying on of these bodies, for\nthey are potential of more mutuality in school thought and purpose than any\nmovement that has come to my notice.\n\nSecretary of Labor, James J. Davis, cites an eminent school authority\nas saying that only 8 per cent of our people were engaged in the professions.\n\nOur educational system then must be geared up to industrial and commercial life. I would not minimize the necessity of cultural education but hand\nin hand with the cultural must go the vocational. Before all must come\na proper perspective of life, the groundwork of the practical education\nto follow. It will not do to tell little Willie if he is diligent in his studies,\n\nhonest and obedient, he may some day be President. Little Willie had\nbetter let it filter through his system that in all probability he will be a\nbutcher or baker or candlestick maker; that there is no more exalted position than President of this Republic, but that the vast majority of us must\n\nserve mankind in some other capacity; that the creative, constructive work\nis dignified and honorable; that he who toils at forge, farm or workshop,\nis playing an honorable part in the scheme of life.\nThe teacher's outlook on her own life is of paramount importance. With\nthe broadening of woman's sphere to include so many activities outside the\nhome walls, the teacher is functioning both as mother and teacher to the\nchild. The child's moral concept, its code of ethics, its understanding of\nthe social and economic forces at work, come from the teacher's own\nvision of life standards and social forces. The two great moral forces in\ncommunity life are the school and the church, and I trust I won't be\nthought blasphemous if I cannot subordinate in my mind the school to the\nchurch.\n\nYou will hear much throughout this convention about vocational train-\n\ning. I realize its major importance and that we are really pathfinding in\nfixing its correct scope and relation to our educational system. The grade\nschool teacher can only become in rare instances the actual vocational teacher.\nBut the grade teacher can and ought to know the background of industry\nand commerce. The technique and craft, for instance, of the printing trade,\ncan only be taught by a printing craftsman. But the part that the art of\nprinting has played and is playing in building civilization-it may be said\nto be the keystone of the arch of civilization-should be taught by the grade\nteacher. The age of steam, of steel, of electricity, can be so taught by the\ngrade teacher that each will take on a new and fascinating meaning in the\nstudent's mind. There should be an en rapport between the grade teacher\nand the vocational teacher which would make the function of each fit into\n\nthe other like parts of a machine. To sum it up the part of the grade\nteacher in vocational training does not lie in the actual teaching of the trade\nbut in mental preparation for actual trade instruction.\n\n"}
{"page": 608, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n583\n\nProviding adequate trade school equipment and capable craft instructors\nis but half the problem. It is equally as important to determine what a\nstudent is organically and temperamentally fitted for. The youth does not\n\nalways know and often spends priceless years trying to learn a trade which\nhe is unadapted to pursue. Mathematical exactitude may be the prime requisite for one trade, artistic temperament for another. Each trade and profession makes demands upon some peculiar trait of character of mental and\nphysical adaptability.\nAside from the parent none but the grade teacher comes into such intimate\ncontact with the many sided nature of the student; none but the teacher has\nthe opportunity to observe the likes and dislikes, the impluses and emotions,\nthe natural gifts and adaptability of the student. It is here that the grade\nteacher should become the invaluable aid and ally of the vocational teacher\nin helping the pupil to find himself vocationally.\nDiscussing educational matters one day with a trade union friend, I\nwastold of a teacher who asked her primary grade class what trade unions\nwere. Answering her own question she told them they were bodies of workingmen organized to strike against their employers and raise trouble generally. This of course was an aggravated case but it is quite possible that\nmany of her brothers and sisters if they spoke what was in their minds\nwould make the same definition. It was really an unfair definition to make\nand goes back to what I said about the necessity of the teacher having the\nproper industrial background. The facts are that the trade unions have\na fixed historical place and a definite social mission. These facts are not\naltered by the foolish, arrogant and despotic manner in which occasionally\n\nsome units of this movement perform. Trade union philosophy may be\ncontroversial, its policies and politics sometimes wise, sometimes unwise,\nbut it is a fixed part of economic and social life, has produced much social\ngood and will undoubtedly produce more. To create in the child's mind\n\nsuch a mental picture of the trade union movement is as wrong and as harmful as to advocate the setting up in this country of a communist form of\ngovernment in place of a democracy because all our people do not at all\ntimes uphold democracy's highest ideals. It strikes me that if the teacher\nis to talk toher students at all upon this or other industrial, social or political movements, the teacher ought to first understand their underlying\nphilosophies. Proselyting in the public schools for this or that economic\nism \" should not be tolerated and the teacher must distinguish clearly\nbetween instruction in structural history of economic movements and advocacy of such movements.\n\nThere seems to be too much of a tendency to turn scholars out from a\n\ncommon mold, to set an educational pace that all must conform to regardless ofdifference in child temperament and ability, a merging of the individual in the mass. If this is true it is possible that educators are not wholly\n\nto blame. This is the day of congested schoolrooms, large classes; every city\nstruggling with its school housing problem. If more individual study and\nattention to the student is necessary and I think it is the public must pay\nthe cost. Better school facilities, larger corps of teachers, mean an added\n\n"}
{"page": 609, "printed_page": null, "text": "584\n\nNATIONAL EDUCATION ASSOCIATION\n\ntax burden which the public will have to shoulder. I don't believe the\nAmerican public wants to be niggardly with its school system.\nCollectively the people shrink when the calamity howler shrieks at the\n\never mounting tax rate. Individually the people believe the schools should\nbe adequately supported financially and their only qualm is whether the\nchildren are getting the kind of education they really need. Deep down\nin the breast of every worthwhile parent is the ambition for an education\nfor the children which will better fit them for the struggle of life than the\nparent was fitted. The inherent longing in the human breast for the welfare of its child has always been and always will be the well-spring of education. It remains only to bring the whole school problem to the parents'\nplane of desire and understanding, to bring mutuality of desire and purpose\n\nbetween the educational world and the composite parenthood of America,\nto bring the funds needed.\n\nNot the least then of the function of the grade school teacher is a human,\nwarm contact with parenthood. Your department of grade school teachers,\nthe parent-teachers' associations I have mentioned, can and will bridge\nthe gulf between the educational world and the working men and women\nof America. In your life work of making this world a little better and\n\nbrighter than when you found it, the United States Department of Labor\noffers you its heart and its hand and pledges you its constant coöperation.\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION FROM THE\nVIEWPOINT OF AGRICULTURE\nO. J. KERN , ASSISTANT PROFESSOR AGRICULTURAL EDUCATION\nUNIVERSITY OF CALIFORNIA, BERKELEY, CALIFORNIA\n\nAgriculture is the oldest of arts and the youngest of sciences. Perhaps\nthe two most significant features of life today are the democratic and scientific influences. The farmer is supposed to be \" long \" on the practice or\nart side of his vocation and \" short \" on the science side. The first contribu-\n\ntion, then, to educational progress from the classroom teacher giving instruction in the subject matter of agriculture is the increase of the scientific spirit\nin the economy of rural democracy.\nStrategic position of the classroom teacher-Measured in terms of importance of food production to the welfare of human society, no classroom teacher\noccupies such a strategic position as does the teacher giving instruction in\nthe science of soil, plant, and animal life. Such a teacher with a vision and\nstanding at inspiration point in contact with youth has a great field for\nsocial service. The constituency available for scientific instruction is of no\nsmall proportions. A recent bulletin from the Bureau of Census for the\nfirst time gives the number of farm population, the tillers of the soil, those\nliving entirely outside of cities and all incorporated places. The number\nin 1920 was 31,614,269 or 29.9 per cent of the total population of the\n\n"}
{"page": 610, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n585\n\nUnited States. Of this number a total of 15,962,176 was 20 years old or\nyounger. This comprises the body of farm youth to be reached in the rural\nelementary school; the consolidated rural high school; and the college of\nagriculture.\n\nBut this imposing army of 15,962,176 farm youth is not all of the constituency of agricultural instruction. The Bureau of Census gives nearly\n20,000,000 more people living in rural territory and not engaged in farming.\nOf these 20,000,000 non-farmers, but dwellers in rural territory, a total\nof 8,496,413 was 20 years of age or younger. Thus there was, in 1920,\na total of 24,458,589 youth, 20 years or younger, living in rural territory.\nAdded to these the youth living in cities and receiving agricultural instruction in the elementary school through the school garden; those enrolled in\nagricultural classes in city high schools; and those living in cities taking\nagriculture in the college of agriculture and we have a mighty force for good.\n\nTo be sure not all of this vast army is enrolled in classes for instruction.\nNo data are available as to the number under 6 years of age or those out\nofschool beyound the eighth grade. But the indirect influence of instruction\nthrough extension methods is of no small value. No other government in\nthe world is spending the amount of money for agricultural education and\nresearch as does ours through National and State appropriations. It is\nsafe to claim also that in no other country is the mass of farmers so intelligentand so efficient. And yet there is room for improvement.\nAbility of the classroom teacher to give instruction-It will be objected\nthat the classroom teacher in the elementary school is not trained to give\ninstruction in agriculture. Such persons are thinking of the technique of\nvocational agriculture. Such persons, also make no distinction between\nspecialized agricultural production for the adult and scientific agricultural\ninstruction for the child. There is a vast difference when one thinks it\n\nthrough. The pedagogical significance of the instruction in agriculture in the\nelementary school is much more and its technical significance much less than\nthat given in any other school. If the elementary classroom teacher needs\nany special training, it is in the field of rural sociology rather than in that of\nvocational agriculture.\n\nIn agriculture there is a body of rich material for educational purposes\nthat is not strictly vocational. This, for the grades of the elementary school,\nis usually designated as agricultural nature study. It is informational and\ninspirational if presented by a teacher who has the right viewpoint. It is\nmaterial rich in motive to stimulate the imaginations and interests of chil-\n\ndren, to develop and increase their appreciation of and to strengthen their\nsympathy for the work of the farmer and industry in general. So many\nteachers in the elementary school, especially the rural school, fail to sympathize with rural life because they know nothing about it. Knowledge\nis necessary to a sympathetic understanding. If measured in terms of personal\ngrowth and a broader outlook on life, this of itself should prove a strong\nenough motive for the teacher to use material relating to agriculture to\nfurther educational progress.\n\n"}
{"page": 611, "printed_page": null, "text": "586\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe classroom teacher, of course, will find a new method of approach\nfor the time honored subjects of the course of study. Also the necessity of\nintroducing some new material for the useless material that must be elimi-\n\nnated. As regards this new material, Lincoln in 1859 in an address before\nthe farmers of Wisconsin, said :\nI know of nothing so pleasant to the mind as the discovery of anything that is at\nonce new and valuable-nothing that so lightens and sweetens toil as the hopeful\npursuit of such a discovery. And how vast and how varied a field is agriculture for\n\nsuch a discovery. The mind, already trained to thought in the country school or\nhigher school, cannot fail to find there an exhaustless source of enjoyment.\n\nThe teacher using her knowledge of science-The average classroom\nteacher is at least a high-school graduate. Many have had further preparation for teaching. She should be able to apply some of the elementary science\ntraining in biology, physics and chemistry to enable her to understand some\nof the simple but extremely scientific principles underlying the art of agriculture. Such scientific principles as are contained in the most valuable\nliterature published relating to soil, plant and animal life. Her previous\nscience instruction should enable her to work over this printed material\nand make it available as mental stimuli for boys and girls.\nIt is the abuse of the textbook, of course, and not its proper use that is\ndeplored in giving instruction in the science of agriculture. However, this\nis true of a textbook in geography or language. It is difficult to see how\nsome scientific facts can be taught, in the elementary school, otherwise than\nfrom a printed page. It is not in the province of the elementary school,\neither in equipment or method, to attempt the research work of the university laboratory. We can only make plain to the child mind what scientific\nmen have discovered after long years of investigation by methods quite\nbeyond the classroom teacher. How is such a teacher to \" develop \" experimentally the identity of that element of plant food, nitrogen, so her pupils\nmay know from observation what nitrogen looks like, how it feels and what\nis its taste. Science tells us that nitrogen is a colorless, odorless, tasteless\ngas, and that no plant can be grown without it. But some facts about\nnitrogen-fixation can be taught so that children will understand how to\nmake the soil a better home for plants.\nEach teacher will have her own method of approach. The following is\none illustration. Nitrogen is in the air we breathe. The amount of nitrogen\nin the air is about four fifths of the atmosphere in weight. Since the pressure\nof the atmosphere is 15 pounds per square inch then the column of air resting\non every square inch of ground represents 12 pounds of nitrogen. Query:\nHow many pounds of nitrogen resting on every acre of farming land and\nhow much is it worth? This then becomes a simple problem in arithmetic.\nThe number of square inches in the surface area of one acre of land multi-\n\nplied by 12 gives 75,271,680 pounds of nitrogen in the air resting on the\nacre surface. That amount of nitrogen if purchased at 25 cents per pound\nwould amount to $ 18,817,920, literally \" millions in the air.\" Of course\nthe pupils need not be told that no farmer could purchase that amount of\nnitrogen nor would that amount be needed in any cropping season. It does\n\n"}
{"page": 612, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n587\n\ngive the teacher an opportunity to explain the latest development in science\nwhereby nitrogen is taken from the air by an electrical process.\nSince plants cannot use nitrogen in the \" free \" state as it is found in the\nair, there are two practical ways for the farmer whereby some of this \" free \"\nnitrogen is made available for plant food. Without going into detail here\noneway is for the farmer to grow certain plants called legumes in rotation\nwith other plants. These legumes, clover, cowpeas, soybeans, alfalfa, etc. ,\n(under proper soil conditions) have nodules on their roots in which are\nfound microscopic plants called bacteria. These bacteria feed upon the\nnitrogen in the soil air and make this nitrogen available for plant food.\nExperiment: Carefully dig up a bunch of clover or alfalfa and carefully\nremove the soil and observe the nodules. A second way is to put organic\nmatter (as barn yard manure or plow under green cover crops) in the soil.\n\nCertain kinds of bacteria decompose this (with certain chemical actions )\nand finally the nitrogen of the organic matter is reduced to a form that\nitcan be taken up by the plant through its root hairs. Root hairs may easily\nbe seen by germinating some radish seed between two pieces of moistened\nblotting paper.\n\nNow the point in this where the teacher is likely to make a pedagogical\n\nmistake is when the printed page ends and the digging up of clover begins.\nThe country school, especially, is situated in the midst of the best laboratory\ninthe world, some kind of life processes and farm operations going on all\nthe year round. Let observation of life processes; experimental home and\nschool garden work with plants and soils; projects tested out; and feeding\nand care of animals at home, test the printed page. Let the printed page\nand the teacher stimulate investigation on the part of the pupil.\nThis science teaching, like all good teaching, must be in terms that\nchildren can understand. Avoid the technical terms of the research labora-\n\ntory. If you tell a farmer \" the cow runs \" he understands it and that is all\nthere is to it anyway. But sometimes after the educator has made his\nresearch in the laboratory; made his deductions ; measured and graphed\nthe results; and derived the coefficient of reliability, the cow no longer runs.\nInstead, \" the bovine quadruped in response to certain external stimuli finds\nher appropriate reaction in discharges of motor activities.\" One can imagine\nthe feelings of a farmer as he watches his cow motor \" along like that.\nNow nothing said here must be construed to discredit research work. The\nwriter would be the last person to turn his back upon the work of the\nagriculture experiment station. But a scientific truth loses none of its value\nifstated insimple language. It was Lincoln's practice to reduce the theorems\n\nof geometry to language terms that the common man could understand.\nThis was the secret of his power over the common people and they heard\nhim gladly. It is said that the learned university doctor often fails, as an\ninstructor because he has forgotten how difficult the subject was when he\nhimself as freshman was taking the same course. Public school teachers make\nthe same mistake with their pupils.\n\nNew standards of appreciation-A second contribution to progress in\neducation through agriculture is the creation of new standards of apprecia\n\n"}
{"page": 613, "printed_page": null, "text": "588\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion of the beautiful in nature and the artistic in life. Classroom teachers,\n\nmost of them, are trying to develop a higher appreciation of art in music,\ndrawing, literature, etc. \" Paradise Lost \" is a great poem of high artistic and\nspiritual values. But paradise is already lost for thousands of children (and\nadults as well) so far as appreciation of the natural beauty of out-of-doors\n\nis concerned. It is quite possible and very necessary for the classroom teacher\nto have the right attitude toward nature. Growth in grace is possible.\nGrowth in appreciation of art comes largely as an evolutionary process\nthrough education. For most of us our education began with books ( and\nends that way too often) rather than with things. But in the reading of\nthe best and choicest descriptions of nature scenes we may be led to study the\nface of the earth and to see pictures we never saw before.\nChildren can be trained to become appreciative of the spiritual values in\ngood environment. But they must come in contact with good standards of\nlandscape art. The child cannot begin to like good music unless good music\nis heard. A taste for good literature cannot be acquired unless good books\nare read. In a sense there is the unwritten literature of forest and prairie,\n\nof hill and plain. The first thing, then, is to feed upon nature; to discover,\nif possible, the natural beauty of common things.\nBut this appreciation must be carried over from the domain of subjective\nenjoyment to the creative realm of objective expression. There must be the\ndoing of things. Every lover of nature is privileged to grow at least a few\nplants and thus have a part in the painting of a beautiful picture upon the\ngreat canvas, the holy earth. The days of magic are gone but it is yet possible to acquire artistic appreciation and expression through observation and\ncreative effort. No one has ever claimed that a treeless, flowerless environment has any power to charm and enthuse children. And to use an old\nfigure again, how can we, from the plastic emotions of childhood, evolve\ngolden conduct with the alchemy of leaden surroundings ?\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION FROM THE\nVIEWPOINT OF BUSINESS\nARVID REUTERDAHL , PRESIDENT, RAMSEY INSTITUTE OF TECHNOLOGY\nST . PAUL , MINNESOTA, AND READ BY HOWARD GILKEY\nOAKLAND , CALIFORNIA\n\nThe tapestry of life-Living is the most complex operation in the universe.\nThe conscious and the unconscious, the organic and the inorganic, the free\nand the determined elements of being, enter into the fabric of human life.\n\nAt the present time, life is far more complex than in primitive days. Civilization has introduced many fibers into the warp and woof of the tapestry of\nmodern life. From the standpoint of conscious human life this wonderful\ntapestry has been woven out of fibers composed of you and all other conscious beings. You, regarded as a self, intermingling with and oftentimes\n\n"}
{"page": 614, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n589\n\ncolliding with the other selves, generate and set free the forces of organized\nlife, producing vital reactions and life precipitates. These vital actions and\nreactions are sometimes fraught with pain and sorrow. Now and then,\n\nduring the interaction of the selves, flashes of joy and happiness appear with\ntheir benevolent influence tending toward a brightening of the somber tones\nof life's fabric. Your environment is woven from the threads of the other\n\nselves and the fibers of the material world about you. You are in part\nthe articulate expression of your environment. The waters of life, welling\nup from the fountain of truth and harmony, are, in a measure, darkened by\nthe negative by-products of ignorance. Yet the fountain of non-contradiction\n\nand universal consonance, gushes forth irresistibly from the very depths of\neternity seeking embodiment in lofty ideals tending toward the complete\nemancipation of man from the thraldom and terrors of ignorance. The\nparadoxes of life are due to the component of ignorance in life's activities.\nThe complex fabric of human society is the product of the interaction of the\nindividual selves, of you and the others. Industry and business are direct\nproducts of this interaction. The classroom teacher has and will continue\nto play an important rôle in preparing a conscious attitude benevolent to\nthe healthy growth of universally beneficial business whose only true goal\n\nmust ever be the common good. The invaluable service already rendered\nby the classroom teacher to business may be still further augmented by a\nconscious appreciation of the foundation upon which organized business\nrests.\n\nThe government of self and democratic self-government as the supporting\npillars ofAmerican business-Business is one of the greatest pulsating arteries\n\nin the organism of life. In our democracy the successful functioning of\nbusiness depends upon the stable maintenance and continuous effective operation of the principle of self-government. Two noteworthy precipitates produced by organized human activity are self-government and its inevitable\npre-requisite government of self. Both involve some of life's most difficult\nparadoxes. There is a marked analogy between your self and society regarded\nas a composite entity. There are many chambers in the house of self.\nNumerous tendencies to action emanate, as it were, from the various\nchambers of the house of self. Experience has taught you, in your desire\nfor a full expression of your self, to restrain and prohibit many of these\ntendencies. You soon learn to act in such a manner that the maximum of\n\ngood for you shall be conserved. In the school of experience you find that\nyou must reckon with the others. Experience unfolds and develops the feeling of obligation to others. You may feel a tendency to act in a certain\n\nmanner. Before you act, you, figuratively speaking, place the tendency in\none scale pan of your action balance and weigh it against the consequences\nplaced in the other scale pan. You attempt to determine, by this weighing\nprocess, if a net amount of good in your favor will result from this contemplated act. The scale pan in which you place your action tendencies may\nbe thought of as the positive one involving good to you, while the other\nscale panmay be considered as negative involving evil consequences for you.\nThe negative scale pan owes its existence to the society in which you live.\n\n"}
{"page": 615, "printed_page": null, "text": "590\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe weight units employed in this scale pan consist of penalties involving\npersonal losses, physical and mental pain. These penalties are therefore\nregarded by you, from your limited individualistic standpoint, as being\nnegations of and subtractions from a possible amount of good available for\nyou.\n\nA complete analogy to this discord and opposition within the individual\nself is found in a self-governed social system in which the others exercise\nconstraint or authority over your intended acts. In such a system there arises\na feeling of obligation to society.\nThe classroom teacher as a molder of good citizens-Honest business, in\ndistinction to profiteering, thrives in a soil of good citizenship. This soil\nmay be ruined by ruthless business operations and methods. Profiteering and\n\nrobbery cannot be considered as legitimate business. The welfare of society\ndepends upon honest business which is impossible except in a social environment composed of good citizens. In so far, then, as the classroom teacher\ninculcates the ideals of good citizenship in the minds of the students, just\nin that same measure is honest business served. The student's house of self\ncan be molded for good or evil in the classroom. A student should be made\nto feel that he is a junior member of society who is preparing himself for\nfull membership. The essential principles upon which our democracy is\nfounded may be simply explained as jointly constituting a mutual aid compact intended to benefit all the members. Every member of this democratic\norganization must pay a membership fee and subscribe to the constitution.\nThe membership fee consists in the sacrifice of a portion of his individual\nliberty. The prospective member must also agree to abide by the rules and\nregulations of the organization. In consideration of the fulfillment of these\ntwo requirments he is told that he will receive an extra \" liberty dividend\n\npayable out of the accumulated liberty profits resulting from united organization. Our National government has, since its very incipiency, pledged\nitself to equitably disburse these \" liberty dividends.\"\nLiberty contrasted with anarchy-A great service has been and may be\nrendered in the future by the classroom teacher in pointing out the distinction\nbetween liberty and lawless anarchy. The well being and proper development of a living organism involves restraint. Some forms of plant life are\ninjured by too much water. All forms are injured by excessive heat or cold.\nThe positive character of a living organism is best developed and conserved\n\nby placing restrictions upon many influences which, although valuable in\nlimited quantities, are harmful in excessively large amounts. The conscious\nself is a unity composed of the ever present factors, affirmation and negation.\nThese are the positive and negative aspects of conscious life. The elimination\nof either of these factors involves the destruction of conscious life ; in fact, lite\n\neven in its simplest form becomes impossible. Successful self-affirmation is\npossible only through suitable self-negation. Wherever total absence of\nrestriction is found, there ignorance reigns supreme. The true self unfolds\nand blossoms in a soil-restricted experience. All experience involves restraining influences. The experience of every day life adds to your knowledge con-\n\ncerning the real self. The determination of the nature of your real self is a\n\n"}
{"page": 616, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n591\n\nprocess which depends upon action and reaction, affirmation and negation; in\nfact, on the continuous interaction between positive and negative experience\nfactors. Self-determination involves both self-negation and self-affirmation.\nThe ideal of our democratic form of government-The ideal of our type\nof self-government seeks its essence within the unity of the individual self.\n\nThe teacher can perform a great mission in the classroom by developing\nthis theme in a simple manner. The notion of the individual self may\n\nreadily be expanded into that of a common self in which the individual\nbecomes benevolently related to society, and society, in its turn, beneficially\nassociates itself with the individual. The individual, from this viewpoint,\nis the little world, the microcosm, while the common self is the great world,\nthe macrocosm. In this common self your real will and our real will harmonize in the enlightened will of the world self. Our trivial moods are as\nshadows and not as permanent tones of life's great picture. The word law\n\nwill represent only that which embodies our true will in its effort toward\nperfect self-determination.\n\nTrue liberty is a continuously growing guarantee, an expanding living\ncondition, which insures the possibility of the highest type of self-affiirma-\n\ntion. In your self-determination you are continuously becoming something\nmore than what you were, consequently you are something more than what\nyou have already become, and liberty cannot be an inert fixed quantity\nwhich you now own or always have possessed. True government insures\nthe continuous maintenance and safe growth of true liberty. In that form\nof government the State exists for the individual and not the individual for\n\nthe State. The true State is merely the ideal soil in which the individual\nselfmay, with the greatest ease, achieve its highest type of self-determination\nwithout jeopardizing or infringing on the equal rights of all its other constituent members.\n\nThe classroom teacher as the silent partner of the business man-Almost\nall business men are engaged in business for the sake of the profits. Some\nbusiness men conduct their business not only for the sake of the profits but\n\nalso to do good by giving employment to men and women. Progressive\nbusiness men realize that their profits depend upon the efficiency of their\nemployees. At the present time the manufacturer, the business man, and\nthe professional man, whose vision is sufficiently broad, realizes the importance of providing a work environment that is cheerful, sanitary and free\nfrom the old oppressive atmosphere connected with the work establishments\nof former days. Employers, today, are fully aware of the fact that even\nthese provisions are not sufficient to ensure efficiency. There is an important reactive psychic factor which must be appraised at its full value. In\naddition to this the intellectual reactions of the employees is of paramount\nimportance.\n\nThe employer can make suitable provisions in regard to cheerful and\nhealthy surroundings. In the matter of the psychic and intellectual reactions ,\nhowever, proper attitudes must be formed during the educational period.\nThis work is the particular field of the classroom teacher. The classroom\nteacher becomes the silent partner of the business man through this contribu\n\n"}
{"page": 617, "printed_page": null, "text": "592\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion toward progress in education. Feudalism, in its various forms, is\nrapidly disappearing in industry and business. No longer will free men\nand women tolerate servitude and slavery in any form of industry and business. There is an equitable middle ground between the feudal state and the\nsocialistic state.\n\"\n\nCapital and labor as an entente cordiale \"-Human nature is so constituted that the reward of individual effort constitutes the paramount factor\n\nin human progress. Mere theories can never annihilate this predominating\nuniversal human characteristic. In fact, it is the main spring which eternally\nenergizes those influences which are most potent in the development of\ncivilization. A full realization of the significance of this factor must, eventually, bring about an entente cordiale \" between capital and labor.\nDangerous modern hysterias---The World War has compressed the human\npassions and energies. We are living over a dangerous volcano. Human\npassions are violent because of intense compression. Mass-suggestion acts\nlike a mental radio-broadcasting device whose message reaches every member\nof the group. Blind obedience to suggestion is the fuse which lights the conflagration in the masses. Conditions throughout the world are now peculiarly\nconductive to sudden growth of such mental epidemics as the fear of financial\npanics, Bolshevik panaceas, outbursts of religious fanaticism, new forms of\n،،\n\nMillerism, power mania, anti-moral and anti-religious manias, and antieverything hysteria.\n\nPreservation of civilization-How shall we preserve our civilization from\nthe destructive ravages of these dangerous tendencies? How can we prevent\nthe mob rule of thumb from overthrowing the foundations of organized life?\nThese problems must be solved by the deliberate coöperation of schools,\nStates, nations, and religious organizations. Stampedes and mob movements\ncan only be prevented by the balanced development of the controlling consciousness of the individual. Social and economic safety are possible only\nin an atmosphere of enlightened individuality which is equivalent to wise\nsympathy and balanced sanity. Love and reason can overthrow the rule of\nthumb.\n\nThe greatest duty to be performed by our classroom teachers consists in\nthe proper presentation of this social and economic ideal to the youth for\nthe purpose of safely guiding the dynamic human energies along the path of\nthe common good. The faithful performance of this task by the classroom\nteachers of our country will result in a true, social and economic development and will insure the preservation of our highest ideals of equality of\nopportunity and equitable liberty for all mankind.\n\n"}
{"page": 618, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n593\n\nTHE COntributiON OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION FROM THE\nVIEWPOINT OF THE BUSINESS AND\nPROFESSIONAL WOMAN\n-ABSTRACT\n\nO. LATHAM HATCHER, CHAIRMAN, EDUCATION COMMITTEE OF THE\nNATIONAL FEDERATION\n\nOF BUSINESS AND PROFESSIONAL\n\nWOMEN'S CLUBS, RICHMOND, VIRGINIA\nFrom the point of view of the 35,000 business women in the National\nFederation of Business and Professional Women's Clubs, the classroom\nteacher in a very large sense holds the keys to the educational standards, and\nso to the outlook, efficiency, personal development, and economic prosperity\nofthe oncoming business woman.\n\nThe demands of the employer are of course, vitally determining factors\ninthese standards and their results ; so also are the instructional opportunities\nwhich the public and private business schools of lower grade and the university schools of business administration provide determining whether the\n\ntechnical training shall be of professional rank, of the crudely vocational\nsort, or only of the pre-vocational, wrongly applied to the business world.\nBut employers differ in the amount of their own education and in their\ndemands of their employees. In spite of the rising tide of educational demand,\nit is still possible in business, for those sadly unprepared to enter the lower\nlevels of business. Also, business schools differ greatly in their facilities and\ninthe length of view used in the development of their pupils. Their leaders\ndiffer also in their own educational equipment and so in realization of the\nrelation of general education to the best success in business. The girl moving\nup through the grammar grades hears of the dazzling opportunity to earn\nmoney quickly, short sighted parents yield to the pressure of actual or fancied\nfinancial need, not realizing the economic and human cost of their yielding.\nSomething clicks down on the educational standards of the girl and shuts\ninher horizon, too often, forever.\n\nThe classroom teacher, more than any one else, holds the key to the situation at this point. Often she cannot solve it alone because of the girl's special\n\nresponsiveness then to spacious out-in-the-world arguments especially to\nthe fact that some girl of her own age and education is earning an enviable\nnumber of dollars a week. But the real teacher is the one who best under-\n\nstands the girl in the mistake which she is making and if she will supplement\nher own influence with the girl then by the right outside influences she can\nover-match the persuasive arguments of a ten or twelve dollar-a-week grammar school stenographer by introducing the highly successful business woman\nwho is earning far more than that and is ready to show how general education\nmakes for larger success.\n\nShe can bring to the school the more enlightened type of employer and\nemploymentmanagers as well, to explain how educational standards in busi-\n\nness are advancing; how large the proportion of blind-alley jobs and the\n\n"}
{"page": 619, "printed_page": null, "text": "594\n\nNATIONAL EDUCATION ASSOCIATION\n\nlapse from stenography and typing to clerical and industrial work are for\ngirls who seek to enter business without adequate general education.\nThe National Federation of Business and Professional Women's Clubs,\nthrough its hundreds of groups scattered over the country, offers you its help\nin the big undertaking and asks your own.\n\n2\n\nCLASSROOM TEACHERS' ORGANIZATIONS\nALBERT R. LANG, STANFORD UNIVERSITY, CALIFORNIA\n\nThe status to which classroom teachers are entitled by their important\nand strategic position the public-school system has never been adequately\nrecognized. The very nature of classroom work with its unspectacular and\nremote results, its large transient element, the unconcern and lack of profes-\n\nsionalism among many of its constituents, and professional recognition and\nadvancement of its members generally meaning \" promotion \" from it, have\n“\n\nacted as deterrents in the establishment of a just status. During the town\nmeeting \" days of early colonial times, the classroom teacher held all the\nstatus that existed in the teaching profession. Even for some time after the\nforming of \" school committees,\" the classroom teacher continued supreme\nin the school realm. But with the growth of cities, came the principal teacher,\nthe superintendent, and the supervisors, with the result that the classroom\n\nteacher gradually shared and finally lost much of the former standing and\nbecame submerged in the mass of organization and system. With this,\n\nteachers' voluntary organizations became largely replaced by superimposed\ninstitutes. This change was inevitable. However the time has arrived\nwhen the classroom teacher should reclaim some of the lost inheritance in\n\norder to dignify the position and advance the interests of public education.\nThe influence for proper recognition must come from the classroom teachers\nthemselves, and largely through voluntary organizations for that purpose.\nAll classroom teachers need the help and inspiration that such associations\ncangive.\n\nIt is the purpose of this study to analyze the present situation relative to\nclassroom teachers' organizations with the view of such analysis indicating\nor suggesting the procedure by which they may best function in accomplishing the desired objectives.\n\nThe National League of Teachers' Associations sent questionnaires prepared by the writer to 156 classroom teachers' organizations, 48 affiliated\nwith the National League and 108 others. Replies were received from 59\norganizations, 36 affiliated with the National League and 23 others. This\nstudy is based on these replies, together with printed matter provided by 32\nof the organizations.\n\nFifty-five of the 59 organizations are for classroom teachers exclusively.\nOf these, 34 are for grade teachers, 3 for high-school teachers, and 18 for\nboth.\nRead by Mrs. Emma L. Dacre, San Francisco, California,\n\n"}
{"page": 620, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n595\n\nThese organizations represent cities with a population of from 3746 to\n\n576,673; the median city being 60,589. Ten per cent of the cities are under\n10,000; 19 per cent, from 10,000 to 30,000; 13 per cent, from 30,000 to\n50,000; 25 per cent, from 50,000 to 100,000 ; 17 per cent, from 100,000 to\n300,000; 10 per cent, from 300,000 to 500,000 ; and 3 per cent over\n500,000.\n\nRelative to the area covered by the organizations, 3 per cent are from the\nNew England States'; 3 per cent from the Middle Atlantic States ; 15 per\n\ncent from the East North Central; 24 per cent from the West North\nCentral; 5 per cent from the South Central; none from the East South\nCentral; 7 per cent from the West South Central; 13 per cent from the\n\nMountain States; 25 per cent from the Pacific States ; and one from Hawaii.\nTo what extent this is indicative of the sections of the United States which\n\nare especially interested in such organizations at the present time cannot\nbe stated with certainty.\n\nThe growth of classroom teachers' organizations, as revealed by the dates\nwhen formed, has been constant and comparatively rapid during the last\ndecade. Only about 17 per cent of those reporting were organized before\n1911. The median date is 1916; that is, fifty per cent of them have been\nformed during the past six years. This is suggestive of the impetus the organizations have received and is indicative of an encouraging future.\nApproximately 80 per cent of the organizations have been initiated by the\nclassroom teachers themselves; and 20 per cent by superintendents or by\nteachers and superintendents or principals combined. Four western exchange\nteachers initiated one of the New England organizations; and one of the\nPacific associations was initiated by a similar organization in a neighboring\ncity. It is a necessary prerequisite that such organizations be initiated by\nthe classroom teachers themselves.\n\nEighty-five per cent of the replies indicate the immediate causes for organizing. These may be roughly grouped under four headings with approx-\n\nimately 25 per cent falling under each, as follows : ( 1 ) To secure organized\naction; (2) to improve economic status ; ( 3) to provide professional betterment; and (4) miscellaneous. Such generalizations as \" felt need of organization,\" \" advancement of teachers,\" \" protection,\" and \" lack of effective\n\norganization \" largely comprise the first group. The second group consists of\nan inadequate salary situation. The third group is as general as the first,\nexcept that several were formed specifically for coöperating with the National\nEducation Association. The fourth group includes such statements as \" being\ndone elsewhere,\" \" reorganization of schools,\" \" expansion of Teachers'\nCouncil,\" \" autocratic leader,\" and \" upon request of superintendent.\"\nIf the data on this point are suggestive of anything, it is that in many cases\n\ntherehas not been in the past a very definite realization of a particular need\nin which the organization would be of assistance, but rather that the associationwas formed with the hope that the results of such would be helpful\nIngeneral.\nStates are given according to the Census Bureau Classification,\n\n"}
{"page": 621, "printed_page": null, "text": "596\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe fifty-nine organizations reporting are known by thirty-one different\nnames. Eighty-six per cent include the name of the city as part of the title.\nForty-nine per cent are called \" associations \"; 32 per cent are called\n\n\" clubs \" ; and the remaining 19 per cent are distributed among such designa.CENT\nYEARS\nGIVEN\nBY\nFORMED\nPER\nORGANIZATIONS\nOF\n\ntions as council,\" \" league,\" \" federation,\" \" organization,\" \" N. Ε. Α.\nBranch,\" \" forum,\" \" circle,\" and \" society.\" Thirty-seven per cent have the\n100\n\n900\n\n80-\n\n10\n\nbo-\n\n50\n\n30\n\n20\n\n1922\n\n1931\n\n1919\n\n1918\n\n1916\n\n1917\n\n1915\n\n1914\n\n1913\n\n1912\n\n1911\n\n1909\n\n1908\n\n1906\n\n1901\n\n1904\n\n1903\n\n1902\n\n10111\n\n15061\n\n1901\n\n19\n\nYEARS IN WHICH ORGANIZATIONS WERE FORMED .\n\nFig. 1-GROWTH OF CLASSROOM TEACHERS' ORGANIZATION FROM 1901 ΤΟ 1922\nINCLUSIVE.\n\n(Based on Organizations Reporting.)\n\nname \" grade teachers \" in the title; 34 per cent have the name \" teachers\"\nand the remaining 29 per cent have such terms as \" elementary teachers,\"\ncity teachers,\" \" high-school teachers,\" \" community teachers,\" \" school\nwomen \" ; \"grade section,\" \" education,\" \" city schools,\" \" schools,\" \" highschool women,\" \" educational,\" \" public school teachers,\" and \" classroom\nteachers.\" Twenty per cent are called \" Grade Teachers' Association \" ; 14\nper cent, \" Teachers' Association \"; 12 per cent, \" Teachers' Club \"; and 12\n،،\n\n"}
{"page": 622, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n597\n\nper cent, \" Grade Teachers' Club. \" While the name of a teachers' organizationmay notin itself be very important, it should indicate the city in which\nlocated, and something of its nature and membership. \" Association \" suggests a larger inclusiveness in purpose and membership than \" society \" ;\nwhereas \" club \" suggests a more private membership and a more social purpose. \" Grade Teachers' Association \" preceded by the name of the city in\nwhich located would seem to be an appropriate title for grade teachers'\n\nassociations generally. However, \" Classroom Teachers' Association \" has\nan advantage in that it stresses the classroom and might be suggestive of a\nproper recognition and status of the classroom teacher as such.\nThe formulated purposes may be roughly grouped under ten headings.\nEach organization has from one to seven of these purposes, the median falling at two. The combinations show no uniformity in items involved. In\ngeneral the stated purposes are not suggestive of the tasks to be done. These,\ntogether with the per cent of organizations including them, are : ( 1 ) Το\nprovide professional betterment, 36 per cent; (2 ) to promote the welfare\nof the schools, 32 per cent; (3 ) to promote the welfare of the teachers,\n24 per cent; (4) to foster good-will and helpfulness, 24 per cent; ( 5 ) to\nprovide social betterment, 22 per cent; ( 6) to raise status of teachers, 20\nper cent; (7) to coöperate with other agencies, 16 per cent; ( 8) to improve\neconomic status, 12 per cent; (9) to provide organized action, 8 per cent ;\nand ( 10) to promote\note civic betterment, 6 per cent.\nThe usual officers are president, vice-president, secretary, and treasurer.\nThere is commonly but one vice-president; however, several have two, and\na few from three to eight. Approximately a half of the organizations have\ntwo secretaries a recording secretary and a corresponding secretary. A\nhistorian and a reporter are mentioned by two organizations. The term of\noffice is generally one year; although in one case it is not more than two\nyears, in another case it is not more than three years, and one has an indefinite\nterm. The selection is usually by majority vote through a secret ballot.\nWhile nominations are in most cases made by a committee for that purpose,\nthere are instances of nomination by primary election and of nomination\n\nfrom the floor. Membership in the organization is the only general qualification for holding office. One organization requires two years' service in\nthe school system before qualifying for holding office. Another states that\nthe president must have served one year on the board of managers.\nThe number of standing committees, not including such general committees as executive and board of managers or directors, ranges from none\n\nto twenty. The model number is 5, approximately 20 per cent having this\nnumber. The median number is 4.2. Approximately 30 per cent of the\norganizations are equally divided between three, four and six committees.\nWhile there is some diversity in titles given to committees with similar functions, the various committees may be grouped according to eleven functions.\nThese, with the per cent of organizations having them, are : ( 1 ) Professional and educational, 64 per cent; ( 2 ) social and recreational, 62 per cent ;\n(3) welfare, 60 per cent; (4) publicity, 54 per cent; ( 5 ) legislative,\n\n48 per cent; (6) program, 32 per cent ; ( 7 )\n\nmembership, 24 per cent ;\n\n"}
{"page": 623, "printed_page": null, "text": "598\n\nNATIONAL EDUCATION ASSOCIATION\n\n(8) civic, 22 per cent; (9) organizations, 20 per cent; (10) salaries and\ncompensation, 18 per cent; and ( 11 ) educational council, 16 per cent.\nThe above does not include such committees as executive, auditing, nominating, bulletin, or temporary committees for special activities or studies.\nThe committees are most often appointed by the president. Occasionally\nthe president's appointments must be approved by the board of directors.\nIn some cases the board of directors does the appointing. It is not uncommon\nfor the committees, especially the chairman, to be elected by the membership.\nSometimes certain committees are elected and others are appointed by the\n\npresident. The only qualification for serving on a committee is generally\nactive membership in the organization. In one case, members must have\nserved in the system two years.\n\nTwenty per cent of the organizations report paid workers. This includes\npay for occasional services when needed and to certain officers. The work\nfor which payment is made is generally of a clerical and financial nature.\n\nOne organization reports the services of a lawyer for legal advice and\nlooking after the school legislation. The qualifications sometimes require\nmembership in the organization, and often clerical experience and ability\nto do office work. Bond requirement for those handling finances is mentioned.\nThe paid workers are commonly selected by election; however, the board\nof directors in some instances appoints them. The plan of paying some\none to devote definite time to the interests of the association should bring\nlarge dividends. The president, especially, should have some time from\nclassroom work in order to meet with various local clubs and to give talks\non educational topics. The need for paid workers to look after legislation\nand special interests of the organization should be given attention.\nAll of the organizations report membership dues, varying from 10 cents\nto $ 10 ; the median being 96 cents. The model dues are $1, which represents\nabout 40 per cent of the organizations. Thirty per cent are about equally\ndivided between 50 cents and $2. The funds which accrue go to such various\npurposes as current local and incidental expenses, affiliation assessment,\nbenevolent and loan funds, social affairs, legislative activity, lectures, expenses\nof delegates, libraries, publicity, legal services, rent, clubhouse fund, civic\nenterprises, and reserve funds. The dues are much too low to make it possible\n\nto secure effective action. One or two dollars a year does not create a fund\nlarge enough to accomplish much, particularly along legislative lines. The\nmatter of increased dues should be considered in the light of an investment\nwhich will bring the teacher large returns .\n\nSeventy-five per cent report that they are affiliated with other organizations. The number of affiliations for each of these ranges from one to seven,\nthe median being 2.1. Fifteen per cent have only one affiliation, 22 per cent\nhave two, and 24 per cent have three. The affiliations, with the per cent\nof organizations affiliated with each, are as follows : ( 1 ) National League\nof Teachers' Associations, 56 per cent; ( 2) National Education Association, 53 per cent; ( 3 ) City Women's Clubs, 29 per cent; (4) State\nTeachers' Associations, 27 per cent; (5) State Classroom Teachers' Associations, 14 per cent; (6) City Commercial Clubs, 14 per cent; (7) State\n\n"}
{"page": 624, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n599\n\nFederations of Women's Clubs, 9 per cent; ( 8 ) City Teachers' Associations\nincluding one Parents' and Teachers' Association, 9 per cent; and ( 9 )\n\nCounty Organizations of Teachers' or Women's Federations, 5 per cent.\nOne organization reports affiliation with the White Cross, and another\nwith the National Conference of Social Work. One sends a delegate to\nthe Labor Council but is not affiliated with it. Just how close and significant\nthese affiliations may be, is very uncertain. Seven of the organizations report\nthat they are incorporated for the purpose of protection, greater stability and\ndignity, or property holding.\nThe membership of the organizations range from 13 to 1902 , the median\nmembership being 216. So far as can be determined from the data, the\nmedian per cent of eligibles belonging is 86.3 .\nThe estimates of amount of interest shown by the teachers in their respective organizations range from 10 per cent to 100 per cent, the median being\n58.5 per cent. About a fourth estimate 50 per cent. The causes for lack\nof interest and the per cent of organizations giving each are as follows :\n(1 ) Indifference, including the \" let the other fellow do it attitude\" and\ninterested in salary only,\" 23 per cent; ( 2) other demands on the teachers'\ntime, due largely to the teaching load, 19 per cent; ( 3 ) new teachers, II\n\"\n\nper cent; (4) lack of professional interest, II per cent; (5) outside\n“\n\ninterests, such as hope chests \" and other clubs, 11 per cent ; ( 6) inexperience, 8 per cent; ( 7 ) transients, \" birds of passage,\" 8 per cent; and (8 )\norganization shortcomings, II per cent. Organization shortcomings include\nsuch as having no vital business now, size of organization, not having enough\nwork to keep all busy and the lack of something to promote.\nThe success of an organization is, no doubt, best measured in terms of\nwork undertaken and the degree of accomplishment. There have been many\nand various achievements. These roughly grouped under nine general headings and given according to the per cent of organizations reporting them\n\nare as follows : ( 1 ) Salary achievements, 58 per cent; ( 2 ) professional,\n39 per cent; (3) legislative and political, 36 per cent; ( 4) contractual,\nother than salary, 31 per cent ; ( 5) welfare, 29 per cent; ( 6 ) coöperation,\n18 per cent; ( 7) publicity, 18 per cent; (8) status, 16 per cent; and ( 9)\nactivity with other organizations, 16 per cent. The salary achievements\ninclude increases, prevention of decreases, and improvement of schedules.\nThe professional accomplishments consist of maintenance of lecture courses,\n\nuniversity extension and study classes, revision of courses of study, and\nselection of texts. Among the legislative and political activities were the\ninfluencing or State educational legislation, increasing local tax valuation,\nvoting school bond issues, substituting a court of domestic relations in lieu\nof ajuvenile court, aiding in securing a new city charter, and securing better\namusements at a State fair. The contractual achievements other than salary\ncover such questions as sick leave on pay, better teacher rating system,\nadvisory council, abolishment of an objectionable merit system, abolishment\n\nof a supervisory system, improvement of retirement system, leave of absence,\nrest periods, spring vacation, and prevention of teachers breaking their contracts. The welfare work consists of maintenance of loan funds, sick and\n\n"}
{"page": 625, "printed_page": null, "text": "600\n\nNATIONAL EDUCATION ASSOCIATION\n\nhospital benefits, assistance to teachers in securing desirable boarding and\nrooming places, establishment of vacation camps, support of war orphans\nand contributions to war relief funds, maintenance of a day nursery, provision\n\nof milk for indigent children, and scholarship funds. Coöperation achievements include providing a means for teachers to get acquainted, entertaining\nschool authorities, establishing unity between grade and high-school teachers,\n\nand promoting general goodwill and fellowship. Publicity covers both local\npress work and special publications by the organizations. Status achievements\nconsist of raising the teacher in the estimation of school authorities and community. Activities with other organizations consist of securing 100 per cent\n\nN. E. A. memberships, sending representatives to conventions, and assisting\nothers to organize.\n\nIt is clear that much fine work has been done. The accomplishments, however, are not evenly distributed among the organizations. About one fifth\ndid not report any or stated that nothing of importance had been done. One\nhalf of the organizations report 84 per cent of the achievements. One third\nof the organizations are responsible for two thirds of the accomplishments\nreported.\n\nWork was unsuccessfully undertaken by about a third of the organizations; a third report no failures; and a third do not report on this point.\nThe failures were in matters of salary, teachers' council, sick leave, revision\nof course of study, more playgrounds, publishing year book, keeping grade\nteachers intact from affiliation with labor, and State legislation. The causes\nfor failures are given as lack of interest, community not ready, delayed action\ntoo long, lack of funds, failure of committee to function, overcrowded legislation, adverse influences, failures to lay foundation in advance, and inability\nto convince board. Any organization that is doing things must expect some\nfailures. It is interesting to note that the failures reported are only a little\nover I per cent of the accomplishments reported. While absolute statements cannot be accurately made on the basis of a questionnaire study of\nthis kind, nevertheless it is indicative that, in adescriptive manner, the accomplishments far outweigh the failures. The reasons given for the failures are\nvery suggestive as to the way to avoid many of them.\nA great variety of activities are reported as being maintained at the present\ntime. These have been grouped under ten general headings; and with the\nper cent of the organizations reporting each, are: ( 1 ) Social activities, 54\nper cent; ( 2 ) legislation, 39 per cent ; (3) lectures, 37 per cent; ( 4)\nresearch, 34 per cent; ( 5) civic, 22 per cent; (6) professional study\n19 per cent ; (7) benevolent, 19 per cent; (8) recreational, 19 per cent;\n(9) university extension courses, 15 per cent; and ( 10) entertainments,\n12 per cent. The social activities include parties, banquets, receptions,\nluncheons, teas, and affairs of various kinds. The legislative work covers\ntwelve States and is largely in connection with pension bills; however, such\nmeasures as have to do with tenure, minimum wage, county unit, school\ncode commission, and part-time schools are mentioned. The lecture activities\nare both educational and cultural; sometimes being a course arrangement\nand at other times occasional lectures by noted educators. The research work\n\nincludes special studies relative to salary schedules, teacher's rating, revision\n\n"}
{"page": 626, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n601\n\nof courses of study, teacher's load, code of ethics, pensions, teacher partici-\n\npation in school administration, Americanization survey, economical use\nof time, extra-mural athletics, local finances, cumulative sick leave, best time\nfor State and National educational conventions, bureau of reference and\nresearch, supervision, extra-curricular activities, growth of teachers in service, exceptional children, and assisting a State normal school prepare a\ncourse of study for classroom teachers. A review of a research report made\nby a grade teachers' association on \" The Exceptional Child in School \"\nshows how carefully, patiently, and effectively some of these studies are\npursued. This particular report covers more than a year's work by a committee on child welfare, terminating in some commendable legislation for\nthe education of crippled children. The civic activities consist of assistance\nin school bond campaigns, Americanization work, and coöperation with other\norganizations in various city endeavors. One organization has planted 6000\nIris roots at different schools throughout the city with the aim of making\nit the \" Iris City.\" The professional study is usually of a general nature\nand for the teacher's self-improvement. It may consist of clubs sponsored by\nthe organization for the study of some general educational problem or some\nspecial subject-matter such as history or a particular penmanship systenı.\nThe benevolent enterprises consist of maintenance of funds for sick benefit,\nhospital loans, and other emergency aid to needy members. One organization reports that it maintains a room for teachers at a hospital. Another is\nscreening the teachers' cottage at a tubercular sanitarium. Another is supporting seven French war orphans. Donations are given to various war\nrelief funds. Many assist new teachers in finding desirable rooming and\nboarding places, and entertain new teachers. Many little courtesies such\nas visiting and taking flowers to sick teachers are practiced. While the\nrecreational activities overlap somewhat the social activities, they may be said\n\nto consist of dancing, bowling, swimming, golf, picnics, hikes, tennis, cards,\nand other popular games. Some conduct regular classes in such activities\nas dancing and swimming. Two organizations maintain vacation camps for\nteachers' use. \" Mountain Cabin \" and \" Bitter Sweet Camp \" are important adjuncts to the two organizations concerned. The university extension\ncourses might have been grouped with the professional study except for\nthe fact that these courses, while directed by the organization, are under the\nextensionplan of some university and have a different significance in respect\nto credit or regular application. The entertainment activities consist of\nconcerts, glee clubs, pageants, festivals, and dramatics. Some of these are\ninthe nature of lyceum courses sponsored by the organization, and others are\nentirely thework of the members themselves. In addition to the foregoing,\nsuch activities as maintaining reference libraries for teachers, providing legal\naid for dismissed teachers, maintaining scholarship funds, and membership\ncampaigns for the National Education Association and State educational\nassociations are mentioned.\n\nFifteen per cent of the organizations do not report any activities. Four\n\nfifths of the activities are reported by one half of the organizations. Some\nofthe organizations maintain only one activity, while others maintain many.\nSome are carrying on several research problems. While most of the accom\n\n"}
{"page": 627, "printed_page": null, "text": "602\n\nNATIONAL EDUCATION ASSOCIATION\n\nORGANIZATIONS\n.CENT\nTOTAL\nOF\nWORK\nPER\n\nplishments in the past were along the lines of economic betterment, there\nseems to be more emphasis upon other phases of the teachers' problem at the\npresent time. Research and legislative activities are receiving much attention of the classroom teachers' organizations, and there is no question but\nthat their influence is being felt. They are undertaking commendable projects which will be of assistance to them and to the public schools generally.\n100\n\n90\n\n80\n\n10\n\n60\n\n40\n\n20\n20\n\n20\n\n55\n\n109\n\n10\n\n아\n\nPER CENT OF ORGANIZATIONS PARTICIPATING IN WORK.\nPresent activities ...\n\nAccomplishments-\n\nFig. 2-RATIO BETWEEN WORK OF ORGANIZATIONS AND ORGANIZATIONS\nPARTICIPATING.\n\nThe preceding graph shows that practically the same proportion of organizations are participating in present activities as were responsible for past\nachievements. There is a need for a more general participation by all in\nthe various undertakings.\n\nAbout 40 per cent of the organizations issue some publication. It may be\na year book, magazine, bulletin, semi-annual, quarterly, monthly, semi-\n\nmonthly, or special circulars. Some have several publications. The purposes\nof these are to keep members in touch with educational progress and activities generally, to give information to teachers and friends, to serve as\n\n"}
{"page": 628, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n603\n\nexchange medium with other organizations, to develop talent of members,\nto provide general review and record of the work, to promote unity and\ncoöperation, and to serve in an inspirational way. Many of the publications\nare very interesting and well edited, and provide information that every\nteacher should have. The publications cannot be adequately dealt with here.\nThey are of sufficient importance and interest to warrant in themselves an\nexhaustive and special study.\nNearly 20 per cent of the organizations report that they maintain club\nrooms. These are used for office and library purposes, committee meetings,\nand social functions. One organization provides a car for its president's use.\nSuch facilities as these, when possible, serve to add much to the influence and\nprestige of an organization.\nAll but three of the organizations report relative to the recognition given\nthem by school authorities. The entire fifty-six report that recognition is\ngiven, and only in one case is it stated that it is done unwillingly. In some\ncases the cordial and friendly attitude is especially emphasized. The recognition is shown in various ways and is largely a matter of mutual understandng and coöperation. It consists of the school authorities treating the\n\norganizations in an advisory capacity; encouraging and assisting their activities in various ways as in two cases granting their representatives leave with\npay in order to attend conventions and the legislature; and by participating in programs and at social functions. A most satisfactory and helpful\nrelationship exists between school authorities and classroom teachers' organizations. Such a relationship is essential to the teachers' cause and is propitious of success.\n\nThe associations should take great care in formulating their program,\nand be sure that it is sane, broad, and constructive. Every precaution should\nbe taken to insure intelligent and constructive leadership. Great harm to\n\nthe teachers' best interests and to the cause of education can be done by a\nmere protective and defensive policy under theoretical and selfish leadership.\n\nThe problem involves an obligation being assumed by the classroom teachers\nmore than a concession being made to them. Mere discussions of school\nproblems based upon abstract theories and unofficial ideas will not get very\n\nfar. Definite projects must be undertaken. These must be based upon sound\nfacts obtained through careful investigation and research. The teachers'\nparticipation in the formation of school policies implies responsibility and\nprofessional preparation and interest commensurate with the responsibility\n\"\n\nacquired. Dr. H. B. Sears, in a most excellent article on Teacher Participation in Public-School Administration,\" presents a sound basis for teacher\nparticipation in the formation of school policies. He considers it as coördina-\n\ntion through \" staff \" advice, wherein every \" line \" officer renders some\nstaff \" service. His conclusions and the bibliography he gives for further\nstudy of the subject should receive the careful attention of classroom teachers\n\nas well as of school administrators. It is essential to build upon sound\nprinciples such as Dr. Sears has proposed.\n\nMany wonderful achievements have been made by the various organizations. Strong and sane leadership among them is obvious. However, the\n\n"}
{"page": 629, "printed_page": null, "text": "604\n\nNATIONAL EDUCATION ASSOCIATION\n\nwriter is convinced that there is, in general, a great need for a more defined\nobjective and a greater unity of action among the associations. This can\nbe accomplished best by a National clearing-house and unifying agency such\nas the National League of Teachers' Associations. A careful review of the\nwork and publications of this association reveals the great constructive work\nit is doing along these essential lines. It remains for all local classroom\nteachers' associations to realize the National scope of their interests; their\ncommon needs; and the effectiveness of all working together under the\nleadership of a National organization of classroom teachers.\nSELECTED BIBLIOGRAPHY\n\nBAGLEY, W. C. Status of the Classroom Teacher. Proceedings of National\nEducation Association, 1918, pp. 383-387.\nA plea for a classroom career, and suggests a distinction between\nadministrative matters and educational policies. Urges adequate preparation of teachers to assume responsibilities of educational policies.\nAnalogy of university faculty and the president.\nBRAINARD, P. P. First Step Toward a United Organization of Teachers.\nSchool and Society, 11 : 217-220, February 21 , 1920.\n\nRelates to affiliations of local, county, State, and National associations. Gives theories of Drs. Russell, Dewey, Suzallo, and State\nSuperintendent Wood.\n\nBREWER, JOHN M. A Prerequisite to Democratic Methods in School\nAdministration. School and Society, 12 : 152-159, September 4, 1920.\nMakes a good distinction between policy determining and policy\nexecuting.\n\nCOFFMAN, L. D. The Need for the Substitution of a Coöperative Type of\nSchool Organization for the Present. American School Board Journal,\n\nSeptember, 1919. 29-30.\nShows the need of coöperative planning and coöperative organization\nin school affairs .\n\nTeachers' Associations. Proceedings of National Education Association, 1920, pp. 459-465 .\nGives seven reasons why teachers should not affiliate with theAmerican Federation of Labor.\n\nETTINGER, W. L. Democratized School Administration. School and Society,\n12 : 165-272, October 2, 1920.\nDiscusses the resolutions of the National Citizens' Conference on\n\nEducation held in Washington, D. C., in May 1920.\nGOSLING, T. W. Coöperative Intelligence in City School Administration.\nAmerican School Board Journal, 59: 29-30,August, 1919.\nEmphasizes use of all the brains in the community in the administration of the schools.\n\nHORN, P. W. Team Play Within the System. Proceedings of National\nEducation Association, 1913, pp. 116-122 .\n\nDiscusses individual efficiency, responsibility, coöperation, unity, and\nself-effacement.\n\n"}
{"page": 630, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n605\n\nHOSIC, J. F. The Democratization of Supervision. School and Society,\n11 : 331-336, March 20, 1920.\nAnalyzes the factors involved in democratic supervision .\nHUNTER, F. M. Place of Voluntary Teachers' Organizations in School\nAdministration. Educational Administration and Supervision, 6 : 241245, 1920.\n\nDiscusses the importance of teachers' organizations in the administration of the schools.\n\nKNAPP, T. J. Practicing Democracy in School Administration. Educational Administration and Supervision, 5: 463-474, December, 1919.\nA good discussion of coöperation and democracy.\n\nMACDONALD, D. J. Democracy in School Administration; Some Fundamental Principles. American School Board Journal, 63 : 31-33, 119,\n(\n1921.)\nA good definition of democracy and an enumeration of those principles which must be operative before democracy can prevail in school\nadministrative circles.\n\nORTMAN, E. J. Teachers' Councils. Proceedings of the National EducationAssociation, 1921, pp. 293-301 .\nDiscusses organization and aims of existing teachers' councils, the\nnecessary relationships in the schools, and the philosophy upon which\nthey are based.\n\nPALMER, J. F. Importance of the Teacher in the School Organization.\nElementary School Journal, 19 : 541-544, March, 1919.\nEmphasizes our work and coöperation.\nPEARSE, C. G. Principle of School Administration. School and Society,\n6: 123-126, August 4, 1917.\nEmphasizes the need for good feeling and harmony between boards\nof education and the teachers.\n\nSEARS, J. B. Teacher Participation in Public School Administration.\nAmerican School Board Journal, 1921 , pp. 29-32, 113 ( October ) .\nStates the problem; considers the theoretical basis; reviews the teachers' council as it is now operating in the United States ; arrives at\nconclusions; and gives an excellent bibliography.\nSNEDDEN, DAVID. Professional Improvement of Teachers and Teaching\nThrough Organization. School and Society, 10 : 531-539, November\n8, 1919.\nShows need for teachers to organize and have a National federation\nof their own.\n\nSPAULDING, F. E. Coöperation in School Administration. School Review,\n26. 561-575, October, 1918.\nEmphasizes the necessity of securing a spirit of objective coöperation.\nDescribes the methods in vogue in Minneapolis and Cleveland.\n\nUPDEGRAFF, HARLAN. Administrative Coöperation in the Making of\nCourses of Study in Elementary Schools. Proceedings of the National\nEducation Association, 1919, pp. 675-739.\nA report of the committee on superintendents' problems.\nParticipation of Teachers in School Management. Educational Review,\n\n"}
{"page": 631, "printed_page": null, "text": "606\n\nNATIONAL EDUCATION ASSOCIATION\n\n60: 52-61 , June, 1920. Also in Proceedings of the National Education\nAssociation, 1920 : pp. 180-184.\nExcellent discussion of the cause, status, factors to consider, and\nmethods of studying the problem.\nParticipation of Teachers in School Management. Proceedings of\nthe National Education Association, 1921 , pp. 284-293.\nA thorough discussion of the general principles of teacher participation in school administration.\n\nReport of the Committee on Participation of Teachers in School\nManagement. Elementary School Journal, 22 : 783-788, June, 1922.\nThe fourth report of the committee on superintendents' problems of\nthe N. E. A. States that teachers participation organizations are here\nto stay, that they are performing a variety of functions, are variously\nconstituted, are often poorly adapted to functions performed. Points\nout the need for clearer understanding of aim and for criteria for\njudging.\nWILSON, H. B. Participation of the Teaching Staff in School Administra-\n\ntion. Proceedings of the National Education Association, 1920, pp.\n176-178.\n\nEmphasized constructive leadership and coöperation.\nWOOD, WILL C. New Occasions and New Duties. School and Society,\n10 : 621-632, November 29, 1919.\n\nDiscusses participation, supervision, leadership, and new opportunities.\n\nCONTRIBUTION OF THE CLASSROOM TEACHER TOWARD\n\nPROGRESS IN EDUCATION IN SEcuring EQUAL\nSALARY FOR EQUAL SERVICE\nJULIA E. SULLIVAN , WENDELL PHILLIPS SCHOOL, BOSTON , MASSACHUSETTS\n\nThe members of the Executive Committee of the Department of Classroom Teachers interested in the movement to secure an equal remuneration\nfor services of teachers doing the same kind of work regardless of sex recognized the necessity of securing information as to whether this discrimination\nhad been practiced in many parts of the country.\nTo facilitate the collection of data it was deemed advisable to send a\n\nquestionnaire to the head of the Department of Education in every State\nin the Union, in order to find to what extent the operation of the principle\nwas State-wide. The first question asked was, \" Is the principle of ' equal\npay for equal work ' operative in the schools of any of the cities or towns\nunder your jurisdiction, if so, in which ones ? It was hoped that the replies\nwould enable the committee to prepare a list of the cities and towns where\n\nthe principle prevailed.\nThe results were most disappointing, only one reply giving a list of the\n\ncities and towns throughout the State in which the principle prevailed.\n\n"}
{"page": 632, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n607\n\nStrange as it may seem to the opponents of the principle of equal pay the\nState superintendent who furnished this detailed statement was a woman.\n\nFrom the 39 replies received, 11 stated that by legislation the principle was\nState-wide but 2 of these mentioned the fact that there were evasions by\n\nlocal school boards, 11 could furnish no data, and 17 replied that there was\nno State law governing the principle. The last group includes the State of\nWashington whose superintendent furnished the detailed account. Fourteen\ncounties in that State reported that the \" equal pay \" principle prevailed,\n11 counties reported \" no.\" Nine \" first class \" districts reported \" yes.\"\nOf the \" second class \" districts 28 reported \" yes \" ; 9 \" no.\" Texas reported\nthat the State Teachers' Association is recorded as favoring the principle\nfor the whole State but that it prevails in some of the large cities. In Connecticut, the principle has not yet been accepted but the Teachers' Association of New Haven has sponsored legislation for it. While there is no ruling\nor regulation operative in the State of Idaho, the State superintendent and\n\nthe assistant superintendent are women and women are also employed as\nheads of department in the normal and high schools of the State. Practically\nall of the county superintendents as well as some city superintendents are\nwomen. In Vermont, the question has never been considered because their\nproblem is largely one of rural schools, the largest city in the State having\n\na population of only 25,000. In the New York State the legislation applies\nonly to cities of one million or over in population.\nSince the information furnished by the State superintendents was so meager it became necessary to send questionnaires to some of the large cities of\nevery State.\n\nFromthedata received the cities and towns where progress has been shown\nmay be divided into two classes.\n\nI. Those in which different schedules operate in the elementary and the\nhigh schools but there is no difference in salaries paid because of sex.\nII. Those in which the so-called \" single salary \" schedule is operative.\nThese schedules provide that teachers with equivalent training, experience,\nand efficiency are paid the same salary whether teaching in elementary, junior\nhigh or senior high schools.\nCITIES OF THE FIRST TYPE INCLUDE\n\nBirmingham, Alabama\n\nBuffalo\n\nSan Francisco\n\nRochester\n\n} California\n\n}\n\nLosAngeles\nStreator, Illinois\n\nSchenectady\n\nIndianapolis, Indiana\n\nCincinnati\n\nNew York\n\nDetroit\n\nColumbus\n\nGrandRapids }Michigan\n\nDayton\n\nSt. Paul, Minnesota\n\n}\n\nKansas\nCity Missouri\nSt. Louis\n\nOlympia\n\nOmaha, Nebraska\n\nTacoma\n\nBayonne\n\n21\n\nSeattle\n\nPennsylvania\n\n}\n\nWashington\n\nWashington, D. C.\n\nCamden\nNewark\nPaterson\n\nOhio\n\nPhiladelphia\n\nPittsburgh\n\n}\n\nNew York\n\nDallas\n\nNew Jersey\nFort Worth\n\nSan Antonio\n\n}\n\nTexas\n\n"}
{"page": 633, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n608\n\nAmong cities operating under the single salary schedule are :\nFort Smith , Arkansas\n\nLincoln, Nebraska\n\nPueblo\n\nCleveland\n\nDenver\n\n}\n\nColorado\n\n}\n\nOhio\n\nChicago, Illinois\n\nCleveland Heights\nMuskogee, Oklahoma\n\nSioux City, Iowa\n\nHarrisburg, Pennsylvania\n\nLawrence, Kansas\n\nMinneapolis\nSt. Cloud\n\nVirginia\n\nMinnesota\n\n}\n\nRaleigh, North Carolina\nSpokane, Washington\nGreen Bay, Wisconsin\n66\n\nRoanoke, Virginia, reported the operation of a single salary \" schedule,\nas it also reports that $30 per month in addition to the schedule is paid to\nminim all ranks it must be eliminated from the equal pay cities.\nTo the inquiry, \" Has the operation of the principle of equal pay decreased\nthe number of men in the schools?\" it was refreshing to receive from many\nsources replies similar to the following: \" The principle has prevailed here\nso long that we can make no comparison.\" Only one superintendent felt\nthat the operation of the principle had any effect on the number of men in\nthe service.\n\nA study of the question convinces one that it is not the problem of any\nparticular section of our country. That it is one of the most vital issues in\neducational progress is evidenced by the fact that for the last fifteen years\nevery progressive teachers' organization has considered the problem in some\nphase.\n\nWe are informed that as early as 1871 , Wendell Phillips offered the following resolution at a meeting in Worcester, Massachusetts, \" We demand\nthat wherever women are employed at public expense to do the same kind\nand amount of work as men perform they shall receive the same wages.\"\nThe first State of which we have any record, to enact legislation relative\nto the principle was California, where on March 30, 1874, the following\nact was approved: \" Females employed as teachers in the public schools of\nthis State, shall in all cases receive the same compensation as is allowed male\nteachers for alike services, when holding the same grade of certificate.\"\nTestimony from all sources bears out the fact that the work of the classroom teacher has been the chief factor in whatever progress has been made\nin the elimination of sex discrimination in the payment of salaries to teachers\nin our public schools, but the principle was not established without unceasing\nlabor to overcome the traditional prejudices that existed.\nThis is clearly demonstrated in the case of the teachers of the city of New\nYork who furnish us with a commendable example of patience and persistence. After meeting with indifference on the part of the Board of Education they went to the State Assembly at Albany with their problem. The\ninjustice of the discrimination in salary was felt for many years, but it was\nnot until 1907, when they effected organization to act as a unit that they\naccomplished any result. Annually from 1907 to 1912 they worked for the\nattainment of a partial victory and in 1919 complete success crowned their\nefforts.\n\nWhen the Equal Pay Law was passed in New York in 1912, the current\nopinion at that time was to the effect that itwould tend to deplete the schools,\n\n"}
{"page": 634, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n609\n\nparticularly the elementary schools, of male teachers. The provisions of\nthe law were nullified by a series of legislative enactments subsequent to the\nEqual Pay Law which excepted from the operation of the law those men who\nwere in the service, those who were on eligible lists, or those who were in\ntraining schools for teachers; so that for a period of four or five years\nthe Equal Pay Law did not have its full force. In the high schools equal pay\nwas effected on the basis of the male teachers' salary while in the elementary\nschools it was effected upon a basis of a higher rate approximately midway\nbetween the salaries for women and those for men.\n\nThe salary legislation passed in 1919 really put into effect in New York\nCity equal pay in all respects. This law raised the salaries of the women\n(based on the Equal Pay Law of 1912) to the rate of the men teachers'\nschedule which had by the legislative enactments before mentioned been kept\nin operation for the men in the system.\nIn Boston, Massachusetts, the experience of the New York teachers is\n\nbeing duplicated. The equal-pay principle prevails in many ranks in Boston\nschools but not in the high schools. For more than fifteen years the women\nhigh-school teachers have been striving for salaries equal to those paid to\nthe men teachers because the same preparation is required and the same\nexaminations are given irrespective of sex. Finding that appeals to the School\nBoard met with no success, the women went to the State Legislature in 1917\n\nand lost by one vote in the Senate. Since that time they have annually\npresented their case for consideration.\n\nOn May 29, 1923, the governor signed the Act making the principle\noperative upon its acceptance by the people at the next annual election.\nThe contribution of the classroom teachers of New York and Boston\n\ntoward progress in solving the \" equal pay \" problem is typical of the work\ndone throughout the country.\n\nOur cause is a splendid one. All such reforms cost sacrifice commensurate\nwith the value of success. Refusal to pay women of equal competence equally\nwith men is a vestige of that primitive social state where man was master\n\nand woman subordinate. We are living in an age when public opinion is the\nruling force in all departments of life. If we can educate and crystallize\nthis all pervading force, justice will come of itself without revolutionary\ntactics of any kind.\n\nThroughout the country much has been done toward the solution of our\nproblem but there is still a vast field for work before us. Effective organiza-\n\ntion working as a unit, utilizing the strength, intelligence and energy of\nevery individual member will be most effective in reaching our goal. Such\norganization we have at hand in our department of classroom teachers, supported by the National Education Association.\n\nThis organization has at its disposal the facilities and the resources\nfor gathering data that may be of help to all classroom teachers in the\nsolution of this problem and any others that may come before them. It is\n\nalways ready to coöperate with teachers' organizations, both local and State.\nLet us utilize these resources and unite so that we may work for our mutual\nadvancement in all lines tending toward educational progress.\n\n"}
{"page": 635, "printed_page": null, "text": "NATIONAL Education ASSOCIATION\n\n610\n\nTHE\n\nCONTRIBUTION\n\nTOWARD\n\nOF\n\nPROGRESS\n\nTHE\nIN\n\nCLASSROOM\n\nEDUCATION-IN\n\nTEACHER\nTHE\n\nINTEREST OF THE TOWNER-STERLING BILL\nMATTIE M. MONTGOMERY, TEACHER IN SEDALIA HIGH SCHOOL\nSEDALIA, MISSOURI\n\nIn this paper I am going to discuss the Education Bill known as the\n\nTowner-Sterling Bill which has been indorsed for the fifth time by the\nNational Education Association and which has been before Congress for\nthe past five years.\nWith the opening of the Sixty-eighth Congress next December, one of\nthe first problems will center around President Harding's proposals for a\nreorganization of the Executive Department of the Federal Government.\nThe Education Bill will be reintroduced and its close bearing upon the\nPresident's program is a sufficient guarantee that it will come at once into\nthe limelight.\nPersons familiar with the processes by which great movements are crystallized\ninto legislation will recognize that the fight for the Education Bill is now entering\n\nupon a new phase. The aims of the Bill may be realized in the next Congress or it\nmay take longer. It took ten years to obtain the Department of Commerce and Labor.\nThe Education Bill has been before Congress but half that long and it has already\n\nwon such an overwhelming National support that every attack by its enemies only\nadds to its strength by uniting its friends and making new converts to its cause.\n\nIt is of the utmost importance to the success of the measure that the class-\n\nroom teachers everywhere be prepared to speak convincingly on the merits of\nthe Bill. In order to speak convincingly on any subject one must be well\nposted on the subject and one must be in sympathy with the subject. I beg\nleave to stop a moment to give you a brief history of the Bill and its principal provisions : \" The Commission of the National Education Association\nprepared a measure which was introduced in the Senate in October, 1918,\nby Senator Hoke Smith, of Georgia, and which was known as the Smith\nBill. This original bill followed quite closely the provisions contained in the\nSmith-Lever, and the Smith-Hughes Acts. Certain of these provisions were\njustly criticized as permitting too much Federal interference. The objection-\n\nable features were eliminated and the bill carefully revised and reintroduced\nin the Senate at the opening of the special session of the Sixty-sixth Congress in May, 1918, by Senator Hoke Smith. It was introduced in the House\nby Representative Horace Mann Towner, of Iowa, and was known throughout the Sixty-sixth Congress as the Smith-Towner Bill. It was favorably\nreported by both the House and Senate Committees on Education near the\nclose of the Sixty-sixth Congress in February, 1921 , but did not come to\na vote in either house. The bill was again revised, and at the opening of the\nspecial session of the Sixty-seventh Congress in April, 1921, was reintroduced in the House by Congressman Towner, and in the Senate by Senator\nThomas Sterling, of South Dakota. The bill is now known as the TownerSterling Bill.\"\n\n"}
{"page": 636, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n611\n\nProbably no bill ever introduced in Congress has been so widely distributed, so thoroughly considered, and so generally discussed. The Bill\nis divided into three parts. It proposes : First, to create a Department of\nEducation with a Secretary in the President's Cabinet ; Second, to create a\nNational Council of one hundred representative educators and laymen, which\nwill meet annually at the call of the Secretary; Third, to give Federal aid to\nencourage the States in the solution of five educational problems, fundamental alike to worthy citizenship in both State and Nation. The Bill prohibits Federal control. The five problems are as follows : ( 1 ) The removal\nof illiteracy, (2) the Americanization of the foreign born, (3) the promotion of physical education, ( 4) the training of teachers, and (5) the\nequalization of educational opportunities.\nWhy support the Towner-Sterling Bill ? This is a question every teacher\nshould be able to answer convincingly. The answer should be very concise\nand definite. The Federal Government now spends millions yearly for\nstrictly educational work. This work is scattered among several Federal\ndepartments. A department of education would coördinate this work and\neliminate waste. Effective administration of the Federal Government's\n\npresent educational activities demand the creation of a Department of\nEducation.\n\nEducation of the country's future citizenry is not a luxury, but is the\nNation's greatest necessity, since the life and prosperity of the Republic\ndepend upon a citizenship which is physically, intellectually, and morally\nsound. The Nation looks to the States for its citizens; it should aid the\nStates in their training. Leo G. Schussman, superintendent of schools, Kaukauna, Wisconsin in a seven-page pamphlet entitled \" Pigeonhole or Cabinet gives in verse a good argument for the Towner-Sterling Bill. Very\nstrikingly does the author contrast the efficient care that the government\ngives the livestock with the utter neglect it bestows upon the children. The\n\"\n\nfollowing are quotations from this article :\nThe worms and bugs and slimy slugs,\nThe beetles, lice and fleas,\nThe hopping things and pests with wings\nThat feed on crops and trees,\nWaxed strong and bold. Like plagues of old\nThey sucked and chewed and ate\nThe growing grain on hill and plain\nFrom early until late.\nNote the result-\n\nThe hungry cows faced empty mows,\nThe pigs of feed had none.\nThe call went out the farm about\nFor all the stock to meet.\n\nDebate was long about their wrong,\nBut when the talk was done\n\nDecided all, both great and small,\nTo go to Washington.\n\n"}
{"page": 637, "printed_page": null, "text": "612\n\nNATIONAL EDUCATION ASSOCIATION\n\nAfter an uneventful journey they find the Secretary of Agriculture and\nlay their case before him.\nThe Secretaire with studied air\n\nReplied in kindly tone,\n\" You are my wards, this thing affords\nSome problems I must own.\nThese insect pests and other guests,\nThese beasts that rob and slay\nWill soon find out that we're about,\nThey've had their little day.\nWe'll have them flayed and doped and sprayed\nWith sulphur, lime, and lead;\nWith kerosene and Paris green\nLet them be doped and fed.\n\nAfter being assured that they are well represented in Washington and\nthat their case shall have further consideration from the President himself,\n\nthe animals depart for home. Now come the children:\nThe school bells ring with noisy din\nAnd call them from their play,\nTo narrow halls and dingy walls,\nIn schoolrooms dark and gray.\nThe crowds in some make Kingdom-Come\nDraw shudderingly near.\nAnother bell may toll the knell\nO'er bodies black and sear.\n\nThe air is bad for lass and lad,\nLike that deep from a mine,\nIn tainted breath the germs of death\nConnive at health's decline.\n\nThey heard of how the stock Pow-Wow\nHad gone to Washington ;\nThat pigs have there a Secretaire\nTo see their rights are won.\nIf calves and shoats and billy-goats\nCan see the President,\nThen surely they should have their say\nIn their predicament.\n\nThey make their pilgrimage and find the Cabinet in session and thatThe soldier lads, the naval dads,\nThe silver and the gold,\nEach labor crew and postman too,\nAre all within the fold;\nThe farmer man, the lawyer clan,\nAmbassador and suite,\nEach has his chair and Secretaire\n\nIn retinue complete.\n\nLiberty approaches them and kindly informs them thatThere's none to make your plea,\nAlas, 'tis true, none here knows you,\nYou're dead officially.\n\n"}
{"page": 638, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n613\n\n\"\nThe outward things from silk and rings,\nFrom coal to daily food;\nEach has a throne for it alone.\n\nAlas, alas, 'tis true,\nThe cattle get a Cabinet,\nA pigeon-hole for You.\n\nNow we ask the question what can the classroom teacher do in the final\ncampaign for the Bill ? Teachers everywhere will be questioned about \" their\n\nbill.\" It is their bill framed by their representatives in strict accord with\nthe convictions that teachers had collectively expressed on innumerable occasions, and since its formulation repeatedly and unanimously indorsed by\nprofessional organizations as embodying their judgment of what a National\nprogram of education should undertake.\nAgain I repeat it is of the utmost importance that the 700,000 teachers\nof our Nation shall be prepared to speak convincingly on the merits of the\nBill. If an interested layman should find a teacher unfamiliar with the\nmeasure, he would not stop to consider the fact that there are 700,000\nteachers in the country and that some of them are new in the profession and\nmay not know what their profession is proposing. Therefore, it behooves\nthe classroom teacher to become acquainted with the Bill; because the average layman will judge the entire profession by the teachers with whom he\nis personally acquainted. These may be untrained; they may be new to the\nservice; they may not be professionally minded-yet to him they represent\nthe entire group.\n\nIt becomes the duty of every classroom teacher who is present to become\na missionary in the interests of the Towner-Sterling Bill. Now is the time\n\nto prepare for the final campaign, and one of the obvious steps of preparation\nis to see to it that every teacher who has entered the service in the last few\n\nyears is well informed as to the above named proposals of the Bill.\nThe question is asked, \" How can this be done ? \" It can be done through\nthe county institutes and the summer session of June, July, and August, in the\nlocal, district, and State associations in the fall: through the local and State\n\neducational journals. If the teachers will make the most of every opportunity there will be an abundance of opportunities for getting the information before the new teachers and for inspiring the great body of the profession to the final efforts which will bring success. The classroom teachers\nshould make use of the folders and pamphlets on the Towner-Sterling Bill\nwhich are sent out by the U. S. Bureau of Education, Washington, D. С.\nEvery teacher should read \" The Fight to the Finish, \" \" Why Support the\nTowner-Sterling Bill,\" \" Facts about the Education Bill,\" \" The TownerSterling Bill,\" \" Legislative Commission Series, No. 3,\" and \" National\n\nLeadership in Education.\" All of these may be had by writing to Miss\nAgnes Winn, Director of Elementary School Service, 1201 16th Street,\nWashington, D. C.\n\nIn voting on any question, and especially this one, what is the first thing\none has in mind ? I assume that broadly speaking it is the welfare of the\nfuture of our country, but there are some who will not so look at it. The\n\n"}
{"page": 639, "printed_page": null, "text": "614\n\nNATIONAL EDUCATION ASSOCIATION\n\nfuture of our country will be determined by how we train those who are\nchildren today for taking care of our country in the future, and let us keep\nit inmind that our children have no say other than one silent appeal to you\nand to me.\n\nThey have no vote in this matter and what is done for them must be done\nby you and me, and along the line of human duty I desire to ask each of you\nto give heed to the following editorial in Collier's, the National Weekly, for\nApril 14, 1923, headed-\" Let's Put Our Stake on the Youngsters.\"\nBy action of its leaders, the National Education Association has for the fifth\ntime indorsed the Towner-Sterling Bill for Federal aid and guidance in the schools.\n\nDespite the efforts of Washington and his successors, our National Government has\nnever done anything like its fair share of the American work of education. So\nlong as we spend three quarters or more of every tax dollar on war, past, present,\nor to come, just so long we shall be unable to do as we wish by our schools. For\nthree hundred years statecraft has robbed the future for the sake of present arma-\n\nment. The one big job for our Nation's leaders today is to take the money out of\nwar and put it into our schools. Quit betting on gunpowder and bet on the kids.\nThat is a plain and simple program and can be carried out. It will do more than\nwe can dream to establish a better and happier human life here in our country.\nThe citizens whom this educational statesmanship must enlist on its side is everybody old enough to know what the teachers are trying to do. Government aid and\n\nleadership do not mean more government schools, but better local schools. The\nreal idea of model public instruction and a Federal Department of Education at\nWashington, D. C., is merely to improve what's being done in the grades of Rumpus\nRidge, Arkansas, and Rough Gap, Montana. The States, and even more, the districts\nthemselves must shoulder the work for better schooling. They will not deserve to\n\nget the right results unless they do. The immense field to be tilled cannot be covered\nfrom Washington, but Washington can and should take the lead. The TownerSterling Bill ought to be urged persistently on the next Congress, beginning now,\nso as to keep the school issue to the front in our battle for a better civilization.\n\nFurthermore, this is not a matter of local concern, the realization that\nthere is a National cause, for the success of which a stern battle must be\nwaged throughout the Nation, has only recently come to that part of the\nAmerican people engaged in actual work of education and that part of the\npublic in immediate touch with the school. This cause will never be won.\neducation will never attain the position in American society to which its\nrelation to the welfare of the Nation entitles it, without a struggle. Who\nis to make this struggle and how is it to be made? The National Education\nAssociation is leading in this struggle, and each department connected with\nit must shoulder its full share in the support of the National program and\nstand four-square against the powerful forces that are attempting to turn\nthe flank of this far-flung forward movement in American education. Who\nis to carry on the banner of universal equal educational opportunity, against\nthe opposition already developing or perhaps only increasing ? Who is to\nset up standards toward which the rank and file of workers may aspire?\nWho would have spread this gospel and how would it have been spread.\nexcept by united action in some effective way so that our struggle might be\nmet, so that our strength might be joined, our efforts might accumulate and\nour courage and endurance be reinforced ? Those who have prophesied that\nthe professional support of the National program would suffer from the\n\n"}
{"page": 640, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n615\n\norganized effort to defeat it can now see how sadly they misjudged the integrity of theAmerican teacher. Is there any better instrument for furtherance\nof professional effort and insuring creditable results than our local, State\nand National organization ?\nInthe judgment of the writer the best working unit of all these and that\nupon which the larger structures may rest as upon a secure foundation is the\nlocal unit of coöperation, whatever form it takes, whether a teachers' league,\neducational association, or school men's and school women's clubs. These\nare the sources of continued and sustained interest which will enable us to\n\nhold fast the things already gained and extend the development of our public\nschools for the benefit of future generations.\nThe great task of the classroom teacher in this final campaign is; get every\nclub and organization you know to hold a meeting for the discussion of the\nTowner-Sterling Bill or at least give a part of a meeting to this discussion.\nGet your club or organization to pass a resolution endorsing the TownerSterling Bill and send copies to Hon. Thomas Sterling, U. S. Senate; to\nHon. H. M. Towner, U. S. House of Representatives; to the U. S. Senators\n\nfrom your own State and your Representatives in Congress.\nThe profession has not been enlisted for a three month's or for a three\nvears' campaign. It has foreseen the battle; it has taken the full measure of\nits opponents; it will meet every attack with new courage and with fresh\naccessions of popular support. When the welfare of the Nation and the\nNation's children is at stake, does any one imagine for a moment that this\ngreat movement will halt one inch short of a complete and overwhelming\nvictory?\n،،\nIt is easy to pass the buck.\" Doing so is so common as to make it\nunattractive. It does not even bear the virtue of being different. It is easy\nto prophesy. To say, \" it's no use it can't be done.\" But the world is overstocked with \" prophets.\" The only thing that will count for the ultimate\ngood of the Towner-Sterling Bill for the direct good of the future genera-\n\ntions of boys and girls is work. Work by you, in your community, with your\nfriends, with your acquaintances, with every one who votes and who is in\nyour sphere of influence.\n\nEvery classroom teacher has influence far more than many of them believe\nthey have or are willing to assert. To win support for the Towner-Sterling\nBill is so big a work, so far reaching in its results for good that it challenges\nthe best in each teacher. To be an influence in helping to put such a measure\nover is worth a life. Millions have lived without accomplishing so much.\nHorace Mann's immortal words, \" Be ashamed to die until you have done\nsome service for humanity,\" might be paraphrased to say, \" Be ashamed to\n\nlive when you have ignored or refused an opportunity to do something for\nhumanity.\"\nHence, within a year, if every one of the 700,000 American teachers does\n\nhis or her bit the battle will be won. We have the right overwhelmingly on\nour side. We can and must enlist the \" Might.\" Nothing can stand against\nsuch a combination.\n\n"}
{"page": 641, "printed_page": null, "text": "616\n\nNATIONAL EDUCATION AssociATION\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD THE PROGRESS OF EDUCATION AS SEEN\nBY THE CLASSROOM TEACHER OF HAWAII\nEMILY EWALIKO , HILO UNION SCHOOL, HILO , HAWAII\n\nThree years ago, the Territory of Hawaii celebrated the hundredth anniversary of the coming of the first teachers who brought Christianity for the\n\npurpose of uplifting a race living in ignorance and superstition. Many of\nyou may have heard the story of Opukahaia but it may well be repeated again\nfor the benefit of those who have not heard.\n\nIn 1809, as one of the teachers of Yale College, Rev. Edwin W. Dwight,\nwas leaving the institution, he found Opukahaia sitting on the steps of one\nof the buildings weeping. On being questioned, the youth replied that he\nwanted education but did not know where nor how to get it. Thereupon\n\nMr. Dwight undertook the task of teaching the youth himself. Opukahaia's\ntales of his people aroused a great interest in Hawaii among his new friends,\ntherefore he was educated that he might become a missionary to his people.\nHis early death preventing this, his friends then turned to three other\nHawaiian students to fulfill Opukahaia's wish. Ten years after, the first\nband of Christian teachers accompanied by the three youths set sail from\nBoston for Hawaii.\n\nOn their arrival they found that the Hawaiian people through the inquisitiveness of some women of high rank had renounced their idol worship,\nbroken the tabus and were then living without a religion. The teachers\nmade known their mission, and through the influence of one, John Young,\nwhom King Kamehameha had compelled to remain in the Islands, they were\nallowed to reside in Hawaii for a year.\nAs to who should be the first pupils, the chiefs reasoned, if writing were\ngood as these teachers said, they would like to be the first to learn it; and\nif it were bad that they did not intend to have their subjects know the evil\nof it. Therefore education began with those of high rank.\nThe first year passed. The king and many of the chiefs were indifferent\nabout learning English but as no evil effects were apparent, the teachers were\nallowed to remain another year.\n\nDuring the year the first copy of the primer was printed in the Hawaiian\nlanguage. With it Mr. Bingham went to Queen Kaahumanu who was then\nthe real force in all government decisions. He found her and her attendants\n\nplaying cards and induced her to leave the game to enunciate the vowels\nafter him.\n\nShe was so pleased with her success that indifference was changed to\nenthusiasm. She not only became his most diligent pupil but taxed the\npowers of the teachers to the utmost in order to print books and teach the\never increasing number of eager learners.\nAs early as 1830 these teachers recognized the importance of training the\nhead, the heart and the hand. Therefore boarding schools were established\nfor the youth of the land. Great stress was also laid upon industrial educa-\n\ntion. With this ideal ever before them, they prepared the way unconsciously\n\n"}
{"page": 642, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n617\n\nfor the Hawaiian school system of today. The influence of the Hawaiian\nboarding schools was far reaching. It was the influence of the Hilo Board-\n\ning School that led General Armstrong to found the famous Hampton\nInstitute in Virginia.\nBetween 1890 and 1900, the introduction of large numbers of foreign\nlaborers changed educational conditions. It became necessary to make the\nteaching of English a distinctive feature in order to have a common medium\nof communication.\n\nConsequently the schools taught in the Hawaiian language were gradually\neliminated and the English language became the medium of instruction.\nIndustrial training has become a marked feature of our present school system.\nEven though there have been many vicissitudes in the history of education the spirit of these early teachers has remained and the classroom teacher\nof today in her arduous task is amalgamating the children of many races\ninto one whose principles are those of Christian democracy.\nIt is as true today as in 1820 that education is threefold. The classroom\nteacher's aim is to fit the rising generation to be good citizens. As our former\nsuperintendent said, \" Hawaii's most important crop is her boys and girls.\"\nTherefore the classroom teacher in Hawaii holds as an ideal the production\n\nof self-supporting, self-respecting, intelligent, loyal citizens with high moral\nstandards.\n\nAs teachers, we have a serious problem facing us as to how best to accomplish the amalgamation of the orientals whose traditions and training are so\ndifferent from our own. We believe that through proper education the time\nwill come when these alien races will become politically amalgamated and\nrepresent a high type ofAmerican citizenship. We teachers of Hawaii have\nno fear of the future if all classes of our boys and girls are properly educated.\nAlready there is rapidly increasing an element in our beautiful islands\nthat has been Christianized and Americanized and that element is the\n\nproduct of our Hawaiian public schools.\nUnless a teacher comes to the Hawaiian classroom in sympathy with our\nviewpoint, she cannot be truly successful no matter what her scholastic\nattainments may be. A teacher who has a strong prejudice against alien\nraces should not come to Hawaii to teach. The teacher who comes with a\n\nsympathetic attitude toward our problems will be sure to receive hearty\nresponse from our cosmopolitan young people.\nHawaii, realizing the importance of the classroom teacher as a factor in\nthe making of good American citizens, is raising her educational standards\nand encouraging her would-be teachers to a more careful preparation and\nto a broader conception of the meaning of education.\nDue to the very nature of our population the classroom teacher of Hawaii\ncontributes to the various uplifting influences of the community, through\nathletics, it may be, or the Scout movement, the Junior Red Cross or other\nchannels. She does not depend upon her academic work alone for the fulfillment of her ideals. In short the opportunities of a classroom teacher are\nendless and her influence far reaching. We predict that the rising generation\n\nin Hawaii will play an important part in future world-peace movements.\n\n"}
{"page": 643, "printed_page": null, "text": "618\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE CONTRIBUTION OF THE CLASSROOM TEACHER\nTOWARD PROGRESS IN EDUCATION\nEFFIE MACGREGOR, MINNEAPOLIS, MINNESOTA\n\nWe are assembled this afternoon in the consideration of two vital interests ,\n\nthe National Education Association and the Department of Classroom\nTeachers .\n\nThe name, National Education Association, signifies our primary interest\nin the inclusive organization. For this organization to realize the purposes\nit is essential that every one of its members shall fully appreciate the entire\nmeaning of its name.\n\nWe must understand that religious freedom exists in our land because our\nforefathers were God-respecting not God-less men. We must daily live in\nthe thought that the Declaration of Independence and the Constitution of\nthe United States of America have ably set forth our reason for and method of\nself-government. Every activity in our educational world should be for the\npurpose of preparing God- respecting citizens who shall live to demonstrate the\nright of that Declaration of Independence and the truth of the law as set\nforth in our Constitution. This is the end of education in the United States\n\nand this is the meaning of National Education in our organization name.\nEvery person engaged in any educational activity is eligible as a member of\nour Association. Broadly speaking, our membership may be divided into\ntwo groups, the educational administrators and the classroom teachers. Each\n\nof these groups must solve their problems, always bearing in mind, that the\nend of education in the United States is a successful form of popular government. Too frequently members of each of these groups mistake the means\nfor the end .\n\nOur interests are so entirely in common that we are apt to confuse our\nboundaries and so retard our usefulness to each other.\n\nYou will all agree with me that the main interest of the classroom teacher\nis and should be teaching. This leaves the main interest of the administrator\n\nthe work of making it possible for the classroom teacher to teach in the best\nway possible. Right here administrators as well as classroom teachers need\nto consider that the heart of education is teaching and that teaching is an art.\nThis heart and this art of education must be protected, fostered, and furthered\nif we are to meet the needs of mankind. No administrator or no classroom\n\nteacher should hesitate one moment in working toward the solution of our\n\nseemingly baffling problems in education. The solution of these problems\nis the means to the end of National education. Our vision must be inclusive\n\nif we are to prove ourselves worthy of this great National trust.\n\nIn this day of wide and valuable civic interest we find in connection with\nthe classroom work the work of dental clinics, nutrition clinics, school nurses,\norganized thrift, and educational diagnoses. I have mentioned the outside\ninterests which are commonly included in the present-day school curriculum.\nThere are numerous other outside interests which are persistently with us\nbut which are only occasionally active. These are all worthy educational\n\n"}
{"page": 644, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n619\n\nadjuncts, but they should not exist as part of our school system at the expense\nof classroom teaching. Here is one place in which classroom teaching is not\nbeing protected. Here is a real problem in administration which must be\nsolved if we are to maintain our high ideal of classroom teaching. If administrators do not respect the heart and art of education enough to protect it\nthey must not be surprised at a lack of interest on the part of the classroom\nteacher.\n\nThen there are the problems of salary, tenure, and pension. Mr. John\nK. Norton, head of the Research Division of the National Education Association, has said that \" due to the depreciation of the dollar, present salary\nschedules have little more drawing power than before the war.\" One of\nthe causes of the National Education Association is to promote the cause\nof popular education in the United States.\" Administrators and classroom\nteachers, alike, should take advantage of every opportunity to let the truth\nabout teachers' salaries be known. We should educate the public to the\nunderstanding that as they foster public education so they protect themselves.\nTenure, too, is a test remote from the viewpoint of the public but it will\ncertainly foster professionalism in the service. Are we in need of greater\nprofessionalism in the service ? Then let every educator look upon tenure\nfrom a professional viewpoint and there will be no trouble in educating the\n\"\n\npublic as to the value and need of tenure.\n\nIn my city, we have recently adopted a new city pension. It is an unusual\npension because it is such a secure investment and because it is so coöperative\n\nwith the city. If this can be done in the city of Minneapolis, it can be done\nin the Nation. We are looking forward to Federal coöperation in the\ninterests of pensions for educators and we believe classroom teachers and\nadministrators, alike, should be thinking along this line.\nWhat have we done and how shall we continue to further the heart and\nart of education ?\n\nFirst, we have established the National Education Association, then we\nhave established the Department of Classroom Teachers of the National\nEducation Association.\n\nThe National Education Association has been reorganized on several occasions and in accordance with progress it will undoubtedly continue its\nreorganization. The Department of Classroom Teachers is just beginning\nto work under its first definite organization. We are fortunate in that we\nhave a constitution which covers our immediate needs and which gives us\nopportunity for unhampered development .\nOur greatest need, at present, is the development of organization\nmachinery which can adequately work toward the solution of problems\npertinent to the classroom teacher. All regional conferences of the Department of Classroom Teachers should study the constitution of the Department\ninconnection with the charter and by-laws of the National Education Asso-\n\nciation for the purpose of presenting, at the next annual conference and\nmeeting, suggestions for developing the organization of the Department.\n\n"}
{"page": 645, "printed_page": null, "text": "620\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe must be so organized as to be a representative body of the classroom\nteachers of the country. We must be so organized as to gain full advantage\nof coöperation with every other department and division of the National\nEducation Association. We must be so organized that every interest pertinent to the heart and art of education will receive due and satisfactory\n\nattention. And we must be so organized that our service to our country will\nprove to its citizens and to the citizens of the world that as education\nincreases, warfare decreases.\n\n"}
{"page": 646, "printed_page": null, "text": "Department of Deans of Women\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-MARY ROSS POTTER, Dean of Women, Northwestern University ... Evanston, Illinois\n\nFirst Vice-President-GEORGIA L. WHITE, Dean of Women, Cornell University,\nIthaca, New York\n\nSecond Vice-President-MINA KERR, Dean, Wheaton College ...... Norton, Massachusetts\nSecretary-FLORENCE KELLOGG ROOT, Dean of Women, The College of Wooster,\nWooster, Ohio\n\nTreasurer-FLORENCE LORING RICHARDS , Dean of Women, Winona State Teachers'\n.Winona, Minnesota\n\nCollege\n\nCHAIRMEN OF SECTIONS\n\nDeans of Women in Universities-THYRSA W. AMOS, Dean of Women, University\n..... Pittsburgh, Pennsylvania\nof Pittsburgh..\nDeans of Women in Colleges-FLORENCE PURINGTON, Dean, Mt. Holyoke College,\nSouth Hadley, Massachusetts\nDeans of Women in Normal Schools and Teachers' Colleges-CAROLINE GROTE,\n\nDean of Women, Western Illinois State Teachers' College\n\nMacomb, Illinois\n\nDeans of Girls in High Schools\n-MRS . WILLIAM JENNINGS, Dean of Girls, East High\n...... Salt Lake City, Utah\nSchool....\n\nMONDAY, FEBRUARY 26\n9 A. M.-PARLOR E\n\nMeeting of the Executive Committee\n10:30 Α. M.-ROOM 345\n\nGeneral Business Session\n\n12 Α. Μ.- LATTICE ROOM\n\nLuncheon with National Committee of Bureaus of Occupations-CORA HELEN\n\nCOOLIDGE, Chairman National Committee of Bureaus of Occupations, Presiding ;\nSpeakers: Esther Smith, Vocational Counsellor, Pittsburgh, Pennsylvania ;\nFlorence Jackson, Director, Appointment Bureau, Boston, Massachusetts.\n2:15 P. M.-BALL ROOM\n\nJoint Session with the National Committee of Bureaus of OccupationsDr. Coolidge, Presiding\nREPORT OF SPECIAL FEATURES OF THE CONFERENCE OF NATIONAL COMMITTEE OF\n\nBUREAUS OF OCCUPATIONS-Cora Helen Coolidge.\n\nREPORT OF VOCATIONAL SITUATION IN THE SOUTH-Kate S. Tillitt, Director of Bureau,\nNashville, Tennessee.\n[621 ]\n\n"}
{"page": 647, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n622\n\nA NEW VIEW OF NON -TEACHING OCCUPATIONS-Emma P. Hirth, Director of Bureau\nof Vocational Information, New York.\nTHE TEACHER'S JOB AS SEEN FROM THE FIELD-Dr. Eleanor Lord, Educational Consultant to the Appointment Bureau of Smith College.\nVOCATIONAL GUIDANCE FROM THE POINT OF VIEW OF A NEW DEAN-Jean Hamilton,\nUniversity of Michigan, Ann Arbor, Michigan.\nTUESDAY, FEBRUARY 27\n9:15 Α. Μ .\n\nSectional Conferences : Universities, Colleges, Normal Schools and State Teachers'\nColleges, Secondary Institutions\n12 Α . Μ.-LATTICE ROOM\n\nLuncheon-Dean Mary Ross Potter, Presiding\n\nTHE SCHOOL AS A SOURCE OF TRAINING FOR CITIZENSHIP-Colonel Leonard Ayers,\nCleveland, Ohio; President Charles Howe, Case School of Applied Science,\nCleveland, Ohio.\n2:15 P. M.-BALL ROOM\n\nHOW CAN EDUCATIONAL INSTITUTIONS MEET THE PRESENT SOCIAL DEMAND FOR\nLEADERS WHO SHALL BE MEN AND WOMEN OF MORAL WORTH ?-Rev. Laura H.\n\nWild, Professor of Bible, Mt. Holyoke College ; Carroll G. Pearse, Editor of\nThe American School ; Edwin I. Starbuck, Professor of Philosophy and Psychology, University of Iowa; Edith Hale Swift, M. D., The American Social\nHygiene Association.\nWEDNESDAY, FEBRUARY 28\n9:15 Α. Μ .\n\nSectional Meetings\n2:15 P. M.-LATTICE ROOM\n\nBUSINESS SESSION-Election of Officers .\n\nTHE WOMEN'S FOUNDATION FOR HEALTH-Margaret Nordfeldt, M. D., Field Worker\nfor the Women's Foundation for Health.\nTHE NATIONAL CONVENTION OF THE YOUNG WOMEN'S CHRISTIAN ASSOCIATION- Irma\n\nVoigt, Dean of Women, Ohio State University.\nTHE FOREIGN STUDENT-Katy Boyd George, Secretary Committee for Friendly\nRelations with Foreign Students, Young Women's Christian Association.\nTHE EDUCATIONAL PROGRAM OF THE NATIONAL FEDERATION OF BUSINESS AND PRO-\n\nFESSIONAL WOMEN'S CLUBS-Orie Latham Hatcher, Chairman Educational\nCommittee.\n\nTHE BRYN MAWR INDUSTRIAL SCHOOL-Marie Wing, Executive Secretary of Consumers' League of Ohio .\n6:30 P. M.-BALL ROOM\nConference Dinner\n\nToastmistress-Mina Kerr, Wheaton College, Norton, Massachusetts\nINTERNATIONAL RELATIONS-Honorable Newton D. Baker, Ex-Secretary of War,\nWashington, D. C.\n\n"}
{"page": 648, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n623\n\n9:15 Α. Μ.-RAINBOW ROOM, WINTON HOTEL\n\nJoint Meeting with National Association of Secondary School Principals\nTHE SIGNIFICANCE OF THE WORK OF A REAL DEAN OF GIRLS IN A HIGH SCHOOL\n\nTo the Principal-D. E. Porter, Omaha, Nebraska.\n\nTo the High School Girl-Margaret Kiely, Bridgeport, Connecticut.\nDiscussion-Sarah M. Sturtevant, University High School, University of California.\n\nTo the Institution of Higher Learning-Mary Ross Potter, Northwestern University, Evanston, Illinois.\nDiscussion-Thyrsa W. Amos, University of Pittsburgh, Pittsburgh, Pennsylvania.\n12 Α. Μ.\n\nMeeting of the New Executive Committee\nSECTIONAL CONFERENCES\nDEANS OF WOMEN IN UNIVERSITIES\n\nChairman-Thyrsa W. Amos, University of Pittsburgh\n\nSecretary-Anne Dudley Blitz, University of Kansas\nTUESDAY, FEBRUARY 27, 9:15 O'CLOCK\nStudies in Orientation.\nA.\n\nFreshmen Women.\n\na.\n\nSCHOLARSHIP : SUCCESSFUL MEANS OF SUPERVISION-F. Louise Nardin,\nUniversity of Wisconsin, Madison, Wisconsin.\n\nDiscussion-Josephine Simrall, University of Cincinnati, Leader.\nb. ASSEMBLIES: THEIR NATURE AND VALUE-Mary Louise Brown, Carnegie Institute of Technology, Pittsburgh, Pennsylvania.\n\nDiscussion-Jean M. Richards, University of Syracuse, Syracuse, New\nB.\n\nYork, Leader.\nForeign Students.\na.\n\nCLASSROOM INFLUENCES : THEIR EFFECT UPON HIGHER EDUCATION FOR\n\nWOMEN IN FOREIGN COUNTRIES Elizabeth Conrad, Ohio State\nUniversity, Columbus, Ohio.\nDiscussion-Edith Fenton, Washington University, St. Louis, Misb.\n\nsouri, Leader.\nSOCIAL CONDITIONS ARISING FROM INTER- RACIAL CONTACTS ON THE\n\nCAMPUS-Anne Dudley Blitz, University of Kansas, Lawrence,\nKansas.\n\nDiscussion-Mary Carpenter Craig, Drake University, Des Moines,\nIowa, Leader.\nBusiness Meeting.\nWEDNESDAY, FEBRUARY 28, 9:15 O'CLOCK\nStudies in Orientation.\nA. The Dean of Women.\na.\n\nINTRA- MURAL ACTIVITIES : Constructive RELATIONSHIPS-Georgia L.\nWhite, Cornell University, Ithaca, New York.\n\nDiscussion-Mary Frances Jewell, University of Kentucky, Lexington, Kentucky, Leader.\n\nb.\n\nEXTRA-MURAL ACTIVITIES : WHAT SHALL THEY BE ?-Mary Yost,\nLeland Stanford University, California.\n\nDiscussion-Louise H. Snowden, University of Pennsylvania, Philadelphia, Pennsylvania, Leader .\nBusiness Meeting.\n\n"}
{"page": 649, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n624\n\nDEANS AND DEANS OF WOMEN IN COLLEGES\n\nChairman-Florence Purington, Dean, Mount Holyoke College\nSecretary-Laura W. L. Scales, Warden, Smith College\nTUESDAY, FEBRUARY 27, 9:15 O'CLOCK\nSTUDENT GOVERNMENT vs. Community GOVERNMENT-Mina Kerr, Wheaton College,\nNorton, Massachusetts .\nTHE PART OF STUDENT GOVERNMENT IN SHAPING PUBLIC OPINION-Lillian E. Dim-\n\nmitt, Morningside College, Sioux City, Iowa.\nTHE USE OF PENALTIES IN STUDENT GOVERNMENT-Helen Smith, Western Reserve\nCollege for Women, Cleveland, Ohio; Discussion.\nWEDNESDAY, FEBRUARY 28 , 9:15 O'CLOCK\nTHE BEST METHOD OF FACILITATING THE FRESHMAN'S ADJUSTMENT TO COLLEGE-\n\nDorothy Stimson, Goucher College, Baltimore, Maryland; Mary E. Raymond,\nPrincipal , Hathaway-Brown School ; Discussion.\nTHE DIFFICULTIES OF SOPHOMORE YEAR : HOW CAN THE DEAN HELP THE STUDENT TO\n\nMEET AND OVERCOME THEM ?-Alice V. Waite, Wellesley College, Wellesley,\nMassachusetts ; Discussion.\nDEANS OF WOMEN IN NORMAL SCHOOLS AND TEACHERS' COLLEGES\n\nChairman-Caroline Grote, Western Illinois State Teachers' College\n\nSecretary-Lula E. Wirt, Nebraska State Normal School and Teachers' College\nTUESDAY, FEBRUARY 27, 9:15 O'CLOCK\nSOCIAL INFLUENCES OF CLASSROOM AND CAMPUS CONTACTS-Mrs. Julia B. Hensel,\n\nNorthern Illinois State Teachers' College, De Kalb, Illinois; DiscussionMahala Dorcas Prichard, Fairmount State Normal School, Fairmount, West\nVirginia, Leader .\nSOCIAL CONFERENCES WITH STUDENTS : WHAT THEY SHOULD INCLUDE AND ACCOм-\n\nPLISH-Elvira D. Cabell, Chicago Normal College, Chicago, Illinois; Discussion-Bertha M. Ronan, Mount Pleasant Normal School, Mount Pleasant,\nMichigan, Leader.\nBusiness Meeting.\n\nWEDNESDAY, FEBRUARY 28, 9:15 O'CLOCK\nHELPING THE FRESHMAN WOMEN TO MAKE AN EARLY AND SUCCESSFUL ADJUSTMENT\n\nTO THEIR NEW ENVIRONMENT-Anna E. Pierce, New York State College for\n\nTeachers, Albany, New York; General Discussion.\nTHE TEACHING LOAD OF THE DEAN OF WOMEN : WHAT SHALL IT BE?-Florence L\n\nRichards , Winona State Teachers' College, Winona, Minnesota ; DiscussionGertrude E. Bradt, State Normal School, Mansfield, Pennsylvania, Leader.\nBusiness Meeting.\nDEANS OF GIRLS IN HIGH SCHOOLS\n\nChairman-Martha B. Jennings, East High School, Salt Lake City, Utah\nSecretary-Mary M. Sawyer, Brookline High School, Brookline, Massachusetts\nTUESDAY, FEBRUARY 27, 9:15 O'CLOCK\nTHE DEAN OF GIRLS AND THE EXTRA- CURRICULAR ACTIVITIES IN HIGH SCHOOLS\n\nProfessor Elbert K. Fretwell, Teachers College, Columbia University.\nHOW WE MEET THE SOCIAL PROBLEM OF THE FRESHMEN-Josephine T. Allen, Dean\n\nof Girls, Englewood High School, Chicago, Illinois.\n\n"}
{"page": 650, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n625\n\nWEDNESDAY, FEBRUARY 28, 9:15 O'CLOCK\nWHAT IS THE GREATEST LACK IN THE TRAINING OF THE HIGH SCHOOL GIRL?-\n\nF. Louise Nardin, Dean of Women, University of Wisconsin, Madison, Wisconsin; Discussion-Edith M. Tuttle, Washington Irving High School, New\nYork City, Leader.\nFALSE REPORTS ABOUT HIGH SCHOOLS : WHAT SHOULD BE OUR ATTITUDE ?-Elsie\n\nDavies, Assistant Principal, Glenville High School, Cleveland, Ohio.\nTHE MOST ESSENTIAL QUALITIES IN A DEAN OF GIRLS-Elsie Smithies, University\nHigh School, Chicago, Illinois.\nBusiness Meeting.\nTHURSDAY, MARCH 1 , 9:15 O'CLOCK\nJoint Session with the National Association of Secondary School Principals\nTHE SIGNIFICANCE OF THE WORK OF A REAL DEAN OF GIRLS IN A HIGH SCHOOL.\n\nTo the Principal-D. E. Porter, Omaha, Nebraska.\nTo the High School Girl-Margaret Kiely, Bridgeport, Connecticut.\nDiscussion-Sarah Sturtevant, University High School, University of California.\n\nTo the Institution of Higher Learning-Mary Ross Potter, Northwestern University, Evanston, Illinois.\n\nDiscussion-Thyrsa Amos, University of Pittsburgh, Pittsburgh, Pennsylvania.\nThe tenth annual meeting of the National Association of Deans of Women\nopened at 10:45 A. M., Monday, February 26, 1923, at the Hotel Statler, Cleveland,\n\nOhio, with a general business session. The reading of the minutes of the previous\nmeeting was dispensed with since those minutes had been printed and sent to all\nmembers.\n\nThe report of the Executive Committee meetings of September 6, 1922, and February 26, 1923, were read. Dean Helen Smith, of the Woman's College, Western\nReserve University, welcomed the Association to Cleveland and extended the\nhospitality of the college to its members. Greetings were read from Mrs. Sisson\nPhillips, formerly president of the Association and now an honorary member.\nDean Mary Ross Potter explained briefly the affiliation with the Department\nof Superintendence of the National Education Association. General announcements\nwere then made. The reading of the secretary's report was postponed until\n\nWednesday. The reports of the treasurer and Auditing Committee were read,\naccepted, and placed on file. The president then called for the reports of the\nstanding committees. The report of the Committee on Health, Dean Agnes E. Wells,\nIndiana University, Bloomington, Indiana, chairman, was given. This report was\nsupplemented by a statement from Dr. Tracy regarding the proposed change in\n\npre-medical requirements. The report of the Membership Committee, Dean Elizabeth\nConrad, Ohio State University, Columbus, Ohio, chairman, was read. These reports\nhave been filed in their proper places and the substance of them will be found\nelsewhere in the published proceedings. The meeting was then adjourned.\n\nAfter thebusiness session, the remainder of the day was devoted to a joint meeting\nwith the National Committee of Bureaus of Occupations. Dr. Cora Helen Coolidge,\nchairman of the National Committee presided.\nThe speakers at the luncheon were Miss Esther Smith, vocational counsellor of the\n\nLatimer Junior High School, Pittsburgh, Pennsylvania, and Miss Florence Jackson,\ndirector of the Appointment Bureau, Boston, Massachusetts.\nTUESDAY, FEBRUARY 27\n\nThemorning was devoted to sectional meetings and the first general session took\nthe form of a luncheon at 12 o'clock. The speakers at the luncheon were Colonel\nLeonard Ayers, of Cleveland, and President Charles Howe, of Case School of\nApplied Science, Cleveland, Ohio.\n\nThe general subject for the afternoon session was : \" How can Educational\nInstitutions Meet the Present Social Demand for Leaders Who Shall be Men and\n\nWomen of Moral Worth ? \" All the speakers were present.\n\n"}
{"page": 651, "printed_page": null, "text": "626\n\nNATIONAL EDUCATION ASSOCIATION\n\nWEDNESDAY, FEBRUARY 28\n\nThe business meeting was called to order at two-thirty by the president, Dean\nMary Ross Potter. The report of the secretary was read, accepted, and placed on\nfile. This report showed a paid-up membership of 345, with 69 who were still on\nthe list since they had paid their dues for 1921-22. This marked a decided increase\nin membership over the preceding year.\nThe report of the Committee of Relations, Dean Anna M. Klingenhagen, Oberlin\nCollege, Oberlin, Ohio. The Towner-Sterling Bill was presented by Miss Catherine\nAdams, assistant dean, Ohio State University, Columbus, Ohio, with the following\nresolution:\n\n1. WHEREAS, The government of the United States of America has given substantial aid to\n\nprojects such as group industry, railroads, waterways, and agriculture through the tariff, land\ngrants, and bonus, benefitting the many by assistance to the few,\n2. WHEREAS, Education must be subservient to the ideals of the people and must avoid prejudice, narrowmindedness and autocracy in a democratic republic,\n3. WHEREAS, We believe that education is essential to the development of trained leaders and\nthat leadership is essential in a democracy,\n4. WHEREAS, We believe that a Department of Education responsible to the people would be\n\nin a position to direct liberal and progressive policies in the training of the young of the\ncountry,\n\n5. WHEREAS, Federal aid to states would be service of the whole in service of the several\nparts,\n\n6. Be it resolved, By the Association of Deans of Women in convention assembled that we\n\nheartily endorse the Towner- Sterling Bill now before the Congress of the United States on\nthe conviction that it will be a step in achieving democracy and thoroughness in education.\n\nAfter some discussion, it was moved by Miss Nardin, seconded and carried, that\nthis be referred to the Committee on Resolutions. Because of lack of time, the\n\nResolutions Committee was unable to report and so it was moved by Miss Nardin,\nseconded and carried, that it be referred to the Executive Committee. Their action\nwas as follows : Miss Anna V. Day moved that the Department of Deans of\n\nWomen go on record as endorsing the resolution presented by Miss Catherine Adams,\nassistant to Miss Elizabeth Conrad, Dean of Women, Ohio State University. This\nmotion was carried unanimously.\nDuring the last year the Association has met with severe loss in the death of\nfour of its members : Mrs. Pearl Randall Wasson, Dr. Romiett Stevens, Miss\n\nCaddie Griffith, and Sister Pauline. Our sense of loss and appreciation of their\nservices rendered and our sympathy for their families were expressed in the\n\nmemorial resolutions presented by the chairman of the various committees on resolutions, Dean Louise F. Nardin, Dean Edith M. Tuttle, Dean Elvira D. Cabell.\n\nThe tribute to Dr. Romiett Stevens which was so fittingly presented by Miss Sturtevant for the high-school section was repeated at this time.\nThe committee of which Miss Cabell was chairman presented resolutions of\nthanks to those organizations and individuals who had contributed so greatly\ntoward the success of the convention.\n\nIt was moved and seconded and unanimously carried that telegrams of greeting\nbe sent to Dean Georgia White, of Cornell University, and Dean Mary Watson\nGreen, who were detained by illness.\n\nDean Mary Ross Potter tendered her resignation as president of the Association,\ninasmuch as she is to have a year's leave of absence from her duties at Northwestern\n\nUniversity. It was moved and seconded that this be accepted with sincere regrets\nand appreciation of the work done under her leadership.\nThe report of the Nominating Committee given by the chairman, Miss Josephine\nP. Simrall : President, Agnes E. Wells, Indiana University ; First Vice-President.\nAnna V. Day, Milwaukee State Normal School ; and Treasurer, Mary Hooker\n\nJohnson, Washington Irving High School, New York City.\nIt was moved by Miss Nardin that the report be accepted. Miss Lovejoy moved\nthat a unanimous ballot be cast by the secretary.\n\nThe business meeting was\n\nadjourned. Before the regular program for the afternoon began, brief reports were\ngiven by the following members: Miss Stoddard, for the W. C. T. U.; Miss Mina\nA. Kerr, on the program for the annual convention for the A. A. U. W. to be held\n\nin Portland, Oregon, in July; and Mrs. Bernard for the A. A. U. W.\n\n"}
{"page": 652, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n627\n\nAt six-thirty, at the dinner in the ball room of the Hotel Statler, Dean Mina\n\nKerr, vice-president, was toastmistress. Miss Lucille Atcherson who was to speak\non International Relations was unable to be present. Greetings from the Canadian\ndeans were brought by Mrs. Ursilla Macdonald, dean of women, University of\nManitoba, Winnipeg, Canada. The address of the Honorable Newton D. Baker,\nbrought the Association more closely in touch with National and international\nproblems and gave that broader outlook and loftier wisdom so necessary for those\n\nengaged in a more or less highly specialized type of work. We were glad to\nwelcome at the dinner. Mr. Sherwood D. Shankland, whose brief address gave us\n\na realization of the greatness of the purpose behind this meeting of the Department\nofSuperintendence and the size of the task that is ours.\nPerhaps the most noteworthy of all the meetings was that held in connection\n\nwith the National Association of Secondary School Principals, Thursday morning.\nA closer coöperation between deans of women and high-school principals will\nprove to be of inestimable value to all of us. Several of the papers presented at\nthis meeting will be published in full.\nThe tenth annual meeting of the National Association of Deans of Women\n\nadjourned with the meeting of the new executive committee at twelve o'clock,\nreport of which has been placed on file.\n\nTHE WOMEN'S FOUNDATION FOR HEALTH\nMARGARET D. NORDFELDT, M. D. , FIELD WORKER FOR THE WOMEN'S\nFOUNDATION FOR HEALTH\n\nAlthough its very name may be new to some of you, The Women's\nFoundation for Health is not a new organization, but a coöperative body of\nleading women's organizations formed in the autumn of 1919 as the direct\noutcome of the International Conference of Women Physicians held in New\nYork City at that time. Its aim is to correlate the health activities of\n\ncooperating organizations and to focus attention on a health-building program which shall emphasize the positive aspect of health.\n\nAmong the fourteen women's organizations of National scope which agreed\nto cooperate, is your own National Association of Deans of Women. Another, of which many of you are members, is the American Association of\n\nUniversity Women. So in speaking to you today I am not calling your\nattention to an outside activity however interesting or significant, but am\nreporting to you on work which you yourselves have authorized.\nThe organization scheme is briefly this. From each of our fourteen\norganizations five delegates, its National president and four other members,\ntogether with five delegates at large make up our house of delegates. This\nbody elects a board of trustees of nine members who are responsible for plan-\n\nning and executing the work of the Foundation. The trustees appoint both\nstaff and technical committees and under their direction the staff reaches out\n\nthrough the coöperating organizations in an endeavor to bring to the women\nand girls of the country this newer conception of health.\nIt is never the intention of the Women's Foundation for Health to organize new local machinery but always to function through existing agencies.\nIts organization effected, the first task to which the Foundation set itself\n\nwas the preparation of literature, a series of official pamphlets sufficiently\n\n"}
{"page": 653, "printed_page": null, "text": "628\n\nNATIONAL EDUCATION ASSOCIATION\n\ndetailed in statement to make the aims of the Foundation clear, alike to\nphysicians and to the public, and to outline a technique by which a positive\nconception of health may be brought home to the individual woman.\nThis work, which consumed more than two years, resulted in a Handbook\nof Positive Health, a text in which the various aspects of health are presented\nby writers and teachers of National reputation in their several specialties.\nAnd the little volume as well as the whole program of the Women's Founda-\n\ntion for Health received its seal of scientific approval in the formal endorsement of the Council on Health and Public Instruction of the American\nMedical Association.\n\nIn addition to the preparation of this handbook, the Foundation has\naccomplished another concrete piece of work, which while incidental and in\na sense almost accidental to the development of its project, is none the less\na valuable contribution. As you probably know, the National Board of the\nYoung Women's Christian Association had carried on a vigorous and effective campaign among young women and girls for the wearing of better shoes,\nbut because of the difficulties involved in the approval of shoes over whose\nmanufacture and distribution they could exercise no control, they finally\ngave up the work and withdrew all endorsements. At this point the trustees\nof the Foundation authorized a technical committee on shoes and feet, which\n\ntook up the problem and has solved it by setting up the necessary machinery,\nwhich it indirectly but effectively controls, for the manufacture and distribution of a shoe which it can unqualifiedly recommend. This shoe, sold under\nthe trade name of the \" Trail Blazer \" is made in four models to suit differ-\n\nent feet and in many materials to suit various occasions. The label, endorsed by the Women's Foundation for Health,\" which you will find inside\neach pair carries with it the guarantee of the Foundation not only that the\nshoe is scientifically right as a health shoe, but that material and workmanship\nare of the highest quality and that the shoe is manufactured under labor\nconditions satisfactory to the Foundation, and with only a reasonable profit\nto the manufacturers.\n\nWith these two pieces of technical work accomplished the Women's\nFoundation for Health on January first last added to its staff as field\nworkers two women physicians who are visiting various communities and\ncolleges in order to acquaint local branches of its constituent National\norganizations with the aims of the Foundation. And today I am happy to\nhave the opportunity to speak not to a local body but to one of our maior\norganizations and to ask the help of the National Association of Deans of\nWomen in carrying on.\nHealth is something positive, progressive, dynamic. This is the first\narticle in our creed. Most people, we believe, have been prone to accept in\nlieu of health a mere negative state of being, in which one rests content\nso long as he is not acutely uncomfortable nor driven to seek aphysician for\n\nremedial measures. Second, health is mental as well as physical. Itinvolves\nclear recognition of the unity of the human machine, of the brain as a bodyorgan and of the necessity of adjustment of work, living conditions, and\nrecreation to the needs of the individual as a whole. Third, such health is\n\n"}
{"page": 654, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n629\n\nnormal and usually within the reach of any individual woman but is to be\nobtained only through her own personal effort. She may and should seek\nthe best scientific advice and direction, but her own feet must tread the way.\nThis is not \" state medicine,\" as is sometimes said to me. On the contrary\nthe great public health movement of today, for which all of us are collectively responsible, needs to be supplemented by the type of individual healtheducation to which the Women's Foundation for Health is pledged. Neither\nis it \" preventive medicine,\" valuable as that is. The very word preventive\nshows a negative conception, an avoidance of disease rather than the positive\nideal of joy, vigor, achievement at which we aim.\nOur health education program then is two-fold; to get the individual\nwoman to conceive of health as wholeness of life, body, intellect, emotions,\nand to persuade her to assume the responsibility for her own health as a\nmatter of personal and social obligation. Such a program does not minimize\nthe patent fact of difference in individual capacity. Some of us are by\nnature four-cylinder machines, some six, some twelve. But far too many\nof us are prone to limp along on three cylinders with frequent stops for\nrepairs instead of utilizing to the full all that we have. Granted limitations,\ngranted even organic defects, each of us has possibilities which represent for\nher a standard of one hundred per cent not in efficiency merely but in vitality\nand happiness. Is it not worth while for each individual to discover just\nwhat her possibilities are ? Having discovered them, is she not under\nobligation to realize them ?\n\nThe basis of our program of health education is the health examination\ngiven by a fully qualified physician. But by this is not meant merely the\nperiodic examination now so much advocated for the sake of the early\ndetection of disease. The health examination may and often does discover\ndisease, either latent, incipient, or active, in which case the individual will\nbe referred at once to her own physician, to clinic or hospital for treatment.\nBut the purpose of the health examination is to discover whether this\nindividual is living at her fullest capacity, the reasons for any failure to reach\nthis standard and to point out to her the methods which, if followed, will\nenable her to attain her best. Re-examination at intervals of perhaps six\nmonths is recommended that she may find out how much she has gained and\n\nget advice as to what she needs to do next.\nNot all physicians have the point of view which is requisite to give such\n\"\n\nan examination. The doctor whose chief concern is an \" interesting case\n\nwho thinks chiefly in terms of pathology, may be the most expert diagnostician and invaluable in that sphere, and yet lack the patience to undertake the\nconstructive health education of the individual. For the health examination\nis not a mere inventory and is not content with giving the individual a knowl-\n\nedge of her organic defects or of her weak places. The health examination\nmust be dynamic. It has failed as a health examination unless it has sent\n\nthat individual out with an impelling desire to achieve abundant health and\nshown her how to work for it.\n\nIdeally the examination by the physician would be supplemented by that\ngivenby a physical director on posture, feet, etc., but from the same positive\n\n"}
{"page": 655, "printed_page": null, "text": "630\n\nNATIONAL EDUCATION ASSOCIATION\n\nangle stressing especially good points and possibilities and not merely the\ndefects discovered. Then physician and physical director discuss with the\nindividual their findings and together prescribe for her a régimé suited to\nher needs.\n\nBut, since health is a matter not of knowing but of doing and since the\noffice of the average physician can seldom offer an individual facilities for\ncarrying out the prescription made for her, we advocate the establishment\nof health foundation centers. Such a center I need hardly now say is not a\nclinic nor a hospital; it gives no treatment, dispenses no medicine. It is\nprimarily educational. Neither is it free, unless some philanthropic organization chooses to maintain one as a part of its contribution to social values.\nThe gospel of positive health is needed by all women, by the woman of\nwealth and education, no less than by the most ignorant immigrant who has\njust reached our shores. The health foundation center is a place where one\nmay be sure of obtaining a complete health examination of the kind outlined\nabove, but which offers to the individual in addition, the opportunity for\ncarrying out the recommendations made to her.\nSince most women need not merely more exercise in general but exercise\nespecially adapted to their needs, our health foundation center must include\na small gymnasium or room of modest size where, under supervision, each\none may carry out her individual prescription. And here we beg that you\nwill no longer call such exercise \" corrective \" since that word in itself\nemphasizes the defect instead of centering attention upon the attainment of\nindividual health. The few colleges which have recently adopted this new\nnomenclature can testify already to the changed psychological attitude on\nthe part of the students concerned.\n\nFinally, since recreation in its true sense, the re-creation of the individual,\nhas received far too scanty consideration from most of us, the ideally equipped\nhealth foundation center will add to its staff of physician and physical director a recreation director.\n\nOne of your number said to me not long since, when I was visiting her\ncollege: \" It seems to me that a college with its medical examiner, its\n\nphysical director, its gymnasium, its organized sports and varied activities,\nhas ready to its hand all the paraphernalia necessary for a fully equipped\nhealth foundation center, and there is needed only the point of view of\npositive health and possibly an enlarged staff to give the individual attention\nwhich this viewpoint entails.\"\nDoes not this admirably state the case for the colleges and point out the\nvery significant contribution which they may make in training leaders for our\nhealth education movement ?\n\nYou all know how often the young women under your charge deliberately\n\nsacrifice physical health to an ideal of scholastic gain, not realizing that in\nsacrificing the body they are impairing mental well-being also. As Montaigne\nsaid: \" We have not to train up a soul nor yet a body but a man and you\ncannot divide him.\" And as students women especially need to recognize\nthat if they wish to build mind and character they must take care of muscles\nand of the body ; that timidity, indecision, inability to think clearly, even lack\n\n"}
{"page": 656, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n631\n\nof will are all often due to lack of physical vigor. On the other hand every\ndean of women sees many of her students suffering from emotional disturbances rather than from physical disabilities. Will not physical education\nand enough of it, particularly of the recreational variety, solve many\nemotional problems ?\n\nThe college, the high school, may need indeed to ask itself some searching\nquestions. When we advise students to get more sleep and more out-of-doors,\nare we at the same time driving them so hard that they have in truth no time\nto follow that advice? Are we providing opportunity for adequate sleepdormitories, quiet at night-and for a sufficient number of hours ? Are we\nmaking available to our students sports and recreation varied enough to\nmeet individual needs ? And finally, can the curriculum, through courses\nin writing, in music, in dramatics, be made to offer to students a chance for\nfree emotional and artistic expression through their academic work, instead\nof obliging them to turn for such expression to outside activities ?\n\nThese are only suggestions. My main purpose today is, as I said at first,\nto report to you on the work thus far accomplished by the Women's Foundation for Health, to make clear to you its program of health education, and if\nyou approve it, to ask your aid in putting that program locally into effect.\n\nTHE EXTRA -MURAL ACTIVITIES OF A DEAN OF WOMEN\nWHAT SHALL THEY BE?-ABSTRACT\nMARY YOST, LELAND STANFORD UNIVERSITY, CALIFORNIA\n\nThe position of dean of women is the most unstandardized in the academic\n\nworld. The emphasis of each particular dean's work is different, but the\nposition as a whole implies leadership. The question arises as to whether\nthis work of the dean should include extra-mural activities, and, if so, what\nthese activities should be.\n\nWe are told that our education fails to prepare the student to understand\n\nand participate in modern life-economic, political, cultural, and socialbecause our educators do not know this world of today. How can we, as\ndeans, stimulate the development of successful leadership if we do not know\nthe conditions out of college which call for leadership ?\nTo gain an insight into civic, economic, and social affairs of today, we\nmust take an active part therein, but we must choose from all the activities\nthose on which to spend our energy, the choice depending on our local\nopportunities and on our individual tastes and interests.\n\nOne kind of activity seems more significant for us than others that is,\norganization of women for all kinds of purposes. The individual woman may\nbe bewildered by this new freedom of hers, and ineffectual and wasteful in\nher use of it, but women's organizations are becoming tremendous factors\ninpromoting the interests of women as a whole as well as the movement for\ncivic and social betterment. As participants we may use our influence in\n\n"}
{"page": 657, "printed_page": null, "text": "632\n\nNATIONAL EDUCATION ASSOCIATION\n\nmaking them even more constructive, and our experience will teach us much\nthat we can pass on to the younger women.\nThere are two types of organization that seem especially useful for us\n\nto know well. The first is illustrated by the American Association of University Women. This offers us a relatively homogeneous group of women,\nsharing a common point of view, working to solve concrete problems. Here\nwe learn to work with a group particularly characteristic of the world today,\nand we meet leaders in women's work throughout the world.\nTo know a more heterogeneous group, we need the second type, some\ncivic, political, or religious organization, in which men and women are\nsubordinating themselves to a common cause.\nOne extra-mural interest which must be controlled is that interest in the\n\nmany philanthropic organizations that appeal to the college students for\nmoney. It is unfair to the student of limited means to make repeated appeals,\n\nand it tends to make a callousness in those amply able to respond.\nTo meet this situation we would suggest ajoint faculty and student board\nto study the various appeals, decide on the most worthy, and present them in\naway to appeal to the student's reason and interest, as well as emotion, thus\nhaving also an educational value for him.\n\nBesides these chosen extra-mural activities, let us, as deans, leven our\ngrave and intensive work by cultivating our own personal interests, whether\nit be clay-modeling or singing, and thus avoid being merely official persons.\nBy thus budgeting our time and energy, we may get a larger view of our\nwork and a refreshment of mind and body and spirit.\n\nSOCIAL ConditiONS ARISING FROM THE INTER-RACIAL\nCONTACTS ON THE CAMPUS —ABSTRACT\nANNE DUDLEY BLITZ , UNIVERSITY OF KANSAS, LAWRENCE, KANSAS\n\nThe problem of the University of Kansas, with regard to the negro\nstudent is the problem of many a university. At the University of Kansas\nwe have inherited a definite tradition of equal opportunity. This \" Free-Soil\n\nState \" early opened its State university unqualifiedly to the negro. From the\nfirst, negro students mingled with white in the classroom, on the field, and\nat all school social functions. Today it is different. On our Conference\n\nField in athletics, Missouri and Oklahoma bar negro players. So we have\nno negroes on our athletic field, a sore point to our colored graduates.\nFrank talks with students and adults of both races and printed discussions\nof both races seem to find this difference founded in the fear of miscegenation.\n\neuphonically called \" social equality.\" Burkhart DuBois, a spokesman of\nthe colored race, openly advocates inter-marriage, denying that the negro\nstrain is inately inferior to the white. \" Let each achieve what his capacities\npermit, intellectually, professionally, socially,\" is his doctrine.\nHow do these problems come home to the campus ? Some students object\nsitting next to a negro in class, or in the library, or eating with them at the\n\n"}
{"page": 658, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n633\n\nuniversity commons. Even the religious mettings of the Y. M. C. A. and\nY. W. C. A. are not open to colored students. The negroes resent the\nmenace of segregation in its every aspect. In activities for which the university is solely responsible, there is no segregation; where students have partial\n\nor full control, segregation shows its head insistently.\nNo report of abuse or discourtesy on the part of a colored student has ever\ncome to the administrative office. The negroes have their own social organizations, their own churches in town, their own fellow-citizens whose homes\nare open to them. But their presence and the fact of their equal opportunity\nbring aconflict founded on prejudices and emotion, not on abuse of privileges.\nWe, at Kansas, are trying to overcome this conflict by appeal to thought,\nthrough two groups. One group, appointed by the chancellor, is composed\nof university officials, adult negro townspeople, and four students, representing the men and women of both races. The other is a group of leading\nwomen students of both races, organized under the chairman of the World\nFellowship Committee of the Y. W. C. A. They study the records and\nafter-successes of their own negro graduates, to determine the use they have\nmade of their training. They are reading Brawley's \" Social History of the\nAmerican Negro,\" and Seligmann's \" The Negro Faces America,\" to study\nthe contributions of the negro to America.\n\nWe cannot place too much reliance on our students' youthful analysis of\nthe causes of their own prejudices. They go back of consciousness itself\nsometimes. We can hope for control of these prejudices only when they\ncanbe brought into the daylight, examined, reasoned about, made conscious,\naslow process but the only safe one. The back-fire of sentimentalism to overcome the prairie fire of prejudice has proved no real protection.\nThe negro problem differs from the problem of students from other lands\nfor several reasons. The foreign student has a glamour of the East, in his\nlooks, customs, speech, costume. He tells of remote lands and differing\ncivilization. He brings the beauty of strange costumes, weird music, and old\ntradition. He is a lonely romantic figure, and he calls forth sympathy; he is\nwith us for a while only. The background of the negro, on the other hand,\nis too often the back alleys of our larger cities. His African ancestry is forgotten. His very speech and song seem a perversion ofAmerican speech and\nsong.\n\nYet the same problem of miscegenation is present even more so than with\n\nthe negro. Race differences are almost always too great for adjustment in\nmarriage. And what of the children, who belong to neither one race or\nanother?\n\nThe individualist says \" Let each person decide for himself; let him go as\nfar in profession or business as his capacities permit, not as present social\ninhibitions allow.\" We can sanction this provided we ask in return that\nthe decision be reached in the light of all the facts and all their effects, not\nonthe present and individual only, but on society and on tomorrow as well.\n\nUnfortunately we cannot expect a heedless student body to be bound by our\ndecisions. We think that students from other lands should be entertained\n\nmore freely in American homes, but that it should be done in groups; that\n\n"}
{"page": 659, "printed_page": null, "text": "634\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe foreign men should not be escorts to women, or partners at dances. We\nthink, in short, that the American students should give them the best in\nAmerican womanhood and manhood, without treading the quicksands of\ntemptation.\n\nTALKS TO FRESHMEN-THEIR CONTENT AND VALUEABSTRACT\nMARY LOUISE BROWN, CARNEGIE INSTITUTE OF TECHNOLOGY\nPITTSBURGH , PENNSYLVANIA\n\nThere seem to be three groups of freshmen girls, judging them by their\nthinking. One group has definite convictions as a result of thought and a\nsolution of disturbing questions. Then there is a group sufficiently disturbed\nto try to blind themselves to realities by excessive activity in one or many of\nthe less satisfying diversions of modern life; and a third group are satisfied\nwith a dogmatic explanation to the effect that the world was set in motion,\nand has been kept in more or less regular movement by an all-wise Providence. A girl in any one of these three classes is glad of an opportunity to\nstrengthen or form conviction. She is glad to get a bird's-eye view of life,\nand see life's diversions in their proper proportions.\n\nI believe that there is a way of giving freshmen a view of the world as\nmade of interrelated parts, each having particular significance, and that once\nthey have that picture, all the trifles concerned with disobedience to regulations, questions of dress and conduct, the responsibility towards other students, towards the college, and later to the world at large, will be straightened out with but little attention being paid to them as separate and distinct\nproblems.\n\nAn understanding of self can best be got by studying other human beings.\nThe logical way to study them is to begin with the development of human\ninstitutions. There should be ample opportunity in the discussion of custom, convention, and tradition, which should be constantly touched on, to\nemphasize the necessity for self-reverence and self-control.\nA suggestion for an outline for a semester course of eighteen weeks, one\nhour per week, which would help to give freshmen the understanding of\nself through the understanding of others is as follows: Five or six talks with\nadiscussion of the subject matter found in a book such as Van Loon's \" Story\nof Mankind,\" supplemented by collateral readings, such as Chapin's \" Evolution. \" Second, a consideration of manners and customs. Authoritative\n\nworks are Summer's \" Folkways,\" and Wester Marcks' \" The History of\nHuman Marriage.\" Frazier's \" The Golden Bough \" is attractive and less\ntechnical. Walter Lippmann's \" Public Opinion \" is one of the more recent\n\nbooks. And finally there should be requirements in the reading of current\npublications dealing with human movements, especially The Atlantic\nMonthly, World's Work, New Republic, The Nation, Woman Citizen,\nLiving Age, and similar periodicals. There should be discussions as well as\nlectures, and at least two examinations during the course.\n\n"}
{"page": 660, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n635\n\nOutline of series of talks which would contribute to these needs. A. Sur-\n\nvey of human institutions: ( 1 ) Beginnings-marriage, children; ( 2 )\ndevelopment of customs; relate custom of all earlier ages to present practice, and (3) modern developments, as colleges for women substitutes for\nwhat in earlier days, and change in kind, not amount of occupation. B. Place\nof each student in the society : ( 1 ) What customs are fundamental ; ( 2 )\nwhat may be changed.\n\nTHE TEACHING LOAD OF A DEAN OF WOMEN IN A STATE\nTEACHERS' COLLEGE .\n\nWHAT SHALL IT BE?\n\nFLORENCE LORING RICHARDS, WINONA STATE TEACHERS' COLLEGE\nWINONA , MINNESOTA\n\nThe wording of this question frankly implies that scholarship is one of a\ndean of women's most necessary qualifications. To make sure of finding this\n\nqualification, many presidents habitually choose their deans of women from\nthe faculties of education institutions, teachers, women not only of executive\nand social, but also of classroom ability. And it seems particularly essential\nin a teachers' college that the dean be recognized by her constant intellectual\ngrowth. As young students form their first opinion of her by her degrees\npublished in the catalog, these prospective teachers naturally respect her for\nher classroom achievements. But because teaching is her natural vocation,\n\nand one long loved for its being a big stimulus for intellectual alertness, a\ndean in a State teachers' college is apt to allow herself to be persuaded to take\na teaching load beyond her physical strength. In amount what should her\nteaching load be ? The answer to this question depends so primarily upon\n\nthe college involved, that it is difficult to answer it dogmatically.\nItdepends upon the size of the college. If the enrolment is small, it stands\nto reason that a dean can give more time to teaching (if there are no other\ncomplications), than if she has a large enrolment. The larger the enrolment,\nthe greater the executive load, the larger the number of adjustments, social\nconferences, social problems. The larger the college, the greater the dean's\nstruggle to reach the students through natural personal relationships.\nThe amount of adean's teaching load depends, too, upon the environment\nof the college. If it is located within a few miles of a great university, the\nload of social problems is vastly increased over the load borne by a dean in a\ncollege situated in some peacefully slumbering small town. The social problems arising from the location of a college in a mining town or in a big\nmanufacturing city, demand so much of a dean's energy that the bulk of her\n\"\n\ntime should be given to them instead of to the gentle art of teaching.\"\nIsthe college in the midst of the downtown whirl with all of its illuminated\ndetractions from study, or is it sequestered, with even its own college shops,\nso that the atmosphere about it is collegiate ?\nThe amount of a dean's teaching load depends upon the age and the\nnature of her students. If the college consists mainly of young women\n\neighteen and nineteen years of age with no or few third and fourth-year\n\n"}
{"page": 661, "printed_page": null, "text": "636\n\nNATIONAL EDUCATION ASSOCIATION\n\ncollege classes, a dean of women bears the weight of training these college\nfledglings, anticipating their needs, preventing homesickness, advising them,\naverting disasters, a work in other colleges usually shared at least with\nseniors and postgraduates. If the college enrolls older, more matured students, then much of a dean's time is saved for teaching. If, on the other hand,\nthe students have had little social training, the dean in a teachers' college has\nthe long difficult task of teaching them the amenities to prepare them for\ntheir work of training boys and girls. The time needed for social conferences\nshould not be used in marking note books.\nThe amount of a dean's teaching load depends upon the housing problem.\nHas the college most of its students housed in dormitories under the care of\nefficient, refined house mothers ? Does the community open its houses to stu-\n\ndents so that the dean may list a sufficient number of rooms in approved\nhouses; or is she compelled to list rooms where the landlady seems to have\nlittle interest other than the money she receives, and to feel that if she\nreports delinquent students, she will lose her room rent, and her house will\nbecome unpopular ? If the housing load is light, teaching may be given more\ntime.\n\nThe amount of a dean's teaching load depends upon how much assistance\nshe has. Has she a college physician, or a trained nurse, and adequate hospital provisions for sick students away from home ? Or must she assume the\nentire responsibility of looking after the health side of the institution? Has\nshe office assistance for stenographic work, or must she manage as best she\ncan with a diligent use of her own typewriter ? Has she assistance in caring\nfor the employment of students who must make part of their expenses\nthrough service in their free hours ? Has she help socially, or is she alone\nresponsible for the social life of the institution? If she has no assistance, or\nlittle to speak of, it is apparent to one knowing a dean's duties that prepaгation for one class is all to which she can do justice at the opening of any\ncollege year. During the remainder of the year, she may, under pressure\nof circumstances, teach two classes; but, as it resolves itself to a matter of\nvalues, in teachers' colleges where the development of personality is such a\ngreat part of a student's preparation for teaching, a dean with little or no\nassistance, can give better service-more efficient and more original-in\nsolving problems in her field, if her classroom duties are limited to one hour\naday.\n\nIn conclusion: The teaching load of a dean of women in a State teachers'\ncollege shows what that college considers the greatest asset in its dean of\nwomen: the academic, or the administrative and social side, unless the\ncollege is asking its dean to carry a burden that no one person can carry\nefficiently. A dean should be prepared to teach, but the amount of her teaching should be reduced to the minimum if the executive and the social loads\ndemand her time.\n\n"}
{"page": 662, "printed_page": null, "text": "Department of Educational Publications\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-GEORGE L. TOWNE, President of the University Publishing Company,\nLincoln, Nebraska\n\nSecretary C. W. TABER, Western Manager of Lippincott & Co .............. Chicago, Illinois\n\nThe Department of Educational Publications met with the Educational Press\nAssociation at a dinner conference, Tuesday, July 3, at six o'clock, in the Fairmont\nHotel, San Francisco. The program follows :\nSensing the Curriculum Needs of the Public Schools Through Educational Literature\nTHE EDUCATIONAL JOURNAL-J. W. Searson, Editor, American Educational Digest,\nLincoln, Nebraska.\nREPORT OF THE COMMITTEE ON STANDARDS FOR EDUCATIONAL JOURNALS-Joy Elmer\n\nMorgan, chairman, Managing Editor of the Journal of the National Education\nAssociation, Washington, D. C.\nThe Public's Interest in School Books\n\nPER PUPIL COST OF SCHOOL BOOKS-J. K. Norton, Director of Research, National\n\nEducation Association, Washington, D. C.\nSAFEGUARDING TEXTBOOKS FROM THE STANDPOINT OF PUBLIC INTEREST- C. W. Banta,\n\nvice-president, Wells Fargo National Bank, San Francisco, California.\nThe secretary of this year was re-elected. Mr. Selden C. Smith, of San Francisco,\nCalifornia, was elected president.\n\nREPORT OF THE COMMITTEE ON STANDARDS\nFOR EDUCATIONAL JOURNALS\nJOY ELMER MORGAN , MANAGING EDITOR OF THE JOURNAL OF THE\nNATIONAL EDUCATION ASSOCIATION, CHAIRMAN\n\nThe Committee on Standards for Educational Journals was appointed\nby the Educational Press Association of America, at its Cleveland meeting,\nFebruary 28, 1923. It consists of the following members: E. M. Carter,\nsecretary of the Missouri State Teachers' Association and business manager\nof School and Community; Arthur H. Chamberlain, secretary of the California State Teachers' Association and editor of the Sierra Educational\n\nNews; Frank A. Weld, editor of the American Educational Digest; and\nJoy Elmer Morgan, director of the division of publications and managing\neditor of The Journal of the National Education Association, as chairman.\nThe committee began work immediately, and after an examination or\nover a hundred educational journals, comparisons with journals in other\n[637]\n\n"}
{"page": 663, "printed_page": null, "text": "638\n\nNATIONAL EDUCATION ASSOCIATION\n\nfields that have already standardized, extensive correspondence, and careful\nstudies of the conclusions reached by the United States Bureau of Standards ;\nwhich is working on the problem of a standard size for books and magazine\n\npapers-formulated standards for journals in two sizes. These standards\nwere embodied in leaflets, showing typical rate cards, and submitted to the\n\njournals concerned. They were received most favorably and immediately\nadopted by journals representing more than fifty per cent of the circulation\nin the educational field in the United States .\n\nThe standard leaflets issued contained on page one, a statement about\nthe work of the committee; on page two, a standard rate card; on page three,\nan explanation of the standards ; and on page four, a list of the journals\nwhich have agreed to follow them, beginning in September, 1923. Material\nfrom pages two and three of the leaflet dealing with the standard magazine\n\nsize is given under the two following heads :\nTHE STANDARD RATE CARD\n\nThe American Association of Advertising Agencies has adopted a standard rate card, which is here illustrated. This card is 31 inches by 6 inches,\ntrimmed, with the reverse printed so that it may be read by tipping the card\nforward. The mechanical specifications for journals of the standard magazine size are set forth under item five. The other statements on this typical\ncard are given merely to show the form in which the card is printed. Your\nrate card is your introduction to the advertiser.\nTHE STANDARDS EXPLAINED\n\nEducational journals on their mechanical side have commonly reflected the\nstandards or lack of standards of local printers. The natural tendency to\nfollow the best patterns has led to considerable uniformity, but the data\nwhich could underlie a definite movement for standardization have been\n\ncollected only recently. In 1920, the chairman of this committee, whileplanning standards for the Journal of the National Education Association, began\na careful study of the entire field of educational journalism. A large correspondence and an analysis of practically all existing educational journals\nhave yielded much valuable data. During 1922, Mr. Arthur H. Chamberlain submitted sixty-two questions dealing with problems of professional\norganization, including association organs and other journals, to the secretaries of State education associations. Replies to these questions were sum-\n\nmarized in a pamphlet issued in December, 1922, Study of State Teacher\nAssociations. When the present committee began its work scarcely two of\nthe magazines represented in the fifty members of the Educational Press\nAssociation of America had the same requirements for their advertising\nplates. Even papers which were trimmed to the same size had variations in\nthe specifications for plates.\n\nA survey of the field indicated that with changes of only a fraction on an\ninch, most of the members of the association could bring their magazines to\none of two standard sizes ( 1 ) the standard magazine size, 63 inches by\n94 inches, trimmed, using advertising plates 5½ inches wide by 8 inches deep\nand (2) the large magazine size, 9 inches by 12 inches, trimmed, using\n\n"}
{"page": 664, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n639\n\nMonthly\n\nexcept July and August\n\nTHE JOURNAL\n\nWashington. D. C.\n\nRate Card No. I\n\nOF THE\n\nIssued March, 1923\nIn effect September , 1923\n\nEDUCATIONAL PRESS ASSOCIATION\n-GENERAL ADVERTISING\n\n& Per column inch\n\n... $3.50\n\nEighth page\nFourth page\nHalf page\nFull page\n\nс.\n\n6.00\n\nPREFERRED POSITIONS\n\n2d & 3d covers, black.... $60.00\n\n11.00\n\n2d & 3d covers, colors ....\n\n70.00\n\ne.\nOrders specifying positions\nother than those known as \"preferred positions\" are not ac-\n\n21.00\n\n4th cover, black .........\n\n40.00\n\n4th cover, 2 colors ....... 80.00\n\ncepted.\nNo cancellation accepted after the first of the\nmonth preceding date of issue.\n\nd. Minimum size of advertisements-one column inch.\n\nf.\n\nCLASSIFICATIONS\n\nNone\n\nREADING NOTICES\n\nNot accepted\n\nThese rates are operative only\n\nfor the school year 1923-4.\n\n1\n\n4COMMISSION AND CASH DISCOUNT\n\n4\n\nc.\nAgency commission 15 per\nb. Cash discount 2 per cent.\nCash discount date: Tenth\nof the month of issue.\nFive consecutive insertions on contract, 5 per cent discount; ten consecutive insertions on contract,\n\nper cent discount.\n\nReverse\n\n-MECHANICAL REQUIREMENTS\ncol. 5½ in.\n\nHalf page, 378 in. deep x 5½\nin. wide, or 8 in. deep x 25\n% in.\n\nDepth of column 8 in.-112\n\nwide.\n\nSize of plates: si. col. 25% in . ,\nwate lines\n\nTwo columns to page.\nPage, type space, 8 in. deep\nvm wide.\n\nFourth page, 37/8 in. deep x\n25\n% in. wide.\n\nEighth page, 176 in. deep x\n25% in. wide.\n\ne.\n\nClosing date 5th of month,\n\npreceding date of issue; for ex\n\nample: For February number on\nJanuary 5.\n\nCopy due first\n\nof\n\nmonth; for example : Copy for\nMay issue is due April 1.\nf. Half-tones, 120 screen (Deep) .\n\nCIRCULATION\nCharacter of circulation; ediand business managers of\national journals and adversand their representatives .\n\nb.\n\nLocality of circulation: Na-\n\ntional.\nc.\n\nd.\n\nThis rate card is based on\n\n10,000 circulation.\n\nDate in circulation-first of\n\nmonth.\n\n-MISCELLANEOUS\nManagement reserves right to\nany and all advertisements .\nEducational Press Associaof America organized in\n\nThis is not a regular jourmerely a leaflet illustratsecifications.\n\nc.\n\nSubscription price to mem-\n\nbers: None.\nThe Association has no other\n\nd.\n\npublications in which advertising\nis accepted.\n\nPublished by the Educational\nPress Association of America.\n\nArthur H. Chamberlain, President.\n\nGeorge L. Towne, Secretary.\n\nJoy Elmer Morgan, Chairman of\nCommittee on Standards.\n\nPreparedin Conformity with Standard Rate Card of American Association of Advertising Agencies\nand with the Standard Specifications of the Educational Press Association of America\n\n22\n\n"}
{"page": 665, "printed_page": null, "text": "640\n\nNATIONAL EDUCATION ASSOCIATION\n\nadvertising plates 7 inches wide by 10 inches deep. Several journals that\nwill have to make considerable change in size have decided to adopt one or\nthe other of these two standards .\n\nIt is the opinion of the committee that the interests of all would be best\nserved by standardizing as many journals as possible in these two sizes. The\ncommittee realizes that journals of large circulation may not wish to make\nthe change at present. Among the advantages of the standard magazine size\nare: ( 1 ) It is convenient to read, (2) when bound it is convenient to shelve\nin libraries, ( 3) for a content of 50,000 words or less it makes a more substantial booklet than a larger size, ( 4) advertisers who would not buy a\nfull page in the larger size will do so at the lower rate possible in the smaller.\nSpecifications for the advertising pages of this size are set forth under\nmechanical requirements on the opposite page.\n\nAmong the advantages of the large magazine size are : ( 1) There is less\nspace used in margins, ( 2 ) a larger bulk of material may be handled without\n\nmaking the booklet too thick, ( 3 ) greater variety of typography is available,\nand ( 4) certain advertisers who wish to use large illustrations prefer the\n\nlarger page. Specifications for the advertising pages of this size may be had\nby writing to the Secretary of the Association, George L. Towne, 1126 Q\nStreet, Lincoln, Nebraska, or to the Chairman of the Committee on Standards, Joy Elmer Morgan, 1201 Sixteenth Street Northwest, Washington ,\nD. C.\n\nThe reasons for standard specifications may be summarized briefly as\nfollows: ( 1 ) It costs no more to print a standard size than an irregular\nsize. ( 2 ) When the same plate can be used with many different journals,\nmore advertisers make plates, thus saving publishers the cost of composition.\n(3) One plate can be duplicated for several journals at much less than\nthe cost of making a separate plate for each.\nFrom the standpoint of the advertiser three items should be standardized\n-(a) The size of the type page or plate, ( b) the size of the magazine\ntrimmed, and (c) the quality and weight of paper which determines the\nsize of the screen to be used in the engraving. The mechanical specifications\nfor advertisements given on the opposite page have been adopted by the\njournals listed below. The specifications may be followed even though\n\nthe journal is not in a position to standardize the weight and quality of\npaper used, or does not trim to exactly 6 inches by 9 inches. This leaflet\nis printed on sixty-pound super paper, which is most readily obtainable in\nall sections of the country. Some journals prefer a fifty-pound paper, while\nothers use a seventy-pound paper.\n\nText pages need not be standardized in order to standardize advertising\npages, although where text and advertising are mixed there is some advantage in doing so. For the convenience of journals which wish to standardize\ntheir text pages, this page is printed in a standard which is an \" average \"\nfor educational journals of this class. It is composed of two columns of fiftyseven lines, sixteen picas long, set in ten-point Caslon, and contains approximately eight hundred words. Journals which adopt this size of type and\n\nlength of line still have abundant room for individuality in headings and\nstyles of type.\n\n"}
{"page": 666, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n641\n\nJOURNALS ADOPTING THE STANDARDS\n\nThe magazines which have agreed to follow the standard magazine size\nin their advertising plates, are as follows :\nAmerican Education\n\nMichigan Education Journal\n\nCharles W. Blessing, Editor\n\nErnest T. Cameron, Editor\n\n467 Broadway\n\nPrudden Building\nLansing, Michigan\n\nAlbany, New York\nArizona Teacher and Home Journal\nC. Louise Boehringer, Editor\nPhoenix, Arizona\n\nMinnesota Teacher\n\nC. G. Schulz, Editor\n808 Pioneer Building\nSt. Paul, Minnesota\n\nColorado School Journal\nH. B. Smith, Editor\n\n534 Commonwealth Building\nDenver, Colorado\n\nMissouri School Journal\nAlbert S. Lehr, Editor\n\nJefferson City, Missouri\nEducation\n\nFrank H. Palmer, Editor\n\nNebraska Educational Journal\nEverett M. Hosman, Editor\n326 Funke Building\n\n120 Boylston Street\nBoston, Massachusetts\n\nLincoln, Nebraska\nEducational Administration and Supervision\nWarwick & York , Incorporated\nBaltimore, Maryland\n\nPennsylvania School Journal\nJames H. Kelley , Editor\n10 South Market Square\n\nEducational Review\nFrank P. Graves , Editor\n\nHarrisburg, Pennsylvania\n\nGarden City, New York\n\nSchool and Community\n\nEducator-Journal\nM. P. Helm . Managing Editor\n619 Lemcke Building\nIndianapolis, Indiana\n\nE. M. Carter. Business Manager\nColumbia, Missouri\n\nEnglish Journal\nW. W. Hatfield, Editor\n\nArthur H. Chamberlain, Managing Editor\n\nThomas J. Walker, Editor\n\nSierra Educational News\nPhelan Building\nSan Francisco , California\n\n5750 Ellis Avenue\nChicago, Illinois\nJournal of Educational Psychology\n\nUtah Educational Review\nHazel B. Stevens , Editor\n\nWarwick & York, Incorporated\nBaltimore, Maryland\n\nThe University of Utah\nSalt Lake City, Utah\n\nWisconsin Journal of Education\nE.G. Doudna, Editor\n611 Beaver Building\nMadison, Wisconsin\n\nThe magazines which have agreed to follow the large magazine size for\ntheir advertising plates, are as follows :\nAlabama School Journal\nH. G. Dowling, Editor\nState Department of Education\nMontgomery, Alabama\n\nMississippi Educational Advance\nJohn Rundle, Editor\nW. N. Taylor, Manager\nState Department of Education\nJackson, Mississippi\n\nAmerican Educational Digest\nFrank A. Weld, Editor\n1126 Q Street\nLincoln, Nebraska\n\nOklahoma Teacher\n\nM. R. Floyd. Ed tor\nRoom 401 , State Capitol\nOklahoma City, Oklahoma\n\nAmerican School\nCarrollG. Pearse. Editor\n455 Kenwood Boulevard\nMilwaukee, Wisconsin\n\nSchool Century\nGeorge W. Jones, Editor\nOak Park, Illinois\n\nFlorida School Journal\nP. W. Corr . Editor\nCocoa, Florida\n\nSouth Carolina Education\nPatterson Wardlaw, Editor\nColumbia, South Carolina\n\nTournal ofthe National Education Association\nHarold A. Allan, Business Manager\n1201 Sixteenth Street Northwest\n\nWashington, D. C.\n\nSouthern School Journal\nO. S. Deming, Editor\nPostoffice Box 382\nLexington, Kentucky\n\nKansas Teacher\n\nF. L. Pinet, Managing Editor\n923 Kansas Avenue\nTopeka, Kansas\n\nTexas School Journal\nH. T. Musselman, Editor\nDallas, Texas\n\nMidland Schools\nCharles F. Pye, Editor\n\nWashington Education Journal\nArthur L. Marsh, Editor\n707 Lowman Building\nSeattle, Washington\n\n407 Youngerman Building\nDes Moines, lowa\n\n"}
{"page": 667, "printed_page": null, "text": ""}
{"page": 668, "printed_page": null, "text": "Department of Elementary Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-MYRA L. SNOW, Head Teacher, Portage School .\nSeattle, Washington\nSecretary\n-MARGARET H. SMITH, Principal, 61st Street School ........Los Angeles, California\n\nAt the yearly meeting of the Department of Elementary Education, held in the\nCivic Auditorium, in Oakland, California, on Tuesday, July 3 , 1923, Mrs. Herren,\nof Seattle, acting president, presided. The minutes of the previous meeting were\ndispensed with.\n\nIt was moved and carried to adjourn the meeting until 1:45 P. M., on Friday,\nJuly 6, 1923, before the program of the joint meeting of the Departments of the\nElementary Education and the Elementary Principals.\n\nThe adjourned meeting of the Department of Elementary Education was called\nto order Friday, July 6, 1923, by the acting president, Mrs. Herren, of Seattle.\nIt was moved and carried to vote by acclamation.\n\nMiss Harriet Gaymann, of Colorado Springs, Colorado, was nominated for the\npresidency for the coming year. As there were no other nominations, it was moved\n\nand carried that the nominations be closed. The president declared Miss Gaymann\nelected as president for the year 1923-1924.\n\nMiss Bessie Evans, of Little Rock, Arkansas, was nominated for the secretaryship\nforthe coming year. As there were no other nominations, it was moved and carried\nthat the nominations be closed. The president declared Miss Evans elected as\nsecretary for the year 1923-1924.\nThe secretary was instructed to notify the newly elected officers of their election.\nItwas moved and carried that the incoming officers be instructed that it was the\npleasure of the department to invite Miss Florence M. Hale to appear on the\nprogram at the next meeting.\nIt was moved and carried to adjourn.\nMARGARET H. SMITH,\nSecretary\n\nTHE NEW RURAL SCHOOL AND ITS INTERDEPENDENCE\nWITH THE CITY SCHOOL SYSTEM-ABSTRACT\nGRACEG. STANLEY, STATE COMMISSIONER OF ELEMENTARY EDUCATION\nSACRAMENTO, CALIFORNIA\n\nFor the past fifty years the movement from the country to the city has\nbeen almost unchecked. Schools have felt the impulse quite as much as any\nother department of our civilized life. The advantages of city schools have\nbeenheld before us so constantly that we have come to think of them as having no points of inferiority over rural schools. Superior organization, equip\n[643]\n\n"}
{"page": 669, "printed_page": null, "text": "644\n\nNATIONAL EDUCATION ASSOCIATION\n\nment, division of labor, higher pay, more secure tenure, the pleasure of more\nextended social contacts, opportunities for study and growth in the profession,\nto say nothing of greater ease and comfort, have all been dwelt upon at great\nlength by educational writers.\nOn the other hand the picture of the rural school, unless it mightbe converted into a consolidated school, has been dismal enough and the only possible reasons that could be offered for undertaking such a task were necessity\nor the missionary spirit. Since school teaching has no special romance attached\nto it the second motive has led its devotees into the more high sounding\navenues of social service.\n\nToday I wish to present to you the opportunities in rural teaching for your\nown development, and through you the improvement in the whole educational\nprocedure. The curse of education today is its dependence on formal tasks\nthrough the medium of strict organization. In the large cities, where organization has its most deadly grip by virtue of the large masses involved, you\nand your personality are in danger of being lost. In the rural and village\ncommunities is the hope of salvation for you and for education. If you have\ninitiation and originality, come to the free, open field where you can work\nout your own salvation and give the children a chance. A few years of this\nkind of work will bring the whole world to your doors to learn of you. To\nlook upon the rural school as the opportunity for the development of new\neducational practices is to raise the rural school to the position of leadership\nwhich it should occupy, not only for its own sake, but for the good of educational progress throughout the Nation.\n\nTHE NEW ELEMENTARY SCHOOL CURRICULUM\nH. B. WILSON , SUPERINTENDENT OF SCHOOLS\nBERKELEY, CALIFORNIA\n\nThe new elementary school curriculum which has already developed\nin a few places and which is rapidly establishing itself in progressive\nschool systems throughout the United States possesses many distinctive characteristics distinguishing it from the earlier type of curriculum which it is\nsucceeding. I shall take time to call your attention to three of these characteristics only.\nIn the first place, it will be definitely headed evidencing by its internal\nstructure what its aims and objectives are. This will be a distinct advance\n⚫ over the curricula at the present time as they are to be found in 95 per cent\nof the school systems. An examination of these curricula shows that an overwhelming percentage of them are merely skeletal in their content, merely\nspecifying textbooks in use and indicating the pages to be covered from grade\nto grade.\n\nThe new curriculum will state clearly and concretely in the early pages\nof the course of study in each subject what it is believed may be accomplished\nin the education and socialization of children through the teaching of the\n\n"}
{"page": 670, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY EDUCATION\n\n645\n\nsubject in question. It will show the relationship in an illustrative way\nbetween the contents specified and the objectives set up for realization.\nThe importance of making clear just what the results and ends are which\n\nshould be achieved in children through the teaching of each subject can\nhardly be over estimated. We appreciate the importance of determining\ndefinitely and clearly just what our purposes are in the ordinary things of\nlife which we do, but courses of study show that their makers have been\nunmindful of determining the course of study in the light of the purpose\nwhich it is to achieve.\n\nIn the second place, the new course of study will, in so far as possible,\ndetermine its content scientifically. The need for this proceeding in the\n\ninterest of eliminating the useless and functionless and bringing in new\nmaterials not to be found there now is fundamental.\n\nThe course of study as we find it is a traditional instrument which assumed\nitspresent content largely as the result of accident. As each of the various\nearlier aims of education dominated the situation, various types of subject\nmatter were added. Along with each addition was retained the previous\naccumulations with the result that a great amount of obsolete material is to\nbefound along with that which is actually useful in life situations.\nWithin the last few years, there has been accumulated the results of a\nnumber of excellent scientific investigations to determine just what ought\nto be taught in light of what is needed and used by people in social situations.\nThese studies have not only given us certain definite usable results but they\nhave set the pattern and the methods which should be used in other studies.\n\nThere is still serious need to determine what ought to be taught in each\nsubject in which as yet there is no specific satisfactory answer as to what\nshould be taught.\n\nThe findings at this time are pretty definite in spelling, arithmetic, language, and grammar, and some headway has been made in the field of social\nstudies. The work in all of these fields needs to be extended and similar\n\nwork needs to be done in all other subjects. No one should presume to reconstruct any course of study without the guidance of all the investigations of\na scientific sort which have been made thus far. They are valuable not only\nin eliminating what should be omitted because it is useless but also in showing new materials and undertakings which should be drawn in because of\ntheir socializing value.\nInthe third place, the new curriculum will always be in the making. Continual gathering, rearranging, and improvement will characterize it. Further,\nthe task of keeping the course of study up to date will be carried forward\ndemocratically and coöperatively.\nIt is absolutely essential if the curriculum is to be what it should be that\nit should be continually developing coöperatively. If the work is undertaken\n\ncooperatively, it is certain to produce a better instrument because all the\nteachers and other officers of the school having ability are called upon to make\ntheir contribution for its development.\n\n"}
{"page": 671, "printed_page": null, "text": "646\n\nNATIONAL EDUCATION AssociatION\n\nFurther, if all are at work upon the course of study, they are growing and\ndeveloping. They are therefore becoming more capable. The result is a\n\nbroader, more thoroughly trained, and more capable body of teachers.\nThe great benefit of all this is that the course of study as it is at any time\nis more certain to operate successfully in the schools if it is an instrument\nwhich the teaching staff as a whole has participated in developing. Since they\ndeveloped it, they believe in it; and they are inspired to try to execute it\nwith the largest measure of results.\n\nTHE ELEMENTARY SCHOOL LIBRARY DEFINED IN\nDOLLARS AND CENTS\nC. C. CERTAIN , CHAIRMAN OF THE JOINT COMMITTEE ON ELEMENTARY\nSCHOOL LIBRARY STANDARDS, REPRESENTING\nTHE N. E. A. AND THE A. L. A.\n\nTo define the elementary school library in terms of dollars and cents is\nnot an impossible task. Many so-called elementary school libraries are set\nup without a penny going into the school budget to meet either initial costs\nor costs of maintenance. It should be said just here that the school that has\n\nno provision in the annual budget for the library has no library. This statement is made without qualification. Schools in this class resort to all kinds\nof make-shift arrangements for securing funds. The proceeds from parties,\nschool plays, or waste paper are depended upon. Or perhaps the school\nreceives gifts of books in general, worthless old books rescued from the\ndusty darkness of bat-infested attics. If not books from this source, the\nprincipal garners sample copies from the textbook departments of publishing houses.\n\nThere are schools in another class which have budget provision for books,\nbut none whatever for equipment or salary. The school in this class often\nspends as much as $150 over a period of four or five years for so-called\n\nlibrary books. The result is not at all satisfactory, of course, and cannot be\ncalled even the nucleus of a library.\nIn a somewhat higher class than either of the foregoing are the schools\nwhich make provisions in the budget over a period of two or three years of\nabout $200 a year for books and equipment, although no provision is made\nfor salary. This class of schools usually requires teachers to serve during\nrest periods, or asks the coöperation of upper-class pupils in caring for the\nbooks.\n\nThere is a fourth class which not only makes a moderate beginning, but\nannually thereafter makes budget appropriations of $ 100 or more until a\nlibrary is established requiring a trained librarian in charge full time.\n\nSchools in the highest class definitely plan to develop a library and seek\nexpert assistance in determining initial costs and costs of maintenance.\nSchools in this class are building and maintaining adequate libraries on\nbudget appropriations approximately as follows :\n\n"}
{"page": 672, "printed_page": null, "text": "$25 $ 150\n\n$ 100\n\n$275\n\n$80\n\npupil\nper\ncost\nAverage\n\nupon\nbased\nannually\n\nment\n\nSalary\n\nannually\nTotal\n\n,magazines\nBooks\nrebinding\n, eplacements\n,supplies\n\ncost\ninitial\nTotal\n\nmagazines\n,supplies\n\n, ooks\n:B\ncost\nInitial\n\nFurniInitial\n:\ncost\n\ne\nture\n, quipment\n\n:Shelving\ncost\nInitial\n\nRural schools, 75 to 100\n\nmaximum\nenrol-\n\n:\nmaintenance\nAnnual\n\n647\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n\n$80\n\n$ .80\n\nenrolment.\n\n250\n\n215\n\n515\n\n100\n\n100\n\n.20\n\n400\n\n425\n\n925\n\n175\n\n$900 1,025\n\n2.05\n\nSchools, enrolment below A 60\n\n350\n\nB 100\n150\n\n450\n\n125\n900 1,025\n175 1,500 1,675\n\n450\n\n710\n300\n425\n975\n500 1,100\n\n2.05\n3.35\n1.77\n\n200\n\n600\n\n600 1,400\n\nRural consolidated A 50\nschools, 250 to 500 en B 100\nrolment.\n500.\n\nSchools, 500 to 1,000 .\nSchools, 1,000 to 2,000 ....\n\n175 1,800 1,775\n350 2,100 2,450\n\n1.22\n\nFor the satisfaction of persons who are endeavoring at the present time\nto develop libraries in their schools, I have arranged the following graded\noutline of elementary school library facilities varying from the zero level\nto the well-organized, well-equipped library with a trained librarian in\ncharge full time. The outline is presented in three parts: the first, descriptive of the rural school; the second, of the school with enrolment of 500 or\nbelow; and the third, of the school with enrolment between 1000 and 2000.\n\nItmay be of interest to the reader to check on the outline the level of\ndevelopment of the library facilities afforded the children and teachers in\nhis school. The outline gives approximate costs where the facilities afforded\nentail definite expenditures of money. The average costs per pupil is also\ngiven.\nSERIES\n\n1.\n\nRURAL SCHOOLS\n\nSchool A is a rural school with no provision whatever for a library.\n\nThe children have a few textbooks with practically no supplementary books\nfor reading.\n\nSchool B is a rural school in a county with a system of extension school\nlibrary service. Package libraries are received at regular intervals. These\n\nlibraries consist of books selected not merely on the basis of requests from\nthe teacher concerned, but also on the basis of reports upon actual experience\ninthe use of the books loaned in the school. The arrangement is maintained\n\nlargely through the enthusiasm of those in charge of the county library\nextension system, although the teachers are not averse to receiving book loans.\n\nSchool C is a rural school employing a teacher who is greatly interested\ninreadingmaterials. She has had shelving built in one of the rooms to accom-\n\nmodate two or three hundred books. Through various ways she has raised\nmoney for buying many attractive, well-selected books. She secures loans,\n\npackage libraries from the nearest public library, or from the county library.\n\nManufacturinghouses, insurance companies, State departments of education,\nand city health departments are sending her much pamphlet material and\nother printed matter prepared for free distribution. The teacher spends her\nown money in carrying out her plans.\n\n"}
{"page": 673, "printed_page": null, "text": "648\n\nNATIONAL EDUCATION ASSOCIATION\n\nSchool D is a rural consolidated school of 500 enrolment. In this school\nthere is a room set aside for reading purposes. The room is open on given\nhours during the day when pupils from the upper classes are in charge. In\nsome instances a teacher is in charge during rest periods or after school or\nolder pupils are paid a small amount of money for their services.\nThe room is furnished with two tables, 34\" by 60\", 26\" high; three tables\n34\" by 60\" , 30\" high; 12 chairs 15\" high; 18 chairs 18\" high; one catalog\ncase; one charging tray with guides.\nShelving was built in at a cost of $75. The cost of the initial set of books\nwas $225 . The furniture cost $250. Supplies were bought at $25. The\ntotal initial cost of the library was $575. About $ 100 a year is spent on\nsalaries. The average cost per pupil annually is 2 cents.\nSchool E is a rural consolidated school with a special room set aside for the\nhousing of a library. The enrolment is 700. A teacher librarian is in charge\ngiving at least half of her time to the library and the other half to teaching\nin the schoolroom.\n\nThe library reading room is large enough to accommodate two tables 34\"\nby 60\", 26\" high; four tables 34\" by 60\", 30\" high; twelve 15\" chairs;\ntwenty-four 18\" chairs; one teacher's desk; one teacher's chair; one catalog\n\ncase; and charging tray and guides ; one magazine rack.\nThere is built-in shelving of standard, high-grade workmanship costing $ 100. The initial cost of the furniture was $360. The initial set of books\ncost $400, and supplies $70. The total initial cost of the library was $930.\nEach year the amount of $175 is spent on new books, magazines, book replacements, and rebinding. One half of the librarian's salary, or $900 is charged\nto the library annually. The average cost per pupil annually is $1.55.\nSERIES II .\n\nSCHOOLS WITH\n\nENROLMENT\n\nNOT\n\nEXCEEDING\n\nFIVE\n\nHUNDRED\n\nSchool A has no provision for library reading materials.\n\nSchool B has two or three teachers in English, who in teaching English,\ngeography, and history endeavor to secure supplementary materials. Some\nof this material they buy themselves using their personal funds and some of\nit is secured in the form of supplementary readers.\nSchool C has several teachers who borrow materials from the nearest public\nlibrary. They raise through school entertainments each year funds amounting\nto about $75.00 for books to be distributed in classrooms.\nSchool D has a principal whose persistent garnering of books from book\nagents resulted in an office library. The books are stored in locked book cases\n\nwith glass doors. Occasionally a teacher borrows one of the books. As a\nrule, the books are not molested from the beginning of the year to the close\nof the school term.\n\nSchool E has a library room with four tables, one card catalogue, twentyfour substantial chairs, a teacher's desk, and built-in shelves to accommodate\na thousand books.\n\nA teacher librarian is in charge giving about seventy-five per cent of her\ntime to the library.\n\n"}
{"page": 674, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY EDUCATION\n\n649\n\nThe total expense of this library is approximately as follows :\nInitial costs\n\nShelving\n\n$60.00\n\nFurniture\n\n350.00\n\nSupplies\n\n50.00\n\nMagazines\nBooks\n\nTotal\n\n30.00\n250.00\n\n$740.00\n\nCost of maintenance\nNew Books\n\n75.00\n\nMagazines\n\n30.00\n\nSupplies\n\n25.00\n\nRebindings\nReplacements\n\n25.00\n\nTotal maintenance\n\nSalary\n\n25.00\n\n$180.00\n1,500.00\n\nTotal maintenance and salary ..\n\n$1,680.00\n\nThe average cost per pupil annually is $3.36.\nSERIES III.\n\nELEMENTARY SCHOOLS WITH ENROLMENTS OF 1000 TO 2000\n\nSchool A has no library reading-room. No teacher in the school makes\nany attempt to use books other than the regular textbook.\n\nSchool B in addition to the use of the textbooks there is a generous allotment of supplementary books of various kinds. These are apportioned to\nteachers once or twice during each term.\nSchool C has several teachers who make use of classroom libraries largely\nconsisting of books from their own personal libraries and borrowed on their\nown cards from the public library.\nSchool D has a library in the principal's office. This library consists of\nasupply of textbooks left by visiting book agents or secured by the principal\non requests from publishing houses. There is also a number of subscription\nbooks in the library, which shrewd book agents have been keen enough to sell\nthe principal. There are three sets of sectional book cases filled with books\nofthis character. The books are the pride of the principal but afford little\ninterest or service to any one else in the school .\n\nSchool E has a library reading-room open to teachers and pupils part of\neach day with a teacher in charge who volunteers to do the work during\nvacant periods. In this same type of school, pupils are sometimes put in\n\ncharge as a special assignment or work for a small remuneration. Only about\n$50 a year is spent on student services .\nSchool F has a small library reading- room with accommodations for about\ntwenty readers. Three discarded tables have been brought in from corridors\nand classrooms to serve the needs of readers . There are about a dozen and\n\nahalf chairs in various stages of repair and of three or four different styles\nofmanufacture. These chairs have been borrowed from other parts of the\n\nbuilding, some from classrooms, and some from the gymnasium and the\nauditorium. The shelving is home-made. Boys more interested in reading\n\n"}
{"page": 675, "printed_page": null, "text": "650\n\nNATIONAL EDUCATION ASSOCIATION\n\nthan in manual arts volunteered to do the work. The shelving is not of\nstandard length nor of standard width. In consequence it bends down and\nis badly twisted. Nevertheless it bears the load of about six hundred books.\nThese books have been bought on the proceeds from the annual senior-class\nplays. The books were selected by committees of pupils. Many of the books\nare unsuited to school work. Members of the student council of the school\n\ntake turns in serving as librarians at least four periods every day. The\nprincipal recognizes the fact that the library is not an ideal one but is proud\nto say it is very largely a student project and has cost the tax payers nothing.\nSchool G is a school with a commodious room, well-lighted, centrally\nlocated and well-equipped. The enrolment of the school is 1800. There\nare accommodations for about fifty readers at one time. There are in the\nroom six tables, 3 by 5 feet by 26 inches high, four tables 3 by 5 feet by 30\ninches high, 45 chairs, a teacher's desk, one teacher's chair, catalogue case,\na charging tray and guides, and a magazine rack. A trained librarian is in\ncharge, giving all her time to the library. A regular course of instruction is\ngiven in the use of books and libraries.\nThe total expenses of this library is approximately as follows :\nInitial costs\n\nShelving\n\n$200.00\n\nFurniture\n\n600.00\n\nSupplies\nMagazines\n\n100.00\n\nBooks\n\n450.00\n\n40.00\n\nTotal\n\n$1,390.00\n\nCost of maintenance annually\nNew Books\n\nMagazines\nSupplies\nRebindings\nReplacements\nTotal\n\nannual maintenance\n\nSalary, annually\nTotal maintenance and salary .\n\n150.00\n50.00\n50.00\n75.00\n25.00\n\n$350.00\n2,100.00\n\n$2,450.00\n\nThe average cost per pupil annually is $1.36.\n\nThe task of securing approval from school boards, money to be expended\nupon the elementary school library is one involving many local problems.\nThe foregoing estimates concerning costs are based upon figures received in\nactual bids from dealers in school furniture. These estimates should be of\n\nvalue to principals and superintendents who desire to develop and maintain\nstandard elementary school libraries in their schools.\nTHE NEW COMMITTEE ON ELEMENTARY SCHOOL LIBRARY STANDARD3\n\nTo define the purpose of the elementary school library and to establish\nstandards for the organization and maintenance of this type of school library.\nthe following committee has been appointed jointly by the Department\n\n"}
{"page": 676, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY EDUCATION\n\n651\n\nof Elementary School Principals of the National Education Association and\n\nthe School Librarians' Section of the American Library Association :\n1. Representing the National Education Association-Worth McClure,\nprincipal of the Gatewood School, Seattle, Washington; Sara E. Slawson,\n\nprincipal, Eagle School, Cleveland, Ohio ; Cora S. Rushing, principal, Cheremoya School , Hollywood, California; Rebecca J. Coffin, principal, Elementary Department, Lincoln School, Teachers College, Columbia University,\nNew York City; G. Bates, principal, Dwyer School, Detroit, Michigan ;\nT. C. Young, principal of South Highland School, Birmingham, Alabama.\n\n2. Representing the American Library Association-Jasmine Britton,\nsupervisor of Elementary School Library, Los Angeles Public School, Los\nAngeles, California; Annie Cutter, Schools Department, Public Library,\nCleveland, Ohio ; Mabel Williams, Schools Division, Public Library, New\nYork City; Adelaide Zachert, director of school libraries, State of Pennsylvania, Department of Public Instruction, Harrisburg, Pennsylvania ; C. C.\nCertain, general chairman, Detroit Public Schools, Detroit, Michigan.\nThe report of this committee will outline standards for the following types\n\nof elementary school libraries: ( 1 ) Rural elementary schools, ( 2 ) rural\nconsolidated elementary schools, (3 ) elementary schools of 500 enrolment or\nunder, (4) elementary schools of from 500 to 1000 enrolment, and ( 5 )\nelementary schools of from 1000 to 2000 enrolment.\nThe following considerations will be dealt with in the report :\n\nI. The remodeling of old classrooms for use as standard libraries in elementary schools.\n\nII. The architectural design of the library room in the new elementary\nschool building.\nIII. The elementary school library defined as to aims, scope, and use.\nIV. Standards as to A. Definition : ( 1 ) aims, ( 2) scope, (3 ) use; B.\nEssentials as to ( 1 ) book collections, including scope, selection, ordering,\n\nand cataloging, (2) visual and other materials, ( 3 ) equipment, furniture,\netc., ( 4) supplies, ( 5) records, ( 6) qualifications, requirements, duties of\n\nelementary school supervisor, ( 7) school librarians, including status, professional requirements, salary and duties of elementary school librarian; С.\n\nHousing-library reading-room, with details as to ( a) location, ( b) seating\ncapacity and area, ( c) wall space, (d) shelving, (e) furniture, (f) magazine\nracks, (g) bulletin board, (h) lighting, (i) finishes, (j) woodwork, and (k)\nfloor, and in addition, closets and workroom; D. Administrative require-\n\nments, such as ( 1 ) administrative work, ( 2) technical work, ( 3 ) provision\nfor clerical work; E. Library instruction, including aims, methods, objectives,\nand minimum essentials.\n\nV. Books, and other printed materials, equipment, supplies, salaries.\nIt is expected that this report will be completed and presented to the\nDepartment of Elementary-school Principals for action at the next annual\nmeeting in July, 1924. Prior to that time the report in tentative form will\nbe submitted to the division of school librarians of the American Library\nAssociation. It will also be submitted for criticisms and suggestions to\nelementary school authorities throughout the United States.\n\n"}
{"page": 677, "printed_page": null, "text": ""}
{"page": 678, "printed_page": null, "text": "Department of Elementary School Principals\nOFFICERS\n\nPresident-WORTH MCCLURE, Principal of Gatewood School .\nSeattle, Washington\nRecording Secretary-MRS. JESSIE M. FINK, Palmer School ........ ..Grand Rapids, Michigan\nCorresponding Secretary-W. T. LONGSHORE, Greenwood School\n. Kansas City, Missouri\n\nSECRETARY'S MINUTES\nCLEVELAND MEETING\n\nThe four afternoon programs and our part in the joint program of Tuesday\nevening, prepared and carried out by President Worth McClure, were of the highest\norder. Every speaker on the program was present and gave a good account of\nhimself.\n\nOur two representatives on the general program, Miss Olive M. Jones, principal\nofPublic School Number 120, New York City, and Mr. Ide G. Sargeant, principal of\nPublic School Number 10, Paterson, New Jersey, reflected great honor on the\nDepartment of Elementary School Principals by the able manner in which they\nhandled their respective subjects.\nGreat credit is due President McClure for the manner in which he prepared the\n\nprogram and conducted the meetings of the department.\nThe Department of Elementary School Principals met in their first annual dinner\ninthe Cleveland Hotel, seven o'clock, Thursday evening, March 1. Four hundred\nwerepresent and a list of the speakers will be proof positive that the occasion was\none long to be remembered by the flow of wit, humor, and wisdom. Toastmaster :\nW. P. Burris, dean of Education of University of Cincinnati, and father of the\ndepartment. Speakers: William B. Owen, president of the National Education\nAssociation; John H. Beveridge, president of the Department of Superintendence ;\n\nA. E. Winship, editor, Journal of Education, Boston ; Miss Charl Ormond Williams,\nfield secretary of the National Education Association, Miss Belle M. Ryan, assistant\nsuperintendent, Omaha, Nebraska; Miss Olive M. Jones, of New York; Leonard\nPower, first president of the Department, and President McClure.\n\nThe arrangements for the dinner were made by our efficient recording secretary,\nMrs. Jessie M. Fink, through the splendid coöperation of the Elementary School\n\nPrincipals' Club of Cleveland, directed by their able president, Miss Burroughs .\nThe officers of the department met at a breakfast at Hotel Winton, Tuesday\nmorning, February 27th, at eight o'clock.\nPresent at this breakfast were all the officers and past officers who were in\nCleveland. The past, present, and future of the department were discussed; practically all the time being devoted to future plans. The wonderful development of\ntwo years since its first temporary organization at Atlantic City, and the great success\nof the meeting then going on in Cleveland, gave everything a roseate hue. Many\nwere the words of praise spoken concerning our first Yearbook. From the information at hand the prospects seemed bright that the second Yearbook, under the chairmanship of John L. Bracken, principal of U. S. Grant School, Duluth, Minnesota,\nwould mark a further advance. Then from a suggestion made by Mr. Bracken and\nPresident McClure, we took up a discussion of the third Yearbook that is to come\n\nout in June, 1924. After discussion is was decided that one year was not long\nenough to get out a Yearbook as mature and thorough as we wanted to produce in\n[653]\n\n"}
{"page": 679, "printed_page": null, "text": "654\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe future; so the official family and others present recommended that President\nMcClure appoint at once a chairman for the third Yearbook. After consideration\nhe suggested the name of Leonard Power, which met with the unanimous approval\nof all present, and Mr. Power accepted the appointment. So the 1924 Yearbook is\nassured at this time. This breakfast meeting will have much to do with the growth\n\nand usefulness of the Department of Elementary School Principals of the National\nEducation Association.\n\nThe addresses given at the first two sessions were printed in the Bulletin of the\n\nDepartment of Elementary School Principals, Vol. II, No. 3, April, 1923. The\naddresses given at the Wednesday and Thursday sessions are published in the\nBulletin of the Department of Elementary School Principals, Vol. III, No. 1,\nOctober, 1923 .\n\nPOSSIBILITIES OF THE ELEMENTARY SCHOOL PRINCIPALSHIP FROM THE SUPERINTENDENT'S\nPOINT OF VIEW\nHERBERT S. WEET, SUPERINTENDENT OF SCHOOLS , ROCHESTER, NEW YORK\n\nThe subject assigned for this paper presents at the same time an advantage\nand a danger. The advantage lies in the fact that a possibility points to the\nfuture and so avoids the necessity of dwelling upon shortcomings. At the\n\nsame time, in discussing possibilities, there is always the danger of getting\ntoo much into the world of the unattainable. What we shall try to discuss,\ntherefore, will have to do with what the future holds for an elementary\nschool principalship, that may reasonably be regarded as attainable by those\nof us who are engaged in this line of work at the present time.\nThere are, in the last analysis, two factors of interest in any attempt to\nreach a judgment as to the possibilities of a given position:\n1. One has to do with the rewards in the form of financial returns and\n\nopportunities for promotion, or the money exchange value of our services.\n2. The other, with the rewards in the form of professional satisfaction,\nor the real value of the position.\n\nFirst, then, does the elementary school principalship promise in the future\nto give better salary returns than it has in the past, and to give salary\nreturns that will lie in the upper range of salaries for public school positions?\nThere are very substantial evidences that an affirmative answer must be\ngiven to this question. In my own city there are greater possibilities in the\n\nway of salary returns in this type of position than in any other type of position in the system, when the number of opportunities is taken into considera-\n\ntion. That is to say, of the forty-four elementary school principalships,\neighteen have salary schedules in excess of $3600, the maximum salary\nof departmental heads in the high schools. Of this number eleven have\nsalaries in excess of $4100. Outside of the superintendents this number\nis larger than the combined number of all other positions in the system that\ncommand a salary in excess of $4100.\nFurthermore, this improved outlook in the matter of returns is relatively\n\ngreater in the case of the elementary school principalship than in any other\ntype of position within the system. That is to say, that among all the\n\n"}
{"page": 680, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n655\n\nincreased salary schedules of the system during the past ten years, the per cent\nincrease in the case of the elementary school principalship has been clearly\nthe largest. This fact is of significance. If you ask whether this exceptional\nincrease was necessary to secure persons to fill these positions, the answer\nmust be in the negative. But it is not too large to command the type of\npersonwho will more and more be required to meet the responsibilities of\nthis important position in the city school system.\nBut what of the opportunities of promotion from this position ? Here,\nagain, the answer seems to be equally convincing. From the ranks of these\nelementary school principals there have been selected, in our own system,\nfive principals of junior high schools, a position that commands a salary of\n$5000 a year. One of these, in turn, has been drawn to the State of Pennsylvania because of the larger financial and professional returns offered.\nOne has been selected as director of junior high-school grades in the system\nand one has been selected as director of one of the important departments at\nthe central office. These facts would seem to constitute ample evidence that\nthe future holds in the way of promotions, advantages of unusual merit to\nthose who are able and willing to qualify themselves for realizing these\nadvantages.\n\nTo what extent the system chosen for illustration is typical, we do not\npresume to know. So far as our own observation goes, however, there is a\ndistinct tendency in the direction of recognizing the increased responsibility\nthat the principal of the elementary school must carry, and consequently an\nequally distinct tendency to appreciate the fact that men and women of the\ntraining and experience required for these larger demands, must be compensated more adequately than they have in the past, both with reference to\nsalary paid and opportunities for promotion offered.\nBut is there in the future of the elementary school principalship a demand\nand an opportunity, for creative and constructive work-work of the kind\nthat brings professional satisfaction? This question suggests three interesting fields for review :\n\n1. The place and contributions of the elementary school in the scheme of\npublic education.\n\n2. Problems that challenge serious study in order that improved conditions\ninthe elementary school unit may result.\n3. Professional leadership.\n\nIn view of the great extent to which the junior high-school movement\n\nhas gone, we shall think of the elementary school unit as consisting of the\nkindergarten and the first six grades. What then is the place and what are\nthe contributions of this elementary school unit from which a sense of service\n\nmuch deserved and well rendered may be secured ? In a general way the\nanswer to this question is comparatively clear to us all. We know, for\nexample, that the elementary school unit is the basal unit of all school\n\norganization and the unit that is generally recognized as contributing more\ninthe way of requisites for the educational welfare of the country than does\nany other unit. Because of its long and relatively successful history in these\n\naccomplishments it, accordingly, holds in the confidence of the community a\n\n"}
{"page": 681, "printed_page": null, "text": "656\n\nNATIONAL EDUCATION ASSOCIATION\n\nposition of very great strength. And yet so little has been done in the way\nof a specific consideration of these contributions that comparatively few\n\npeople realize their significance.\nGive to the elementary school the care of childhood during this six-year\nperiod and it will not only protect the Nation against illiteracy in the case\nof every normal-minded child entrusted to its care, but it will carry the\nindividual well along the way of securing the larger cultural returns that the\npower of literacy makes possible. In just the proportion that we reduce the\npercentage of those people living in this country, who are unable to read,\nwrite and speak the English language, injust that proportion shall we reduce\none of the most potent causes of those misunderstandings that breed class\ndistinctions; increase the productive capacity of the community and secure\nfor the individual himself that kind of equality of opportunity to which as a\nNation we are committed.\n\nAgain, if we were to go back over the past half dozen years in the history\nof this country to ascertain a second factor responsible for a weakened\n\ncitizenship, it is readily found in unnecessary ill health. This may properly\nbe referred to as unnecessary because it could have been averted in large part\nif the elementary schools of this Nation had been given anything like the\n\nmoral and financial support required to carry on even the health education\nprogram that is now found in many of our city school systems. It was not\nso much the degree of ill health that was discovered during the war days,\nas it was the weakening effect of this physical inefficiency upon the manpower of the Nation. The result was a great stimulus to education for\nhealth throughout the schools of the country, and even now the beneficial\nresults are apparent. Any agency that makes such a contribution to the\nhealth of the Nation is rendering an important type of patriotic service and\nto guide and direct that service means professional opportunity.\nBut there is a third contribution of no less consequence.\n\nWith all the\n\nabuse to which the word \" Americanism \" has been subjected, nevertheless,\nit does connote a fairly definite sort of thing. Its very essence lies in a\nsympathy with the great policy of the square deal for which this country .\n\nlong ago declared itself. No person would claim that during the six years\nof the elementary school there can be gained any extensive formal knowledge\nof these social studies that make their primary contribution to the development of such a sympathy. But no person can be at all familiar with the\npublic school of today that has received sufficient support to command the\nservice of an adequately equipped teacher and yet fail to recognize that every\ninfluence of such a classroom is setting the faces of our boys and girls hopefully and confidently towards the ideals of this republic.\nAgain, the extent to which unit courses for vocational training were found\nnecessary during the war experience, simply reflected the unfortunate extent\nto which we had gone in our retention of traditional curriculums, wholly\nworthy at the time they were established but inadequate to present-day\ndemands. The restriction of the high-school curriculum to preparation for\ncollege and to those studies that are thought of as essential in the learned\n\nprofessions, was a perfectly worthy and satisfactory condition for the gener-\n\n"}
{"page": 682, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n657\n\nation in which it was established. But the great majority of the boys and\ngirls in the public high schools of this country today have no thought whatever of going on into the learned professions that were practically the only\nvocations considered by the selected group of the high school of a generation\nago. These changed conditions alone have necessitated attention to the\npractical arts in the public schools, and it is consequently but natural that\nhere as elsewhere the elementary school must lay the foundation. These\nfine and practical arts of the elementary school are taught during the early\nschool life of the child with no primary reference to any bearing that they\nmay have upon later life careers. But out of the groups of pupils who pursue\nthese arts in this elementary school, will come musicians and other artists,\ndraftsmen and other artisans, as well as those who are to meet the business\nand professional demands of community life. And here again, therefore,\nthrough this work in the fine and the practical arts the elementary school\nis making a contribution of general value to all and of particular importance\nto those who will later find their vocations in this general field.\nIt would seem, therefore, that leadership in a unit of school organization\nthat holds such a place and that makes such contributions to the National\nwelfare as those sketched, would appeal as an opportunity for rendering\n\nthe highest kind of service, and that it would consequently bring rewards\nin the form of professional satisfaction.\nBut in the light of this established place and these recognized contributions, is it not possible that the problems have been worked through, and that\n\nconsequently there is nothing left in this elementary school unit to challenge\nstudy and research ? To the superintendent of schools there probably has\nnever been a time when the need of intelligent study and research in the\n\nfield of elementary education was greater than today. And what is of at\nleast equal consequence is the fact that there has never been a time when\n\nconditions for such study were quite as favorable as they are today. The\nbriefest possible sketch of two or three fields will suggest the reasons for\nthese statements.\n\nNo one today will deny that most favorable and important leads have\n\nbeen developed in the special field of child study. Never before have we\nbeenin a position to diagnose so intelligently the physical, mental and moral\nworkings of the child as we are today. But it must be admitted that, for the\nmost part, these contributions have not yet reached through to the one upon\nwhom their most intelligent and effective use must depend-the regular\nteacher in the elementary school classroom.\n\nIt may fairly be questioned as to whether we have yet made more than a\nbeginning in this procedure of knowing how to use for the benefit of the\n\nchildhimself this scientific knowledge that is rapidly coming to be available\nconcerning the abilities of children. Our assumption that the best use of the\ninformation now given through the child study laboratories and other\nagencies was to be found through the organization of special classes with\n\ntheir small groups of fifteen or twenty children, is today receiving severe\nchallenge because of the greatly increased expense involved. Here alone is\n\n"}
{"page": 683, "printed_page": null, "text": "658\n\nNATIONAL EDUCATION ASSOCIATION\n\nsuggested a field of study that may well challenge the attention of the most\neager and intelligent.\nBut the curriculum of the elementary school offers another field of great\n\nimportance. No thoughtful person supposes for a moment today that the\nso-called three R's constitute anything more than one important branch of\nthe work in the elementary school. Discontinue the work of the elementary\nschool, meager as it sometimes is, in the fields of health and the fine and\npractical arts, and few communities would tolerate the change. We may\nsafely depend upon it that increased attention to health will be demanded\nas time goes on. Furthermore, something akin to direct moral instruction\nwill unquestionably be demanded in the very near future. It is one thing to\n\nassume that the inherent sense which the child has, of justice, loyalty, and\nsympathy, will be automatically developed and safeguarded through the\nregular procedure of the classroom, and it is quite another thing so to\nregulate the activities and methods of procedure in the classroom as to\nguarantee the exercise of these powers and thereby guarantee their development. In other words, there is good ground for believing that before long\n\nwe shall work just as directly and systematically in this field of the ethical\nas we are today attempting to work for the strengthening of those powers\nofbody and intellect. But if increased time and attention are to be used for\nsuch purposes then from what is this time to be taken? Certain itis that the\ncurriculum of the elementary school has reached the saturation point and\nthat from now on whatever changes come must come in the direction of\n\nsubstituting for, rather than adding to, the activities that now prevail. All\nthis suggests an interesting challenge for a critical study of practically\neverything that goes to make up the elementary school curriculum today, with\na view of re-evaluating the elements involved.\nAgain, there is a fertile field for study in the organization standards that\nnow prevail, so far as there are such standards in this elementary school\nunit. In general, such standards as now exist have been dictated by financial\n\nrather than by educational considerations. There is probably not a person\nin this room today who does not sympathize with the criticisms of the\npublic school that can be traced directly to the limitations imposed by mass\ninstruction . These criticisms are bound to increase if the community continues to increase its most commendable insistence that the test of the school\n\nshall be found primarily in its ability to develop attitudes, habits of thought\nand conduct, and not primarily in its ability to put pupils through a final\nexamination. There is probably not a person in this room today, who, from\nthe standpoint of educational considerations, would think of expecting a\nteacher to take a class of forty or more children and avoid the dangers at-\n\ntendent upon mass instruction. And yet, so far as we are aware, there is\nnothing on record to show that a teacher cannot do quite as much for the\neducational welfare of these young citizens of the Republic with a class of\nforty or more, as with a class of half that number. But some day some\nelementary school principal may show that neither the best educational wel-\n\nfare nor the greatest financial economy is effected through the large class\nunit. The mere fact that a teacher has a small class will not, in and of\n\n"}
{"page": 684, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n659\n\nitself, guarantee aknowledge of the individual needs in that classroom and\nan increased desire and ability to meet those needs ; but a smaller class unit\ndoes provide conditions under which such a wholesome procedure can be\nobtained. In short, this whole problem of knowing what constitutes true\n\neconomy in the organization of the elementary school is one of pressing importance at the present time, and one that is bound to be of increasing importance in the future, as, more and more, education competes with the\nnumerous other demands for public support.\nThus the acknowledged service rendered by the public elementary school\nat the present time and the opportunities for increased service by the improvements made possible through the fields of study just suggested, and\nmany others, afford a professional challenge that, to say the least, is not\nexcelled by any other unit of public school organization.\n\nAnd, finally, there is the field of professional and community leadership\nas it is related to the principalship of the elementary school. It would not be\ndifficult to prepare a rather strong brief on the proposition that it is almost\nan unexplored field.\n\nRegardless of what past conditions may be responsible, it must be admitted that all too frequently today the attitude of the elementary school\nprincipal toward the work of his school is not the attitude of the leader.\n\nOnly too frequently it is rather the attitude of one seeking to carry out to\nthe best of his ability such plans and methods of procedure as courses of study\nand directions from the central office impose. Not often is there found that\nkeen but sympathetic challenge that the creative mind of leadership always\nbrings.\n\nBut the possibility and even the necessity of changing whatever in the past\nhas seemingly favored this attitude on the part of the elementary school\nprincipal, is more and more recognized each year. Important and in-\n\ndispensable as the right kind of central supervision is, nevertheless, it can\nnever supply the leadership required for the most effective work of the\nelementary or any other unit of school organization. Such supervision has\nchanged its rather dominating quality of a decade ago to one of coöperation\ntoday. We shall venture the prediction that in less than another decade\nwe shall find the elementary school principal the determining, because the\nonly strategically located, leader in his particular school. Our central\nsupervision will continue, and it will require even more in the way of\ntraining, experience, and personality in leadership than it requires today.\nBut it will lead more by suggestion and less by authority. The reasons for\nthis, naturally, cannot be dwelt upon here, but they are of a very practical\nand compelling nature as any superintendent of schools well knows. You\nmay put a dozen leaders in the field and have fewer questions asked and\nprotests raised than will follow from placing one at the central office. More\nand more, if the leadership of the elementary school proves equal to it, we\nshall find central supervision the skillful, intelligent consulting engineer to\nbe used at the discretion of the principal of the elementary school in a\nconstructive solution of the problems of which he himself is conscious and\ninthe solution of which he is leading.\n\n"}
{"page": 685, "printed_page": null, "text": "660\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt may fairly be assumed that by this time the great majority of the\nelementary school principals here today have made the mental protest that\nhas always been made and that will always continue in every field of accomplishment that life presents. It is, substantially, the protest of recognizing that this is a field of great and worthy service and of rare opportunity\n\nfor improvement but that the elementary school principal is so tied by\nadministrative demands and routine details that there is no opportunity for\nadmission to these larger fields of professional service. Those of us who have\n\nactually served as elementary school principals know only too well the\nunfortunate degree of truth in this protest.\nBut, on the other hand, it may be well for us to remember that no person\nin any executive or administrative position ever finds time hanging on his\nhands for the study and research that he knows to be desirable and important.\nWhatever progress any executive makes in this field is made in spite of the\nvery real handicaps that nothing but superior organizing ability can eventually overcome. It may be well for us, furthermore, to remember that the\nelementary school principal who shows himself so supremely and so intelligently interested in living in the educational as opposed to the routine and\nadministrative atmosphere of his school, will as a rule be able to secure the\nkind of assistance required to enable him to live in this atmosphere. There\nwill, of course, be communities concerning which this is not true, but the\n\nprinciple still holds. We, in the elementary school principalships of this\ncountry, are no more unalterably the victims of a condition than are exeсиtives in any other field of endeavor. Never before has there been such a\ngeneral spirit of desire to bring about changed and improved conditions in\nevery walk of life, as exists in this country today. Never have we been tied\nless by tradition. All of which is simply to say that the possibilities of the\nelementary school principalship in the days that are ahead are not only\ngreater than anything that the past has known, but they are excelled by\nfew of the positions in the whole scheme of formal education in this country.\n\nTHE PROJECT METHOD FROM THE PRINCIPALS' POINT\nOF VIEW\nTHOMAS AGNEW, PRINCIPAL OF HORACE MANN SCHOOL\nBAYONNE, NEW JERSEY\n\nIt may not be appropriate, apparently, to touch upon the subject of social\nor rather economic tendencies in a brief paper devoted to an educational\nmethod, but as there does exist a definite connection between the two in this\ninstance, it may be permissible to at least justify a practice of the school\nwithout which needed reforms and improvements could hardly be possible.\nWithin the last twelve months there seems to have come into existence a\n\ngeneral movement, having for its objective the curtailment of school expenses\nbut bearing with it the concomitant result of retarding the development of\n\nnecessary and progressive educational policies. Fathered by the Chamber\n\n"}
{"page": 686, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n661\n\nofCommerce of the United States and furthered by State and local chambers\nof commerce, realty boards, bankers and insurance organizations, it is not to\nbe underestimated as to its power and effectiveness. With the declared\nintention of reducing financial wastage, certain State legislatures have appointed committees for the elimination of the so-called \" fads and frills \"\n\nin the schools, among which is classified the trying-out of new methods of\ninstruction.\n\nWhile it is conceded that there has been much experimentation which has\nproduced results of little real value, the great good accomplished by these\nattempts to improve educational practices far outweighs the economic loss\nintime andmoney due to those which have proved themselves futile.\nOn account of the fact that school expenditure is usually the largest item\nin the State and municipal budgets, attention is concentrated upon it as\na place where retrenchment may take place. Unfortunately, the campaign\nnow under way is fully understood neither by educators nor laymen. One\nof its most alarming aspects is a threatened reduction of the financial returns\nfor teacher-service.\n\nIn addition to the lowering of the compulsory attendance age for school\nchildren, it is subtly reaching out for the elimination of permanent tenure\nand old-age pensions laws. All this tends to cheapen the cost of labor outside\nas well as inside the school, and reduces the so-called \" burden of taxation \"\n\nfor those who are undeniably best able to bear it. It will have, if not\nhalted, for its ultimate result, the return of the teaching profession to the\nstatus it held a few years ago, and from which it has emerged only through\nthe self-sacrifice of its members and their devotion to high professional ideals.\nTeaching will then be entered in the category of unskilled labor and teachers will be reduced to a state of economic vassalage from which it will be\nnearly impossible for them to emancipate themselves.\nIf such a retrogressive policy is adopted by governmental bodies, the most\nvicious results will appear in the curtailment of the educational privileges\nof childhood, and education will then become a barren, unproductive thing to\nthepupils in our schools. The energetic desires of the young for a rich and\nfull realization will be unappeased.\nYouth must find itself; and if not through a healthy, sane, development by\nmeans of our educational institutions, then it will look to other agencies\nbeyond the control of our best social forces for its satisfaction.\n\nWhere other institutions have been ineffective in the development of loyal,\nefficient citizens, the public school has been uniformly successful. It has been\nthe agency which has given to the American youth that splendid conception\n\nof social justice, which alone has been a bulwark against the encroachments\nof special privilege, whether of capital or of labor, upon the rights of all\nthe people. It has been the incubator for the production of an intelligent\ncitizenry, the absence of which has been a conspicuous factor in the decay of\nmany other National entities.\nBut no matter how splendid has been our achievement as teachers in the\n\naccomplishment of this piece of work, we are partially responsible for the\nperilous position in which the school and the teaching profession find them\n\n"}
{"page": 687, "printed_page": null, "text": "662\n\nNATIONAL EDUCATION ASSOCIATION\n\nselves. We have failed to maintain a consistent and convincing position in\npresenting to the public the demands which modern civilization makes upon\nthe educational system. We have been extremely individualistic and divergent in our professional opinions. We have oftimes claimed too much for\nsome proposed reforms and too little for others. We have not been frank in\nadmitting that a certain amount of wastage is necessary if valuable experimentation is to be carried on. Our leaders in educational thought have\n\noften thrown an aura of mysticism around new educational theories.\nThis has been particularly true in respect to the introduction of the\nproject method and the project problem among our implements for education. There has been great confusion of definition which perplexed those\nwho have been trying to apply the method in the every-day work of the\n\nschool. Recently, however, ideas have become clarified and some uniformity\nof definition has been arrived at.\n\nThe project method in itself has been quite fully developed. It carries\nwith it the implication that two of the main objectives of the school are to\ninspire the pupils with a thirst for knowledge and to give them the ability\nto satisfy this desire. These are to be equally important with the accumula-\n\ntion of useful knowledge. But the form of organization of the educational\nmaterial, by means of which the project method will operate, has not been\nquite fully determined. Shall the use of this method require a radical\nremodelling of the curricula now in use in the schools ? Is it possible to\nutilize the present organization of the content of the various studies in such\na manner as not to break up their inherent continuity and at the same time\nvitalize these subjects by relating them closely to needs which the pupil can\nunderstand and appreciate ? These questions are open for serious consideration.\n\nThe construction of a course of study made up exclusively of a number of\nscientifically selected projects may be highly desirable, but at present it does\nnot seem to be quite practical. A safer approach to the whole matter would\nseem to be to apply as far as possible the project method through the organization of certain large projects high in social proteids, which relate themselves readily to the present courses of study. This does not mean the\nintroduction of a new subject into an extremely overcrowded curriculum.\nIt is simply the application of a greater emphasis wherever the subject\nmatter of the project is found within the established studies. There is no\ninfringement upon the time usually devoted to the so-called regular subjects,\nnor is there a breaking down of highly organized subject matter within\neach study.\n\nThe knowledge to be secured by the pupils must be that recognized as\npossessing a comparatively fixed value for all time. This may be found\nthrough a study of the fundamental needs of mankind. The preservation\nof animal life, the communication of ideas, and the regulation of conduct,\nappear to have universality and permanency. Projects relating to the\npreservation of animal life mainly apply to the securing of food, clothing,\nand shelter. Those having to do with the communication of ideas find\nother fields, principally in music, literature, and art, and those classified\n\n"}
{"page": 688, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n663\n\nunder the regulation of conduct find their content not only in man's spiritual\nlife, but in all his relations to his fellows. These groupings are not\nmutually exclusive but overlap in many cases.\nThe subject of food, clothing and shelter appear to connect up most\nclosely with the established studies. Our school has completed two of these\nas term projects. The study of clothing the past semester developed\nnaturally from the project of shelter studied previously, as clothing appeared\nto be a type of shelter.\nPupil initiative and originality played a large part in the election and\ndevelopment of the project. But due to the limitation of vision and the\ninability to organize their experience on the part of elementary school\nchildren, it was necessary that the teachers should skillfully guide the\n\npupils' activities in channels which would lead toward the school's objective.\nHowever, many subordinate projects growing out of the major one originated entirely with the pupils.\n\nAs this was to be a school project, the desirability of the study was first\npresented to the school by one of the pupils. The purpose of the study was\nsimply stated as an attempt to know more about an article necessary to our\ncomfort and health and to give to the community ideas in respect to the best\nways to dress.\n\nAs the study progressed, pupil representatives from each grade gave the\nschool an idea of what every class hoped to contribute to the solution of the\n\ngeneral problem. Thus we had a highly socialized project participated in\nby the whole school community but with smaller coherent groups devoting\nthemselves to certain definite pieces of work essential to the realization of\nthe broader purpose.\n\nFrom time to time it was apparent that the project was vitalizing the regu-\n\nlar studies. Points of contact were continually developing. History was\nparticularly prolific. A review of the invention of the tools necessary to\nproduce clothing related itself closely to the study of the development of\ncivilization. The testing of textiles to determine their protective values\nfound a place in the work in science. The building of hand looms and the\noperation of weaving were activities of the manual-training department.\nThe designing and selection of clothes were studied by the classes in sewing.\nWhile problems relating to the cost of materials and the place the item of\n\nclothing should have in the family budget were considered in the arithmetic\nperiods. Geography contributed a wealth of knowledge in respect to sources\nof material, transportation, industries and the dress of various peoples,\nsuitable to climatic conditions ; while classes in vocational civics made a more\n\ncomplete study of the occupations created for the satisfaction of this human\nneed. Many valuable lessons in hygiene were taught through a consideration\nofthe relation of dress to health .\n\nAs the work on this project progressed many outside agencies coöperated,\nsuch as the public library, the chamber of commerce and the various manu-\n\nfacturing plants producing articles of clothing. Visits to department stores\nand factories by individual pupils and classes seeking information had a\n\n"}
{"page": 689, "printed_page": null, "text": "664\n\nNATIONAL EDUCATION ASSOCIATION\n\nreflex in the realization by those connected with these institutions that the\nschool was intelligently participating in the community life.\nTo still further bring about a closer relationship between the school and\nthe community, one of the broad objectives of the project was realized partly\nthrough an exhibition of the work of the pupils to which the adult population of the district was invited. At this exhibit, pupils representing the\nvarious classes explained the work of the school, and other pupils acted as\nmodels for the display of suitable clothing for boys and girls. Some of\nthe clothing was made in the school, but a larger part of it was loaned and\narranged by experts from New York studios. This exhibit impressed upon\nparents the fact that children could be dressed attractively, and, at the same\ntime, sanely, and that the desire to imitate the standards of taste as directive\nforces to action, may be relied upon only when they are in harmony with\nintelligence.\n\nA large community audience was reached also by means of the school\npaper which entered practically every home in the district. The publication\nof this paper motivated the English work. It stimulated keen competition\nin the drawing department in connection with the advertising posters and\nthe cover designs. The twelve-year old pupil whose design for the cover\nwas finally accepted, cut out the linoleum block for the printing classes\nwhose job it was to print the paper. Upon its publication, the business\nmanager and his salesmen secured sufficient financial returns to pay the cost\nof the paper's production, and to reduce the cost of maintaining the printing\ndepartment as well. Thus the publishing of the Press itself was quite a\n\ndefinite project, creating appreciations, attitudes, and habits, functioning in\na worth-while piece of work.\nIt is not claimed, however, that this school project utilized all the subjects of the curriculum or that it sustained an intense interest on the\npart of all of the pupils all of the time. What is maintained is that it\ninterested some of the pupils most of the time, and that it inspired with a\ndesire for knowledge the great majority of pupils all of the time. Neither\nis it intimated that all the activities of the school can be organized into projects, for there is much valuable activity and learning in life and in school\nthat does not consist of planning and executing projects.\nBut it has been demonstrated that a school project creates a fresh and\ninvigorating atmosphere in which to produce an interrelated and balanced\ncourse of study out of the typical assemblage of disassociated and almost\nindependent subjects. School administrators have long been looking for\nsome such process. The project method of teaching standing for a new\nconcept in education, or rather for the synthesis of many concepts, offers\nthe solution of the problem. The application of this theory to practice is\nthe only operation now necessary to establish it among our educational\nforces, and the public elementary school possessing the natural facilities for\ntrying it out is a legitimate place for such experimentation.\n\n"}
{"page": 690, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n665\n\nSECRETARY'S MINUTES\nOAKLAND MEETING\n\nThe business meeting of the Department of Elementary School Principals was\nheld Thursday afternoon, July 5. It was called to order by President Worth\nMcClure, who asked the secretary to read the following proposed amendments to\nthe Constitution of the Department: Article III, Section A-\" The officers of the\nDepartment shall be the President, three Vice-Presidents, the Secretary, the Treasurer, and the Executive Committee.\" Article IV, Section C-Strike out the word\n\"majority\" making the section read: \" Two thirds of the members present in a\nregular session will be necessary to make the proposed amendment a part of the\nconstitution.\" Moved by Miss Katherine D. Blake that the amendments to the\nConstitution of the Department be adopted as read. Carried.\n\nThe treasurer's report, showing a balance on hand of $2003.04, was read by the\npresident in the absence of the treasurer. A motion was made by Miss Blake that\nreport of the treasurer be adopted. Motion carried.\n\nMr. Anthony, chairman of the Nominating Committee, presented the following\nreport and moved its adoption :-President, W. T. Longshore, Kansas City, Missouri ;\nFirst Vice-President, Ide G. Sargeant, Paterson, New Jersey ; Second Vice-President,\nElizabeth Bates, Los Angeles, California ; Third Vice-President, George A. Beers,\nChicago, Illinois ; Secretary, Mrs. Jessie M. Fink, Grand Rapids, Michigan ; Treasurer, Courtland V. Davis, Norfolk, Virginia ; Executive Committee-1927, Luise\nKrauss, San Francisco, California ; Executive Committee-1926, Anna Laura Force,\nDenver, Colorado.\nMr. Pullman, of Birmingham, Alabama, moved to substitute the name of J. D.\n\nWilliams, of Birmingham, Alabama, for that of Ide G. Sargeant, as first vicepresident. Miss Blake nominated Mrs. Piexoto, of New York, for member of the\n\nexecutive committee, term expiring in 1926. Motion was made by Mr. Marsh, of\nCalifornia, that the secretary cast the ballot for the nominees for all offices as\nread excepting those for which nominations had been made from the floor. Carried.\nBalloting now took place, and J. D. Williams was elected first vice-president, and\nAnna Laura Force, member of the executive committee.\n\nThe officers for 1923-24 are as follows: President, W. T. Longshore, Kansas City,\nMissouri; First Vice- President, J. D. Williams, Birmingham, Alabama ; Second\nVice-President, Elizabeth Bates, Los Angeles, California ; Third Vice-President,\nGeorge A. Beers, Chicago, Illinois ; Secretary, Mrs. Jessie M. Fink, Grand Rapids,\nMichigan; Treasurer, Courtland V. Davis, Norfolk, Virginia ; Executive Committee-1927, Luise Krauss, San Francisco, California ; Executive Committee-1926,\nAnna Laura Force, Denver, Colorado.\nMiss Blake, of New York, moved to appoint a committee for the revision of the\nconstitution of the department. Carried. Moved that the constitution as it now\nstands be printed in the first edition of the Bulletin. Carried.\nA motion was made that a vote of thanks be given our retiring president for his\n\nable and efficient service. Carried. A similar motion was made thanking Mr.\nBracken, editor of the Yearbook, for his great services to the cause. Carried. Mr.\n\nAnthony, of Pittsburgh, moved that Leonard Power, Worth McClure, and John L.\nBracken, who are entering other lines of school work, be made honorary members\n\nofthis department. Carried. Retiring President McClure thanked the officers and\nthe editor of the Yearbook for their inspiring coöperation. He called attention to\n\nthe fact that the department was devoted primarily to the problems peculiar to the\nelementary school principal and prophesied a continuance of its rapid growth so\nlong as it remained true to this ideal. The newly elected President Longshore was\n\n"}
{"page": 691, "printed_page": null, "text": "666\n\nNATIONAL EDUCATION ASSOCIATION\n\nthen called to the chair and spoke of his sense of responsibility and devotion to the\ndepartment. He bespoke the active help of every principal in increasing the membership rolls and in coöperative professional service.\nMeeting adjourned.\nJESSIE M. FINK,\nSecretary\nNOTE. The addresses given at the first two sessions were based on articles in the Second\nYear Book, Bulletin of the Department of Elementary School Principals, Vol. II, No. 4.\nJuly, 1923. For addresses given at the joint session of the Department and the Department\nof Elementary Education, Friday afternoon, July 6, see the Department of Elementary Education, pages 643 to 651.\n\n1\n\n"}
{"page": 692, "printed_page": null, "text": "Department of Higher Education\nOFFICERS\n\nPresident-CHARLES E. WEHLER, Vice-President, Hood College ....... Frederick, Maryland\nSecretary-WALTER R. SMITH, Professor of Educational Sociology, University of\nKansas\n\n....... Lawrence, Kansas\n\nTUESDAY AFTERNOON, JULY 3\nCHARACTER AND SPIRITUAL IDEALS AS FUNDAMENTALS IN AMERICAN EDUCATION-\n\nTully C. Knoles, President, College of the Pacific, San Jose, California.\nWHAT CAN THE COLLEGES AND UNIVERSITIES DO TO ELEVATE THE MORAL TONE OF\n\nTHE STUDENTS ?-David Starr Jordan, President Emeritus, Stanford University,\nCalifornia.\n\nWHAT CAN THE COLLEGES AND UNIVERSITIES DO TO\nELEVATE THE MORAL TONE OF THE STUDENTS ?\nDAVID STARR JORDAN , PRESIDENT EMERITUS\nSTANFORD UNIVERSITY, CALIFORNIA\n\nThe bane of higher education is the desire to substitute system and drill\nfor inspiration, to develop methods and standards in place of the contagion of\nintellect. \" Colleges,\" says Emerson, \" can only serve us when their purpose\nis not to drill, but to create, to bring every ray of varied genius to their\nhospitable halls-by their consumed influence to set the heart of youth in\nflame.\" In human life, there is no substitute for intelligence. There is no\nhigh type of morals not built or braced by intelligence, and it is for the\npromotion and shaping of intelligence that the university exists. It is a\ncondition where every facility and every inducement should be given for the\nmind to shape itself.\n\nThe university as such does not give opinions, but means to form them.\nInits lower reaches an opinion is but a prejudice, and to those who receive\nopinion ready made it can never rise above that grade. A university\naids the student to form solid opinions for himself, to train his mind to deal\nwith nature, with books, and with humanity.\nThough the trend of university education, on the whole, is toward sane\nand moral life, and though it can have no higher final end, it cannot pursue\nits result through any systematized machinery. \" The rod behind the mirror, \"\nthe reliance of certain households, has no place in the university. No system\nof rewards and punishments ever made men good or wise, and none is more\nfutile than that of honors balanced against demerit marks. Enforced atten-\n\ndance at prayers or chapel or, for that matter, at anything else, fails to rouse\n[667]\n\n"}
{"page": 693, "printed_page": null, "text": "668\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe spiritual nature, and didactic teaching or paternal scolding is alike\nineffective.\n\nAs love casts out fear, so enthusiasm casts out vulgarity, which is vice's\ninitial step. The university man should rise above the cheap temptations\nwhich beset youth on every side, now tenfold more numerous than before\nwar raised the lid under which society tried to confine vulgarity and folly.\nThe foes the university man of today must meet are more subtle than those\nwhich center in jazz and bootlegging, as varied as his own relations to\nsociety. To meet these, the university should be a strong aid. It has about\nfour roads to this end: the contagion of personality, the inspiration of\nintellect, the arousing of enthusiasm for intensive work, the devotion to\nhelpfulness towards others. As for the first, to turn our youth towards\nrighteousness we must show them how righteousness looks when it is lived;\nas to the second, a great teacher always leaves a great mark on every student\nwith whom he comes in contact; as to the third, great investigators breed\n\ninvestigators-there is an intellectual heredity among scholars as well as\na physical one, as every serious worker recognizes.\nIn an address ten years ago on \" The making of a Darwin, \" I asserted\nthat three things were necessary to this end: first, the right kind of germplasm, the hereditary stuff which determines high possibilities; second, contact with nature at first hand; and third, the presence of a sympathetic\nguide. In Darwin's case the material was of the best the centuries offer;\nin due time, also, the young naturalist wandered among the hills and fens of\nCambridgeshire, collecting beetles and observing everything; and finally,\nas he said, he \" walked with Henslow,\" the spirit of the great botanist\nkindling his own.\n\nAlmost every naturalist-teacher of the last generation, in such fashion,\n\" walked\" with Agassiz, and their students in turn \"walked \" with them.\nAnd these students did not choose such company to gain honor points, nor\nto better the record of their deportment.\nAs to the last, in Emerson's words : \" Free should the scholar be-free\n\nand brave. \" Give him a message to speak to other men, and when he\nleaves your care you need fear for him neither the world nor the flesh nor\nthe devil. It is said that the first movement towards foreign missions came\n\nfrom a group of boys at Williams College who met in a Berkshire County\nhayfield to discuss its possibility. When they knelt under the haystack in\nWilliamstown they were not driven by fear ofthe college faculty.\nThe university can exert a tremendous influence for moral life, but only\nthrough the unflinching devotion of its members. And this influence must\nbe exerted spontaneously, even unconsciously, by men alien to all forms of\n\nvulgarity and vice, and in thorough sympathy with the best in mind or\nmorals in the idealism of youth.\n\n"}
{"page": 694, "printed_page": null, "text": "Department of Immigrant Education\nSECRETARY'S MINUTES\nCLEVELAND MEETING\n\nOFFICERS\n\nFresident-WILLIAM C. SMITH, Supervisor of Immigrant Education, State Education\n..... Albany, New York\nDepartment\nVice\n-President-ETHEL RICHARDSON , Assistant State Superintendent in charge of\n.. Sacramento, California\nImmigrant Education ..\nSecretary-MARGUERITE H. BURNETT, State Director of Immigrant Education,\nWilmington, Delaware\n....... Columbus , Ohio\nTreasurer-LILLIAN P. CLARK, State Education Department ..\n\nA meeting of the Department of Immigrant Education of the National Education\nAssociation was held in conjunction with the meeting of the Department of Superin-\n\ntendence in Cleveland, Ohio, on February 26, 27, and 28, 1923. The program of this\nmeeting was as follows :\n\nFIRST SESSION-MONDAY, FEBRUARY 26, 1923\n\nSuperintendent William A. Davidson, Pittsburgh, Presiding\nINTERESTING IMMIGRANT GROUPS IN RECRUITING AND PROMOTING ATTENDANCE- .\n\nMarguerite H. Burnett, Delaware.\nORGANIZING IMMIGRANT CLASSES, WHEREVER AND WHENEVER POSSIBLE-Charles M.\nHerlihy, Massachusetts.\nWHAT THREE CITIES ARE DOING :\n\nOMAHA-Ella Thorngate.\nROCHESTER- Charles E. Finch .\nAKRON-Chester A. Graham.\n\nTHE LIMITS OF THE INTERmediate CouRSE-Lillian P. Clark, Ohio.\nTHE LIMITS OF THE ADVANCED COURSE-Morris E. Siegel, New York City.\nSECOND SESSION\n\nTUESDAY, FEBRUARY 27, 1923\n\nSuperintendent Randall J. Condon, Cincinnati, Presiding\nTHE GROWTH AND PRESENT EXTENT OF ALIENISM AND ADULT ILLITERACY IN THE\n\nUNITED STATES-John L. Riley, Albany, N. Y.\nWHAT COOPERATION IS DESIRABLE AND POSSIBLE BETWEEN THE FEDERAL GOVERNMENT\n\nAND THE STATES IN IMMIGRANT EDUCATION ?-Thomas E. Finegan, Commissioner\nof Education, Pennsylvania.\n\nTHE FEDERAL NATURALIZATION PROGRAM-Raymond F. Crist, Commissioner of\nNaturalization, Washington, D. C.\nRECOMMENDATIONS OF SPECIAL COMMITTEE-John J. Mahoney, Massachusetts .\nDISCUSSION.\n\nCITIZENSHIP DINNER-Hotel Cleveland, 6.00 P. M.-Raymond Moley, Cleveland,\nPresiding.\n\nCITIZENSHIP IDEALS- Speakers : E. C. Vermillion, Ohio ; Dr. John H. Finley, New\nYork Times; Rabbi A. H. Silver, Cleveland ; John J. Mahoney, Massachusetts.\n[669]\n\n"}
{"page": 695, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n670\n\nTHIRD SESSION-WEDNESDAY, FEBRUARY 28, 1923\nH. Ross Ake, Chairman of Ohio State Advisory Committee, Presiding\nA PERMANENT Immigration POLICY-W. W. Husband, Commissioner General of\n\nImmigration, Washington, D. C.\nSOME ASPECTS OF THE UNIFORM NATURALIZATION LAWS-George A. Green, Director\nof the Citizens' Bureau, Cleveland.\nThe business session was held in the Council Chamber of the City Hall on\nWednesday, February 28, at the close of the last session, William C. Smith, president of the Department of Immigrant Education of the National Education Association, presiding.\n\nThe first matter brought before the meeting was the qualifications for membership in the Department of Immigrant Education. After discussion, it was moved\nby Mr. Davis, of Pennsylvania, and seconded by Mr. Graham, of Ohio, that a committee of four be appointed by the chairman to draft a constitution including the\nqualifications for membership and rules and regulations necessary for conducting\nthe Department, and submit this constitution for adoption at the Oakland meeting.\nThe following committee was appointed : Chairman , John L. Riley, New York ;\nLillian P. Clark, Ohio; Ethel Richardson, California; and H. Ralph Davis,\nPennsylvania.\nSince no constitution had been adopted and no provision made for revenue to meet\n\nthe expenses of the Department during the present year, it was moved by Mr. Deming, of Connecticut, and seconded by Mr. Davis, of Pennsylvania, that a membership\nfee of $ 1.00 be charged for the year 1922-1923, and to all those paying this fee\nthe Secretary should send as soon as they could be compiled, copies of the proceedings of this meeting. This motion was carried.\n\nThe following resolutions were then presented to those present for consideration\nby the chairman, William C. Smith, of New York :\nWe are opposed to the registration of aliens because it is un-American and violates the\nresponsibilities of the community and the State to care for its own welfare.\nWe reiterate the former declarations of this body as issued in Boston, and set up by the\nInter-State Council on Immigrant Education in Atlantic City in February, 1920.\nWe, who are engaged in this field of labor, believe profoundly that citizenship training is an\neducational function, and should be in a Federal Department of Education,\nWe welcome the invitation of the Federal Bureau of Naturalization to cooperate with this\nBureau in providing and promoting facilities in schools, factories, and homes in the preparation\nof candidates for naturalization.\n\nWe pledge this cooperation without in the slightest degree abdicating the fundamental and\nlogical principle that it should be completely under the administration and supervision of public\nschool authorities.\n\nIt was moved by Mr. Deming, of Connecticut, and seconded by Mr. Davis, of\nPennsylvania, that the resolution opposing registration of aliens be eliminated and\nthat before any action was taken by the Department of Immigrant Education on\n\nthis matter, a committee be appointed to study the proposed plan of registration\nof aliens now before the country and to report upon it at the Oakland meeting. This\nmotion was carried and the following committee appointed: Chairman, Robert C.\nDeming, Connecticut ; Sarah Christy, Pennsylvania ; Howard Bradstreet, Connecti-\n\ncut; Chester A. Graham, Ohio; and Marguerite H. Burnett, Delaware.\nIt was then moved by Mr. Bradstreet, of Connecticut, and seconded by Mr. Dug-\n\ndale, of Ohio, that the resolution submitted reiterating the policies adopted in\nAtlantic City and Boston be adopted as read, with the elimination of that one\naffecting the registration of the alien. This motion was carried.\nIt was moved by Miss Clark, of Ohio, and seconded by Mr. Deming, of Connecti-\n\ncut, that a committee be appointed to nominate officers for the year 1923-1924.\nThis motion was carried, but no committee was appointed by the chairman.\nIt was moved by Mr. Riley, of New York, and seconded by Mr. Davis, of Pennsylvania, that since the program of the Department of Immigrant Education wa\n\n"}
{"page": 696, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n671\n\nnot included in the official program of the meeting of the Department of Superin-\n\ntendence, the president of this Department be instructed to confer with the president\nof the Department of Superintendence and make such arrangements as should be\nnecessary to have it included in the program of the next meeting.\n\nUpon a motion made by Mr. Deming and seconded by Mr. Graham, the meeting\nadjourned to meet in Oakland, California, on July 3, 4, and 5, 1923.\n\nSECRETARY'S MINUTES\nSAN FRANCISCO MEETING\nThe second annual meeting of the Department of Immigrant Education of the\nNational Education Association was held in San Francisco, California, on July 3 ,\n\n4, and 5, 1923. The program of this meeting was as follows :\nFIRST SESSION TUESDAY AFTERNOON, JULY 3, 1923\nHOW CAN CITIZENSHIP TRAINING BE MADE DYNAMIC ?\n\nPresiding: Will C. Wood, State Superintendent of Public Instruction, California\nOrchestra or singing by some foreign group. Under direction of Mrs. Harriet\nWilson, International Institute, Y. W. C. A., San Francisco.\n\nWHAT IS A CITIZEN ?-Arthur D. Dean, Teachers College, New York City.\nPRACTICAL SUGGESTIONS FOR ORGANIZATION OF CITIZENSHIP CLASSES TO BRING ABOUT\n\nCITIZENS'\n\nPARTICIPATION- Frederick Woellner,\n\nUniversity of California,\n\nBerkeley, California.\n\nTHE CITIZENSHIP OF THE FOREIGN-BORN WOMAN-Mrs. Helen Horvath, Principal,\nWest Commerce School, Cleveland, Ohio.\n\nGRAPHIC PRESENTATION OF CITIZENSHIP. One-act play by pupils of Oakland and\nBerkeley classes for foreign adults.\n\n1\n\nSECOND SESSION-WEDNESDAY NOON, JULY 4, 1923\nORGANIZED\n\nSUPERVISION\n\nPresiding: Harry Shafer, Superintendent of Schools, Los Angeles\nWHY STATE LEADERSHIP IS NEEDED FOR IMMIGRANT EDUCATION-E. C. Vermillion,\nSupervisor of Immigrant Education, State of Ohio.\nTYPES OF STATE ORGANIZATION-Lillian Clark, Supervisor of Teacher Training\nDivision of Americanization, State Department, Columbus, Ohio.\nRELATION BETWEEN SCHOOLS AND OTHER SOCIAL AGENCIES-H. Ralph Davis, Regional Director, State Education Department, Pittsburgh, Pennsylvania.\n\nTHE WORK OF CITY SUPERVISION- ( a) Flora D. Smith, Director of Immigrant Education, Los Angeles City Schools ; ( b) D. L. Hennessey, Director of Immigrant\nEducation, Berkeley, California ; ( c) Nina J. Beglinger, Supervisor of English\n\nto Foreigners, Detroit.\nRURAL SUPERVISION-County supervision for promoting and directing Immigrant\nEducation in the country schools-Mrs. Harriet Merrill, Supervisor, Fresno\nCounty, California.\n\nTHE RURAL SCHOOLS AS IMMIGRANT EDUCATION CENTERS-Marguerite H. Burnett,\nDirector of Immigrant Education, Delaware.\n\nCITIZENSHIP CEREMONIES-Mrs. Anne M. Godfrey, Educational Representative,\nNaturalization Service, U. S. Department of Labor.\n23\n\n"}
{"page": 697, "printed_page": null, "text": "672\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHIRD SESSION-THURSDAY AFTERNOON, JULY 5, 1923\nTHE AMERICAN PUBLIC SCHOOL AND OLD WORLD CULTURE\n\nPresiding: H. B. Wilson, Superintendent of Schools, Berkeley, California.\nChorus of Mexican girls singing Mexican folksongs. Under the auspices of the\nSanta Barbara Music and Arts Association.\nOLD WORLD VALUES IN AMERICA-WHAT TRAITS TEND TO RETARD AMERICANIZATION-\n\nJulius Drachsler, Professor Sociology, College of the City of New York.\n\nWHAT THE FOREIGN- BORN Brings to AMERICA- ( a ) For the Slavic groups : Mrs. A.\nZelenke (Russian ) , Lecturer for University of California, Extension Division.\n(b) For the Mexican groups: Senor L. Garza Leal, Consul for Mexico, Los\n\nAngeles, California. ( c) For the Japanese groups: S. Yoda, Consul General\nofJapan.\nIMMIGRATION-H. P. Fairchild, New York University.\nBUSINESS SESSION .\n\nThe business meeting was held on Thursday afternoon, July 5, at the close of\n\nthe last session, with Miss Ethel Richardson, vice-president of the Department,\npresiding.\nThe minutes of the last meeting were read and adopted on a motion made by\nMiss Swain, of California, and seconded by Miss Clark, of Ohio.\n\nThe report of the Committee on By-Laws was called for. It was presented by\nMiss Clark, of Ohio, and was as follows :\nThe committee appointed by the President of the Department of Immigrant Education of the\nNational Education Association in February, 1923 , to draft a constitution for this Department .\nsubmits for your consideration the following:\nBY- LAWS OF THE DEPARTMENT OF IMMIGRANT EDUCATION OF THE\nNATIONAL EDUCATION ASSOCIATION\nARTICLE I\nOBJECTS\n\nThe objects of the Department of Immigrant Education shall be :\n1. To promote the establishment of classes and schools wherein immigrants and other persons\nabove the compulsory day- school age may learn to speak, read, and write the English language\nand prepare to become intelligent, loyal, and law-abiding citizens of the United States.\n2. To promote such attitudes and activities through the medium of the public school and other\nagencies as will most expeditiously and most thoroughly Americanize the immigrant and bring\nabout unity of feeling and ideals among all the people of the United States, both native and\nforeign-born.\n\n3. To work for the adequate training of teachers, supervisors, and directors to carry on\nthiswork.\n\n4. To urge the appointment of State directors of immigrant education in all States.\n5. To arrange a plan of cooperation between the various States and the Federal government\n\nwhereby the State departments of education and the departments, bureaus , and councils of the\nFederal government which deal particularly with the education and naturalization of the\n\nimmigrant may understand their respective functions and work in harmony and to one purpose,\n6. To encourage adequate financial support and effective direction, supervision, and instruetioninthis field in all States in which the need exists.\nARTICLE II\nMEMBERS\n\nSECTION 1.\n\nActive members of the National Education Association who are engaged for full\n\ntime or part time in the work of teaching, supervising, or administering adult education of\nstudents above the compulsory day school age in the use of the English language, in American\nhistory and government, or in preparation for naturalization, and all persons who are engaged\ninpreparing persons to do this work, are entitled to become active members of the Department of\nImmigrant Education upon the payment of the annual fee of one dollar. Everyone who is\ninterested in the education and assimilation of the immigrant will be welcomed to all meetings\n\nof the Department, but only active members may participate in the business of the Department,\nSEC. 2. Members of the Department of Immigrant Education shall be entitled to receive a\nfree copy of the proceedings when issued and will be entitled to such other consideration as may\nbe decided upon by the Department.\nARTICLE III\nOFFICERS\n\nSECTION 1. The officers of the Department of Immigrant Education shall consist of a Prese\ndent, a Vice-President, a Secretary, and a Treasurer. They shall be elected annually at the\nlast formal session of the Department to serve for one year, or until their successors are duly\n\n"}
{"page": 698, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n673\n\nelected. No one shall be eligible to any office in the Department who is not an active member\nof the National Education Association, and no person shall hold the same office in the Department for more than two years in succession. These four officers shall constitute the Executive\nCommittee.\nSEC. 2.\n\nIn case of the resignation or death of the President of the Department, the office shall\n\nbefilledby the Vice- President. Any other vacancy in the Department shall be filled by appointment by the President of the Department.\n\nSEC. 3. The Treasurer shall , on the first of each month, send to the Secretary of the National\nEducation Association the amount received for dues during the preceding month. This is to\nbe credited to the Department of Immigrant Education and added to the amount allowed the\n\nDepartment by the National Education Association for expenses. This money can be expended\nonly for the Department of Immigrant Education and under its direction.\nSEC. 4. The Executive Committee shall hold a meeting immediately following the last\nsession of the annual meeting of the Department.\nARTICLE IV\nELECTION\n\nOF\n\nOFFICERS\n\nSECTION 1. A committee on nominations shall be appointed by the President of the Department and notified in writing of their appointment to such committee at least three months prior\nto the date of the meeting at which their report is to be submitted.\nSEC. 2.\nThe Committee on Nominations shall consist of seven members of the Department,\natleast three of whom shall reside east and three west of the Mississippi River and no two of\n\nwhom shall reside in the same State.\n\nSEC. 3. The Committee on Nominations shall report at the annual meeting in which they\nshall present to the convention the name of at least one person for election to each of the four\nfollowing offices: President, Vice-President, Secretary, and Treasurer. Additional nominations\nmay be made from the floor.\nSEC. 4. The election shall be by individual written ballot or by one ballot cast by the Secretary, as the members present shall decide.\nARTICLE V\nMEETINGS AND SESSIONS\n\nSECTION 1. The annual meeting of the Department shall be held at the same time and place\nas the annual meeting of the National Education Association. However, if not otherwise\ninstructed at the annual meeting, the President may also arrange a meeting in connection with\nthe Department of Superintendence if he thinks it advisable.\nSEC. 2. Two regular sessions with formal programs shall be held at the annual meeting.\nSEC. 3. In addition, an informal conference of State directors of immigrant education shall\nbeheld at the time of the annual convention, and the President of the Department is expected\nto make every effort to have a representative from every State in attendance at this conference.\nIf a State does not have a State director of immigrant education, the President of the Department may invite some other public school official to attend from that State.\nSEC. 4. At the annual convention, and at the mid-winter meeting if held, dinner discussions\nand exhibits may be arranged for, if the President of the Department thinks it advisable.\nSec 5. No paper, lecture, nor address shall be read before the Department in the absence of\nthe author, without the unanimous approval of the members present.\nARTICLE VI\nPROGRAM\n\nThe program of the Department shall be prepared by the President after consultation with\nthe President of the National Education Association, and it shall be arranged to conform with\nhis ideas. The President of the Department shall also confer with the other officers of the\nDepartment.\nARTICLE VII\nCOMMITTEES\n\nSECTION 1. A committee on nominations shall be appointed as provided for in Article IV\noftheseby-laws.\nSEC 2.\n\nAn auditing committee, to consist of three members of the Department, shall be\n\nappointed by the Department at the first session of the annual meeting, all nominations being\nmade from the floor. No members of the Executive Committee shall be eligible for membership\non the auditing committee. The auditing committee shall audit the books of the Treasurer\nani shall make a report to the Department.\nSEC. 3. A committee on resolutions to consist of three members of the Department shall\nbeappointedby the President at the first session of the annual meeting, and except by unanimous\nocesant. all resolutions shall be referred to said committee without discussion.\n\nThis com-\n\nmittee shall receive and consider all resolutions proposed by active members, or referred to\nby the President. Immediately at the close this first session, the committee on resolutions\nshall hold a meeting at a place to be announced by the President, for the purpose of receiving\nproposed resolutions and hearing those who may wish to advocate them. All resolutions shall be\npresented in written form.\n\nSuc. 4. The President of the Department shall appoint all committees except when otherwise\nprovided for by the by-laws or otherwise ordered by the Department.\nSEC\n. 5. No committee shall be continued beyond the time of the meeting at which it was to\nreport unless so ordered by the Department.\n\n"}
{"page": 699, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n674\n\nARTICLE VIII\nAMENDMENTS\n\nThese by-laws may be amended at any annual meeting by a two thirds vote of those present\nand voting, provided a written notice of the proposed amendment or amendments has been presented to the members of the Department two weeks before such action is taken.\nJOHN L. RILEY, New York\nLILLIAN P. CLARK, Ohio\nETHEL RICHARDSON , California\nH. RALPH DAVIS, Pennsylvania\n\nOn a motion made by Mrs Godfrey, of California, and seconded by Miss Merrill,\nof California, this report was accepted and the by-laws adopted as read.\nThe report of the Committee to Study the Plan for the Registration of Aliens was\ncalled for, and presented by Miss Burnett, of Delaware. It was as follows:\nREPORT OF COMMITTEE ON THE REGISTRATION OF ALIENS\n\nThe committee appointed by the Department of Immigrant Education of the National Educa\ntion believes that one cannot compel good American citizenship. If anything must be com\npulsory it should be the furnishing of proper educational facilities.\nAny plan for the compulsory registration of aliens involving a registration fee making it\ncheaper to be a citizen than to remain an alien-requiring of necessity an elaborate enforcement\nwith Federal compelling agents and a complete follow- up system in order to be efficient-over-\n\nwhelming our unprepared school systems with tens of thousands of aliens, and thrusting a\npriceless heritage upon those very possibly hostile to our government-would be unthinkable.\nAll of these features are embodied in the Johnson Bill, a diagnosis of which, in detail, 15\nattached.\n\nThis committee was not requested to report except upon the registration plan as now before\n\nthe country. It believes that registration upon the basis of citizenship is impossible.\n\nAs a\n\nlast unavoidable alternative, it believes that registration might be possible, without sacrificing\nAmerican ideals, if founded upon law and order, the initiative of the alien in the matter, and a\ntime limit for American education.\nwe conclude our report.\n\nWith this hint of constructive as well as destructive criticism\nROBERT C. DEMING, Connecticut, Chairman\nMARGUERITE H. BURNETT, Delaware\n\nSARAH R. CHRISTY, Pennsylvania\nHOWARD BRADSTREET, Connecticut\nCHESTER A. GRAHAM, Ohio\nTHE REGISTRATION OF ALIENS\nShall this country have an autocratic or a democratic form of government?\n\nThe plan to\n\nregister aliens under compulsion would undermine our present ideals in this direction.\nThis country desires the highest type of citizen. Any plan is detrimental that compels citizenship or induces it by imposing a penalty upon remaining an alien. The registration plan now\nbeing proposed makes it cheaper to be a citizen, and in addition requires of necessity an elaborate\nenforcement and a complete system of espionage that is un-American. It must be that to amount\nto anything.\nCitizenship is a natural growth, to be cultivated and not forced. It is comparable in many\nways to religion. Education and assimilation alone can aid, friendship, not force.\nThe alien's choice of either education or deportation, or citizenship or deportation, is a most\nunfortunate one.\n\nThe former is the lesser of the two evils.\n\nPractically all people agree that the alien ought to be registered and educated in the funda\nmentals, but that he should be arbitrarily compelled to become a citizen for his own protection\nwould degrade and destroy citizenship .\n\nThe following is a digest of present proposed Federal legislation :\nThe registration of aliens must be either a voluntary or a compulsory proposition. If\nvoluntary, it will be absolutely useless; if compulsory, it will require a penalty for its violation\nand also an effective enforcement system. Being necessarily a Federal law, it would require\ncompelling agents similar to those now used in enforcement of the Eighteenth Amendment .\nIf we concede that this problem requires a logical sequence of events, let us examine these\nas typified by the Johnson Bill (H. R. 10860) and by obviously an exponent of the registration\n\nidea. Thepurpose is to gain information as to how compulsory registration should function.\nThe Johnson Bill gives authority for the registration of aliens, and certain educational\nauthority to the Bureau of Naturalization, U. S. Department of Labor. A director, to be\nappointed by the l'resident, with the advice and consent of the Senate, and an assistant director\n\ntobe appointed by the Secretary of Labor, shall both be under the supervision of the last named.\nWho shall register ?-Every individual over 18 years of age who is not a citizen of the\nUnited States or its possessions (unless a petition for naturalization is pending). Alien minors\n\nunder 18 years of age are to be registered by their custodians. There are a few exceptions as\ninthe case of World War veterans, American Indians, etc.\nWhen-Each year during the 90-day period ending the first Tuesday after the first Mordav\nin November.\n\nHowl- In person, to registrars appointed under bond (if desired) by the Secretary of Labor\nand whose compensation is to be fixed by him. Registrants must give all personal information\nand history and an identifying photograph. School teachers may serve without pay outssie\nof the registration period.\n\nWhere?-Anywhere without rental being charged. In any federal building if requested by\nthe Secretary of Labor, if not causing unreasonable interference.\nFees $5.00 for any registrant over 21 years of age. Alien wives are exempt if registered by\ntheir husbands.\n\n$3.00 for any registrant more than 18 and less than 21.\n\n"}
{"page": 700, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n675\n\nPenalty $25 per year per person to be forfeited in a civil suit brought by the U. S.\nGovernment.\n\nDistribution of funds After expenses have been deducted the money collected from registration shall be allocated by the government to any one district in proportion that the sum collected bears to the entire registration sum.\n\nConditional upon-A local equivalent appropriation for the ensuing year.\nUsing such money for the pay of teachers of citizenship classes .\nA satisfactory maintenance of classes outside of public school buildings .\n\nEducational authority granted-The Bureau of Naturalization shall promote the welfare of\npromote instruction in\nthe foreign-born and administer a uniform rule of naturalization\nEnglish and civics of all foreign-born attending citizenship classes ... disseminate information in all forms\ncoöperate with\nprocure the cooperation of all organizations\npublic school authorities\nsend names of candidates for citizenship to public school\nauthorities ..\npublish manuals and text books.\n\nOn a motion made by Miss Flora Smith, of California, and seconded by\nMr. Shafer, of California, this report was accepted.\nThe report of the Special Committee on Nominations was called for. It was\npresented by Miss Burnett, of Delaware, and was as follows :\nThe Special Committee on Nominations presents the names of the following persons for election to office in the Department of Immigrant Education for the year 1923-1924:\nPresident: Charles M. Herlihy, Supervisor of Adult Alien Education for the State of\nMassachusetts, Boston, Massachusetts .\nVice-President: Flora D. Smith, Director of Immigrant Education, Los Angeles, California.\nSecretary: Robert C. Deming, Director of Americanization for the State of Connecticut,\nHartford, Connecticut.\n\nTreasurer: Ella Thorngate, Supervisor of Americanization, Omaha, Nebraska.\nMARGUERITE H. BURNETT, Delaware, Chairman\nHARRY SHAFER, California\nLILLIAN P. CLARK, Ohio\n\nIt was moved by Laura Wood, of California, and seconded by Miss Stearns, of\nCalifornia, that the report of the committee be accepted and the secretary be\ninstructed to cast a ballot for the candidates as named by the committee and to\n\ndeclare them elected. This motion was passed unanimously.\nThe following resolution was then presented by Flora D. Smith, of California :\nWHEREAS, The Department of Immigrant Education of the National Education Association has\nreceived from its Committee on the Study of Plans for the Registration of Aliens a complete\nanalysis of the Plan for the Registration of Aliens as contained in the Johnson Bill, H. R.\n10860, and is convinced that this plan of compulsory registration is opposed to the best interests\nof the American Nation; be it resolved, That this Department recommend that any method of\ncompulsory registration adopted in the United States of America apply equally to native and\nforeign-born residents and that no penalty be imposed upon one group that is not imposed upon\nthe other.\n\nOn a motion made by Miss Smith, of California, and seconded by Mr. F. H. Hennessy, of California, this resolution was adopted.\nItwas then moved by Miss Caldwell, of California, and seconded by Mrs. Godfrey,\nof California, that:\nTheDepartment of Labor be asked to grant a Proficiency Certificate to Declarants who have\npassed an examination in the presence of the Government inspector, but who are not eligible\nfor the Federal Diplomas, such certificates to be good-looking and to be exchangeable for a\nFederal Diploma at such time as the Declarant becomes a Petitioner.\nThis motion was carried.\n\nIt was moved by Miss Burnett, of Delaware, and seconded by Mrs. Monroe, of\nCalifornia, that :\nacommittee of supervisors, teachers, and directors be appointed by the President to work on\nsuch problems as their experience in the field of immigrant education has led them to believe\nwill increasethe efficiency of the teaching of adult immigrants, and to report the results of their\nstudies at the next annual meeting.\"\n\nThis motion was carried.\n\nItwas moved by Miss Burnett, and seconded by Miss Stearns, of California, that:\n\" a committee be appointed by the President to prepare a report on Adult Immigrant Education\nwhich shall supplement and bring up-to-date the report on Elementary Education of non-\n\nEnglish-Speaking Adults, 1919-1921, prepared by Miss Elizabeth Woodward, as Chairman of\nthe Committee on the Education of the Immigrant, of the Commission on the Revision of\nElementary Education, anddistributed to delegates at this meeting of the Association, and that\nprovision be made to print the revised report and distribute it at the next annual meeting of\ntheAssociation.\"\n\nThis motion was carried.\n\nWith the passing of this motion, the business of the session was concluded, and\nthe Vice-president declared the meeting adjourned.\n\n"}
{"page": 701, "printed_page": null, "text": "676\n\nNATIONAL EDUCATION ASSOCIATION\n\nWHAT IS A CITIZEN ?-ABSTRACT\nARTHUR D. DEAN, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe Constitution of the United States defines a citizen. A standard\n\ndictionary also does it. But it would not be much of a country if its citizens\n\nmet only the terms laid down in the Constitution or only the words of a\ndefinition. A person who can mumble a few paragraphs of a document or\nwrite his name or read a sentence or take an oath has only a limited stock\nof tools and a mighty large promissory note on which to meet payment.\nOne can only grow into citizenship. Quite contrary to established custom\nhe cannot even be born into it. The man to whom it is sworn may not have\n\nit. The owner of the uplifted hand may never get it. I doubt if anyone can\nreally point to anyone who has it in its fullest measure. Even Christ would\n\nhave hesitated with becoming humility in stating that He was a perfect citizen. Most assuredly one would have to travel far in this country or any .\ncountry to discover a perfectly good citizen. There are many near citizens.\nOne American president was in the habit of calling all those who did not\nagree with him \" bad citizens.\" Almost all democrats are bad citizens to\nabout all republicans.\nWhat is a citizen ? Take one topic-an economic citizen. He should be\n\na self-supporting economic unit and a contributor to social welfare. He\nshould understand modern economic conditions involving large scale production, division of labor, evolution of industry, social problems, wealth and\npoverty. He should be thrifty, should save and invest and be a contributor,\nnot a debtor.\n\nHow about other topics ? A social citizen, a fair-minded, religious citizen,\na family citizen, a healthy citizen, a cultured citizen, and so on without end.\nThe public schools are trying hard to make good citizens. They find it a\nreal job. The demands upon modern citizenship have gone beyond the\nConstitution and the dictionary. If the schools and colleges take sixteen\nyears to graduate near citizens, how is it that many a person who never went\nto school has become an economic, a family, a social, and a religious citizen ?\nThe answer is that work, sobriety, savings, newspapers, unions, home, church,\nand many other factors contribute to citizenship training.\n\nPRACTICAL SUGGESTIONS FOR THE ORGANIZATION OF\nCITIZENSHIP CLASSES TO BRING ABout citiZEN'S\nPARTICIPATION- ABSTRACT\nFREDERICK P. WOELLNER, LECTURER IN CIVIC EDUCATION\nUNIVERSITY OF CALIFORNIA , SOUTHERN BRANCH\n\nA society as dynamic as ours requires every one of its members to keep in\nconstant communication with the sources of light and of inspiration. The\nbusiness man who fails to maintain an active interest in the social, political,\nand economic fields, soon finds himself out of touch with the times and out\n\n"}
{"page": 702, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n677\n\nof favor with Bradstreet. The operator who perseveres in his indifference\ntoward the perpetual changes taking place in his factory and his world\nsoon finds himself in the great industrial scrap-heap of the human maladjusted. The farmer who shuts his eyes to modern invention and the stock\nexchange, never knows the thrill of a bumper-crop or a completely paid mortgage. The housewife who makes her home her world loses in the great\nstruggle to keep up with the Joneses. In every walk of life, the general\nprinciple of keeping in communication with the great reservoirs of knowledge\nis being acted upon. The constant increase in the number, variety, and\nsignificance of changes in modern life is compelling every one to be something\nof a student or become a misfit. There never was a time when the Socratic\n\ntheory was more potent-there is no virtue but knowledge; there is no vice\nbut ignorance.\n\nIn spite of all this ancient philosophy, however, there are still two and\nahalf million native adults in our country who are unable to read or to write\nany language. There are still twice that number of adult foreign born illiterates living here. These millions lack the most effective means for keeping\n\nincommunication with the facts and logic of modern society. They are compelled to follow the most primitive methods in acquainting themselves with\nthe world in which they live. They tend to become a real menace to the\nstability and progress of the State and to their own individual welfare. Only\npusillanimous arguments are opposed to the demand that they be given every\n\nopportunity to come into their rightful inheritances through a mastery of\nthe elementary tools of knowledge.\nAn adequate technique for teaching English to adults has been devised.\nA sufficient corps of teachers has been trained to eliminate this most elementary type of illiteracy. Thousands of classes for adults have been organized and initiated into the mysteries of the reading and writing arts. But\nthe efforts in this direction have been too scattered and meagre. Too much\n\nhas been left to the benevolency of small groups dominated by purposes\nextrinsic to the real demands of the situation.\n\nThemostpractical suggestion one can offer in the field, is in the direction\nof an organization on a sufficiently inclusive plane to insure the absolute\nelimination of adult illiteracy. The isolated and purely benevolent efforts\nof small groups will always prove inadequate for complete success. The need\n\ncan only be met by a State department, especially organized for this task\nand sufficiently equipped \" to do a real job.\"\n\nEvery progressive tendency in social organization, not to mention any of\nthe definite economic and political forces, recognized as wholesome potencies\nfor individual and collective advancement, point to larger and larger units\nof integration. Centralization becomes increasingly inevitable. The recent\nplan of the governor of California, which would eliminate the State depart-\n\nment of Americanization force is hopelessly reactionary, inadequate, and\nwasteful. There may be some reason for such action when a National department of education is established with a secretary in the President's cabinet.\nButtoday there can be no defense of any program which forces the State\nto abdicate in favor of smaller and less responsible agencies.\n\n"}
{"page": 703, "printed_page": null, "text": "678\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe problem is not one of spending or saving but of spending in the direction of wholesome advancement or spending in the direction of corrective\nmeasures. It is always good economy to invest in sound preventatives. It\nis the moral aspects of the problem with which we are chiefly concerned.\nThere can be no doubt as to the State's responsibility toward all of its citizens.\nThe State becomes party to the dereliction of the illiterates when it refuses\n\nto provide them with ample opportunity for meeting their most elemental\nneeds when it transfers its obligation to any other unsupervised agency.\nEvidence is not lacking to make one believe that a Nation-wide reaction\nhas set in against the more liberal forces in educational theory and practice.\nThis reaction is not of popular origin nor has it won much popular support.\nThe present challenge to progressive thought and action comes from those\nwho have fought progress at every step. The most practical thing any Americanization worker can do is to mobilize the generous citizens to fight the\nforces of reaction and ignorance.\nWise and progressive citizenship requires a constant upgrading in popular\nreading. The citizen who confines his reading to the daily press, the six\nbest sellers, or even a popular magazine or two is an illiterate who should\nchallenge our pity, our interest, and our effort. Americanization workers\nare invited to this field of activity. What can they do to put every citizen\non a forward-looking program of reading and thinking ? Every community\nhas effective organizations needing and frequently desiring direction. The\noften petty and always isolated efforts of the press, the church, the club, the\ncorrespondence schools, and like agencies prove inadequate to meet the situation. Tremendous State effort is required.\nThe most practical suggestion one can make to energize adult citizenship,\n\nconcerns itself with the extension department of the State university. The\nState university is the official depository of an abundant supply of knowledge\nand inspiration. It should become the great disseminator of that knowledge\nthrough high-powered extension departments.\nThe University of California has an Extension Division, of which it is\njustly proud. In 1919 the Extension Division entered into its present period\nof development. Its primary function, as now conceived, is to assist adults\nin California, who, though unable to take up residence at the university.\ndesire to carry on some kind of study that might appropriately be pursued\nby regular university students. Its work pertains properly to higher education, to the pursuit of knowledge. The aim is to make its teaching of university grade and character, otherwise it would duplicate the work of other\neducational agencies, such as the evening high schools. Instruction given to\na large extent by members of the university faculties and supervised by the\ndepartments concerned is offered by correspondence and through extramural\nclasses. Courses are so grouped and articulated that students may advance\nfrom one stage to another. The plan and purpose of the work is to enable\n\nstudents to lay hold on fundamentals, to gain broad and guiding principles,\nand to develop their mental powers. Extension lectures, whether delivered\n\nsingly or in series, are regarded as means of suggestion and stimulation.\nopening up possibilities of intensive study. Visual illustrative materials, edu\n\n"}
{"page": 704, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n679\n\ncational motion pictures and stereopticon slides are circulated throughout the\nState to facilitate individual study.\n\nState extension education for keeping all adults in communication with\nthe sources of light and inspiration, required a considerable amount of social\norganization. Special leaders must be appointed to mobilize the energizing\nforces in each community to facilitate individual and collective advancement.\nUnnecessary duplication of effort must be avoided. The university lecturer\n\nmust stand ready to do as little or as much as the situation demands. In any\ncase, the fundamental educational policy must be pursued whereby the\n\ninstructing agency gradually eliminates itself.\nThree types of educational leaders are needed to make communities realize\nthe value of providing effective means for adult education. The first type\nreminds one of the shock troops which go over the top and win the new terri-\n\ntory for the cause. These men go into the community to make the press,\nthe leading civic bodies, the teachers and the like, safe for the contemplated\nwork. They give lectures, write editorials, prepare news items, and conduct\nconferences. They do everything in their power to win popular support and\nto arouse individual interest. They may even offer courses of the especially\npopular type. They are the men who sell the idea to the people.\nThe second type reminds one of the second line of defense. These men\norganize the territory that has been won and extend it wherever possible.\nThese are real administrators. They \" dig in \" to strengthen their position.\nThey lay the foundations for further effort. They provide more opportunities for study.\n\nThe third type of worker in this field is the technician, the highly developed\nspecialist, who has a service to render but who is frequently a failure when\nnot preceded by the other two. Our universities are not lacking in able\nmen. Many of the able men in them have never thought of the civic value\nof \" their line of goods.\" They have concerned themselves more with filling\ntheir shelves than in getting customers. They become democratic agencies,\nhowever, when a proper demand is developed for their stock. Many of them\nmay be led to see their place in extension education when the average adult\nis led to appreciate their value.\nNo attempt need be made to make the conventional type of scholar of all\nour citizens. The conventional college course need not be offered, but one\nobjective need be kept in mind-what can be done to put every citizen in\ncommunication with the facts and logic of modern life ? How can every\ncitizen be energized into the conscious guidance and control of his life ? The\nmethod and content of every course must be determined by this objective.\nThe coöperatives, the home teachers, the foreign press, the trade union,\n\nlocal improvement leagues, little mothers' clubs, better housing associations\nare the most potent factors in the organization of a community for social and\ncivic enterprises. These major associations of good citizens supply the pur-\n\nposes that should actuate citizens to seek higher and higher levels of good\ncitizenship. Live purposes stimulate individual and collective activity. Live\n\npurposes create high sense of values. Citizenship classes are never wanting in\nnumber and in quality where live purposes abound.\n\n"}
{"page": 705, "printed_page": null, "text": "680\n\nNATIONAL EDUCATION ASSOCIATION\n\nAmericanization workers must cease to play with their job. They must\nseek deeper bases for their efforts. They must critically examine their efforts\nin the light of the most liberal interpretation of modern political and social\nlife.\n\nTHE PLEA OF AN IMMIGRANT-ABSTRACT\nMRS . HELEN HORVATH , WEST COMMERCE SCHOOL, CLEVELAND, OHIO\n\nDear friends, I am an immigrant, a stranger in a strange land. Forlorn,\nbewildered, lonely, wherever I look unknown scenes greet me. The people\nI do not understand ; their tongue is strange to me. I come to this land of\nplenty in quest of happiness. I am your new neighbor, the immigrant. I\nneed your sympathy and help.\n\nI admire you, happy, buoyant, vivacious people of America. I envy you\nthe chances you had in your childhood, I watch you, your manners, and your\nmode of life, as I want to know how Americans live, what Americans really\nare. You may think that on my arrival I am amazed at your sky-scrapers\nand wonderful machineries. True enough they are great, but what really\ninterests me is the people.\n\nPlease notice me, take hold of me, lead me. I come open-hearted, willing\nto do what is right; show me the way and I'll follow. Don't let me drift\naway, swallowed up by the adverse currents of life. Try to protect me from\nmy own inexperiences. Take me in as a member of your great and glorious\nfamily. I want to belong.\n\nI bring to you my strong arms, my well-developed body, my desire for\nwork, my love for big families, my devotion to God, and my thriftiness.\nTake hold of me at once while impressions are new. As one of your\nproverbs says, \" As the twig is bent, the tree is inclined.\" I am the new\nmaterial you need in the everlasting upbuilding of your Nation. I build\nyour bridges and dig your ditches and help you with manual labor as well\nas with my mind. Hearken to me, dear people of America, and take me in\nas a member of your community. For I am the immigrant who comes to\nthis country in quest of happiness.\nWith your kind permission, I shall relate to you my early experiences\nin this country while my Americanization was in full process. It will disclose to you the feelings of an immigrant on reaching the shore ofAmerica.\nWe, almost all, more or less, feel the same sensation, have the same impressions.\n\nI arrived in Cleveland the last Sunday morning of May, 1897, and my\nhusband and I were asked to luncheon by a Hungarian family. The topic\nof our conversation on this first day was politics. Anxious to know something of your government, we were informed by our host that although\nMr. McKinley was the nominal president, in reality, Mr. Mark Hanna.\na Cleveland man, was the power behind the throne. That was our initiating\ninformation about American government.\n\n"}
{"page": 706, "printed_page": null, "text": "681\n\nDEPARTMENT OF IMMIGRANT EDUCATION\n\nMy first impression of Americans was that they are open-hearted, easygoing, carefree people, friendly to a certain extent and very happy. I\nliked that very much and hoped to have my share of this happiness. But\nduring the very first week I found out that this country is the land of\nnicknames where the boys call each other Freckles, Shorty, Fatty,\nSkinny,\" and they call the immigrants \" Ginny.\" Many bitter fights were\nfought by our little adopted son and his schoolmates because of this much\nhated and resented name .\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nBut how teach true Americanism most effectively to the immigrant ?\nBy what process can we make an American of him in the shortest possible\ntime. How convey to him the meaning of American ideals ? The first step\nisthat he who wants to teach him of these things must live up to the ideals\nand demonstrate them by his behavior, sympathy, and helpfulness. That\nis the only thing you can do for the immigrant as he has to work out his own\nadjustment, accomplish his own assimilation. By association we learn.\nTherefore show yourself and meet these newcomers half way. Probably\nyour children's children and that scorned immigrant's children's children\nwill assimilate by intermarriage. One never can tell. So the sooner you\nlook upon him as a fellowman and not an outsider the better for all\nparties concerned.\n\nImmigrants are just like plants. They suffer transplantation and their\nacclimation is very often a matter of doubt. But just as by the gentle care\nof the gardener, the plant which seemed to wither and droop slowly revives\nand flourishes in the new soil and climate, the immigrant with the aid of\nyour sympathy and good-will, takes hold of the new life and grows to be a\nstrong, useful, and appreciative citizen They do not need your pity. Ali\nthey need is your kind understanding; give them the language, the knowledge of the law, and your own example.\nApathetic figure is the immigrant mother who is left behind through the\nrapid Americanization of her children. A child soon learns the American\n\nlanguage and customs. He then considers himself superior to his mother,\nand does not wish to speak to her in her native tongue for fear that people\nwill find out that he is a foreigner, never translates things to the satisfaction of his mother, calls her \" the old woman,\" does not care for her\ncooking while her husband insists upon his accustomed old-country meals.\nTrue Americanism, just like charity, should begin at home and could\nbecarried out most effectively by the mother, who is the natural leader of\nher children. But how can she teach them American ways and customs if\nshe does not know them herself? Therefore take care and teach the immi-\n\ngrant mother and you need not worry about the coming generation. As a\nrule, her ambition is to keep up with and take part in the enjoyment of her\nchildren, also to become independent. Do you know what that means ?\n\nWhen you have to beg for somebody's help when you are in trouble and\ncannot explain or complain; always looking for an interpreter, for even your\n\nown children, no matter how well they speak the English language, will\nnottranslate to your satisfaction.\n\n"}
{"page": 707, "printed_page": null, "text": "682\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe immigrant mother should learn not only to speakEnglish, but should\nalso learn the customs and laws of the country. But it is not advisable to\ninsist upon giving up all old-country traits. She should keep what is good\nand contribute to the welfare of others. Every immigrant brings something from her native land that is worthy to be preserved.\nThe public library seems to be the ideal and fitting place for such classes\n\nwhere mothers could be taught English, home economics, and civics. And\nby the way, we in Cleveland call our Mothers' Classes, \" English Club\nfor Mothers.\" And inasmuch as it is fashionable to belong to a club nowadays, this in itself is an incentive to join. Immigrant mothers are interested\nin civics and to a certain extent in politics. Nearly all of them would like\nto take a hand in the \" Government of the people, by the people, for the\npeople \" by casting their votes at election.\nOur Nation's hope is in the children, in our coming generation. The\nmother is the natural leader of her child and her influence will be the\n\ngreatest factor in molding the character of the child. If you want to keep\nup the standards of this country, you must help the immigrant mother find\nherself in her new environment. Here is a great mission work for real\n\npatriotic and humanitarian leaders. Associate with her. By your example,\nshe will learn. But don't try to make her give up her individuality. Make\nher retain good habits. These dear women of many nations brings to us\n\nnew strength, new blood, examples of endurance, tenacity of purpose.\nBefriend them, teach them.\n\nWHY STATE LEADERSHIP IS NEEDED FOR IMMIGRANT\nEDUCATION-ABSTRACT\nE. C. VERMILLION , SUPERVISOR OF IMMIGRANT EDUCATION , STATE OF OHIO\n\nTechnique is new-For years educators have been trying to develop and\nperfect a system of education suited to the needs of children in all conditions of life and children of all degrees of intelligence. It used to be a\n\nfairly simple matter when kinds of schools and courses of study were not so\nnumerous. Gradually as the school has been made responsible for the health,\nhygiene, vocational education, recreation and so on of the child it has been\nnecessary for those in charge of educational programs to devote their entire\ntime to the problems of adjustment for the benefit of the child. When\nconditions arose which gave them the added responsibility of adult education,\nthe whole question was so foreign to problems with which they were familiar\nthat the actual work had to be entrusted to people who would experiment\nand learn by experience the things not to do. Many communities are still\nin that experimental stage. In order that the communities within the\nState may profit by such experience, leadership must of necessity be vested\nin a State agency. Many local school officials are quite ignorant of the\nmethod of organizing adult schools and the procedure to be followed. If\nthere were not some agency to which to turn, hopeless blunders might\nbemade.\n\n"}
{"page": 708, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n683\n\nFor a period of about eight years many so-called specialists in adult\neducation have been experimenting. From these attempts to meet the\nproblem, without question certain fundamental principles have been evolved.\nAfter consulting statistics on enrolment and weekly attendance the discrepancy is still so great that much is left to develop in the technique. The\n\nlogical force to select the best in every community and every State and\ntransmit it for the benefit of all pupils is the State leader.\nThe individuals who have been actively engaged in this field of work\nrealize fully that specialized technique and training are necessary. Unfortunately the people to whom they are responsible have not always caught the\n\nvision. Consequently it is necessary to have some one to whom to turn\nfor guidance, who at the same time has the authority and ability to reconstruct the viewpoint of local school officials.\nImproper agencies-Until the time arrived when the question of Americanizing adults was recognized as being primarily a question of education,\nmany agencies, principally the Y. M. C. A., tried to satisfy individual requests for assistance in learning English. No great advertising campaign\nwas launched by any one organization, but in one way or another a comparatively small number of immigrants were assisted by one agency or\nanother. With the impetus of the war it was conceded to be rather patriotic\n\nto Americanized foreigners. Practically every agency in the community appointed a committee on Americanization. Some of these agencies became\nvery active, as in those industries where plant directors were employed and\na large corps of teachers, also the Y. M. C. A., social settlements, women's\nclubs, patriotic organizations, certain individual churches, and religious\n\norganizations. It has been largely through State leadership that today we\nhave coöperation between these agencies and that they have selected the\nthing they are best qualified to do. I wish I could picture for you the great\nchange in the feelings of agencies toward each other and the enthusiasm\n\nto carry out their phase of the work. For example, through the State\norganization of the D. A. R. or the Federation of Women's Clubs it is\n\npossible to go into any community and know that a definite State program\nhas been adopted with regard to the immigrant.\nIn communities where the local leaders have developed a practical and\nintensive program, all the various agencies have been brought into a cooperative plan for serving the foreign-born of the city. The success and\nprogress of the work in such communities furnishes ample proof of what\nmight be done in every community, however small.\nOut of this experience has developed the fact that the educational work\nshould be conducted by the local and State boards of education. Practically\nall industries have given the the responsibility for instruction in language\nand citizenship over to the local school authorities. While the Y. M. C. А.\nhas a definite educational program, it has been doing it with the idea of\npioneering in the field and then turning classes over to the board of education. The Y. W. C. A. limits its work to the assistance to foreign-born\n\nwomen. The patriotic organizations are sponsoring the receptions for new\n\n"}
{"page": 709, "printed_page": null, "text": "684\n\nNATIONAL EDUCATION ASSOCIATION\n\ncitizens. The women's clubs have arranged social gatherings where foreignborn and Americans may become better acquainted.\nVast number of educational units-In every State the need for adult\n\nimmigrant education is not confined to a few large cities. In Ohio practically every city over 2500 has at least 150 foreign-born residents. More-\n\nover, there are many rural districts which have a large foreign population\nin proportion to the number of American residents. This means that the\n\neducation of the adult cannot be taken care of entirely by city boards of\neducation, but must sometimes become a part of the program of the county\nsuperintendent. Since city and county superintendents are not responsible to\nthe same boards of education and have no relationship to one another, even\nthough their problems are sometimes closely related to each other, it is\nhighly desirable to have a State leader, who, because of his position, is able\nto bring the two forces together for a special kind of work.\nEven in communities of comparatively the same size industrial conditions\n\nvary so greatly that adjustments need to be made in programs which may\nhave proved successful in one community, but would have failed in another.\nFor example, in Akron most immigrants work in the rubber industry. They\nwork on shifts, but these shifts change regularly and it is possible to arrange\n\na schedule whereby pupils can conveniently attend classes. In Youngstown,\nEast Youngstown, Massillon, and parts of Cleveland, the majority of the\nforeign-born residents work in the steel mills. Here the shifts are irregular,\ndepending on the kind of work a man does. Some work eight hours, others\nten and a half, others twelve hours, and frequently now, due to the shortage\n\nof labor, men work overtime. Naturally difficulties arise and it is quite\ndifficult for a superintendent, who has had litle experience in this kind\nof work, to find out the best course to pursue.\nState leadership rather than National leadership-It has been the policy\nof our National Government from the beginning to give to the separate\nStates full power to manage the affairs which pertain to those States alone,\nreserving for itself questions which involved more than one State. As a\n\nresult each State, entirely independently of the other, has developed its\nown educational system in accord with the local conditions. It has been\ndemonstrated to our satisfaction that the regular educational forces are the\nlogical agencies and those best equipped to carry on the work for immigrant\n\neducation. Since the organization of the educational forces in each State\nis already set up, it is decidedly better to have the leadership for this special\nwork in the State rather than in the Federal Government.\n\nThis does not mean that there is no place for the Federal Government in\nthe education of the immigrant, for in my mind it has two definite pieces of\nwork which only the Federal agencies can do. First of all, because of the\nmigratory habits of many immigrants, the question of naturalization must\nbe managed by an agency which can see that a uniform law is carried out\nall over the country. Today the separate States have too many laws discriminating between citizens and aliens, and immigrants cannot under-\n\nstand, e. g., why they cannot fish in one State, hunt in another, own property\n\n"}
{"page": 710, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n685\n\nin another, and so on. If the question of naturalization were left to the\nseparate States few men would ever get papers. This question is a Federal\n\none and must be administered in a uniform way. Secondly, the Federal\nGovernment has an opportunity to do in the States, that are unorganized,\nwhat the State leader does in new communities. One State cannot urge\n\nupon the other the value of a State program, the need for special training,\nthe economy of the right kind of leadership. The Federal Government is\nin a position to do this and should devote much energy and time to it. In\n\nother words it should pave the way for State leadership and then relinquish\nall control when the goal has been attained.\n\nPrinciples of good leadership-In order that adult education may be\ncarried on successfully either as a community project or as a state policy, the\nleader must appreciate and understand a few fundamental principles.\nFirst of all, he must recognize the size of the problem, not merely in\nregard to the actual number of foreign-born residents in his State, but also\nthe various phases of every community's problem in order that the actual\nneeds of the immigrant are satisfied, that he will really become an active\nand better citizen. He will be constantly confronted with arguments that\nthere is not enough money to educate the children properly. The leader must\ncontinually keep in mind the vision of what his work is aiming to do, knowing that shortly something may happen in such communities which will\nprove that we are responsible for more than the education of a definite number of children inasmuch as these children are greatly influenced by the\nconditions of the parents.\n\nSecondly, the good leader will recognize that this is a piece of educational work which should be carried on by the educational forces. In the\nlast few years private individuals, who frequently exploited beyond measure\ntheir pupils and clients, religious organizations, industries, and private\norganizations have tried to do this work from an educational standpoint\nand their success has been meager. They did not realize that immigrants\nmistrust any agency which is not a public educational institution open to\ncitizens and aliens alike.\n\nEven though the teaching is done primarily by regular day school teachers,\nit must be recognized from the beginning that their equipment as day\nschool teachers is not sufficient to qualify them for work with adults. No\nleader will get far if he does not require special training of his teachers\nand provide means whereby new teachers may be trained.\nThis leadership should be vested in an American. Foreign-born people\nare looking to Americans for their example of citizenship. They have many\norganizations, composed of people of their own nationality, and they meet\nsocially with their own people. Therefore, they are anxious to have their\neducational work directed by Americans in order to become acquainted with\nAmerican customs. They have so little opportunity to learn, to know, real\nAmericans. Their whole environment is either predominantly foreign or\nelseamixture of foreign and the lowest type of American life. The average\nAmerican censures the low standards of living of foreign people, not realiz\n\n"}
{"page": 711, "printed_page": null, "text": "686\n\nNATIONAL EDUCATION ASSOCIATION\n\ning that the immigrant has almost no opportunity to learn about our standards as interpreted by Americans themselves. For this reason I am convinced that the work of educating the adult immigrant must be done largely\nbyAmericans.\n\nThis does not mean that the foreign-born are to be disregarded in the\nadministration of any program. A good leader will recognize immediately\nthat he will not accomplish much without the assistance of foreign-born\nmen and women, who realize the value of education, who are good citizens and who have the respect and confidence of their fellow-countrymen.\nIt might be possible to attract a limited number of pupils to a school and get\ngood results, but for a successful community program the coöperation of\nthe leading foreign-born residents is necessary. They can do so much to\nhelp form the opinion of approval toward the educational work, and through\nthem it will be possible for the leader to understand better the groups\nwith which he works, thus making it possible to enlarge the sphere of his\nwork to include social, recreational, and civic activities.\n\nTYPES OF STATE ORGANIZATION-ABSTRACT\nLILLIAN P. CLARK, SUPERVISOR OF TEACHER TRAINING, DIVISION OF\nAMERICANIZATION, STATE DEPARTMENT, COLUMBUS , OHIO\n\nAs immigrant education has passed through the various stages leading up\nto the time when it has become a definite part of the program of State departments of education, many experiments have been tried and innumerable\nopinions have been expressed.\nIn 1908, schools were established in the great labor camps in Pennsylvania\nwith the aim of getting the men to petition the educational authorities to\n\nopen schools \" which are plainly functions of public education.\" As a result\na law was passed in Pennsylvania authorizing school boards to establish and\nmaintain schools upon petition of twenty applicants. Many cities maintained\nschools for immigrants long before they were authorized to do so by lawfor example, in 1917 Boston made a report on evening schools after having\nconducted them for fifty years. Classes were carried on for twenty years in\nsome cities in Ohio before the law of authorization was passed in 1921 .\nFinally through conferences, educational and industrial, the question of\nthe education of the immigrant in the limited States was given over definitely\nto the educational forces. Just previous to this time or immediately following\nit, most States having a large immigrant population passed legislation providing for State direction in this field of work.\nOut of this chaos of ideas and out of total disorganization, State leadership\nwas provided to standardize the work of the various cities and establish a\npractical, workable program. Three types of State organization arose based\non the amount of financial aid given communities by the State. In 1919,\nMassachusetts initiated the well-known 50-50 plan and many States have\nadopted a similar program. According to this plan a sum of money is appro-\n\n"}
{"page": 712, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n687\n\npriated to maintain the State department and in each community the State\npays fifty per cent of the cost of instruction. In Massachusetts this law is\nmade more effective by the existence of two laws which have been on the\n\nstatute books for many years, one to compel towns of 10,000 or more to\nmaintain evening schools for pupils over the age of fourteen years, the other\nto compel illiterate minors from sixteen to twenty-one to attend evening\nschool. The other States which have a program of State aid are New York,\nConnecticut, California, Rhode Island, New Jersey, South Dakota, North\nDakota, Minnesota, New Hampshire.\nNew York-The New York law provides that free public night schools\nshall be maintained in cities and certain districts. Secondly, an amount equal\n\nto one half the salary paid to each teacher up to $1000 will be paid by the\nState to the community. Furthermore the literacy test for new voters which\n\nwent into effect January 1, 1922, makes it compulsory for every new voter,\nwhether just arriving at majority or just having been naturalized, to be\nable to read a fifty word passage from the State constitution in English and\nreproduce in writing ten words of the matter.\n\nConnecticut-Fifty per cent of the local director's salary up to $3000 is\npaid by the State. There are twenty-three such directors and is paid per\npupil in average attendance for seventy-five sessions.\nCalifornia-The special classes for immigrants are on a high-school basis ,\nand thereby are able to receive greater State imbursement. Each year a sum\nof $30 per high-school pupil is placed in a State high-school fund. From\nthis fund a certain amount is apportioned to each high school district according to the number of persons in attendance in an evening high school. In\naddition the county pays a certain sum based on attendance, and furthermore, the district may give any additional amount for the support of special\nclasses. This liberal policy makes it possible for California to have special\nsupervisors in sixteen of the twenty-seven cities having classes, sixty-two fulltime union high school directors and three county directors. There are four\ninteresting laws in California. The county clerk must furnish the names of\npersons filing first and second papers to the superintendent of schools. On\napplication of twenty-five such persons special citizenship classes shall be\nestablished. Penalty is exacted for failure to hold classes. The Home Teacher\nActprovides that a teacher may be employed for every five hundred children\nin attendance in a school district to teach in the home. Persons over 18 and\n\nunder 21 who cannot read, write, and speak English are required to attend\ntwo sessions a week. In the recent session of the legislature a law was passed\nsomaking it compulsory for boards of education on application of pupils to\nprovide classes for pupils over 21 who do not speak, read, or write English.\nThese classes are to be held at least two times a week for a two-hour period.\nInMassachusetts, New York, Connecticut, California, and Rhode Island,\nthere is a special director in charge of immigrant education under the State\ndepartment of education. In Massachusetts the State director has two\n\nassistants, who are in charge of certain phases of the program such as factory\nand home classes, citizenship, teacher training, and finances. In Connecticut\nthe director has one assistant, a field worker. In New York, in addition to\n\n"}
{"page": 713, "printed_page": null, "text": "688\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe supervisor, there are six regional directors, who at the same time, have\ncharge of such matters as certification and administration plans, women's\nwork, factory classes and teacher training, rural work, literacy test, and\nstatistics. California has an assistant superintendent in charge of immigrant\neducation and the special aid of a member of the faculty of the University of\nCalifornia who is employed to go about the State training teachers.\nThe other States which have State aid have a much smaller organization\nand the supervisor in charge has other duties to perform quite apart from\nimmigrant education. In North Dakota the slogan \" No Illiteracy in North\nDakota in 1924 \" has been adopted and plans are being made to work through\ncounty agencies. In South Dakota the compulsory attendance of minors who\ncannot speak, read, and write English is provided for and machinery for\nenforcing the law is set up. In New Hampshire there is no special State aid\nbut regular reimbursement is allowed for teachers' salaries in towns eligible\nfor general State aid.\n\nThe second type of organization is found in Delaware, where the State\npays the entire expense with a staff of four State workers. There is a director.\nand assistant in charge of community Americanization and home teaching,\na secretary, and a full-time field worker, all of whom are assigned to certain\nphases of work.\n\nThe third kind of program is found in Pennsylvania and Ohio, where an\nappropriation is made to maintain a State department for the purposes of\ntraining teachers, but the burden of expense of operation is borne by the\ncommunity. The entire responsibility rests with the town or city where the\nproblem exists. It is conceded that the past development and the future\ngrowth of any particular community involves the type of people who constitute the population and therefore the community is directly responsible for\nthe education of its constituents. In Pennsylvania there is a State staff of\nsix who are assigned to certain zones or districts, while one is in charge of\nteacher training in addition to the supervision of a district. In Ohio the law\n\nprovided for a supervisor, an assistant, and a supervisor of teacher training.\nBecause of the financial status of practically every city in Ohio; it was necessary, in order to maintain schools at all, to charge a tuition fee in all except\ntwo cities. Only Ohio, New Hampshire, and Minnesota have a provision\n\nin the law to charge a fee. In New Hampshire illiterates are not charged.\nIn Minnesota pupils under 21 are not subject to tuition. In Ohio the attendance is equally as good, and better in some cases, with the exception of New\nYork State, if New York City is included, than the attendance in States\nwhere no tuition is charged. Furthermore the average daily attendance is\nmore stable. Communities are so satisfied with the results that the tuition\n\nhas come to stay as long as evening schools are maintained.\nWith the organizations as outlined above, the various States have made\ngreat progress along definite lines. All States except New Hampshire, New\nJersey, North Dakota, and South Dakota have special training courses for\nteachers. The courses vary in length from two weeks of intensive instruction\ncomprising forty hours of work to six weeks devoting thirty hours to method.\nracial backgrounds, and government each. In each case the courses are\n\n"}
{"page": 714, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n689\n\ndesigned to meet the State requirements for certification. The qualifications\nfor teachers seem to vary widely. In most cases the teachers who hold dayschool certificates seemed to be the favored ones, especially if they do only\npart-time work. If added to that training the teacher has taken a special\ncourse she becomes firmly entrenched in the system. For the full-time worker\nwho is not a regular teacher the requirements are very rigid. They are probablymost strict in California where six units of university credit are required\nconsisting of thirty hours of methods, thirty hours of racial backgrounds,\nthirty hours of American institutions with a possible sixty hours of practice\nteaching. In order to get a certificate, in addition to this training, teachers\nmust have an A. B. degree or two years of normal plus four years of teaching or social service.\n\nMost training courses are conducted in the summer sessions of the State\n\nnormal schools, State universities, or other large universities. In New York\nState this year courses are being given at Albany, Buffalo, Oswego, Plattsburg, Rochester, Syracuse, and New York. In Connecticut courses are\ngiven at Yale University. In Massachusetts courses are given at Harvard\nand Hyannis. California conducts courses at Berkeley, Los Angeles, San\nFrancisco, and San Jose. Extension courses are given during the winter\nalso. Massachusetts reaches teachers for whom it is impossible to attend any\n\nregular courses by having a correspondence course consisting of eight lessons,\nand aspecial certificate is granted when the course is completed.\nItisinteresting to note whether the attendance has increased or decreased.\nDelaware showed an increase of about 62 ; New Jersey of 1231 ; New York\nof 12,006; North Dakota of 1000; Minnesota showed a marked increase ;\nMassachusetts, 3000; California, about 6000. Three States showed a\ndecrease, South Dakota, Connecticut, and Pennsylvania. Ohio reached about\nthe same number this year as formerly.\nInspite of the fact that we teach our students that the representatives we\n\nsend to the General Assembly represent public opinion, the programs of\neconomy practiced by them in several States this year are far from the true\nsentiment ofthose who know what has been accomplished in immigrant education. The State directors report that the general attitude of the public is\nenthusiastic,\" \" excellent,\" \" steady sustained interest,\" acceptance as\nnecessary part of educational program.\" One State reports \" full legislative\nsupport,\" which is rather extraordinary. In the States where the most drastic\nmeasures of economy are to be effected, organizations of every sort have\ndenounced the curtailment of this special work and have petitioned the\n16\n\n“\n\npowers that be \" for a reconsideration and more liberal decision.\n\nThe greater number of pupils attending evening schools are men. There\nisno question of the permanency of these classes. They are firmly established.\nNow that women are required to acquire their citizenship papers independently of their husbands, it has become important to reach the women in\nthe home. Massachusetts reports 150 home classes with an enrolment of 1000\n\nwomen. Connecticut has 50 classes with the number growing each week.\nDelaware considers that its greatest progress has been made with mothers in\n\n"}
{"page": 715, "printed_page": null, "text": "690\n\nNATIONAL EDUCATION ASSOCIATION\n\nhome classes. Special classes for women were carried on in 14 Ohio cities,\n60 classes being conducted inAkron alone. In California the full-time worker\nis able to reach a great many women individually and in classes, approximately\nbetween 4000 and 5000 last year.\n\nRELATION BETWEEN SCHOOLS AND OTHER SOCIAL\nAGENCIES-ABSTRACT\nH. RALPH DAVIS, REGIONAL DIRECTOR, STATE EDUCATION DEPARTMENT\nPITTSBURGH , PENNSYLVANIA\n\nIn considering primary education of any type, I believe it to be sound\ndoctrine that there is but one agency qualified to carry on the educational\nfunction of preparation for citizenship. I believe, further, that the onlylogical\nreason for the American system of general public education lies in the\npreparation for citizenship given by and through the schools. I believe it to\nbe axiomatic that the basis for our form of government is universal education\nand that the only practical and efficient agency for universal education is\nthe public school.\n\nAccepting this promise then, the relation between schools and other social\nagencies in the field of immigrant education must be on a basis of cordial\ncoöperation, the schools undertaking to perform the educational function\nwhich is their duty and all other social agencies undertaking to work\nthrough the schools toward a better and broader realization of constructive\n\nparticipation on the part of the immigrant in the privileges and duties of\nAmerican citizenship.\n\nThe field of coöperative effort, therefore, in which social agencies, other\nthan the schools, which I shall hereafter call outside agencies, may best find\ntheir niche in any program of immigrant education, can be roughly divided\ninto the following general divisions, each of which will later be discussed\nin detail : financial assistance, where the school board does not have sufficient\nfunds for effective operation, recruiting, advertising, organization, followup work, citizenship exercises, home visiting, and home or neighborhood class\norganization, information service, acting as liason between the schools and\nindustrial or mercantile plants employing foreign born; and finally, in\ndeveloping and directing public opinion toward a program of immigrant\neducation.\n\nIn financial coöperation the function of the outside social agency is to step\nin only when needed to secure necessary funds with which the public school\nmay defray the expenses incident to a comprehensive program of immigrant\neducation. The funds so raised should be dispensed through the local board\nofeducation in order to continue direct supervision and control of the teach\ning activities within the public school. They can be solicited from any\ninterested sources and should be turned over to the Board of Education with\n\nthe stipulation that they be expended only for the maintenance ofclasses for\n\n"}
{"page": 716, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n691\n\nforeign-born. Stress must also be laid on the absolute necessity for wellequipped teaching staffs if efficient service is to be rendered in bringing the\nforeign-born resident to the standard of American citizenship. Except in\n\nvery rare instances this specialized training is available only through courses\nof instruction established for the purpose.\nIn suggesting that outside agencies recruit for classes conducted by the\npublic schools, I have in mind that the schools are fulfilling their entire\nfunction when they announce their readiness to furnish facilities and instruction to those who come to them. The schools cannot properly be expected to recruit. This part of the work must be done by some other\ninterested agency and can be carried on in a number of ways. I shall merely\nmention a few of our activities in Pittsburgh, through which we succeeded\nin raising the number enrolled in our evening school Americanization or\nimmigrant education classes more than fifty per cent, in a period of less than\nfour months. The Americanization Bureau of the Chamber of Commerce of\n\nPittsburgh carried on and directed this activity. The entire city was divided\ninto six zones or districts, selected because of the large number of foreign\nborn residing in them. Each zone was placed in charge of a trained attendance-worker who was assigned to two or three schools within the zone\nand complete accord and coöperation was established between this worker\nand the principal of each school. Volunteer workers were also secured from\nthe women's clubs of the city and assigned to zones in closest proximity to\ntheir homes. These volunteers were placed under the supervision and direction of the zone worker for training. All foreign-born families were then\n\nvisited at regular intervals during the school year and the members of the\nfamilies were invited to utilize the facilities furnished by the schools. The\nworkers were instructed, however, to do no more than extend a most cordial\n\ninvitation to join the classes, but at the same time, to explain the advantages\nto be gained by the foreign born through a knowledge of the language of\n\nAmerica. These attendance workers found many instances where assistance\nwas needed in matters other than education, and in such cases help was\n\nalways freely given if possible as a means toward gaining the confidence\nof the people with whom they were working because, without this confidence\n\ntheir efforts would have been futile. This activity of recruiting into the\nclasses conducted by the public schools is an integral and important part of\nevery activity carried on by any outside agency in Pittsburgh.\nWhen the problem of advertising school Americanization classes is con-\n\nsidered, the best advertising agency available is the satisfied and progressive member of the class. Other means of advertising may be utilized,\nhowever, with most beneficial results. Here again the schools cannot\nproperly be expected to function and the burden devolves upon interested\n\nand cooperative outside social agencies. We found the foreign language\npress the best medium for reaching the foreign born in Pittsburgh to bring\n\nto them news concerning the classes operated by the public schools and\nthis agency responded most heartily to every request for coöperation. Many\nof them carried free advertisements in every issue, advising their readers\nto take advantage of the facilities for acquiring a knowledge of our language\n\n"}
{"page": 717, "printed_page": null, "text": "692\n\nNATIONAL EDUCATION ASSOCIATION\n\nand customs, and listing the schools where such instruction was to be had.\n\nOrganizations and societies composed of foreign born themselves also proved\neffective in spreading information. The Americanization Bureau of the\nChamber of Commerce printed and distributed through the mills, mines,\nfactories, and other industrial establishments over two thousand posters and\nforty thousand envelope stuffers, printed in eight languages, giving reasons\nfor attendance at school and the time and places of meeting of the school\nclasses. In addition, every social worker whose field of activity lay with the\nforeign born became a walking and enthusiastic oral advertisement of the\nschools.\n\nIn organizing what is known as \" the vestibule class \" the outside agency\nin Pittsburgh finds one of its most fertile fields. These classes are under the\n\nsupervision of the Board of Education and are instructed by teachers furnished by the board but are held outside of school buildings. They are\nlocated in industrial plants, hotels, stores, churches, or in any conveniently\nlocated hall or room which can be utilized as a schoolroom. The outside\n\nagencies not only organize these classes, but conduct them until they acquire\nthe minimum enrolment set by the Board of Education, when they are turned\nover to the board.\n\nIncluded in the duties of the zone workers is that of following up the\nattendance of classes conducted in the schools in their districts. Whenever\na student is absent more than three consecutive sessions his name is handed\n\nto the attendance worker who is instructed to immediately call at the home\norplace of employment of the absentee to ascertain the reason for the absence\nand if possible persuade the student to resume his studies. We believe that\nit is just as important, if not more so, to retain our old students as it is to\nsecure new enrolment.\n\nIn conducting citizenship exercises the local United States Naturalization\nOffice, the public schools, and the Chamber of Commerce Americanization\nCommittee have coöperated in presenting diplomas and certificates of citizenship on Washington's birthday each year to those who have both completed\nthe course prescribed by the schools and who have, during the year, re-\n\nceived their final citizenship papers. To this event all the friends and relatives of the graduates are invited and the social agencies interested do all in\ntheir power to welcome the new citizens and to clothe American citizenship\nwith dignity. This activity has had a very salutory effect in inducing applicants for citizenship to attend special citizenship classes.\nHome visiting and home-class organization have been undertaken in\nPittsburgh by organizations such as the International Institute and the\nwomen's clubs. The International Institute uses trained language workers\n\nalmost exclusively but the other women's organizations of the city provide\nvolunteers who receive their training in special classes or who are placed\n\nunder the instruction and supervision of the zone worker and who, from\nthese attendance workers, receive experience and training before they are\nassigned to operate by themselves. There are very few except trained workers\noperating in our city today. The function of those workers is to visit the\nhomes of the foreign born to interest the women in obtaining at least a rudi\n\n"}
{"page": 718, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n693\n\nmentary knowledge of our language and customs. This has become especially\nimportant in view of the recent amendment to the Constitution, enfranchising women, and the law requiring separate naturalization of husband and\nwife.\n\nInformation and service to immigrants is furnished through three centers,\nlocated in districts of Pittsburgh, populated largely by foreign born. In\nthese centers matters relating to naturalization, immigration, passports,\nforeign exchange, legal advice, and other questions of importance to the\nforeign-born resident are explained and assistance is given without charge.\nClasses are held in rooms supplied and equipped by the Chamber of Commerce, the classes being instructed by teachers sent from the Board of Education. Both afternoon and evening classes are held to reach those men who\nare employed at night and cannot attend the regular night school classes.\nThe public library has also installed in the main center a branch library\nwhich was visited by over 32,000 foreign-born persons during last year. A\nspecial naturalization center has been installed in the corridor of the United\nStates Naturalization Office for assisting declarants and applicants for\ncitizenship in properly filling out and filing their papers. Other types of cases\nare also handled in this center, however, if request is made.\nLiason between the schools and the industries has been established by the\nzone workers with the result that many of the larger factories in Pittsburgh\nnow have schools of their workman instructed by teachers sent by the Board\nof Education. Similar classes have also been inaugurated in large commercial establishments and in hotels. Where an industry cannot support a\nclass within the plant the employees of the plant who are enrolled in public\nschool classes are checked and their attendance and class standing are reported\n\nto the superintendent or foreman. The coöperation of the mills and the\nstores with the public schools has thus been secured for the mutual benefit\nofboth in immigrant education.\nPublic opinion in Pittsburgh has not yet been crystallized to support\nAmericanization or immigrant education activity. The general public seems\nto be apathetic or indifferent both to the need for such work and to the\neffects which are being made to meet the need, but plans are now being\nformulated for a campaign of publicity which should stir up a large amount\nofpopular interest. The outside social agency can do much to arouse public\nopinion which will support the school board which is making an attempt to\nmeet the existing need or to force the board to make such an attempt where\nsuch pressure is needed.\n\nIn closing I wish to appeal for closer coöperation between outside social\nagencies and the public schools in an earnest and sincere effort to solve the\nproblem of the assimilation of the immigrant into American-life conditions\n\nwith the least possible wastage. Let this coöperative effort recognize a\ndistinct demarkation of function between the schools and other social agencies,\neach doing its task to the best of its ability, and, with the cordial recognition\nofthecommon goal of a better America through better individual Americans.\nleteach work in accord and harmony with all.\n\n"}
{"page": 719, "printed_page": null, "text": "694\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE WORK OF CITY SUPERVISION-ABSTRACT\nFLORA D. SMITH , DIRECTOR OF IMMIGRANT EDUCATION, LOS ANGELES\nCITY SCHOOLS, LOS ANGELES, CALIFORNIA\n\nIn order to understand the needs of Los Angeles, I want to give you the\nfollowing figures. Los Angeles had a population of 576,673, according to\nthe census of 1920. Of that number, 126,196, or 22 per cent were foreignborn: the Mexicans leading with 21,500 ; Japanese, second with 11,500;\nRussian, 9,500; and Italians, 8,000. Before leaving to attend the meeting\nof the National Education Association, I phoned the library (not the Chamber of Commerce) to get the estimated population of 1923. 666,853 was\ngiven, an increase of about 90,000.\nIn 1916, it was found necessary to appoint a supervisor who could devote\nher entire time to the organization and supervision of the work of the Department of Immigrant Education. During the last year, an assistant has been\nappointed. She is devoting her time to the supervision of instruction, preparing, with the coöperation of the teachers, lesson plans, leaflets, and the like.\nThe Los Angeles Department of Immigrant Education has three lines of\n\nwork: Evening classes; day classes, organized by the home and Americanization teachers; and foreign opportunity classes for non-English speaking\npupils who cannot be assigned to regular grades because of their language\nhandicap. During the year 1921-22, the enrolment in the evening classes was\n12,000 in round numbers, and 3,000 women were enrolled in day classes.\nLos Angeles has a Department of Naturalization, hence the figures quoted\ndonot include the enrolment in citizenship classes.\nYou may be interested in knowing that Los Angeles has forty-two fulltime home teachers, and eight full-time Americanization teachers. Home\nand Americanization teachers take the same examinations, hold the same\ncertification as the regular elementary teacher. They are a carefully selected\ngroup of teachers, \" hand-picked \" as it were. Evening school teachers were\nchanged last year from the elementary salary schedule to the secondary salary\nschedule. This change makes it necessary for teachers to hold higher certification in order to draw secondary salaries, consequently extra preparation\nis required, raising the teaching standards very materially.\nThere should be leadership in the study of professional problems confronting the teachers of the non-English speaking child and adult; the mastery of\nthe skills of teaching, the technique of teaching the students to speak, read,\nand write English. Why do I stress this point first ? Because it is so necessary\nthat we conserve the time and energy of our students. Many come to us\nweary and exhausted after the day's work. When I see the men working\ninthe streets, in the hot sun, onhot pavements, and then meet these same men\nin the evening classes, then I am again convinced that this is a very important\nmatter. I do not wish to be misunderstood that, in teaching an individual to\n\nspeak, read and write, he or she will automatically become a good citizen.\nAs a night school man said in my presence, \" Knowing the English language\n\nwe are only partly Americanized or only one fraction Americanized.\"\nAnother student, speaking of her teacher, said, \" She is not teaching us just\n\n"}
{"page": 720, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n695\n\nto read and write, and how to talk, but she teaches me how to live and what\n\nto think about. Sometimes after the two hours in school, I can think and talk\nawhole day afterward.\"\nIt is necessary that there be a common language, and how can we hope\nto teach these newcomers a love and reverence for our institutions and ideals\n\nifthey can not learn of our history from the printed page ? I hope that when\nwe study our heroes we shall be courteous enough to study the heroes of the\n\ndifferent race groups with which we are working. A class in Los Angeles\nwas reading about our beloved Abraham Lincoln, when a Mexican said,\nWe have an Abraham Lincoln-Benito Juarez.\" The teacher wisely\nstopped the lesson and gave the student an opportunity to tell of the Mexican\nhero. Miss Lee, the assistant in our department, afterward wrote a beautiful\nstory of Juarez. When it was read to a foreign group, a Mexican girl said\nwith tears in her eyes, \" I didn't know Americans cared for our great men.\"\nLeadership in our work should make participation possible for the strangers\nwho have come to live with us-participation in the life of the community\nin which they live, a feeling that \" they belong.\" How to accomplish this ?\nTo suggest definite programs would place one in the category of a quack\ndoctor. It is a matter that requires the most careful diagnosis, communities\ndiffer so widely. Some can be reached through community sings, the movies,\nothers through drama clubs, debating societies, arts and crafts exhibits,\nasthetic dancing, folk games and songs, trying always to interest the family\nas a group, not social activities which interest only the young people and the\npartents see, with many misgivings and heartaches, old traditions broken\ndown.\n\nLet us have these foreign-born friends feel that their coming to live with\nus,their new citizenship is not a divorce, a renouncing of old-world traditions\nand heritages. There is a place for the love of their native country. An immigrant has been Americanized only when his mind and will have united with\nthemind and will of the American so that the two act and think together.\nMay our leadership make it possible for foreign and native-born to act\nandthink \" together in the land we love,America!\n\nADMINISTRATION OF CITY SUPERVISION IN WORK\nWITH The ForeiGN BORN-ABSTRACT\nNINA J. BEGLINGER, SUPERVISOR OF ENGLISH TO FOREIGNERS , DETROIT\n\nNeeds of the foreign born do not confine themselves to education alone.\nThey are three-fold in nature : Their physical needs; their intellectual\nneeds, and their spiritual needs.\n\nNo socially organized situation lends itself so completely to a unit of service as does city life, where society is so organized as to meet the general\nproblems of the immigrant in health, in social contacts, in labor, in education, and, in a large degree, in cultural and ethical problems. Dangers\n\n"}
{"page": 721, "printed_page": null, "text": "696\n\nNATIONAL EDUCATION ASSOCIATION\n\nlurk in all these fields, however, and exploitation is possible, but our faith\nin the sincerity of the workers minimizes this danger.\nThe subject assigned to me is the educational need of the immigrant, and\nI shall touch upon the problem as we find it in Detroit, and the solution\nas found in the administration of classes, and instruction. This will be\n\nindicative of the problem in the entire State.\nDetroit's raw material is, roughly speaking, about 289,000 foreign born ;\n\napproximately 264,000 are over the age of twenty-one years, and 38.2 per\ncent of these are naturalized with about 45 per cent declarants. Of this\nnumber 10,485 adults were enrolled in classes for the foreign born during\n\nthe past year. Of these, 7432 were men, 3053 were women. Sixty-eight of\nevery hundred persons who enrolled were still in attendance despite change of\nresidence or economic condition at the end of the term.\n\nAdministration of supervision in Detroit covers two fields, administration\nproper covering budgets, overhead, organization of classes, hiring and firing,\nregistration, and reports of all types pertaining to the situations mentioned.\nThe following types of work are carried on: ( 1 ) Classes for adults three\nnights a week; ( 2) afternoon factory classes in situations not easily accessible to school buildings, and classes or centers for men or women working on\n\nnight shifts; ( 3) afternoon classes for women; ( 4) special rooms for foreign\nchildren; and ( 5) citizenship classes for those desiring specialized instruction with a view to getting second papers. No student can be enrolled in\nthis last group who has no command of the English language.\nSituations are of two types-organized centers in school buildings or\nother places approved by the Board of Education, and single classes so distributed as to meet individual situations or problems.\nThe personnel of the teaching force is provided from two groups :\n( 1 ) Day school teachers, and ( 2) a special group having equal credentials\nbut withdrawn from full-time activity in teaching day schools, both groups\nspecialized according to requirements specified later under Administration\nof Instruction.\n\nThe Detroit Board of Education has the coöperation of almost every\norganization in the city which has contacts with the foreign born, as well\nas special aid from: ( 1 ) The Americanization Committee of Detroit, made\nup of interested editors of foreign papers and racial leaders, lawyers and\nprofessional men, and headed by the Superintendent of Schools; and (2)\nthe Detroit Council on Immigrant Education, made up of the executive head\nand Americanization chairman of 15 local organizations in active work\nwith the foreign born other than strictly educational activities.\nMichigan has a State Council on Immigrant Education and it is organized upon the same plan as the Detroit council and was the outgrowth of\nthe successful achievement which resulted from Detroit's organization.\nThe chief work of these groups lies in the field of uniting groups and clarifying situations, having to do with the foreign-born, and in supporting\nconstructive legislation and opposing obnoxious legislation in this field.\nDuring last year they fostered an Adult Educational Bill in the Legislature of the State of Michigan and the bill found but one opposing vote in\n\n"}
{"page": 722, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n697\n\nthe House and none in the Senate, although two years ago the same bill\nwas overwhelmingly defeated in the House. Detroit's problem of racial\ndistribution does not differ widely from that found in a number of cities.\nOf the total population, nearly 72 per cent are foreign born or the children\n\nof foreign born, but only an approximately small part of this number is an\nacute problem. Of our 10,485 adults in classes, 17 per cent are Jewish,\n15 per cent Polish, 13 per cent Italians, with Hungarians, Slavs, Greeks,\nArmenians, Ukrainians, Mexicans, and others in diminishing percentages.\nIn opening schools, large, new schools are selected in preference to dingy\nbuildings on back streets. Nine of our Americanization schools are in\nhigh-school buildings, seven in elementary buildings, and other centers are\nhoused in parochial schools, churches, settlement-houses, clubs, factories,\nhotels, and in the city prison.\nThe instructional cost this past year was nine cents per student hour. Our\nteacher pay schedule ranged from $ 1.70 to $2.10 per hour according to\nexperience and special merit, and the total budget was about $75,000.00.\nAdministration of instruction is in charge of the Supervisor of English\nto Foreigners and divides itself into three activities : Research, teacher\ntraining, and instruction proper.\nThe city, as no other situation, lends itself to research in the field of\nEnglish instruction to the foreign born because of sufficient numbers being\navailable in a convenient area to make experimentation data authentic.\nI believe that the city should be made the laboratory for the determining of\n\nbasic laws in instruction, that may be applied to each and every situation\nin which language is taught to the average group having the usual equipment of eyes, ears, hands, and voices.\nAmong types of study and research undertaken in Detroit the last two\nyears are three studies of vocabulary content necessary to general situations,\nsocial and economic, two studies of instructional methods confined to drills\nand the acquisition of skill in language, one study to determine the comparative value of devices in developing oral fluency, and one study of individual\nstudent achievement of children. All these have been completed. A study of\nstudent achievements in the case of adults is under way.\nAdministration of instruction includes teacher training and Detroit\nTeachers College offers the following courses in connection with degree\ncredit:\n\n1. Methods in Teaching Foreign Adults-1 hours credit. 2. Methods in Teach-\n\ning Foreign Children-1 hours credit. 3. Racial Psychology-3 hours credit.\n4. Administration and General Welfare Work-3 hours credit. 5. Experimentation-3 hours credit. 6. Diagnosis-3 hours credit. 7. Observation-1 hours\ncredit. 8. Practice Teaching-3 hours credit.\n\nCredits in methods of teaching English to adults, racial study, observation, andpractice teaching are required for appointment in Detroit for work\nwith adult foreigners. No one is eligible to specialization who has not basic\n\nqualifications of two years credit in teacher training beyond high school\nas a minimum requirement.\n\n"}
{"page": 723, "printed_page": null, "text": "698\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe actual administration of instruction is in the hands of elementary\nevening-school principals who are directly responsible to the Supervisor ot\nInstruction for classroom results and teachers' instructional plans. In a\ncity having forty-two schools personal supervision of classes becomes impractical although personal visits to individual classes are made four times\n\nper year with any number of special visits for assistance to principals upon\nrequest. Principals are responsible for a knowledge of policies of method,\ncourses of study and content in all elementary classes, and for the intelligent\napplication of these policies, courses of study, and content by their teachers.\nA system of teacher efficiency rating is maintained, open at all times to the\nteacher.\n\nAlthough the course of study for Detroit foreign classes concerns itself\nprimarily with English throughout its entire course, yet it carries a content\napproved by the High School Department to admit students to high schools\n\nupon the completion of the elementary school course. Approximately 500\nstudents graduate and go on into high-school work from our evening schools\nevery year. Many of these enroll in regular high-school courses, but more\noften they enter the High School of Commerce or the Cass Technical\nSchool which has special advantages for vocational training.\nThe administrative policy as covered by this outline has resulted in\nmutual confidence and general efficiency throughout the department, not\nonly between supervisors, principals, and teachers, but reflects itself in\nincreased percentage of attendance and general happiness of all concerned.\n\nTHE WORK OF A CITY SUPERVISOR-ABSTRACT\nD. L. HENNESSEY , SUPERVISOR OF IMMIGRANT EDUCATION\nBERKELEY, CALIFORNIA\n\nNo one should attempt to supervise Americanization work unless he has\n\nmade himself thoroughly familiar with this phase of education. He should\nhave had actual experience in the classroom in order that he may know at\nfirst-hand something of the problems that confront the teacher. Many of\nthe University professors who give Americanization courses for teachers have\nnever had any practical experience in the work. Indeed, some of them have\nnever visited a school for adult foreigners. I believe that every such instructor\nshould be required to take time off and put in some months of actual teaching\nbefore continuing his courses. If this could be accomplished, much of the\ndogmatic or theoretical instruction which we now have would be changed\ninto something better and more vital.\nA supervisor of Americanization should know his community thoroughly\nand should be ever on the alert to take advantage of the organized assistance\nof various civic, patriotic, and paternal agencies.\nA supervisor should be sympathetic and coöperative with his teachers and\nshould encourage them by giving due recognition to the worth-while things\nwhich they accomplish .\n\n"}
{"page": 724, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n699\n\nCITIZENSHIP CEREMONIES-ABSTRACT\nMRS. ANNE M. GODFREY, EDUCATIONAL REPRESENTATIVE, NATURALIZATION\nSERVICE , U. S. DEPARTMENT OF LABOR\n\nThe subject of citizenship ceremonies is one which makes a deep appeal\ntome, because several years ago I arranged the first citizenship ceremony to\nbeheld in the State of California.\n\nIn the consideration of the citizenship ceremonies I believe that we should\n\ntake into consideration the sociological background of the various races coming to our shores. Generally speaking, there are two classifications of these\npeople. One type comes from countries where government is well established\nand where age-long traditions tend to bring to them a deep and abiding\nrealization of the fundamentals of government. The other type comes from\ncountries where individual liberty has been curtailed, and in some instances\nthe tyranny of the government has limited its people in the development and\n\nunderstanding of the responsibility in citizenship. Frequently the two types\nare combined .\n\nIn view of these conditions, it seems not only wise, but just, that citizenship in the United States, be conferred with the honor and dignity which\nshould accompany the bestowal of the highest honor which it is in the power\nof the United States Government to confer upon an alien resident.\n\nIt is time for us to see that citizenship, the most valuable of all things, is\nat least as dignified and impressive a procedure as the ceremony connected\nwith the bestowal of educational degrees. Personally, I believe that no matter\nwhat other ceremonies are conducted under the auspices of the schools for\n\nadult foreigners, or under the auspices of the community, civic or patriotic\norganizations, there should be thorough coöperation of the judges and some\ninterested person in the community in at least a brief ceremony at the actual\ntime of naturalization. It has been found that the majority of judges are\nwilling and glad to have a simple ceremony at the beginning of the court\nhearing, such as the pledge of allegiance to the flag, led by the color guard\nof the R. O. T. C., or the Boy Scouts. This has an impressive effect not only\nupon the petitioners for citizenship present, but also upon the Americans in\nthe court room. Any such ceremony is without the power of the naturalization service to establish, and it rests upon those in the community who are\ninterested to arrange for such ceremonies through the judges.\nInthis connection I might add that last year at the American Bar Association conference I was able to induce Judge N. P. Conrey, judge of the\n\nDistrict Court of Appeals, to devote about one third of his address to the\nJudicial Section of the American Bar Association, to the responsibilities of\nthejudges in regard to the bestowal of naturalization.\n\nIn analyzing the other types of citizenship ceremonies, the one conducted\n\nbythe community seems to be the most important, as it brings the American\nresidents into closer relationship with the foreign-born residents.\nWe have been able in San Francisco to see that the Mayor's Independence\nDay Committee should include a sub-committee on Americanization which\narranges for invitations to be issued to all who have become citizens during\n\n"}
{"page": 725, "printed_page": null, "text": "700\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe past year, inviting them to be guests of honor at the literary exercises on\nJuly Fourth. Occurring on such a day, the ceremony should be patriotic,\nbut it should also include some scene or number bringing out the value of\nthe contribution made to our community life by the various racial groups\nresident therein.\n\nAnother type of exercise is that conducted under the auspices of the school\nfor those graduating from the classes in citizenship. Personally, I think this\nis most advantageous, as it places the stamp of approval upon education for\ncitizenship. It may be made most valuable in enlisting the aid of various\norganizations and prominent people in the community as sponsors to those of\nforeign birth who are graduating from the classes.\nThe American Legion and many other patriotic organizations are taking\ncognizance of the newly naturalized citizen, and many communities are\nputting on the patriotic program which is supposed to give an added incentive\nto the new citizens in their understanding of the patriotic ideals of America.\nIn some communities the programs in honor of the newly naturalized citizens\nhave been prepared and arranged by other organizations, such as the Federation of Women's Clubs and the Lion's Club .\n\nTHE AMERICAN PUBLIC SCHOOLS AND OLD-WORLD\nCULTURE-ABSTRACT\n\nH. B. WILSON , SUPERINTENDENT OF SCHOOLS, BERKELEY, CALIFORNIA\n\nHenry Van Dyke has truly said that \" the streams that have entered into\nour American life come from springs very wide apart.\" Yes, from the\nPuritans came especially personal independence and religious intensity ;\nfrom the Dutch came the principles of religious liberty; from the Cavaliers\ncame those influences that stood strongly for forgetting differences and consolidating all the strengths of the republic in a strong central government.\nNot only are we deeply indebted to older civilizations for these practical\nethical and spiritual ideals and for the political conceptions out of which\nwere forged in this new world the beliefs that \" all men are born equal\n\nin their right to life, liberty and the pursuit of happiness, that governmental\npower is only just when the governed consent, that \" taxation without\nrepresentation is tyranny \" and the like; but our debt in the practical fields\nof the arts, industry, and commerce has continued to grow from year to\nyear even unto our own day and generation.\nBecause the contribution of other nations to America's making has\nbeen so fundamental and so great, we shall ever be mindful of them, transmitting them through tradition and teaching to the oncoming citizens of all\ngenerations yet to be born. Not for sentimental reasons will we do this.\nbut for deep service reasons because doing so helps us to see deeply and to\nfit ourselves more fundamentally to meet successfully and worthily the\nproblems, issues, and duties which will confront our American citizenship.\n\n"}
{"page": 726, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n701\n\nThe attention of our schools and other social agencies to old-world cul-\n\nture must, of course, be guided and determined by fundamental selective\nstandards. Only thus may we successfully guard against such waste as would\nresult from attention and study of useless, functionless materials and experiences.\n\nBriefly stated, therefore, we shall always be concerned with old-world\nculture as it exists in its various forms and as it may be brought into our\nschools through books, or in other forms, to the extent that it is definitely\nunderstandable, useful, and functional in the lives of American pupils and\nfuture citizens. Each thing used, however, must bring some valuable contribution to fit the oncoming citizens for meeting life's issues and duties\nwhether they be local, National, or international.\n\nTHE AMERICANIZATION PROGRAM OF FRESNO\nCOUNTY, CALIFORNIA`\nHARRIET W. MERRILL, SUPERVISOR, FRESNO COUNTY, CALIFORNIA\n\nAmericanization is rather a broad term and there is some difference of\n\nopinion among educators as to its proper meaning. For the practical purposes\nof our discussion, however, I believe that we may well accept Professor\nDraschler's definition of the term as \" the incorporation of the alien into the\nspiritual as well as the material life of the Nation. \"\n\nThe Americanization problem is the direct and natural result of our traditional immigration policy. The founders of our Republic came to America\ninsearch of civil and religious freedom. Consequently they and their descendants naturally sympathized with others who wished to come here for the\nsame reason, and hence, for many years after the formation of our government, America was proud to be known as an asylum for the poor and\noppressed of all lands, and immigrants were welcomed to our shores without\nrestriction.\n\nFor the first century of our National existence this policy, if not positively\nadvantageous to the country, at least created no serious problem. But during\nthe last fifty years, the enormous influx of foreign-born peoples has become\namenace to the Republic. In that brief time, some twenty-seven and a half\nmillion immigrants have settled in the United States. Moreover, the source\nof immigration has shifted from Northwestern to Southeastern Europe and\nalarge proportion of the newcomers are utterly alien to America in race, language, history, culture, and ideals. Recognizing the danger, the Federal\n\nGovernment is now placing reasonable restrictions upon the inflow of foreign\nraces.\n\nBut today, scattered throughout the length and breadth of the land are\nmore than 15,000,000 foreign-born whites. Many of them are illiterate.\nAbstract of an address given by Clarence W. Edwards, superintendent of schools of Fresno\n\nCeanty, California, at the Superintendents' Convention of California, and outlined by Harriet W.\nMerrill, director of Americanization, Fresno , California.\n\n"}
{"page": 727, "printed_page": null, "text": "702\n\nNATIONAL EDUCATION ASSOCIATION\n\nMany of them cannot speak the English language. Large numbers of them\nare economically inefficient. Many of their standards of living are inferior\ntoAmerican standards. In thier ignorance they are constantly being exploited\nand imposed upon by unscrupulous employers and corrupt politicians. Knowing little or nothing of our institutions, they are sometimes misled into hostility against our Government by unpatriotic and radical propaganda. Many\nof them are indeed not very prepossessing material for American citizenship.\nBut they are here--with our permission. They have sought refuge under the\nægis of the Republic and it is our interest and our duty to endeavor to convert them into useful, patriotic American citizens. This colossal task is the\nproblem of Americanization.\n\nWe, as county-school superintendents, are primarily concerned with the\nrural phase of Americanization. The immigrant problem, generally speaking,\nis not so acute in the country as in large cities. But even in rural sections,\nconditions are such as to challenge the serious attention of educators. The\nCalifornia immigration and illiteracy statistics for 1920 indicate that the\nAmericanization problem of Fresno County is fairly typical of the State.\nAccording to the last census the total population of the county was approximately 129,000. About 40 per cent of these were foreign-born whites. In\npoint of numbers the leading foreign white nationalities were the Russians,\nthe Armenians, the Italians, and the Mexicans. Of the native-born whites\nonly 4 per cent were illiterate, while 15.5 per cent of the foreign-born whites\ncould neither read nor write English. These figures demonstrate the urgent\nneed for Americanization.\n\nThe educational forces of Fresno County have addressed themselves to\nthe solution of this problem with all their zeal and energy and in a friendly\nand fraternal spirit. The activities of the various agencies are organized,\nsupervised, and guided by a director, appointed by the county superintendent\nof schools under the law authorizing him to employ supervisors of special\nsubjects. The success of the work depends in a great measure upon the ability,\nthe training, and the personality of the director. This branch of education\nis still in the experimental stage; methods have not yet been standardized;\nfew teachers have taken the necessary special training. New and difficult\nproblems are continually arising. Many different types and classes of people\nmust be met and brought into coöperation. Consequently expert leadership\nis indispensable.\n\nThe Americanization program of Fresno County is administered through\nfour chief agencies; the elementary schools, the high schools, the full-time\nAmericanization teacher, and community organizations. In the elementary\nschools are many foreign children who cannot speak English. They cannot\nmake progress until their disability is removed. The common disregard\nof this language handicap is unquestionably largely responsible for the high\npercentage of retardation in the public schools. These children should be\nplaced in special classes and given special instruction in English until they\ncan understand the language well enough to keep up with their regular\ngrades.\n\n"}
{"page": 728, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n703\n\nNight classes for the foreign-born are organized in both elementary and\nhigh schools. English and citizenship are the usual subjects. In the high\nschools, however, other subjects are also taught according to the requirements\nof the members of the classes and efforts are made to satisfy their social, cultural, and recreational needs. Graduates of the citizenship classes upon the\nrecommendation of the director are awarded diplomas and are usually\nadmitted to citizenship by the courts without further examination. At the\npresenttime inthe night schools of Fresno County, there are eight citizenship\nclasses and eighteen English classes, with a total enrolment of more than\n500students.\n\nFull-time Americanization teachers are essential to a complete program\nofAmericanization. Foreign-born women are often timid and unwilling to\nattend public classes. The full-time Americanization teachers visit them in\n\ntheir homes, cultivate their friendship, win their confidence, and give them\ninstruction in such practical subjects as English, civics, cooking, sewing,\nsanitation, and the care of children. Community organizations, such as\nParent-Teachers' Associations and Mothers' Clubs, are potential factors in\nAmericanization .\n\nThe entire success of the Americanization movement depends upon the\nmanner in which we approach the foreign-born. If there be any suspicion of\na condescending or a patronizing attitude, the work is foredoomed to failure.\nWe must win the foreign people to our ideals. We must recognize their\nmerits. We must show appreciation of their services to the Nation.\nAmericanization work properly conducted cannot fail to react favorably\nupon our own people. Modern invention has brought the nations of the\nworld into close contact and the future happiness, prosperity, and progress of\nmankind will depend upon the general cultivation of friendly relations. It\nis fitting that the greatest Republic in the world should set a proper example\nto all other nations. In the words of the poet :\nThis is the land where hate should die,\n\nNo feuds of faith, no spleen of race,\nNo darkly brooding fear should try\nBeneath our flag to find a place.\nLo, every people here has sent its sons\nTo answer Freedom's call ;\nTheir lifeblood is the strong cement\nThat builds and holds the nation's wall .\n\nThis is the land where hate should die,\nThis is the land where strife should cease,\n\nWhere foul suspicious fear should fly\nBefore the light of love and peace.\nThen let us purge from poisoned tho't\nThat service to the State we give\nAnd so be worthy as we ought\nOf this great land in which we live.\n\n24\n\n"}
{"page": 729, "printed_page": null, "text": ""}
{"page": 730, "printed_page": null, "text": "Department of Kindergarten Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-ALMA LOUISE BINZEL, Assistant Professor, Child Training, Home Economics\n\nDepartment, University of Minnesota ..\n....Minneapolis, Minnesota\nSecretary-FRANCES KERN , Director, Early Elementary Education, Western State Normal\nSchool\n...... Kalamazoo, Michigan\n\nFIRST SESSION\n\nTUESDAY AFTERNOON, JULY 3, 1923\n\nJoint session of the American Home Economics Association, Departments of\n\nChild Hygiene, Kindergarten Education, National Conference of Educational\nMethod, and National Council of Primary Council.\nThe President called the meeting to order; appointed Barbara Greenwood,\n\nSouthern Branch of the University of California, Los Angeles, to act as secretary in\nplace of Frances Kern, Michigan, who was absent.\nAttention was called to the auspiciousness of the occasion, which brought together\nfive groups of educators, all interested in the needs of children.\nThe topic of the afternoon, THE NEW PSYCHOLOGY AND THE TEACHER OF LITTLE\nCHILDREN, was dealt with from several important angles. Miss Hilda M. Holmes,\nPsychologist, State Teachers' College, San Francisco, California, spoke on THE\nNATURE AND IMPORTANCE OF BEHAVIOR IN EARLY CHILDHOOD.\n\nDr. Josephine A. Jackson, Psychotherapeutist, Pasadena, California, discussed\nTHE SUBCONSCIOUS MIND AS AN ALLY IN EDUCATIONAL PROCEDURE.\n\nDr. V. H. Podstata, Livermore Sanatarium, Livermore, California, discussed\nWHAT DOMINATES INDIVIDUAL AND GROUP BEHAVIOR .\n\nDr. Calvin P. Stone, assistant professor of Psychology, Stanford University,\nemphasized prenatal nutrition as ONE IMPORTANT INTERNAL FACTOR UNDERLYING\nTHE CONGENITAL RESPONSES OF CHILDREN.\n\nDr. J. E. Coover, being absent, the discussion of all papers was thrown open to\nthe audience. The questions asked and answered showed that the material presented had had vital significance for those present.\nSECOND SESSION-WEDNESDAY, JULY 4, 1923\n\nAn attractive breakfast was tendered by the Southern California KindergartenPrimary Club at the St. Francis Hotel to visiting delegates and officers.\nMiss Barbara Greenwood and Miss Madeline Veverka shared the pleasure of\n\nintroducing guests who in turn spoke of the newer types of work which are being\nundertaken, many of these are in the nature of social service.\nTHIRD SESSION-THURSDAY, JULY 5, 1923\nThe beautiful luncheon of the National Council of Primary Education was held\n\nat Key Route Inn. It was attended by 275 kindergartners, primary teachers, and\nothers interested. Miss Dobbs presided and gave a short history of the organization.\nThe outstanding features were jolly songs by the group, a vocal solo, the Hawaiian\nAloha, and an inspiring message from Mrs. Grace Stanley, Commissioner of Elementary Education for California.\n[705]\n\n"}
{"page": 731, "printed_page": null, "text": "706\n\nNATIONAL EDUCATION ASSOCIATION\n\nImmediately following the luncheon the second joint session of the five departments was opened. The general topic was BEST TYPES OF PRINCIPLES AND PRACTICE\nIN THE EDUCATION OF YOUNG CHILDREN .\n\nMiss Dobbs as presiding officer introduced Mrs. Edna Rich Morse, president of\nthe Woman's Education Association of Boston, whose topic was THE NEEDS OF THE\nNURSERY PERIOD.\n\nMiss Louise M. Alder, director of Kindergarten Education at State Normal\n\nSchool, Milwaukee, indicated how the newer knowledge of the needs of children\nbetween four and six are modifying kindergarten procedure.\n\nMiss Gail Harrison, first-grade teacher, Lincoln School, New York City, dealt\nwith the needs of the Primary Period. After enumerating these, a series of pictures illustrating modern activities with primary children was thrown on the screen\nand explained by her.\n\nRegrets were expressed that Dr. James F. Hosic was unable to be present to\nopen the discussion. Though the hour of adjournment was late, the audience\n\nexpressed its approval in various ways of the afternoon program.\nFOURTH SESSION-FRIDAY, JULY 6, 1923\nThe charms of the luncheon which opened the third session on the veranda of\nthe Claremont Hotel were many.\n\nMiss Grace Barnard, Berkeley, Chairman of the Central Committee was the\nembodiment of the Bay Regions gracious hospitality-which expected, according to\nreservations made, one hundred and fifty guests, but quickly amplified itself to\nmake more than two hundred folk joyous and happy.\n\nMiss Barnard introduced Miss Anna Stovall, of San Francisco, whose endearing\nwelcome will be one of the pleasant memories of the convention.\n\nGood fellowship was promoted by brief speeches from a number of people\nrepresenting different parts of the country. Among them were those who are anticipating being future hostesses to kindergartners at Los Angeles where the Inter-\n\nnational Kindergarten will probably meet in 1925; and also at Minneapolis where\nit will meet in 1924.\n\nMiss Florence Kuss, president of the Kindergarten Section of the Teachers' Club\nof Los Angeles, brought an echo from the 1923 meeting in the form of the banner\n\nawarded to the California Delegation for having made the greatest effort to attend\nthe recent convention at Pittsburgh.\n\nMiss Binzel, the president, voiced the deep general appreciation of the guests'\nenjoyment of the generous hospitality of the Bay Region. She paid her own special\ntribute to Miss Florence L. Morrison, president of the Bay Region Kindergarten\n\nAssociation saying, \" That no one, not even President Harding himself, could ever\nhave a more delightfully efficient body guard than Miss Morrison.\"\nThe guests were particularly glad to hear Mrs. F. V. Vollmer, president of the\nOakland Federation of Parent-Teacher Associations, re-affirm the interest of these\nAssociations in all movements in behalf of young children. The local Federation's\n\ncordial welcoming of the guests of the convention expressed itself daily at Aahmese\nTemple and again in the beauty of the flowers which graced the departmental\nsessions at the Congregational Church.\nThe business meeting opened with the report of the Committee on Nominations.\n\nMiss Stovall, chairman, reported president, Miss Marion Barbour, Chico, California, and for Secretary Miss E. Jean Foster, of Evansville, Indiana. They were\nelected.\n\nThe president then announced the surprise of the day: the appropriation by the\nRepresentative Assembly of the National Education Association of five hundred\ndollars for the use of the Kindergarten Department. The sum to be used to gather,\nprepare and publish a circular on \" A Day's Work in the Kindergarten.\" The\nsuggestion for this work originated at the 1922 meeting at Boston. The funds\ntherefor have been secured with the understanding that this material be presented\nat the 1924 meeting and that publication take place before the 1925 one.\n\n"}
{"page": 732, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n707\n\nMiss Binzel emphasized how this project is making for continuity of effort in\n\ndepartmental activity through the coöperation of out-going and in-coming officers.\nThe request from the International Kindergarten Union for a contribution to the\nexpenses of a delegate on the Kindergarten Pilgrimage to France was presented.\nMiss May Murray, the delegate, will report the trip through the Kindergarten First\nGrade Magazine. Motion to respond at once was carried. In consequence a check\nfor fifty-five dollars will be forwarded to Miss Boyce, president of the I. K. U. It\n\nis confidently expected that the members will carry this request to their respective\nclubs for there will be many of the Kindergartners who will wish to contribute\nfurther to the fund.\n\nMiss Marion Barbour, chairman of the Resolutions Committee, presented the\nfollowing report. It was unanimously adopted.\nThe Department of Kindergarten Education of the National Education Association in the\nSeventeenth Annual Convention declares its profound satisfaction in the world- wide movement\nfor the betterment of early education, through the closer association of all educative agencies,\nwhich have hitherto worked in more or less separate units.\n\nWe rejoice that the physicians, the psychologists, the dietitians, the nurses, the parents, and\nthe teachers are recognized as indispensable factors working together in the field of education.\nWe rejoice that this period of education reaching from the pre-school child on through the\nprimary age is being scientifically treated as one unbroken unit of growth.\nWe rejoice that out of this mass of material that science has accumulated there has come a\ndeeper realization of what the problem of education really is, and that the teachers for this period\nmust bring to the work a background of the best world ideals as well as the highest form of\nspecialized training.\nWe call attention to the repeated note that has characterized so many meetings of this convention, that a spiritual interpretation is fundamental in education.\nWe wish to express our sincere thanks for the most gracious hospitality that has been shown us.\nWe are especially indebted to the Central Committee and its sub-committees for the flowerdecoratedbreakfasts, luncheons, dinners, and receptions, for the splendidly conducted excursions\nand other kind attentions.\n\nWe also wish to express our appreciation to those who have contributed so largely in making\nthe meetings so constructively inspirational.\nMARION BARBOUR, Chairman\nMISS CROSS\nMISS WINTERS\n\nArising vote of thanks was tendered Miss Binzel for the excellent scheme and\nquality of the programs.\nMiss Binzel then expressed her own gratitude to all who had rendered signal\n\nservice in making the meetings a success. She introduced the new officers,\nMiss Barbour and Miss Foster, and then adjourned the 1923 session of the Kindergarten Department leaving the California group to plan an organization of Kindergartners while all others entered the waiting automobiles for the anticipated\n\npleasures of the justly famous Sky-Line Boulevard Drive. That all who desired\n⚫to take the drive found themselves provided for comfortably, even though they\nhad not registered prior to Thursday night, was further evidence of California's\nability to meet the situation on short notice. To Oakland's Miss Ella Marshall\nwarm gratitude is due for her splendid generalship of the drive.\nThe officers had counted much upon the presence of Miss Anna Willson, superintendent of schools, Crawfordsville, Indiana, for a message on PUTTING THE NEWER\nPROGRAMS ACROSS. They regretted deeply, not only her absence but its cause, her\n\nown critical illness. A telegram expressing ardent hopes for her comfort and\nrecovery was sent early during the week.\n\nTHE NATURE AND IMPORTANCE OF BEHAVIOR\nIN EARLY CHILDHOOD—ABSTRACT\n\nHILDA M. HOLMES, STATE TEACHERS' COLLEGE\nSAN FRANCISCO , CALIFORNIA\n\nAknowledge of behavioristic psychology is invaluable to those dealing with\nyoung children. Modern psychologists have vividly brought to our notice\nthe significance of early behavior and the importance of interpreting it cor-\n\nrectly so that the future of the child may be safeguarded.\n\n"}
{"page": 733, "printed_page": null, "text": "708\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe behaviorists have undertaken to explain the meaning and nature of\nbehavior by means of a mechanism of the nervous system, the conditioned\nreflex. Human beings are born with few instinctive responses to visual and\nauditory stimuli. The whole world of sights and sounds may be looked upon\nas a wide field to which the child must learn to make responses.\nIt has long been known that actions are performed by the contraction of\nmuscles and the secretion of glands, but only recently have psychologists\nrealized that nerve impulses may be directed from one path to another.\nThat new nerve connections may be made, that new stimuli may be substituted for old ones, that new responses may be given is of great importance\nto those who deal with young children. They should understand the nervous\nmechanism functioning in habit formation, how desirable responses are\nprovoked, how undesirable reactions are eliminated.\nThey should know how to present stimuli to avoid the possibility of negative adaptation on the part of the child, therefore, the importance of securing\nthe child's attention ; and above all the paramount importance of emotion as\nwell as of repetition in the building up of habit systems. Thus, child training\ndepends, not on punishment, nor upon the inhibiting of action, but upon the\ncalling out of right responses.\n\nWHAT DOMINATES INDIVIDUAL AND GROUP\nBEHAVIOR-ABSTRACT\nV. H. PODSTATA, LIVERMORE SANITARIUM, LIVERMORE, CALIFORNIA\n\nI cannot see how behavior can be viewed merely from the standpoint of\nreaction to environment. Surely a far greater force is continually in evidence\nin animal and human behavior and this is not dependent upon environment.\nMost of the so-called instincts are mere habits of response to environment.\nThe big driving force is much deeper and of far greater significance.\nThe most important motive for behavior is not an instinct. It is a force\n\ninherent within all living matter in existence. It is perhaps best denoted by the\nterm \" the urge to live \" and closely associated with this \" the urge to progress\nand more highly develop.\" Millions of years ago this meant the evolution\nof a multi-cellular from a uni-cellular organism. From that time on it has\n\nmeant the evolution of more complex adaptive behavior based, of course,\nupon more complex physical organization. Always, however, this was\nprompted by the tremendous urge to live and to progress.\nThis primitive force or urge may be divided into more definite single\n\nefforts, as: ( a) The urge for self-maintenance-meaning, largely, the neces\nsary nutritive functions; (b) the urge for self-defense: exceedingly primitive\nat first, but later, a much more complex effort; (c) a very definite effort\nor urge for self-advancement.\n\nThe secondary urge, secondary only perhaps in the intensity and constancy\nof its force, we must denote the urge on behalf of others and this may be subdivided into : ( a) The urge of propagation of the same kind of offspring ;\n\n"}
{"page": 734, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n709\n\n(b) the urge to contribute to the maintenance of others; (c) the urge to\ncontribute to the defense of others, especially, the offspring of the same\nkind; (d) the urge to contribute to the advancement of others.\nThis rather late development, meant, primarily, the advancement of the\noffspring up to a certain period and later, extending over a much larger\ngroup of more or less related individuals. Ultimately it will undoubtedly\nmean the urge to contribute to the advancement and progress of the entire\nhuman race-indeed, of the entire living world.\nWhat concerns us today, even more, are certain other fundamental facts\npertaining to modification of behavior which constitute the basis of our discussion. They be summarized as follows :\n1. Life in its higher form-Therefore, also, in the human form-passes\non through the medium of germ plasm. With this the urge to live and the\nurge to progress are passed on; also there are transmitted certain acquired\ntendencies pertaining to growth, and some primitive tendencies in behavior.\n2. There is also passed on, through the union of the two distinct germ\nplasms, the entire ancestry of the two cells. This second item must be most\ncarefully understood by him who seeks to interpret it, lest serious errors\ndevelop.\n\n3. The more highly evolved the biological unit concerned in procreation,\nthe less he will transmit of the instinctive and the more, in proportion, of the\nadaptive faculties. Hence, the human babe comes into the world exceedingly\nhelpless and would utterly perish without the most careful and complex care\ngiven it by the mother through the urge on her part to maintain, to defend,\n\nand to advance her off-spring. The new-born bee or ant is fully prepared to\nenter its life duties. However, the adaptive mechanism and capacity of the\nbee or the ant is exceedingly limited, whereas the child's capacity in that\ndirection is very great.\n\nThe dominating forces of the individual or group behavior, then, may be\ntreated under the following headings :\n(a) The physical factors : 1. Nutrition. In these days of incomplete,\n\nyet fairly substantial, knowledge of problems of nutrition, especially our\nknowledge of the so-called vitamines, we know something of the effect of\n\ninsufficient or one-sided feeding, especially during the developmental period\nof life. We cannot question the vast importance which nutrition plays in the\nmodification of behavior of an individual.\n\n2. The endocrine activity-This is another important factor in the modification of behavior of an individual. We cannot, as yet, maintain but we see\nindications that the exceedingly important fundamental disturbances of\nmental life-namely, the profound changes in the fundamental tone of feel-\n\ning-generally that of depression, are at times of endocrine origin. No one\nwill question the great influence which the presence of an underlying tone of\ndepression has upon the behavior of the individual.\n3. Diseases-Bacterial toxines, retention of waste-matter, etc., through\n\ntheir irritating and other influences upon the nerve structure, produce\nremarkable changes and modifications of human behavior. Perhaps the most\nready illustration is furnished by the influence of alcohol upon human\nbehavior.\n\n"}
{"page": 735, "printed_page": null, "text": "710\n\nNATIONAL EDUCATION ASSOCIATION\n\n4. Physical obstructions-Irritants, such as may be found in the mouth,\nthe nose, and respiratory passages, in the external sex organs, also in the form\nof irritants and blemishes upon the skin produce a modification of behavior,\ndirectly at times, as in the case of adenoids.\n5. Physical strength-This is a very important item in the behavior of\nan individual. When it is available in a large measure, both the aggressive\nand defensive mechanism is likely to be altogether differently organized than\nwould be the case in a puny or physically inefficient human being. This\ninevitably affects the entire psychic response to reality.\n6. Muscular coördination-This is another item in the behavior of the\nhuman being. The better-trained and the finer and better-controlled and\n\ncoördinated are the muscles responses, the more developed and trained is\n\"will-power.\"\n\n(b) The mental factors-Everyone affirms that the early years of life,\nchiefly the pre-school age, is responsible for the establishment of definite\nhabits of reaction and the traits of character. To the constant influences of\n\nwhat we may call \" home atmosphere,\" the intangible something which makes\nus comfortable or ill at ease as we enter a home, the little child responds with\ngreat readiness.\n\nIt is also during this early period of life when there is established, or is\nnot established, the real aim in life. I do not mean some sort of vocational\nselection, I refer to the greatly needed realization of what one is really living\nfor, for only through such a life is it possible to attain contentment, peace,\nand happiness. This can be done not through dependence upon some sort of\ninherited primitive instincts but through habits acquired and firmly established during the early period of the child's life.\n\nINTERNAL FACTORS UNDERLYING CONGENITAL\nRESPONSES OF CHILDREN-ABSTRACT\nCALVIN P. STONE , ASSISTANT PROFESSOR OF PSYCHOLOGY\nSTANFORD UNIVERSITY, CALIFORNIA\n\nThe experimenter who seeks to understand the nature and operation of\n\ncongenital behavior is confronted with three distinct problems. He must\ndescribe and classify the responses, define their adequate stimuli, and determine what internal factors condition their appearance.\n\nThe first problem is that of identifying the constituent elements of particular responses and determining their temporal, serial, and functional relationships. It has received the attention of psychologists for several decades ;\nits study has led to enumerations and classifications of a host of reflexes,\ninstincts, and inborn capacities; nevertheless, since it has too often been\nstudied apart from the second and third problems, the results have been all\nbut negligible in determining the procedure for child-training. Description\nand classification of congenital responses alone does not yield the necessary\nformulæ for their employment in the interest of education.\n\n"}
{"page": 736, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n711\n\nThe second problem pertains to the ascertainment of the adequate stimuli\nand their mode of action in the arousal of specific congenital acts. Obviously,\nthe teacher who attempts to strengthen congenital responses through exer-\n\ncise, to attach them to new stimuli, or to combine them into units of greater\ncomplexity, proceeds with greater assurance of success if she is thoroughly\nacquainted with the adequate stimuli and their application for the arousal\nofthose responses with which she is concerned. Highly significant progress\nhas beenmade in defining stimuli adequate for the initiation and control of\nparticular congenital responses which play an important rôle in the early\ntraining of children. Further researches along this line are to be encouraged ,\nsince specific knowledge of the stimuli which call out congenital responses\nwill greatly facilitate the direction and control of child behavior in the\ninterest of the school.\n\nThe third problem is concerned with those internal factors operating\nwithin the organism to (a) regulate the development of structures involved\nin response mechanisms, (b) to integrate these structures into mechanisms\nfor coördinated action, and (c) to sensitize the organized mechanism for\nspecific responses to definite stimuli of the environment. This problem-the\nmost intricate of the three-is also the most fundamental, and its study will\nyield results of far-reaching significance for the understanding and utilization\nofcongenital responses in child-training. Accordingly, it deserves immediate\nattention by investigators working in the field of child psychology. Already\n\nnoteworthy advances in defining the internal factors underlying certain\ngroups of congenital activities have been made by the biologists. One such\nadvance has been made in the problem of \" nutrition.\"\n\nHow is nutrition intimately concerned with the development of congenital\nresponses ? Almost all the organs, the musculature, and the framework of\nthe body are differentiated within the first month of embryonal life. During\nthe remaining eight months of gestation the organs, musculature, and body's\nframework grow rapidly in weight and complexity of structure.\nNormal growth and development are contingent upon a copious supply\nof nutrition which necessarily is supplied by the mother. If the latter is well\nnourished, the fœtus in turn will be well nourished; but if for a prolonged\nperiod of time the mother suffers mal-nutrition, or uses for her own maintenance nutritive elements which normally are shared with the fœtus, the\nlatter will, as a general rule, exhibit marked signs of undernourishment.\nThis fact has been demonstrated again and again by experiments upon the\nlaboratory animals and through observations, as well, upon man in countries\nsuffering from food famines.\nThe most obvious effect of fœtal mal-nutrition is retardation of growth\nanddevelopment of the body as a whole. This retardation is not distributed\nequally among all parts of the body. Certain parts, it would seem, rob the\ntableand cause others to go a-begging. Some organs are capable of taking\nfromthedeficient supply an amount of nutriment approximating their needs .\nOthers thereby fail to secure their proper proportion, with the result that\nthe rate of growth of well-nourished and ill-nourished organs gets out of step.\n\n"}
{"page": 737, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n712\n\nTurning to the original inquiry as to the observable effects on congenital\nbehavior resulting from retardation of growth and dissociation of rates of\ndevelopment of particular organs and structures it has been proved that the\nmost obvious effect is general delay in the awakening of congenital responses .\nThe effects of retarded development of bodily structures will be manifested\nin the repertoire of congenital activities a new-born, or a child exhibits at\n\ndifferent chronological ages. And, since habits arise from congenital acts\nsoon after the latter's appearance, we may further add that these effects will\nbe reflected in the child's repertoire of instinct-habits. In addition to retardation in the awakening of congenital responses, severe under-nutrition some-\n\ntimes diminishes their vigor. That dynamic quality which constitutes the\n\" drive \" or\n\nurge\" so characteristic of congenital responses, is absent or\n\ndiminished in potency, hence, the responses serve ineffectively the end for\nwhich they exist in the life of the organism. Beneficial habits develop from\n\nthem more slowly, or not at all; and the stability of habits thus formed is less\ncertain.\n\nWhen the diet is faulty in certain respects, the nervous system is greatly\naffected. Extreme irritability and nervousness often grow out of defective\ndiets. Timidity and morbid fears may be accentuated, and mild delusions of\ninferiority established. These and many other illustrations which might\nbe cited show how profoundly intellectual development and character are\n\ninfluenced by the general nutrition of the body. Its importance as one of\nthe internal factors regulating and controlling the behavior of children can\n\nno longer be overlooked by educators. And we who are here today in the\ninterest of child-education can serve this interest in no better way than by\nspreading the newer knowledge of nutrition.\n\nTHE USE OF THE SUBCONSCIOUS AS AN ALLY IN\nEDUCATION—ABSTRACT\nJOSEPHINE A. JACKSON , PSYCHOTHERAPEUTIST, PASADENA, CALIFORNIA\n\nIn considering the subconscious mind we need to discuss it from both the\nstandpoint of the child and the educator, for the full force of the alliance\nin the work of education is the at-one-ment of mind with mind at the level\n\nof the subconscious rather that at the level of consciousness. What you are\nwill draw out what is in the child-for good, if you have found yourself,\nbut for scant good, if you are at war with life.\nIs the discipline of the child your real difficulty? Then the fault lies in\nthe extent to which your own mind is not single and turned outward. As\nwe look for the secret of power in some of those who have swayed the minds\nofmen, we see singleness of purpose, and utter obliviousness to self. Lincoln's\ncabinet ceased their bear-baiting when they found his wonderful mind had\nbut one object, the preservation of the Union. Your little ones will be all\nwith you when your self isn't in it. Nervous fatigue means there has beera\na conflict of interests, and that no one interest prevailed.\n\n"}
{"page": 738, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n713\n\nThe function of education is to be an amplifier to native impulse. Growth\ncomes not by accretion, but by assimilation. Not what the child hears, but\nwhat his interest takes hold on, enriches him; not what his retina records,\nbutwhat his attention connects up with, becomes a part of himself, although\nevery single sense impression carries its own weight of influence. Native\nimpulse swings in ever-widening circles from the depth of the subconscious,\n\nwhere lies its well-spring of energy, over into life and back again to its source,\ncarrying an increment of power.\nEducation should be a coördinating mechanism, on the line between that\nwhich native impulse is seeking, and all the rich abundance which life has\nto offer. From the psychological viewpoint the child is a live-wire. His\nown little subconscious is a generating station. Like the Faradic current,\nevery make and break of contact with life serves to increase his potentiality.\nThe child who is lacking in out-going impulse, the so-called \" good child \"\n\nwho gives us no trouble in discipline, is really an insulated, shut-in personality\nwho can make no growth until the current is re-established. The parent and\nteacher should welcome every spark of out-going impulse, and be to it a con-\n\nducting medium so that the child may come into his fullest measure of power.\nThere is something else we need to recognize as educators and members\nof the social group, and that is that the child is already a \" going concern\nwhen he comes to us. We are not compelled to furnish him with a single\n\n\"\n\nhuman faculty. Curiosity, initiative, pugnacity, sense of justice, loyalty, love\nof self, love of life, love of power, all are innate, inherent, and fully activated\nby what the child is within himself. But just as any business is dependent\nfor success on fair franchises, and freedom from burdensome taxation and\n\nunwise zoning ordinances, even so must the child be allowed full facility for\nexpression and a free run for all his faculties. Discipline must never take\non the slightest suggestion of repression but must serve as ample means for\nsafe direction of energy.\n\nIn this age of efficiency we have happened upon an old truth-namely,\nthat every force in nature is beneficent if rightly used. Every phenomenon\ninnature proves itself to be purposive, when looked at with the long, clear\nvision of life itself. Every faculty of the subconscious is an asset of priceless\nvalue in the equipment of the human being. Social training has been too\nmuch along the lines of repression of impulse, of cramping and hindering\nnatural lines of development. The result has been a loss of symmetry in\nthe character so formed, and a great lessening in the total potentialities of\nthe individual.\n\nThe subconscious is really the heart of things, for out of it are the issues\nof life. The furnishings of the subconscious come to us largely by heredity,\nthe dynamic experiences of our ancestors through all the ages, plus the\nfurther addition of our individual experiences recorded day by day. All the\n\nfaculties that make us human are present in embryo at birth, but society must\nprovideconditions favorable for their development and must know that every\n\nsingle faculty has its rightful place in the well-rounded human being.\nExpression \" is the slogan with which psychology starts us out in our work\n\n"}
{"page": 739, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n\nas educators and members of the social group; expression in the freest\nmeasure, with a complete ban on any idea of suppression or repression.\nThe message of the new psychology is the gospel of full and free self-expression. This means liberty as opposed to repression, but it also means re-direction of energy as opposed to license. It is direct when it serves all the needs\n\nof the personality, both as an individual and as a member of the social group;\nindirect, which it runs through the channels of sublimated interests, when\noccasion demands .\n\nWhen a child wants to do something all by himself, let him choose his own\nway and his own time. For the child comes naturally to love the feel of quickmoving efficient muscles and of alert-moving mind. But his tempo is selfchosen. Tasks that are too difficult for a child should never be presented,\nfor a failure to achieve brings about a loss of confidence in his own powers.\nThat idea is promptly dramatized by his subconscious mind for the subconscious is an automatic artist.\n\nNative impulse is not, like the love of money, the root of all evil. It is\nLife's capital, which business and social forces have been clever enough to\nturn to advantage. It is the function of education to get in its work still\nnearer the head of the stream, so that the unfortunate channels may be\navoided at the outset and no repressive measures may enter in. This is the\nmotif of education as it links up with the new psychology.\nHow tap the subconscious ? How set free all those native impulses ? The\nunderstanding heart of the educator is the key to the whole situation. When\n\npsychology, the child of intuition and common sense, made its entrance upon\nthe stage of social life, it did not bring to an end the reign of its worthy\n\nparents. Intuition far outruns knowledge. Find yourself first, and then be\ndone with self. Then as you come into contact with the child you will see\nin him none but rightful impulses, which lack only the faculty of adaptation\nto reality. And these impulses of his, finding ready rapport with your adult\nunderstanding will come into fullest, freest expression and make glad the\nchild and all about him.\n\nTHE NEEDS OF THE NURSERY PERIOD\n\nMRS. EDNA RICH MORSE, PRESIDENT, WOMAN'S EDUCATION ASSOCIATION\nBOSTON, MASSACHUSETTS\n\nGroups and individuals in rapidly increasing numbers are earnestly seeking\na better way of life for the very young children. The interest in their physical\nhealth is well established and standards have been set up. Social workers have\ntalked in the past about \" the neglected age,\" but they now talk of the needs\nof the pre-school age. Parents' eyes are opening to the fundamental importance of right care in the early years and parents in all walks of life are asking and seeking an answer to the question, \" What ought we to do for our\nlittle children? \" Educators find themselves searching for the foundations of\nadequate preparation for life. Education begins at birth we are told on the\n\nbest authority. Psychologists find that first associations are the most lasting\n\n"}
{"page": 740, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n715\n\nones; that character and personality are largely formed in the first four years\nof life. Could we ask for greater evidence of the importance of the early\nyears?\nThe study of very young children has become a science. The study and\ncare of children from birth has always been an art and the development of\nthe science only increases the importance, power, and beauty of the art. What\nis all this study seeking to do ? It is seeking to solve questions of habit forma-\n\ntion in the first years of life, for the importance of the life of a little child\nis in its ability to form habits which will be of more permanent and influential\nnature than any formed at a later period.\nWhy then are we talking of nursery schools ? Because there is real need\nof them. Thoughtful parents who want the best for their children in the\nearly years as well as in the later ones are demanding for them as devoted,\nintelligent, and skillful care as their own in the time when they are not with\nthem. They seek for themselves knowledge of the science and the art of\nchild-training. Parents whose lives consist in a steady grind of manual labor,\nwho have not the means to provide leisure and the environment in which\nto give their little children the things they need are deeply grateful and\nappreciative of a place where the run-abouts can live fully for some hours\ninthe day. The light of joy in the eyes of such parents and the readiness to\ndotheirpart tohelp in the work is the measure of its need. So nursery schools\nare being formed.\n\nWhat is done in a nursery school ? The Ruggles Street Nursery School\nin Boston is fortunate in having a spacious old-fashioned house with a large\nyard, part of which is gradually becoming a garden. Indoors there are two\nlarge play rooms furnished for the use of little children, a kitchen, and sleeping rooms. Whenever possible, and that is a large part of the year, the school\nis conducted outdoors. Children two and three years of age are admitted.\nIt is open five days a week from half past eight to four o'clock. The morning\nis spent in various activities, two periods of free play, a music period, a period\nofquiet occupations, morning lunch at ten and dinner at twelve o'clock. The\nchildren sleep from one to three o'clock, then comes a third period of free\nplayuntil the mothers call for them.\nWe are gradually building up what seems to be the right environment for\n\nchildren of this age. The children are all inspected daily on arrival by a\nbabynurse from the Community Health Association, who also helps in teaching health habits and talks with the mothers about health problems. Close\nsupervision of their physical condition is kept and any defects are cared for\natthe hospitals in the city.\n\nFor educational purposes we have gathered together things for the children\n\nto use-Montessori apparatus, kindergarten gifts, toys, large blocks, simple\nmaterials, and the like. We have created an environment rich in educational\n\npossibilities and we let the children live in it. Our part as teachers is not to\nwork for intellectual attainment, but to create an atmosphere of joy, foster a\nlove for the good and the beautiful, and to give the children a chance to satisfy\ntheir thirst for knowledge. Constantly before us is the belief that we are\nhelping the children form right habits of body and mind. That is the educa-\n\n۱\n\n"}
{"page": 741, "printed_page": null, "text": "716\n\nNATIONAL EDUCATION ASSOCIATION\n\ntional purpose of the school. These habits include control of body, matter,\nemotions, will, and mind; love of music, color, nature, people; helpfulness,\nrecognition of rights of others, self-expression, imagination, speech, memory,\nandmany more. By studying each child we try to guide him into the formation of good habits.\n\nWe impose no educational method on the children but we allow them and\nhelp them to educate themselves, trusting the environment to stimulate their\ndesire for knowledge. Freedom of choice is universal except for a few wise\n\nlaws; freedom without law is license. We are striving constantly to learn\nmore fully the needs of little children and to this end we are keeping records\nof the development of the children's habits of body and mind. So far the\nthing that we feel sure can and should be learned at this age is self-control.\nRuggles Street is in a poor district. The parents pay seventy-five cents a\nweek to cover the cost of the food given. The appreciation of the parents\nand the response to suggestion and demonstration has been most encouraging.\nSome of the mothers help for regular periods in the school, many visiting it\noften, while all are well known to us and have confidence in us. A mothers'\nclub brings the mothers together.\nThere is another nursery school in which I have a direct interest. It is\nin Cambridge, organized by a group of highly educated mothers for their\nchildren. It has a morning and afternoon session, the children going home for\n\ndinner and nap between. These parents are happy in the group work for their\nchildren; in the knowledge that their children are with someone whom they\ncan wholly trust; in the opportunity to learn from the group, standards of\naim and method in dealing with their own children. A teacher is in charge\nof the group, the mothers taking turns assisting regularly.\nThese two nursery schools are of contrasting types with the same aim, the\nstarting of children in right habits in the years of most rapid development.\nThe development of these little children, of the child who refused to eat, the\nchild who did not talk, the friends who fought constantly, the child who\nappeared to live only to destroy what others had built up, the child who\n\nenjoyed being cruel-all are interesting stories. One has only to see how\nhabits can be rightly guided in the earliest years to be convinced of the need\nof spreading by demonstration and practice the knowledge of the educational\nneeds of pre-school children.\n\nHOW THE NEEDS OF THE KINDERGARTEN PERIOD\nARE BEING MET\nLOUISE M. ALDER, DIRECTOR, KINDERGARTEN EDUCATION , STATE\nNORMAL SCHOOL, MILWAUKEE , WISCONSIN\n\"\n\nDr. Gesell in his recent book, \" The Pre-School Child says: \" There\nis no agency concerned with the welfare of early childhood which inAmerica\nholds more power for effective service than does the kindergarten. The\nkindergarten is strategically situated in our educational system. It is the very\n\n"}
{"page": 742, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n717\n\nvestibule of our vast public school system.\" It meets the needs of children\nwho come within the so-called pre-school period which students of childhood declare to be the most important period in the whole span of human\ndevelopment.\n\nThe kindergarten should control school entrance. All healthy normal children should enter the public school through its doors, and as they enroll,\n\nshould be given careful physical examinations and intelligence tests. The\norganization of the kindergarten should be free and flexible and adapted to\n\nmeet the differing needs of individual children. The kindergarten should\nnot retain all children the same length of time, but should speed ahead those\n\nwho show themselves to be physically, mentally, socially, and morally mature,\nand should retain for a much longer time those who are immature and\nundeveloped.\n\nThe modernkindergartner is seeking to work in a scientific way to develop\nchildren with strong, vigorous bodies and to help them to appreciate good\nhealth and to establish good health habits. She is also working earnestly to\ndevelop in her children sound mental and emotional stability. In the free\nhappy atmosphere of the modern kindergarten the teacher learns to know the\nreal child and so can help him to overcome faulty emotions. In order that\nher children may grow in personality and usefulness she gives them much\n\nopportunity to think for themselves, to find problems, to make and carry\nout plans, to compare their work fairly with that of others and to improve\nupon it. The modern kindergarten with its free type of organization helps\nchildren to learn how to adjust themselves to others, to work and play with\nothers with a spirit of fair play and helpfulness. The free type of organization requires a higher type of self-control on the part of the children, more\ndifficult to secure, but more valuable in character development.\nThe kindergartner of today realizes that science and social needs are mak-\n\ning such rapid changes in education that she must be constantly reading and\nstudying to keep up with them. She is seeking to become a sincere and\nthorough student of young children, open-minded and scientific in attitude,\nwilling to experiment, able to evaluate results, and if necessary, to modify\nher curriculum and methods in the light of her findings. She believes in the\ngreatness of her work and is putting forth earnest effort to grow in order\nthat she may more intelligently guide her little children in their growth.\n\nHOW ARE THE NEEDS OF THE PRIMARY SCHOOL\nPERIOD BEING MET?\nGAIL HARRISON , THE LINCOLN SCHOOL OF TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nAchildsteps into this phase of school life, the primary school, having had,\nwehope, agood home plus day nursery and kindergarten experiences. Society\nowes every child, rich and poor, a fairer chance in each of these laboratories,\nand the day is dawning when, thanks to the revived and united efforts of\n\n"}
{"page": 743, "printed_page": null, "text": "718\n\nNATIONAL EDUCATION ASSOCIATION\n\nmothers, doctors, nurses, psychologists, educational experts, and teachers,\nattention is centering on the pre-school child. Clinics, homes, day nurseries\nand kindergartens will then become clearing-houses for the schools, detecting\n\nand preventing mental, physical, and social blights which happen before the\nages of six and seven.\nThe needs of this period, briefly, are as follows :\n1. The best, most highly trained, and most highly paid teachers for the\n\nyoungest children-if we believe in habit psychology.\n2. The working out of the curriculum by this expert teacher herself under\n\nthe guidance of one expert supervisor trained to handle the period of early\nchildhood including the kindergarten and the first three grades.\n\n3. The placing of the special subjects in charge of special supervisors under\nthe control of the kindergarten-primary supervisor.\n\n4. An enrolment of not more than thirty children in any primary gradeif we expect the teacher to start right habits of study, to build character, and\nsocial behavior that will bloom into self-government later.\n5. Better classification of children in beginning grades by means of modern\ntests in subject matter-such as the Stanford achievement tests and others.\n6. A creative curriculum-one built up by the supervisor, the teacher of\neach grade, and last but not least, the children of each grade, adapted to the\nindividual differences and needs of both children and teachers.\n\n7. A richer schoolroom environment-not only a movable curriculum and\nmovable furniture, but real workshop facilities which invite purposeful activity, creative thinking and freedom, without license.\n8. Longer spans of time in the program in which the teacher may\n\ndevelop needed and prescribed units of work or offer the children the time\nto develop their group and individual plans.\n9. Time and equipment to insure to every child his right to become a\nsuccessful personality .\n\n10. Better training schools which shall emphasize quality and not quantity\nof teachers turned into the field.\n\nIn closing, I wish to make a special plea for the needs of the average child\nand the average teachers, those whose I. Q.'s fall between 100 and 140, where\nmost of us belong. Terman tells us that gifted children rate between 140\nand 200 and that their greatest need is a curriculum adapted to their high\nabilities-true enough. All children need a much fairer chance than we now\n\ngive them. All children need our protection from school systems which\ntoo often extinguish native talents\n\nand smother creative thinking.\n\n"}
{"page": 744, "printed_page": null, "text": "Library Department\nOFFICERS\n\nPresident-MARTHA C. PRITCHARD, Supervisor School Libraries, Board of Education,\nDetroit, Michigan\n\nVice\n- President-MRS . EDWARD CARTER, Librarian, High School ..\n\n... Port Arthur, Texas\n\nSecretary and Treasurer-DELLA FRANCES NORTHEY, Supervisor of School Libraries,\nIndianapolis, Indiana\n\nFIRST SESSION- MONDAY AFTERNOON, JULY 2, 1923\n\nChairman : Martha C. Pritchard, Supervisor of School Libraries, Detroit, Michigan\nThe chairman appointed Mrs. Elizabeth Madison and Miss Helen Price, of\nOakland, members of the Nominating Committee, and Mr. W. H. Kerr, Emporia,\nKansas, on the Committee on Resolutions.\n\nSpeaking on the topic of Problems and Forecasts for the Library Department,\nMiss Martha C. Pritchard said in substance : \" The concept of the school library\n\nis growing in educators' minds, because of the widening distribution of school\nlibraries, and the daily dependence being placed upon them for instructional service ,\nrecreational reading, and standards of taste. Because of the growing number of\nschool libraries and the demands made upon them, there is need for a form for\n\nsurveying educational libraries of all types. The High School standard set up by\nthe Certain Report, are more and more generally recognized. The junior high school\nlibrary movement is coming, and the elementary school library is under way. The\ngrowth of these types of libraries makes the normal school library instruction all\nthe more acute, especially for teaching the use of the various types of school\nlibrary and for stimulating a further growth. The Library Department, therefore,\nneeds further workers to get up momentum for an active aggressive propaganda\n\nfor school libraries in the United States. This should be for the purpose of ( a)\nPreparation of standards for plans and equipment for new buildings; (b) prepa-\n\nration of standards of qualifications for libraries with plans toward certification ;\n(c) standards for book selections for various grades, and the means used should\nbe: (a) Publicity through periodicals, one person to sponsor each topic ; ( b )\npublicity through circulation of state departments of education, city superintendents\nand leading architects ; ( c) committees on elementary school standards, qualifications of school librarians, booklists for the grades and high school, survey of school\nlibraries, and publicity.\"\nThe following papers were then presented:\n\" SEVENTEEN \" AND THE REFERENCE LIBRARIAN-Lucile F. Fargo, Librarian, North\nCentral High School, Spokane, Washington.\n\nPOETRY AND MODERN CHILDREN-C. C. Certain, Assistant Director of Language\nInstruction, Detroit Public Schools, Detroit, Michigan.\nRECREATIONAL READING AS A PART OF THE PRESENT-DAY CURRICULUM-J. F. Hosic,\n\nAssistant Professor of Education, Teachers College, Columbia University,\nNew York City.\n[719]\n\n"}
{"page": 745, "printed_page": null, "text": "720\n\nNATIONAL EDUCATION ASSOCIATION\n\nSECOND SESSION TUESDAY AFTERNOON, JULY 3, 1923\nChairman :\n\nMiss Martha Pritchard\n\nTEACHING THE USE OF BOOKS AND LIBRARIES-Mary L. Harris, Librarian, High\nSchool, Santa Ana, California. ( 30-minute lesson given to class. )\nRESOURCES FOR SCHOOL LIBRARY SERVICE AVAILABLE IN EACH STATE-Joy Elmer\n\nMorgan, Editor of Journal of National Education Association, Washington\nD. C.\n\nTHE LIBRARIAN, HER WORK AND HER OPPORTUNITY-Dr. Aurelia Henry Reinhardt,\nPresident of Mills College, Oakland, California.\n\nTHURSDAY AFTERNOON, JULY 5, 1923-ROUND TABLE CONFERENCES\nLIBRARY PROBLEMS IN TRAINING TEACHERS-Mabel Zoe Wilson, Librarian, Bellingham Normal School, Bellingham, Washington.\nHIGH SCHOOL LIBRARIES-Mrs. Elizabeth Madison, Supervisor School Libraries, Oakland, California.\n\nRURAL LIBRARIES AND RURAL SCHOOLS-Stella Huntington, Librarian, Santa Clara\nCounty Library, San Jose, California.\nREADING CIRCLES FOR TEACHERS-Willis H. Kerr, Librarian, State Normal College.\nEmporia, Kansas.\nTHURSDAY AFTERNOON, JULY 5, 1923, LIBRARY LUNCHEON-WILD DUCK INN\nOAKLAND\n\nUNITED STATES SCHOOL LIBRARIES IN THE PACIFIC OCEAN-Mary Lawrence, Director\nof Children's Work, Honolulu, Hawaii.\nTHE SCHOOL LIBRARY AS SEEN FROM THE SUPERINTENDENT'S OFFICE-E. Morris Cox,\nAssistant Superintendent of Schools, Oakland, California.\nHOW THE STATE LIBRARY REPRESENTATIVE CAN HELP THE N. E. A.-Jasmine Britton,\n\nLibrarian, Elementary School Libraries, Los Angeles, California.\nBUSINESS MEETING\n\nTUESDAY AFTERNOON, JULY 3, 1923\n\nThe chairman, Miss Martha Pritchard, outlined the organization of Library section and she stated that it was unable to finance all of its activities with its present\nfunds, i. e., 50 c. for membership and $25 from the National Education Association.\nShe presented a bill for $32 for the distribution of Mr. W. H. Kerr's Measuring\nStick, and a bill for $75 for the distribution of Mr. C. C. Certain's Report on\nElementary School Standards.\n\nThe Library Section voted to appoint a committee to assist the A. L. A. in\npreparing a list of a thousand books for high-school pupils. It also voted to appoint\na committee to assist the A. L. A. in revising the graded list of books.\n\nThe Library Department voted to endorse Mr. C. C. Certain's Report on Elementary School Standards. It also voted to endorse Mr. W. H. Kerr's Measuring\nStick for Libraries of Teacher-training Institutions.\n\nThe following recommended change in the by-laws of the Library Department\npresented by the committee appointed for that purpose was passed by the Library\nSection:\n\n\"That the by-laws be amended, so as to secure the continuance in office of State representa\ntives for a term of two years.\n\nThe Committee on Resolutions offered the following:\n\" Resolved, That the Library Department record its sorrow and sends a personal and pro\nfessional loss in the passing of Mr. O. L. Rice, supervisor of school libraries for the Wisconsin\nState Department of Education. To all his work, he brought a high degree of zeal and industry.\nand the present organization of the department is in considerable measure due to his initiative. \"\nResolved, That the Library Department express its thanks to the librarians of the State\nand locality for very generous and comprehensive entertainment, and especially to Mrs. Eliza\nbeth Madison and Miss Helen Price for their leadership in the arrangements which have resulted\nin a most profitable session of the department . \"\n\"\n\n"}
{"page": 746, "printed_page": null, "text": "LIBRARY DEPARTMENT\n\n721\n\nThe chairman of the Nominating Committee, Mrs. Elizabeth Madison, presented\nthe following names, which were unanimously accepted:\nPresident: Willis H. Kerr, Librarian, Kansas State Normal College, Emporia,\nKansas.\n\nVice-President: Ella Morgan, Librarian, Lincoln High School, Los Angeles,\nCalifornia.\n\nSecretary and Treasurer : Harriet A. Wood, Supervisor of School Libraries,\nState Department of Education, St. Paul, Minnesota.\n\n“ SEVENTEEN ” AND THE REFERENCE LIBRARIAN\nLUCILE F. FARGO, LIBRARIAN, NORTH CENTRAL HIGH SCHOOL\nSPOKANE , WASHINGTON\n\nThere is five feet eleven inches of him or six feet two if you judge by\nwhat protrudes beyond coat-sleeve and trouser-leg. He drapes himself over\nthe high desk. \" Say, she says get sumpthin' about Holly Rod Place or whatever it was, I don't know, but mebbe its Holy Rod, and anyway it's history\nand-What period in history did you say ? Wy-er-the first period, an' I\nforgot it last night an'-Oh, I get-cha. You mean what time in history.\nWy-I dun-no. She didn't tell us, but I gotta next period, an' say ( ingratiatingly) can't-cha gimme somethin' real short? Gee, I gotta have it this\n\nmorning 'cause if I get another goose-egg I get kicked off the team, an' the\nbell rings in ten minutes, an' say, can't-cha gimme it quick ? \"\nYou, and that means you or me or any other red-blooded reference\nlibrarian, ditch all your theories of method and \" give it to him quick. \" He\nhurriedly copies on the fly-leaf of a ruined free textbook the paragraph in\nthe Britannica which you obligingly indicate, and when the bell rings, he\ntumbles out of the library, leaving you with a wide grin which says you are\nsure some peach-and also with a heavy volume to replace and a wad of\ngum to remove from under the table where he stuck it when you sat down\nby him. And you ask yourself what on earth Seventeen gets out of it, or\nMiss Brown (the \" she \" with goose-egg tendencies) or the school board\nwhich provides $500 per year for books, or Seventeen's father and mother\nwho scrimp to keep him in ties and socks and football togs.\n\nBut wait awhile. You passed your first merit badge exam when you\n4\n\ngave it tohim quick.\" He suspects you of being able to pass others. Gothic\n\npalaces and courses in History IV are necessary evils to be disposed of in\nshort order. But there are things he really wants to know and will go any\nlength to learn about-radio, and Ty Cobb's batting average, and whether\nit's better to be a mining engineer or a Y secretary, and the mechanism of the\nengine in Dad's Ford, and whether the prettiest girl in the class would dance\nwith him if he could keep off her toes.\nAnd if Seventeen is a girl there is just as much to be learned-things all\noutside of textbooks, but vital to the n-th degree : How to make ribbon\nflowers ; how to remove freckles ; how to accept an invitation, or refuse one ;\n\nhow to become a movie star, or a missionary; and way down deep, a seed\n\n"}
{"page": 747, "printed_page": null, "text": "722\n\nNATIONAL EDUCATION AssociatiON\n\nthat bursts and roots and shyly grows how to become a woman and a\n\nmother. Did you ever stop to think of your tremendous responsibility, you\nlady of the reference desk, you dispenser of invisible education? Are you\nprepared for your merit-badge exams ?\nFirst, we must understand Seventeen. \" This is the age of wasteful ways,\nawkwardness, mannerisms, tensions that are a constant leakage of vital\nenergy,\" says the psychologist. It is the reading age, the sampling and trying\nage, the age of receptivity, the age of intense desires, exaggerated longings,\nand awful inarticulateness..\n\nIf Seventeen comes to the library on a personally vital quest, his embarrassment prevents his stating his desire clearly. Sent by the best teacher in the\nworld on a perfectly definite mission, his notion of what he wants is vague\nand uncertain by the time he arrives. And when in the game of cross questions\nand crooked answers the librarian finally discovers the true nature of his\nrequest, there is yet a long road to travel. For nobody can educate Seventeen\nexcept himself. A teacher put it tersely. \" You can stick a pin in Seventeen's\nattention, but the minute your back is turned the pin falls out.\" To be sure.\nAnd it is the reference librarian's problem as well as the teacher's to make\nSeventeen stick in his own pins.\nAnd so you must catch him young, preferably while he is in the grade\nschool, and certainly not later than his first year in high school, and while he is\nstill in the joyous \" doing \" age. Here the hieroglyphic marks on the back of\nthe encyclopedia are a puzzle to be solved by the quickest-witted, and the card\ncatalog is a \" blue-book \" full of minute directions for excursions into all\n\nparts of the library and all corners of a curious world. Johnny Knickerbocker, who will be seventeen before you know it, takes readily to your library\nstunts. Sure he can run down across reference and copy a call number and\nfind his book on the shelves, and without your help, if you please. And Mary\nElizabeth, too. She even shyly informs you she's going straight home to put\nDad's library in order according to the Dewey Decimal system. So start\nSeventeen early before the bloom has worn off and he is a blasé sophomore.\nAnd having trained up the child in the way he should go, trusthopefully that\nwhen he is old he will walk therein. But to your trust add patience, for\nSeventeen is as wobbly on his intellectual legs as any young calf: He abhors\neffort. He implores you to give it to him quick. He is always willing to\nbe carried.\n\nHere is the reference librarian's great problem and eventually her great\ntriumph. Willy-nilly, Seventeen, must be required to stand on his own legs\nThis is a proposition to which the rules of public library good form do not\napply. You are not here dealing with a hurried business man in search of a\n\nvital fact or a technical expert to whom time is money. To these you mav\nhand out information with bargain-counter celerity and a clear conscience,\nBut in Seventeen's case, you must put a firm heel on public library ideals and\nconsistently refuse to do anything for him which he can do for himself. Το\nbe sure, you will recognize an emergency when you see it and carry him\nover an occasional rough spot like \" Holly Rod.\" But mostly, you will take\nthe longer way around. \" Let's see if you really know what you are looking\n\n"}
{"page": 748, "printed_page": null, "text": "723\n\nLIBRARY DEPARTMENT\n\nfor, Seventeen. Is it the cost of living now, or during the war ? Would you\nbe more likely to find the answer to your problem in a magazine or in a\nbook? What headings shall we try ? Would a book published in 1914 deal\nwith the question of the Ruhr ? \" And so you set up guide posts and forestall\nfalse moves and gently steer, push, and even prod. But the game belongs to\nSeventeen. Beware of playing it for him. You are only the coach.\nSince in the average high school, the librarian is but one and her patrons\nare as the sands of the sea, it is necessary that much of the preliminary guiding and coaching be done by the teacher in the classroom. In my own school,\nin addition to instruction given by the librarian on the use of the card catalog\nand the method of finding books on the shelves, a few simple lessons on the\nuse of common reference tools are given by English and history teachers.\nObviously, the best results are obtained when such lessons are directly related\nto group projects or regular class work. The girl who answers a few questions out of the World Almanac or the Statesmen's Yearbook as a part of a\nstereotyped set of lessons on the use of reference books, soon forgets where\nshe looked or how she got her information. But a class introduced to the\nsame volumes in connection with the study of civics learn their value quickly\nand well. This is something teachers and librarians alike should ponder.\nThere has been too much of the giving of formal \" reference courses and\nnot enough practical instruction on the part of teachers in connection with\nregular work. You need not be a reference librarian very long to discover\nthis. How many times have you had to remind your seniors that Andrew\nJackson cannot be found in \" Who's Who,\" in spite of the fact that in their\nsophomore reference course they learned (or at least you told them) that this\nvolume was for contemporaries only. On the other hand, watch your debate\nteams. Under the direction of their coach, they become the reference sharks\n\"\n\nof the school .\n\nTo the librarian who has pushed and prodded her Johnny Knickerbockers\nand Seventeens over the grades of compulsory reference work there comes\n\nthe immense satisfaction of seeing them put to joyous uses their painfully\ngained knowledge. Adolescence is distinctively the reading age, the age of\nreceptivity, the age of invisible education. Aside from the things Seventeen\n\nis frankly interested in like radio and animal stories, and if a girl,\n\" Wo-he-lo \" and love stories, there are a thousand other points which he\nwould almost risk his life to find out about, and yet which he wouldn't for\nthe world be caught investigating openly-manners, ideals, questions of sex,\nof religion, of morals.\nBut how shall we put these good things in Seventeen's way ? By personal\n\nsuggestion, the bulletin board, the book display, the browsing nook ? Yes,\nallthese. But, in the long run, method and organization bring larger results.\nRight here, let those of us who are librarians take off our hats to those who\n\nare teachers. After all, it is the teacher who sees Seventeen every day, who\nknows his interests, his limitations and his mental age. The librarian and\nthe teacher working together are a winning combination.\n\nIn our school, there stood on the shelves for many years nature studies by\nBurroughs and Mills, the humor of Bangs and Leacock, those inimitable\n\n"}
{"page": 749, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n724\n\nbiographies of Jacob Riis and Mary Antin. The covers were unsoiled, and\nthe pages innocent of thumb marks or dirt. Meanwhile, the English classes\nread Walden and The Autocrat and Macaulay's Life of Samuel Johnson.\nBut one day, a great light broke upon us. Supplementary reading should be\npleasure reading; it should be related to the pupil's psychological development and personal experience. What ensued was nothing less than a revolution. List-making became the obsession of the English department and the\nlibrarian. The library came into its own with a leap that trebled the circulation and left us with empty shelves and only the mangled remains of Riis and\nAntin and Bok. In the same way, the social organization of the girls of\nthe school into \" The Girls' League \" has been paralleled by organized reading courses. Open Doors, \" a list with page references and helpful reading\nhints has established an amazing voluntary reading record. Girls who\nwould have been too shy to ask on their own initiative for books on love and\nfriendship and motherhood have found the best in the essays of writers like\nMargaret Slattery and Bertha Condé and the straight-forward sincerity of\nLowry's \" Preparing for Womanhood.\" In similar fashion, the preparation\ncoöperatively by librarian and vocational director of lists on business qualifications, the value of an education, and vocational openings has led to a steady\ndemand for pertinent books and pamphlets. The point of all this is obvious.\nOrganization of effort and coöperation between the library and every department of the school is absolutely essential to anything like effective direction\n66\n\nof reading.\n\nWith the shortening of the working day for men and the easing of household tasks for women through the introduction of mechanical conveniences,\n\nthere has come upon us the problem of the leisure hour. If jazz and movies\nand automobiles are the sole recourse of Seventeen in search of relaxation\n\nand pleasure when he leaves school, there are rocks ahead. That education\nwhich makes of Seventeen simply an efficient workman is no education at\nall. The avenues of escape from drudgery and from treasons, stratagems\nand spoils \" must be wider than they have been for you and me. Not to\nmany is given that exhaltation of spirit which enables them to be Lucy\nLarcoms, composing poetry to the music of the shuttles. But to Seventeen\ngrown up, the way to mental and spiritual freedom opens through the\n66\n\nreading of the printed pages.\n\nRECREATIONAL READING AS PART OF THE PRESENT-DAY\nCURRICULUM—ABSTRACT\nJAMES F. HOSIC, ASSOCIATE PROFESSOR OF EDUCATION , TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nGeneral reading is often referred to as \" outside reading.\" In practice\nthat means that it is outside of the picture, to be done at odd times when\nthere is nothing else pressing to be done. The term is unfortunate. The\ntendency to interpret \" curriculum \" as meaning a series of formal studies\nintended for recitation and examination is equally unfortunate. The cur\n\n"}
{"page": 750, "printed_page": null, "text": "LIBRARY DEPARTMENT\n\n725\n\nriculum should be taken to mean the entire opportunity which the school\noffers to our children.\n\nThe modern school provides for recreation for re-creation, the building\nanew of body, mind, and spirit. In this sense, reading is second to no other\nagencies. It is generally available, unlimited in range, and wholly disinterested. It may furnish the means of purest enjoyment.\nThe school can do no less than to secure for all as large a measure of this\nenjoyment as a sound philosophy of life indicates and circumstances make\npossible. The library should receive the same liberal support now freely\naccorded to the laboratory and the shop. Both occasion for general reading\nand guidance in it should be offered. All departments should coöperate in\ndoing this, for no worthy study fails to lead on to reading that is done for\nits own sake. In appropriate ways young people should be made to feel that\ntheir elders take as much pride and joy in their progress in capacity for pure\nenjoyment as in any other achievement whatever. The teacher who is himself a genuine lover and companion of books will find the way to do this.\nHigh-school pupils need control of their lives now, and if we can give them\nthis control now, the future will care for itself. The school exists for what\nthe child is now rather than for what he is going to be. The high school\nis still standing on this future idea, but the place of literature in the curriculum is now officially recognized, and the part books may play in the life of\nthe growing young person is limited only by the skill of the teacher. The\nrecreational reading of books, with its immense immediate outcome, should\nbegin in the grading in the form of \" library hours \" or \" joy-reading.\" The\npupils should learn to make their own selections, and the teacher should\nsimply be the umpire in the class discussions.\n\nINSTRUCTION IN THE USE OF BOOKS AND LIBRARIES¹\nMARY L. HARRIS, LIBRARIAN , HIGH SCHOOL, SANTA ANA , CALIFORNIA\n\nThe interest in this subject is shown by the fact that in the last few years\nit has been frequently finding a place on the programs of teachers' and\nlibrarians' meetings. Excellent courses have been worked out for teaching\neffectively the use of books and libraries and creating a desire to read, but\na lack of uniformity exists as to the amount of time devoted to the work in\nthe various schools. This seems to be dependent upon many factors, chief\n\namong them the opportunity to give the work a place in the curriculum and\nthe time at the disposal of the librarian for planning and presenting the lessons\n\nand correcting the problems which she may wish to have follow each lesson.\nSometimes only one class period is given, merely to bring the student to the\nlibrary and acquaint him with its location and general matters in regard to\nit which is good in itself but not sufficient to produce great results-again,\n1These remarks preceded a demonstration lesson given to a class of pupils from the University High School of Oakland before the Library Department of the National Education\n\nAssociation Tuesday afternoon, July 3, 1923, Oakland, California.\n\n"}
{"page": 751, "printed_page": null, "text": "726\n\nNATIONAL EDUCATION ASSOCIATION\n\nin other schools, as many as twelve or more class periods are given to the work.\nThere is also a lack of uniformity as to the time when the work is given.\nSome courses provide for the grades and the high school-some only for one or\nthe other, or for colleges. All are agreed upon the fundamentals to be taught\n\n-the care and parts of a book, the arrangement of books in libraries, the\ncard catalog, the magazine indexes, and the more important reference books.\nAs more time is allowed the course is expanded. The goal toward which\n\nwe strive is to have courses which will teach the care and history of books,\ninspire the reading habit, and give self-dependence in the use of books running\nthrough the whole school curriculum, introducing the subjects at the time\nwhen there seems to be a real use for them and when the purpose can be\nreadily understood.\n\nAt present there are many colleges the Nation over in which no courses\nof this kind are offered, and more high schools, and still more elementary\nschools. Some of the colleges are teaching their students how to use books\nand libraries intelligently, but this knowledge should also be given to that\ngreater number of people whose formal education stops with high school\ndays and even before that, so that they may be better equipped to extend their\neducation by themselves through the public library which is the continuation\nschool available to all people at all times.\nIt may be difficult occasionally to work these lessons into an already overcrowded curriculum but I know of no place where the work has been once\nintroduced that it has not met with the hearty support of the faculty. The\nteaching methods of today often require the use of a great variety of material.\nFrequently several books and magazine articles, pictures, maps and publications of government bureaus are needed in working out some project which\nhas been assigned, and teachers have recognized that knowing how to use\nthings is a time saver and that it is also valuable training for later purposes\nin life. Then, too, the questions which it is well to have follow each library\nlesson may be correlated with the other class work, preferably of the class\nthat is giving the time for this, so that the library instruction is not a detached\nsubject.\n\nBecause this meeting was not held in a library it seemed best to give the\ndemonstration lesson on the parts of a book, and after all that is the basis for\n\nall later lessons. The procedure in consulting any one book is substantially\nthe same for all books. The index illustrates the alphabetic arrangement\nwhich is the key to the use of the card catalog, magazine indexes, and many\nreference books. The making of a good bibliography involves a knowledge\nof various parts of a book. Without such instruction so common a thing as\nthe index of a textbook used frequently may escape the observation of many\nstudents.\n\nEach student is provided with a copy of the same book and the parts are\nstudied, in the order in which they occur, by a process of questions and\nexplanations. A few variations from the example at hand are considered, but\ncare must be taken that too many are not introduced or a confusion in the\nmind of the student will result.\n\n"}
{"page": 752, "printed_page": null, "text": "LIBRARY DEPARTMENT\n\n727\n\nLIBRARY RESOURCES AND OBJECTIVES—ABSTRACT\nJOY ELMER MORGAN , EDITOR OF THE JOURNAL OF THE NATIONAL\nEDUCATION ASSOCIATION , WASHINGTON , D. C.\n\nThe library in America stands for a unique idea. It is more than a mere\nmarbled monument to learning. It is more than a mere collection of accumulated wisdom. It stands for more than the supplying of information and\nreading matter to those who happen to call for help. It stands for an ideal\nof informed intelligence, of sober and quiet consideration of serious things\nby the great masses of people upon whom our democratic institutions rest.\nThere is so much in our life that is ephemeral and hectic and hurried that\n\ndeliberate intelligence seems at times threatened with extinction.\nThe things that are dearestin our lives, that underlie our whole conception\nof the relations of men, depend upon regulating the selfish and dynamic\nelements in our civilization by matured judgment, by seasoned culture, and\nby substantial purpose. These are the things for which the library stands.\nThey can be realized in their full power only by making the library a professional service as universal as the elementary school, only by bringing to every\nAmerican community trained and devoted men and women who appreciate\nthe mission of the free public library. Universal compulsory education has..\nbecome general in American States only within the past few years and the\nbattle for the schools is perhaps now at its height. The battle for the\nlibrary cause may not be so hard, but it is equally essential. May I suggest\nfour things that librarians may do in a dynamic way :\n1. Continue to render in the best way the services that existing financial support\nmakes possible.\n\n2. Continue the work on standards for library service of different types and\napply these standards through surveys of local and State systems.\n3..Teach in all schools the place of the library in our life as an institution\n\nsupported by society to maintain the ideals and intelligence which schools exist\nto create.\n\n4. Support the movement recently inaugurated by the American Library Association for a Federal Bureau of Libraries charged with National leadership by\nexperts in the investigation of problems and the promotion of universal service.\n\nUNITED STATES SCHOOL LIBRARIES IN THЕ\nPACIFIC OCEAN—ABSTRACT\nMARY S. LAWRENCE, DIRECTOR OF CHILDREN'S WORK\n\n‫ک‬\n\nHONOLULU , HAWAII\n\nThe Hawaii Library Association sends aloha nui oe to you all. When\nMiss Pritchard's letter arrived in Hawaii announcing the program for today's\nluncheon there was no time to inform her that I was a story-teller and not\napublic speaker. Fortunately, the subject is as familiar as a Hawaiian fairy\ntale sothat I can bridge the gulf by making it as much of a story as possible,\nand ithas the characteristics of a story except for the apparent anti-climax.\n\nJean Christophe\n\n"}
{"page": 753, "printed_page": null, "text": "728\n\nNATIONAL EDUCATION ASSOCIATION\n\nI shall begin with the height of our achievement, the Punahou Library and\nfinish with an account of the rural libraries for children of imported\nimmigrants on the cane-fields, which are only in the beginnings of their\ndevelopment.\n\nThe anti-climax is only on the surface, however; in the rural schools we\nare working toward the wonderful climax which we hope to realize in the\n\nfuture when these plantation children have been moulded over into 100 per\ncent Americans.\n\nPunahou, one of our oldest schools, was started in the early days as a\nschool for the children of the missionaries. It includes Elementary, Junior\nHigh, and Senior High, and educates the majority of the children from our\ncultured homes. The library, one of which we may well be proud, is a\nbeautiful grey stone building nestled among the cocoanut palms, a combination of library and art gallery. The present librarian, especially equipped for\nthis work, is a graduate of Western Reserve University and Library School\n“\n\nand has also completed the course\n\nTraining for Children's Librarians \"\n\nin Cleveland. She is president of our Hawaii Library Association of which\nthere are twenty-six members. She has one assistant and page help.\nKamehameha is our second largest private school founded by a native\nprincess for the children of her own race. This includes the Boys' School,\nthe Girls' School, and the Boys' Preparatory. Each department has its own\nlibrary with a part-time teacher-librarian. The administration hopes in\ntime to have a centralized library. Kamehameha is well endowed and its\nserious problem is not how to secure funds, but how to spend them to best\n\nadvantage; this fact gives us reason to believe that the new library building\nis forthcoming.\n\nThe University of Hawaii, started fifteen years ago, has a present enrolment of about 500. A new library building is badly needed. The appropriation for this building has already been made, and ground will be broken as\nsoon as the governor issues the 1923 bonds. The librarian and associate\nlibrarian are included as members of the faculty. This is also the government\ndepository library, whose documents prove very valuable.\nMcKinley High School, the only public high school in Honolulu, has plans\nfor a new library building. It has long outgrown its present quarters. Two\nof the new buildings on a larger site are almost completed, but the library\nbuilding will probably come last. McKinley is doing remarkable work considering its cramped quarters. The library is in charge of a trained librarian\nwho sends the overflow to the Library of Hawaii; the connection between\n\nthe two libraries is entirely voluntary. We have high schools on each of the\nother large islands with part-time teacher-librarians. There is a chance for\nmuch growth in this phase of the work.\n\nIn all of the libraries already mentioned the conditions and problems are\nmore or less the conditions and problems of mainland libraries. But with\nthe younger children it is different. The majority of the children in our\nelementary schools are of foreign parentage and speak a foreign language\nin the homes. In the rural schools we have the children ofplantation laborers,\n\nand in the cities the majority are those of ex-plantation laborers. About\n-\n\n:\n\n"}
{"page": 754, "printed_page": null, "text": "LIBRARY DEPARTMENT\n\n729\n\ntwo per cent are from American homes. Naturally our method of approach\n\nis a unique problem. We have the county system as it is in California. These\ncounty libraries have deposit stations in most of the rural schools and in some\n\nof the city schools. Honolulu and Hilo children draw books directly from\nthe public libraries. Statistics for the last two years show Honolulu juvenile\ncirculation between two and three books per child for one year. In the\n\ncountry it is even less. Our future looks promising, however, as the last\nlegislature appropriated a special fund of $30,000 for school circulating\nlibraries. This will relieve the congestion and enable us to extend our work\nin all directions.\n\nTwo steps have been taken which will be of definite help in our extended\nprogram. ( 1 ) A list of about 300 books has been compiled to suit the needs\nof our immigrant children. This is used as a guide for the recreational reading in the schools of the children and is arranged in steps for the aid of the\nteacher but ungraded so that the children feel free to read books suited to\n\ntheir tastes and knowledge of the English language. (2) Two demonstration\nlibraries have been carried on for several years, one in Honolulu, and the\nother in a rural school on Oahu. These prove the practicability of establishing\nlibraries with trained librarians in all of the large rural and city schools.\nThe library at Kalihiwæna School started in 1919 with a part-time\nlibrarian from the Library of Hawaii. This school is in the outskirts of\nHonolulu in one of our poorest districts. The children are largely of\nJapanese, Portuguese, and Hawaiian parentage. At the start the conditions\nwere fully as hopeless as in any rural school but the four years of intensive\nwork has shown rapid improvement. They now have a full-time librarian\nand a library of 700 volumes purchased with money raised by the children\nthrough entertainments. They supplement this with books from the Library\nof Hawaii. They are still without a library room and keep the books in an\nenlarged closet. Their reading-room expands out into the hall and upon the\nsecond-story balcony or lanai. What matter if the books have to be carried\nback and forth each day! It is picturesque, with library round tables having\nabackground of tree-tops and birds, and we can endure inconveniences most\ncheerfully when they do not interfere with the spirit of the work.\nThe library in Waialua plantation school started about the same time.\nThey began in the principal's own parlor but are now settled in a delightful\nroom of their own in the new concrete building with a librarian in charge.\nThey also have the beginnings of their own library, the money for books\nbeing raised by the children themselves. Other schools have encouraged the\nlibrary work also, and a number have part-time teacher librarians. The new\nschool buildings are all being equipped with separate library rooms.\nThe inspirational work with the children must begin with the teachers.\nFor that reason our extended program centers about the Normal School.\nLibrary work has grown rapidly under the present administration. The\ntrained librarian has a part-time teacher-librarian and one training teacher\neach month as assistants. The training teacher spends the entire month under\n\nthe librarian's direction.. The extended program for the coming year calls\nfor another training teacher each month to be under the direction of a libra\n\n"}
{"page": 755, "printed_page": null, "text": "7.30\n\nNATIONAL EDUCATION ASSOCIATION\n\nrian from the Library of Hawaii. This will make it possible to start libraries\nin two in ore schools, each occupying new buildings with empty library rooms\nawaiting us. A normal course in simple library technique and one in children's reading will prepare training teachers for this special practice work.\nThe Library of Hawaii has been in existence ten years. Each year makes\nus realize more fully its importance. We have had to recognize the fact\nthat the children and even the parents will read practically nothing but\nfairy tales. We must supply them with all that has come down to us as a\nheritage from our ancestors ; we must revive the art of story-telling, of folk\nballads, and hero tales. They prefer the best of the world's great literature\nto modern fanciful tales. And we are now beginning to see results. In our\ntwo demonstration libraries and at the public libraries we find that when\nthis course is pursued the time comes when the child has had enough, and\nthen comes the great awakening.\n\nLIBRARY PROBLEMS IN TRAINING TEACHERS\nMABEL ZOE WILSON , LIBRARIAN , STATE NORMAL SCHOOL\nBELLINGHAM , WASHINGTON, CHAIRMAN\n\nThe chairman announced that normal-school librarians should acquain\n\nthemselves with the aims of the Publicity Committee of the Library Department of the National Education Association and use it as a clearance-house\n\nfor the exchange of methods, devices, and activities. She offered this criticism\nthat as a group, normal-school librarians do not realize that they have a\nhighly specialized type of library work and that they should develop it as such.\nThough the meeting was brief, the following subjects were contributed\nand discussed, following an invitation from the chairman to suggest many\ntopics which could be announced as worthy of future reports and thought :\n1. Place of library instruction in the curriculum. Required or elective?\nShould formal class assistance be contributed by members of the faculty?\n2. By whom is children's reading taught? Are the juvenile books more\neffectively placed in the training school or in the library ?\n\n3. Normal schools, a logical place to train students who have completed\nthe four-year courses for the position of high-school librarian .\n\n4. Coöperating with graduates of the normal schools by lending books.\n5. Chief function of the library is to unify the work of the whole school.\n\n6. Methods of cataloging and classifying books which are peculiar to\nnormal-school libraries, such as methods, mental tests, psychology of subjects, grading.\n\n"}
{"page": 756, "printed_page": null, "text": "LIBRARY DEPARTMENT\n\n731\n\nCONFERENCE ON READING CIRCLES\nWILLIS H. KERR, LIBRARIAN OF THE KANSAS STATE TEACHERS\nCOLLEGE , EMPORIA, KANSAS, CHAIRMAN\n\nMr. D. F. Nickols, State manager, Illinois Reading Circle, Lincoln,\nIllinois, explained the system which is used in his State for advancing reading among teachers and pupils.\nMr. W. H. Kerr described the \" Kansas Friends of Reading,\" a club\n\nwhich the Kansas State Teachers College at Emporia has organized to arouse\ninterest in reading worth-while books among all the inhabitants of Kansas.\nThis club sent its organization and stencils to all other libraries in the State\nand asked them to organize on the same basis. Great enthusiasm and a large\nmembership constantly increasing were reported.\nVarious other informal reports and suggestions were given, showing that\nall types of libraries are assuming a large responsibility in directing and\nstimulating reading among teachers and pupils.\nExtension classes for teachers; clubs and diplomas for pupils; renewals of\ncertificates pending the reading of prescribed books; book lists distributed\nby libraries and published in local newspapers.\n\n"}
{"page": 757, "printed_page": null, "text": ""}
{"page": 758, "printed_page": null, "text": "Department of Music Education\nPresidentGLENN H. Woods, Director of Music.\nSecretary- MAYBELLE GLENN, Director of Music .\n\n.Oakland, Calif.\nKansas City, Mo.\n\nMONDAY AFTERNOON, JULY 2, 1923\nFREMONT HIGH SCHOOL ORCHESTRA, 65 Players.-Full instrumentation, A. C. Olker,\nleader.\nHolmes\n\nMarch-\" American Destiny \" .\nFirst Movement \" Fifth Symphony \".\n\nBeethoven\n\nIntermezzo-\" Columbine \"\n\nWallace Smith\n\nSelection from \" Wonderland \" .\n\nVictor Herbert\n\nADDRESS-John J. Landsbury, dean of music, University of Oregon.\nSONG DEMONSTRATION, Sixth Grade, Cole School-Miss Gardiser, leader.\n\nBOYS' GLEE CLUB, 30 voices, Golden Gate Junior High School-Irene Mackinder,\nleader.\n\nHark ! I Hear a Voice ....\n\nCollege Song\n\nAlma Mater ...\nVive L'Amour .\n\n.Old American Tune\n.. College Song\n\nDown in Mobile ..\n\nSouthern Song\n\nMosquito's Serenade ..\n\nLoomis\n\nOur School Will Shine\n\nPopular Tune\n\nSTRING ENSEMBLE, Technical High School-Herman Trutner, Jr., leader.\nENSEMBLE\n\nGrainger\n\n(a) Molly on the Shore.\nTRIO\n\nLutte\n\n(a) The Song of a Rose.\n(b) Norwegian Dance..\n\nGrieg\n\n' CELLO SOLO\n\nCantalina from Concerta ..\n\nGoltermann\n\nJoziena Vander Ende\nSTRING QUARTETTE\n\nAllegro Moderato from Quartette in F Major .\n\nMozart\n\nENSEMBLE\n\n(a) Valse-Flirtation\nFirst Violins-Charles Cushing, Maude Steynor and Majorie Mallon.\nSecond Violins-Elsie Kaufman and Marion Augenstein.\nViolas-Irma Naderer and Sterling Hunkins.\n'Cello-Joziena Vander Ende.\n\nSteck\n\nBass-Zo Holden.\n\nPiano-Virginia Spencer.\nTHURSDAY AFTERNOON, JULY 5, 1923\nARION TRIO\n\nJosephine Holub, first violin.\nMargaret Avery, 'cello.\n\nMrs. Joyce Holloway Barthelson, piano.\nMolto Allegro.......\n(From Trio in C Minor)\n'Cello Solo-Nocturne....\n\nMendelssohn\n\nChopin\n\n(Margaret Avery)\nOld Irish Air .\nRondo\n\nGrainger-Kreisler\n.Haydn\n[733]\n\n"}
{"page": 759, "printed_page": null, "text": "734\n\nNATIONAL EDUCATION ASSOCIATION\n\nPRESIDENT'S ADDRESS-Glenn H. Woods, director of music, Public Schools, Oakland,\nCalifornia.\n\nALEXANDER HAMILTON JUNIOR HIGH SCHOOL ORCHESTRA ( sixty members )-Fred R. J.\nRau, leader.\nMarch-\" E Pluribus Unum \" .\nOverture- \" Bridal Rose \"..\n\nSelection-\" Sullivan's Operatic Gems \".\nMarch-\" Hamiltonian \"\n\n.... Jewel\n.Lavallee\n\nArr. by Seredy\n....Rau\n\nADDRESS-Will C. Wood, State superintendent of schools, Sacramento, California.\nELECTION OF OFFICERS\n\nThe officers elected for 1923-24 are : President, Mrs. Elizabeth Carmichael, Fort\nDodge, Iowa ; Secretary, Laura Bryant, Ithaca, New York.\n\nPRESIDENT'S ADDRESS-ABSTRACT\nGLENN H. WOODS, DIRECTOR OF MUSIC, OAKLAND, CALIFORNIA\n\nMusic is ackowledged as the universal language. Language is supposed\nto be the power of expression among peoples. But music has never approached\nthe universal standard. It is taught in nearly all the American public schools,\nbut it has never, in any manner, approached its general efficiency as a subject carrying both pedagogical and educational values. It remains for the\nteachers of music in the public schools to increase their efficiency in teaching\nthat they may the sooner convince the educators and administrators that\nmusic may play a much larger part in the attention of the American child.\n\nIf it is to be universally taught, the piano is the one instrument which\nshould receive more general attention and in order to teach in larger\nquantities, demands class methods and equipment to carry on this type of\ninstruction. Next comes the voice. Nearly every individual that can talk\ncan sing and the cultivation of the singing voice unquestionably improves\nthe speaking voice, and there are few public speakers who would not profit\nboth for their own comfort as well as the comfort of those who try to\n\nlisten, since the carrying power of the speaking voice could be increased by\natraining of the singing voice. This again requires class methods. Music\nteachers have to learn to instruct groups, and few of them have had sufficient pedagogical training to be expert in this type of instruction.\nMusical appreciation is a more vital factor to an individual who can\nperform music in some manner and to the most highly sensitive appreciation\nof art when it is not without some musical power of appreciation. While\n\nit cannot be denied that the mechanical player and sound-recording instruments have added measurably to the musical culture of this country, it is\nmore than vital that the rising generation should be taught to perform and\nacquire a musical technique of some kind whether it be instrumental or\nvocal.\n\nOur educational system is largely emphasizing the academic subjects\nand it is no reason why the American boy and girl cannot acquire the art\n\n"}
{"page": 760, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n735\n\nof music as well as the boys and girls of foreign countries. The pupils in\nthe American schools, especially, can acquire just as good musical training\nas any group of students from any other country in the world. It remains,\n\ntherefore, for the school systems of this country to invest sufficient funds in\nmusical equipment to make it possible for American people and schools to\nacquire a good musical education, to be able to appreciate the fine artists\nthat come to us from other nations, and at the same time to become so\nproficient that they can take their place in the American symphony, the\nAmerican opera associations, and the American concert performers along with\ntheir foreign cousins.\n\nThe average child exposed to musical training acquires it with the same\nease that he does any other subject, or any other technique, and it remains\nfor those of us who are the public school teachers of America to insist that\n\nwider opportunity be given our boys and girls to acquire this musical training.\n\n25\n\n"}
{"page": 761, "printed_page": null, "text": ""}
{"page": 762, "printed_page": null, "text": "Department of Normal Schools\nPresident-J. C. BROWN, State Teachers College .\nSecretary-ERNEST SILVER, State Normal School .\n\n........ St. Cloud, Minn .\n\n.Plymouth, New Hampshire\n\nTUESDAY AFTERNOON, JULY 3, 1923\nATTAINABLE IDEALS IN NORMAL SCHOOLS AND COLLEGES\n\nINDUSTRIAL AND FINE ARTS IN EDUCATION-Samuel M. Hadden, State Teachers'\n\nCollege, Greeley, Colorado.\nADDRESS-W. W. Kemp, State Teachers' College, San Jose, California.\nADDRESS-John F. Sims, president, State Normal School, Stevens Point, Wisconsin.\nADDRESS-Irving Outcalt, head of the Department of English, State Normal School,\nSan Diego, California.\nAfter some discussion it was decided to leave the election of officers to a committee\n\nof which Dr. J. C. Brown, president of State Teachers College, St. Cloud, Minnesota,\nis chairman. The matter will be attended to as soon as the summer meeting-place\nis decided upon.\n\nA MEASURING STICK FOR LIBRARIES OF TEACHERTRAINING INSTITUTIONS\nA REVISED AND ENLARGED STATEMENT, PRESENTED BEFORE THE NORMAL\n\nSCHOOL LIBRARIES' ROUND TABLE OF THE AMERICAN LIBRARY ASSoCIATION AT HOT SPRINGS, ARKANSAS, APRIL 24, 1923, BY W. H. KERR,\nLIBRARIAN , KANSAS STATE TEACHERS COLLEGE OF\n\nEMPORIA, AND\n\nCHAIRMAN OF THE NATIONAL EDUCATION ASSOCIATION COMMITTEE\nON NORMAL SCHOOL LIBRARIES .\n\nAmeasuring stick is needed for normal school and teachers' college libraries.\nHow large a library staff should a normal school of 750 students have ?\nHow large a library fund? How many books are needed in the library of\na teachers' college of 1500 students ? How much floor space and how many\nrooms in the library building ? What library instruction should be given ?\nAdministrators, boards of regents, faculty committees and librarians of\nteacher-training institutions are asking questions like these. There ought to\nbe an authoritative answer. For until these institutions have adequate library\nservice, resulting in teachers trained to know the true value and use of\n\nlibraries in education, all types of education will be deficient and all types of\nlibraries will fail of their highest usefulness.\n\nApreliminary statement of standards for libraries in normal schools and\nteachers' colleges was issued in December, 1921, by the following committee.'\nWilliam C. Bagley, Teachers College, Columbia University, New York; Mary J. Booth ,\nhbrarian, State Teachers College, Charleston, Illinois ; W. M. Davidson, superintendent of\n\nschools, Pittsburgh, Pennsylvania; O. M. Dickerson, president, States Teachers College,\nMoorehead, Minnesota; Martha Caroline Pritchard, librarian, Detroit Teachers College, Detroit,\nMichigan, Mary C. Richardson, librarian, State Normal School , Geneseo, New York ; Alexander C. Roberts, associate in education. University of Washington, Seattle, and Willis H.\nKerr, librarian, Kansas State Teachers College, Emporia, Kansas, chairman, to whom correspondence should be addressed.\n\n[737]\n\n"}
{"page": 763, "printed_page": null, "text": "738\n\nNATIONAL EDUCATION ASSOCIATION\n\non Normal School Libraries of the National Education Association, Library\nDepartment. Each member of the committee signed the original statement,\nwhich is included in the enlarged statement. The \" Measuring Stick \" was\npublished complete in School and Society for December 31, 1921 ; in Public\nLibraries for January, 1922; in Educational Administration and Supervision\n\nfor February, 1922 ; slightly abridged in the Journal of the National Educational Association for April, 1922. It was commended editorially by many\n\neducational and library periodicals, notably by the Educational Review ot\nMay, 1922. By its use various librarians have obtained larger appropriations,\nmore assistants, more room, more recognition of library instruction, and\nbetter academic and institutional standing for the library and the librarian.\nArchitects, presidents, and State boards have used it in planning library\nbuildings, and State library commissions and supervisors have made it the\nbasis of conferences with teachers and administrators.\n\nThe following enlarged statement is prepared by the chairman of the committee after sixteen months of correspondence and discussion. It is accompanied by a score card by which any teacher-training library may measure\nitself with the standards set up. Proceeding from a summary of the score\ncards and the ensuing discussion, the committee plans to issue a detailed\n\" measuring stick,\" going into many of the practical problems of library\norganization, administration, and use in teacher-training institutions, with\nfloor plans, photographs of rooms and equipment, and a statistical showing of\nconditions and practices.\n\nThe additions made in the present edition are the sections on high school\n\nand exhibit rooms, stacks and shelving, library apparatus, hours of service\nper week, handling of textbooks, expenditures for periodicals and binding,\nand student assistants .\n\nThe \" measuring stick \" is not an attempt to approximate present conditions. It is hoped that the standards set up are reasonably attainable. The\nunderlying belief is that no educational institution is better than its library ;\nfurther, that the proper training of teachers is of the utmost importance and\nworthy of adequate support.\nHOW TO READ THE\n\nFOLLOWING TABLES\n\nThe \" measuring stick \" is in two parts : (A) For four-year teachers'\ncolleges ; ( B ) for two-year normal schools. The figures for each are given\non a basis of a minimum average winter enrolment of 500 and 300 students,\nrespectively, with increments for each additional 500 or 300 student enrolment or major fraction thereof, respectively. For example, a four-year\nteachers college of 850 students should have a library fund, other than\nsalaries and building maintenance, of $9000 per year-$6000 for its first\n500 students, and $3000 increment for its additional 350 students. Proper\nallowances should be made for enlarged personnel and facilities to serve large\nsummer-school enrolments .\n\n"}
{"page": 764, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\n\nA.\n\n739\n\nFOUR -YEAR TEACHERS' COLLEGES\n\nFor Initial Enrolment of 500 Students:\n1. Building and Equipment:\n1. Library building, with following\n\nIncrement for each\nadd. 500 students\nNo. Sq. ft. Readers\n\nNo.\n\nSq. ft.\n\nReaders\naccom .\n\n(a) Reading\n\nI\n\n2500 .\n\n100\n\nI\n\n1500\n\n(b) Reference\n( c) Periodical\n(d) Children's\n(e) High school\n(f) Library classroom\n(g) Cataloging\n(h) Work rooms\n(i) Office\n\nI\n\n1250\n\n50\n\nI\n\n1250\n\n50\n\nI\n\n1000\n\n50\n\n400\n\n25\n\n2\n\n1000\n\n50\n\n500\n1500\n\n40\n\nrooms or depts.:\n\n2\n\n60 seats\n\n75\n\n25\n\nI\n\n750\n\nI\n\n300\n\n...\n\n..\n\n2\n\n400\n\n...\n\n..\n\nI\n\n300\n\nI\n\n200\n\n..\n\nI\n\n800\n\n(j ) Exhibit room\n\n...\n\n..\n\n2. Book Stock :\n\n(a) For general circulation and assigned reading\n(b) Special\nreference,\nincluding\n\nVols.\n\nVols.\n\n20000\n\n10000\n\n7500\n\n2000\n\n(c) Children's\n\n2500\n\n1000\n\nTotal\n\n30000\n\n13000\n\nbound periodicals\n\n3. Equipment :\n\n(a) Stacks and shelving sufficient to\n\nProvide possibility\nof expanding stacks\n\naccommodate double the above\n\ninitial bookstock plus two double\nincrements : i. e., 108,000 vols ...\n(b) Illustrative material\n(c) Furniture\n(d) Library apparatus, such as:\n\nas needed.\nStatement\n\nto be\n\ndeveloped\n\nMimeograph, swinging bulletin\nboards, map cabinets, lantern for\n\nexhibit or classroom, photostat.\n4. Hours of Service:\n(a) Per week\n\n72 hours\n\nFor first increment\n12 hours\n\nII. Library Fund :\n1. At disposal of librarian, (not includAmount\n\ning salaries, building maintenance, or purchase of textbooks ) .\n(a) For example, expenditures for\nperiodicals and continuations\nshould be about: 250 titles .....\n(b) Binding allowance\nIII. Librarian and Staff :\n1. Qualifications :\n\n( a) Librarian : A. B. or A. M., plus\none or two years' training in\napproved library school, or five\n\nyears conspicuously successful\nlibrary experience; plus five\nyears' successful teaching, or\nlibrary experience, preferably\nboth.\n\n(b) Staff members : A. B., plus one or\ntwo years' library school train-\n\ning, plus two years' teaching.\n\nAmount per year\nper year\n\n$6000\n\n$3000\n\n$1000\n$1000\n\n50titles $200\n$500\n\n"}
{"page": 765, "printed_page": null, "text": "740\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. Academic Status :\n\n( a) Librarian: Full professor, head\nof a department, with vote.\n(b) Staff : All to rank at least as\ninstructors ; library department\nheads with sufficient academic\nattainments to rank as associate\n\nprofessors.\n3. Personnel :\n( a) Librarian\n(b) Staff:\nReference and library instruc-\n\nNumber\n\nNumber\nI\n\ntors\n\nI\n\nCataloger\n\nI\n\nChildren's librarian\n\nI\n\nLoan desk\n\n2\n-\n\n5\n\n2\n\n4\n\n2\n\nReaders\n\nIncrement for each\nadd. 300 students\nNo. Sq. ft. Readers\n\n(c) Student assistants, averaging four\nhours per day each ....\n4. Duties:\n(a) Not including general college\nclerical work or care of textbooks,\nexcept by student assistants.\n5. Salaries:\n(a) Librarian: On par with professor\nof English or other important\ndepartment heads.\n\n(b) Staff: On par with better-paid\ninstructors and associate professors.\n\n(c) Student assistants : From 25c. to\n35c. per hour.\nIV. Library Instruction :\n1. Use of the library, at least 12 lessons\nof freshmen, taught by member\nof library staff.\n2. Children's literature, required, three\nsemester hours credit.\n\n3. Elective courses, with credit such as\nlibrary organization, bibliography and reference work.\nB.\n\nTWO-YEAR NORMAL SCHOOLS\n\nFor Initial Enrolment of 300 Students :\n1. Building and Equipment :\n1. Rooms :\n\nNo.\n\nSq.ft .\n\naccom.\n\n1\n\n1875\n\n75\n\n1250\n\n50\n\nI\n\n500\n\n25\n\n500\n\n25\n\nI\n\n1000\n\n40\n\n500\n\n20\n\nI\n\n600\n\n50 seats\n\n(a) Reading and periodical\n(b) Reference\n(c) Children's\n(d) Library classroom\n(e) Cataloging and work- room ..... I\n(f) Office\n\nI\n\n225\n180\n\nI\n\n***\n\nI\n\n200\n\n"}
{"page": 766, "printed_page": null, "text": "741\n\nDEPARTMENT OF NORMAL SCHOOLS\n\n2. Book Stock :\n\n(a) For general circulation and assigned reading\n(b) Special\nreference,\nincluding\nbound periodicals\n(c) Children's\nTotal\n\nVols.\n\nVols .\n\n15000\n\n5000\n\n3000\n\n1000\n\n2000\n\n1000\n\n20000\n\n7000\n\n3. Equipment:\n\n(a) Stacks or shelving sufficient to\naccommodate double the above\n\ninitial bookstock:\n\ni. e., 40,000\n\nvols.\n\n(b) Illustrative material\n(c) Furniture ......\n(d) Library apparatus\n4. Hours of service :\n(a) Per week\nII. Library Fund:\n1. At disposal of librarian (not includ-\n\nStatement\ntobe\n\ndeveloped\n50 hours\n\n6 hours\n\nAmount per year\n\nAmount\nper year\n\nnance, or purchase of textbooks ) .\n(a) For example, expenditures for\nperiodicals and continuations\n\n$2500\n\n$1000\n\nshould be about: for 100 titles ..\n\n$400\n$400\n\n20titles $100\n$100\n\ning salaries, building mainte-\n\n(b) Binding allowance\nIII. Librarian and Staff :\n1. Qualifications :\n\n( a) Librarian : A. B. or A. M., plus\none year training in approved\nlibrary school ; plus three years'\nsuccessful library or teaching experience, preferably both.\n\n(b) Staff members : A. B., plus one\nyear library school training ; plus\none year teaching experience.\n2. Academic Status :\n\n( a) Librarian: Full professor with\nvote.\n\n(b) Staff: Rank as instructors.\n3. Personnel:\n\n(a) Librarian ( and library instruc-\n\nNumber\n\ntor?)\n\nNumber\n\nI\n\n(b) Staff:\nRef. and Children's librarian .\nCataloger\n\nLoan desk, etc\n\nI\n\nI\n\nI\n\n3\n\nI\n\n3\n\n2\n\n( c) Student assistants, averaging four\nhours per day each .\n4. Duties:\n\n(a) Not including general\n\nschool\n\nclerical work or care of textbooks,\nexcept by student assistants.\n\n"}
{"page": 767, "printed_page": null, "text": "742\n\nNATIONAL EDUCATION ASSOCIATION\n\n5. Salaries:\n(a) Librarian : On par with the professor of English.\n(b) Staff : On par with better-paid\ninstructors of English.\n(c) Student assistants : From 25c. to\n35c. per hour.\n\nIV. Library Instruction :\n1. Use of the Library, at least 12 lessons\nrequired of freshmen, taught by\nmember of library staff.\n\n2. Children's literature, required, three\nsemester hours credit.\n\n\"\n\nMEASURING STICK \"\n\nSCORE CARD FOR USE WITH THE\n\nInstitution\n\nPlace\n\nNumber Years College Work Offered\nAverage Summer Enrolment\nNumber on Faculty\n\nAverage Winter Enrolment\n\nStandard\n\nI. Building and Equip-\n\nLibrarian\n\namounts\n\nre-\n\nquired on basis above\n\nment:\n\n1. Library building, with\nfollowing rooms or\n\nDate of Founding\n\nNo.\n\nwinter enrolment\nSq. ft.\nReaders\n\nActual present amounts\nNo.\n\nSq. ft.\n\nReaders\n\naccom .\n\ndepts.\n\n(a) Reading\n(b) Reference\n(c) Periodical\n(d) Children's\n(e) High school\n(f) Libr. classr.\n(g) Cataloging\n(h) Work rooms\n(i) Office\n(j ) Exhibit room\n2.\n\nBook Stock:\n\nVols.\n\nVols.\n\nVols.\n\nVols\n.\n\n(a) General circ.\n(b) Special reference\n(c) Children's\nTotals\n\n3. Equipment :\n(a) Stacks and shelving accommodating\n(b) Illustrative mate-\n\nAttach separate list of\n\nrial\n\n(c) Furniture\n(d) Library apparatus\n\n4. Hours of Service :\n(a) Per Week\n\nthese items\nNo standards set\n\nSee list\nHours\n\nHours\n\n"}
{"page": 768, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\n\nAmounts per year\n\nII. Library Fund:\n1. Total:\n\n743\n\nAmounts per year\n\n....\n\nSubdivided:\n\n.... titles\n\n.... titles\n\n(a) Periodicals\n(b) Binding\n(c) Supplies\n\n(d) Books\nIII. Librarian and Staff:\n\nStandard qualifications\n\nActual qualifications or\n\nand amounts\n\namounts\n\n1. Qualifications :\n\n(a) Librarian\n\n1. A. B. or A. M.\n\nI.\n\n2. 1 or 2 years' library\nschool , or 5 years' suc-\n\n2\n.\n\ncessful library experience.\n\n3. 5 years succ. teach. exper., or add. succ. libr.\nexper., or both.\n(b) Staff members\n\n3.\n\n1. Α. Β.\n\n1.\n\n2. 1 , or 2 years' library\n\n2\n.\n\nschool .\n\n2. Academic Status :\n\n(a) Librarian\n(b) Staff\n\n3. 2 years' teaching.\n1. Full professor.\n2. Head of department.\n3. With vote.\n1. Instructors, at least.\n2. Assoc. Prof., if suffic.\nacad . attainments .\nNumber\n\n3. Personnel:\n(a) Librarian\n(b) Staff\nRef. & Library\ninstruction\n\nCataloger\nChildren's librn .\nLoan desk\n\n(c) Student assistants\n4. Duties:\n\nNot including general college clerical work or care\nof textbooks, except by student assistants .\n\n5. Salaries:\n\n( a) Librarian :\n(b) Staff\n\nOn par with professor of\nEnglish or other important department heads.\nOn par with better-paid\ninstructors and associate\n\n(c) Student assistants\n\nIV. Library Instruction :\n\nprofessor.\n25c. to 35c. per hour.\n1. Use of Library-At\nleast\n\n12\n\nlessons\n\nre-\n\nquired of freshmen.\n2.\n\nChildren's literature-\n\nRequired.\n\n3 semester\n\nhours.\n\n3. Other elective courses :\n(a) Library organization.\n\n(b) Reference work.\n(c) Book selection.\n\n(d) Cataloging.\n\n3.\nI.\n2\n.\n\n3I.\n2\n.\n\nNumber\n\n"}
{"page": 769, "printed_page": null, "text": "Department of Physical Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-ETHEL PERRIN, Assistant Director of Health Education .\nDetroit, Michigan\nSecretary-WILLIAM BURDICK, M. D., Director of Public School Athletic League,\nBaltimore, Maryland\n\nThe Department of Physical Education, together with the Department of Child\nHygiene merged its sessions with the International Health Conference, which was\npart of the World Conference on Education. The papers of the International\n\n•\n\nHealth Conference have been compiled into a report by the American Child Health\nAssociation, 370 Seventh Avenue, New York City. The program follows :\nBEHAVIORISTIC PSYCHOLOGY AND PHYSICAL EDUCATION-Dr. Herbert R. Stolz, supervisor of physical education, State Board of Education, California ; discussed by\nMr. Hjelte, director of physical education in the public schools of Berkeley,\nCalifornia.\n\nTRADITIONAL ATHLETICS FOR GIRLS-Alta Sims, director of physical education of the\nOakland Public Schools.\n\nA NEW PROGRAM IN PHYSICAL EDUCATION FOR GIRLS-Florence D. Alden, director\n\nof the School of Physical Education, University of Oregon. These last two\npapers were discussed by Dr. R. Tait McKenzie, professor of physical education,\nUniversity of Pennsylvania.\nCOORDINATION OF HEALTH TEACHING AND THE PLAY ACTIVITY PROGRAM-Marguerite\nM. Hussey, director of physical education for women, State Teachers College,\nFresno, California; discussed by M. B. Nash, director of physical education\nand play activities in Oakland, California.\nREPORT ON A CONFERENCE ON ATHLETICS AND PHYSICAL EDUCATION FOR WOMEN AND\n\nGIRLS, HELD IN WASHINGTON, D. C., APRIL 6-7, 1923-Helen Bunting, assistant\n\nprofessor and director of physical education for women, Stanford University,\nCalifornia ; discussed by Helen McKinstry, director of the Central School of\nPhysical Education, New York.\nResolutions drawn up by the following committee will be printed at the end of\nthe report on the Physical Education Section of the International Health Education\nConference: Dr. William Burdick, of the U. S. A.; Mr. Thomas Yuan, of China;\n\nSignor Jorge Orozco , of Costa Rica ; Mr. Joshiza Sano, of Japan; Mr. J. B. Nash,\nof the U. S. A.\n\nThe department held a business meeting on July 2, at 2:00 o'clock in the Hotel\n\nFairmont, San Francisco. In the absence of the secretary, Dr. Thomas D. Wood,\nof Columbia University, acted as chairman.\n\nThe following resolution was passed: \" Resolved, That this department hereafter\nbe called the Department of Physical and Health Education. \"\nThe names of the newly elected officers of this department are : President,\nJ. B. Nash, supervisor of physical education of the public schools, Oakland, Cali-\n\nfornia; vice-president, William Burdick, M. D., State supervisor of physical education, Baltimore, Maryland ; secretary, Charles H. Keene, M. D., State supervisor of\nbureau of health education, State Department, Harrisburg, Pennsylvania.\n\nThe meeting was attended by between two and three hundred people, and was\nsaid to be one of the best international health meetings ever held.\n[\n744]\n\n"}
{"page": 770, "printed_page": null, "text": "Department of Rural Education\nSECRETARY'S MINUTES\nCLEVELAND MEETING\n\nOFFICERS\n\n.... Fort Collins, Colorado\nPresidentC. G. SARGENT, Agricultural College......\nVice-President-AMALIA M. BENGTSON, Superintendent, Renville County Schools ..Olivia, Minn.\nSecretary- MABEL CARNEY, Teachers College, Columbia University ...... New York, New York\nTreasurer-WILLIAM MCKINLEY ROBINSON, Junior-Senior High School......Orleans, Vermont\n\nFIRST SESSION\n\nTUESDAY AFTERNOON , FEBRUARY 27, 1923\n\nFacts and Future of the County Superintendency\nTHE SACRIFICE OF COUNTY SUPERINTENDENTS IN THE RECENT ELECTION AND\n\nSOME\n\nOF ITS CAUSES-Minnie J. Nielson, State Superintendent of Education, Bismarck,\nNorth Dakota.\n\nREPORT OF THE N. E. A. COMMITTEE ON COUNTY SUPERINTENDENTS' PROBLEMS-Lee L.\n\nDriver, Director of Rural Education, State Department of Education, Harrisburg, Pennsylvania.\nTWO DECADES UNDER A COUNTY BOARD OF EDUCATION-C. G. Cooper, County Superintendent of Schools, Baltimore, Maryland.\nTHE NEXT\n\nSTEP\n\nTOWARD\n\nPROFESSIONALIZING\n\nTHE\n\nOFFICE OF\n\nCOUNTY\n\nSUPERIN-\n\nTENDENT-Charl O. Williams, Field Secretary, National Education Association,\nWashington, D. C.\nGENERAL DISCUSSION.\n\nANNOUNCEMENTS AND PRELIMINARY BUSINESS.\n\nTUESDAY EVENING, FEBRUARY 27, 1923\n\nJoint Program with Department of Superintendence, National Association of Secondary School Principals, and the Department of Elementary School Principals\nRURAL ADDRESS-THE ECONOMIC BACKGROUND OF RURAL EDUCATION-Aaron Sapiro,\n\nAttorney for Farmers' Coöperative Associations, 120 Broadway, New York City.\nSECTION MEETINGS\n\nSection I-State Supervisors and Inspectors of Rural Schools\nWEDNESDAY AFTERNOON, FEBRUARY 28, 1923\nChairman, John M. Foote, State Department of Education\nBaton Rouge, Louisiana\nSecretary, Isobel M. Davidson, State Department of Education\nMadison, Wisconsin\nInstructional Supervision from the Point of View of the State Rural School\nSupervisor\n\nWHAT IS INSTRUCTIONAL SUPERVISION ?-Fannie W. Dunn, Professor of Rural Eduça-\n\ntion, Teachers College, Columbia University, New York City.\n[745]\n\n"}
{"page": 771, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n746\n\nWHAT ARE THE ACTIVITIES OF THE STATE SUPERVISOR THAT DIRECTLY INFLUENCE THE\n\nRESULTS OF INSTRUCTION ?-William J. Holloway, State Department of Educa-\n\ntion, Baltimore, Maryland.\nHOW TO INTEREST RURAL SUPERVISORS AND TEACHERS IN THE OBJECTIVE MEASURE-\n\nMENT OF CLASSROOM RESULTS-S. S. Brooks, District Superintendent, Winchester,\nNew Hampshire.\nA STATE PROGRAM FOR IMPROVING INSTRUCTION IN READING-Isobel M. Davidson,\n\nState Department of Education, Madison, Wisconsin.\nREPORT OF COMMITTEE INVESTIGATING THE QUESTION : THE ORGANIZATION AND ACTIVITIES OF RURAL SCHOOL DIVISIONS IN STATE DEPARTMENTS OF EDUCATION-N.\n\nSearle Light, State Department of Education, Hartford, Connecticut.\nBUSINESS MEETING.\n\nSection II-County Superintendents and Rural School Supervisors\nWEDNESDAY AFTERNOON, FEBRUARY 28, 1923\nChairman, J. S. Hoffman, Superintendent of School, Hunterdon County\n\nFlemington, New Jersey\nSecretary, Agnes Samuelson, Superintendent of Schools, Page County\nClarinda, Iowa\nThe Instructional Supervision of Local Rural Schools\nPART OF THE STATE ELEMENTARY SUPERVISOR IN THE INSTRUCTIONAL SUPERVISION OF\n\nRURAL SCHOOLS-Roy L. Shaffer, Assistant State Commissioner of Elementary\nEducation, Trenton, New Jersey.\nPART OF THE COUNTY SUPERINTENDENT IN EFFECTIVE RURAL SCHOOL SUPERVISION-\n\nA. G. Yawberg, Superintendent of Schools, Cuyahoga County, Cleveland, Ohio.\nPART OF THE COUNTY RURAL SUPERVISOR-Maud Newbury, Bureau of Education,\nWashington, D. C.\nGRADE AND SUBJECT- MATTER SPECIALIZATION Versus Geographic DistrictING IN THE\n\nSUPERVISION OF RURAL SCHOOLS-H . E. Hall, Superintendent of Schools, Wood\nCounty, Bowling Green, Ohio ; Elizabeth K. Rucker, Rural School Supervisor,\nDorchester County, Cambridge, Maryland.\n\nMOTION PICTURE FILM ON RURAL SCHOOL SUPERVISION-Presented and Explained by\nMrs. Katherine M. Cook, Bureau of Education, Washington, D. C.\nBUSINESS MEETING.\n\nSection III-Rural Normal Directors\n\nWEDNESDAY AFTERNOON, FEBRUARY 28, 1923\n\nChairman, Leslie B. Sipple, Normal School, Aberdeen, South Dakota\nSecretary, M. S. Pittman, Normal College, Ypsilanti, Michigan\nRURAL TEACHER- TRAINING in the County Normal ClasseS OF OHIO-T. Howard\n\nWinters, Inspector of Teacher-Training, Department of Education, Columbus,\nOhio.\n\nRURAL EDUCATION ACTIVITIES IN STATE TEACHERS COLLEGES-Charles McKenny,\nPresident, State Normal College, Ypsilanti, Michigan.\nTHE COOPERATION OF COUNTY SUPERINTENDENTS IN THE PREPARATION OF RURAL\n\nTEACHERS-J. T. McKee, Superintendent of Schools, Colbert County, Tuscumbia,\nAlabama.\nPRACTICAL Standards FOR THE DEVELOPMENT OF RURAL EDUCATION DEPARTMENTS IN\n\nNormal Schools And TEACHERS Colleges-Rosamond Root, Teachers College.\nColumbia University, New York City.\nGENERAL DISCUSSION .\n.\n\nBUSINESS MEETING.\n\n"}
{"page": 772, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n747\n\nSection IV-Vocational Directors and Rural Extension Workers\n\nChairman, W. J. Wright, Cornell College of Agriculture, Ithaca, New York\nSecretary-Gertrude Warren, States Relations Service, Department of Agriculture\nWashington, D. C.\nSection V-Village and Consolidated School Principals\nWEDNESDAY AFTERNOON, FEBRUARY 28, 1923\nChairman, C. C. Swain, State Teachers College, Cedar Falls, Iowa\n\nSecretary, Thomas J. Smart, University of Kansas, Lawrence, Kansas\nPOSSIBILITIES OF THE VILLAGE HIGH SCHOOL IN AMERICAN LIFE-C. D. Steiner,\n\nSuperintendent of Schools, Pandora, Ohio.\nEDUCATIONAL ACTIVITIES AND COMMUNITY SERVICE OF THE FERGUS COUNTY HIGH\n\nSCHOOL, LEWISTOWN, MONTANA-F. L. Cummings, Principal, Lewistown,\nMontana.\n\nTHE CURRICULUM OF THE CONSOLIDATED AND VILLAGE HIGH SCHOOL-A. C. Fuller,\nAssistant Director of Extension, State Teachers College, Cedar Falls, Iowa.\nGENERAL DISCUSSION .\nBUSINESS MEETING,\n\nTHURSDAY MORNING, MARCH 1, 1923\n\nJoint Meeting with County Superintendents' Section, Department of Superintendence\nChairman, J. S. Hoffman, Superintendent of Schools, Hunterdon County\nFlemington, New Jersey\nRural School Administration and the County Unit\nNECESSITY OF THE COUNTY UNIT FOR THE EFFICIENT ADMINISTRATION OF RURAL\n\nSCHOOLS-Benjamin J. Burris, State Superintendent of Education, Indianapolis,\nIndiana.\n\nTHE COUNTY UNIT IN OPERATION-T. H. Harris, State Superintendent of Education,\nBaton Rouge, Louisiana.\nCOUNTY UNIT Organization and ConsOLIDATION-C. L. Coon, Superintendent of\nSchools, Wilson County, Wilson, North Carolina.\nHOW TO SECURE THE COUNTY Unit-May Trumper, State Superintendent of Schools,\nHelena, Montana.\nEDUCATIONAL PUBLICITY And The CounTY UNIT-M. S. Pittman, State Normal College, Ypsilanti, Michigan.\nBUSINESS MEETING AND ELECTION OF OFFICERS .\n\nTHURSDAY AFTERNOON, MARCH 1, 1923\nThe Consolidation of Rural Schools\n\nA STATE PROGRAM FOR RURAL SCHOOL IMPROVEMENT Charles A. Lory, President of\nthe State Agricultural College, Fort Collins, Colorado.\nTHE STANDARDIZATION OF CONSOLIDATED SCHOOLS-Macy Campbell, State Teachers College, Cedar Falls, Iowa.\nTHE PREPARATION OF TEACHERS AND PRINCIPALS FOR CONSOLIDATED SCHOOLS-Leslie B.\n\nSipple, Normal School, Aberdeen, South Dakota.\nREPORT OF THE COMMITTEE ON COMPARATIVE INSTRUCTION IN ONE-TEACHER AND\n\nCONSOLIDATED RURAL SCHOOLS-John M. Foote, State Rural Agent, Baton Rouge,\nLouisiana.\n\nGENERAL DISCUSSION LED BY-Hilda M. Hughes, Superintendent of Schools, La\nGrange County, La Grange, Indiana.\n\n"}
{"page": 773, "printed_page": null, "text": "748\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHURSDAY EVENING, MARCH 1, 1923\n\nDinner for County Superintendents and Rural School Specialists\nToastmaster, C. G. Sargent, President of the Department and Professor of Rural\n\nEducation, State Agricultural College, Fort Collins, Colorado\nTHE MILLENNIUM IN RURAL EDUCATION : WHAT Will BriNG IT AND WHEN MAY WE\n\nEXPECT IT ? ( Speakers, five minutes each) -Thomas E. Finegan, Commissioner\nof Education, Harrisburg, Pennsylvania; W. C. Bagley, Teachers College,\nColumbia University, New York City; U. J. Hoffman, State Supervisor of Rural\n\nSchools, Springfield, Illinois ; Elizabeth Kelly, State Director of Adult Education, Raleigh, North Carolina; Marie Turner Harvey, Porter Rural School,\nKirksville, Missouri ; A. F. Harman, County Superintendent of Schools, Montgomery, Alabama; Florence M. Hale, State Rural Agent, Augusta, Maine ;\n\nT. S. Davis, County Superintendent of Schools, Altoona, Pennsylvania ; William\nL. Mercer, County Superintendent of Schools, Rochester, Minnesota; John J.\nTigert, U. S. Commissioner of Education, Washington, D. C.\n\nThe annual business meeting of the Department of Rural Education was\nheld in the Ball Room of the Cleveland Hotel, Thursday forenoon, March 1,\nat 11:45 A. M. The report of the Secretary was received at this time.\nFollowing this resolutions were presented by Mrs. Katherine M. Cook,\nof the U. S. Bureau of Education, and unanimously approved by the members\npresent.\n\nThe Committee on Nominations then made its report recommending Macy\nCampbell, of Cedar Falls, Iowa, for the presidency of the Department and\nN. R. Baker, of Birmingham, Alabama, for the vice-presidency. Several\nmembers wished to see a Southern representative chosen this time, however,\nand John M. Foote, of Baton Rouge, Louisiana, was nominated from the\nfloor by M. S. Pittman, of Michigan. A count by ballot was then made\nresulting in the election of Mr. Foote by a vote of 73 to 29. Following\nthis Mr. Campbell was immediately nominated for membership on the\nExecutive Committee, however, and unanimously elected for a period of\nthree years.\n\nUnder special business Mr. Lee Driver, of Pennsylvania, presented a\nresolution requesting the Department to approve the reorganized Board of\nDirectors for the Journal of Rural Education and authorizing it to manage\n\nthe magazine for a period of two years beginning March 1, 1923. This\nmotion was carried unanimously.\nFollowing this Dr. Ernest Burnham, of Kalamazoo, Michigan, chairman of the Board of Directors for the Journal, reported briefly on the subscription and financial outlook of the magazine as summarized in a statement prepared by the business manager. This report showed a record\nof 1115 paid-up subscribers with 408 unpaid, making a total of 1523 bonafide supporters on February 20, 1923. The financial situation of the periodical was presented as being encouraging at this time.\nMiss Amalia Bengtson, of Minnesota, then reported for the official ses»\nsion of the Executive Committee announcing the continuation of Mabel\nCarney, Teachers College, Columbia University, as secretary of the Depart-\n\nment for the coming year and the choice of Mrs. Archie Beverley, of Whit\n\n"}
{"page": 774, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n749\n\nmell, Virginia, as treasurer. A motion for combining the annual membership dues of the Department with the Journal subscription for a total of\n$3 was by unanimous vote of the Executive Committee postponed for\nconsideration until next year.\nThe session then adjourned.\nIn addition to the regular official business reported above the following\nmotion was overwhelmingly adopted by the Rural Department at its program session on Tuesday afternoon, February 27 :\n\n\" Resolved, That the Department of Rural Education of the National\nEducation Association place itself on record as advocating the professional\nemployment of county superintendents of schools by a County Board of\nEducation elected by the people from the county at large on a non-partisan\nticket.\"\n\nThis motion was originally presented by M. K. Clements, superintendent\nof schools, for Limestone County, Athens, Alabama, and amended to\nmention the non-partisan election by J. L. McBrien, of the Normal School\natTerre Haute, Indiana.\nRESOLUTIONS OF THE RURAL DEPARTMENT\n\nWe, the members of the Department of Rural Education, desire to avail\nourselves of this opportunity to reiterate our belief in the importance of the\neducation of rural children and to renew our devotion to this cause.\n\nWe extend our thanks and appreciation to the local committees on arrangement and entertainment who have assisted in every way to make the\nCleveland meeting a momentous one; to the officers of the National EducationAssociation and the Department of Superintendence for their courtesy\nand helpfulness; to the officers of our own department.\n\nWe wish to express our sincere appreciation of, and accord with, the\nmovement becoming more and more general among State departments of\neducation, to assume in those departments greater responsibility for the\nimprovement of the rural schools, and of their efforts to bring about a greater\ndegree of standardization and centralization, especially in such matters of\nState-wide import as adequate and equitable school support, certification of\nteachers, and similar education movements.\nWe wish to affirm our belief in the county as an efficient unit for the\nsupport, administration, and supervision of schools in those States in which\nthe county is an important civil unit. We believe in a small board of\neducation, elected at large, on a non-partisan ballot, having approximately\nthe same powers, duties, and obligations now accorded city boards of education and economically and educationally independent of other governmental\nofficers. We desire to emphasize again our confidence in the appointive\nmethod of selecting the county superintendent of schools, as opposed to the\nelective method. We confidently believe that only through administrative\nofficers selected solely on the basis of professional qualifications and given an\nadequate staff of supervisors, can an efficient rural school system be secured.\n\n"}
{"page": 775, "printed_page": null, "text": "750\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe call upon the officers of the U. S. Bureau of Education, the National\nEducation Association, State Departments of Education, and others interested in the welfare of rural schools, to do all within their power to secure\n\nadministrative organizations designed to secure in the several States results\nsuch as are indicated above.\n\nWe reiterate our belief in the necessity for carefully trained and adequately\ncompensated rural teachers. We commend the several State teacher prepar-\n\ning institutions which have established, or are establishing, special departments of rural education for the training of administrators, supervisors, and\nteachers. We urge upon them the necessity of making entrance requirements\nto rural teacher preparing courses as high for rural as for city teachers, and\nof making the courses offered equivalent in value for both classes of teachers.\nWe realize that unsatisfactory living conditions are among the things which\nprevent many qualified persons from entering the rural teaching profession.\nWe believe that teachers' homes or teacherages, erected, owned, and controlled by boards of education, offer in most instances the best known\nsolution for this condition. We, therefore, urge upon State Departments of\nEducation and other school officers the necessity for action in this matter.\nWe commend the increasing amount of experimentation in the field of\nrural education, for the improvement of the organization and curricula of\nthe various types of rural schools and for extending facilities for observation\nand practice to prospective teachers in the field of rural education; and all\nother experimental movements either in process or in contemplation. We\npledge the services of the members of this department to all institutions and\nindividuals engaged in this important phase of work.\nWe desire to express our appreciation and commendation of the excellence\nof the Journal of Rural Education, the official organ of this department, and\nwe renew our pledges of support and encouragement. We urge upon all\npersons engaged in rural education to make an effort to extend, in every\nlegitimate way, the influence of the Journal and of the Department of\nRural Education.\n\nKATHERINE М. СOOK,\nA. G. YAWBERG,\nCommittee.\n\nTHE ECONOMIC BACKGROUND OF RURAL EDUCATION\n\nAARON SAPIRO, ATTORNEY FOR FARMERS' COOPERATIVE ASSOCIATIONS\n120 BROADWAY, NEW YORK CITY\n\nAgriculture may seem rather distant from education but, as a matter of\nfact, the prosperity of agriculture affects both rural and urban education\n\ndirectly. If farmers cannot make money from their crops, they cannot build\nschools nor pay good salaries to teachers. They also stop real prosperity in\nthe cities which then begin to figure on economizing and economize chiefly on\ncultural institutions.\n1An address delivered by Mr. Sapiro before the Departments of Rural Education and Superin\ntendence at Cleveland, February 27, 1923.\n\n"}
{"page": 776, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n751\n\nEducational and spiritual forces are of far greater importance than\nmaterial matters, it is true, but the need for material things is more in\nevidence. The farmer is going to see that his children have something to\neat and wear and a roof over their heads before he will worry much about\nthe building of new schools or the payment of teachers. We who are\nsomewhat in touch with agricultural conditions recognize that the economic\nfacts of agriculture must be faced and the economic problems at least largely\nsolved before you can effect any real rural educational system for this\ncountry.\n\nThe problems of the farm can be understood only when some attention\nis given to a study of farm economics. Thus far farmers have been in great\ndifficulties. For more than three generations they have been searching for\nsome solution of their problems. They go to you and the farm leader and the\ncity man and ask, \" What is the trouble ? Why is it that we grow good\nproducts and the consumer pays good money for them in great quantities and\nyet we don't get enough out of the deal to sustain a decent standard of living\n\non the farm ? \" And then you and the city man say, \" It is supply and\ndemand. That is the force that keeps you where you are and prevents you\nfrom making a decent living.\" Children are taught the same thing, and the\n\nboy in the city and the farmer's boy both grow up thinking that the farmer's\nlife is foreordained to problems and that there is no particular way of\nsettling those problems because supply and demand determine all the standards of living on the farm. This has been criminal to the farmer because\nitmeans that the men who have been directing the minds of the farm boys\nand even of the farmers themselves have failed to find out whether or not\n\nthere are economic influences in agriculture which are different from those\nof other industries. They have failed to determine whether or not there are\nrules applying to ordinary factories which do not apply to agriculture.\nThus they have failed to discover that some things can be solved for the\nfarmer only when you put your finger on the distinctive features of agriculture. This is the primary and fundamental error, simple to point out,\nbut of tremendous weight in any plan for reform.\nThe common laws and practices of industry are based on group production,\non the factory system. This system is characteristic of our modern civilization and has been so for more than 120 years. On the basis of group production and group distribution through coöperation the States have created\nartificial things called corporations. Through these corporations group\ncapital gets together for group production and with group production\nand group capital, you have group distribution which is based on the\ngroup viewpoint. All this is characteristic of industry and embodies\n\npractices you should teach boys and girls in the cities. But agriculture is\ntotallydifferent. The outstanding characteristic of agriculture is individual\nproduction. The farmer raises his product as an individual but when he\ncomes to market it he bumps against a group problem. This problem he\ntries to solve as an individual, and he inevitably fails. All he can do is to\nthrow hiscrops into the hands of crop and food speculators who exploit him\nonthe one hand and the consumer on the other.\n\n"}
{"page": 777, "printed_page": null, "text": "752\n\nNATIONAL EDUCATION ASSOCIATION\n\nLet me give you an illustration as applied to cotton. We have more than\n1,000,000 families raising cotton in the South. When the cotton crop\nmatures men bring it into the little towns to sell. They haven't any conception of its quality or grade. They have no conception ofthe staple length\nof cotton. They know nothing of the absorbing power of the markets. They\ndon't know within a million bales what the annual crop is likely to be. They\ndon't know whether the American mills are going to use two or twenty\nmillion bales. They don't know whether England has enough purchasing\npower to buy a million bales or not. They don't know the German situation.\nThey don't know whether the Spanish or Belgian mills will take any\ncotton. Each planter comes blindly into the market and sells his crop.\nWhat he does is to throw his cotton on the market unintelligently and against\nevery other man who has been ginning cotton at that time. They all throw\ncotton against cotton and break the price of the market, while the speculators\nsit on the side and buy it in. These speculators have financial connections\nto carry the crop and feed it out for twelve months' use. So they take the\ncotton from the grower and the grower goes home with an average tamily\n\nincome of less than $400 a year on which to maintain his family of fiveto feed them, clothe them, and buy them some chance at education.\nDumping is the only things individuals can do. They can't merchandise.\nThey can't make sales according to the demand. They don't even realize\nthe force of supply and demand because supply and demand, as a rule, works\non a seasonable basis and never touches the individual problem of the\nfarmer selling cotton down in Texas.\nAs a result 78 per cent of the farmers raising cotton haven't enough money\nto produce a crop except under crop liens. More than 75 per cent of them\nare tenants, not farm owners. Tenantry is increasing in every State of the\nUnion in which cotton and commodities of its type are grown. You have a\n\nfeudal system growing up right under your noses and still you teach these\nfarm boys and girls that the determining factor is supply and demand, that\nthis determines prices, and that nothing else can be done for farm economics.\nThis is all wrong because something can be done-If you understand the\nfundamental difference between the economics of the farm and the economics\n\nof ordinary industry and then teach the farmer how to build a system based\non that difference from an economic point of view it will be easy enough\nto accomplish something for him. If you can show farmers how to take their\nindividual units and organize those units until they can face their group\nproblems as a group, then they can solve their problems and instead of\n\ngetting eight cents out of the consumer's daily dollar they will get 48 cents\nfrom it without increasing costs to the consumer one single penny.\n\nOn that difference between the eight cents and the 48 cents, you can\nthen have education, culture, decent standards of living, and everything\n\nthatmakes for better, finer, and more spiritual life on the farm.\nBut I don't want to talk to you in general terms. I am going to ask your\n\nindulgence for telling the story of one particular crop-the story of the\nBurley tobacco growers. Some of us may differ in respect to the use of\n\n"}
{"page": 778, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\ntobacco, but that doesn't enter in here.\n\n753\n\nWhat we will think about now is\n\nthe marketing of tobacco and how that has affected the life of the growers.\nBurley tobacco is a peculiar type of tobacco raised chiefly in Kentucky,\nOhio, Tennessee, Missouri, and to some extent in Illinois. About 90,000\nfamilies in the United States are engaged in the production of this product.\nThe whole family is involved generally because while the man of the family\nis the chief farmer and the boss of the job, his wife and children do a great\ndeal of the work. For instance, they are charged with the particularly\nunpleasant task of going out and pulling the worms off the tobacco leavesworms that are almost young snakes in size and appearance. The whole\nfamily works and as a result of this whole-family effort, up to 1921, including the war years, the average family income in the Burley tobacco areas\nwas $330 a year. Is it any wonder that Kentucky was forty-third in rural\neducation ? Is it any wonder that those men never thought in terms of schools\nand teachers ? What happened ? They began to grow more or less desper-\n\nate. They began to feel that something was wrong-that you were giving\ngood money for tobacco and they were still facing the utmost kind of\nmisery.\n\nJudge Bingham down in Kentucky is the president of the Courier\nJournal. The bankers went to him because they were troubled. The local\nmerchants were troubled also. The farmers had been buying food on credit\nall through the winter and at mighty high prices. The merchants, the\ncountry bankers, and the bank correspondents were in trouble. They ap-\n\npealed to Judge Bingham. He went to California and discovered that in\nCalifornia the farmers had faced their problem as far back as 1885 and\nfrom then on had experimented and worked out a method of coöperative\nmarketing. So Judge Bingham went back to Kentucky and called a meeting\nofsixty of the real leaders. They got together and decided that the old system\nof selling tobacco must go and that they would put a new system of coöperative marketing in its place.\n\nWhat was that old system ? The farmer would cut the tobacco, dry it,\nseparate the trash and leaves, and bring it into town to be sold. There were\ngreat warehouses here where the buyers from the big companies would\npretend to bid against each other for this tobacco. In all this I was of the\nopinion there wasn't very much grading done. So as a test I managed to\nhave them sell me one basket ten times over. We changed the tag and sold\n\nit all the way across the warehouse. As a result we got prices on that basket\nranging from eight to twenty-eight cents a pound. The same man who\nbought it for twenty-eight cents had also bought it for eleven cents! This\nshowed that even the buyers did not know what their grades were. They\nwere simply walking up and down, offering the grower prices. If he didn't\nlike the prices all he had to do was to leave the tobacco and sleep in his wagon\nover night, and eat the sandwiches he had brought with him, and put it back\nonthe floor the next morning. If he didn't sell it that day he could sleep in\nhis wagon again the next night and wait another day. But sooner or later\nhe had to sell on the local auction floor because there was no other point at\n\n"}
{"page": 779, "printed_page": null, "text": "754\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhich he could get rid of his tobacco and the pressure of crop liens and merchant accounts forced him to sell somewhere.\n\nThus the farmers would take the price offered them and perhaps get\n\ntheir indignation up and call a meeting and try to force the politicians\nin Washington to provide a legal solution through federal legislation.\nSome days they would get even more desperate-days when the children\nwere sick and they couldn't find enough money to call in a country doctor.\nOften the children had no shoes and stockings and they couldn't send them\nto school. Then they would wonder how the youngsters were going to grow\nup. Some of us remember those days of desperation and Judge Bingham\n\nfeared that such days were coming again in 1920. So he said, \" Let's tell\nthe farmers about this individual dumping and show them that ifthey would\nget together and adopt a group method, they could solve their problem.\"\n\nAs a result we put on a real campaign in Kentucky. In less than four\nand a half months, we signed up 55,710 Burley tobacco growers to form one\nsingle, purely coöperative association.\n\nThis association was organized\n\namong farmers without capital stock who signed agreements under which\nthey were to deliver the tobacco, grade it, pool it by grades, and then sell it\nand deduct only the cost of doing business. The net proceeds were then\nto be paid over to the farmers themselves so that each would get the same\nas every other man for the same quantity and grade of tobacco.\nThe first problem of the new coöperative was to grade the tobacco.\nWhen this was undertaken all the buyers stood around and said, \" You will\nnever be able to grade tobacco.\" But coöperatives never employ amateurs.\nWe always get the best men in the business and we pay them enough to\nwarrant their coming to the coöperatives. We hardly think it right to\ndemand a fair price for prunes and deny it to brains.\n\nWith this principle in mind we got Mr. James Stone, probably the\nablest tobacco man in the United States from the grower's point of view,\nto work out our system of grading.\n\nMr. Stone brought in other experts\n\nand they decided on fifty-three grades of Burley tobacco, as against the\nthree old divisions the growers had formerly known. An expert from the\nDepartment of Agriculture said our scale was the most perfect system of\ngrading he had ever heard of. At any rate it was the first time the growers\nhad ever really known what they were bringing to market for sale. Thus\nwe solved the grading problem.\nThen we had to get places to receive and handle the tobacco. At this\n\npoint we called in the warehouse men and explained to them that they had\nthe warehouses but that we were going to have the tobacco, and we felt\ntheyhad made enough money from the industry to give the growers a chance.\nWe showed them with their own figures that the growers had bought and\npaid for those warehouses ten times over but that the warehouse men still\nowned them. What we wanted them to do was to turn the warehouses over\n\nto us and let us make a contract agreeing to buy them at an appraised or arbitrated value by deducting from the tobacco at the rate of one-fifth of the value\n\neach year. Well, the warehouse men considered our proposition and finally\n\n"}
{"page": 780, "printed_page": null, "text": "755\n\nDEPARTMENT OF RURAL EDUCATION\n\n117 out of 130 signed such a contract. In this way we solved our warehouse\nproblem and the growers began to deliver the tobacco.\nNext the growers were in need of money. They had to have money the\nvery day they delivered their tobacco because creditors were pressing them\nand they couldn't wait. We had to raise money on all the tobacco delivered\nto the association; otherwise we should have been forced to dump just as\nthe original growers used to dump. But you will be interested to know that\n\nthrough the banks of Kentucky, Indiana, and Ohio, we raised $5,600,000\nat a maximum interest of 6 per cent on the basis of which we made advance\npayments to all the growers.\nLater we sent out our grades to the companies, told them we had the\n\ntobacco, that we knew they wouldn't discriminate, and asked if they would\nplease get in touch with us. In reply one of the firms said : \" We won't\nbuy any tobacco until you sell again on the auction floor.\" We wrote back\nand told them we weren't going to sell on the auction floor that we were\ngoing to sell raw tobacco just as they sold manufactured tobacco and that\nwe hoped they would come in and purchase.\nMeanwhile Liggett and Myers sent down their two vice-presidents with\na sheet of paper on which, to our amazement, was an order for 22,000,000\npounds. They presented this order without conditions and asked if we\n\ncould sell it. The sole question was the price, and Mr. Stone with his\ncommittee named that price actually made the price for which we sold\n\nthe first big order of Burley tobacco to Liggett and Myers !\n\nMoreover\n\nit was a good, fair price. We know it was fair because we had kept a\nrecord of the purchases of The American Tobacco Company and others\nwho were not in the association and we had a suspicion that they were\n\nmaking their offers high to dissatisfy our members. But, since they established the market that way, we took the market as they had made it and when\nthey started in to purchase, we gave them a summary of their own sales and\n\nsaid: \" You have established the market, and of course this association\nwill follow the lead you have made.\"\n\nThen others began to buy. Suddenly in came the man who had written\nthat nasty letter about selling back on the auction floor and he wanted\n20,000,000 pounds of tobacco. Mr. Stone told him that he couldn't have\ntwenty million, that all he could have was ten million but that the price\nhad gone up a bit. That was a fact for it really had increased since the first\nannouncement. We discovered also that on certain grades of tobacco there\nshould have been a higher price. So we told him he could buy at our second\nfigure. He said he had to have just as good a chance as Liggett and Myers.\nWe told him that ifhe had come in to purchase earlier he would have been\nentitled to the same price as Liggett and Myers, but that is was then too late.\nHe stormed on, however, until Mr. Stone finally remarked : It cost you\nabout $1.60 to send us that threatening telegram, but now it is going to cost\nyou $350,000 for having sent it.\" And it did, because he bought the tobacco\natthe increased price.\nBut I will cut the story short by saying we sold every pound of tobacco\ndelivered to the Association. We sold it and paid off the cost of doing\n“\n\n"}
{"page": 781, "printed_page": null, "text": "756\n\nNATIONAL EDUCATION ASSOCIATION\n\nbusiness and one fifth the cost of our warehouses and then settled with\n\nthe growers at approximately 21 cents net after all these deductions. This\nwas the first real operation for Burley tobacco. They are on the second\nyear now and of this year's crop we have sold more than 130,000,000\npounds and the price thus far is over 30 cents a pound net. Does all this\nhurt any one ? The price of Chesterfield cigarettes was not raised during\nthe year and yet the firm which makes them paid dividends of more than\n$24 per share on their common stock last year as against $25 the previous\nyear. The truth is you can take any of these commodities, raise the price\nfor the grower, not raise it to the consumer, and still leave all the groups\nprosperous .\n\nHow prosperous ? Why, down in Kentucky they say that this association\nhas meant an increased spending power to the rural districts of from\nfifteen to sixteen million dollars.\n\nWhat does that mean ?\n\nThat doesn't\n\nmean that just the merchants have it. It means that the men who grew\nthat wealth now have some purchasing power and are beginning to realize\nthat they, by their own action, are really solving their own problem.\nOne merchant from Versailles, Kentucky, called on me to express his\ngratitude. \" There is nothing for which you should thank me,\" I replied.\nBut he went on to say : \" I have been in business in Versailles for years and\nI tell you this is the first time in three years that the farmers have been\ncoming in to buy shoes and stockings for their children. That is why we are\nthanking you men who have put over coöperative marketing in Kentucky. \"\nIn this there was much truth.\n\nFor that extra fifteen million dollars\n\ndoes not mean mere money in Kentucky. It means shoes and stockings for\nthe children, and for women as well, because some of them have had to\ngo around barefoot too. It means better food; it means some partitions\nin these one-room houses; it means some windows mended, some roofs fixed,\na little chance at some reading matter, a little more taxing power for the\nimprovement of roads, and a little more revenue for building schools and\nemploying teachers. It means, in short, that we are gradually building\nan economic foundation on which they will put a superstructure of intellectual advance.\n\nI say this positively because I have seen this thing done. I have sketched\nonly the Burley tobacco situation for you but I don't want you to think\nthis is a possibility confined to but one commodity or one section. It is an\n\nold European practice but in this country we have had it chiefly and\nalmost solely in California, and even there for only 17 years on a large scale.\nCalifornians, however, have applied this principle from strawberries to\nalfalfa-to eggs, beans, walnuts, almonds, peaches, oranges, apples, prunes,\nraisins, and all kinds of commodities produced on the Coast. They are\napplying it to cotton all through the South, to tobacco all over the tobacco\nsection, to maple syrup in New York, to potatoes in Maine. It is a movement that is sweeping the country like fire and it is based simply on the\nfact that we are recognizing the distinction between the economic influences of agriculture and those of other industries.\n\n"}
{"page": 782, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n757\n\nHaven't you sometimes wondered why California ranks first in rural\nschools ? Haven't you ever considered why it is that the salaries of rural\nteachers are greater in California than the salaries of rural teachers in\nany other section of the country ? Haven't you wondered why the rural\nlibraries, recreation points, and churches in California have been developed\nas they have ? It isn't on account of the movies. It is in spite of them !\nIt isn't because of the cities of Los Angeles and San Francisco. It is solely\nand wholly because the farmers there have built an economic system which\ngives them a steady purchasing power and with that purchasing power\nthey are buying education as well as other things. These farmers have\n\nvoted taxes on themselves to build roads and schools and pay decent salaries\nto teachers . This they have done gladly because they want the best things in\nthe world for their children. Haven't you wondered why the University\nof California is running ahead of Columbia in registration ? The answer\nis simply that the boys and girls from the farm go to the University. They\ngo to college and graduate and return to the farm because farming has been\n\nmade not only economically attractive but capable of sustaining a mode of\nliving that is just as sweet and fine as life in the best cities. California\n\nclearly demonstrates that all you need to do with farmers is to put a decent\neconomic basis under agriculture and that they will then build on that basis\nthe type of civilization of which you and I dream as the great American\ncivilization.\n\nI am tremendously interested in hammering this into an audience of\neducators because you are the folks who can do more on this question than\nall the lawyers and farm leaders in the United States put together. Most of\nour farm leaders have been completely wrong anyway. Take the coöperatives they have advocated. They have had what they thought was coöperation. They have had Rochdale elevators and little individual creameries\nand all kinds of localized coöperation. They have not seemed to realize\nthat what the farmers have been doing was to copy the consumers' coöperatives of England instead of the producers' marketing system of Denmark.\nHere we have had absolutely the wrong kind of coöperative marketing\nwith never a voice raised against it by the agricultural colleges or any other\nState leaders! For more than 60 years the Mississippi Valley in particular has\nhad the wrong kind of farm marketing, and when a protest was made against\nit recently one of the agricultural professors remarked: \" This story from\nCalifornia can't be so, because if it had been I'd have known all about it.\"\n\nAll through this mid-west territory there has been a need for analytical\nleadership-leadership that is willing to analyze the situation, recognize\nablunder, and then undo the blunder. In the whole northern stretch of\nStates, there isn't one which has really faced coöperative marketing or given\nany recognition to the educational phases of the subject. I say that with all\nkinds of criticism in both my voice and my thought. I think it is the most\nawiul condition I know that the educators of this land should have stood by\n\nto see an interest which represents almost half the whole wealth of the\nNation and half the entire population of the country struggle and develop\nwithout even trying to find out whether there is something distinctive about\n\n"}
{"page": 783, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n758\n\nit which warrants extra thought and attention and some particular type\nof leadership.\n\nBut I haven't this criticism for you; I hold it chiefly for the agricultural\ncolleges which are supposed to specialize on this line. But they are not\ndoing the work, and after all, in a broader sense it is really your work.\nYou ought to undertake the study of coöperative marketing, the investigation of rural problems, and the building up of an understanding of these\nrural problems both among farm boys and girls and among the city youth\nwith whom you come in contact. The city has to understand rural problems\nbecause it not only performs the actual distribution and financing of farm\ncrops but because its own prosperity is built upon rural and urban understanding. All this is in your hands. I ask you, therefore, to give some study\nto coöperative marketing, and when you do, I think you are going to agree\nwith me that it is the one vital point at which the fundamental economic\nproblems of farm life can be reached. If you and I between us help to solve\nthese economic problems of the farm, we are going to be doing the greatest\n\nsingle work in the United States today toward building a finer citizenship\nand idealism of life. It isn't a problem of pocketbooks; it is a problem\nof standards of living. It isn't a problem of bank accounts; it is a problem\nof fundamental culture. It is a problem of citizen-making, a problem of\nschools, of education, of anything and everything that means a progressive\nand higher civilization.\n\nWHAT IS INSTRUCTIONAL SUPERVISION\nFANNIE W. DUNN , DEPARTMENT OF RURAL EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nUntil the middle of the 19th century supervision in the United States\nwas a layman's function. It was, to put its Latin roots into Anglo-Saxon\nequivalents, oversight. The supervisor was an overseer. He was the local\nminister, or a select man, or a school committee man. He visited the school\nfrom time to time to pass upon its efficiency. He listened to recitations,\nexamined the pupils on spelling, arithmetic, or Biblical knowledge, and approved or disapproved on a basis of his own personal standards of school\nroom excellence. The school and its teacher feared his coming, conducted\n\nitself with trembling apprehension during his visit, breathed a sigh of relief\nwhen he departed.\n\nIt is a far cry from this unprofessional inspection to the work of the\nmodern school superintendent and his aids. School teaching is a vastly more\nextensive undertaking than the school keeping of the past. With the increasing complexity of modern society and the extension of the suffrage in the\nUnited States, parallelled by an increase in the heterogeneousness of our\npopulation, educational problems have broadened and lengthened. A de\nvelopment of educational solutions has accompanied the increase of educational problems. Departmental instruction, junior and senior high schools,\nvocational education and vocational guidance, health education and education\n\n"}
{"page": 784, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n759\n\nfor citizenship, opportunity classes, provision for gifted children, tests and\nmeasurements, consolidation, transportation, socialized instruction, problem\nmethod, project method, and a host of other highly commended educational\nmeans demand the superintendent's intelligent and informed attention.\nBuildings, equipment, textbooks, extra curricular activities, financing, salaries, pensions, are present problems each of which requires expert or approximately expert oversight. The range of information and abilities de-\n\nmanded is prodigious. It is probably beyond any ordinary capacity. Here\nand there a genius in the field of education may encompass it, but most of us\nknow no geniuses; all of us together know but few.\nSpecialization of function is indicated. The same person cannot be\nexpected expertly to supervise all phases of education. We may come in\ntime to consider differentiation and specialization, but we are making a\n\nfar step in advance when we consider the field in two large divisions, to which\nMr. Foote has applied the terms instructional and administrative supervision. I have for several years been attempting to make the same distinction, using the term supervision for the former and administration for the\n\nlatter type. My assignment today is to define the former.\nThe need for this defining of function first arose in my own experience\n\nthirteen years ago when I undertook experimentally the work of rural school\nsupervision under a county superintendent in a southern State. Early in\nthe year, a bluff school board member said to me: \" I know what the superintendent does and I know what the teacher does. But what do you do ? \"\nI could not give him a satisfactory answer, for my superintendent and I had\nnotworked out our distinctive functions. As a matter of fact, I did any part\nof the superintendent's work which he thought I could do better than\nhimself.\n\nThe need of definition arose again when a number of States began to\nprovide superintendents with professional assistants, called variously supervising teachers, supervisors, or helping teachers, and when we in Teachers\nCollege were called on to offer courses for the preparation of these supervisors.\n\nWhat should be included in a course with this intent?\n\nIn attempting to answer this question, I sent an inquiry to every State\nwhere such professional assistants were afforded. The questionnaire went\nto State and county superintendents and supervisors. It consisted in the\nmain of a listing of awide range of specific activities, and an inquiry for each\nas to whether it was performed by the superintendents, the supervisor, or the\nschool board. The answers showed conclusively that variation was the only\nconstant element in the different situations from which they came. Not a\nsingle function but somewhere was performed by the superintendent. Not\nasingle one for which some supervisor was not held responsible.\nIt was, however, evident that a distinction was in the making. There\nwere certain functions more frequently referred to the supervisor, certain\nothers more frequently to the superintendent. Of the former were such\nduties as: advising as to methods of work, determining special methods for\nFor a fuller report of this inquiry, see Educational Administration and Supervision , March,\n1920, pp. 159-165.\n\n"}
{"page": 785, "printed_page": null, "text": "760\n\nNATIONAL EDUCATION ASSOCIATION\n\nrequired use; consulting with the teacher on the teacher's invitation on matters of in-school work; recommending as to details of in-school work ;\nassisting teachers in organizing various types of school clubs; observing\ninstruction and management and offering suggestions for development ;\nguiding the work of local or group teachers' meetings; advising as to professional reading and study; interpreting return from tests and laying the\nresults of tests before the teachers. In a word, supervision of instruction\nand the improvement of teachers in service were the fields of the supervisor's\nresponsibility.\n\nOn the other hand, to the superintendents were attributed such functions\nas recommending a general policy, as of consolidation; instituting and conducting campaigns to arouse realization of educational needs; inspecting\nbuildings, recommending new buildings or repairs, or condemnation of unsanitary and unfit buildings; determining promotion requirements; charge\nof records and reports and determination of the type of records and reports\nto be kept; planning of the work of county institutes; and coördination of\nthe schools with other social agencies of the community.\nAs a result of this investigation, the County Superintendent's Section of\nthe Department of Rural Education of the National Education Association,\n\nto which I reported the result of my inquiry, approved a committee which\nreported the following year a series of theses as to the distinction between\nadministration and supervision. For our purpose here, the most important\nsections of this report are numbers 1 , 2, 3, 4, and 6 under General Principles,\nwhich are quoted below.\n\nOne interpretative statement is necessary. The distinction was made in\nthis report between the duties of two functionaries, the superintendent and\nthe supervisor. It applies equally well however in differentiating the two\nfunctions. For administrator, substitute administrative supervision; for\nsupervisor, substitute instructional supervision, and the definition holds.\n1. The administrator is the general head of the educational system. He is responsible for the plan of the whole, for the coördination of its parts, and for assurance\n\nof the efficiency of each part. He must determine, with the approval of his board\nof trustees, all general policies.\n\n2. Efficient instruction is the purpose of the whole school system. The superintendent, as the head of the school system, must promote or insure efficient instruction\nby four general means : ( a) Determination of the large aims of instruction in his\nsystem. ( b ) Determination of the general means and methods to be employed in his\nsystem in attaining these aims. ( c) Establishment of the conditions of effective\n\ninstruction.\n\n( d) Organization of the system to further the efficiency of instruction.\n\n3. The administrator, like any other general, requires lieutenants, to each of whom\nis entrusted responsibility and authority for effecting a certain part of the whole\nplan.\n\n4. The supervisor or helping teacher is the lieutenant whose special function it is\nto lead, instruct, and inspire the teachers of the school system so that they may be\n\nkept alive and growing, and the quality of instruction may constantly improve.\n6. In fine, whereas a large part of the administrator's time must be given to\nworking with and through the school board and the community toward the estab-\n\nlishment of progressive policies and adequate provision for education, the superJournal of Rural Education, January, 1922, pp. 235-238 .\n\n"}
{"page": 786, "printed_page": null, "text": "761\n\nDEPARTMENT OF RURAL EDUCATION\n\nvisor's effort should be concentrated on working with and through teachers for\n\nrealization of policies and effective use of all provisions that are made.\n\nAt the same meeting of the National Education Association at which this\nreport was made Superintendent Cook, of Baltimore County, now State\nsuperintendent of Maryland, presented an independently arrived at set of\ntheses; which were in remarkably general agreement with the distinction\nmade by our committee, as may be seen from those few quoted below :\nCompetent supervision is the best known method for improving the quality of\nteaching, both before and after the teacher enters the service.\n\nSupervision is a\n\nteacher-training proposition; even normal schools and teacher-training schools base\ntheir practice-school work on the foregoing principle.\nTHESES\n\n1. The supervisor's chief function is to improve the quality of teaching.\n\nThis\n\ninvolves a very broad and thorough knowledge of subject-matter and method.\n2. The means of supervision are the various types of teachers' meetings, the course\nof study, conferences with individual teachers, visiting schools in and out of the\nsystem, observation lessons and critiques, etc.; the extent of teacher participation\ninthese activities is the final test of supervisory efficiency.\n\n3. The superintendent's chief duty in relation to the supervisor is to see that the\nconditions are right for the supervisor to do her best work.\n\nThis involves first-\n\nclass administrative and executive ability, as well as a thorough knowledge of\neducational principles, methods and aims.\n\nA few other quotations will give the conception of supervision of instruc-\n\ntion, or instructional supervision, which is held by other leaders in this field\nof work. W. J. Holloway, for a number of years State supervisor of rural\nschools in Maryland, made this statement in a bulletin issued in 1918 :\nThe whole purpose of supervision work is so to deal with the situation which the\nsupervisor finds as to get the maximum results in the way of improvement. To criti-\n\ncise, to inspect, is not the aim. Inspection is not only supervision, but may interfere\nwith it. The main purpose is to get the teacher beyond where she is; not primarily\nto get rid of her, but to find out where her strength lies and to build it up.\n\nAn excellent illustration of this point occurred some years ago in a far\nwestern State. A teacher, highly successful in a New England school system,\nhad been induced to accept a position in this western location. She failed\nmiserably. Her supervisor might have contented himself with dismissing\nher at the end of her first year, and resolving never again to employ Easterners since evidently they could not adapt themselves to western conditions.\nBut he did not. He felt sure there was strength somewhere in the teacher.\nHe \" camped on her trail,\" observed her frequently, conferred with her,\nstudiedher. At last he found what he believed to be her greatest ability, and\nencouraged and aided her to the type of position, in the same State, where\nthisability could best exercise itself. He was right. She was a success from\n\nthe beginning, she grew steadily, and became a leader in the educational\nforces of the State.\n\nIn a report of a \" Joint Working Conference of State and County Supervisors,\" held in Alabama in 1922, the following paragraph occurs :\nJournal of Rural Education, September, 1921 , pp. 13-14.\n\n"}
{"page": 787, "printed_page": null, "text": "762\n\nNATIONAL EDUCATION ASSOCIATION\n\nTo the teachers, the supervisor is first and always a helping teacher and friend,\nnot so much a superior as a co-worker with whatever authority is necessary to caггу\nout the plans which she and the county superintendent, after consultation with the\nteachers, have agreed are for the best interests of the schools. She helps individual\nteachers in their schools with whatever problems they have-classification of pupils,\nmaking of a daily program, methods of teaching the classes, materials for teaching,\nuse of equipment, diagnosis and points of emphasis, school hygiene, physical education, discipline, etc. She brings individual teachers and schools into touch with the\nother schools of the county and through unification of purpose, coordination of efforts,\nand team work enables all to accomplish for themselves results which no one school\ncould accomplish alone. The school which was isolated becomes a necessary part\nof a growing system.\nThe supervisor takes a personal interest in the\n\nprofessional growth of each teacher, helps her discover her strengths and weaknesses, suggests possibilities for advancement, puts her in touch with needed means\nof growth, and provides opportunities for service in lines in which she excels. She\n\naccomplishes these results mainly through school visitations, provision for demonstration teaching, teachers' meetings, community meetings, the sending out of\noutlines and teaching material from the office, and the individual conference with\nteachers .....\n\nThis suggests the title, helping teachers which in New Jersey is given to\nthose who are engaged in the work of instructional supervision in rural\nschools. Mr. Zenos E. Scott, formerly assistant commissioner of New Jersey\n\nin charge of elementary education, has stated as among his supervisory policies, the following :\nThat all teachers are expected to grow in teaching skill through teaching.\nThat supervision to be worth while must be constructive in its policies.\n\nThat if supervision is to create enthusiasm among the supervising and teaching\nbodies it must be favorable wherever possible. That whenever negative criticism\nis given, the ways to improve the situation must be illustrated in detail.\nThat supervision be optimistic. Good supervision expects the teacher to do tasks\n\nwhich are difficult. But optimistic leadership stimulates the teacher to utilize the\ndifficult situations as opportunities by which to increase good teaching.\n\nDr. Pittman, author of \" The Value of School Supervision \" and \" Successful Teaching in Rural Schools,\" epitomizes his concept of the spirit of\ninstructional supervision in the story of the small boy who showed his\nbantam hen an ostrich egg, and told her to look at that and do her best.\n\nFinally, Dr. Frank McMurry has enunciated the following theses :\nThe principal object of supervision should be the improvement of the teaching\nrather than the rating of teachers. The rating of teachers is merely an incident in\nproper supervision.\n\nStandards for judging supervision are as necessary as standards for judging\nteaching.\n\nThe standards are essentially the same as those for judging teaching.\nThe leading test of successful supervision is found in the attitude of the teachers\n\ntoward the supervisor. The leading quality necessary, therefore, is sympathy.\nNegative criticism of instruction is generally unnecessary and undesirable.\n\nCriti-\n\ncism should be constructive rather than destructive .\n\nSkill in supervision is greatly dependent on the extent to which the supervisor\ngives reasons for his statements.\n\nIt is evident that all of these authorities are in general agreement. Before summarizing in answer to our question \" What is instructional supervision ? \" brief consideration should be given to a related question, \" Why is\ninstructional supervision ? \"\n\n"}
{"page": 788, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n763\n\nA common answer to this question, especially in relationship to rural\nschools, is that rural teachers are so deficient in preparation for their work\nthat it is imperative to give them, through supervision, training in service.\nThis is of course true, but it is far from the whole truth. It is not the fact\nthat the best supervisor is he who works himself out of a job. For the fundamental element of instructional supervision is not remedying defects, it is\nstimulating growth. And growth is continuous throughout life. The teacher\nwho is not growing is a dead teacher. The supervisor's function is not primarily to discover defects and remove or correct them; it is rather to discover\npotentialities and develop them. The more intelligent or better qualified\n\nthe teacher, the greater are her potentialities for development. A crucial\ntest of instructional supervision is the extent to which it keeps the superior\nteachers in the system growing to the limit of their capacities.\nInstructional supervision, therefore, has the large purpose of improving\nthe quality of instruction, primarily by promoting the professional growth\nof all teachers, and secondarily or temporarily by correcting deficiencies of\npreliminary preparation for teaching by the training of teachers in service.\nInstructional supervision is teaching. It is educating educators. It is\nleadership and coöperation, rather than direction and compulsion.\n\nIt is\n\ndemocratic utilization of all the powers of all the individual teachers of a\nsystem for the benefit of each and all of them. It is not a matter of struc-\n\ntures of bricks and mortar, but of human spirit. It is the province of administrative supervision to provide as adequately as possible the conditions for\neffective instruction-a well-organized system; sound and progressive policies; adequate financial support; good buildings and grounds, well equipped;\nwell qualified teachers. It is the function of instructional supervision to\nrealize to the utmost on all the provisions that are made. There is a good\ndeal of fallacy in the familiar statement as to Mark Hopkins on the end of a\nlog. The implication is that Mark Hopkins could not have done a better\n\npiece of work with better facilities than the log afforded. Let us provide\nthe best facilities we can. It yet remains for instructional supervision to\nbring each teacher to as near the standard of a Mark Hopkins as is possible.\nInstructional supervision improves education by improving teachers and\nthe work of teachers. It does have an element of inspection, but it is inspec-\n\ntion not as an end in itself, but as a means of growth. The supervisor must\nknow his teachers' strengths and weaknesses, needs and capacities, in order\nto develop their potentialities. He must also know the situation in which\neach teacher is working, its strengths, weaknesses, defects, and possibilitiesthe children in the school, the home and community conditions back of the\nschool.\n\nAfter inspection-or observation-must come evaluation, diagnosis. Ap-\n\nplying the standards which educational philosophy and psychology have\ngiven him, the supervisor determined the lines of most needed or most practicable development. Applying then all his knowledge of principles and\npractice of teaching, he makes a plan for development, a tentative plan. Ap- .\nplying finally all his skill in dealing with human personalities, he presents his\nplanto the teacher or the teachers in such a way as to gain their coöperation\n\n"}
{"page": 789, "printed_page": null, "text": "764\n\nNATIONAL EDUCATION ASSOCIATION\n\nin improving the situation. If he is highly skillful, he gets the teachers themselves making plans, and the final plan is the coöperative product of the\ndemocratic teacher-supervisor group. Each gives of his best, whatever it is.\nEach leads or follows as the situation determines.\n\nThis is instructional supervision, a highly professionalized, helping, coördinating, coöperating, inspiring function. Its breath of life, its vitalizing\nspirit, lies in the realization by teachers and supervisor alike, that they share\nin the greatest of all human privileges and the supreme social responsibilitydetermination of the future of the nation's childhood, and through them the\nfuture of the nation, the race, and perhaps of civilization itself.\n\nWHAT ARE THE ACTIVITIES OF THE STATE SUPERVISOR\nTHAT DIirectly INFLUENCE THE RESULTS\nOF INSTRUCTION\nWILLIAM J. HOLLOWAY, ASSISTANT STATE SUPERINTENDENT OF SCHOOLS\nBALTIMORE, MARYLAND\n\n1. The improvement of the quality of classroom instruction is the chief\npurpose of supervision-State, county, or district. The State supervisor\nhas a right to expect that the local school officials have made conditions right\nfor effective teaching. If, however, these are unsatisfactory, the State supervisor, working through and with the constituted and responsible authorities,\nwill help to devise ways and means for the improvement of conditions. Such\nactivities belong to the realm of administrative supervision, and important as\nthey may be in some situations, are not considered in this discussion.\n\n2. The chief duty of the State supervisor, in furthering the purposes of\ninstructional supervision, is to counsel and assist the several local school\nofficials in his territory in planning and maintaining an effective system of\nelementary school supervision. In general, his opportunities for such service\nassume the following fairly well-defined groupings.\n3. At the beginning of the school year, in conference with the State\nsuperintendent and other members of the department or bureau, the State\nsupervisor should formulate State-wide objectives for the year's work. Brief\nmonthly reports of his activities and an annual report covering achievements,\nthe degree to which the year's objectives have been realized, and recommendations for the future, should be made to the State superintendent.\n\n4. The efficiency of the State supervisor is largely dependent upon the\ntraining, experience, and professional ideals of the supervisory staff with\nwhich he works. He must therefore establish standards for determining the\nfitness of candidates for such positions and endeavors to see that these standards are applied by officials who have the appointive power. His constant\naim is to improve the quality of the supervisors' work just as they endeavor\nto improve the quality of teaching. He confers with the supervising and\nhelping teachers, individually and in groups; visits schools with them, to\n\n"}
{"page": 790, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n765\n\nstudy conditions at first hand and to note the supervisors' manner of working\nwith teachers; attends teachers' meetings conducted by the supervisors ; and,\nin general, keeps in close touch with all the normal activities of the supervisory force in the State, in order to realize his aim of improving the efficiency\noftheir work.\n\n5. The State supervisor should encourage the development of courses of\n\nstudy adapted to the local needs of communities, districts, or particular\nschools. As a professional stimulus to teachers in service, the value of a\ncourse of study is directly proportional to the teacher's degree of participation\n\nin its preparation. Every teacher may be expected to make some contribution\nto a local course of study, if only a valid unit of subject matter, an approved\nlesson plan, a statement of successful teaching method, or an intelligent constructive criticism of the proposals of other teachers. In coöperation with\nthe entire supervisory staff under his jurisdiction, he should formulate a State\n\ncourse of study and arrange for testing, in actual practice, its several subject\nmatter units before publishing it for general use.\n6. The State supervisor will use, or direct the use of, standard educational tests and scales for measuring the results of instruction. Such investigations, if wisely conceived and properly executed, stimulate the teaching\nof the subjects tested, inspire teachers and pupils to beat their previous\nrecords, and direct attention to problems of retardation and classification.\n7. The State supervisor will, with the approval of the State superintendent, prepare, or cause to be prepared for distribution to supervising officials\nand to teachers, mimeographed or printed bulletins in which are presented\nsuggestions for the organization of schools; results of tests, with possible\nremedial measures suggested by the conditions disclosed; lists of standard\nschool equipment; approved units of a course of study; reports of successful\nsupervisory method or teaching practice observed within or without the\nState; and other suggestions for the improvement of the quality of supervision\nand of teaching.\n\n8. In addition to stressing the usual means of supervision, the State\nsupervisor will, in accordance with his aim to secure the improvement of\nteachers in service, supervise teacher-training courses in summer schools,\nunless such courses are otherwise directed by the State Department, outline\n\nextension courses to be carried on during the school year, and foster other\nprofessional study clubs in more remote regions.\n9. The State supervisor must give the same evidence of professional spirit\nas is expected of the superintendents, supervisors, and teachers in his territory. To that end, he will keep in touch with the best current professional\nthought and activity by attendance upon State and National associations,\nby accepting assignments upon committees engaged in constructive studies,\nby individual research, by taking occasional summer courses in leading universities, and by systematic, persevering home study. By these means, he\n\ncanbest stimulate continued professional growth and improvement of supervisory officials and teachers.\n\n"}
{"page": 791, "printed_page": null, "text": "766\n\nNATIONAL EDUCATION ASSOCIATION\n\nA STATE PROGRAM FOR IMPROVING instruCTION IN\nREADING\nISOBEL DAVIDSON, STATE DEPARTMENT OF EDUCATION , MADISON, WISCONSIN\n\nA democratic State provides varied types of schools to meet the needs of a\ndemocratic people but in all of this diversity there appears a well-defined\nthread of unity. State leadership, through the channels of the department of\n\npublic instruction, aims to coördinate all the educational activities of a State\ninto one component whole. The State department serves as a unifying\ncenter, and like the hub of a wheel with ramifying spokes, increases the\n\nopportunity for legitimate service to all the people. Policies defined coöperatively by staff members in response to immediate needs, and envisioning the\nfuture, aim to reduce waste motion and to secure maximum efficiency in all\neducational institutions of the State.\n\nState supervisors by virtue of many and varied contacts over a widely\nscattered area gain a perspective and abreadth of vision which enable them\nto grasp the essential needs of a State, since the same difficulty is oft repeated\nin numberless situations. Through stimulation and re-direction of dormant\nforces within the community itself conditions are improved and worthwhile\nresults are obtained. A State department committed to educational service\nplaces emphasis upon outstanding problems and attacks them in much the\nsame spirit and manner as that which characterizes the work in smaller\ngroups, whether city or country. The same types of supervisory skill are\nneeded in shaping the ideals and practices of a State group. Since the field\nis larger, usually heterogeneous, and personal contacts necessarily fewer,\none must rely upon \" striking twelve \" each time a visit, demonstration,\nlecture, or conference is held. This field work must, of necessity, be followed by personal letters, bulletins, outlines, plans, suggestive material,\ncoöperative exchanges, and the like, until people in the State know that\nreasonable service is theirs for the asking. Calls from the field are indicative\nof a healthy, wholesome relationship established between a State department\nand the people whom it desires to serve.\n\nWisconsin, like other States of the Northwest, has a population of mixed\nnationalities-German, Swedes, Norwegians, Italians, Finns, Poles, Slavswhich makes it imperative that the school and home shall coöperate in producing staunch American citizens. Illiteracy is another phase of this problem, but it is adult rather than juvenile illiteracy that raises our percentage.\nStatistics show that we had .3 per cent between ages 10-15; 1.2 per cent\nbetween 15-18 ; 3.3 per cent 18 and over; totaling 4.8 per cent illiterates in\n1920, due largely to the migrations from foreign shores halted within\n\nour borders. These two problems-Americanization and illiteracy-have\naroused the thoughtful to find ways by which to eradicate difficulties arising\nfrom racial and environmental differences.\n\nThe schools have considered\n\n\"\n\nreading as the tool par excellence to hew down the tree of ignorance.\"\nBelieving that the development of good reading habits adds immeasurably\nto one's practical equipment and possibility of pleasure, the State department\n\n"}
{"page": 792, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n767\n\nof public instruction has been pledged for some years to a State-wide program more or less consciously recognized by all for the purpose of raising\nthe standard of reading accomplishment and increasing the supply of wholesome reading material for schools and communities. Handicapped by foreign\nlanguage habits, the recent effects of the film drama in changed attitude\ntoward pleasure reading, the annual \" turn over \" in the teaching profession,\nthe whole situation is a challenge. Its very difficulty serves to stimulate\nus to more persistent effort in the accomplishment of our objective, the\ndevelopment of an intelligent reading public.\nHow to reach the vast number of rural, State graded, village, and small\ncity schools, has been the problem of the State department; how to shape a\npolicy which would lead to constructive work on the part of those who in\nturn direct the activities of local units; how to give work somewhat prescriptive, yet providing opportunity for development of initiative and a desire for further study and experimentation-these are questions which have\n\nbeen met variously by members of the Department. A brief résumé of the\ntype of work covering a period of years will indicate that recent scientific\ninvestigation and experiment have rendered valuable service, and that progress has been made, not in any brilliant or startling fashion, but marked\nrather by slow and steady growth. Some of the means used have been as\nfollows:\n\n1. Establishing standards-a. The State course of study formulated primarily for the rural schools is an important guide, since it gives explicit directions regarding choice of materials, methods, devices, and indicates standards\ninharmony with the latest and best laboratory investigations in reading, both\nsilent and oral .\n\nb. Monographs on Reading prepared by Annie Reynolds of the State\nDepartment in 1916, setting forth underlying principles and practices,\nestablished a standard by which to measure reading activities in the schools.\nItwas used in the county training schools and high-school training depart-\n\nments and by county superintendents.\nPresident Brown, of Oshkosh Normal School, in 1920, issued a pamphlet,\nFundamentals of Reading Method, which has wielded some influence in\nshaping modern practice. Detailed procedures in both silent and oral\nreading have been developed in typewritten form. Articles on \" Remedial\nWork in Reading,\" by Anderson and Merton, published in the Elementary\nSchool Journal, 1921-22, present some plans worked out in the State.\nc. More recent investigations in silent and oral reading, reported by the\nN. S. S. E. Year Book, Stone, Watkins, O'Brien, Smith, Germane, and\n\nothers, have been rather widely circulated through the State Teachers'\nReading Circle under the auspices of the county superintendent and teachertraining institutions, and the State Department. This directed reading and\nstudyhas been of inestimable value in establishing workable ideals and promoting effective practice.\n\n2. Reading circle work-Probably there has been no one factor which has\nexerted more influence on the extra-curricular activities than the Young\n\nPeoples' Reading Circles established in 1915-16 under the auspices of the\n26\n\n"}
{"page": 793, "printed_page": null, "text": "768\n\nNATIONAL EDUCATION ASSOCIATION\n\nsupervisor of school libraries who quietly and persistently extended the\nwork which has fostered the formation of library habits, beginning in\nprimary grades and extending through high school, to teachers, and latterly,\n\nreaching out to the parents as well. Libraries are found in every school in\nthe State, with a trained librarian in all high schools, and public libraries in\nnearly every village and town. Much credit is due the State Library Commission for the increase of public library facilities, and the valuable service\nrendered to the schools and the communities through the traveling library\nservice-1350 communities have been served 45,000 books going into the\nschools.\n\nThe aim has been to develop an intelligent citizenship through instilling a\nlove of reading and reading good literature. Dr. Hosic says if you wish\nto form the right taste you must engage upon this meritorious task between\n\nthe ages of six and fourteen. Wisconsin has indeed caught them young. A\nwell-chosen book list has been published annually for the last eight years\nand the growth in the number of readers has been steadily increasing : 5319\nin 1916 ; 137,435 in 1922, and 117,000 of this number in rural schools.\nMany counties have gone over the top \" making 100 per cent in Reading\nCircle work which means that every school child has read at least six books\nannually, the required number listed for each year. Seals and diplomas are\ngranted to those completing the entire course. Boys and girls graduating\nfrom our high schools have a fine opportunity to become acquainted with\nthe world's best literature. In our haste to rear a reading public overemphasis has been placed upon quantity, number of books read, rather that.\nquality, but as teachers themselves come into this rich literary inheritance\nwe believe that quality as well as quantity will be duly recognized. Through\ncombined efforts of supervising teachers, principals, and teachers, acceptable\nbook reports, dramatizations, and occasional oral readings of selections with\ngreater emphasis upon social aspects give evidence of more intelligent use\nof the Y. P. R. C. work. Community pageants and the story hours with\ncostumed story-tellers are being considered as potent means to stimulate\ndelayed reading interests in some of our urban and rural communities.\n3. The use of tests and measurements-A third type of work which has\nstimulated effort among pupils, teachers, and supervisors, is that conducted\nby the director of measurements, aided by other members of the Department.\nUnder Dr. Theisen in 1920 some interesting studies of reading conditions\nweremade and published for State-wide distribution. Later, in 1921, under\nour present director of measurements, an experiment was launched in the\nattempt to raise the standard of reading accomplishment in ten selected rural\ncounties. The Monroe Silent Reading Tests were given to fifteen to thirty\nschools, selected at random, and analysis was made of results obtained, and\naided by the State Department, the supervising teachers devised remedial\n،،\n\nmeasures, which were used with such success that the advance made in so\n\nshort a time seemed phenomenal. In 1922, every county in the State was\nurged to give the Thorndike- McCall Silent Reading tests to about thirty\nschools, and a marked rate of improvement was again shown.\n\n"}
{"page": 794, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n769\n\n\" The average yearly improvement according to the Monroe Standards is\n\nfive points. The average improvements obtained by all grades was 6.3\npoints in comprehension and was secured in less than a half year. The\naverage improvement on the Thorndike-McCall Scale for a half year is 2.8\npoints inT Score. That actually obtained for 990 children was 6.2. Thus\nin these counties the progress of the children was more than the normal\nrate in spite of the poor conditions under which teachers work in the rural\nschools. The difference between the one-room rural school and other\n\nschools is in general less than would be expected.\" Diagnosis, which reveals\nthe needs of accelerated pupils as well as of the slow or retarded ones, is\n\nhelping the teacher to grasp the whole situation more intelligently. She\ngains a clearer conception of what constitutes reading ability, grows in\nknowledge of the type of errors, and increases her skill in the application\nof remedial measures to eradicate them.\n\nThe scientific approach to the study of school problems is gradually\npermeating all groups : classroom teachers, supervisors and superintendents,\nand teacher-training institutions recognize the advantages which it offers.\n4. A campaign of service-selling the silent reading idea-An interesting\n\nsituation arises when one sets out to change old habits. Discussion must\nbe supplemented by demonstration, telling by showing. Each State supervisor is therefore engaged upon a definite campaign of forming new ideals\nand new practices among those still bound by lethargy and conservatism to\nthe old, old custom of aimless oral reading. It is accomplished by showing\nbetter ways of securing desired results. Armed not only with fundamental\nprinciples but with an array of practical helps, books to read, bulletins,\npamphlets, suggestive remedial exercises culled from any and all sourcesDetroit, Iowa University, Indiana, Racine, Stoughton, and other citiesall these are crowded into our hope chests \" or \" kit bags,\" as some call\nthem.\n\nA. Silent reading. Constant effort is expended to improve the choice of\nsubject-matter for silent reading purposes and to train specifically for its\napplication in the study of other curriculum subjects. Attempts are made\nto vitalize class procedures and further independent study through discussion\nand frequent demonstration before groups of teachers. The fundamental\ndifferences in purposeful cursory and consultative reading are set forth,\nhelping teachers to grasp corresponding differences in the solution of problems which each type presents. Purposeful reading demands study lessons\nwith the teacher, training children to think, to organize, and to retain for\nsome specific purpose, and continuing such work without the aid of teacher\nthrough assignments; pleasure or \" hobby \" reading is largely of the cursory\ntype, and as indicated in discussion of Reading Circle work presents problems worthy of our attention; consultative reading in response to a definite\ntime limit, is much needed in training pupils to study history, civics, geography, arithmetic effectively. Silent reading and group discussions under\npupil leadership or socialized recitation is encouraged.\nB. Oral reading. Oral reading has not been neglected, though major\nemphasis has been placed upon silent. Standards for good oral reading are\n\n"}
{"page": 795, "printed_page": null, "text": "770\n\nNATIONAL EDUCATION ASSOCIATION\n\npresented; emphasis being upon reading as a social function rather than a\nformal exercise. Much attention has been given to group reading inprimary\ngrades as a means to increase reading ability through contact with a wide\nrange of suitable reading material. Two or more grades are also combined.\nC. Textbooks and supplementary material. Persistent effort has been\nmade to increase the number of different textbooks from one to six or more,\n\nin the primary grades; to encourage the purchase of books emphasizing\nhistory, geography, civics, nature, and even arithmetic, in small sets of four\nor six, to facilitate group reading and to train in consultative or reference\nreading; to stimulate pleasure or hobby reading by providing sets of multiple\nreaders and story books, at least a different book for each child. The purpose\nis evident to expose the child to an abundance of suitable reading material,\nand our expectations have been more than realized in many schools. The\nminimum number of books read in primary grades ranges from 16 to 12.\n5. Remedial measures-The pupils who fall below the grade standard are\nthe ones who give us gravest concern, but it is a source of gratification to\nobserve the changed attitude on the part of both teachers and pupils in their\nattack of the individual needs. Among the types of remedial exercises we\nfind the following, familiar to most of us :\n( 1 ) Silent reading procedures for grades 1, 2, and 3, using suggestions\nby Watkins, Horn of Iowa University, Detroit, Racine, Stoughton, Merrill,\nand other cities. Emphasis placed upon phrase and sentence slips-Wheeler\nset, Horn set, etc.; use of curtain and sentences to increase rapid recognition\nand increase eye span, and other devices.\n\n(2) Miscellaneous study paragraphs with questions; directions for seat\nactivity, etc. In some counties these are used as silent reading traveling\nlibrary sets, as in Brown County, Door County.\n(3) Graded paragraphs covering a wide range of subjects with questions,\nto be used as rapid 5-minute daily drill exercises in developing speed and\ncomprehension in grades 2 to 6, under the direction of the teacher; also to\nbe used as seatwork by individuals as practice exercises in improving reading\nability. Such material has been developed by Miss Merton, of Waukesha\nand Miss Huber, of Washington County.\n(4) Simple, informal tests devised by superintendents, supervisors, training school principals and teachers, emphasizing diagnostic, inventory, practice, and examination types. Kircher, of Merrill, Miss Huber, of Washington County, and many others have contributed such material.\n6. Teamwork in securing results-The type of organization which obtains\nin Wisconsin and which she holds in part with two or more of her sister\nStates, materially aids in the successful issue of any State-wide program.\nWisconsin is perhaps the only State having a corps of county supervising\nteachers, 106 in number, whose work it is to supervise and train young\nteachers in the field, and is the only State fostering county training schools\n31 all told, and high-school training departments, numbering 28, specifically\ninterested in training rural teachers, all working under the direct supervision\nof the State Department. One can readily appreciate the fact that if you\nwish to effect a change in ideals and practices you turn at once to the\n\n"}
{"page": 796, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n771\n\ntraining schools and to the supervising teachers. Much of the work indicated\nabove becomes effective through these agencies. Selling the silent reading\nidea to the supervising teacher, as has already been indicated, has yielded\nlarge returns. It has been accomplished through visits with the supervising\nteacher to rural schools where observation, demonstration teaching, if need\nbe, and suggestive helps are presented in concrete form, followed by conference with teacher and supervising teacher; through training her in the use\nand interpretation of tests and the right kind of practice material; through\nState and sectional conferences of supervising teachers; through utilization\nof cooperative effort in maintaining a supervising teachers' exchange and\ncontributions to county bulletins ; and through stimulation gained from professional reading. It is by such contacts as these that the large purposes of\nthe Department can be expressed. These types of service are rendered not\nalone to county superintendents and supervising teachers but as well to city\nsuperintendents and supervisors, whose interest in the problem of reading\nhas been such as to cause them to devote whole conferences to the various\n\naspects of the problem.\n\nState supervisors constantly reach large numbers of teachers in institutes,\nsectional meetings, and prospective teachers in the training schools, and in\nthis manner the aims and purposes of a State-wide program gradually filter\nthrough, and return again in improved standards of accomplishment.\nThe State Department aims to reach the teacher in the classroom indirectly\n\nthrough the avenues of the supervisory and training agencies, but it is also\nthe privilege of the seven supervisors engaged primarily in the rural field to\ndirectly aid the classroom teacher when occasion arises. Contact with 2000\n\nto 3000 rural teachers annually is a conservative estimate. The improvement of the work of the classroom teacher is our goal, for we share with her\nthe responsibility of starting boys and girls on the way to a worthy citizenship.\n\nWhat is needed is more maturity and better preparation. Beginning in\n1927 every teacher starting work will have had one year of professional\npreparation based upon a high-school education as a preliminary. We congratulate ourselves that at the present time we have more than 1600 students\nin our rural training courses who are meeting these requirements, an assurance of increased teaching efficiency. However, there remains much to be\naccomplished. A State program for the improvement of reading commits\nState supervisors to increasing efforts in securing State-wide acceptance of\nprogressive measures in not only establishing standards but clarifying them;\nnot only providing a measuring rod, but making it usable ; not only increasing knowledge and skill in the use of reading materials and methods, but\ndeveloping right attitudes and enlarged vision of service. Only through the\ncooperation of all legislative and educational agencies can our aim-the\ndevelopment of anintelligent reading public-be realized.\n\n"}
{"page": 797, "printed_page": null, "text": "772\n\nNATIONAL EDUCATION ASSOCIATION\n\nPART OF THE COUNTY SUPERINTENDENT IN RURAL\nSCHOOL SUPERVISION\nA. G. YAWBERG, COUNTY SUPERINTENDENT OF SCHOOLS , CLEVELAND , OHIO\n\nVital, efficient, and inspirational supervision of school work is, or should\nbe, as necessary and essential a part of our rural educational program today\nas it is or ever has been for a city educational program. Many county\nsuperintendents are so overburdened with petty details or so hedged about\nby other limitations that any real supervision is impossible. Many others\nthough free to do a real job of actual supervision fail to realize the opportunity. Rural school supervision is an outstanding need. It challenges\nthe best efforts of high-grade men and women.\n\nThe first essential of success for any county superintendent and his staff\nis to have a clear-cut definite program. Too many supervisors both city and\nrural follow only shifting programs depending largely upon the inspiration\nof the moment. This program must not only be definite for the superintendent, but must be equally well understood by every teacher. Supervision\nwill never succeed by assuming the mysterious or a supercilious attitude of\nsuperiority. This program should be carefully worked out and put into written form even though it may be changed in some respects each year. It seems\nadvisable to call attention briefly to the general scope of the problem together\nwith a brief discussion of what seems to be the fundamental principles and\nthe technique of method involved in such a program. The scope is as broad\nas the whole field of public education in all its relations, for, public education\nis a force aiming at social welfare and betterment. Briefly its aims are as\nfollows : ( 1 ) to provide health instruction and inculcate health habits, ( 2)\nto acquire command of the fundamental processes, ( 3) to develop worthy\nhome-membership, ( 4) to equip the individual to secure a livelihood, (5) to\ntrain each pupil into an efficient citizen, (6) to prepare each pupil to make\nthe best use of his leisure time, and ( 7) to develop a strong ethical\ncharacter .\n\nWith these broad purposes in mind and with an understanding that every\nsuperintendent has important administrative duties that bear directly upon\nthese purposes we admit that the chief and immediate purpose of supervision\nis to improve and to maintain a high standard of classroom instruction.\nSupervisors should be sources of help and inspiration for teachers in the\naccomplishment of the task to be done.\n\nThe four essentials of adequate supervision, in relation to results, are :\n(1 ) Supervisors and teachers must recognize and establish certain definite\n\ngoals of attainment in all subjects; ( 2) help and direction mustbe given in\nthe attainment of the goals established; (3) results must be tested and\nchecked in order that attainment of goals may be definitely known; and ( 4)\ncoöperation must be developed among teachers and supervisors.\nStatement of principles-Every superintendent must be guided by wellunderstood principles and his suggestions and activities should be in accord\nwith well-known methods. Definite aims or goals are necessary. As some\n\n"}
{"page": 798, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n773\n\none has so well said, \" There is small consolation in being told that we are\non the way and moving fast if we do not know where we are going.\" We\nare just as much at sea if we do not know our point of departure. Points of\nreference are as necessary in the field of supervision as in surveying and no\nsurveyor of land ever attempts anything until his point of reference is\ndefinitely established. The principles that should govern as well as the\nmethods that should be followed in a program of supervision are : ( 1 ) selfactivity, ( 2) maximum participation, ( 3 ) genuineness in situations and\n\nmaterials, ( 4) variety and proportion, and ( 5) novelty and surprise.\nSelf-activity-The principle of self-activity is of first importance. No\nteacher can be made better; he must grow better. Supervisors are prone to\nbedogmatic for it is easier to give orders than to lead the teacher to discover\nbetter methods. The supervisor should not attempt to demonstrate to the\nteacher every new step along the way. The art of teaching is as much a\n\nprocess of education for the teacher as his work should be with the pupils.\nThere is no more reason for believing in employing the \" pouring-in process\nwith teachers than with pupils. Education is a development and supervisory\nsuggestions must arouse self-activity.\nMaximum participation-This principle grows naturally out of the principle of self-activity. We can become interested to the extent of making real\napplications only when we contribute something of our own to a program.\nIt is a mistake for school administrators and supervisors to try to determine\nall goals of attainment for the schools, to lay down rules of procedure in\nattempting to reach these goals, to make plans for checking results, or even\nto secure the coöperation of teachers without giving them a real and vital\npart in developing this whole program. The supervisory program must not\nonly allow but must invite teacher participation in its development and\n\n\"\n\napplication.\n\nThis principle can be operative only when there exists or is developed\ncommon knowledge and common points of view on the part of both supervisor and teacher. It is, therefore, necessary to bring teachers and supervisors\ninto close working conditions. One of the problems is how to bring this\nabout effectively. There has been entirely too much aloofness both on the\npart of teachers and supervisors, but especially on the part of the supervisors.\n\nInterrelating conference groups for specific purposes must be organized in\nwhich supervisors and teachers meet on a common level, giving each individual equal opportunity and authority to contribute and to determine the\nprocesses and goals of public education.\n\nGenuineness in situations and materials-This principle requires superintendents to take into consideration the conditions under which, and the\nmaterials with which, teachers must work. It is very easy to work out\nprograms and to suggest methods for ideal conditions which rarely if ever\nexist. Every teacher and every superintendent has ideals about conditions\nand materials, but suggestions must be made with the actual situation as\nwell as with these ideals in mind. All supervision should be done under the\nmost natural circumstances.\n\n"}
{"page": 799, "printed_page": null, "text": "774\n\nNATIONAL EDUCATION ASSOCIATION\n\nVariety and proportion-This is a principle that is often seriously violated.\nEvery teacher's work must have variety both as to material and method.\nTeachers must always be on the alert to avoid getting into a rut. This is\nespecially true of departmental teachers who specialize in one subject. For\nsuch variety of application and material is absolutely essential. This is\nequally true with supervisors of special subjects, who often give the impression that they think nothing else matters if only their subject is well\ntaught. They often lack a sense of proportion as to the relative values of the\nseveral subjects taught. This is sometimes true of a general supervisor\nwho often likes one subject more than another and gives it more attention\nto the great detriment of other lines of study or work. Every supervisory\n\nprogram must seek to maintain the proper proportion in all lines of work\nand present suggestions with enough variety to keep up the interest of the\nteachers.\n\nNovelty and surprise-This principle is of value in arousing new interests\nand in creating new points of view. Both of these results are necessary if the\nwork of the teachers is to be kept on a high plane. Care must be exercised,\nhowever, not to overwork this principle. An occasional supervisor resorts\nto it so much that teachers become more interested in watching how he works\nthan in following the suggestions made. The principle of variety and\nproportion should always be kept in mind in applying the principle of novelty\nand surprise.\n\nTechnique of method-It has been said and generally accepted that the\ngreatest weakness of supervision is its proneness to be largely a matter of\nroutine and detail. Superintendents too often allow themselves to be\nburied in a multiplicity of minor details and devices, a situation arising\nbecause the superintendent has not clearly kept in mind the definite principles\nand methods by which to accomplish the larger goals in education. It is\nvery important that we understand the general method of procedure which\nfall under three heads : ( 1 ) destructive-constructive, (2) appreciative, and\n(3) stimulative.\nDestructive criticism should never be made unless accompanied by constructive suggestions. Formerly and even yet some superintendents set\nthemselves up as inspectors, taking the stand that their chief business is to\npoint out errors and failures. They contend that it is the teacher's business\nto know and to know how and that if he is lacking in any way, that a\nnew and better teacher must be secured. This is a narrow and outgrown\nview and would not be mentioned here except that it is still practiced.\nTeachers need, want, and appreciate helpful criticism. They do not\nobject to the discovery of their bad practices if a better way canbe suggested.\nBecause the suggestion always accompanies the criticism, this method is called\nthe destructive-constructive method.\nas that is possible.\n\nIt should eliminate failures insofar\n\nUnder the appreciative method a supervisor recognizes and indicates the\ngood points in a teacher's work. This applies not only to recitations, but to\nall school activities under the teacher's direction. In doing this the supervisor must be both sincere and frank; flattery is exceedingly harmful. It\n\n"}
{"page": 800, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n775\n\nthe teacher is at all shrewd, he recognizes it and loses faith in the supervisor.\nIf the supervisor is sincere and actually recognizes good work the teacher\nappreciates the recognition and usually has a more open mind for constructive\nsuggestions.\n\nThe stimulative method is most important in that it bears a close relationship to the principle of self-activity. Without the application of this method,\ngrowth and development in the educational field would practically stop.\nThe use of this method is the real test of the ability of the superintendent or\nsupervisor.\n\nHe may be a master in the use of the destructive-constructive or appreciative methods, but if he fails to use the stimulative method he fails to\npromote growth. This method indicates the direction of growth and encourages conservative experimentation. Its use is the essence of leadership.\n\nIts practice has brought about improved courses of study, new methods, new\ndevices, in fact, every real improvement in public education. Every visit\nof a superintendent or supervisor should leave a teacher stimulated to action\nin the attempt to solve some new problem or reach some higher goal.\nWhile it is important to understand the principles according to which\naction is taken and the methods by which such action is applied, it is just as\n\nimportant to lay down a definite program of action. The most immediate\nand important purpose of supervision is to improve classroom instruction.\nThe first and most important consideration in accomplishing this task is to\nsecure a corps of teachers well trained, of strong personality, well fitted for\ntheir particular positions, and of high moral standards.\nWhen this task is well done the best half of the task of supervision has\n⚫been accomplished. However, the tasks ahead are vital. The best teaching\nforce in the world, if it fails to grow or works at cross purposes without\ndirection or common interests, will soon disintegrate. Stimulation, growth,\ngoals, methods, checking of results and coöperation must receive constant\nattention. Of first importance in this field is the Course of Study.\nCourse of study-Providing a strong and helpful course of study is the\nfirst duty of a supervisory force. This does not mean that the supervisory\nforce will betake themselves apart and prepare a course of study to hand\ndown to the teachers.\n\nCourses provided in this manner never succeed for\n\nlong. To be successful a course of study must be alive and growing. Every\nyear should see growth and development, a sloughing off of old wornout\nmaterial, and the addition of new stimulating material or method. The\nwhole teaching force can and will be of very great assistance in developing\na course of study if the directing forces are wise enough to know how to\ngivethem opportunity.\n\nBecause a course of study must be a growing organization of material and\nmethod it is difficult to provide it in printed and bound form and keep\nit up-to-date. Some practicable way should be found to provide it in looseleaf form. The course of study should be a daily handbook for every\nteacher. The teacher will not only know but will apply every usable suggestionmade in the course of study relative to his work.\n\n"}
{"page": 801, "printed_page": null, "text": "776\n\nNATIONAL EDUCATION ASSOCIATION\n\nIf supervision is to be effective both supervisors and teachers must have a\nbasis of common knowledge of what each is to expect of the other. Too\noften it is taken for granted that this common knowledge is understood\n\nby both supervisors and teachers when they assume their duties.\n\nThis\n\ncommon knowledge must become working capital and not \" hidden treasure.\"\nThis is the most difficult but the most important task of the superintendent.\n\nThe customary mode of procedure after getting schools under way is for\nthe superintendent to begin a series of unannounced visits. He may and if\nhe is wise will do everything possible to put the teacher at her ease. But\nno matter how skilful he or she may be it is impossible by this method to\ncast aside his role of inspector. You may not have experienced it but\nmany supervisors have discovered that their presence in a building was in\nsome way quietly announced. This happened despite the fact that the\nsuperintendent was efficient and well liked. This sort of supervising, which\n\nmay be although often is not definite for the superintendent, certainly is\nanything but definite for the teacher.\nAgain it is our contention that supervision can never succeed on the\nbasis of inspection. The purpose of supervision is not to discover teachers'\n\nfaults or weaknesses. The real purpose of supervision as suggested above\nis to stimulate the teacher to a maximum of self-improvement. Suggestions\nno matter how good or how skilfully made never function well unless they\ngrow out of the teacher's own consciousness of a need for them. A teacher\nmust not only be able to discover her own faults or shortcomings but the\nremedy for them as well. The superintendent performs a real service when\nhe creates conditions that make it certain that the teacher will exert herself\n\nto the limit of her ability to secure maximum results from her teaching.\nBecause we felt that the above statements set forth some very fundamental\nconsideration and because the customary method of school-room visitation\napparently defeats the realization of these considerations we instituted a\nchange which we believe takes supervision out of the field of inspection and\nputs it into the field of instruction. The plan is to give a teacher written\nnotice of the exact date and hour of the superintendent's visit, naming the\nclass to be visited and specifying the particular points to be stressed in the\nvisit. This appointment is made with the teacher's schedule before the\nsuperintendent so that the school procedure for the day will not be interfered with in the least. This is not altogether a new procedure though it\nis far from the usual.\n\nProfessor M. S. Pittman, of Ypsilanti, Michigan, used this method in his\nexperiment in Brown County, South Dakota, in 1919-1920 except that his\nvisits were not arranged in accord with the school schedule. We believe that\nthe visit should be timed with the schedule in order that the work may be\ndone under as nearly normal conditions as possible. In other words we\nbelieve not to visit in accord with the usual schedule violates the \" Principle\nof Genuineness in Situations and Materials.\"\n\nIn order to give this procedure a real test we chose what we believed\n\nwould be the most difficult field in which to try it out. This is in the\n\n"}
{"page": 802, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n777\n\nJunior and Senior High Schools. Assistant County Superintendent, H. В.\nAlberty, of this county is in charge of the actual supervision of instruction\ninthese schools. This is in a field where some people, school supervisors 1\nrefer to, still maintain that actual class-room supervision either is not needed\nor cannot be done effectively. Our only answer to this is that it is being\ndone and we are ready to have its efficiency tested. Mr. Alberty agreed to\nmake the test, in fact the suggestion of the whole plan was first made by him\nand after due consideration agreed upon by the office staff.\nWe chose also to make the test first upon two subjects : ( 1 ) Lesson Plans ;\n(2) Directed Study. I refer to definite and specific written plans setting\nforth not only the teachers' and pupils' aims but a separation of subjectmatter and method with proper emphasis upon the assignment while usually\ngranted as desirable is not generally done in any kind of high school. The\nsame is true with respect to \" Directed or Supervised Study,\" because few\nteachers as yet know how to accomplish it.\nThe plan was instituted by sending out the following type of letter to all\nteachers to be visited :\nDate\nDear\n\n:\n\nOn\n\nI expect to visit the\n'.\n.\nschool and I desire to visit your class in\nthe\nperiod.\nI am especially interested in observing two phases of the work.\nfollows: ( 1 ) The lesson plan; ( 2) directed study.\n\nwhich recites\n\nThey are as\n\nI hope you will find it convenient at that time to give me a copy of the plan of\nyour recitation which I may keep for future use. This plan need not be made\nespecially for this recitation. The plan for the entire unit of subject-matter ( see\nHandbook on \" The Lesson Plan \") of which this recitation is a part, is what I want.\nIwish that on this occasion you would divide your time approximately as follows :\nFirst 2/5 of the period for recitation; next 1/5 of the period for assignment ; and\nlast 2/5 of the period for directed study.\nThe plan for the assignment and directed study should be a part of your lesson\n\nplan and should be carried on in accordance with some recognized method. See\nhandbooks \" Directing the Study of Pupils,\" and \" The Lesson Assignment.\"\nMy visit, is, of course, conditional upon several factors, such as : ( 1 ) the weather ;\n(2) health; ( 3 ) unavoidable changes in plans.\n\nIf you so desire, you may tell your class that I expect to pay you a visit and\nwhat I am interested in observing. In that way we will understand each other.\nLooking forward to seeing some very good work, I am\nVery truly yours\nAssistant County Superintendent.\n\nAone-hour conference of all the teachers in a building was held immediately after school on the day when the visiting was completed. At this\nmeeting immediate problems and difficulties were discussed.\n\nFollowing the completion of visits in any one building the superintendent\nmade a written report of his observations and suggestions. This report was\nsentoutwithin a few days and was followed by a further conference either\natthe instance of the teacher or the superintendent. Samples of these reports\nare as follows :\n\n"}
{"page": 803, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n778\n\n1. Supervision Report\nH. B. Alberty, Assistant County Superintendent\nJanuary 26, 1923 .\nParma H. S.\n\nCommercial Law\n\n1. The Lesson Plan :\n\nA. The Aim : The aims are well stated. The pupils' aim, while less detailed\nthan the teacher's aim, is nevertheless clear and definite. Should this aim\nbe stated to the class in the assignment or should they be allowed to discover it in the supervised study period ? If so, what checks might be used\nto make sure that the pupils have actually found the proper aims ?\n\nB. Subject Matter:\n\nThis is very general, but details are unnecessary unless\n\nthe Subject Matter is very involved.\n\nC. Method : Possibly the \" Method \" might be more specific. For example, a\nfew pivotal questions upon which the whole question of bailments turn,\nmight help to see that the pupils really had accomplished the objectives\nset forth or developed in the assignment.\n2. The Assignment :\n\nThis was very specific. Again, one might raise the question: Should an assign-\n\nment be motivated ? Should objectives be set forth by the teacher or developed by the class ?\n3. Directed Study:\nThe teacher called attention to some of the rules and fixed these by applying\nthe lesson of \" Atlanta's Race.\"\n\nIf a few of these rules are discussed from\n\ntime to time, it should aid materially in developing good study habits.\nThese rules should then be applied specifically to the study and the results\nchecked by the teacher.\n\n2. Supervision Report\nH. B. Alberty, Assistant County Superintendent\nFebruary 14, 1923 .\nMaple Hts. H. S. 8th Home Economics\n\"\n\n1. The Lesson Plan :\n\nA. The plan is satisfactory from every point of view. The teachers' and\npupils' aims are unusually well stated. The subject-matter and method are\nadmirably worked out. This is one of the best lesson plans the writer\nhas seen.\n2. General Comments :\n\nA. The technique employed was very successful . The pupils were led to discover the next step without being told beforehand by the teacher. Reasons\nfor doing things were especially well treated.\nB. The class was attentive and the pupils showed skill in carrying into effect\nthe directions developed as a part of the project.\n\nC. The idea of grouping the various phases of attractive clothing into one\nproject, seems a very good one.\nD. Without a doubt this work as it is being carried out is a credit to the\nschool and to the community.\nE. The following material ought to be helpful in the department:\nMeat Charts-Wilson & Co., Union Stock Yards, Chicago, Illinois. (Gratis. )\n\n\" The Homemakers Bulletin \" Household Products Distributing Co., 7 West\n22nd Street, New York City.\n\n( Gratis. )\n\nPosters on the Value of Milk, Etc., National Dairy Council, 910 Michigan\nAvenue, Chicago, Illinois.\n\n( Gratis . )\n\n\" Longworthy Charts \" U. S. Dept. Agriculture, Washington, D. C.\nper set.)\n\nNot all reports are so complimentary as the two given above.\nThe following is of a different type:\n\n( $1.00\n\n"}
{"page": 804, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n779\n\n3. Supervision Report\nH. B. Alberty, Assistant County Superintendent\nFebruary 15, 1923 .\n... , Berea, H. S. 8 -C Mathematics\n\nThis recitation was a study of some \" short methods \" of multiplying and dividing.\n1. Discipline: Very good.\n2. Teacher's preparation : Very good.\n3. Pupils' preparation : Very poor.\n4. Economy of time: Too much time was spent in passing out and calling attention\nto mistakes in test papers.\n\n5. Technique: This was drill material. It should, therefore, be very rapid. The\nopposite was the case, it was slow, even though the exercises were easy and\n\ndesigned for sight work, without preparation. The previous assignment and\nsupervised study should have cleared away the difficulties and prepared for the\nwritten problems.\n6. Assignment : Very hastily made. Even though the problems were a radical\ndeparture, no explanation was given on them.\n7. Supervised Study: No time given for this activity. In the writer's opinion, this\n\nsection needs a great deal of directing in their study.\n\nHas the plan been successful ? Our only answer is, yes, far beyond our\nexpectations. The results were at first electrical. Teachers awakened as\nfrom a sleep and bombarded their superintendents and principals for help\nand all found it necessary to get not only to the bottom of the questions but\nto actually make applications. It is our firm conviction that we are now\ngetting and having used in our schools better teaching plans than have ever\nappeared in print anywhere. Of course not all are good but the surprise is\nthat at least 50 per cent are acceptable, with another 40 per cent that are\nsuperior.\n\nTHE ADVANTAGES OF GEOGRAPHIC DISTRICTING IN\nTHE SUPERVISION OF RURAL SCHOOLS\nELIZABETH K. RUCKER, RURAL SCHOOL SUPERVISOR OF DORCHESTER\n\nCOUNTY, CAMBRIDGE, MARYLAND\n\nIn Maryland, a State in which geographic districting for the purpose of\nsupervision is followed, there are usually about forty teachers under the\ndirection of a helping teacher or supervisor. This person gives attention,\nnot only to one subject, but to all, and also to such vital problems as the\nteachers have to solve.\n\nLet us think of the average rural school, not a modern building in many\ncases, but all too frequently the box-car type which was built without regard\nfor comfort or sanitation or even any consideration of present day classroom\n\npractices. Let us not forget that this poorly built and inadequately equipped\nbuilding with its seven grades is at least seven times as complex and as\ndifficult to classify as a room in a city school which has but one grade. The\n\nteacher is often young and without training, is many times inexperienced,\nand frequently is overworked and poorly paid, yet she must assume all\nresponsibilities from principal down to janitorial duties. With this picture\n\n"}
{"page": 805, "printed_page": null, "text": "780\n\nNATIONAL EDUCATION AssocIATION\n\nof actual conditions I want to consider a few of the advantages of assigning\nthe supervisor to a geographical district, as we are working it out in\nMaryland.\nShortly after arriving in my district I went to visit a school in one of the\nmore remote sections of my territory. On the day of my visit the school was\nclosed, so I immediately hunted up the trustee. As is often the case, I found\nhim to be the leading citizen of the community. After conversing with him\nfor about a half hour, he said, \" You seem a pretty nice sort, so I'm going\nto tell you what I've heard about you. Several people have remarked that\nthey have got a lady ridin' around here now. She ain't doing nothin' but\njust drawing the county's money.\" I smiled and told him many people did\nnot understand, but I was giving his people an opportunity to know what I\nwas planning to do and the purpose of this visit was to arrange a meeting\nat his school. I felt confident the teacher would arrange a program with the\nchildren and I asked him to help get the crowd out.\n\nI emphasized the fact\n\nthat I wanted to know the people and wanted them to know me. Many\ntimes a more intimate acquaintance changes the attitude of the community\n\ntoward the school and its officials. We had a successful meeting and we\nhave held many meetings of this kind. In some places I have found it\nadvisable to spend a week, working with the teachers during the day and\nvisiting with the patrons at night. I have always felt such efforts were\namply repaid. The people come to have a stronger interest and are ready\nto support their schools. Some may feel that the education of the public is\nnot the supervisor's business, but it is especially to the extent that the public's\nignorance is a hindrance to her efforts. Both children and teachers are\ninfluenced by the sentiment of the community and it is impossible to get away\nfromit.\n\nSuch activities prepare the way for the supervision which is made possible\nonly when the confidence of the people has been won. It sometimes seems\nas if our wisest educators are attempting to force their plan of education\nupon the rural people just as the mother administers a dose of castor oil to\nher sick child. \" Ask no questions, the taste is bad, but it is the thing for\nyou, so open your mouth and swallow it without a word.\" It may be the\nbest solution for our rural problems, but we cannot secure the cooperation\nof the rural people by any such talk. We cannot expect the best results,\nunless we take the time and have the patience to convince them that we are\n\nin earnest; that we know something about what we are attempting; and that\nwe are not afraid to spend the effort necessary to accomplish our purposes.\nThis is not the hardest task in the world, but it does require tact and careful\nplanning. Rural people respond vigorously if they have been approached\nproperly. They can be led, but they will not be driven. The first duty of\nthe supervisor is to get acquainted with the people and the life of the people\n\nso she may more wisely plan her work of real supervision. She is laying the\nfoundation stones for real service, so to speak.\n\nSoon after becoming acquainted with the people of a district one can make\nsuggestions as to how the unhygienic conditions about the building and the\n\nsite may be modified in so far as it is possible without wrecking the plant\n\n"}
{"page": 806, "printed_page": null, "text": ":\n\nDEPARTMENT OF RURAL EDUCATION\n\n781\n\nand beginning anew. It is often possible to correct to a limited extent\ndeficiences in lighting, heating, etc.; the water supply may come from a pure\nsource; and more permanent steps may be taken toward beautifying the\nbuilding both inside and outside and making the site more attractive.\nWe are pretty well agreed that the chief purpose of supervision is to\nimprove the instruction imparted in the school. In order to accomplish\nthis aim, the supervisor must have the coöperation of teacher, pupils, and\npatrons; with the assistance of the teacher she must adapt the course of\nstudy to the needs of the pupils; she must make use of the correlation and\ncombinations of subjects in order to reduce the number of recitations ; and\nshe must provide some means of checking up on the results to be sure the\nmethod is working, to give both herself and teachers renewed confidence\nin their work, and to convince the public that they are getting what they\nhave paid for with their tax levies.\n\n1. Securing coöperation-The supervisor who is in charge of all the\nwork in her district sees the rural school as a unit.\n\nShe will consult what\n\nhas been accomplished by those who have specialized in subject-matter, but\nto her teachers she interprets each subject as it is related to every other\nactivity in her school. Such a supervisor is better able to estimate relative\nvalues and prevent her teachers from losing their poise in becoming too\nenthusiastic over some one subject. The teachers working with the same\nsupervisor on these many problems form a closer mutual understanding\nwhich results in oneness of purpose toward a unified achievement. It\nseems inevitable that there would be more or less of a variance in the aims\n\nwhich would probably develop into discord when carrying them out, were\ntwo or more supervisors working with the same teacher. The untrained\nteacher is much more likely to carry out effectively the suggestions of one\nsupervisor than she is to coördinate into a workable program the recommendations of several. Only the exceptional teacher would not be utterly\noverwhelmed and hopelessly confused in attempting to carry out the multiplicity of demands that would come from several supervisors. The supervisor's one greatest contribution to her teachers is to simplify their problems.\nSeveral supervisors will add complexity to what is already too complex a\nsituation. One supervisor strives toward making the school a unit, which\nissure to add to its efficiency.\n2. Adapting the course of study to the needs of the pupils-Before the\nparticular needs of the pupils can be met, they must be known. This requires much time and study. With the assistance of the teacher one supervisormayhope to secure the needed information. It seems almost impossible\nfor a supervisor to obtain such information were she supervising but one\nsubject. In order to get a fund of information which may be used advantageously, the child should be studied continuously while he is working and\nwhile he is playing as well as when he is studying his geography, reading\nor any other special subject, which under the most auspicious circumstances\ncan arrest the attention of only a part of the child. Home conditions should\nbe known.\n\nWithout such a personal touch how is the supervisor to know\n\nwhether the school work is reaching into the home or whether the school is\n\n"}
{"page": 807, "printed_page": null, "text": "782\n\nNATIONAL EDUCATION ASSOCIATION\n\nmeeting the home needs of the pupils. Pupils of the elementary schools are\ntoo immature to accept responsibilities from a number of persons visiting\nthe school, hence it seems a course of study could be better adapted to the\nneeds of the pupils by having one supervisor in charge instead of several.\n3. Improving the teaching process-This may be most readily achieved\nthrough correlation of subjects and combination of classes. When there\nare a number of supervisors, each stressing her own particular subject, it is\nwith difficulty that the pupils are led to grasp the interrelation of subjects.\nEach subject must end at the close of the period; the continuity is broken,\nwhich is not true in life.\n\nOne of the most serious drawbacks in the rural\n\nschools has been the great number of recitations attempted each day. These\nrecitations have been too short to be of very great value, so the combination\nof both classes and grades arose. With a different supervisor for different\n\nsubjects in the curriculum the possibilities for combinations would diminish.\nnot because the standards and methods of the supervisor of the subjects would\nbe low, but her basis of organization in terms of the subject she was supervising demands isolation from other school activities. Enthusiasm for the\nsubject might result in the improper distribution of such time as the rural\nteacher has. For example, a supervisor of penmanship in Minnesota recommended that rural teachers devote forty minutes each day to writing.\n4. Teaching results-So much has been done with the standard tests espe-\n\ncially in reading and arithmetic that we are apt to feel the results of teaching\ncan be determined most accurately by their use. While the tests are a great\nhelp, we must safeguard their interference with the human element. Their\nuse increases rather than decreases the importance of studying the classroom situation in its entirety. We arrive at fair judgments on the basis of\ngeneral achievement rather than on accomplishment in any one subject.\nThe improvement of instruction is closely associated with the administration of the system. The arrangement of the daily program; the classification\nand grading of the pupils; and selection of a teaching staff present grave\nadministrative problems.\n\n1. Making the daily program-A good daily program doesn't just\nhappen. \" It is the result of much planning and careful thinking, which\nis based on intimate acquaintance with every phase of the teacher's work.\nA satisfactory daily program not only includes a place for every phase of the\n\"\n\nschool experiences of the pupils, but it considers the whole as being a continuous process. The supervisor not only helps make a program, but she\nmust lend every encouragement to see that it is followed in the daily\npractice of the school. Again, it would seem that one supervisor having\nentire charge of the schools would simplify this problem while more than\none supervisor would likely add confusion to our present chaotic state.\n2. Classifying and grading pupils-Where a supervisor is given entire\nsupervision of her district, she is certain to become much more intimately\n\nacquainted with pupils, than any one of the several supervisors might be\ncome where each is supervisor of a special subject. Any disposition on her\npart to rank them in terms of subject-matter is being constantly counteracted\n\nby her relations with them in other situations. The supervisors of special\n\n"}
{"page": 808, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n783\n\nsubjects are being tempted on all occasions to stress subject-matter above\nall else. Doubtless the matter of securing a fair, just, and uniform classification and grading of the pupils where several supervisors were working in\nthe same area would be a much more complex administrative problem, than\nin the case where one supervisor had the district under her control.\n\n3. Rating teachers-Just as in the case of the pupils would it be with the\nrating of teachers. This is one of the most difficult tasks confronting the\nsupervisor. There are no recognized standards. Training, education,\ngrowth, personality, conduct, general teaching ability, etc., have been and are\nstill the dominant factors in forming such judgments. In fairness to the\nteacher she should be studied under various and sundry conditions. The\ndistrict supervisor has an opportunity to do so which the subject supervisor\ncould never have. Even when the latter had arrived at a fair estimate in\n\nher subject, it would not be related to the worth of the teacher in other\nsituations. The supervisor of the district has the decided advantage of\nlooking at the whole of the teacher's work in making up her score of a\nteacher's rating.\n\nSupervision expensive-School administrators, teachers and taxpayers are\nasking whether it pays. The supervisors must yet convince these agencies\n\nthat supervision is worth the price. Other things being equal, the system has\nthe stronger appeal which comes most economically. The supervision of\nrural schools is very expensive. Geographical conditions make transportation\ndifficult and costly. These expenses are multiplied by the number of visits\nmade to the schools. Transportation from school to school over country\nroads is too difficult and expensive to justify frequent visits from the supervisor of a single subject, unless the advantages of such a type of supervision\nare outstanding. Such visits are wasteful of the supervisor's time and energy.\nIn brief then, the assignment of a supervisor to a geographical district has\ncertain distinct advantages over the plan of assigning supervisors for one or\nmore subjects in three ways : 1. The whole tone of the improvement of the\ninstruction will be strengthened, simplified, and unified. 2. The administrative problems are not so numerous and complicated. 3. There are unquestioned economic gains to be secured. It is not implied that one supervisor\nfor all subjects will always prove most helpful. Time and effort may\nconvince those who doubt today, that the values received from supervision\nare worth much more than we are now willing to pay. Some future day\n\nmay bring a readjustment. A change from the present district organization\nof our schools to larger units would undoubtedly demand changes in our\nmethods of supervision. A denser school population in our present districts\nmay necessitate more than one teacher in a school. A change in the plan of\nsupervision might very well follow, but as long as rural living is what it is\ntoday in Maryland, we do feel that the geographical district for supervisory\npurposes is the most desirable. Just as long as one teacher must teach all\nsubjects offered in our rural schools, her supervision can better be placed with\none person. While the task of such a supervisor is a heavy one, it is no\nheavier than her teachers are meeting today in many places and with very\nlittle assistance.\n\n"}
{"page": 809, "printed_page": null, "text": "784\n\nNATIONAL EDUCATION ASSOCIATION\n\nPRACTICAL STANDARDS FOR THE DEVELOPMENT OF\nRURAL EDUCATION DEPARTMENTS IN NORMAL\n\nSCHOOLS AND TEACHERS COLLEGES\nROSAMOND ROOT, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nBefore one sets standards for an institution it is necesary to consider all\nthe elements which affect that institution. It is necessary therefore to review\nbriefly the elements affecting the educational aspects of teacher training.\nAt all times education has been the fundamental principle which promised\nto afford a solution of the much discussed \" rural problem.\" Emphasis has\nshifted from time to time as to what educational shortage must be supplied\nand accordingly as to what social agency could best supply the need. Το\nscan the rural life literature of any section for any considerable period will\nshow how various institutions have come into ascendency only shortly to be\nsupplanted by another. We find the agricultural extension department with\nits program for crop improvement and stock judging. The leaders of boys'\nand girls' clubs offer a program of conservation through canning projects.\nThey also attempt to keep boys and girls on the farm by making better\nfarms and better farmers through pig, calf, poultry, corn, tomato, and potato\nclubs. The county agent proposes a solution through schemes of publicity\nand coöperation. The community organizer would produce sociability\nthrough recreation, the outcome to be an organization which supposedly\nwill provide for the satisfaction of all the life interests. The doctors, bankers,\nministers, librarians, artists, educators, villagers, retail dealers, farmers, and\nagents of commercialized recreation are all to be united in one coöperative\n\nplan for community betterment. The educational leaders would modify the\nunit of taxation, provide consolidated schools and train teachers specifically\nfor rural service. The economist would secure coöperative marketing on a\nlarge scale and thus supply the finances essential for the purchasing of life\nsatisfactions. Valuable and necessary as each of these efforts is they cannot do the fundamentally constructive work of a carefully trained body of\nteachers. A certain amount of social intelligence is neccessary before any\nof these coöperative enterprises can yield their possible results to the full.\nThis social intelligence is most effectively and economically developed\nthrough the cultural influences of good schools. The sooner we recognize this\nand make the public schools the primary educational agency, the sooner other\nsocial agencies will succeed in accomplishing their legitimate ends.\nThe reasons for mentioning the above in connection with this topic are :\n\n(1 ) By way of excusing the State-supported teacher-preparing institutions and particularly the executives of these institutions for failing to\nrecognize their responsibility of providing adequately prepared teachers for\nrural service. They might easily have thought that both the adults and the\nchildren of the open country were to be educated by supplementary agencies.\n(2) The variety of attempts to provide for the various phases of rural\nlife needs is suggestive of the objectives which educators would do well to\n\n"}
{"page": 810, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n785\n\nconsider. This consideration would help them determine which need it is\nthe function of the school to supply.\n\n(3) The importance of public education together with the need by other\nagencies of coöperation from the school to further their activities points to\nthe necessity of providing teachers cognizant of the social needs and of the\nservice agencies. Teachers should, therefore, be trained to carry forward\nskilfully the educational work for which the school is primarily responsible.\nAt the same time they should have a consumer's knowledge of the work of\nother social agencies in order that they may utilize them for the advancement\nofthe children's educational interests.\n\nIt is thus to be noted that a clear understanding of ( 1) the phase of\nservice, (2) the specialized activities, and (3) the relationships to other\nexisting social institutions are essential before the setting of standards can\nbe begun. This is applicable to the preparation of workers in any field and\nparticularly true in preparing teachers for rural service. It is evident that\nsuch an understanding has not guided in the preparation of teachers if the\n\naccusations against normal schools and their executives may be taken as an\nindication.\n\nThe following criticism is illustrative of the neglect of the rural service :\n( 1 ) The normal schools fail to recognize their responsibility to prepare\nteachers for the rural service. ( 2) When attempts are made to prepare\nteachers for rural service, shorter periods of preparation and lower standards\nof scholarship are accepted. ( 3) Teachers have been prepared superficially,\nemphasis being placed upon activities which are not primarily the function\nof the school in the community; ( e. g., leading a community band, directing\ncommunity drama, putting on the agricultural fair, promoting the Grange\nactivities, and the like) . ( 4) The State-supported institution fails to return\neducational leadership to the rural communities in proportion to the amount\nof taxes received for the support of teacher-training institutions from these\n\ndistricts. (5) Failure to differentiate the preparation of teachers who do\nenter upon the rural service is common in practically all State-supported\ninstitutions.\n\nMy purpose in this paper is not so much an attempt to set standards as\nit is to point out, from a brief analysis of existing conditions, the type and\nquality of service which normal schools and teachers' colleges can render, and\nwhich they are under obligation to render the rural areas. Once the need is\nfelt and the work of preparing these teachers is established under the direc-\n\ntion of rural specialists, the standards will be forthcoming.\nThat many normal schools have dissipated the appropriations which States\nhave set aside for the training of teachers for the public schools of the State\nis apparent. It is not uncommon to find teacher-training institutions offering\ncourses for commercial stenographers, telegraphers, premedical and engineering courses, and what not.\n\nThe school is thereby weakened as a teacher-training institution in three\nways: (1) It distributes funds over a wider range of courses. This tends\nto increase the number of classes and reduce the size of the class. A highsalaried mathematics teacher may be giving one fourth of his time to three\n\n"}
{"page": 811, "printed_page": null, "text": "786\n\nNATIONAL EDUCATION ASSOCIATION\n\nstudents in a class in surveying or five students in higher mathematics, while\nclasses pointed toward teaching are too large for effective work. The teachers\nof English, history, and science may be giving their time to liberal-arts\ncourses in these subjects instead of to professional collegiate courses in chil-\n\ndren's literature, world history, and general science, which are essential in\nthe preparation of teachers for the public schools. ( 2 ) It directs the teacher's\nattention away from the primary function of the school, which is the preparation of teachers. Instead of selecting and organizing his teaching materials\ntoward this end he organizes them for the other professions-for example,\nlaw, engineering, medicine, and business. (3) The students who are preparing to teach, lose proportionately in professional idealism and technique when\n\nthe work is thus organized. They are deprived of the professional influence\nwhich the State aimed to supply, because the executive and faculty were not\ntrue to the trust placed in their hands. They sought instead to do the work\nof the State university, a work for which the State had appropriated funds\nto another type of institution.\nWe need to observe these facts because of the excuse which is often given\nthat we have no call for teachers in the rural field. If no effort is made to\n\nprepare teachers for any specific service it naturally follows that no calls\nwill come. Again, should teachers, prepared as noted above, go into the public\nschools, as they sometimes do, they would be inadequately prepared and have\nlittle interest or skill. When we consider further that sixty per cent of the\nchildren are in the rural schools, that but eight per cent of the teachers go\n\ninto rural service and but six per cent into one-room schools, we can well\nunderstand that \" the tragedy of the public-school situation is the tragedy\nof the rural school.\" Not even the fact that most normal-school presidents\nhave been city superintendents, or that State certification laws allow unprepared teachers to fill one-room schools can longer excuse any normal-school\npresident from accepting responsibility for correcting this condition.\nLet us see what service the normal school could render the rural areas at\n\nonce by using the State's funds for developing on professional lines and still\nhold the rank of collegiate institutions.\nThe first consideration would be to give all students who are preparing to\nteach in villages and small towns preparation for their work. This is\ndistinctly rural service, for when the mutual interrelationships of village and\nopen country are established it will be done right there in the villages through\neducational leadership. Until the teacher-training institutions prepare principals and teachers who comprehend these social interrelationships and who\nare equipped to serve intelligently the two groups which meet in the classroom of the village school, this interrelationship will not be established. It\nhas not yet been done by the efforts of urban missionaries and economic\npropagandists. It can be done by educating the children together in the public\nschools to be conscious of their common problems. The stage is set for this\ntype of educational leadership in the village communities, for the farm boys\nand girls and the children of the village are studying the same lessons. The\nteacher-training institution must provide the educational leadership.\n\n"}
{"page": 812, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n787\n\nAnother field of service is the preparation of teachers for high-school\nteacher-training classes. Though this is considered a transitory service it is\nessential inmany States and will be for some time to come, as the one-room\nrural schools will have to recruit their teachers from the lesser-prepared\ngroups. This is necessary for three reasons : ( 1 ) The State schools have not\nfurnished enough teachers to fill all teaching posts with adequately prepared\nteachers. They have been bidding for other types of students. (2) The rural\nschools, while operating under the district system, will find their funds inadequate to secure the services of adequately prepared teachers. (3) The social\nand professional isolation, the limited teaching equipment, and the complexity\nof the teaching situations are factors which will prohibit these districts from\nsecuring teachers that have teaching qualifications which permit them to\nenter other phases of the service.\n\nThese conditions will be changed with the tendency to provide larger\ntaxing units, to grant State subsidies, to supply supervision and to consolidate schools. But the training of teachers in secondary schools will be necessary to provide teachers with specific training for one-room schools until\nthe handicaps of these one-room schools are removed. This means that\n\ncollege graduates must be specifically prepared for this secondary service.\nThe rural supervisors compose a third group of workers which the teachers'\ncolleges should provide and thereby create a demand for their services. Supervision is necessary for one and two-room schools, especially so while we have\nto depend upon teachers prepared either on the secondary level or without\nany professional preparation to fill these teaching posts.\nThe county superintendency will be a profession only when men and\nwomen are professionally prepared for this work. The argument that it\nis a political office should not keep teacher-preparing institutions from offering courses in administration and supervision designed to meet the needs of\n\nthis fourth group. It is to be observed that the men and women usually\nelected to this office are village teachers from within the county. If the\nvillage teachers are trained as suggested above and courses in administration\n\nand supervision offered specially for county superintendents, we will soon\ndevelop a professionally trained group of county superintendents.\nIn those States where the certification laws allow only graduates of high\nschools with one or two years of preparation to teach in the schools of the\nState-rural as well as urban a curriculum designed to meet the needs of\na fifth group-the teachers of the one-room schools should be provided on\nthe collegiate level. In any case this group should be provided for on the\ncollegiate level if there is any considerable number of teachers of collegiate\nrankentering the one-room school service. Otherwise this group could well\nbe trained in secondary schools of the State under the supervision of the\nrural specialists in normal schools .\n\nWhen these groups are provided, village teachers, teachers of high-school\nteacher-training classes, rural supervisors and county superintendents, and\none-room teachers of one-room schools according to demand-the rural\nservice group takes on proportions not always recognized by administrators\nof teacher-training institutions. This group is too large and the service alto\n\n"}
{"page": 813, "printed_page": null, "text": "788\n\nNATIONAL EDUCATION ASSOCIATION\n\ngether too important to be any longer neglected. It is only right that the\nprevious neglect be pointed out to the rural taxpayers. They should be\nencouraged to demand recognition of the amount of taxes they pay and the\nnumber of children on the farms in need of well-prepared teachers.\n\nThe administrative aspect of the problem is threefold. It involves ( 1) the\nrecognition of rural service as equal in importance to that of urban service,\n\n(2) the appropriation of funds to provide rural specialists, and ( 3) the\nessential differentiation of curricula, including practice teaching facilities for\nthe adequate preparation of rural workers. This recognition of the impor\ntance of the rural service is fundamental to the other two. So long as rural\ncourses are ignored, or merely tolerated, or placed on the secondary level,\nthere will always be a stigma attached to the work which no rural specialist\ncan overcome regardless of how favored he may be in personal qualities or\nhow well prepared he may be for the work he is undertaking. The administrator must organize the curriculum on the collegiate basis and put it on a\npar as to general culture, scholarship standards, and technical skill, with that\nof every other curriculum. If the State provides temporarily for an abbreviated training on the collegiate level for rural teachers, the student should\nbe aware that he is going out with partial preparation only, and the curriculum should be so arranged that he feels the shortage in his preparation. This\nis in opposition to the quite common notion that a shorter curriculum should\nsuperficially cover all the courses of the longer curriculum.\nThe necessity of employing rural specialists to conduct this work, the\namount of curriculum differentiation necessary, the size of the groups to be\nserved, and the phases of the service for which teachers are being prepared,\nall enter into the determination of the number of staff members. However,\n\nit is certain that at least two rural specialists should be employed. One\nshould teach rural sociology and rural administration, and phases of rural\nschool management, besides providing the practice facilities and carrying\non the extension activities. The other should supervise the participation and\npractice of the rural group under the direction of the director of training,\nwhen in the grade training-school, and independently, when in the affiliated\nrural and consolidated schools.\n\nWhen teachers for high-school teacher-training classes are being prepared,\nit is necessary to affiliate, for observation and practice, with high schools offering this training together with their affiliated one-room schools. It would\n\nbe quite advisable for each teacher-training institution of the State to supervise all of the State-supported teacher-training activities within the section\nwhere it is located. They would thus be provided automatically with ade-\n\nquate facilities for observation, participation, and practice of every type.\nIf the institution were adequately staffed by the State for such service, it\nwould far surpass in efficiency the inspection generally employed by State\ndepartments of education.\n\nIn conclusion let me summarize the position I have taken in regard to\nstandards toward which normal schools and teachers' colleges should aim:\n1. The public school as a social institution must educate the children of the rural\ncommunity. No supplementary educational agency can be intrusted with this responsibility.\n\n"}
{"page": 814, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n789\n\n2. The teacher-training institutions must assume the responsibility of providing\n\nadequately prepared teachers for this important service. Educational leadership\noffers promise of directing the social adjustments in rural life.\n3. Rural workers should be specifically prepared for the different phases of\nrural service-namely, village principalships, teaching positions, high-school teachertraining classes, rural supervisors, county superintendencies, and one- room schools .\n4. Executives of State-supported teacher-training institutions have betrayed their\n\ntrust and sought other activities for the institutions over which they were given\ncharge. The responsibility for developing teacher-training institutions on professional lines rests with them.\n\n5. The executives of state-supported institutions should be called to account for\n\nnot recognizing a responsibility to the rural communities, especially when the\nfarmers through taxation furnish a large portion of the funds appropriated for\nthe support of these institutions.\n6. In order that the rural community be served it is necessary ( 1 ) that the\nadministrators recognize their responsibility to rural communities, ( 2) that the\nfunds dissipated into other channels be used to employ rural specialists and provide\nfacilities for observation and practice, and ( 3) that curriculum differentiation be\nmade according to the needs of the service.\n\nThis is the only way to approach universal, democratic, and free educational\nopportunity. The inequalities which are today so flagrant, which are believed\nto be so ominous for the future, can by these means be greatly reduced.\n\nNECESSITY OF THE COUNTY UNIT FOR THE EFFICIENT\nADMINISTRATION OF RURAL SCHOOLS\nBENJAMIN J. BURRIS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nINDIANAPOLIS , INDIANA\n\nThe superior advantages of the county over the township or district as a\nunit of rural school administration are generally conceded by recognized\nauthority. To adopt the county unit is to provide the rural schools with an\nefficient system of administration such as that in use in the leading school\ncities.\n\nIts adoption means the application of a well-established business\n\nprinciple of organization and administration to a system of rural education.\nBy the term \" county unit\" is meant the unified control of all the schools\nin a county, exclusive of cities and possibly larger towns, by a board of five\nor seven members elected on a nonpartisan ticket. This board of education\n\nshould locate and erect school houses ; purchase school supplies; elect a county\nsuperintendent; appoint supervisors, principals, and teachers ; levy a uniform\nschool tax on all taxable property in the school county ; and perform other\nduties analogous to those now performed by city school boards.\nIn attempting to show the necessity for the county unit for the efficient\nadministration of rural schools, you will pardon, I hope, frequent references\nto my own State, Indiana, where the General Education Board has recently\ncompleted a thorough study of the schools, and recommended, among other\nthings, the adoption of the county unit in lieu of the township system.\nIndiana has had the township system since 1852. Its adoption at that\nearly date was a most advanced step in the cause of public education, but\n\n"}
{"page": 815, "printed_page": null, "text": "790\n\nNATIONAL EDUCATION ASSOCIATION\n\non account of better means of transportation and communication, ever increasing demands upon the schools entailing ever increasing school costs,\nand ever increasing inequalities in taxable property between townships, the\npeople are studying now with keen interest the advisability of adopting the\ncounty unit system. In discussing the necessity for the county unit system,\nI wish to review a few of the important reasons that are fundamental for the\nproper solution of the rural-school problem.\nTAXATION\n\nIn maintaining a school system it is fundamental that adequate funds\nbe provided. It is also important that the burden of taxation, in so far as\npossible, shall be distributed equitably. Public education is of such general\n\ninterest that it involves a public responsibility that cannot be entrusted with\nbest results to a small unit of territory. Since it is a problem of general interest it is natural that the burden of taxation in support of it should not bear\ntoo heavily upon one citizen as against another. Moreover, taxable property\nis so unevenly distributed that schools of uniform rank cannot be maintained\nunless the unit of taxation is larger than the township. And this is not all.\n\nIndustrially the State is growing rapidly. Natural resources are being developed at an unusual rate. New fields of stone and coal and oil are contributing more and more to the industrial activities of the people. Railroads,\ninterurbans, power, telephone, and telegraph lines are increasing both in\nnumber and extent. Wealth and property is becoming more and more unevenly distributed, so much so that the rate of taxation for school purposes\nbetween townships in the same county in Indiana varies from twenty cents\nto one dollar twenty five cents on each hundred dollars of taxables, and in\nsome instances the variation is more marked.\n\nThis is because the taxable\n\nproperty behind each child for school purposes ranges between $2500 to\n$20,000. In Indiana, 47 townships have a local school tax of less than $0.25\non each $ 100 of taxable property, while 37 have $1.25 to $1.50. Not infrequently the township with a minimum of taxable property and a high tax\nrate has the oldest, most poorly constructed and unsanitary school buildings.\nWith the county as the unit of taxation, the same tax rate would prevail\nthroughout the county for all classes of property. Railroads, personal and\ncorporate property, and real estate would pay the same rate, each class bearing its proportionate share of the cost of the schools. When the taxing units\nare small and, therefore, more numerous, tax rates on the same class ofproperty are more varied. Our class of property in one taxing unitmayhave an\nunusually high rate as compared with the same class of property in another\ntaxing unit. The report of the Indiana Education Commission shows that\nrealestate inone township bears a tax rate of $.15 while in another township\nit bears $1.57, and there are all sorts of variations between these extremes\nThe same is true of other classes of property. Under the practice in this\ncountry of dividing school support between the State and the local unit of\nschool administration, we can never do away altogether with the inequalities\nof school tax burdens on a particular class of property, or prevent one class\n\n"}
{"page": 816, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n791\n\nofproperty from escaping itsjust burdens and another class from being overtaxed.\n\nNevertheless, the marked inequalities in tax burdens should be reme-\n\ndied. It is a move in the right direction to adopt the county as the unit of\ntaxation for school purposes. The rapid changes taking place in the industrial, agricultural, and social life of the State and Nation; the ever-increasing\ndemands upon the school; the growing tendency for wealth to become more\nand more unequally distributed, make the selection of a better taxing unit\nimperative.\n\nSince the need of public education is not so much a matter of local con-\n\ncern as it is a matter of general concern, the cost of maintaining the schools\nshould be borne by the county and the State, so that all the schools may be\nuniformly good and property caused to bear a tax assessed on a more equitable\nbasis. To follow a system of taxation based upon any unit smaller than the\ncounty will result in the impoverishment of some schools though the local\ntax rate may be high. It cannot be otherwise. Equal educational opportunities cannot be maintained without an approximate equalization of school\ncosts and the means of providing adequate funds for all schools. The adoption of the county unit of school organization and administration will\nequalize the school tax rates between townships, will equalize the proportion\nof local school funds borne by each class of taxable property, and, most\n\nimportant of all, will more nearly equalize school opportunities.\nEconomy-Economy in spending money is as important as economy in\nsaving money. In its truest sense, economy means proper spending and saving\nofboth money and time, or anything else worth while. The term as applied\nto the school means a practical administration of available means to desirable\nends; practical adjustment, organization, and administration of school affairs .\nThere are several ways in which economy would result from the adoption\nof the county unit :\n\nA. Economy for the pupil-When the location of a school building is\ndetermined in whole or in part by arbitrary township lines rather than on the\nbasis of centers of population, condition of roads, and other public conveniences, the folly of such a practice is visited upon the children in loss of\ntime and disadvantage in getting to school. In Indiana, not infrequently\n\nhigh school pupils travel from four to six miles to get to their township high\nschool, sometimes passing en route to school, a town or city commissioned\nhigh school, when, under the county unit system they could be more advantageously accommodated in the town or city school or in an adjacent township. The location of buildings upon any basis other than that of serving\na considerable number to the best advantage, irrespective of township lines,\nentails not only a great inconvenience to the public, but a loss in time, and\ninvolves as well unnecessary transportation costs that assume large proportions. There is no available means of determining the saving in time and\n\nconvenience to pupils that would come from the adoption of the county unit,\nbutthe saving in Indiana in transportation costs alone would be at the least\ncalculation one fifth the total cost of transportation charges, which, for the\nyear 1920-21, amounted to $2,404,034. This would mean a net saving of\n$480,805.\n\n"}
{"page": 817, "printed_page": null, "text": "792\n\nNATIONAL EDUCATION ASSOCIATION\n\nB. Economy to teachers-It is well recognized that the district or township system is not as advantageous for school consolidation as the county.\nThe smaller the school, the greater is the number of grades to the teacher, the\n\nmore widely diversified must be her work. In the non-consolidated school\nthe teacher must be constantly changing from one activity to another, not\nremaining with one thing long enough to develop skill. This means lost\nmotion, misdirected energy, and unsatisfactory work. The successful business man, encountering sharp competition, recognized and adopted long ago\nthe principle that diversification of individual tasks produces not only a de-\n\ncrease in production, but unsatisfactory results generally. Any administrative system that encourages consolidation naturally is economical in time and\neffort on the part of the teacher.\n\nC. Economy for the county superintendent-The greater the number of\nadministrative rural school units the more difficult it becomes for the county\nsuperintendent to serve the schools to the best advantage. He is required\n\nto work with a greater number of school trustees, dealing with them as heads\nof independent school units, which not only requires more of his time and\nenergy than otherwise would be required, but frequently delays prompt\nexecution of his plans and policies. If the plans of the county superintendent could be put into effect alike throughout the county, without the\ndelays and hindrances growing out of a multiplicity of school administrative\nunits, the execution of his plans would be more immediate and effective.\n\nD. Savings in school costs-It will always cost more to maintain in the\ncountry school advantages equal to those in the city, mainly because the\nrural children are more sparsely located and must be transported in order\nthat each teacher may be provided with the average teaching load. But\naside from the transportation charges, it is costing more as a rule, to maintain\nthe rural school as compared with the city school, as the following tables,\ntaken from the report of the Indiana Education Commission, prove:\n-1920-1921\nTOTAL CURRENT Cost In Elementary SCHOOLS AND High SchooLS\n\nElementary schools\nHigh schools\n\nTownships Average\n\nCities\n\nTowns\n\n$54.28\n\n$31.63\n\n$60.55\n\n$56.68\n\n113.74\n\n90.62\n\n148.55\n\n123.02\n\nIn computing the elementary and high school costs, expenditures for\nsuperintendents, teachers' institutes, and transportation were apportioned\non the basis of elementary and high-school enrolment, and expenditures for\nsupervisors and special teachers were distributed, one third to elementary\nschools and two thirds to high schools.\nTownship\n\nElementary\n\nHigh\nschools\n\nschools\n\nMaintenance\nInstruction\n\n.........\n\nTown\n\nElementary\nschools\n\nCity\n\nElemen-\n\nHigh\ntary\n\nschools\n\nHigh\nschools\n\nschools\n\n$32.14\n\n$47.00\n\n$11.96\n\n$25.25\n\n$15.69\n\n$28.59\n\n28.41\n\n101.55\n\n29.67\n\n65-37\n\n38.59\n\n85.15\n\n"}
{"page": 818, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n793\n\nThe Report of the Indiana Education Commission states :\nThe average current elementary school cost per pupil enrolled was in 1920-1921,\n$56.68 ; the average current high school cost per pupil enrolled was $ 123.02. While\ncurrent expenditure per pupil enrolled in township elementary schools ( $60.55 ) is\nhigher than in city elementary schools ($54.28 ) , the greatest difference is in the\ncurrent cost of high schools, which is $148.55 per pupil enrolled in township high\nschools as compared with $113.74 in city high schools.\nThe maintenance cost in both rural elementary schools and rural high schools\nas compared to similar costs in towns and cities is very high. It is to be remembered,\nhowever, that into the maintenance cost of rural elementary schools ( $32.14) and of\nhigh schools ($47.00) , has gone the cost of transportation, which is equivalent to\n$8.76 per pupil of the entire rural school enrollment, and $35.51 per pupil actually\ntransported. The instructional cost in elementary schools is low, being $28.41 in\nrural elementary schools, $29.67 in town elementary schools, and $38.59 in city\nelementary schools. But it must be remembered that the bulk of the teachers who\nreceive the minimum wage of $800 are found in the rural elementary schools. In\ncontrast the cost of rural high school instruction, $ 101.55, is exceedingly high, as compared to $65.37 in towns, and $ 85.15 in cities. This excessive cost is largely due to the\ngreat number of small rural high schools.\n\nThe high cost of all rural schools raises a serious financial problem. On the basis\nof what it now costs to maintain the poor rural schools, it might seem that the cost\nof providing uniformly good rural schools would be prohibitive. If it is not to\n\nprove prohibitive, a more economical organization must be effected, one-teacher\nschools must be consolidated, and both consolidated elementary schools and consolidated high schools must be made as large as possible.\n\nIf we take into account the difference in school costs between rural and\n\ncity schools, the difference in the length of the term, amounting to from four\nto eight weeks, the experience and qualifications of rural and city teachers,\nthe marked inequality of housing conditions, and the difference in achievements of rural pupils as compared with city children, the difference in school\ncosts in rural schools as compared to city schools becomes more and more\nmarked, so much so that it seems imperative that a more economical organization must be affected for the rural schools, such as that provided by the\ncounty unit system. More especially is this apparent when the achievements\nofpupils in the fundamental subjects in the rural and city schools are compared. In the recent report of the Indiana Education Commission, it was\npointed out that fifth grade pupils in the elementary rural schools were approximately one year behind fifth grade pupils in the city schools and eighth\ngrade pupils in rural schools were approximately one and three fourths years\nbehind pupils in the eighth grade city schools. If it costs more per capita to\nmaintain the rural schools, if the rural school term is not as long and the\nteaching staff not as well trained, if the housing conditions are not as good,\nand finally if the achievements of pupils are not so good as the achievements\nofpupils in the city schools, the rural school administrators are brought face\nto face with a problem which should command their immediate and searchingstudy.\nSOME SPECIFIC EXAMPLES IN COST REDUCTIONS\n\nA. Trustees salaries and expenses-The annual salaries of township\n\ntrustees in Indiana approximate $ 1,000,000 and their office and traveling expenses are more than $ 100,000. These officials serve in a dual capacity.\n\n"}
{"page": 819, "printed_page": null, "text": "794\n\nNATIONAL EDUCATION ASSOCIATION\n\nThey have both civil and school duties to perform. By their own estimate,\n56.5 per cent of the salaries they receive are chargeable to school business.\n\nUsing the trustees estimate, a saving in salaries of $565,000 and an additional $ 100,000 could be effected, making a total annual saving of at least\n\n$665,000 which could be effected by the adoption of the county unit in\nIndiana, since the county unit bill now before the legislature does not provide\nany salaries for school board members, but only traveling expenses, not\nexceeding $ 100 each per annum.\nB. Supplies, equipment, and maintenance-During the year 1921-1922,\napproximately $ 13,830,000 were expended in Indiana for school supplies and\n\ntemporary improvements. Approximately $8,000,000 of this amount was\nexpended for class-room and building supplies and fuel. Twenty per cent\nof this amount can be saved by centralizing purchasing power in the hands of\n\nthe county board of education, a net saving of $1,600,000. The remainder,\n$5,830,000 was expended for temporary improvements, purchasing of school\nhacks and busses, and general repairs. Centralization of control of the purchasing and construction of these items will reduce the cost 10 per cent,\n\neffecting a net saving of $583,000. The net savings on supplies and equipment would total $2,183,000.\nThe difference in per capita cost of maintenance between rural and city\nschools, exclusive of transportation, is $7.84. There are 317,000 pupils\nattending rural and small town schools in Indiana. At this rate, there is expended in rural schools $2,484,000 more for maintenance than would be expended under the city rate. Our estimate of a saving of $2,183,000 as given\nabove is, therefore, conservative.\n\nC. Permanent improvements-Approximately $ 13,275,000 was expended\nin Indiana for permanent improvements during the year 1921-22. A more\nefficient administration of school-house construction and the elimination of\n\nthe necessity of construction of a number of buildings which would be possible under the county unit plan, would effect an enormous saving. Five\nper cent is a conservative estimate-a net saving of $664,000.\nD. Transportation--During the year 1921-22, $2,264,000 was expended\nin Indiana for transportation of pupils. The county unit would reduce the\nnumber of children transported, the distance over which the pupils are transported, and the number of roads which are traveled. The amount of savings cannot be determined, but it is believed it would be substantial.\n\nE. Teachers' institutes-During the year 1921-22 the sum of $541,853\nwas paid Indiana teachers for attending township monthly institutes. Under\nthe county unit plan, as provided by the bill now before the Indiana legislature, the township institute would be abolished and a substitute provided\nat an annual cost of approximately 50 per cent less than the present system,\na net saving of $270,000.\nTOTAL NET SAVINGS\n\nTrustees' salaries and office expense .\nSupplies and equipment\nPermanent improvements\nTeachers' institutes\n\nTotal saving, not including transportation .\n\n$665,000.00\n2,183,000.00\n664,000.00\n270,000.00\n\n$3,782,000.00\n\n"}
{"page": 820, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n795\n\nThe foregoing is a very conservative estimate of the saving that might be\neffected in the State of Indiana, were the county unit of school administration adopted in lieu of the present township system. It is the thought of the\nspeaker that considerably more could be saved.\n\nIn discussing this point, let it be understood that the effort is not so much\nto point out how a little money can be saved, to put the dollar above the\nchild, but rather it is an effort to have the schools lead as they must in the\npractice of good government, efficient government, and economical government. Democracy, if it endures, must contend against waste. It must see\n\nto it that when a dollar is expended for education or anything else it will\nyield the highest possible returns. Upon no other basis can the school\nadministrator proceed and hope to have schools sufficiently financed to meet\nthe high standards that must be maintained.\nSUPERVISION\n\nOne of the greatest weaknesses of the rural school system is a lack of\n\ncompetent supervision, lack of expert guidance. An annual perfunctory\nvisit of thirty minutes by the county superintendent is next to no supervision. Supervision requires time, planning, and expert direction. It\nrequires those who can diagnose educational ills and prescribe the proper\ncure.\n\nRarely can one find a school position which is more difficult or which\noffers morepromise for genuine achievement for public good than that of the\ncounty superintendent of schools. The personnel of the teaching staff, the\nstandard of scholarship in the ranks of rural teachers, the technic of instruction, the physical condition of the school plant, the public support the schools\nreceive, the attitude of the public toward the schools, all depend upon the\ncounty superintendent, as upon no one else. If the right sort of leadership\nis not provided in this office, little may be expected.\nThough the superintendent may meet these high standards he cannot bring\nabout the needed results without a unit of organization and administration\nthat will make his work and that of his associates most effective. Any unit\nof organization smaller than the county is not conducive to proper supervision. The township is too small and employs too few teachers to make\nthe right kind of supervision practicable. Little more in the way of supervision can be expected so long as the district or township system prevails. Of\nall teachers, the rural teacher has greatest and most varied responsibilities.\nShe is the one teacher that needs proper guidance, but too often she must\nshift for herself.\n\nIf she fails, which is often the case, it is because she is\n\nthrown into responsible work and denied the expert help to which she is\nentitled and would receive in a city system or in a private position where\nsatisfactory results are demanded.\n\nMore than ever before the rural teacher\n\nneeds guidance. Often she is without experience and young in years, and her\nproblems are becoming more numerous because of the increased demands\nupon the country school. The lack of the expert guidance of which this\nrural teacher is inneed is not so much the fault of the superintendent as it is\n\n"}
{"page": 821, "printed_page": null, "text": "796\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe fault of the system. Be his qualifications ever so good, he has little time\nto supervise school- room work. With the county as the unit of organization\nand administration a sufficient number of supervisors could be engaged to\nmake supervision practicable and effective. The need of a better supervision\nis one of the strongest arguments for the county unit system.\n\nTHE COUNTY UNIT\nT. H. HARRIS , STATE SUPERINTENDENT OF EDUCATION\nBATON ROUGE , LOUISIANA\n\nGood schools, responding to public demands, frequently develop in the\npoorest of school systems. While this is true, all will agree that efficient\nschool machinery is highly desirable and is helpful in securing and administering good schools. The county as the unit of public-school administration\nis receiving Nation-wide attention, and it is probably safe to say that the\ncounty unitplan of organization has the approval of the school forces of this\ncountry.\n\nMy selection to discuss the question upon this occasion was no doubt due\nto the fact that my State, Louisiana, has used the county unit plan for\nmany years, and it seemed desirable, therefore, to those in charge of this\nprogram that I make a statement as to what the plan is and how it operates.\nThroughout the discussion I shall use the term \" parish \" instead of\n\" county.\"\n\nThe machinery of the county unit system-Each parish has a small overlapping school board, the members of which are elected from districts for\nterms of six years. To escape numerous elections, all vacancies are filled\nby appointment by the governor. School board members are elected at the\ncongressional elections when there is an absence of political issues. The result is that political factions usually manifest no interest in the election of\nschool board members.\n\nWe prefer to elect the members of the school board from districts instead\nof from the parish at large,\" as this eliminates the possibility of placing\nthe control of the board in a few populous centers in the parish.\nThe board elects a general manager, or superintendent, for a term of four\nyears, and fixes his salary. The State Board of Education prescribes the\neducational and professional standards that shall govern the parish superintendent. At present, these are college graduation and five years of successful teaching experience. The board further employs such assistant super\"\n\nintendents, supervisors, medical inspectors, nurses, club agents, clerks and\nbookkeepers as in its judgment are needed. The staff is responsible to the\nsuperintendent, and he, to the board.\nThe board may, if it desires, appoint local trustees for individual schools.\nIn such cases, the board prescribes the duties of the trustees. Not many\ntrustees are appointed, though some have been known to be useful.\n\n"}
{"page": 822, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n797\n\nPowers and duties-The parish school board has complete control of all\n\npublic schools of the parish, and this includes any cities, however, large or\nsmall, that may be located in the parish, subject, of course, to legislation and\nthe rules and regulations of the State Board of Education. Some of the\nmore important duties of the board are : It elects the teachers and fixes their\nsalaries; adopts a budget of receipts and expenditures; determines the length\nof the school session; locates schools ; consolidates schools; builds school-\n\nhouses; buys all supplies; provides for the transportation of school children;\napproves high schools and other special schools, subject to the approval of\n\nthe State Board; conducts special elections for the raising of school funds\nor the floating of school bonds ; settles appealed questions of discipline, and\nperforms such other acts as may be necessary in administering the affairs of\nthe schools. The school board is, in short, the board of directors in charge\nof public education in the parish. The board's most important duty is to\nelect a superintendent, or general manager of the school system. The superintendent is the board's executive officer. He nominates all teachers, assistants, supervisors, clerks, and other employees are recommended by him ;\nhe prepares the budget and lays it before the board; he recommends policies\nfor the adoption or rejection of the board; he advises on such matters as the\nlocation of schools and the consolidation of schools; he approves all schoolhouse plans, subject to the approval of the State Department; he prepares\nspecial school tax ordinances and takes the lead in special school tax elections ;\nhe supervises classroom instruction and conducts teachers' institutes ; he\nreports to the parish board and to the State Board-in short, he is the\nagency through whom the board does its work. Frequently there are\nassistant superintendents, city superintendents, and other employees, but\nthey are all subject to the orders of the superintendent. They report to\nhim and are directed by him. There is but one head to the school systemnamely, the parish board, and it functions through the superintendent.\nSystem of finances-We have proceeded in Louisiana upon the theory that\nthe wealth of the entire State should contribute as largely as possible to the\nsupport of the public schools, and that any additions to the State funds needed\n\nby the parishes should be raised on the parish-wide basis, except for building\npurposes .\n\nA State tax of two and a half mills is distributed to the parishes on the\nbasis of the school population. This tax is entirely too small-only about\none fifth of the school funds. The State should carry at least one half of\nthe school load. Our State tax possesses the virtue, however, of being a constitutional tax, which places it beyond the reach of legislatures.\nThe constitution makes available to each parish school board three mills\non the parish assessment, as well as all poll taxes and certain other unimportant funds. The State tax of two and a half mills, the parish tax of three\nmills, and the poll taxes, represent our permanent school funds. Should\nthese prove insufficient to meet the needs of the schools (and they usually\n\ndo), special maintenance taxes may be voted up to a maximum of eight mills,\nand building bonds may be floated up to ten per cent of the assessment. The\nschool board has control of all special elections and it may name the entire\n\n"}
{"page": 823, "printed_page": null, "text": "798\n\nNATIONAL EDUCATION ASSOCIATION\n\nparish, or any part of the parish, as the special tax district. With but few\nexceptions, special maintenance taxes have been voted parish-wide, while\nbuilding taxes have usually been confined to the communities needing the\nbuildings.\n\nI wish now to call attention to a few features of the parish unit scheme\nwhich appeal to us in Louisiana as being of vital importance.\nOverlapping boards--The members of the parish board should be elected\nfor long terms, and the terms of office of members should be overlapping.\nWe believe that the overlapping feature is of great importance for the reasons\nthat it prevents breaks in policies due to the induction into office of a new\nboard bent upon sudden and unwise reforms; it makes sure that a majority\nof the members of the board are experienced in the administration of school\n\naffairs, and it enables the board and the professional staff to adopt plans\nextending into the future.\nCities not excluded from parish system-We believe in Louisiana that\n\nseparate school machinery should not be set up for cities and incorporated\ntowns, but that the parish school board and the parish superintendent should\nexercise the same jurisdiction over the city schools that they exercise over\nthe country schools for two reasons ; first, all children in the parish should\nas nearly as possible be given equal educational facilities, and this cannot be\ndone unless the parish school system is organized upon the principle that the\n\nschool funds shall be used to educate the children wherever they may be\nfound, without regard to the wealth of the community in which the children\nmay happen to live. Ifthe city is rich and the country poor, some of the city's\nwealth should be used to educate the children in the country; and if the\ncountry has high assessments and the city, low assessments, some of the\ncountry's wealth should be used for the benefit of the city children. Educa-\n\ntion is not a city or country affair-every man in the parish is responsible\nfor the instruction of every child in the parish, and in meeting that responsibility he should contribute to the burdens of education in proportion to his\nwealth. In the second place, needed uniformity, professional spirit, the\nsupervision of classroom instruction, and business-like management are\n\npromoted under a system which provides for only one school management in\nthe parish.\n\nSchool funds should be parish-wide-We have usually found that the\npermanent, constitutional funds are inadequate to meet the needs of the\n\nschools and that additional special school funds must be provided. I wish\nto call attention to two essentials in this respect: No other governmental\nagency should have any control over school funds, either permanent or\nspecial, and all school funds for maintenance purposes, especially, whether\nconstitutional or special, should be parish-wide.\nWe were hampered and held back for many years by being required to go\nto legislatures with hat in hand to beg for State school funds. Locally, if a\nspecial election were required for a bond issue or additional maintenance\ntaxes, we were required to convince the police jury of the need and to induce\nthat body to conduct the necessary election. The educational interests were\n\nserved to good purpose when the State school funds and a reasonable parish\n\n"}
{"page": 824, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n799\n\nschool fund were placed in the constitution, and when the parish school board\nwas placed in entire charge of the parish school system with all other departments of the government eliminated.\nI think I need not argue for the principle of using the entire parish as the\ntaxing unit for raising school funds. The question is settled when we\nagree that school funds should be sent where the children are, with no\nquestion as to where the funds come from. In past years, we raised all\nspecial maintenance funds in districts, and under that system I have known\ndistrict A, blessed with many children but cursed with poverty, to pay fifty\nmills in special school taxes and then find it impossible to support a good\nschool, while the adjoining district B, blessed with wealth but cursed with\nfew children, paid a two-mill special tax and supported an excellent school.\nA reasonable parish-wide tax equalizes the educational burden and provides\nequally good schools for all children. With two or three exceptions, our\nparishes are now on the parish-wide basis. But the opportunity should exist\nto raise school funds in districts. It may happen that a parish-wide tax cannot\nbe voted, and in that event, the intelligent, progressive portions of the parish\n\nthat desire good schools and are willing to pay for them, should be permitted\nto vote such district taxes as may be needed.\nThe superintendent, the head of the school system-Under the parish unit\n\nplan of organiaztion, the superintendent becomes an officer of importance\nand value. He must possess ability or he will fail, and his failure will be\nrecognized by all. A weak, inefficient superintendent cannot long command\nthe respect and coöperation of the public, the teaching staff, the office force,\nand the school board.\n\nWith an able superintendent in office, advising the board and coöperating\nwith all of the educational agencies, what are the results ? Some of them\nare: Schools are wisely located; country schools are consolidated ; transportation is provided where needed; school funds are raised; competent teachers\n\nare employed and placed where they are needed ; supervision of classroom\ninstruction is provided; all educational forces are united in advancing the best\ninterests of the schools in a word, responsibility for success or failure is\nfixed in one head. If the superintendent and the board are wise and active\nand provide good schools for all of the children, they are continued in office;\nbut if they fail, the failure is chargeable to them, and they must make room\nforbetter men to administer the affairs of the schools.\n\nMatters to avoid-1. The parish school officials should not undertake\nState functions, such as the making of courses of study, the certification of\nteachers, the adoption of textbooks, the final approval of high schools, and\nother special schools, fixing standards to govern teachers and superintendents,\nandthe like.\n\nThe superintendent and the school board should not escape their responsibility to the children by delegating their authority to local committees.\nThe parish school officials should courageously face their duties and fail or\nsucceed in discharging them without being hampered by the bias, prejudice,\nor ignorance of individual communities. The superintendent, for instance,\nwhopermits a local committee to select teachers and direct their efforts is a\n27\n\n"}
{"page": 825, "printed_page": null, "text": "800\n\nNATIONAL Education ASSOCIATION\n\ntime server and should not be in office, for he is failing in the discharge of his\nmost important duty.\n\n2. The parish school funds, if possible, should be raised on a parish-wide\nbasis, and they should be used to provide equally good schools for all children\nin the parish. This contemplates that cities shall be included in the parish\nsystem of schools and that country teachers shall be as well qualified and as\nwell paid as city teachers.\n3. There should be no failure to provide adequate supervision of classroom instruction, and this is as essential in the city schools and the high\nschools as in the country elementary schools. Every child in the school\n\nsystem should spend every day of his school life in constructive learning, and\nthis he may not do in the absence of wise supervising principals and superintendents.\n\nThe unity of the system should not be impaired by the employment of\nbuilding supervisors, business managers, or city superintendents responsible\nto the board, and independent of the superintendent. The superintendent\n\nshould be the executive head of the school system, and all other employees\nshould reach the board through him. No job can be well done with two\nbosses in charge.\n\nThe board should escape the error of making a clerk of the superintendent.\nThe people's money is too valuable, and the opportunities of children too\npriceless to justify the head of the school system in wasting his time doing\nwork that a hundred-dollar clerk can do much better. The parish superintendent is the greatest agency in this country in educating the people-his\ntime and talents should be utilized to the fullest possible extent in the discharge of important, constructive duties, and not in doing the work of a\nclerk.\n\nFinally, the parish unit system is considered by us in Louisiana to be successful because : It places a small, experienced board in charge of education\nin the parish; it guarantees an able man in the office of superintendent; it\neliminates politics largely in the selection of board members, and even more\nso in the selection of the superintendent; it makes easy the execution of such\n\npolicies as the board and the superintendent may agree upon they are\nunhampered by district or other boards or by elections to pass upon their\npolicies; it separates school government from the other departments of\ngovernment; it provides for one school fund which is used to equalize educational facilities; it forces the rich centers to help educate the children in\nthe poor centers; it makes the parish superintendent the most important factor\nin the school system and charges him with the responsibility for the success\nor failure of the schools; it places the selection of teachers and the supervision\nof instruction in the hands of an educated, trained superintendent, instead\nof in the hands of local committees which should not be expected to do\nsuch work efficiently, and last, it gives the country children a chance. Their\nschools are consolidated; transportation is provided; competent teachers are\nselected for the country schools; high schools are organized; industrial\ncourses are provided; good houses are erected; instruction is supervisedand all this without asking about the wealth of the school community.\n\n"}
{"page": 826, "printed_page": null, "text": "DEPARTMENT OF RURAL EducatiON\n\n801\n\nThe duty of the board and its executive officer, the superintendent, is to\nprovide the best possible school for all children, and in the discharge of that\nduty they are partial to neither city nor country-they treat them alike.\n\nWe are wedded to the parish unit system. It provides excellent school\nmachinery. Any shortcomings that may be chargeable to us in educational\nachievement are due not to the system under which we work, but to a lack\nof funds, or wisdom, or both.\n\nTHE BEGINNINGS OF A COUNTY SCHOOL SYSTEM\nCHARLESL. COON , SUPERINTENDENT OF SCHOOLS\nWILSON COUNTY, NORTH CAROLINA\n\nSchool conditions in 1913-As late as 1913 Wilson County, North Carolina, with an area of 373 square miles had 48 small school districts and 51\nschoolhouses. The schoolhouses in the 45 wholly country districts had one,\ntwo, three, or four rooms. Only three had more than two rooms. All\nthose country schoolhouses were poor affairs, most of them uncomfortable\nand ill kept. The school buildings in the three independent districts were\n\nnot model school homes by any means, though the school buildings in the\ntown of Wilson were much better than those of any other district in the\ncounty.\n\nAt that time 15 of those small county districts levied a special school tax\nto extend the term beyond four months. We also had three independent\ndistricts which levied a special school tax to lengthen the legal term of four\nmonths; in all, only 18 districts out of 48 had more than 80 days of school\nin 365. Thus a large majority of our children could attend school only 80\ndays in the year, while some could attend 100 days, some could attend 120\ndays, some could attend 140 days, other 180 days, depending on the locality\nand the tax valuations. No attempt was being made at that time to give\n\nanything like an equal school term to all the children, or to offer equal\nelementary and high school opportunities to all, much less to attempt to provide equal physical equipment for all the children.\nThe 105 white teachers of the county in 1913 were being paid, on an\n\naverage, about $300 a year. Most of those teachers were poorly trained. All\nthe public school property of the county was worth less than $ 128,500. Out\nof a school enrolment of 7354 only 262 were being given any high-school\ntraining, and more than half of those high-school pupils attended the high\nschool of the town of Wilson. Less than 55 out of every 100 white pupils\nenrolled attended school every day. The negro school average attendance\nwas not nearly so high.\nIn 1913 Wilson County rated her property for taxation at $17,000,000.\nHer total school budget for all purposes was $67,919, which represented a\ntax rate of a little less than four mills on the dollar. And everybody who\nreally thought seriously ofthe future welfare of the children said the schools\nwere poor in every respect. It was extremely difficult for many teachers to\nsecuregoodhomes near their work.\n\n"}
{"page": 827, "printed_page": null, "text": "802\n\nNATIONAL EDUCATION ASSOCIATION\n\nFor eight years prior to 1913 the county superintendent of schools had\nto practice law in order to help him make a living. The town of Wilson\nat that time also had a superintendent of schools who was paid a meager\nsalary, though it was about twice the salary paid the head of the country\nschools. On October 1, 1913, the part-time county superintendent of schools\nresigned. Some one then suggested that the office of county superintendent\nbe added to the duties of the superintendent of the town of Wilson. The\nsuggestion was accepted by the county board of education and the new\nadministration began to function on October 1 , 1913.\nThe campaign for better schools-It was, of course, impossible for one\nperson effectively to supervise the work of 105 white and 45 negro teachers\nin 53 different white schools and 27 negro schools with a school term\nranging from 80 to 180 days a year.\n\nSo the first problem which seemed necessary to solve was to make equal,\nor nearly equal, the school term of all the schools and to provide by consolidation for high-school instruction for all children who completed the elementary grades .\n\nIn 1901 the General Assembly of North Carolina had enacted a statute\nwhich permitted any small district to levy a special three-mill school tax to\nincrease the school term beyond four months. In 1911 another statute was\npassed permitting a county to vote a three-mill tax to increase the school\nterm beyond four months. This 1911 statute placed the distribution to the\n\nseveral schools of the three-mill special county tax money entirely in the\ndiscretion of the county board of education, and it also provided that any\nexisting district special tax could be reduced by the amount of the countywide special tax. It was thought wise by the board of education for Wilson\n\nCounty to adopt the county-wide plan of school taxation and to abandon the\ninefficient and inequitable district plan of taxation for schools beyond the\nfour months term then legal. So a campaign was begun for a county-wide\nspecial three-mill tax to equalize the school term. On January 18, 1918,\nthe qualified voters of the county by a two to one majority adopted the\ncounty-wide plan of school taxation.\nDuring the four and more years during which this campaign for additional school support was conducted, sentiment was also crystallized for a\nbetter and a larger type of school. In February, 1918, therefore, the county\nboard of education took the first steps to consolidate our schools, by making\neach one of our ten townships a school district. This meant the abandonment of 38 districts. But we still had our 50 small country schoolhouses\nfor white children and no money with which to build the larger schools.\nHence, another campaign had to be undertaken, if any effective school system\nwas to résult. Money must be found with which to build the consolidated\nschoolhouses. Here it must be remembered that our courts have always\nsaid that a schoolhouse is not a North Carolina necessity.\n\nThat meant that the people would have to vote again whether they would\nhave anything but their small inefficient schoolhouses, even though the\nschool term was increased to 160 days by virtue of the county-wide special\ntax. Then we began a school building campaign in the 10 consolidated school\n\n"}
{"page": 828, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n803\n\ndistricts. From January, 1918, to the spring of 1922 our consolidated school\ndistricts or townships voted serial school building bonds amounting to\n$845,000. To that sum was added $255,000 borrowed from the State Loan\nFund and $85,000 from school taxes. In all, about $ 1,185,000 has been put\ninto the consolidated school buildings and teachers' homes during the four\nyears ending September, 1922.\nAt the November election in 1918 North Carolina voted by an unprecedented majority to amend our State constitution so as to require a six\nmonths' school term instead of a four months' term. This change in our\n\nconstitution made our three-mill county-wide tax much more effective, in that\npart of that tax could now be used for buildings and for school trucks with\nwhich to convey children to the consolidated schools, as well as for other\nurgent school needs.\n\nOur present school conditions-Wilson County now has 17 modern\nschoolhouses for white children, 13 in the country. But we still have three\npoor buildings for white children and a number of indifferent and poorlyequipped buildings for negro children. At 12 of our school buildings we\nhave good, modern homes for teachers. These homes have electric lights,\nbaths, toilets, steam heat, and good furniture. We have six school buildings\ninwhich we are developing standard high schools. We have 11 other buildings in which we have from 4 to 6 teachers offering only the six elementary\ngrades of school work. We have three buildings in which we are going to\noffer elementary and junior high-school work. We shall soon have a\nschool system which will offer high-school instruction to all who complete the six grades elementary school and no high-school pupil will have to\nlive away from home to get the high-school instructions. We have in operation 65 school trucks which carry 2200 children to school each day. We\nare now giving some high-school instruction to more than 850 children out of\nan enrolment of 10,162, though our complete consolidated school program\nis less than one year old. We are getting about 80 per cent of our white\nschool enrolment in school every day. We now have a school budget of\n$402,252 instead of $67,919 as in 1913-14. We have 286 teachers instead\n\nof 150. We pay our 199 white teachers nearly $1000 each instead of $300\nas we were doing in 1913-14. We have 289 class rooms instead of 161 .\nWe now have school property worth more than $1,231,080, instead of, as\nwas the case, worth $128,500 nine years ago. We now have no one-room\nschools for white children. We had 28 in 1913-14. We now have $34\nworth of school property for each inhabitant, which is considerably more\nschool wealth than is possessed by any other one of our 100 counties. But\nwe still have nearly three times our school wealth invested in automobiles !\nSome comparative figures-The following table will give the definite\nthings Wilson County has done in the last nine years to better its public\nschools:\n\n"}
{"page": 829, "printed_page": null, "text": "804\n\nNATIONAL EDUCATION ASSOCIATION\n\nPROGRESS OF WILSON COUNTY SCHOOLS, 1914-1923\n1913-1914\n\n1922-1923\n\nEnrolment\n\n7,354\n\n10,162\n\nWhite\n\n4,136\n3,218\n\n5,870\n\n262\n\n850\n\nColored\n\nHigh-school enrolment\n\nAverage attendance ( white )\nLength of school term ( white )\nNumber of teachers .\nWhite\nColored\n\n4,292\n\n55\n\n80\n\n103\n\n165\n\n150\n\n286\n\n105\n\n199\n\n45\n\n87\n\n$39,214\n\n$233,030\n\nWhite\n\n30,420\n\nColored\n\n8,794\n\n198,667\n34.363\n\nSalaries paid teachers .\n\nNumber of school buildings .\nWhite\nColored\n\nNumber of classrooms .\nWhite\nColored\n\nNumber of one-room schools .\nWhite\nColored\n\n80\n\n53\n\n53\n\n20\n\n27\n\n33\n\n161\n\n289\n\n113\n\n202\n\n48\n\n87\n\n49\n\n18\n\n28\n\n0\n\n21\n\n18\n\n$128,500\n\n$1,231,080\n\nWhite\n\n102,000\n\n1,165,080\n\nColored\n\n26,500\n67,919\n\n402,252\n\nValuation of school property .\n\nSchool budget\n\n66,000\n\nSome general facts about Wilson County-Wilson County has 373 square\nmiles and in 1920 had 36,813 people. It has five small villages and one\n\ntown, Wilson, which has 10,602 people. The property of the county is\nassessed for taxation at $46,000,000. The per capita taxable wealth of the\ncounty is about $ 1300. Some 45,000,000 pounds of tobacco were sold this\npast season on the warehouse floors of the town of Wilson and brought\nsomething over $ 12,000,000. Besides, this county produces about 20,000\n\nbales of cotton, as well as large crops of corn and potatoes. The average\nfarm in Wilson County in 1920 was worth $7003. We have two railroads\nwhich traverse the county. We have 10 banks, one cotton mill, one wagon\nfactory, one buggy factory, and a number of lumber and cotton oil mills.\nWilson, however, is largely an agricultural and not an industrial county.\nWe are somewhat given to wastefulness. For we bottle and sell around\n\n$380,000 worth of coca-cola and other soft drinks each year. We own\n$3,200,000 worth of automobiles, which is more than twice our school property wealth, and we spend a good deal of our time burning gasoline for\npleasure. And we still throw away large sums each year on chewing gum,\nsilk shirts, cigarettes, and other non-essentials. Our public roads need much\n\n"}
{"page": 830, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n805\n\nimprovement. But we hesitate to pay enough taxes to make them materially\nbetter.\n\nMethod of school administration-Every school has its own budget. The\ncommittee of each township district meets with the superintendent of schools\n\nin May and makes up the budget for the next school year. Then the\nchairman of each committee meets with the county board of education and\n\nthe county budget is made up according to the needs of the several schools of\neach district.\n\nThe interest charges for bonds and other borrowed money\n\nfor the school buildings, the expense for the transportation of children, the\nsalaries of teachers, and all other expenses of each school are put in the\n\ncounty school budget just as is done for the various schools in a city school\nsystem. We think we have made the beginning of an effective school system\nfor an agricultural county. All the property of the county wherever situated\nnow pays the same school tax; all the children have the same opportunity to\nget an education and that is only fair and democratic.\n\nTHE COUNTY UNIT IN MONTANA\nMAY TRUMPER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nHELENA , ΜΟΝΤΑΝΑ\n\nIn 51 of the 54 counties of Montana schools are still administered under\nthe old district system with its inherent inequalities in tax burdens and in\neducational opportunities for children. As a State, Montana contributes\nless to the support of her schools than any of her neighbors, furnishing only\n6.6 per cent of all necessary funds. The county furnishes on an average\n19.1 per cent and the remainder of the burden of school support, 71.2 per\ncent, practically rests upon the local district.\nSchool district revenues are derived chiefly from three sources : (1)\nApportionment of the income derived from investments of State permanent\nschool funds and leases of school lands (this fund is distributed on the archaic\nschool census basis; it has decreased recently owing to numerous delinquencies\ninpayment of interest on farm loans in which large amounts of the permanent\n\nState fund are invested) ; ( 2) apportionment of funds derived from a county\nuniform 6mill levy on all taxable property (this amount is also distributed on\nthe census basis; it is steadily decreasing due to constantly lowering valuations of property) ; and ( 3) a special levy on all taxable property within the\ndistrict. Other funds derived from fines, State gasoline tax, and other sources\nare so small as to be negligible in this discussion.\n\nMontana is a new State. Some sections are sparsely settled and only\npartially developed. For these reasons striking extremes in valuation of\ntaxable property behind each child are inevitable. They vary from $179\ninsomedistricts to over $90,000 in others. As a result the length of school\nterms varies from less than four months to nine months, and hundreds of\nchildren have no educational opportunities whatever. There is no legal\nlimit to the tax that may be levied locally, if approved by a vote of the\n\n"}
{"page": 831, "printed_page": null, "text": "806\n\nNATIONAL Education ASSOCIATION\n\nresidents, and district levies this year vary from nothing to 64 mills. The\npeople of Montana have shown their faith in the public schools by their\nwillingness to vote upon themselves these enormous special levies. Our\nhigh rating in the Ayres Survey of 1920 was due largely to this circumstance.\nSmall schools, common in sparsely settled sections, are costly. Some of\nthe most heavily taxed districts, even with this burden, have been unable to\nmaintain more than a four months term. On the other hand older and well\n\ndeveloped communities are in many cases able to maintain long terms with\nlow special levies.\n\nIt was to correct the unfairness of the old district system that the county\nunit law was passed in 1917. This law seeks to correct two evils; inequality\nin tax burdens, and inequality in educational opportunities. It is optional\nwith the counties; that is, the question must be submitted to a vote of the\nelectors of third class districts for favorable action before it can be adopted.\nOnly third class districts, i. e., those having a population of less than one\nthousand, are included in the Montana plan. Utah's experience with county\nunit indicates the wisdom of leaving the more populous villages and the cities\n\nto finance and manage their own schools. They are usually well able to do\nso. As long as they were included in the county unit in Utah, trustees were\nelected from the larger centers, which put the management of rural schools\ninto the hands of men who did not appreciate the rural problem.\n\nWhen the third class districts of a Montana county have voted in favor\n\nof county unit, the county is districted by the county commissioners into\nfive large subdivisions, consisting of groups of sub-districts, for the purpose\nof appointing the first five county board members. The later members are\nelected by the voters of each subdivision or group of sub-districts. Subdistrict trustees submit their budgets to the county board, who determine\nfrom them a uniform levy for all third class districts. After taxes are collected the county board meets to apportion funds to each district in accordance with its needs as presented in its budget previously adopted.\nLocal boards continue under the plan to elect their own teachers and\nother employees, issue all warrants, erect school buildings and purchase\nsupplies. They must present a budget for their year's expenses to the county\nboard of trustees instead of to the county commissioners, as provided in\nother counties. Since the county board of trustees has the power to raise or\nlower the budget, expenditures are better controlled than in countieswithout\nthe county unit plan. The counties under the new system are the only\ncounties in Montana which can show a comfortable balance in every district\nat the close of the last school year. This is due entirely to the superior\nmanagement.\n\nThe Montana plan is so simple and its operation so direct that it is\ndifficult to understand the origin of the opposition which it meets, except as\none can trace it to that great disturbing factor in human happiness, selfishness.\nWe should probably expect the individual or corporation which has\nhad no special school levy, or a low one, to be disgruntled when its levy is\nincreased to a uniform average which all must pay. We should probably not\n\nexpect the school clerk or trustee who has been able illegally to issue to him\n\n"}
{"page": 832, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n807\n\nself warrants for excessive pay for services, oftentimes paying himself for\nattending trustees' meetings, to approve having the county board of trustees\nallow only reasonable amounts for legitimate services and to discontinue the\npractice of paying for attending trustee's meetings. Neither should we expect\nevery one yet to have attained the high point of vision where he can look out\nover even his own county and see the necessity of giving every child a chance\nof at least an elementary education. There are still those who argue that we\nare attempting too much in education and that we cannot afford to educate\nevery man's child.\nThe first county in Montana to vote to come under the provisions of the\n\ncounty unit law was Cascade which adopted the plan in 1917. The last\nyear Cascade county was under the district system there were 2022 children\nenrolled in the schools included within the county unit. A fourth of these\nwere enrolled in schools which were maintained for only six months or less.\nIn addition to this short term record there were 167 children who had no\n\nopportunity to attend any school whatever. Last year every child in Cascade\ncounty was provided with nine months of school and in spite of the marked\nincrease inprices, the cost was no greater than in 1917 under the old system\n\nwith its inefficiency. The elimination of the old district system has also been\na great financial saving to the county. Cascade county officials boast that\n\n$6000 is saved annually by the reduction in the number of assistants to county\nassessor, county clerk, and county treasurer.\nSince 1917, two other counties, Chouteau and Carbon, have elected to\nadopt the county unit. In both of these counties there has been marked improvement in term length and in provision of school opportunities for all\nchildren.\n\nIn all three of these counties, there are individuals whose taxes have been\n\nraised who express themselves frankly as favoring the plan and commending\nthe justice of it. There are those corporations paying increased taxes whose\nagents have agreed to the fairness of distributing funds from taxes where such\nfunds are needed. They begin to see that, even if inequalities continue to\nexist because of differing abilities of children, certain opportunities over\nwhich children have no control should come reasonably near being equal.\nIn these counties children are now taking eight grade examinations in districts which were never known before to have anyone complete the eighth\ngrade. Schools have been closed temporarily because of the small number\nof children to attend them, and arrangements have been made for schooling\nin other districts. The buildings are not abandoned, and if larger numbers\nof children later appear in these districts the schools will be reopened. In\nevery case parents have been consulted with but very few exceptions have\nagreed to the arrangements offered.\nThe longer terms now assured in the rural schools of the county unit\nattractan increased number of applicants for teaching positions. Even with\nthe continued shortage of properly prepared teachers, a careful county superintendent is able to fill all positions with better trained teachers than heretofore. Thus the children in these schools, having longer terms and better\nteachers, are twice blessed.\n\n"}
{"page": 833, "printed_page": null, "text": "808\n\nNATIONAL EDUCATION ASSOCIATION\n\nCounty unit has accomplished the two purposes for which it was de-\n\nsigned. It has equalized educational opportunities as far as length of term is\nconcerned and it has equalized the burden of taxation for schools between\ndistricts. But even if it should be adopted by every county of the State it\ncould not equalize the burden between counties. There is almost as great\nvariation between wealth of counties in Montana as there is between districts\n\nwithin a county. The reasons are the same in both instances,\n\nIt has been argued that State support without county unit would eliminate financial problems in rural districts. It is hardly probable that any\nState support will, at least in the beginning, furnish more than twenty or\n\nthirty per cent of the revenues needed. Such being the case, the county must\ncontinue to bear its present share of needed revenues. Probably we should\naim to adjust our plan for school revenues so as to place about one third\nof the burden upon each, the State, county, and school district. Under such\n\na plan a larger number of districts than now will need no special levy at all\nwhile districts with excessively high levies now will be able to lower their\nlevies from 15 to 30 mills. Such levies would still be high in comparison\nwith those in other favored districts. We might give more assistance than is\nneeded in some districts and still leave others heavily burdened.\nAnother difficulty in the distribution of any form of State support in\ncounties without the county unit plan so as to give most relief where it is\nreally needed, lies in the great variations in business management which pre-\n\nvail in many districts. Without a county board especially qualified to pass\nupon school district budgets and empowered to regulate expenditures, there\n\ncan be no just distribution of State funds. In considering how any form of\nState support can be justly administered so as to equalize advantages of\nchildren, one is struck by the absurdity of entrusting the financial management of our biggest public enterprise to from 27 men in our smallest county\n\nto over 500 in our largest county, with varying degrees of ability in managing\ntheir own affairs.\n\nWhat commercial concern would think of such absurd\n\nmanagement of a business handling millions of dollars in the aggregate?\n\nSome one suggests that county commissioners can scrutinize the budgets\nand effect better business management. They might do so in some counties\nif their time were not fully occupied with other responsibilities and if they\nwould always be willing to risk the displeasure of communities by taking\ndrastic action when it is needed. But just how a board chosen for other\n\nqualifications can resolve itself into an educational board to determine ajust\nand discriminating salary schedule, and to decide how much shall be allowed\nfor transportation in one district, how much in another, or why this family\nmay have house rent paid if they move nearer to school and that one may not,\nwhy this family may be granted an allowance for horse feed and that one may\nnot-just how a board of county commissioners can determine all of these\nthings which must be settled before a district special levy may be justly\nfixed it is difficult to see. These are some of the responsibilities which county\nunit board members have and to which they are obliged to give constant and\n\ncareful study. It is doubtful if county commissioners on the whole would\nhave the time or the inclination to give attention to these important\nmatters.\n\n"}
{"page": 834, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n809\n\nCounty unit is not a panacea for all ills. Initiative, ambition, thrift, and\nlike virtues cannot be grafted on to a people by legislation. But furnishing\n\nuniversal opportunity for at least an elementary education will start on the\nhigh road to intelligent citizenship many a boy and girl whose usefulness\nwould otherwise ever be hampered by ignorance.\nThe greatness of this country is and will continue to be measured by the\nmorality and intelligence of her citizenship. The citizens of tomorrow are\ntoday in school. Montana is giving 10,000 of her future citizens short terms\nof school. Conditions in rural sections of many other States are no better.\nIn Montana and probably in other States, the very persons whom the county\nunit of administration for rural schools is designed to help are often deluded\ninto believing they would be injured by giving up the archaic district system.\nOnly as the public is informed can we hope for progress in working out a\nmore just educational system. Our progress must be a growth. The county\nunit plan should not be pushed more rapidly than the people can understand\n\nits changes. Every thinking citizen should assist in bringing about soon a\nbetter understanding of educational needs and educational ideals.\n\nTHE STANDARDIZATION OF CONSOLIDATED SCHOOLS\nMACY CAMPBELL, STATE TEACHERS COLLEGE , CEDAR FALLS, IOWA\n\nThe standardization of consolidated schools has to do with setting the\nstandard of educational privileges for one great group of the American\npeople. This group lives in the open country and in the country towns of\nAmerica. It forms the basic economic strata upon which all other economic\nstrata inAmerica rest. It provides a larger percentage of leaders in all lines\n\nof human activity, business, science, industry, transportation, politics, literature, education, and religion than any other group in our civilization. A\n\nwise National policy requires that this basic group, upon which the perpetuity\nof our civilization rests, be given nothing less than full equality of educational\nopportunity as compared with other groups. Stated briefly the present\n\neducational standard for this group should be a modern well-graded elementary school plus four years of standard high-school work.\nThe above standard for consolidated schools includes a teaching force\nwhich meets modern standards of teacher preparation. The well-graded\nelementary school should be manned by teachers who have had at least two\nyears of professional preparation above graduation from a standard high\nschool. In the four-year high school, teachers should be employed who have\nhad at least four years of professional preparation above a standard highschool course. These teachers should be sufficiently well informed on the\nvital problems which affect rural life today, that they can enter into the life\nofthe rural community which surrounds the school with a sympathetic un-\n\nderstanding of its difficulties and of its aspirations. They should be able and\ndisposed through native interests and through preparation to enter heartily\nand intelligently into the organized life of the rural community and to\nfind true happiness in so doing.\n\n"}
{"page": 835, "printed_page": null, "text": "810\n\nNATIONAL EDUCATION ASSOCIATION\n\nThese standards for the consolidated school require the employment of a\nsuperintendent who is given time enough to really supervise the activities\nof the school. He must be competent to give professional aid and direction\nto trained teachers, to direct effectively the work of the bus drivers, to exercise general direction over the playground activities and the warm lunch at\n\nnoon, to direct in a general way the agricultural activities of the school and\nto take leadership in developing the relations of the school to the rural community in which it has its setting. He must know farm people and believe\nin them and enter into the organized life of the country community with\ncordial good will.\n\nThe standard consolidated school must have a sufficiently large attendance to make possible a well-organized eight-year elementary school ( seven\n\nyears seems to be the standard in the South) plus a well-organized four-year\nhigh school, making twelve years ( eleventh in the South) of standard modern\nschool work. A considerable number of consolidated schools now prefer to\ndivide the twelve years of work on the 6-3-3 plan, developing a distinct\njunior high school group. Others are organized on the 6-2-4 plan, emphasizing departmental work in the seventh and eighth grades.\nThe standard consolidated school must have financial support sufficient to\nprovide a superintendent and teaching force having the qualifications specified\nabove, to provide competent bus drivers and efficient motor vehicles, and to\nprovide modern school building and modern equipment. This equipment includes laboratories, library, gymnasium, playground, and athletic field. It\ndoes not necessarily include a teacherage as 80 per cent of consolidated schools\nare located in country towns and the teachers often prefer to make their\nhomes with private families. Neither does this equipment necessarily include\nan agricultural plot on the school grounds. Many consolidated schools are\n\nnow getting the best results from their agricultural activities when the\nboys work out projects on their home farms in close coöperation with their\nfathers.\n\nDo these standards seem too high for country community schools in\n\nAmerica ? They are the standards which the American people have set up\nfor themselves. Because it is easier to bring the schools up to these standards in the cities than it is in the country, the people of the cities inAmerica\nfirst developed for themselves well-organized and graded twelve-year schools\nemploying trained teachers and expert supervision and housed in modern\nbuildings with modern equipment. Such schools are now to be found in all\ncities throughout the length and breadth of the land. In all the American\n\nStates where the consolidation of schools is well under way the people of\ncountry communities are setting up for themseves school standards equally as\nhigh. In a study which the writer made recently of outstandig consolidated\nschools in Ohio, Indiana, Minnesota, Iowa, South Dakota, Kansas, Colorado, Utah , California, Oklahoma, Louisiana, Alabama, and Virginia,\ncountry community schools were found in each State in which the people\nhad set up for themselves the standards proposed here.\n\nThese advanced country communities are falling in line with a world\nmovement to fix a high standard for the elementary and secondary education\n\n"}
{"page": 836, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n811\n\nof all of the people. Utah has taken the lead among the American States by\nproviding that the children and youth of that State must attend school until\neighteen years of age. If the proposal before the legislature of California to\nenfranchise the high-school graduates of the State at eighteen years of age,\nshould carry, it will have profound influence in bringing the schools of that\nState and other States up to the twelve-year standard. The ink was scarce\n\ndry on the armistice proclamation before the leaders of the new German\nrepublic began to search for means of bringing all German youth up to a high\nstandard of elementary and secondary education. The Fischer bill which\npassed the English Parliament proposes to do the same thing for the youth of\nEngland. A prominent business man of Japan contends that what Japan\nneeds is not more battleships, but more and better public schools which will\ngive to the children of Japan an elementary and secondary education equivalent to that now being given the children of the great Nations of the world\nwhich will be Japan's leading competitors.\nAny American consolidated school which does not provide full twelve\nyears of standard elementary and secondary educational facilities must be\nconsidered as being still in the embryo stage. The controlling factors are\ntransportation and financial support. As roads and motor vehicles improve\nit will become possible so to increase the size of the consolidated district in\nmost country communities that it will include children enough and taxable\nvalues enough to permit of the organization and support of a modern twelveyear school. In many cases it will be necessary to consolidate several little\nweak consolidated or village independent districts into one large strong district. The tax laws of many agricultural States must be so revised that other\nforms of productive enterprises not having large investment in real property,\nshall carry their fair share of the total load of taxation for the State. Then\nitwill be possible for the people of the State to provide all the children of\n\ncountry communities with full standard elementary and secondary school\nfacilities.\n\nWe have faith that the American people will bring the education of this\nbasic group up to the full twelve-year standard specified here. With constant improvements in transportation and financing, the way is clearing.\nThe chief obstacle to be overcome now is a state of mind on the part of farm\n\npeople themselves.\n\nThis state of mind is giving way before modern\n\nprogress.\n\nCivilization is on the move again since the World War. It is taking on\nnew forms in keeping with the advance that has been made in many con-\n\nditions which surround human life. To no group of people inAmerica will\ngreater benefits finally accrue from the breaking of old conditions and reforming into new than to the farm group. The isolation which greatly hampered\nfarm life in the past is fast disappearing. This breaking of the barriers that\nhave impeded life in rural communities will enable the farm group to come\n\nup and advance with the forefront of civilization. The farmer of the\nfuture is to be fully abreast of the best practice in the Nation in the education of his children and in the conditions of home and community life which\n\n"}
{"page": 837, "printed_page": null, "text": "812\n\nNATIONAL EDUCATION ASSOCIATION\n\nsurround his family. He is to be as cultured, and as able to think for himself\nand to coöperate with his fellows as are the members of any group in modern\ncivilization. The standard twelve-year consolidated school is the instrument\nthrough which this advance is to be brought about.\n\nA COMPARATIVE STUDY OF Instruction IN CONSOLIDATED AND ONE- TEACHER SCHOOLS\nJOHN M. FOOTE, CHAIRMAN, STATE SUPERVISOR OF RURAL AND\nELEMENTARY SCHOOLS, BATON ROUGE, LOUISIANA\n\nTo the President and Members of the Rural School Department of the\nNational Education Association :\nYour committee, appointed to study and report on the Comparative Results of\n\nInstruction in Consolidated and One-teacher Schools, begs to submit herewith a\nreport of its labors. We request that the report be received and the Committee\ndischarged.\n\nRespectfully submitted,\nJOHN M. FOOTE ( Chairman ) ,\n\nSupervisor, Rural and Elementary Schools,\nBaton Rouge, Louisiana.\nH. A. ALLAN,\n\nState Agent for Rural Education,\nAugusta, Maine.\nC.G. COOPER,\n\nSuperintendent, Baltimore County Schools,\nBaltimore, Maryland.\nNORMAN FROST,\n\nProfessor of Rural Education, Peabody College,\nNashville, Tennessee.\nL. J. HANIFAN,\nSuperintendent of Schools,\n\nBrown's Creek, West Virginia.\nM. R. STAKER,\n\nBureau Educational Research,\nNorthern Normal and Industrial School,\nAberdeen, South Dakota.\n\nIntroduction-Probably the most significant movement in rural education in recent years is that which establishes the consolidated school in the\nplace of the one-teacher or small institution now commonly prevailing. The\n\nmovement has experienced marked growth in all parts of the Nation.\nThousands of small neighborhood schools have been abandoned, larger and\nmore costly buildings have been constructed at local centers, and many\nthousands of children are transported daily to and from school at much\ninconvenience to both pupils and parents. Justification for the change has\nbeen based almost wholly upon the favorable administrative conditions prevailing in the centralized school. The broad assumption has been made\nand widely accepted that the results of elementary instruction in the large\ntype of school are superior because of the well-known administrative differ-\n\n"}
{"page": 838, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n813\n\nAfter a discussion by this Department, in which the change from the\nsmall to the large type was freely approved, the point was made by some\nthat justifications for such changes must finally rest on the measured educational products of the two schools. In accordance with this view the present\ncommittee was appointed and charged with the duty of studying and\nreporting on the results of instruction in the elementary grades of the conences.\n\nsolidated and the one-teacher school .\n\nThe study was planned and organized in 1920; the field data were\n\nsecured in the spring and assembled in the fall of 1921 ; the tabulations\nwere made in 1922. Due recognition and appreciation are extended by the\nCommittee to the State directors and local coöperators who gave so willingly\ntheir time and talent that the detailed field work might be successfully executed. Recognition is due the Louisiana State Department of Education\nfor assuming the cost incident to this study. The Chairman acknowledges\nhis indebtedness to Dr. Norman Frost and Dr. Shelton Phelps for valuable\ncriticism and recommendations.\n\nThe details of the procedure, the tests applied, the large organization of\nco-workers, the directions, the field reports, the statistical work, and the\nnumerous difficulties encountered can receive but brief mention in this report.\nHowever, all essential facts are a matter of record and available if necessary.\nThe question-The question for inquiry was stated as follows : In which\nof the two outstanding types of rural schools, the consolidated and the oneteacher, are the results of instruction superior? It was the sense of the\ncommittee that the study should center around one general question and\nfurther, that the data on which the answer depended should be gathered\nunder carefully controlled conditions.\nHow determined-The results of instruction in the two types of schools\nhave been compared by measuring the grade- and age-achievement of the\npupils in the fundamental elementary subjects, reading, arithmetic, language,\nspelling, and handwriting. Comparison of two schools or systems is commonly based on grade-achievement only, but age-achievement is measured\nhere because it is probably equally significant. It is well understood that all\nthe results of instruction in the elementary school are not included in these\nfive subjects; nor do the tests used measure all phases of these subjects.\nObvious limitations would not permit a more elaborate testing program. It\ncanbe maintained, however, that the most fundamental results of instruction\ninthe two types have been measured.\n\nNo effort was made to apply mental tests. The inquiry has proceeded\nupon the assumption that general intelligence in the two groups is similarly\ndistributed. The assumption is based on the fact that schools of both types\nare reported from adjacent territory having the same character of population .\n\nDifferences of native capacity that may exist between States or sections of\nthe same State are in relatively equal proportions in two types of schools.\nThe tests-Before determining on the most serviceable tests that would\nmeet the requirements of an extensive study the judgments of some twenty\neducators having intimate knowledge of the field of measurements were\n\n"}
{"page": 839, "printed_page": null, "text": "814\n\nNATIONAL EDUCATION ASSOCIATION\n\ninvited. A summary of their judgments aided in the selection of the following tests:\nReading : Monroe Standardized Silent Reading Tests\nArithmetic : Woody- McCall Mixed Fundamentals\nLanguage : Trabue Language Scales, B and C\nSpelling: The Iowa Spelling Scale\nHandwriting : The Ayres Handwriting Scale, Gettysburg Edition\n\nThe schools-For the purposes of this study the two types of schools were\n\ndefined as follows : (a) A consolidated school is that large type of school\nformed by the uniting of two or more districts, or serving two or more\ndistricts or areas, having either public or private transportation of pupils,\nemploying a minimum of three elementary teachers, located in the open\ncountry or in a small village, and serving a population that is essentially\nrural. ( b) A one-teacher school is that of the open country employing\na single teacher and providing elementary education for the children of the\ndistrict or area in which it is located.\n\nThose coöperating were requested to secure data from representative\n\nstable schools of these two types located in the same county or State. Consolidation must have been effected three or more years for such schools to be\nincluded.\n\nSecuring the data-( a) With the assistance of the members of the general\n\nCommittee the active interest of 19 leaders in as many States were secured.\nThey took charge of the work in their respective States and were designated\nas State directors-( b) Each State director secured the assistance of a\nnumber of local coöperators who selected the schools, gave the tests, scored\nthe papers, and made out the field reports.\nLeaflets \"A\" and \" B \"-An eight-page folder, \" Leaflet A, Directions for\n\nthe Study, \" was prepared and published for the guidance of all taking part.\nIt contained sufficient detailed directions to assure a very high degree of uni-\n\nformity of procedure in selecting the schools, administering the tests, and\nmaking the field reports.\n\nThe field report used for each school participating, \" Leaflet B,\" contained forms for reporting the complete test results by grades and ages, and\napage of administrative facts.\nReliability of field work-The careful selection of capable State directors,\n\nthe choosing of local coöperators best qualified to participate in an objective\nstudy of this nature, the use of uniform directions, and the use of uniform\nreporting blanks, are factors which contributed to the reliability of the field\nwork and to the value of the results.\n\nScope of the study-The extent of this investigation is indicated by the\nsummary given in Table 1. The facts need but little comment. Nineteen\n\nwidely distributed States sent in reports ranging in number from 3 schools\nfor Illinois to 71 for Iowa. The field data were gathered by 139 local\ncoöperators. The number of pupils tested was 10,999 for the consolidated\nschools and 4653 for the one-teacher schools. The figures for the number of\npupils are based on the reports for rate of reading. They vary with the\nseveral tests but not by any significant amount. This table should satisfy the\n\n"}
{"page": 840, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n815\n\nimportant question of whether or not the data constitute a satisfactory\nsample of the general situation with reference to the instruction prevailing\nthroughout the Nation in consolidated and one-teacher schools.\nTABLE 1-SHOWING THE EXTENT OF THE STUDY\nNumber of States\n\n19\n\nNumber of Consolidated Schools ..\nNumber of One- Teacher Schools .\nNumber of State Directors ....\n\n135\n\nNumber of Local Coöperators .\n\n139\n\n374\n19\n\nNumber of Pupils tested in Consolidated Schools .\n\n10999\n\nNumber of Pupils tested in One-Teacher Schools .\n\n4653\n\nAge-grade distributions-Tables 2 and 3 present the age-grade distributions of the pupils in the two types of schools. Summaries are given with\neach table. These data seek to answer three significant questions that bear\non the main problem. How do the two types of schools compare with respect\nto ( 1 ) the ages of their pupils ? (2) their holding power ? and (3) the rate\nof grade progress each year ?\nIn each grade except the fourth the pupils in the one-teacher schools are\n\nslightly younger than are the pupils in the large type of school. When\nthe several grade distributions of the two types are thrown together for\ngeneral distributions the median age of the pupils in the small school is 11.93\n\nyears compared with 12.07.years for the consolidated school. This difference of 14 of one year is in favor of the one-teacher school. It is not a\n\nmarked difference. Whether the two groups of pupils enter school at the\nsame age is not known.\nThere is no marked difference in the holding power of the two types as\nis shown by the per cent of pupils in the corresponding grades. The loss is\nregular in the large school. There is a distinct loss from the fifth to the\nsixth grade in the small school. The percentages in the upper grades favor\nthe large school by a small margin-that is, its holding power is somewhat\ngreater in the latter grades.\n\nThe rate of grade progress of the pupils in the two groups is shown by\nthe coefficients of regression derived from the data on ages. (The statistical\nmethod used is that given by Ayres in the Journal of Education Research,\nvolume I, page 398.) It appears that the average child in the consolidated\nschool goes forward .69 of a grade for each advancing year of age while the\npupil of the small school progresses .67 of a grade for each year of age.\nThis difference favors the consolidated school, but it is too small to be\n\nconsidered significant.\nFor the purposes of this study Tables 1 and 2 may be summarized by\nsaying that the differences in the ages of the pupils, the holding power, and\nthe rate of grade progress in the two types of schools are not great enough\nto show significant differences in the results of instruction.\n\n"}
{"page": 841, "printed_page": null, "text": "816\n\nNATIONAL EDUCATION ASSOCIATION\n\nTABLE 2- ShowING THE AGE-Grade Distribution of Pupils in ConsolIDATED SCHOOLS\n\nGrade\n\nAge\nIII\n\nIV\n\nVI\n\nV\n\nVII\n\nVIII\n\nTotal\n\n1\n....\n\n7\n\n54\n\n8\n9\n\n533\n663\n\n547\n\n84\n\n10\n\n383\n\n639\n\n496\n\n69\n\n....\n\nII\n\n327\n\n399\n\n588\n\n446\n\n58\n\n396\n\n601\n\n435\n\n92\n\n394\n\n424\n\n559\n\n381\n\n....\n\n375\n....\n\n....\n\n....\n\n618\n\n....\n\n12\n\n13\n\n54\n\n...\n\n85\n\n....\n\n1294\n\n....\n\n1587\n\n....\n\n1818\n1899\n\n1758\nL\n\n14\n\n531\n\n1199\n\n349\n\n609\n\n1656\n\n163\n1516\n\n163\n10999\n\n12.69\n\n13.60\n\n14.54 | 12.07\n\n.97\n\n89\n\n.87\n\n.82\n\n1.54\n\n18\n\n17\n\n16\n\n14\n\n100\n\n....\n\n....\n\n....\n\n....\n\n....\n\n....\n\n324\n\n15\n16\n\n....\n\nTotal\n\n1960\n\n2045\n\n1958\n\n1864\n\nMedian\n\n9.59\n\n10.61\n\n11.68\n\nQuartile deviation\n\n.88\n\n.94\n\nPer cent pupils in each\ngrade\n\n18\n\n19\n\n344\n260\n\n....\n\n....\n\n....\n\n....\n\nThe coefficient of regression derived from the data on ages is .69-that is,\nthe average rate of progress is .69 of a grade for each year of age.\nTABLE 3-SHOWING THE AGE -Grade Distribution of PUPILS IN ONE-TEACHER SCHOOLS\nGrade\n\nAge\nIII\n\n7\n\n55\n\n8\n\n251\n\nIV\n\nVI\n\nV\n\nVII\n\nVIII\n\n....\n\nTotal\n\n55\n304\n\n53\n\n9\n\n273\n\n197\n\n65\n\n10\n\n169\n\n261\n\n209\n\n11\n\n121\n\n181\n\n270\n\n175\n\n46\n\n12\n\n....\n\n174\n\n182\n\n234\n\n56\n\n821\n\n140\n\n164\n\n175\n241\n\n133\n\n678\n\n111\n\n171\n\n229\n\n511\n\n87 .\n\n117\n\n204\n\n13\n\n....\n\n14\n\n15\n\n....\n\n....\n\n...\n\n....\n\n16\n\nTotal\nMedian\nQ\n\nPer cent pupils in each\ngrade\n\n....\n\n56\n\n....\n\n..\n\n....\n\n535\n695\n793\n\n57\n\n57\n\n869\n\n866\n\n866\n\n740\n\n720\n\n592\n\n4653\n\n9.47\n\n10.70\n\n11.59\n\n12.59\n\n11.93\n\n-97\n\n93\n\n.91\n\n13.58\n.85\n\n14-47\n\n.90\n\n.76\n\n152\n\n19\n\n19\n\n16\n\n15\n\n13\n\n100\n\n....\n\n1\n\n19\n\nThe coefficient of regression derived from the data on ages is.67. That is,\nthe average rate of progress is .67 of a grade for each year of age.\n\n"}
{"page": 842, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n817\n\nGrade-achievement-Table 4 shows the grade-achievement medians for\nthe two types of schools for the subjects of rate and comprehension of reading, arithmetic, language, spelling, and rate and quality of handwriting.\nRead the table as follows : The median rate of reading for the consolidated\nschools is 47.5, the median rate for the one-teacher schools is 45.1, the\ndifference is 2.4, and the probable error of the difference is plus and minus\n.88. These figures mean that there is an indicated difference between rate\nof reading in the third grade of 2.4 units as measured by the Monroe\nStandardized Silent Reading Test and that the measure of the reliability of\nthis difference is plus and minus the probable error of .88. Read the\nremainder of the table in like manner.\n\nThe probable error ( P. E.) of the difference between the two medians is\n\ninterpreted to mean, according to the probability curve, that one half of the\ndifferences between the medians of successive samples of similar data would\nbe included between the distances of 2.4 minus .88 and 2.4 plus .88, or\nbetween the points of 1,52 and 3.28 on the scale. The other half would be\ndivided above and below these points. (P. E. was determined by Thorndike's formulæ, Mental and Social Measurements, p. 195. )\nWhether or not this difference of 2.4 between the two types of schools in\nrate of reading for the third grade is significant may be judged by the\nfollowing. (See Rugg's Statistical Methods Applied to Education, p. 231. )\nIf the difference of the obtained medians is equal to the probable error of\nthat difference the chances are even that the difference is a real one. Ifthe\n\ndifference of the medians is 2 x P. E., the chances are 4½ to I that the\ndifference is real. If the difference is 3 x P. E., the chances are 21 to I that\nit is real. If the difference is 4x P. E., the chances are 142 to I that the\ndifference is real. Conservative practice in interpretation usually insists that\nthe difference be four times the probable error before it is considered as real\nand significant. Applied to the third grade reading situation the difference\nof 2.4 is interpreted as not a real difference because it is less than three\n\nprobable errors ( 2.4 divided by .88 equals 2.7) . This agrees rather closely\nwith the difference of 12 per cent found in Table 5 which converts the\ndifference into part of a year's progress expressed in terms of percentage.\nIf the interpretation of the third-grade results is continued it will be\nobserved that the difference of the medians for comprehension of reading is\nsix times the probable error and must be interpreted as real and significant.\nThe differences for arithmetic, language, and quality of handwriting are\nrespectively eight, six, and six times their probable errors, and are, therefore,\nsignificant differences. The differences of the medians for spelling and rate\nofhandwriting are very nearly four times their probable errors.\n\nSince there are in the third grade four differences which are plainly real,\nsince the P. E. of two others closely approach the limit of conservative practice indetermining the reliability of differences, and since all differences are\ninthe same direction, it would seem to be sound to conclude that there is a\n\ndistinct difference in the results of instruction in the third grade in favor of\nhe consolidated schools.\n\n"}
{"page": 843, "printed_page": null, "text": "818\n\nNATIONAL EDUCATION ASSOCIATION\n\nBy the same reasoning it would also appear to be correct to say that there\nis a distinct and significant difference in the results of instruction between the\ntwo types of schools in each of the succeeding grades .\nTABLE 4- SHOWING THE MEDIAN GRADE -ACHIEVEMENT, the DiffeRENCE, AND THE\nPROBABLE ERROR ( P. E. ) OF THE DIFFERENCE FOR THE TWO TYPES OF SCHOOLS\nGrade\n\nSubject\nIII\n\nIV\n\nV\n\nVI\n\nVII\n\nVIII\n\nConsolidated\n\n47.5\n\n78.0\n76.0\n\n84.8\n82.4\n\n1025\n\n45.1\n\n64.3\n61.5\n\n95.8\n\nOne - teacher\nDifference\n\n2.4\n\n2.8\n\n2.0\n\n2.0\n\n95.8\n6.7\n\n1.04\n\n1.33\n\n90.2\n5.6\n1.28\n\nReading: Rate\n\n1\n\n.88\n\nP. E.\n\n.86\n\n1.52\n\nReading : Comp.\nConsolidated\n\n6.3\n\n10.8\n\n14.5\n\n17.4\n\n21.0\n\n23 6\n\nOne- teacher\nDifference\n\n5.2\n\n9.6\n\n13.9\n\n16.4\n\n19.8\n\n21.7\n\n1.1\n\n1.2\n\n.6\n\n1.0\n\n1.2\n\n1.9\n\n.18\n\nP. E.\n\n.22\n\n.27\n\n32\n\n37\n\n40\n\nArithmetic :\nConsolidated\n\n12.8\n\n18.0\n\n21.8\n\n24.8\n\n27.1\n\n29 0\n\nOne- teacher\nDifference\n\n11.4\n\n16.6\n\n20.7\n\n24.1\n\n26.4\n\n28.1\n\n1.4\n.16\n\n1.4\n\n1.1\n\n7\n\n-7\n\n.9\n\n.18\n\n.16\n\n.19\n\n8.3\n\n10.3\n\n11.7\n\n12.9\n\n13.6\n\n144\n\n7-7\n\n9.9\n\n11.0\n\n12.2\n\n13-5\n\n14 2\n\nP. E.\n\n.16\n\n.16\n\nLanguage:\nConsolidated\nOne- teacher\n\nDifference\nP. E.\n\n.6\n\n4\n\n7\n\n.I\n\n2\n\n7\n\n.10 .\n\n.10\n\n.10\n\n.11\n\n.11\n\n.11\n\n65.4\n56.5\n\nSpelling:\nConsolidated\nOne-teacher\n\nDifference\n\n86.5\n\n82.4\n\n72.0\n\n72.9\n\n65.9\n\n83.9\n\n76.6\n\n68.0\n\n66.5\n\n2.6\n\n5.8\n\n4.0\n.96\n\n5.5\n1.06\n\n62.3\n3.6\n\n1\nP. E.\n\n.70\n\n.80\n\n1.14\n\n8.9\n\n1.25\n\nWriting: Rate\nConsolidated\n\n43.9\n\n55.7\n\n60.6\n\n70.6\n\n76.6\n\n83.6\n\nOne -teacher\nDifference\n\n40.8\n\n52.2\n\n57.7\n\n67.7\n\n71.4\n\n79-3\n\n3.1\n\n3.5\n\n2.9\n\n3.1\n\n5.2\n\n43\n\nP. E.\n\n.82\n\n77\n\n-77\n\n-77\n\n-93\n\n102\n\nWriting : Quality\nConsolidated\n\n37-3\n\n39.8\n\n45-7\n\n58 2\n\n35-3\n\n39.8\n\n43-7\n\n50.5\n47.6\n\n54-7\n\nOne-teacher\nDifference\n\n52.4\n\n57 2\n\n2.8\n\n.0\n\n2.0\n\n2.9\n\n2.3\n\n10\n\nP. E.\n\n-45\n\n.48\n\n.50\n\n58\n\n.66\n\n-78\n\n"}
{"page": 844, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n819\n\nDifference in terms of yearly progress-It was concluded from Table 4\nthat there is a significant difference in the results of instruction in favor of\nthe consolidated school. Attention is next directed to Table 5 which\nconverts the differences between the two types of schools into terms of\n\nyearly progress. This is accomplished by presenting the grade standards\nfor the several tests, the expected progress for one year, the difference between\nthe medians, and the per cent that the difference is of the expected yearly\nprogress. Read the table as follows: The standard for the third grade is\n60units in rate of reading as determined by the Monroe Reading Test, the\nexpected progress is 20 units, the difference between the two types of schools\nis 2.4 units, and 12 per cent is that part of a year's progress represented\nby the difference of 2.4 units. The results for other grades and subjects are\nto be read in like manner. It will be noted that the great variations between\n\nthe values of the several tests are eliminated by converting the differences\ninto terms of percentage of a year's progress.\nIt will be remembered that the Monroe Reading Test is divided into two\nparts for the elementary grades, and that there are no standards for the\n\nsecond grade. It was necessary, therefore, to use an arbitrary process for\ndetermining the yearly progress for grades three and six.\n\nIt was assumed\n\nthat the difference in progress between the second and the third grade would\nbe at least as much as the difference between the third and fourth grades, the\nnext difference above, or twenty units. The same procedure was used in\nfinding the progress of the sixth grade. As the other tests are uniform for\nthe six grades and have second-grade standards no such procedure was\nnecessary. The difference between the second and third-grade standards\nwas taken as the measure of the yearly progress for the third grade, and so\non for each succeeding grade.\n\nStudy of this table reveals the following conditions :\n1. The difference in the annual progress is in favor of the consolidated\nschools in 41 of the 42 comparisons. The single exception is quality of\nhandwriting for the fourth grade, and in this instance there is no difference\nwhatever.\n\n2. The median of the several grade medians is .27 per cent. This median\nis interpreted as meaning that half the grade differences, when expressed\ninterms of per cent of annual progress, are greater and half are less than this\nnumerical value. It indicates that the consolidated school excels the one-\n\nteacher school by approximately that per cent of a year's work. That the\ndifference is significant is beyond question.\n3. The differences tend to increase as the grades advance. The differences\n\nare 20, 20, and 18 per cent respectively for the third, fourth, and fifth grades,\nand 37, 40, and 33 per cent respectively for the sixth, seventh, and eighth\ngrades. Thus, the consolidated school is not only in the lead but there is\n\nevidence that the superiority increases in the upper grades. Is this fact\nsignificant?\n\nTables 2 and 3 show that the elimination of pupils is somewhat greater\nin the one-teacher than in the consolidated school. There is no way of\ndetermining the relative proficiency of the eliminants in the two schools.\n\n"}
{"page": 845, "printed_page": null, "text": "TABLE 5-SHOWING THE STANDARDS FOR EACH TEST BY Grades, THE YEARLY PROGRESS\nIN TERMS OF THE STANDARDS, THE MEDIAN DIFFERENCE BETWEEN THE TWO\nTYPES OF SCHOOLS, AND THE PER CENT THAT THE DIFFERENCE IS OF THE YEARLY\nPROGRESS\nGrade\n\nSubject\n111\n\nIV\n\nV\n\nVI\n\nVII\n\nVIII\n\nMedian\n\nReading: Rate\nStandard\n\n60\n\n80\n\n93\n\n92\n\n102\n\nYearly Progress\n\n20\n\n20\n\n13\n\n10\n\n10\n\n6\n\n5.6\n\n6.7\n\nDifference\n\n2.8\n\n2.4\n\nPer cent of Dif. of\nY. P.\n\n.12\n\n2.0\n\n.15\n\n.14\n\nReading: Comp.\n\n.20\n\n.56\n\n.18\n\n1.11\n\n1\n\nStandard\n\nYearly Progress\n\n2.0\n\n108\n\n....\n\nDifference\n\n9.0\n\n14.5\n\n20.0\n\n21.0\n\n24.0\n\n4.5\n\n4.5\n\n5.5\n\n3.0\n\n3.0\n\n3.5\n\nI.I\n\n1.2\n\n.6\n\n1.0\n\n1.2\n\n1.9\n\n27.5\n\nPer cent of Dif. of\nY. P.\n\n.11\n\n.27\n\n.24\n\n-33\n\n.40\n\n30\n\n54\n\nArithmetic :\nStandard\n\n....\n\nYearly Progress\n\n12.8\n\n18.0\n\n21.8\n\n24.8\n\n27.1\n\n29.0\n\n6.8\n\n5.2\n\n3.8\n\n3.0\n\n2.3\n\n1.9\n\n.6\n\n4\n\n7\n\n-7\n\n.I\n\n.2\n\n.23\n\n.04\n\n.11\n\nDifference\n\n1\n\nPer cent of Dif. of\n.09\n\n.08\n\n6.0\n\n8.0\n2.0\n\n9.6\n1.6\n\n11.0\n\n3.0\n.6\n\n4\n\n.7\n\n.20\n\n44\n\nY. P.\n\n.18\n\n.10\n\nLanguage:\nStandard\n\n....\n\nYearly Progress .....\nDifference\nPer cent of Dif. of\nY. P.\n\n.20\n\n12.3\n1.3\n\n13.3\n\n7\n\n.I\n\n.2\n\n.50\n\n.08 1\n\n.20\n\n1.4\n\n1.0\n\n20\n\nSpelling\n:\nStandard\n\n73\n\n73\n\n73\n\n73\n\n73\n\n73\n\nYearly Progress\n\n23\n\n23\n\n23\n\n15\n\n15\n3.6\n\n15\n\nDifference\n\n2.6\n\n5.8\n\n4.0\n\n5.5\n\n8.9\n\nPer cent of Dif. of\nY. P.\n\n.II\n\n-37\n\n.13\n\n.25\n\n.24\n\n-59\n\n.25\n\nWriting: Rate\nStandard\n\n56\n\n48\n\n65\n\n80\n\n72\n\n90\n\nYearly Progress\n\n7.0\n\n8.0\n\n9.0\n\n7.0\n\n8.0\n\n10.0\n\nDifference\n\n3.1\n\n3.5\n\n2.9\n\n3.1\n\n5.2\n\n4-3\n\nPer cent of Dif. of\nY. P.\n\n.58\n\nWriting : Quality\n\n.32\n\n44\n\n44\n\n.65\n\n-44\n\n-43\n\n1\ni\n1\n\nStandard\n\n47\n\n50\n\n55\n\n64\n\n59\n\n70\n\nYearly Progress .....\n\n3.0\n\n3.0\n\n5.0\n\n4.0\n\n5.0\n\n6.0\n\nDifference\n\n2.0\n\n.0\n\n2.0\n\n2.9\n\n2.3\n\n1.0\n\nPer cent of Dif. of\nY. P.\n\nMedian of Yearly\nProgress\nMedian of Grade\nMedian\n\n.67\n\n20\n\n.0\n\n20\n\n.40\n\n18\n\n27\n\n[820]\n\n-73\n\n37\n\n.46\n\n40\n\n17\n\n33\n\n-43\n\n275\n\n"}
{"page": 846, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n821\n\nHowever, if a consensus of opinion be permitted in a study of this nature,\nit is safe to say that there is a pronounced belief among school people\nacquainted with the conditions that there is a higher relationship between\ninefficiency and elimination in the one-teacher school than there is in the\nconsolidated school. In other words, the one-teacher school retains a rela-\n\ntively larger number of its proficient pupils through the upper elementary\ngrades, and should, if all other factors were equal, show superior results of\ninstruction in the latter grades. But the reverse is true. If this judgment\nbe valid, the differences in favor of the consolidated school assume greater\nsignificance.\nAge-achievement-It is probably true that the age difference between the\n\ntwo types of schools is equally as significant a measure as is the grade differThe field reports were arranged so that achievement was recorded by\nages as well as by grades. It may be pointed out that age-achievement takes\nno account of the grade placement.\nRead Table 6 as follows: Pupils seven years of age achieved a score of\n\nence.\n\n62.5 units in rate of reading in the consolidated school, while those in the\none-teacher school achieved a score of 36.5 units; the difference is 26.0, with\na probable error of 5.2. If the difference is interpreted in the same mariner\nas described above for the differences in grade-achievement it would appear\nthat there is a marked difference in favor of the consolidated school in rate\n\nof reading for pupils seven years of age.\nWhile less than half of the differences are 4x P. E., the fact that 67 of the\n70 differences are in the same direction furnishes cumulative evidence that\nthe age differences are significant. The facts of this table confirm the\ninterpretation of Table 4 given above.\nDifference in terms of yearly progress-As the age differences between\nthe two schools are so indefinite when expressed in terms of the different\nunits of the several tests, they were converted into terms of yearly progress\nand are presented in Table 7. In the absence of any approved statistical\nmethod available for this purpose the following simple but arbitrary proced-\n\nure was used. Each age difference was divided by the yearly or grade\nprogress (given with the grade standards in Table 5) of the grade standard\nwhose value was next below the larger of the two age results. The procedure is well illustrated in the case of language : The difference of 1.3 for\nage seven is divided by 2.0, the measure of the fourth-grade progress. ( See\nTable 5. ) The fourth-grade progress is taken as the divisor because the\nstandard, 8.0, is the standard next below the larger of the two scores, 8.6,\nfrom which the difference is derived. The quotient of this division, .65, is\n\ninterpreted as meaning that the seven-year-old pupils in the consolidated\nschool are 65 per cent of a year farther advanced than are the pupils of the\nsame age in the one-teacher school. In the same manner the eight-year-old\n\npupilsare found to be 20 per cent superior. The entire table is to be read in\nasimilar way.\n\n"}
{"page": 847, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n822\n\nTABLE 6-SHOWING THE MEDIAN AGE-ACHIEVEMENT, THE DIFFERENCE AND THE\nPROBABLE ERROR (P. E.) OF THE DIFFERENCE FOR THE TWO TYPES OF SCHOOLS\nAge\nSubject\n7\n\n8\n\n9\n\n10\n\n11\n\n..\n\n62.5\n\n53-3\n\n..\n\n36.5\n\n47.4\n\n60.9\n56.9\n\n68.4\n67.1\n\n69.7\n68.9\n\n81.5\n79.6\n\n88.0\n85.8\n\n26.0\n\n5.9\n\n4.0\n\n1.3\n\n.8\n\n1.9\n\n2.2\n\n12\n\n13\n\n15\n\n16\n\n92.0\n\n92.7\n\n93.1\n\n86.3\n\n88.4\n\n93.1\n\n5-7\n\n4-3\n\n0.0\n\n14\n\nReading: Rate\nConsolidated\nOne-teacher\nDifference\n\n....\n\n!\nP.\n\nE.\n\n5.20\n\n1.70\n\n1.19\n\n6.9\n4.1\n\n7.6\n5.8\n\n2.8\n\n1.8\n\n1.6\n\n1.32\n\n1.42 1 1.63\n\n12.9\n\n16.4\n\n18.3\n\n20.0\n\n20.0\n\n20.0\n\n12.3\n\n15.4\n\n17.8\n\n19.3\n\n18.8\n\n17.8\n\n1.2\n\n2.2\n\n1.31\n\n1.17\n\n9.5\n\n11.7\n\n7.9\n\n11.5\n\n2.64 5.12\n\nReading: Comp.\nConsolidated\nOne -teacher\nDifference\n\n...\n\n.2\n\n.6\n\n1.0\n\n5\n\n-7\n\n.28\n\n.32\n\n-32\n\n-35\n\n-37\n\n.46\n\n19.0\n17.0\n\n20.7\n19.1\n\n2.0\n\n1.6\n\n....\n\nP. E.\n\n.91\n\n44\n\n-57\n\n1.10\n\nArithmetic :\nConsolidated\nOne-teacher\nDifference\nP. E.\n\n11.8\n\n13.6\n\n16.2\n\n10.6\n\n11.8\n1.8\n\n14.6\n1.6\n\n1.2\n.....\n\n.65\n\n.32\n\n.23\n\n.22\n\n24.0\n\n25.7\n\n27.0\n\n27.0\n\n27-3\n\n22.3\n1.7\n\n25.1\n\n26.5\n\n26.7\n\n26.5\n\n.6\n\n5\n\n-3\n\n.8\n\n.21\n\n.22\n\n.32\n\n.56\n\n.22\n\n.25\n\nLanguage:\nConsolidated\n\n8.6\n\n8.7\n\n9.9\n\n10.7\n\n11.1\n\n13.4\n\n13.7\n\n13.5\n\n7-3\n\n8.3\n\n9.2\n\n10.5\n\n10.6\n\n12.5\n11.8\n\n12.9\n\nOne- teacher\n\n12.8\n\n13.0\n\n13.2\n\n13.6\n\n¹Difference\n\n1.3\n\n4\n\n-7\n\n.2\n\n5\n\n-7\n\n.I\n\n4\n\n5\n\n.17\n\n.13\n\n.12\n\n.12\n\n.II\n\n.10\n\n.13\n\n.17\n\nP. E.\n\n-37\n\n-34\n\n1\n\nSpelling:\nConsolidated\nOne - teacher\nDifference\nP. E.\n\n92.1\n\n88.486.5\n\n81.4\n\n78.0\n\n72.9\n\n66.9\n\n64.0\n\n58.2\n\n61.6\n\n90.0\n\n82.1\n\n81.3\n\n77.1\n\n72.4\n\n72.2\n\n64.5\n\n2.1\n\n6.3\n\n5.2\n\n4.3\n\n5.6\n\n-7\n\n2.4\n\n54.0\n50.9\n10.07.3\n\n45.9\n15-7\n\n1.93\n\n1.04 .\n\n.91\n\n1.14\n\n1.07\n\n.87\n\n.95\n\n1.99\n\n1.35\n\n3-72\n\nWriting : Rate\nConsolidated\n\n41.3\n\nOne -teacher\nDifference\n\n37.3\n\nP. E.\n\n....\n\n43.3\n\n47-7\n\n69.6 79.8 73.0 78.5 80.8 80.8\n59.1 68.8 70.6 72.3\n84.0\n72.2\n6.2\n10.5\n16.0\n.9\n2.4\n7.6 -3.2\n.95 1.16 1.60 3.10\n.86\n.88\n.92\n\n54-7\n\n40.3\n52.7\n4.0\n3.0 -5.0\n1.00\n1.03\n2.31\n\n53.8\n\n41.6\n41.1\n\n45.5\n42.5\n\n!\n\nWriting : Quality\nConsolidated\n\n34.1\n\n36.5\n\nOne -teacher\nDifference\n\n33-5\n\n35.6\n\n38.4\n37.9\n\n.6\n\n.9\n\n.5\n\n.5\n\n3.0\n\n1.78\n\n-74\n\n.58\n\n55\n\n-54\n\nP.\n\nE.\n\n1\n\n48.8 52.5\n46.950.3\n1.9 |\n\n58\n\n2.2\n.60\n\n54-4\n\n55-5\n\n58.0\n\n52.7\n\n53.1\n\n541\n\n1.7\n\n2.4\n\n3-9\n\n.87\n\n1.18\n\n2.45\n\n1\n\n1Differences in favor of the one-teacher school are marked with the minus sign.\n\nFor the purposes of this study Table 7 may be interpreted as follows :\n1. The median measure of the median age-achievement differences is .33.\nIt is interpreted as meaning that there is approximately 33 per cent of a\n\n"}
{"page": 848, "printed_page": null, "text": "823\n\nDEPARTMENT OF RURAL EDUCATION\n\nyear's difference in favor of the consolidated school when the yearly progress\ndifferences are expressed in asingle numerical value.\nTABLE 7-SHOWING THE RESULT OF CONVERTING THE AGE-ACHIEVEMENT DIFFERENCES\nINTO TERMS OF YEARLY PROGRESS\n\nAge\nSubject\n7\n\n8\n\n9\n\n10\n\n5.9\n\n4.0\n\n1.3\n\n11\n\n12\n\n13\n\n14\n\n15\n\n16\n\n2.2\n\n5-7\n\n4-3\n\n.0\n\n1\n\nReading: Rate\nDifference\n\n26.0\n\n.8\n\n1.9\n\nPer cent of yearly\nprogress\n\n1.30\n\n.30\n\n2.8\n\n1.8\n\n.20\n\n.07\n\n.04\n\n.2\n\n.6\n\n.05\n\n.13\n\n1.6\n\n2.0\n\n1.6\n\n1.7\n\n.24\n\n.38\n\n.31\n\n.7\n\n.2\n\n43\n\n.22\n\n.57\n\n5\n\n-7\n\n.17\n\n.23\n\n.40\n\n-73\n\n.6\n\n.5\n\n-3\n\n.8\n\n45\n\n.20\n\n.17\n\n.13\n\n35\n\n5\n\n.7\n\n.I\n\n4\n\n.5\n\n-.1'\n\n.13\n\n.36\n\n.54\n\n.40\n\n.50\n\n-.10\n\n4.3\n\n5.6\n\n.19\n\n-43\n\nReading: Comp.\nDifference\n\n1.6\n\n1.0\n\n1.2\n\n2.2\n\nPer cent of yearly\n.62.40\n\nprogress\n\n.36\n\n33\n\nArithmetic\n:\nDifference\n\n1.2\n\n1.8\n\nPer cent of yearly\n.17\n\nprogress\n\n.27\n\nLanguage:\nDifference\n\n1.3-4\n\nPer cent of yearly\n.65\n\nprogress\n\n.20\n\n.08\n\nSpelling:\nDifference\n\n2.1\n\n6.35.2\n\n.7\n\n2.4\n\n10.0\n\n7-3\n\n15-7\n\nL\n\nPer cent of yearly\n.09\n\nprogress\n\n.27\n\n.24\n\n.19\n\n.20\n\n.05\n\n.16\n\n.66\n\n.49\n\n1.04\n\nWriting: Rate\nDifference\n\n-5.0\n\n.9\n\n10.5\n\n16.0\n\n-57\n\n-43-71\n\n.13\n\n1.16\n\n2.30\n\n.6\n\n.9\n\n5\n\n5\n\n3.0\n\n1.9\n\n.20\n\n.30\n\n.17\n\n.17\n\n1.00\n\n.63.73\n\nMedian per cent of\nyearly progress\n\n57\n\n.30\n\n.24.13\n\n.31\n\n45\n\n.20\n\nMedian of Medians ...\n\n-33\n\n4.0\n\n3.0\n\n2.4\n\n6.2\n\n7.6\n\n-3.2\n\nPer cent of yearly\nprogress\n\n........\n\n-34\n\n.88\n\n.95\n\n-40\n\nWriting: Quality\nDifference\n\n2.2\n\n1.7\n\n2.4\n\n3.9\n\n.56\n\n.48\n\n.78\n\n.56\n\n.48\n\n-35\n\nPer cent of yearly\nprogress\n\n*Differences favoring the one-teacher school are marked with the minus sign.\n\nThe single measure of 33 per cent and the per cents for each age tend to\nconfirm strongly the differences in grade-achievement as reported in Table\n5. The single measure of the age-differences is 33 per cent as compared\n\n"}
{"page": 849, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n824\n\nwith the single measure of the grade-differences of 27 per cent of a year's\nprogress. This variation is due to the difference in the procedure used in\nderiving the two measures. Both are approximations used because of the\nnecessity of expressing differences in terms of some known unit. From these\ntwo measures it would be safe to conclude that the difference in the results\n\nof instruction in the two types of schools is between one fourth and one third\nof a year's progress.\n2. The age-achievement differences tend to increase with the advancing\n\nages. The increase is irregular but it is positive. It is evident, therefore,\nthat the centralized school obtains superior results of instruction with the\nolder pupils.\nTABLE 8- SHOWING A COMPARISON OF SEVERAL IMPORTANT ADMINISTRATIVE CONDITIONS\nCONCERNING THE TWO GROUPS OF SCHOOLS\nAdministrative Conditions\n\nConsoli\ndated\n\nI Average number teachers employed per school ..\ndistricts consolidated per school .\n3\npupils transported per school .\n4 Per cent of enrolment transported.\n\"\n\n6.11\n\n\"\n\n5 Average area of territory served, sq. mi.....\n\n91.\n\n48.\n8.6\n\nlength of session, months .\n\n44-3\n8.92\n\nnumber pupils enrolled per school .\n\n139.2\n\n23-3\n\n25-7\n\n23-3\n\n7-9\n\n7-9\n\n\"\n\n6\n\nI\n\n\"\n\n2\n\n\"\n\n7-35\n\nOne\nTeacher\n\n8.58\n\n\"\n\n7\n\n\"\n\n\"\n\nteacher\n\n8\n\"\n\n\"\n\n9\n\"\n\n\"\n\n10\n\"\n\nII\n\n\"\n\nyears in the elementary course .\nsecondary work offered ..\ngrades per school having no pupils en\"\n\nrolled\n\n3-7\n\n....\n\n2.2\n\n12 ( a) Per cent elementary teachers having training two\nyears or more above high school ..\n\n56\n\n28\n\n44\n\n72\n\n64\n\n68\n\n(b) Per cent elementary teachers having training less\nthan two years above high school .\n13 Per cent teachers having three or more years experience ...\n14 Average tenure of service, years ......\n\n2.55\n\n1.67\n\nAdministrative conditions-The field report, Leaflet B, was so arranged\nthat a few of the important administrative facts were recorded. Approximately three fourths of the schools in each group made the report as requested. These data have been summarized and are herewith presented in\n\nTable 8. Numbers 2, 3, 4, 10 and 11 of the fourteen items involve no comparison between the two schools; numbers 1, 5, and 7 make comparisons\nwhich do not bear so directly on the question at issue; however, all record\nfacts of such significance that their inclusion in this report is fully warranted.\nItwould be well to keep inmind that these data represent the better schools\nof both groups. It is more than probable that similar facts from all schools\nof the two groups would show figures less favorable. This statement in no\nway effects the validity of the comparisons made.\n\n"}
{"page": 850, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n825\n\nItems 6, 8, 11 , 12, 13, and 14 in the table justify the following comment :\n1. The session of the consolidated school exceeds that of the one-teacher\n\nschool by .34 of one month. This difference is not great enough to be\nconsidered an important factor in instruction.\n2. The one-teacher school is favored by having an average of 2.4 pupils\nless per teacher than there are in the consolidated school. This difference is\nderived from the enrolment in both elementary and high-school grades in the\nconsolidated school. Since the attendance per teacher in the secondary grades\nis usually much less than it is in the lower grades the difference, if confined\n\nto the elementary grades alone, would be greater than 2.4-probably double\nthis number.\n\nWhether a difference in enrolment of four or five pupils per teacher\naffects the results of instruction is unknown. It is reasonable to assume that\nother factors have much greater influence.\n\n3. The qualifications of teachers in the centralized school are distinctly\nhigher. In this group 56 per cent have training two or more years above\nhigh school graduation as compared with 28 per cent in the one-teacher\ngroup.\nWe do not know the relationship between teacher-qualifications\nand the results of instruction, but it is commonly accepted that the better\ntrained teacher obtains superior results in the classroom. To what extent\ndoes this variation in teacher-qualifications account for the difference in the\n\nresults of instruction reported in Tables 5 and 8 ? The question is particularly significant in view of the pronounced belief that those with better\neducation and training can and do obtain better classroom results.\n4. The per cent of teachers having three or more years of experience is\nvery nearly equal in the two groups of schools.\n5. Teachers continue in service in the consolidated school.88 of one year\nlonger than in the one-teacher school. The tenure in both types is very short.\n6. Item number II records a significant fact about the one-teacher school\nthat bears directly on instruction. An average of 2.2 grades have no pupils\nenrolled. This means that teachers in such schools have 2.2 total grades less\n\nthan the total number in the elementary school. Instead of having all eight\ngrades represented only 5.8 grades are enrolled on the average.\nSummary-The preceding data and discoursive treatment seem to warrant\nthe following conclusions :\n\n1. The study has been sufficiently extensive in area, the number of schools,\nand the number of pupils to constitute a satisfactory sample or cross-section\nof instruction in the consolidated school and in the one-teacher school in the\nsubjects tested.\n\n2. Pupils in the one-teacher school are 14 of a year younger than are\nthose in the consolidated school.\n\n3. The holding power of the consolidated school is superior to that of the\none-teacher school in the upper grades .\n4. The rate of progress from grade to grade is nearly equal in the two\nschools; pupils advance about as rapidly in one type as in the other.\n5. There is a significant difference in the results of instruction in each\ngrade tested in favor of the consolidated school.\n\n"}
{"page": 851, "printed_page": null, "text": "826\n\nNATIONAL EDUCATION ASSOCIATION\n\n6. When the grade-achievement differences are converted into terms of\nyearly progress, they range from 18 to 40 per cent of a year in favor of the\n\nlarge type of school, with a general median difference of 27 per cent.\n7. The subject-achievement differences range from 10 to 44 per cent with\na general median difference of 27.5 per cent. The greatest differences are\n\nfound in rate and quality of handwriting; comprehension of reading takes\nnext rank. The smallest difference is in arithmetic.\n\n8. The grade-achievement differences increase from grade to grade. They\n\nare distinctly larger in the three upper than in the three lower grades.\n9. The age-achievement differences are in favor of the consolidated school.\nThey tend to confirm the grade-achievement comparisons.\n10. When converted into terms of yearly progress the age-achievement\ndifferences range from 13 to 56 per cent of a year with a median of age\nmedians of 33 per cent. While the per cents are somewhat greater, they are\nin general agreement with grade-achievement comparisons.\n11. The age-achievement differences increase with the advancing ages.\n12. Five of the fourteen administrative facts reported in Table 8 compare\n\nimportant conditions.\n\nTwo favor each type of school by insignificant\n\namounts. The fifth, qualifications of teachers, is decidedly in favor of the\nconsolidated school.\n\nSignificant questions-The Committee feels warranted in closing this\nreport with several significant questions.\n1. Why is there such a small difference in the results of instruction between the two types of schools ?\n2. The most significant administrative difference herein reported is that\nof teacher qualifications. To what extent does this account for the instructional differences favoring the consolidated school ?\n\n3. Is the consolidated school realizing on its opportunities?\n4. Have we not erected costly buildings, installed elaborate equipment,\nand set up extensive organizations, and assumed that they would produce\nsuperior classroom results ?\n5. Does not the study create a higher regard for what the one-teacher\nschool is accomplishing ?\n6. The movement for consolidation contemplates the abandonment of\n\nthe one-teacher school and the transportation of all the pupils to the central\nschool. Would it be wise, in the light of the report, to recommend some\nmodification of this program ?\n\nSECRETARY'S MINUTES\nOAKLAND MEETING\n\nC. G. Sargent, professor of rural education, of the Colorado Agricultural College,\nFort Collins, Colorado, was the only officer of the department present and, there\n\nfore, had full charge of the program. In many respects, the four numbers provided\nfor this meeting made one of the best programs that the department has held in\na number of years .\n\n"}
{"page": 852, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n827\n\nPresident Lory, of the Colorado Agricultural College, a recognized leader in the\nfield of rural education throughout the United States, was at his best. His discussion of the topic A STATE PROGRAM IN RURAL EDUCATION was frequently applauded,\nand it was followed by an interesting and prolonged discussion. Many of those\npresent pronounced it one of the finest addresses on rural education they had ever\nheard.\n\nProfessor O. J. Kern, of the University of California, presented a well-prepared\nand most interesting paper on THE ELEMENTS OF RURAL CIVILIZATION IN THE COURSE\nOF STUDY FOR RURAL SCHOOLs. This was thoroughly appreciated by the entire audience and we feel indebted to Professor Kern for his valuable contribution to the\n\nsuccess of our meeting.\nWhile Professor C. E. Rarick, of the State Teachers College, Hays, Kansas,\n\ncould not be present, he sent a well-prepared paper which was read by Eva Holmes,\ncounty superintendent of Napa County, California and who also acted as Secretary\npro tem. for the department. Mr. Rarick's paper dealt in a most intelligent way.\nwith rural school conditions in the State of Kansas.\n\nMark Keppel, superintendent of Los Angeles County, California, gave a most\ninteresting address on the subject of RURAL SCHOOL FINANCE. This is the first\ntime that Mr. Keppel has appeared on the program of our department and he gave\none of the finest discussions on ways and means of financing rural schools that we\n\nhave heard in a long time. Mr. Keppel has thoroughly mastered the subject and\nknows how to present it in a forceful and attractive way. We hope that Mr. Keppel\nmay be accorded a place in our program when the meeting is held in the eastern\npart of our country, for he has a message that will be of great value to the rural\nworkers in all parts of the country.\n\nIt was the unanimous request of those present that all of the papers presented\nbe printed and made available for distribution. In response to this request, the\nretiring president informed the audience that the papers would appear in the\nVolume of Proceedings of the National Education Association. Unfortunately,\nMr. Keppel and President Lory gave their addresses extemporaneously and neither\nhas as yet found time to reduce them to written form for printing. We are glad\nto include the addresses of Professor Kern and of Professor Rarick and have no\n\nhesitation in saying that both constitute real contributions to literature on rural\neducation.\n\nSELLING RURAL EDUCATION TO THE PUBLIC IN KANSAS '\nC. E. RARICK, PROFESSOR RURAL EDUCATION, KANSAS STATE TEACHERS\nCOLLEGE , HAYS , KANSAS\n\nIt could hardly be expected that a true son of Kansas could resist a temptation to boast of his commonwealth. So to make good on the proposition we\nwill begin with a few facts concerning the Sunflower State.\nKansas claims the distinction of growing more wheat and more alfalfa\n\nthan any other State in the Union. The total value of all the property in the\nState is $3,620,000,000. The per capita wealth of Kansas people compares\n\nfavorably with that of other States. In population Kansas has at present\nslightly more than 1,750,000. During the last three decades the increase\nof population in Kansas, however, has not kept pace with the rest of the\n\ncountry. The total increase in Kansas in thirty years was 22.5 per cent as\nagainst a total National increase of 45.9 per cent. We folks in Kansas wish\n1In the absence of the author, the paper was read by Eva Holmes, superintendent of Napa\nCounty schools , California.\n\n"}
{"page": 853, "printed_page": null, "text": "828\n\nNATIONAL EDUCATION ASSOCIATION\n\nto attribute this slow growth in population to the fact that the State contains\nfew large cities which have in recent years absorbed much of the increase\nin population. Let it be said, however, that Kansas is contributing her full\nshare of the drift from the farms to the towns and cities of the country.\n\nThe population of Kansas is particularly homogeneous in character.\nNinety-six and six tenths per cent of the population is white, 3.3 per cent\ncolored, and the remaining 1.1 per cent Indian and other races. Of our\ntotal population only 6.25 per cent are foreign born, and these are well dis-\n\ntributed over the State. There is not a county in Kansas where the foreignborn population runs as high as 15 per cent. Such foreign-born whites as\nare found in Kansas come principally from Germany, Mexico, and Sweden.\nSixty-five and one tenth per cent of Kansas people live in rural districts\nor in villages of 2500 people or less, and 49 out of every 100 of the entire\npopulation of the State actually reside upon its farms and till its soil. Of\nthe total land area of the State 86.8 per cent is in farms of which over two\nthirds are improved, and 58 per cent of which are cultivated by the owners.\nKansas lays claim to a high percentage of literacy; only Iowa, Nebraska.\nOregon, and Idaho outrank Kansas in this particular. The census report\nfor 1920 shows that there were in Kansas 255,404 children 7 to 13 years\nof age of whom 241,531, or 94.5 per cent were in school. The same report\nshows that Kansas ranks fifth in the Union in the proportion of population\n14 to 18 years of age attending secondary schools. The percentage of this\nage group in these States was as follows : California, 86.6 per cent; Nevada,\n\n53.3 per cent ; Washington, 50.6 per cent ; Oregon, 49.9 per cent; Kansas,\n43.3 per cent. The average for the entire country was 28.4 per cent. It\nis also shown that the enrolment in Kansas high schools increased from\n16,409 in 1901 to 60,110 in 1920. These facts are a testimony of the real\ninterest that the people of Kansas have in elementary and secondary schools.\nIn institutions of collegiate grade, Kansas also ranks high. During the\nyear ending 1921 there were the following number of people in each State\nto each college-student resident in that State: Oregon 112, Iowa 128, Utah\n137, Kansas and Nebraska each, 151. As indicating the drawing power of\nthese higher institutions on their own students, Kansas also ranks high,\ntaking ninth place, being exceeded by California, Oregon, Utah, Michigan,\nNebraska, New York, Montana, and Ohio. Seventy-nine and two tenths\nper cent of the college students residing in Kansas remain in their own Stare\n\nfor their college education; the average for all the States is 74.3 per cent.\nThe Russell Sage Foundation Report for 1920 ranked Kansas as twentyseventh among the States in educational standing. This report may not in\nall particulars represent a true comparison among the States, but it is significant to Kansans of the exceedingly low rating that the schools of their\nState have. Thoughtful people in our commonwealth have known for some\ntime that the type of school available to farm boys and girls was much below\nthat given to village and city children.\nFifteen years ago Hon. E. T. Fairchild, then State superintendent of\npublic instruction of Kansas in his biennial report said :\n\n"}
{"page": 854, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n829\n\nThe most pressing educational problem of today is the rural school. Our university, State agricultural college, and normal schools have attained a degree of\nexcellence and efficiency unparalleled in the history of our State. The denominational institutions, the high schools, and even the village schools all report\nremarkable prosperity and increased activity. However, there is a phase of our\nschool work that has not felt this forward impulse. I refer particularly to the\nrural school. It is the deliberate judgment of many of our best educators and\nclosest observers that no such progress as we have above described is to be found\ninthe common or country schools. While all eyes have been turned to the high\nschool, to the college, and to the university, it is feared that the welfare of the\nrural school has been overlooked.\n\nHow like the voice of a prophet these words sound to those who know\neducational conditions in Kansas now. The facts heretofore given indicate\nthat Kansas has made remarkable progress in her secondary schools and in\n\nher institutions of higher learning. While there are indications of growth\nin the rural schools of the State during this time, it is known without question that their progress is in no respect comparable to that of the graded\nschools of the city and the higher institutions of learning within the State.\nSo strongly had the conviction come to the people of Kansas that there\n\nwas a fundamental injustice and inequality resulting from the widely different types of elementary schools offered in the State, that the legislature\nof 1921 enacted a concurrent resolution establishing a State School Code\n\nCommission, defining its functions and making an appropriation of funds\nfor its use. Last year under the direction of that commission, there was\nmade an extended study of the educational conditions of the State, particularly relating to the rural schools. So far as Kansas is concerned, that was\nthe first attempt in an official way to compare the teaching results in the\none-teacher schools with those of the graded schools of the same territory.\nAstudy was made of the achievements of pupils in the elementary schools\nofdifferent types in the State. In addition to this attention was also given\nto the education, experience, and salaries of the teachers in these schools,\ntheir tenure in the positions held, the number of pupils and daily classes\n\ntaught, and the teaching facilities provided as represented by library and\nsupplemental books.\n\nThe scope of the investigation was necessarily limited because the great\nsize of the task made it impossible to examine any large portion of the elementary schools of the State. However, a fair representation of the several\ntypes of schools, comprising a total of more than 4000 pupils, found in\n17 different counties, widely distributed over the State, would seem to\nmake a fair basis for the comparison of results in these types of schools\nfor the State as a whole. The tests were given in practically all of the\nschools during the sixty days prior to February 15, 1922. In this investigation there were included 132 schools with 4244 pupils.\nIn measuring the achievements of the children the same standard tests\n\nwere used both in the one-teacher schools and also in the graded schools.\nThe manner of giving the tests was as nearly identical as possible. The subjects used in the study were spelling, reading, arithmetic fundamentals,\narithmetic reasoning, written composition, and handwriting. From the\ndata secured by this means the following conclusions, in brief, are drawn:\n\n"}
{"page": 855, "printed_page": null, "text": "830\n\nNATIONAL EDUCATION ASSOCIATION\n\nFirst. The pupils in the sixth grade of the graded schools spell as well or better\non the average than do seventh grade pupils in the one-teacher school. The graded-\n\nschool pupils are, quite obviously, about one school year ahead of pupils in the\nungraded schools in the subject of spelling.\n\nSecond. The results in reading show that on the average the pupils in the graded\nschools are a full year in advance of the boys and girls in the one-teacher schools\n\nin that subject. In fact, the fifth-grade pupils in cities of the second class read\nas many paragraphs correctly on the average as do the seventh-grade pupils in the\nungraded schools. Likewise the sixth-grade pupils in the former schools are nearly\ntwo years ahead of the sixth-grade pupils in the one-teacher schools. Not only\ndo the pupils in the ungraded schools have a smaller score in number of paragraphs read correctly, but they also have a larger percentage of paragraphs read\n\nincorrectly in proportion to their own total paragraphs than do the pupils in the\ngraded schools. This difference runs above 10 per cent in some grades. The\n\nmeaning of these facts stated in another way is that in addition to reading slower,\nthe pupils in one-teacher schools generally read more inaccurately.\n\nThird. In measuring the ability of pupils to handle the fundamental operations\nof arithmetic, the following conclusions were reached. There was no grade in the\n\none-teacher schools which averaged up to the third-grade standard in addition as\nrequired by the author of the test. The same may be said for the fourth grade in\n\nmultiplication. On the average, the pupils in the ungraded schools are between\none and two years behind the pupils in the graded schools in the fundamentals of\narithmetic. When the degree of accuracy is taken into account the pupils in the\nungraded schools did not reach an average of 50 per cent in addition for any of\nthe school grades. The percentage of accuracy was uniformly lower for the oneteacher schools in all grades in each of the four operations than for the same grades\nin the graded schools, with only one lone exception, the fourth grade in division.\nThe difference in some instances was more than 20 per cent between the two types\nof schools.\n\nFourth. In the arithmetic reasoning tests it was plainly evident that pupils in\nthe graded schools showed the effect of better teaching in those schools with reference to reasoning on problems in arithmetic. Both correct principle and correct\nresults counted in making the scores. In every instance the pupils of the graded\n\nschools showed superiority to those of the one-teacher schools, ranging from 3 per\ncent to more than 30 per cent.\nFifth. In written composition it was found that the pupils in cities of the third\nclass had a higher average score in each of the six grades tested than do the ungraded school pupils. This difference was greater in the upper grades where it\nwas found that the seventh grade in the one type of school averaged as high as the\n\neighth grade in the other type of school. In the fourth and fifth grades the pupils\nin second-class city schools were a full year ahead of the pupils in one-teacher\nschools; in the sixth grade they were more than two years ahead in this subject.\nSixth. In handwriting the quality of writing of the children was measured by the\nhandwriting used by them in the test in written composition. It was found that\nthe pupils of the third class cities were more than a school grade ahead of the\n\npupils in the one-teacher schools ; the pupils in second-class cities were more than\ntwo school years in advance of the pupils in one-teacher schools in this subject.\nIn the measurement and comparison of pupil achievement in different\n\ntypes of schools, it was thought necessary to know how the several groups\ncompared with reference to the ages of the pupils tested and how nearly\nalike was the distribution of pupils by grades in the several types of schools.\nIn both of these particulars a marked similarity occurred, and in general\nit may be said that there were but slight differences in the four types of\nschools in both of these particulars.\n\n"}
{"page": 856, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n831\n\nIt would then be natural to presume that the length of the school year\nwould be a big factor influencing the achievements of pupils. It might even\nseem that the great advantage of the graded schools was largely due to the\nlonger school year of nine months. It can be clearly demonstrated, however,\nthat this is not the chief nor, perhaps, an important factor in determining the\ndifferences in pupil achievement, which have been herein described and which\ndisclose the inferiority of results in the one-teacher schools.\nOf the 1232 pupils tested in the one-teacher schools, it happened that\n334 were in schools having a seven month's term, 861 were in eight months'\nschools, and 37 were in nine months' schools. This fact permitted a comparison to determine how much better were the results secured in the eight\nthan in the seven months' schools.\n\nThe number in nine months' schools was\n\ntoo small to make possible a valid comparison. The evidence available shows\nrather conclusively that the eight months' schools are not generally superior\nin results secured, at least below the seventh grade, and in no grade is the\ndifference so consistent as to be strongly convincing. The facts thus derived\nsuggest that an additional month of poor teaching does not greatly improve\nthe results secured in any of the subjects investigated. The inferior results\nwhich characterize the one-teacher school cannot be remedied by extending\nthe annual school term one or two months. It is certainly reasonable to\nbelieve that a different kind of schooling is needed rather than more of the\nsame kind. Any effective remedy for the serious shortcomings of the oneteacher school must include a re-organization of these schools, looking to\nlarger school units, a reclassification of its pupils, and adequate supervision\nof instruction, which, next to a superior teacher and good organization, is\nthe most important single factor in the improvement of teaching results.\nIt should be remembered that there were certain other facts closely related\n\nto the pupil achievements in these schools which were also carefully investigated. These include the tenure, experience, training, and salary of the\nteachers; the number of daily recitations and size of classes in these schools ;\nand the adequacy of such educational provisions as supplementary books\nand library facilities.\nIt is generally recognized that nothing is more disruptive to school progress\nthan the continual changing of teachers. Satisfactory teaching results are\nimpossible where a brief tenure of service prevails. In this particular study,\n66 of the one-teacher schools which reported on this item showed that 50\nof the teachers were new in their positions for that year; 12 others had been\nin the position but one year; and only four of the 66 teachers had been in\ntheir positions more than a single year. The unstable teaching force thus\nresulting is certainly a menace to the educational progress of the pupils and\nundesirable as a business procedure.\n\nMany of the teachers in one-teacher schools are each year replaced by\ninexperienced teachers. The facts showed that 33 out of 98 of these oneroom schools reporting on this item had inexperienced teachers that year.\nThe graded schools show but two inexperienced teachers out of fifty-one\nemployed. From another source, covering the same point, and equally\n\nreliable, it was learned that 258 teachers out of 728 were inexperienced.\n28\n\n"}
{"page": 857, "printed_page": null, "text": "832\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn comparison to this situation in the one-teacher schools the same report\nshowed for the graded schools that 23 only out of 458 were inexperienced.\nSeven out of every ten teachers in the schools investigated have no more\nthan a high-school training. The situation is quite different for teachers in\nthe graded schools; practically all of these teachers have received a full fouryears' course of high-school training, and five out of every ten have received\nnormal school or college training in addition thereto.\nWhen we examine the salary for teachers in the elementary schools of\nKansas additional cause for charges of discrimination are found. Women\nteachers in the one-teacher schools are paid on an average $678 per year,\n\nwhile women teaching in the graded schools receive $885 per year. The\nsame comparison among the men shows $730 as against $1080. Insufficient\ntraining, inexperience, instability, and the cheapness of the teaching force\nhave tended to cheapen the teaching results in the one-teacher schools.\nThe large number of classes per day which the teacher of the one-teacher\nschool has to teach makes her task especially difficult from the standpoint of\ngetting good teaching results. Only 32 per cent of the one-teacher schools\ninvestigated have less than thirty classes a day and 30 per cent of the number\nare loaded with 35 or more classes scheduled to be taught daily. There\nwere several teachers of this group whose program called for more than 40\nrecitations daily.\nClosely related to the large number of daily classes is the important question of the extremely small number of pupils in many of the grades in the\none-teacher schools. Eighty-three of the 98 one-teacher schools have one or\nmore grades in which there is only one pupil. Eighty-eight of these have\none or more grades in which two pupils only are enrolled. In the grade\nschools of the same territory there was not reported a grade having less\nthan five pupils in it and the teachers in these graded schools average less\nthan half the number of daily classes per teacher that were reported for oneteacher schools. The educative contacts that come from group instruction\nare largely absent from the one-teacher schools and the expensive duplication\nresulting from such a school organization is not justified as a business\nproposition.\n\nBy the lack of such school provisions as adequate library and supplementary\ntextbooks the teacher of the one-room school in Kansas is further handi-\n\ncapped. Only one in seven of these schools claim to have provided any supplementary textbooks for any grade; even the one school in seven had few\n\nsuch books. A majority of these one-teacher schools report that they have\nsome library books, but six out of every ten have none for grades one and\ntwo. Almost as large a number have no library books for the third and\nfourth grades. From three to four out of every ten of these schools we find\nprovided with less than a dozen library books of any sort for grades five to\neight. Further evidence that the one-teacher schools of Kansas are not so\n\nwell prepared to offer efficient instruction as are the better-equipped graded\nschools.\n\nThere is another fact, somewhat startling in its significance, which was\nsecured from another source, but is reliable. An investigation over the entire\n\n"}
{"page": 858, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n833\n\narea of 15 counties, well distributed over the State, showed that only 58.67\nper cent of the school census of the one- teacher schools were enrolled in the\n\nschools of that type. For the same area in the graded schools, the showing\nwas 86.91 per cent of their school census enrolled in their own schools. From\nthe foregoing facts we are forced to these conclusions :\nFirst, that the pupil achievements in the graded schools of Kansas are\nmuch superior to the results secured in the one-teacher school. Second,\nthat the differences between the achievements of pupils attending the seven\nmonths' and the eight months' schools of the one-teacher type are so slight\nas to indicate that there is not much advantage in the additional month of\n\nthat kind of schooling. Third, that the boys and girls in one-teacher schools\nare getting a very inferior kind of instruction from inexperienced, poorly\nprepared and poorly paid teachers. Fourth, that the excessive number of\ndaily classes to be taught, and the absence of essential teaching facilities ,\noperate to rob the children in such schools of fair and reasonable educational\n\nopportunities. Fifth, that the facts show that the parents of the children of\nthe one-teacher school districts of Kansas are recognizing the inefficiency\nand injustice that such a system brings, for approximately one third of them\nmove out of the one-teacher school district to educate their children. Sixth,\n\nthat the one-teacher school system as an instrument of instruction has outlived its usefulness, stands impeached in every essential detail of its operation and is totally unworthy of a place in the educational system of any\nenergetic, fair-minded commonwealth.\nIf the foregoing facts in all their details, and with their emphatic vividness\nwill not persuade a community to attempt something better, eventually\nat least, we have little hopes for that particular community. But I am happy\nto relate that central and western Kansas, particularly, are recognizing the\nneed and are apparently coming to believe that a new type of rural education\nwill satisfy that need. They are actually buying for the farm children of\ntheir territory an educational opportunity that is the equal of that offered\nchildren anywhere.\n\nSince July, 1919, when the real work of reconstruction was begun, wonderful progress has been made. A hasty survey reveals that in this time\n\nmore than 70 school projects have been successfully launched. The types\nof these schools range all the way from the small consolidated school to the\n\nlarger consolidated schools with wonderful equipment and buildings and\nserving the educational needs of several hundred farm children. The con-\n\nsolidated school at Manning, Scott County, serves a small community, replacing three one-teacher school districts and operates two motor busses. The\nschool plant there has a valuation of $25,000. This school represents the\nsmaller type of consolidated schools in central and western Kansas.\n\nIn the county adjacent to Scott County, that is, Finney County, there is\nlocated the big consolidated school of Holcomb. This is a school that serves\nthe needs of what was formerly eight schools; it is operating 12 motor busses ;\nhas a school plant valued at $250,000, and is modern in every respect; and\nserves the real needs of Kansas farm boys and girls. The school plant at\nHolcomb has an ultimate capacity of 1200. It now has an enrolment of\n\n"}
{"page": 859, "printed_page": null, "text": "834\n\nNATIONAL EDUCATION ASSOCIATION\n\n605 grade and high-school pupils, with a faculty of seventeen teachers. The\nplant consists of seven buildings and an athletic field, and a first-class farm\nof twelve acres, with an irrigation plant, apple and cherry orchards, a six-\n\nacre alfalfa field and plats for agricultural experiments.\nThe main building houses the intermediate department and the junior\nand senior high schools. It contains 17 classrooms, including shop, agricul-\n\nture, household science and art, music and drawing departments, a conmodious study hall, three offices, four dressing-rooms (two of which are\n\nequipped with shower baths) and an auditorium-gymnasium. The primary\ndepartment is located in a pleasant, six-room modern building nearby.\nThe teachers' home is a modern twenty-room building built of brick with\ntile roof, containing thirteen bedrooms and two cheerful homelike livingrooms, a dining-room, and kitchen. This is under the care of a matron who\nprepares the meals. Of the other three residence buildings on the grounds,\none is the home of the superintendent, one of the agriculture instructor, and\nthe other for the janitor. In addition to these there is a brick garage large\nenough to hold sixteen auto busses.\n\nA number of praiseworthy projects of a cultural and religious nature are\ncarried on at the school or with its assistance. Community sings are held\ntwice a month; the community choir meets at the school for the preparation\nof music to be used in the services of the Community Church and Sunday\nSchool, having a membership of 248, of different sects, all worshipping\ntogether. Musical appreciation, aided by victrolas, is begun in the first grade.\nOperettas and cantatas are given with talent from the community.\nThe school maintains a splendid lecture course, and possesses the only\nmotion-picture equipment in the community, thus controlling this popular\nsource of information and entertainment to a great extent.\nNo, Kansas is not yet fully awake. In fact, she has only just begun to\nyawn a bit. When she does really sit up and take notice of the possibilities\nthat modern rural education brings to farm boys and girls, we may expect\nto hear of wonderful accomplishments. Kansas never does things in a halfway manner She can move rapidly when the need is urgent. The time will\nsoon be auspicious. When that moment fully comes you will find Kansas\nbuying a type of rural education that will be worthy both ofher traditions\nand of her ambitions.\n\nTHE ELEMENTS OF RURAL CIVILIZATION IN THE\nCOURSE OF STUDY FOR COUNTRY SCHOOLS\nO. J. KERN, ASSISTANT PROFESSOR OF AGRICULTURAL EDUCATION\nUNIVERSITY OF CALIFORNIA\n\nBy \" country school \" is meant that rural institution which is supposed\nto meet the primary educational needs of a farm population. For the first\n\ntime the Bureau of Census distinguishes between \" farm \" population and\n\" rural \" population. A recent bulletin issued by the Bureau of Census gives\n\nthe total farm population in 1920 to be 31,614,269. These are dwellers on\n\n"}
{"page": 860, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n835\n\nfarms, the tillers of the soil, and may be called our agrarian democracy. Of\nthis farm population of 31,614,269 a total of 15,962,176 was 20 years old\nor under. Since education and organization represent the two methods\nby which our agrarian democracy must maintain its status, the character\nofthese two movements becomes highly significant.\nThis farm population of 31,614,269 is, of course, the larger part of our\nrural population of 51,406,017. This may be termed our rural democracy\nin contrast to our urban democracy of 54,304,603 which lives in cities and\nincorporated places of 2500 and over. Expressed in percentages \" farm\npopulation is 29.9 per cent of total population of the United States; rural\npopulation 48.6 per cent; and urban population 51.4 per cent .\nRural population, the whole, is 20,000,000 greater than farm population,\nthe part. It would be interesting to know how much these 20,000,000 nonfarm dwellers of our rural population have in common with the 31,614,269\nfarm-dwellers of our rural population. How far can they travel the same\nroad educationally and socially? How much have they in common in rural\neconomics ? Can these two elements work together in the development of\nsuch institutions as school and church, which will really meet the needs of\nthe larger community life in an ever expanding rural democracy ?\nFarm population and food production-The chief significance of farm\npopulation and its fundamental relation to our National welfare has been\nits ability to feed the Nation. Production of food and raw materials do not\n\"\n\nconstitute agrarian democracy's sole mission, to be sure, but this must ever\nremain its chief task. Lincoln's words relating to food production, spoken\nin 1859, now read like a prophecy. \" Ere long,\" he said, \" the most valuable\nof all arts will be the art of deriving a comfortable subsistence from the\nsmallest area of soil. No community whose every member possesses this art\n\ncan ever be the victim of oppression in any form. Such a community will\nbe alike independent of crowned kings, money kings, and land kings.\" It\nwas well for the democracy of the world that the agrarian democracy of\nAmerica, born since Lincoln died, was fairly efficient in this most valuable\nof arts,\" the art of productive agriculture. As soon as our country actively\nentered the world-wide contest, advice, entreaties, warnings and proclama،،\n\ntions from all sorts of sources urged the farmer to win the war. \"Food will\n\nwin the war \" became the slogan, often, of those who had nothing to do\nwith the actual winning of the food.\nIt was a fine spirit manifested by the great leaders of our industrial\ndemocracy in mobilizing to the support of our government. These men\nbrought to the solution of many difficult problems keen minds trained by\nlong years in specific lines of business. Many of our agricultural colleges\n\nsend their graduates back to the farm for leadership and service in agriculture. These leaders have been growing corn, beef, alfalfa, fruit, and the like,\nand developing schools, homes, churches, and rural interests in general.\nIfthe farmer in the furrow constituted the second line of defense, then it\nwould seem that sound principles of military tactics would demand that\nactual farmers form a part of the home board of strategy. Agricultural\nleaders, trained men,both as result of academic training in a college of agri\n\n"}
{"page": 861, "printed_page": null, "text": "836\n\nNATIONAL EDUCATION ASSOCIATION\n\nculture and long years of experience in the successful management of a wellordered farm, should be qualified to give counsel on some of the complex\nproblems relating to the production, regulation and price-fixing of the com-\n\nmodity so necessary in the winning of the war. Surely our farm population\nmerits representation in councils to make a world safe for democracy and to\nmake a safe democracy for the world.\nTwo agencies in reconstruction-It was stated above that education and\norganization may be regarded as the two forces for the development of a\n\nsatisfactory rural civilization. The possibilities of the improvement of plant\nand animal life; the better organization of the work of the farm to secure\nmore time for recreation; the exercise of leadership in the reconstruction of\ncommunity life, are all tasks of the highest order. Agrarian democracy, our\nfarm population, has a twofold work-namely, to put the great business of\nfarming on a scientific basis and to give a richer content to the human or\nsocial values in agriculture. Economic success is the first essential to an\nattractive life. There is scant satisfaction in listening to the songs of birds,\ninhaling the odor of clover blossoms, or watching the glory of the sunset,\nwhere there is an indifferent financial reward for long days of toil. On the\neconomic side of agriculture, aside from the improvement in the technique\nof farm operations, agrarian democracy must learn the great lesson of\ncoöperation and organization. If it is considered necessary and just for labor\nto organize and to secure legislation to protect its rights and to promote its\nwelfare, why should it be considered unethical or inexpedient for farmers\nto do the same ?\n\nHowever, a farmer is more than a producer. There are man yields as\n\nwell as crop yields. People, rural folk, are the most interesting things in\nthe open country. To evolve the attractive country life is the great task of\nreconstruction for rural democracy. Through education in the rural school\nthere must come for farm youth that spiritualizing and socializing contact\nwith rural environment that will emphasize the worth of agriculture as a\n\nmode of life. In an academic way most farmers concede that the farmer and\nhis family are of more concern that the farm and its products. But in this,\nas in many other things, there is a wide difference between theory and practice. There is a growing feeling that the cost of production of farm youth\nis too low in a few vital essentials to fit them for active citizenship in a wholesome country life. First, there should be substantial recognition of the truth\nthat boys and girls on the farm are an asset, not a charge wholly, and ot\nsufficient economic importance to be admitted into a kind ofjunior partnership relation. Second, there must be a richer social content inthe lives of farm\nfolk. Opportunity for high-school training must be provided. The adolescent\nage is the critical age of farm youth. There is needed the steadying influence\nof a good wholesome secondary school.\nEducation for country life-The educational system for the American\nfarmer may be represented graphically by the pyramid. At the apex is the\ncollege of agriculture, the institution of higher learning and training in the\n\ntechnique and science of the Nation's fundamental industry. At the base is\nthe country school, the primary educational institution for the farmer, where\n\n"}
{"page": 862, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n837\n\nthe great mass of farm youth gets its only training so far as formal education\nis concerned. The connecting link between the apex and the base is the\n\ndistinctively rural high school, the consolidated school, the truly American\nrural folk school slowly rising into National consciousness.\nThe country school is in direct contact with the farming population. To\ntake it out of contact and control of its constituency is to commit a pedagogical and social blunder, the evil consequences of which only succeeding\ncenturies can measure. We do not strengthen a democracy by taking away\nfrom that democracy all opportunity to participate in its affairs. We will\nnot strengthen agrarian democracy's interest in its education by taking away\nfrom it all responsibility for the rural school. Such a procedure will hasten\nthe exodus from the farm. The strong vigorous families of this generation\nwill move away. The process will be repeated in succeeding generations.\nThe rural race will deteriorate because of the inferior stock left behind.\n\nThere will result degenerate rural life with American serfdom, worse than\nmodern tenantry, a people tied to the soil with \" established heredity of trade\nor calling \" as Rome established in a vain effort to get the farms of Italy\ncultivated.\n\nMore attention must be given to the candles of learning, burning very\nfeebly some of them, in thousands of country schools. There is not universal\nintellectual gloom and stagnation at the base of our educational pyramid, but\nconditions are far from satisfactory. In many cases, it is true, the life on the\nfarm is giving a very valuable training to many farm youths. But some of\nus know from experience how more vital and significant the vocational training given by the farm would have been if the country school had furnished\natthe same time the intellectual stimulus and spiritual contact with a rural\nenvironment. Some of us were literally soul-starved in the midst of plenty.\nIt has remained for the oldest farmers' organization in the United States\n\nto declare what education for country life is. The National Grange appointed\na special committee on agricultural reconstruction. The committee made\n\nits report at the fifty-second annual session of the National Grange at\nSyracuse, New York, November 13-22, 1918. Among other things this\nspecial committee said: \" Our system of rural education should not neglect\nenvironment as a basis of education. Urban standards should not become\nguides of rural systems of education. Unless teachers themselves breathe\n\nthe atmosphere of a country life environment, they cannot sense sympathetically the basic facts that mean country contentment and satisfaction. Neither\n\ncanthey instil into the minds of country children those important things\nthat mean the fullest enrichment of country life. We therefore demand a\nsystem of education that will direct the farm youth toward the farm, and\nnot away from the farm.\"\nCourse of study for the country school-Let it be emphasized, once for all,\nthat in our reconstruction of the course of study for the country school we\nshall not throw overboard all the best of the old nor take on all that is\n\nattractiveofthe new. Let it be emphasized, also, that the one-teacher country\nschool has its limitations. Some things, many things in fact, in country life\neducation will be done with better skill and with better results in a consoli\n\n"}
{"page": 863, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n838\n\ndated school. But in the rural elementary school, tradition and a course of\nstudy for professional life shall no longer dominate.\nA school should reflect, in its course of study, some of the principal elements\nof the environment in which it is placed. The social and economic needs of\n\na farm population of 31,614,269 people living wholly outside of cities or\nincorporated places demand some modification of the course of study to admit\nthe elements of a rural civilization. Since the farm is the economic unit\n\nand the farm home the social unit of an agricultural civilization, some material\nrelating to the farm and some material relating to the farm home, must be\nincluded in the course of training for farm youth. This will enrich country\nlife and encourage social and industrial efficiency.\nA brief statement of the units of such a course must be accepted here\n\ninstead of a detailed outline. The following classification is arbitrary and\nmay not be logical. Perhaps it has the merit of simplicity. The following\nare the five units : ( 1 ) Language unit, reading spelling, writing, language\nlessons, literature; ( 2) mathematics unit, numbers, arithmetic; ( 3) social\nscience unit, geography, history, civics, art, music; (4) natural science unit,\nphysiology and hygiene; and (5) country life unit, elements of rural\ncivilization.\n\nBy elimination, substitution, and the proper correlation, the traditional\nsubjects as given in the first four units above can be made more effective in\ntraining and will not lose their cultural and disciplinary values if more closely\nrelated to rural life. This fact should be kept in mind in discussing the training of the American farmer-namely, that he is a man and a citizen as well\nas a cultivator of the soil. Hence, he has intellectual hungers and spiritual\nlongings as well as vocational needs. The subject matter, then entering\ninto his education, should include the best of the world's civilization, music,\nliterature, history, art, as well as the fundamentals of an agricultural civilization. Country-life education includes rural education as well as agricultural education.\n\nCharacter of the country life unit-Various terms are used to characterize\nthe material of the country life unit in the course of study for the country\nschool. The name is not so important after all, perhaps. Something of agriculture and home-making are urged by all. So far as the farm is concerned\nthis material is designated \" elements of agriculture,\" \" elementary agriculture,' agricultural nature study,\" and nature study agriculture.\" The\nmaterial for study in connection with the rural home is also variously termed\n\" domestic science,\" \" household art and economy,\" and \"home making.\"\n\" ،\n\nTo cover all this material perhaps the term \" elements of a rural civilization\"\n\nis suitable. For life on the farm in rural society means more, or couldmean\nmore, than simply tilling the soil and housekeeping. In class discussion one\nday as to the proper term to describe the material of this country life unit.\none student said his church called it \" the gospel of the land.\"\n\nThe country life unit has four main divisions-namely, human needs.\ninterest, and activities in rural life; plant studies throughout the year; animal\nstudies throughout the year; and soil studies and the phenomena of the\ninorganic world. Each of these divisions has enough material for a volume\n\n"}
{"page": 864, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n839\n\nThe first division is broad enough to include the elements of rural health,\nrural recreation, rural architecture, rural landscape art, and all those activities that mean the socialization of rural community life. Under the last three\ndivisions we have material for a course in agricultural nature study.\nWith reference to instruction in soil, plant, and animal life in the oneteacher country school, too many farmers, and educators as well, confuse\nspecialized agricultural production for the adult and scientific agricultural\neducation forthe child. Also, too many teachers confuse the art of agriculture\nwith the science of agriculture. There is plenty of room for many farmers\nto improve on the art side of their vocation, but they will not learn this from\n\na city high-school girl teaching her first school in the country. This is not\nthe field of operation for such a teacher.\nAgain, a brief word as to subject matter and method. Because there is to\nbe\" something of agriculture and home making \" in the rural course of study,\nthis does not mean that the country school is to become a technical vocational\nschool; a sort of transplanted European peasant school with a narrow curriculum, one not open at the top.\" Such a school will make it impossible for\nfarm youth to enter a high school. A university course for farm youth who\naspire to it then becomes an impossibility. America's equality of educational\nopportunity is thus gone. This is the danger as the passing of time increasingly emphasizes the production of food. European systems of rural educationkeep farm youth on the farm. But the American farmer has a different\nsocial status from that of the European peasant.\n\"\n\nAs to method. Vocational training in agriculture (somewhat in the 7th\nand the 8th grades of the country school, and more in the consolidated rural\n\nhigh school) will appeal to the boy reared on the farm more strongly if it\ncomes to him as an improvement project first rather than as simply an\neconomic project to determine amount of gain or loss. The reverse perhaps\nwill be the procedure for the city boy studying agriculture for the first time.\nThis does not imply that the farm boy does not need to increase his skill in\nproduction and therefore there is no need of the productive project of exercise worked out at home under the direction of the school. There is vast\n\nroom for improvement in production. But agricultural production is not\nnecessarily agricultural education .\nThe average farm-bred boy is already \" fed up \" on plowing and culti-\n\nvating and husking. A vocational course in farming with the sole object of\ngrowing more bushels to the acre does make the strongest appeal to the\nfarm-bred boy. But his interest may be challenged to grow better corn by\nselection and improvement of environment. In the end more corn will\nbe raised.\n\nThe country school can and should furnish intellectual stimulus to farm\n\nyouth. Some of us have been enthusiastic over agricultural education, expecting to see the entire problem of productive agriculture solved in a few\ncropping seasons by boys and girls in the elementary school, and that elementary school the rural school with all its handicaps. So strong was our\n\nfaith inthe efficacy of a legislative enactment that we passed laws compelling\n\n"}
{"page": 865, "printed_page": null, "text": "840\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe subject to be taught without any provision for the training of teachers\nto teach it.\n\nIn the writer's judgment there should be a minimum of vocational training in the technique of agriculture in the rural elementary school because\nthe school cannot teach this successfully to boys and girls of the elementary\n\nschool age, and because country boys and girls in daily contact with productive agriculture have acquired a background of experience which no teacher\n\ncan supply through the medium of the school. What these boys and girls need\nis that spiritualizing and socializing contact with their environment as will\nemphasize the worth of agriculture as a mode of life. This the country school\n\nmay furnish, in a measure, if it has the right kind of teacher and a vitalized\ncourse of study. With this sympathetic contact with environment as a background, technical training in the art of agriculture will come in a higher\nschool or by actual experience on a farm or both.\nThe work of the rural school-Of course the rural teacher shouldbe\ntrained for her work. But the special training needed is not that ofvocational\nagriculture. It is rather in the field of rural sociology. The units in a course\nof training to prepare a teacher for the work of training farm youth should\nbe somewhat as follows : ( 1 ) Through mastery of the subject matter of the\ncurriculum of the elementary school with such supplementary material of\nan historical and sociological character as will properly emphasize the values\nof subject matter and of the rural school as a community institution; ( 2 )\nprinciples and methods of education; ( 3) elements of a country life civilization and rural leadership; and (4) practice teaching under expert supervision in an ungraded school situated in a rural environment.\n\nThe above units are comprehensive and include all the cultural and vocational material necessary to train a person for service as a teacher in a country\nschool. However, units 3 and 4 mentioned above, should be given in the\nteachers' college for then the students are more mature and educational\nfacilities are better. There is a vast difference in the point of view and\nmethod of treatment of agricultural nature study in the first or second year\nof the high school from that in the senior year of the teachers' college. Also\nrural leadership implies a study of rural sociology and the teachers' college\nis a better place for this than in the high school.\nBut present teachers may do much. We may assume that some of the\nscience instruction during the four years' course for the high-school graduate\n(country teacher) has stuck. Enough, let us hope, of the physics, chemistry,\nand biology to enable him to understand some of the simple but extremely\nsignificant scientific principles of agriculture, such as are contained in an\nelementary textbook on soil, plant, and animal life, or in the bulletins issued\nfrom the experiment station, which bulletins the average adult farmer cannot intelligently read because his early education never taught him to think\nin terms of nitrogen, protein, carbohydrates, nutritive ratio, and the like.\nThe science instruction this country teacher received in his high-school course,\ntogether with the most valuable literature and helps now available, should\nenable him to work over some of this material and make it available as mental\n\nfood for farmers' children. He should be the medium for transforming scien\n\n"}
{"page": 866, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n841\n\ntific information into educative material in the training of farm youth. The\naverage farmer, and farm child as well, needs mental stimulus along with\nhis labor; intellectual food that will challenge his reasoning powers and cause\nhim to think as he follows the furrow.\n\nThe laboratory and the experiment plot have a place, to be sure, in any\nsane scheme of agricultural education. But for the rural elementary school\nthis does not mean the university equipment nor method. Farm youth are\nconstantly submerged in one vast laboratory of out-of-doors and in daily contactwith practice of one kind or another on the farm. Good teaching in the\ncountry school will challenge the interest of boys and girls with mental\nstimulus along the science of plant and animal improvement and soil conservation. Observation, information, investigation with the home improvement project are all needed. But if we wait till all rural teachers are trained\ninthe technique of agriculture before we give any instruction in the science\nof agriculture we shall wait in vain.\nThe rural teacher's first and chief business in a community is to teach\n\nschool, to \" keep school\" in the best sense of that term. To keep it ever\ninher best thought and to keep it and its interests prominently in the thought\nandaffections of farming people. The country school is the one rural institution charged with the high mission of educating rural youth. There should\nbe a regular place on the daily program of recitation and study for this\ncountry life material. It should be taught with the same skill and motive\nas are taught reading, arithmetic, or geography. Farm youth need to be\ninspired with faith and hope in the life of the countryside. This means educational training in terms of their environment.\n\nBut how much are farmers willing to pay for such service ? The National\nGrange resolution quoted above states, \" Unless teachers themselves breathe\n\nthe atmosphere of a country life environment, they cannot sense sympathetically the basic facts that mean country life contentment and satisfaction.\"\n\nAminimum annual salary of $1500 for the properly qualified teacher who\n\"\n\nmust breathe the atmosphere \" will very materially strengthen the sense\nthat means country contentment and satisfaction. \" This living annual\n\nsalary of $ 1500 for services rendered in full is tangible sympathy for the\nteacher in her work of using \" rural environment as a basis of education \" of\n\nfarm youth. It is more than sympathy. It is simple justice.\n\n"}
{"page": 867, "printed_page": null, "text": "Department of School Administration\nSECRETARY'S MINUTES\n\nOFFICERS\n\nCharleston, West Virginia\n\nPresident-IRA B. BUSH ......\n\nSecretary- WILLIAM C. BRUCE, Secretary, The Bruce Publishing Company,\nMilwaukee, Wisconsin\n\nOwing to the absence of President Ira B. Bush, the meeting was called to order\nby William C. Bruce, who on motion of Reuben W. Jones which was unanimously\ncarried, was elected chairman.\nThe first speaker was Professor Fred C. Ayer, of the University of Washington,\n\nSeattle, Washington, who read a paper on \" What Does Modern School Board\nOrganization Imply? \" He was followed by Reuben W. Jones, secretary of the\nBoard of Education, Seattle, Washington, who spoke on \" Present Day Secretarial\nSchool Board Service.\"\n\nAfter the reading of the two papers the discussion centered upon the question of\nadministrative authority. Mr. Jones, himself a school board secretary, yielded to\nthe thought that the superintendent should be recognized as the administrative\n\nhead responsible to the board of education, and that under this plan the secretary\ncomes under the superintendent's jurisdiction.\nAfter appointing a nominating committee, consisting of Reuben W. Jones, Seattle,\nWashington; E. H. Whitney, Portland, Oregon ; and Dr. Charles Evans, Oklahoma\nCity, Oklahoma; with instructions to report on the following day, the meeting\nadjourned.\nThe second session was opened by an address by John J. Donovan, on \" California\nSchool Architecture \" followed by a paper on \" The Later Phases in School Architecture,\" by Frank Irving Cooper, of Boston. An extended discussion followed.\n\nThe committee on nominations reported the selection of the following officers for\nthe ensuing year : President, Dr. Charles Evans, president, Board of Education,\nOklahoma City, Oklahoma ; secretary, William C. Bruce, editor, American School\nBoard Journal, Milwaukee, Wisconsin. The acceptance of the report and the\n\nelection of officers was carried unanimously. Adjournment followed.\n\n[842]\n\n"}
{"page": 868, "printed_page": null, "text": "Department of Science Instruction\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-LESLIE O. JOHNSON, Head of Science Department, High School .. New Haven, Conn.\nSecretary-ARTHUR H. FRENCH, Head of Science Department, Francis W. Parker\nSchool\n..... San Diego, Calif.\n\nFIRST SESSION TUESDAY AFTERNOON, JULY 3, 1923\nThe first meeting of the Department of Science Instruction was convened at 2.15\n\no'clock by Secretary Arthur H. French, presiding in the absence of both Leslie O.\nJohnson, the president, and Allen C. Hutchinson, the vice-president. C. W. Gray,\nhead of the Chemistry Department of the Hollywood High School, Hollywood,\nCalifornia, was appointed secretary pro tem. by Chairman French. The acting\nsecretary read a message of welcome from Mr. Johnson in which were outlined\nthe principle aims of the Science Department during the past year. The chairman\nadded a few words outlining the difficulties faced, the work accomplished, and\nthe intent and purpose of the program arrangement.\n\nThe principal speaker of the day was Dr. Robert A. Millikan, recently of the\nUniversity of Chicago, and present head of the California Institute of Technology.\nDr. Millikan speaking on the general theme of SCIENCE AND HUMAN AFFAIRS\ndelivered a challenge to administrators of education. Several features of the paper\nmet with considerable comment. Following this inspiring paper came that of Percy\nE. Rowell, THE ROLE OF SCIENCE IN EDUCATION, and the reading by Nell C. Curtis,\nformerly connected with Teachers College, and a member of the Summer Session\nFaculty at the University of California in 1923, of Otis W. Caldwell's report,\nFACTS WHICH LED TO THE PROPOSAL OF A SIX YEARS' SCIENCE PROGRAM. A valuable\n\nsuggestion from Dr. Caldwell for action by the Science Department was set aside\nuntil the business session of the Department. Dr. William E. Ritter closed the\ngeneral meeting of the day with a paper on the topic, WHY TEACH SCIENCE AT ALL.\nAn interesting angle was presented.\n\nThe meeting then adjourned for sessions of discussion. Dr. Edna W. Bailey led\nthe group of biology teachers, Percy E. Rowell, the group of general science\nteachers, and C. W. Gray, the group of chemistry teachers, together with the teachers\nof physics, in the absence of B. W. Howard, of the Pasadena High School, Pasadena,\nCalifornia. Much interest was shown in the sectional meetings for discussion, as\nthe plan was in the nature of an experiment. The success of these meetings was\n\nsopronounced as to occasion regret that more time was not available, especially since\nthe first part of the general meeting had run over the allotted time. The encouragement is for the continuation of the discussion group plan. The meeting of the first\n\nday adjourned with the closing of the group sessions.\nSECOND SESSION-THURSDAY AFTERNOON, JULY 5, 1923\n\nThe meeting was called to order by Chairman French at 2.15 o'clock. Before\nproceeding with the program of the day, a Nominating Committee was appointed,\nwith instructions to report recommendations in nomination of officers of the Department of Science Instruction for the year 1923-24. The committee named was Miss\n[843]\n\n"}
{"page": 869, "printed_page": null, "text": "844\n\nNATIONAL EDUCATION ASSOCIATION\n\nPearson, department of biology, Pasadena High School, Pasadena, California,\n(chairman) ; C. W. Gray, department of chemistry, Hollywood High School, Hollywood, California ; and Edna W. Bailey, University High School, Oakland, California.\nEdwin R. Snyder presented the first paper of the day, SCIENCE AS A COMMON HIGH\n\nSCHOOL STUDY, in which he presented the viewpoint of an administrator of education, rather than that of a scientist or teacher of science. Dr. Joel H. Hildebrand,\nof the department of chemistry, University of California, followed with an interesting presentation of THE RELATION BETWEEN SECONDARY AND COLLEGE SCIENCE. The\n\nissues raised were worthy of much discussion. Dr. Edna W. Bailey then supplied\na plan for WHAT MAY BE DONE TO PROVIDE A FOUR YEARS' SCIENCE Course IN THE\nSMALL HIGH SCHOOL. Her program was closely linked with Dr. Caldwell's sixyear plan. The paper then led to the introduction of Dr. Ritter, who was called\n\nupon to discuss science service, outline its purpose, functions, etc. The meeting\nadjourned for a brief recess.\nUpon reconvening the meeting, Chairman French called upon Agnes S. Winn\nfor a few words to the assembly. Miss Winn graciously accepted and outlined in\nbrief her view of the work of the various departments of the National Education\n\nAssociation, and in particular of the Department of Science Instruction, and its\nproblems, ideals, and accomplishments.\nThe report of the Nominating Committee was then called. The names turned in\nwere W. L. Eikenberry, East Stroudsburg, Pennsylvania, for president ; Thomas\n\nJ. McCormack, Principal , La Salle-Peru Township High School, La Salle, Illinois,\nfor vice-president; and Arthur H. French, past secretary, for reelection. By informal\nvote the nominations of the committee were accepted and Mr. Eikenberry, Mr. McCormack, and Mr. French elected to serve the year 1923-24.\n\nThe business session closed with a motion, carried, to appoint an Arrangements\nand Resolutions Committee, of five members, to consider details for next year's\n\nmeeting, and at that time to present recommendations for constructive action by the\nDepartment.\n\nThe sectional meetings were even more successful than the day preceding. Total\nattendance, over 125 daily.\nARTHUR H. FRENCH, Secretary.\n\nWORD OF GREETING FROM THE PRESIDENT OF\nTHE DEPARTMENT\n\nMembers of the Science Section-I regret that I am forced to send this\nnote rather than talk to you personally. First, I wish to thank all the speakers\nand group leaders that have helped arrange our program. It is a pleasure to\nrealize that this program has on its list so many well-known scientists and\nteachers. I feel deeply indebted to them for the giving of their time and\nenergy to these meetings.\nIn arranging our program we have tried to remember that this is a Science\n\nDepartment (not chemistry, physics, biology, or general science). We have\nrequested our speakers to bear this in mind as well. The discussion for the\n\nindividual sciences has been left for the group meetings, which are an innovation this year. We hope that you will attend as many meetings as possible.\nI wish to thank those teachers who returned our questionnaires. I hope\nthat next year's officers will be able to follow up this work. There is much\n\navailable data on these questionnaires not yet compiled, but I hope to have\nit in shape for a future meeting. This year these questionnaires were used\nfor three purposes only: ( 1 ) To obtain a list of science members for the\n\n"}
{"page": 870, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n845\n\nNational Education Association, (2) to guide us in the choice of topics for\ndiscussion, and ( 3) to obtain suggestions for speakers.\nI should like to call attention to the fact-perhaps unnecessary for this\nsection of the country\n\nthat it is through the efforts of the science teachers\n\nthat the reorganization of the C. E. E. B. requirements in science, especially\nchemistry and physics, may be accomplished. It is also probably unnecessary\nto inform you that the Educational Section of the American Chemical\nSociety has a correlation committee at work now. It would be a fine thing\nIthink if our section might have one too. There is already a revision committee at work on the chemistry syllabus of the C. E. E. B. Prof. P. T.\n\nWalden, Yale University, is chairman, and I am certain that he will be\nglad to receive any suggestions you may have.\nIn closing I wish to thank the members of the Department for the great\nhonor conferred upon me in making me its president for the past year. My\nonly hope is that whoever is chosen for next year may have as energetic and\n\nas faithful a secretary to assist him as I have had in Mr. French. It is my\ndesire that he act as president during these meetings.\nYours in the best spirit of science,\nLESLIE O. JOHNSON, President.\nNEW HAVEN, CONN. ,\nJUNE 21, 1923.\n\nSCIENCE AND HUMAN AFFAIRS-ABSTRACT\nROBERT A. MILLIKAN , PRESIDENT, CALIFORNIA INSTITUTE\nOF TECHNOLOGY, PASADENA, CALIFORNIA\n\nAmerica need not blush for our accomplishment in the matter of making\n\noutstanding improvements in the methods of science instruction within the\nclassroom-that is, in that part of the program which the individual teacher\nhas under his control. The so-called laboratory and demonstration method\nby which the pupil comes into direct first-hand contact with the phenomenon\nitself, instead of with a mere written description of it, is quite largely an\nAmerican achievement. Europe is now rather copying us than the reverse\ninthis matter, as she may well do. The weakness in our American situation\nin science lies in the organization of our high-school curriculum, in the fact\nthat the average pupil who goes through the high school receives such a\npitifully small amount of instruction in science-something which the science\nteacher alone is powerless to remedy. But before I go to the remedy let me\nfirst try to answer the question why the average person, man or woman,\nneeds much more science than he gets now in the high school, and particularly more of the mathematical and physical sciences. I shall arrange my\nanswer under four heads .\n\n1. Its direct utility-If a young man goes into medicine or into any\nbranch of biology he very soon finds that physics is a prerequisite, for the\nlaws of physics rule in the world of life. If he goes in for engineering he\nmustmaster the principles of physics before he can even make a start. If he\n\n"}
{"page": 871, "printed_page": null, "text": "846\n\nNATIONAL EDUCATION ASSOCIATION\n\nwishes to be a lawyer the discipline which he gets in careful, objective reasoning and in solving knotty problems in physics is admitted on all hands to be\nthe best possible preparation for the law which he can get. If he plans to be\na salesman the product which he sells will nowadays, in nine cases out of ten,\nbe one which involves the principles of physics for its preparation, and which\ndemands a considerable knowledge of these principles by one who would\nintelligently and successfully market it. Even if one's life is to be spent in\nthe duties of the home, these duties have so changed and expanded within a\nquarter-century with the introduction of new mechanical, thermal, electrical,\n\nand optical appliances that one can scarcely do housekeeping today without\na considerable knowledge of the principles of mechanics, of heat, of electricity, of sound, and of light, which are precisely the categories involved in\nevery modern course in physics.\n\nPhysics is today, therefore, universally recognized as the most fundamental of the sciences, the one which touches life most closely and most\nbasically, the one which it is most important to know something about if a\nchoice is to be made between the sciences.\n\n2. Its disciplinary value-The study of the mathematical and physical\nsciences is almost unique in the opportunity which it gives to the teacher to\nbreak away entirely from the memorizing textbook method, and to begin to\n\nshow his pupils, first, how to observe carefully and dispassionately, and,\nsecond, how to reason intelligently from cause to effect. It is difficult to overestimate the importance in the development of a human being of giving him\n\nan opportunity somewhere to get the habit of suspending his judgment until\nhe has the facts fully before him, and then of finding the consequences or\nmeaning of these facts altogether without reference to pre-conceptions of any\nkind. It is the chief glory of physics that it forces the student inatleast one\nfield of his acivity into habits of mental honesty. One who has had much of\nthat discipline can scarcely be quite as ready to fool himself with specious\narguments or to replace a reason by an excuse as one who has not. For one\ncan scarcely form the habit of absolute honesty and rigid objectiveness in one\ndepartment of his life without carrying over to some extent, at least, these\nsame qualities into the other domains of his activity. From my point of view\nthere is no training in objective, analytical thinking, nor in honesty and\nsoundness of judgment, which is comparable to the training furnishedby the\nphysical sciences.\n\nAgain, one of the greatest contributions of science to life is the discovery\nthat progress is in general made by the evolutionary process. Einstein does\nnot replace Newton; he merely supplements him. There are no revolutions\nin science. In so far as Newtonian mechanics was a body of experimental\nfacts it is eternally true. The whole of Newton is incorporated in Einstein.\n\nLet the revolutionary reformer ponder well that fact.\nAgain life presents to each of us one continuous succession of problems to\nbe solved. The art of living is the art of problem-solving. But it is the\n\nmathematical and physical sciences which furnish the best training in that\nart-which lend themselves best to the problem method of instruction. It is\nalso in these subjects that the problem method has been most fully developed.\n\n"}
{"page": 872, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n847\n\nEvery section in every good text in physics concludes with its series of problems. If these problems are skillfully set no recitations from the textbook\nare necessary in a course in physics, other than such as are involved in the\n\nsolution in class of problems. If a pupil can solve the problems in physics he\nhas attained to a mastery of the subject. If he cannot solve them, assuming\nonly that the problems have been suitably set, he has no fundamental grip on\nthe subject. A course in physics when treated at its best has but two main\nelements: first, the direct observation of nature in both class and laboratory,\ncombined with a discussion of the meaning of the things observed, and\n\nsecond, the independent solution of problems by the pupils for the sake of\ndriving home and putting to practical use the principles discovered. In the\nwhole gamut of possible studies there is no discipline in straight thinking like\nthe discipline which the sciences give.\n3. The social value of the scientific method-The supreme question which\nthe present generation faces is, Can we make democracy work, not merely\nfor America, but for the world ? Can we replace bullets by ballots? That\nquestion is being asked more searchingly and more fearfully today than it was\ntwenty years ago. The answer to it is to be given by the young men and\nwomen whom we are training in our schools today. If an affirmative answer\nis found at all it will be because the nations of the earth, including our own,\nlearn to take a more rational, a more objective, a more scientific attitude\ntoward life and all its problems than any of them have as yet learned to take.\n\nIt is literally true that a good many individuals are still in the jungle so far\nas their method of meeting life's problems, so far as the mainsprings of their\nconduct are concerned. For in the jungle ignorance and prejudice and\nimpulse and emotion must determine conduct, and so long as that is the case\nnone other save the law of the jungle is possible. It is because of the scien-\n\ntific method and what it has done already that scientists dare to hope that\nthe law of the jungle can ultimately be displaced by the law of reason, not\nonly in our domestic affairs but in our international ones as well. It is\nbecause of it that scientists in general believe that human life may be indefinitely enriched and human happiness enormously multiplied.\n4. The need in science of the American public school-The foregoing\npoints of view have been held and expressed by hundreds of thoughtful men\nfrom Herbert Spencer down, but the American public-school system has not\nyet succeeded in placing the teaching of science in the public schools in a\nposition which realizes for the pupil the full advantages which should accrue\nfrom his course in science. Indeed the crying need of the whole American\n\npeople today is for better training in scientific methods of thought and a\nbroader knowledge of scientific principles. If we had these we should be\nless a people of fads and cults and isms, less a prey to fakirs, mountebanks,\nand demogogues of all kinds.\n\nIf, then, there is at present too little training in science in our schools,\nwhat is the remedy ? The one which I would suggest is contained in the\nreport of a committee of the Science Club¹ apointed to consider the content\nScience Club, Annie Louise Macleod, chairman, Department of Chemistry, Vassar College,\nPoughkeepsie, N. Y.\n\n"}
{"page": 873, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n848\n\nof a three-year course in science for preparatory schools. This report recommends a continuous three-year course, for students who wish to take it, in\nphysics, chemistry, and biology, these three sciences being taught in parallel\nthrough the whole of the last three years of the high-school course, the first\nyear involving two hours per week in biology, two in physics, and one in\nchemistry; the second, one in biology, two in physics, and two in chemistry ;\nand the third year, two in biology, one in physics, and two in chemistry. The\ntexts used would be those now available, so that no fundamental reconstruction of the courses in the individual sciences would be necessary. The\ncommittee summarizes the advantages of such a plan as follows: ¹\na. Most students who took science at all would have a continuous, systematic,\nprogressive three-year course in the fundamentals of sciences. Students might of\n\ncourse drop out after one or two years, but would do so with the knowledge that\nthey had not completed their scientific education.\n\nb. Pupils would begin both the physical and biological sciences near the beginning\nof their high-school course at the age when their minds are most alert and eager\nfor such work.\n\nc. The utterly ridiculous situation of the most fundamental of the sciences, physics,\nbeing pushed off to the last year of the high school would be at an end, and this\nchange would not be made at the expense of biology, but greatly to its advantage.\nd. The physical and biological studies would supplement each other through three\n\nyears of the pupil's growth, thus gaining for all of them the very great advantage\nof a \" time-exposure.\" Incidentally all the advantages now claimed for general\nscience, such as the breaking down of the \" water-tight \" partitions between the\nsciences, would be gained without the loss of a year of time and without the necessity\nof a reconstruction of courses in the individual sciences.\n\ne. The advantage to mathematics of being taught to students who were having\nor had had enough of physics to make its concrete imagery available for the\nmathematics course would be very great.\n\nf. The days of tabloid science in American secondary schools would be at an end\nand one of the chief evils of American education in science, i. e., lack of any\n\nintelligent organization, would have been corrected.\n\nThe foregoing program is one which the individual science teacher is\npowerless to carry out. If anything is done in this direction it will be by\nthose who are responsible for the organization of the curriculum in our\nsecondary schools.\n1 See also School and Society, Vol. 3, p. 162, 1916.\n\nTHE RÔLE OF SCIENCE IN EDUCATION-ABSTRACT\nPERCY E. ROWELL, HEAD OF INDUSTRIAL SCIENCE DEPARTMENT\nTECHNICAL HIGH SCHOOL, OAKLAND , CALIFORNIA\n\nThe science teacher must aid science in establishing its rôle in education.\nUnfortunately, too much of our work in the schools, and especially in the\ngrades below the high school, is to a great extent disconnected and unorganized. Courses tend to become a series of facts\n-dates, names, methods, and\n\nexplanations only slightly related to one another. Science, if itplays its rôle\nwell in such schools may serve as an organizing agent.\n\n"}
{"page": 874, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n849\n\nNo science course is worthy of the name of science unless it be taught\nthrough the use of a laboratory. In our endeavor to produce rich and varied\ncourses we have established the textbook habit, not emphasizing the fact\nthat the real and direct truth lies only in the thing and not in that which\nrepresents the thing-the textbook.\n\nThis direct approach to the truth is not the only value of the laboratory as\neducational means. The opportunities which it offers for motor activity\nshould not be ignored. The fine correlation between mind and muscle,\nespecially in connection with the acquisition of the whole truth, must serve,\nas can no other factor in education, to develop the whole pupil in aharmonious manner .\n\nScience work may, if properly handled, become the most effective single factor in a child's education in producing an open-mindedness. Prejudices, preconceived ideas and narrowness of mind in general can not long endure in\nthe presence of the scientific spirit. In addition to the search for the whole\n\ntruth the attempt is always made in science to generalize truths as a matter\nof mental economy. The close relationship between cause and effect, the\ninterdependence of the forces of nature, the usefulness of every part of\nscience, and its many applications to matters of daily and vital interest lead\neasily to the development of the moral sense and a more complete social\nconsciousness .\n\nThe rôle which science may play in education is three-fold : It has a\nchild's part in the grades, an adolescent's part in the high school, while in\nthe college and university it shows its true character and becomes the great\nleader and master.\n\nThe rôle of science in the grades is to give immediate benefit and pleasure.\nNaturally, it would be impossible to create an appreciation of science in the\ngrades without preparing in the best possible way for the science of the\nhigh school, but the actual preparation, in the narrow sense, should not be\nconsidered at all. There is so much material of daily value in science, so\n\nmuch that may make life fuller and happier at once, that the rôle of science\nin the grades is certainly a child's role. Science should introduce the child\nto the world of phenomena around him and open the doors to the possibilities of a larger self.\n\nThe course of study in the grades should consist of the phenomena of the\nenvironment, the science of daily life, the science of common things. It\nshould begin when school begins and never end ; it should be one of the\ngreat divisions of the curriculum. The methods of teaching must necessarily\n\nchange from year to year and vary also within the different classes and\nsections of classes. Nevertheless, the chief guiding factor in the science\nwork should be to produce those most desirable traits and characteristics\nwhich have been mentioned-openmindedness, the scientific attitude of mind,\nthe harmonious education of the whole child to fit him to take his place\nin a civilized world.\n\nIn the high school, the child is beginning to prepare for life, to earn a\nliving and become an independent economic unit. Science, then, should here\n\nplay the part of a guide for the adolescent ; should stimulate those who may\n\n"}
{"page": 875, "printed_page": null, "text": "850\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe suited for college work to strive to understand a more advanced rôle; but\nchiefly should science endeavor to interest the larger group of pupils who\nmust become ready for life at the end of high school. No matter what the\n\nwork of the pupil may be, whereby he expects to earn a living, it will be\naccomplished better if he has had a proper amount of science, and science of\nthe right kind. If science is to function to the highest degree in modern life\nit must function through the large mass of people. Better for the world that\na thousand persons know a moderate amount of science than that a few\nknow a great deal while the thousand know nothing. There will always be\nthe few who know the great deal; we must see that the thousand know as\n\nmuch as possible. So the plea is made for complete courses of science in the\nhigh school-not preparatory courses in which much of the material can not\nfunction except with the acquisition of further knowledge of science, but\ncourses which, although limited in scope, are suited to the needs of the highschool pupils, and are ends in themselves, complete and satisfying to the\nindividuals and to society.\n\nIn a narrower sense science has a preparatory rôle to play. Industry\ndemands skilled workers because we demand a high type of industrial work.\nTo the skilled worker we owe a large share of our enjoyment of modern life,\nits conveniences, and its pleasures. Industrial science courses are needed that\nindustry may reach to still higher levels. These industrial science courses\nmust be chiefly concerned with the applications of science to the various\nindustries. Under no circumstances can industrial science courses, limited by\ntheir very applications, rich and varied as they are, be college-preparatory\ncourses .\n\nThe student has been used to science playing the rôle of a friendly guide,\nstimulating friend and helpful assistant; now in college science plays the rôle\n\nof the master, kind but exacting. Gone are the days of childhood methods:\nnow comes man's work. Yet even in college science plays a double rôle\nresearch and applied, investigation and engineering. Nevertheless it is the\nsame science, for there never was an investigation in science, with positive\n\nresults, which did not soon have practical applications. The value of research\nin science lies in the fact that the results are practical; the research laboratory\nis the forerunner of the industry; let us not be prone to belittle the efforts\nof those engaged in research merely because their personal aims do not happen\nto be the practical applications of science.\nThe measure of the value of the rôle of science in the various divisions of\n\nschool life must be in the subjective changes which take place in the pupilsa change the hardest to evaluate. The cost of science courses should not be\nmeasured by the actual expenditure of money and energy required to present\nthem in an efficient manner, but credit must be given these courses for the\n\nchanges which take place in the pupils, changes which are of benefit to them\nin their other studies. Educationally there should be a great economy in\nteaching science, since teaching in all the other subjects will become easier\n\nthan without science, and there will tend to be less repetition. Pedagogically\nthere is a great saving because of the opportunities for better teaching. Habits\nof thought are established which are readily carried over into other studies.\n\n"}
{"page": 876, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n851\n\nFinancially, then, the question is not concerned with the actual cost of the\nscience courses,but is related to the total cost of all the curriculum, including\nscience, as compared with the total cost of the curriculum without science.\n\nCONSIDERATIONS WHICH LED TO The propoSAL OF A\nSIX- YEAR SCIENCE SEQUENCE\nOTIS W. CALDWELL, THE LINCOLN SCHOOL OF TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY\n\nThe report of the National Commission on Reorganization of courses in\nscience for secondary schools was published in 1920, as Bulletin 26 of the\nU. S. Bureau of Education. The report is the work of 47 science teachers\nrepresenting all geographic parts of the country, all science subjects and\nincludes those who have given much attention to the use of science in education. The chairman of the Science Department of the National Education\nAssociation has asked that an outline be prepared regarding the factors which\nled to the development of the science sequence which are recommended in\n\nthe report. It is not possible in short space to discuss all the factors, but the\noutstanding ones will be presented. It is assumed that science teachers now\ngenerally have in mind the various sequences recommended in the report\nreferred to, since the report has been distributed in tens of thousands, and\nhas been discussed in meetings of science teachers throughout the whole\ncountry.\n\nPossibly the most potent single factor operating to direct attention to the\n\nreorganization of science courses, is the fact that educated people some years\nago began to realize the inconsistency between living in a scientific age, and\n\nnot having much living science in the educational programs of pupils in\nschool. Science won the plaudits of \" the common man \" many years ago .\nScience had grown into many special sciences, each with large returns to the\nwelfare of men. Science had enlisted the interests of many capable students;\nit had begun to supply interesting interpretations of everyday problems; it\nhad laid the foundations for the practical sciences of agriculture, horticul-\n\nture, gardening, engineering, household arts, and the industries; it had\nestablished the methods of research for many important lines of human\nendeavor; it had opened a new kind of nature vision for the almost extinct\n\nnaturalist of old, and had begun to create a new generation of naturalists ;\nmagazines and books about meaningful science began to appear, and people\nwished for more of them.\n\nDuring this great growth of science in research and in affairs, science in\nthe schools had changed but slowly. Indeed, the very necessary development\n\nofhighly refined science in research was accepted as the guide and standard\nof the science to be taught in the schools. There thus arose the anomalous\nsituation of a hitherto unprecedented and worthy development of science in\n\nresearch, which was closely accompanied by and probably the cause of a proportionate reduction of acomplishment of results through science instruction\n\n"}
{"page": 877, "printed_page": null, "text": "852\n\nNATIONAL EDUCATION ASSOCIATION\n\nin the schools. This condition was one of the factors held in mind and need-\n\ning to be changed by those who sought to develop an improved science\nsequence in the schools.\n\nA second factor relates to the unrelated content, methods, and objectives\nof the different science courses of twenty years ago. If physics, chemistry,\n\nbotany, zoology, physiography, human physiology, and other science subjects\nwere all offered in a given school system as sometimes occurred, students\ncould take any of these courses without reference to whether they had taken\nany other science courses. It was not uncommon, and the situation exists\n\ntoday in some schools, where the pupils who compose a class in physics may\ncome from three of the four high-school years, some having had three years\nof work in science, some having had no previous work in science, and some\nhaving had but one year of high-school work in any high-school subjects\nother than science. The absurdity of such a situation is shown by imagining\nthe same kind of composition of classes in English, Latin, or mathematics.\nThose subjects are recognized as having a cumulative and sequential development in which certain topics are contributed to by other precedent topics.\nObviously our various high-school sciences have not reached the point of\nyearly and successive relationships shown by the subjects named above.\n\nPossibly they may not prosper best by such intimate interrelationships.\nSurely studying one year of science should help in a second year's work,\nand some kinds of science topics are foundational to other types of science\ntopics. If this is true definite recognition should be made of it, and sequential\nrelationships should be used and developed as far as experience and experiment may justify.\n\nAnother factor arose through the experimentation of many science\nteachers, in various parts of the country. These teachers were dissatisfied\nwith the earlier years of high-school work. They set themselves the task of\ndeveloping introductory courses which would be more interesting and more\ninstructive to pupils in the early high-school years. These teachers were\nworking independently and in different ways, but their purposes were\nsimilar.\n\nNaturally some of these teachers used one high-school subject as the basis\nof their course, others used another course. Almost every science subject\nwhich was known in the high schools appeared in one place or another as\nthe basis of the introductory course. Sometimes the introductory course was\nused as a sort of preparation for the later and more rigid course in the same\nsubject. Usually it was desired to give a good introductory course without\nregard to what would follow.\nThe rediscovery and adoption of a fundamental principle in the psychology\nof science teaching proved to be one of the most potent factors in laying the\nfoundation for the courses in the science sequence. Due to the influence\n\nupon school courses of study of the able scientific research of renowned\nscientists, the secondary school courses had come to consist of extreme refinements and details which could not be grasped by any but exceptional students.\nWhen we begin our science studies, it is easy to see large units ofscience and\n\n"}
{"page": 878, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n853\n\nto understand their major uses in modern life. If our studies are continued,\nthey result in more and more details being learned. These details help to\n\nimprove our first large notions of the science units, and help in appreciation\nof their significance to men. If our refinements in study are continued long\n\nenough we may even become scholarly, possibly productive research workers\nin some of the topics, or in some special branch of scientific study.\nSuch a psychological foundation is that upon which the science sequence\nis based. The broad topical courses are first general science, then the bio-\n\nlogical sciences; the more specialized course-chemistry and physics-coming\nlater and presupposing the foundation in point of view, interest, and knowledge which are gained in the early courses.\nIt so happens that the materials of the foundational course are not made\n\nnew, as has sometimes been supposed. They come from courses which were\nalready being used in one or another system of schools. A little reflection will\nshow that twenty years ago, the earliest high-school years included short\ncourses in several science subjects : physiology, physiography, hygiene, ele-\n\nmentary physics, occasionally biology. The topically organized introductory\ncourse now in common use was composed of the significant elements of all\nthese brief courses in the special sciences. And, by using the topical basis of\norganization, the general course thus found a true basis for including the\nvarious desirable elements of the several previously proposed special introductory courses. Of infinitely more importance, however, is the fact that\nthe topical plan of organization provided a truly psychological basis for\nteaching in the introductory science course. The success of the general course\nis evidence of its effectiveness. More pupils now study general science than\nstudied all the special sciences in high schools before general science was\nintroduced. And, the increased interest in the special sciences is shown by\nthe fact that more pupils are studying the special sciences than before general\nscience was introduced.\n\nSuccess of the introductory course is one of the factors in establishing a\nsequence of science subjects. Probably the most important single factor in\norganization of the science sequence exists in the fact that the sequence\nreally works in schools where it has been tried. Indeed it was developed\nthrough trial, not as the too common office-made device. There are now\nthousands of high schools using the plan of sequence as outlined in the U. S.\nBureau of Education, Bulletin 26, 1920. The plan there recommended and\nnow so widely in use was reported and formulated by a committee of\n47 science teachers. This committee represented all parts of the United\nStates, and all high-school science subjects. The committee studied the\nexperiments then underwayin various part ofthe country, and held sectional\nand National conferences over a period of seven years. Its report represents\npractice and combined judgment, not personal opinion. No member of the\ncommittee of 47 regards the report as wholly satisfactory, but it is agreed\nthat the sequences recommended and the types of course content and\nmethods set forth are those most useful in the present stage of evolution of\n\nsecondary science instruction. Still further advances will be necessary quite\n\n"}
{"page": 879, "printed_page": null, "text": "854\n\nNATIONAL EDUCATION ASSOCIATION\n\nsoon, and it would not be out of point to have another committee continue\nthe study with the hope of having a revised report, say ten years after the\nappearance of Bulletin 26. There are progressive teachers who are already\nin advance of many of the detailed recommendations of the National Commmission on Reorganization of Secondary Science. Some authorized group\nshould study the actual classroom procedures in such progressive science\nwork, with the expectation of giving all teachers the benefit of serious\nexperimentation.\n\nWHY TEACH SCIENCE AT ALL?-ABSTRACT\nWILLIAM E. RITTER, DIRECTOR , SCRIPPS INSTITUTION FOR BIOLOGICAL\nRESEARCH, LA JOLLA , CALIFORNIA , AND PRESIDENT OF\nSCIENCE SERVICE, WASHINGTON , D. C.\n\nThe right answer to the question of why we teach science must be part\nand parcel of the right answer to the question of why we teach any subject\nwhatever. My reply to this question is that the reason is the same, only\nstronger, as that for which we ourselves learn anything. And the reason why\nwe ourselves learn is off the same piece as the reason why we eat. We strive\nfor food in order to live, and we strive for knowledge in order to live better\nthan we could live on food alone. And we teach our children not only that\nthey may live better than they could were we merely to feed them, but that\nthey may live better than we ourselves live. There is no better test of the\nideals and competency of people than what they desire their children to be\nand what they do to help them be what it is desired they should be.\nWe have heard much latterly about humanizing all sorts of things. Particularly insistent has been the demand that natural science and industry\nshould be made more human-more humane. That these two forces, which\n\nhave secured to man of the present age material benefits, the magnitude and\nperfection of which no previous age has seen anything remotely comparable,\nare not contributing to the aggregate of human welfare and happiness at all\ncommensurately with their real ability thus to contribute, is surely gaining\nrecognition even though less rapidly than some would wish.\nWith the demand for the enlarged human usefulness not only of science\n\nand industry, but of all man's special activities, I am in hearty accord. What\nI would fix the attention of investigators and teachers of science upon is the\nfact, demonstrable, I believe, that such humanization, to be thorough-going\nmust rest upon a clearer perception than has yet been reached of the nature\nof the bond between life and knowledge. That the operations involved in\n\ngetting and using knowledge, send their roots down to the very deepest processes of life itself is a truth that is being revealed little at a time by\nresearches upon living nature, all of which go to show that in all situations\nof our waking lives we are beset by vastly more stimuli to which we ought\nnot to respond than stimuli to which we ought to respond. Or, stating the\n\n"}
{"page": 880, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n855\n\nmatter still more trenchantly, during all our active lives, there are very many\nmore possibilities of doing the wrong thing than the right thing.\nSo far as concerns genetic endowment for responding to stimuli we are\nnot much better off when at the summit of life efficiency than on the day\nwe are born. Indeed in one respect we are worse off-in respect, namely, to\n\nthe number of stimuli to which we are subject. The broader the scope of our\nnormal activity the greater the total number of contacts, and consequently\nthe more extensive and complex the number of stimuli from which we must\n\nselect those to which we will respond and eliminate those to which we will\nnot respond. And greatly important is it to notice that always, as to a con-\n\nsiderable number of the stimuli to which we are subject, response would\nmean disaster even to the death .\n\nThe significance of mind and intelligence in the world, and concomitantly,\nof learning and teaching, can be fully grasped only when seen as means not\nmerely of realizing the lofty ideals of life but of saving life. The intellect\nof man is the salvation of man as man, in contrast to his salvation as brute\nanimal.\n\nAnd knowledge is the pilot-house equipment-charts, compass, sextant,\nsteering-gear, directions for navigation-that enables us to be indeed captains\nof our souls. By it are we able to bring our craft to one port of destination\nafter another, holding a safe course all the time among the numberless\nchances of going wrong, even into shipwreck.\n\nKnowledge is not power. Of itself it is utterly inert, passive. One may\nknow the multiplication table, including the twelves, so that he may say it\nbackward as well as forward, without applying even so much as the twos to\ncoming safely through any life-or-death situation.\nAll the actual powers of life belong to the realm of emotion-passion.\nThe muscles and glands, and not the brain, are what do the real work of\nlife. The brain has no power of moving even itself, to say nothing of moving\nother objects.\n\nSo my summing up is in my opening words : Our reason for acquiring\nknowledge is only an extension of our reason for acquiring food. We acquire\nfood and eat in order to live at all. We acquire knowledge and use it in\norder to live more effectively, more securely, more loftily, more happily\nthan we could live on food alone.\n\nSimilarly our reason for teaching the young is only an extension of our\nreason for feeding them. We feed them in order that their bodies may utilize\nthe food for the maintenance of life and for bodily development. And we\nteach them in order that their spirits may utilize knowledge for the maintenance and development of their spiritual lives. The most anxious, best\nintentioned, wisest parent or teacher in the world can no more substitute\nher own spirit for the children's spirits by teaching them than she can substitute her own for the children's bodies by feeding them.\nWhen we come to see the real nature of the problem of knowledge, it\nlooms before us more vast than ever. And concomitantly, the importance of\nthe distinction between common and scientific knowledge, great though it\nis from a technological standpoint, fades almost to nothingness from the\n\n"}
{"page": 881, "printed_page": null, "text": "856\n\nNATIONAL EDUCATION ASSOCIATION\n\nstandpoint of the total interests of human life at its best, and as one grand\nwhole.\n\nResearch in science is the most refined and highest form of life-saving and\nlife-promoting manual labor ; and teaching science is the most refined, most\ndeeply vital form of help given the young to enable them to profit most by\n\nthe fruits of such labor, and to use most successfully their own powers to\nthe same ends for which such labor is performed.\n\nRELATION BETWEEN COLLEGE AND SECONDARY\nSCHOOL SCIENCE\nJOEL H. HILDEBRAND, DEPARTMENT OF CHEMISTRY, UNIVERSITY\nOF CALIFORNIA, BERKELEY, CALIFORNIA\n\nFor a long time the high-school curriculum was dominated by collegeentrance requirements. With the large increase, however, in the number of\nhigh-school students who do not expect to go to college, it has been reasonable for those interested in the improvement of secondary-school instruction\nto re-examine and remodel their courses, in order to serve best the needs of\nthe majority of their pupils. This has brought about a declaration of independence from domination by the college to such an extent that it is now\noften assumed that the two purposes are distinct, and that a course of study\n\ndesigned to prepare for college is necessarily unsuited for ordinary highschool use. It has even been asserted by a group of eminent schoolmen, in\nwhose deliberations the voice of the college was practically absent, that the\ncollege should be satisfied with whatever preparation the high school sees\nfit to give. It is particularly gratifying, therefore, that you have invited a\nuniversity man to discuss before you the relationship between science in the\nsecondary school and in the college. It is doubtless characteristic of those\ninterested in science to be more openminded and to mistrust that the truth\nis necessarily in accord with natural prejudice.\nThe primary aim of any science teacher, whether in school or college, is\nto teach science. I say science, not a science, for science is amethod, apoint of\nview, a way of ascertaining truth. It can be applied to yield results in one\nfield or another, in chemistry, in physics, in biology, but itisfarmoreimportant for the student to get some understanding of the method than to memorize a lot of its results. Good instruction in carpentry, for example, would\ncertainly consist in teaching the apprentice how a good carpenter works, and\nin securing sufficient practice on his part to develop skill in the use of the\ntools of the trade. The instructor would not present a chair to his pupil and\nsay to him, \" See, here is something a carpenter has made for you, take it\nand sit in it. Consider how important chairs are for the welfare of mankind\n\nand what part this plays in the government of a democracy.\" This sounds\nquite absurd, does it not, and yet are we not all of us guilty of a certain\namount of such teaching of science ? We say, \" Here is a textbook of chem\n\n"}
{"page": 882, "printed_page": null, "text": "857\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nistry, it was written by an authority upon the subject, take it and study the\nfirst 20 pages. These pages include a discussion of water and we will\ndevote especial attention to the problem of a city water supply because this\nhas to do with government and you must all be trained to become good\ncitizens.\"\n\nIt requires no great familiarity with science to recognize in such teaching\nlittle relation to the scientific spirit and method. The teacher whose tests\n\ncall for the mere reproduction of facts, definitions and proofs handed down\nfrom the seat of authority is not teaching science, and I doubt whether the\nsubstitution of so-called problems in citizenship for training in scientific\nthinking will give rise to more enlightened citizens, or indeed, whether it\nis altogether honest to fail to teach science in a course given in the name\nof science.\n\nAmong the famous \" Cardinal Principles \" in secondary education I find\nmention of such excellent aims as the training of body and of character,\ntraining for citizenship, the development of power of appreciation, but I find\nno mention of training the mind, the thing for which higher schools were\nfirst established. We hear it said that the mind cannot be trained in any\n\ngeneral sense. Strange, indeed, that the character, the body, the sense of\nbeauty can all be trained, but not the mind. Such a conclusion could not\nbe reached by a scientist, for he knows that the method of science is more or\nless general, that the principles of experimentation, of observation, and of\ninduction are not limited in their application, and that in spite of the supposed impossibility of transfer from one field to another there exist numerous\nexamples of scientists, such as Pasteur and Helmholtz, who have ranged at\nwill from one field of science to another. I can hardly believe that anyone\n\npresent, unless here by mistake, fails to recognize in science a set of tools\nwherewith all sorts of things may be constructed, and all sorts of problems\nsolved, so that a pupil trained in their use receives an element of education of\nvery general significance.\nThere is surely no element of education which is of more importance.\nAlthoughwe live in a generation which would be quite unwilling to dispense\n\nwith the results of science, the great majority of the people are highly\nunscientific in their thinking. A high grade newspaper in an educated community finds readers for a regular feature upon astrology; people buy patent\nmedicines because of a testimonial from some alleged user who got well\nafter taking the remedy; young ladies choose a variety of facial paint by\nreason of the attached name of some screen beauty; political parties win\nvotes by the aid of platforms that have nothing to do with an expert and\ntruthful analysis of governmental problems; people buy newspapers that\ncater to their prejudices rather than present the facts impartially ; oil companies are able to sell oil and gasoline upon the basis of slogans like more\nmiles to the gallon \" and \" resists heat,\" but they need give no actual physical\ndata in support of their claims ; even university professors who teach the\n\"\n\n\"humanities \" have given us little scientific material upon the nature of\nman and his social experience such as would serve in planning for his future.\n\n"}
{"page": 883, "printed_page": null, "text": "858\n\nNATIONAL EDUCATION ASSOCIATION\n\nIllustrations such as the above might be multiplied by the hundred. They\nindicate the need for scientific thinking on the part of the high-school graduate no less than the graduate of the university. We who are teaching in\ninstitutions of the respective classes should make a united attack, should we\nnot, upon the ignorance, superstition, and prejudice which controls so much\nof human conduct ? We are the prophets of the new order, and we have a\nunique opportunity to improve the condition of humanity.\nThere is no important difference, is there, between high school and college\nstudents in the need for clear thinking ? Is it necessary to plan different\ncourses for students who do and do not expect to enter college? I, for one,\n\nsee no reason for such an opinion. To set out upon different paths in this\nregard means injustice to at least one group of pupils. Both groups need\nall possible practice in planning and performing experiments, and I wish to\nemphasize the planning-in observing accurately, not what the book and the\nteacher say they ought to see, but what they actually do see; and in drawing\ncorrect conclusions from their observations. All of this calls for the most\n\nskillful kind of teaching by teachers who have had far more education than\nis given by acquaintance with the current educational opinions, teachers who\nare interested in science with a contagious enthusiasm, who themselves keep\nsome contact with the advance in science. Both high school and university\nstudents have a right to be taught by instructors who are vitally interested in\nthe subject and in science, and it is a tragic fact that they often fail, in both\nplaces, to find such teachers.\nBecause I advocate an aim in the teaching of science that transcends the\nsubject matter, I would not leave the impression that the aim is likely to\n\nbe achieved apart from some particular discipline. A course in general\nscience might be one of the most valuable in the entire curriculum, but those\nI have visited have usually impressed me as utterly failing to give any idea\nof what science is or how its results are achieved. I find the pupils usually\nreciting encyclopedic scraps of information. To teach general science one\nshould have a good knowledge of physics, chemistry, and biology, with a\nuniversity training in one of them achieved with distinction.\nThe best training, I think, is usually given in a course in some definite\nbranch of science, especially those like physics and chemistry, that have got\nbeyond the stage of mere classification and have a large body of theory.\n\nNature study develops observation and appreciation and adds infinitely to\nthe joy of living, but nature study alone does not offer the foundation for\n\nlater scientific training and thinking that can be given through such subjects\nas those first named.\n\nYou say, perhaps, are you not neglecting the subject matter, necessary to\npass college entrance examinations, on the one hand, or to understand the\nphenomena of every-day life, on the other ? I reply, first, that plenty of\n\nsubject matter will belong with the training in scientific method as wood\ngoes with carpentry, and that it sticks much better, in my experience, because\nit is related to general theories, principles or points of view. I reply, second,\nthat no particular set of facts, among the myriads that might be studied, are\n\n"}
{"page": 884, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n859\n\nofunique importance. I have no particular difficulty in getting my students\nto learn sufficient facts. I hand them out, as a sort of side line. The difficulty\ncomes when I ask them to plan an experiment that would enable them to\n\ndecide whether iodine or ferric chloride, in certain concentrations, is the\nstronger oxidizing agent; or when I ask what conclusions can be drawn\nfrom the kinetic theory concerning the presence of a second gas upon the\nsolubility of the first. They easily learn that sulphur is yellow, but they are\nmystified when I ask them to solve problems by logical process without the\nbookish formula. They get into trouble because they cannot understand\nthe English language and give answers that do not apply to the questions\nasked. Drill and discipline of the sort necessary to overcome these difficulties\nwould be of great value, would it not, to any student whose responsibilities in\nlife will require clear, independent thinking based upon the accurate use\nof language?\nSome, again, may say, \" But what about training the student who does\nnot go to college for his vocation in life, for this is one of the cardinal\nprinciples of secondary school practice.\" Very well, if you are seeking to\ntrain your students for useful occupations, what would you do, introduce\ncourses in haircutting, plumbing, baking ? These are useful and important\nvocations. But how many of your students will follow in after life the\nvocation learned at school ? Even university graduates, in very large proportions, make their living by vocations which were not their subjects of\nmajor study in college.\nThe student of agriculture becomes a merchant. What has the university\ndone for him in teaching him how apples are packed for shipment? It has\nwasted his time, has it not? What has the high-school teacher done for the\nstudent in chemistry if he requires him to learn the details of sugar refining ?\n\nThe student probably will never work in a sugar refinery, and if he does,\nthe refinery will quickly teach him more about sugar refining than the highschool teacher can ever hope to find out.\nOn the other hand, the student who learns all he can about the principles\nof chemistry has something that can be applied in a hundred different vocations, something his employer cannot teach him, and something that will, to\n\na greater or less extent, improve his mental operations in general. Is not\nthis the best sort of vocational training ? I think it is the kind of training\nneeded by all high-school graduates, whether they go to college or not.\nI have been interested in the widespread use of the so-called project\nmethod, which indicated that you regard it as filling the needs of the average\n\nhigh-school pupil. I see no need here for division between us, for, properly\ndone, I am sure it can provide excellent preparation for later college work.\nIn our department extensive use is made of the privilege of under-graduate\nresearch by those students whose capacity and interest justifies the opportunity. This is the project method, if you like the term.\n\nI would add only one word of caution, to choose \" projects \" which have\npossibilities of real development for the student, and to inject into them\nenough hard problems to test the mettle of the student. Remember that\n\n"}
{"page": 885, "printed_page": null, "text": "860\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe things the students plan for themselves, their games, and stunts, are not\nmade interesting by being made easy, nor is the road to interest in science\nthe road of mental indolence. That is the idea of a played-out adult mind,\nnot the mind of an adolescent.\n\nThe students whom I like to have you send into my class, and whom, I\nam glad to say, many of you do send in considerable numbers, are interested\nin science, are able to think and speak accurately, and are able to make some\nuse of the scientific method. I could name some high-school teachers who\nare brilliantly successful in training such pupils for college work. I am not\naware, either, that they teach with a different aim those pupils who do not\nintend to go to college. I leave it to you to judge whether these latter pupils\nhave suffered in any way.\nAm I asking for a college preparation which differs from the standard?\nIf I am, I sincerely hope you will ignore the standard in all good conscience.\nAm I asking for a college preparation which is unsuited for the pupil who\ndoes not go to college? Is it a preparation different from that which is your\nown ideal ? These questions I cannot answer for you. But if your answer\nis \" No,\" then I believe that the relation between college and secondary\nschool science can be one of happy and growing coöperation in a task that\nhas immense possibilities for human happiness and welfare. We can, if we\nwill, teach so that our pupils will go forth better fitted to discern the truth\nand with greater love for it, and moreover, we can together perform the\ninestimable service to mankind of saving for scientific careers those choice\nminds that now and then come into our classes and who are capable, if not\nlost into more selfish vocations, of piercing the mists of ignorance that lie\nabout us so that mankind may follow after them towards its salvation.\n\n"}
{"page": 886, "printed_page": null, "text": "Department of Secondary Education\nSECRETARY'S MINUTES\nOAKLAND MEETING\n\nOFFICERS\n\nPresident-E. E. CRAWFORD, Principal Idaho Falls High School\n\nIdaho Falls. Idaho\n\nVice-President-R. R. Cоок, Торекa High School ...\n\n... Topeka, Kansas\n\nSecretary FANNIE W. MCLEAN, Vice-Principal, Berkeley High School ... Berkeley, California\n\nFIRST SESSION-MONDAY AFTERNOON, JULY 2, 1923\nThe Department of Secondary Education of the National Education Association\nopened its sessions on Monday afternoon, July 2, at two o'clock, in the Civil Service\nRoom, City Hall, San Francisco. In the absence of both the president and the vice-\n\npresident, Fannie W. McLean, the secretary presided. The following program was\npresented:\n\nTHE PRESENT OBJECTIVES OF SECONDARY EDUCATION-C. E. Rugh, Department of\nEducation, University of California.\n\nHIGH SCHOOL LIBRARIES-Crystal Harford, University High School, Oakland, California.\n\nVOCATIONAL EDUCATION AND ITS RELATION TO SECONDARY SCHOOLS-E. R. Snyder,\nCommissioner of Vocational Education, Sacramento, California.\n\nDr. C. H. Judd, Director, School of Education, University of Chicago, was to have\ngiven an address on \" The Place of the Social Sciences in the Curriculum of the High\nSchools,\" but was prevented from attending by committee business in Oakland.\nSECOND SESSION-THURSDAY AFTERNOON, JULY 5, 1923\nFannie W. McLean, Presiding\nTHE PROBLEM of IndiVIDUAL DIFFERENCES IN STUDENTS AND SCHOOL COUNSELING-\n\nVirgil E. Dickson, Director of Research and Guidance, Public Schools of\nOakland and Berkeley, California.\nSECONDARY SCHOOL COUNSELING BASED ON SCIENTIFIC TESTS-C. L. Biedenbach,\nPrincipal, Berkeley High School, Berkeley, California.\nTHE SOCIAL LIFE OF THE HIGH SCHOOL AND SOME OF ITS PROBLEMS-Harriet Hayes,\nDean of Girls, University High School, Oakland, California.\nREORGANIZATION OF ATHLETICS IN SECONDARY SCHOOLS-Herbert R. Stolz, M. D.,\nState Commissioner of Physical Education, Sacramento, California.\nBUSINESS MEETING\n\nAt the business session officers were elected for the ensuing year as follows :\nPresident, C. L. Biedenbach, Principal, Berkeley High School, Berkeley, California ;\n\nVice-President, Mary Harris, Central High School , Minneapolis, Minnesota; and\nSecretary, Lillian Johnson, Lincoln High School, Seattle, Washington.\n[861]\n\n"}
{"page": 887, "printed_page": null, "text": "862\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHIRD SESSION-FRIDAY AFTERNOON, JULY 6, 1923\nJOINT SESSION WITH CALIFORNIA HIGH SCHOOL TEACHERS ASSOCIATION\n\nMr. H. M. Rebok, Presiding\nThis session was held in conjunction with the California High School Teachers\nAssociation, and the program consisted of reports from members of the Committee\nof Fifteen of that Association. The President of the California High School Teachers\nAssociation, H. M. Rebok, superintendent of schools, Santa Monica, California,\n\npresided at this session. The following program was presented:\nSOME ASPECTS OF SECONDARY EDUCATION IN CALIFORNIA-C. E. Rugh, Professor of\n\nEducation, University of California, Berkeley, California, Acting Chairman of\nCommittee of Fifteen.\n\nUNIT TEACHING Costs IN CALIFORNIA HIGH Schools-Robert J. Teall, Principal,\nHigh School, Madera, California.\nEDUCATIONAL IMPLICATIONS OF THE SOCIAL Program of THE HIGH SCHOOL- Sarah M.\n\nSturtevant, Associate in Education, University of California, Berkeley, California.\n\nVOCATIONAL EDUCATION IN CALIFORNIA- E. A. Lee, Acting Director, Division of\nVocational Education, University of California, Berkeley, California.\nAt Monday's meeting, July 2, Dr. E. R. Snyder, Commissioner of Vocational\nEducation, Sacramento, California, delivered an address on \"Vocational Education\nand Its Relation to Secondary Schools.\" He said in substance: \" Vocational educa-\n\ntion cannot be considered in the category of school subjects in general. The great\nproblem is how to keep all schooling from being merely school subject work.\n\" The greatest school development in industry has come in the last fifty years.\nDevelopment in modern industry in this century is greater than in all time put\ntogether, both in the production of raw material, and of foodstuffs, and in the\n\nmanufacture of these and their transportation. The recent development in industry\nruns parallel with the development of the modern higher institution of learning\ninto a new kind of vocational school. Modern engineering and modern industry\nhave developed hand in hand.\n\n\" There are certain vocations taught in high schools where apprenticeship has\nentirely disappeared. Can the secondary school do for vocational education for the\nskilled craftsmen and foremen what the college and university does for the engineer ?\nThere are certain limitations as to what vocational education can do in a secondary\nschool . Conditions should be more like industry in order to turn out better work.\n\nThe problem of vocational education in its relation to secondary education is larger\nthan the problem of training a man for a job.\n\" Education for citizenship consists in training an individual for his work and for\nhis social contacts. So education for a vocation and education for social life are\n\nthe two fundamental aims in the new kind of education in secondary schools. The\ncontribution of man to civilization is through his education and social contacts.\nEvery subject in school should contribute to one or the other of these things. The\nwhole problem of secondary education needs reconstruction. The curriculum of\nthe high school keeps on repeating itself, regardless of its needs. \"\nProfessor C. E. Rugh, Department of Education, University of California,\n\nBerkeley, California, delivered an address on \" The Present Objectives of Secondary\nEducation.\" He said in substance : \" Consciousness is the ability anddisposition of\nthe whole organization to act now in the interest of the future. Objectives are visions\nof consequences that determine present deliberations, and bring deliberation to an\n\nend by according an adequate standpoint for overt action. Objectives are obtained\nthrough habits, knowledge, and aptitudes. Every subject in secondary schools should\n\nbe a subject in biography. Every subject should make an opening for biography.\"\nMiss Crystal Harford, University High School , Oakland, California, spoke as\nfollows on \" High School Libraries \" :\n\n\" I am not a librarian, only a high-school teacher. This talk is in the nature of\nan appreciation for effective aid and help rendered by the library.\n\n"}
{"page": 888, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n863\n\n\"The library is to the school what the hearthside is to the home. The contrast\nbetween libraries in the school of twenty years ago and the library in the school of\ntoday is great. The old library had but a single table, with a few books around\nthe walls, the room was very small. The library of today is altogether different.\nThe main entrance of one of the new schools opens in front of the library doors.\nThe library has many windows, some opening one side into the open air court,\nwith doors connecting with the study halls.\n\" If the children have proper training in the school library, it helps to the development of their use of their leisure time. There is an apparent apathy and lack of\n\ninterest in the library displayed by teachers. The teachers should try to attract\nstudents to the library. Students after enjoying the library often become eager\ncollectors. The city and county libraries together with the school libraries are doing\ngreat work through coöperation.\"\nDr. Herbert R. Stolz, M. D., State Commissioner of Physical Education, Sacга-\n\nmento, California, gave a most vital and interesting address on \" Reorganization\nof Athletics in Secondary Schools.\" He said in substance : \" We feel that although\nthe word physical education is not an ideal word, we are trying to do away with\nthe difference between physical education and athletics. So long as there is a difference made between someone to coach teams and someone to meet the law we are\n\nnot going ' to get the bear.'\n\"School people in general and citizens in general recognize that if you ask the\n\noutstanding criticism of athletics now conducted, it comes back. ' The few have the\nbenefit if there is benefit, and the many do not.' Principals and many teachers face\nthe problem of social activities with earnestness.\n\"To state definitely a program of education in the community is to recognize the\n\nsocial advertising value of athletics. Doing a thing when the decision is hard\nis character.\n\"\n\nPrincipals should have the understanding with school boards and physical\ndirectors, that the director is there to lead and train boys and he is going to be\njudged by the health and social adjustment instead of the success of a winning coach.\n\"You can get a tradition of loyalty in school which is effective in all phases of\neducation, if the older boys feel that they are interested in what the school does\nthree or four years from now. They will help the younger boys by taking the\nleadership. (Here was given an elaborate plan of interschool athletics-how the\npoints are divided between the schools and classes.)\nUnfortunately, in the case of athletics, sometimes we would sacrifice social\nobjectives and health objectives for community objectives of interest.\"\nFriday's meeting, July 6, was a joint session with the California High School\nTeachers Association, and was given over to addresses from members to the\nCalifornia Committee of Fifteen. Miss Sarah M. Sturtevant, associate in education,\n\nUniversity of California, Berkeley, California, spoke on \" Educational Implications\nof the Social Program of the High School.\" Professor C. E. Rugh in speaking on\nSecondary Education in California \" said: \" There are four base lines on which\n\nto construct education: The subject to be taught; the nature and needs; the size ;\nability of the individual learning. The subjects taught in the junior high school\nafford an opportunity for children to find themselves. The best junior high school\noffers sciences, foreign languages, and pre-vocational work of all kinds. It has\nbeen shown that 100 per cent take English one year, and 90 per cent two years ;\n37 per cent take mathematics; 47 take science, and 45 per cent take Latin. It is\n\nfound that there is no study of vocational opportunities on the part of school or\nchildren. 53 per cent follow professions ; 10 per cent Greek; 6 per cent homes ;\n1per cent transportation, as life service. On a school day 29.2 per cent of time\n\nis spent in school; 35 per cent of time is unapportioned. During the week 16.4\nper cent of time is spent in school; 7 per cent at home ; 34.4 in sleep ; 40.8 per cent\nis unaccounted for.\"\n\nRobert J. Teall, Principal, High School, Madera, California, in speaking of\n*Unit Teaching Costs in California High Schools \" said : \" Unit costs depend to\nan important extent on the size of classes, and in small high schools small classes\n29\n\n"}
{"page": 889, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n864\n\nare probably inevitable. But part of the difficulty of the small high school arises\nfrom the fact that its curriculum is often organized in imitation of those of larger\nschools and is not well adapted to local needs.\n\n\" For example, commercial subjects occupy an important place in the majority of\nthese small rural high schools. The median percentage of the teaching budget\ndevoted to commercial instruction in these schools is 22 per cent, about twice as high\n\na percentage as appears in high schools of any other size. Numerous classes in\ncommercial branches in small high schools enrol but from one to five students.\nEconomy and good administration suggest the elimination of some of this instruction,\nor at least the offering of such classes only in alternate years.\n\" The chief hope for a reduction of credit unit costs for teachers' salaries then\n\nseems to lie: ( 1 ) In the reduction in certain subjects of the number of recitation\nperiods per week per credit unit; ( 2) in certain increases in size of classes, or the\nelimination of very small classes ; ( 3 ) in some instances in the increase of number\nof classes per teacher per week above the number previously considered the maximum\ndesirable .\"\n\nE. A. Lee, acting director, Division of Vocational Education, University of\nCalifornia, Berkeley, California, told of vocational education in California:\n\" The work life of an individual is almost as important as the married life of\nan individual. A man lives with his work as many hours as he lives with his wife,\nand many of the same problems will arise in both cases. No one who thinks seriously\nwishes to escape the obligation of work. No one who thinks seriously wishes to\n\nexclude a teaching of the fundamental necessities and responsibility of work from\nthe curriculum of the high school. It is such a fundamentally sound thing that\nsecondary educators should give attention and study in an intelligent way to this\nmatter of training for life work.\n\n\" In the secondary school lies the responsibility of preparation for life work in\nthe real sense of the word. When you talk of preparation for life you are talking\nabout preparation for living in the real sense. Preparation will be for a full day .\nThe full day of a man and any woman is spent at work and the full day of\nwomen is spent in that greatest of institutions-the home. We are commencing to\nput into our school programs training for the home and training for life work. \"\n\nSCHOOL COUNSELING AND THE PROBLEM OF\nINDIVIDUAL DIFFERENCES\nVIRGIL E. DICKSON , DIRECTOR, BUREAU OF RESEARCH AND GUIDANCE IN THE\nPUBLIC SCHOOLS OF OAKLAND AND BERKELEY, CALIFORNIA\n\nSince this is a secondary school section, I take it for granted that the\npeople here assembled will be more interested in having my discussion center\nmainly on the high-school problems. I shall, therefore, confine my remarks to\nthe field involved in the junior high school and the senior high school,\nalthough much of what is said about individual differences and about counseling in these schools would apply equally well to other sections of the\nschool system.\n\nThe problems due to individual differences are facing you in the high\nschool today as never before. Changing conceptions of the need for education and the purpose of education are bringing more pupils into the secondary\nschools. These conceptions have so taken hold of public opinion that our\nlaws in many States force hundreds of children into high school who otherwise would drop out of school altogether. Now in California the law\n\n"}
{"page": 890, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n865\n\nrequires every pupil to attend school until he is eighteen years of age, provided he may elect to attend part-time school between the ages of sixteen and\neighteen years. Many other States have similar laws. This has brought to\n\nour schools many pupils who are not adapted to the work our high schools\nhave formerly offered.\nThe standard high-school curriculum was built for a select group of\npupils, for pupils with a high degree of mental power. In past years the\npupils who did not readily adapt themselves to the learning processes\nrequired in classroom work were eliminated before they ever reached the\nhigh school. Even now less than 50 per cent of the public-school children\ninAmerica never reach the high school. But in the future, theoretically at\nleast, all of our pupils will reach the junior high school, and nearly all the\nsenior high school. What problem does this place on our shoulders ? These\nschools are supported by public taxation because our public conception is\nthat every child has a right to an education until he is sixteen or eighteen\nyears old-an education that will best fit him for his duties as a citizen.\n\nThe duties of citizenship vary as widely as the capacities, interests, and\ndestinies of the people who compose it.\nOne argument behind the junior high school movement, which is growing\nrapidly inmost States of the Union, is that the life interests, and aptitudes\nofpupils begin to show wide variations at about the age of twelve, and that\nwe should, therefore, give some opportunity for election of different courses\nsuited to the differing interests and ambitions beginning in the seventh grade.\nI might say, parenthetically, that my own opinion is that these differences\nare almost, if not quite, as apparent in the first grade as in the seventh, but\nthis is not the time or the place for that discussion.\nThe fact is that our junior high schools offer a certain amount of election\nof courses and this election gradually increases as we go up through high\nschool and college and university. How shall this election be made ? Can\nwe expect pupils of adolescent age to choose wisely in a labyrinth of electives ?\nMingle if you will among boys and girls in any large high school where\nspecific guidance is not given in classification and on enrolment day listen\nto the remarks of boys and girls about choosing courses. \"Don't take that\ncourse, it's too hard.\" \" This course is a snap.\" \" Old Jones is a fright!\nDon't take anything with him. \" \" Come on, take this course with me.\"\nMany times choices are made not on the pupil's real interest or fitness for\nthe course, but on the reputation of the course for difficulty, the reputation\nof the teacher, personal chumship with another pupil, er some other equally\nunsatisfactory reason.\n\nEven a casual observation should convince anyone that a careful program\nof counseling should be planned so that every pupil may have expert and\nconscientious advice in his educational life.\n\nIn the schools of Oakland and Berkeley we have chosen what we call\nschool counselors \" to lead in this important work. We find some objection\nto the term\" vocational counselor \" because it signifies to many people something which I believe we are not able to do. To counsel immature boys and\ngirls to fit themselves for this particular \" vocation \" or that seems to me\n14\n\n"}
{"page": 891, "printed_page": null, "text": "866\n\nNATIONAL EDUCATION ASSOCIATION\n\nto be fraught with danger. I know no counselors on whose shoulders I am\nwilling to place such responsibility for classes of high-school or junior highschool boys and girls.\nI admit that you may come back with the rejoinder that behind any true\nschool counseling must be the vocational objective. The duty of the counselor\nis to guide each child into the best possible use of the time he has to spend\nin school. This of course involves the most thoughtful analysis of the\npossibilities and probabilities of both the school life and after school life ot\nthe pupil. Since a rose by some other name may be just as sweet, we may\ncall this \" vocational counseling \" or \" school counseling as each neighborhood prefers. I merely give this discussion to explain what we mean by\n\"\n\n،،\n\ncounseling and to show why we use the term school counselor.\"\nFew pupils in early adolescence absolutely know or even think they know\nwhat vocation they intend to follow in life. Specific vocational counseling\nis therefore apt to be wide of the mark. There are, however, numbers of\nthings in the school lives of high-school boys and girls upon which counsel\nand advice are sorely needed. Explanations of courses, their purposes, and\nrequirements, words of encouragement or caution from an adult with broad\n\nexperiences and training, expert analysis of probabilities of success or failure\nof a pupil based upon his past record, his interests, his habits and his apparent\nability, advice as to various school, home, or social activities-these are illustrative of the fields in which pupils need help that can be given by a properly\nchosen counselor.\n\nSome will argue that such duties rest upon every teacher. I quickly agree.\nBut I have found by study that gross maladjustments which a trained counselor will quickly discover in numbers in almost any large high school have\nescaped the notice of a corps of well-trained teachers. The average highschool teacher is a specialist in his field and it is not reasonable to expect\nhim to keep himself also familiar with the diverse activities of the school and\n\ncommunity in such a manner as to enable him to be a good counselor to\npupils of such varying interests and needs as now present themselves to high\nschools. Theoretically we might wish all our teachers to have such powers,\nbut actually we know they do not, and we are dealing with facts and not\ntheories.\n\nMany high schools have what is called advisory groups, each teacher being\nresponsible for a given number of pupils. Observation will quickly show that\nmany pupils suffer seriously under such a plan. In my opinion, our raw\nmaterial furnishes altogether too complex a problem for this system.\nEvery high school needs a person broadminded, scientifically trained,\nwidely experienced, and personally adapted to deal kindly but frankly with\nboys and girls, men and women. Such a person should head the counseling\nprogram-should be responsible for seeing that every boy and girl in every\ndepartment of the school is studied as fully as time permits, to know if each\nis living up to what may be reasonably expected of him.\nSuch a program does not lessen the responsibility of each teacher to know\nhis own pupils and to give them the best of his own expert advice. By\nexperience, we have found that the plan actually inspires greater interest and\n\n"}
{"page": 892, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n867\n\ngreater accuracy in the advisory work of all teachers. The discovery of some\ngross misfit problem by the school counselor has caused many a teacher to\nsay, I shall take pains to see that never again shall such a misfit condition\n\"\n\nbe found among pupils in my classes, at least unless I am fully aware of the\nproblem and have done my best to rectify it. \"\nWhat I wish to make clear is that the plan of school counseling as we have\nit in operation in our schools does not, as some have thought it would, cause\nhigh-school teachers to relax their efforts to know and counsel their pupils,\nbut on the contrary inspires them to greater efforts and greater accuracy in\nsuch matters.\n\nI am discussing this question today not as a theoretical problem but from\nthe basis of experience. For five years we have been developing such a\ncounseling program in the Oakland and Berkeley public schools. Our scheme\ninvolves a counseler in every school-elementary, junior high, and high\nschool. At present we have such a counselor either on full time or part time\nin all except a few of the elementary schools. The need for such work in\nthe elementary grades is almost, if not quite, as imperative as it is in the upper\nschools, but that is outside the realm of discussion with you today.\nOne outstanding feature of our counselors is the programming of all\npupils who are being promoted from a lower to an upper school. For\nexample, our schools just closed a few days ago, but during the last four\nmonths approximately 3000 pupils contemplating promotion into junior high\nor senior high school have been studying, under the direction of a counselor,\nwhat the upper school has to offer. The counselor has had personal conference (sometimes several conferences) with each pupil and often with his\nparents. The high-school program of each child has been made out, has been\nsigned by the parent of the child and by the school counselor and is now in\nthehigh school which the child will enter this fall (2) months hence). These\nchildren are classified now and will start a regular program in high school\non the first day of the term. But the important thing is that this program is\nnot the result of snap judgment amid the excitement of enrolment day and\nthe confusion incident upon entering a new and strange school. The program\nis the result of weeks, if not of months, of careful study and conference\nbetween the child, his parents, and the school counselor and teachers who\nknow the child best. Needless to say the high-school counselors have their\nshare in helping to shape this program so that the high school can adjust\nitself to the needs of the pupils who will come to it.\nJust a brief warning I feel is in place here. Counseling does not mean\narbitrary dictation. The counselor who demands that a pupil do this or\nrefuses opportunity for reasonable trial when the pupil or pupil and parent\n\nsincerely desire a trial is ordinarily making a mistake. Democracy of opportunity demands that each may have his chance to prove himself. If the\ncounselor frankly expresses his opinion-better in writing in cases of disagreement and then kindly waits for time, light will settle either upon the\ncounselor (we have often seen this happen) or upon the pupil and parent.\nIn either event time has developed greater power for the future and usually\nthe gain is much greater than the loss. Again, counseling too often takes\n\n"}
{"page": 893, "printed_page": null, "text": "868\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe rôle of working only with failures or with disciplinary and other problem\ncases. These are the hardest to counsel, and from such we get the minimum\nresults in proportion to time and energy spent. The time for counsel is\nbefore the individual gets into trouble. A real counseling program will\nusually anticipate trouble and prevent it from developing.\nOn the other hand, the counsel that pays most dividends reaches those\npupils who are most capable-those who will gain much from a mere\nsuggestion-often those who are considered satisfactory by all teachers but\nwho are really capable of doing much better. A counselor's chief duty is\ndealing with \" the misfit,\" but let us remmember that \" the misfit \" is\nanyone who is not measuring up in a reasonable way to his capacity. Let\nus not permit counseling to deteriorate into petty dealing with problems of\ndiscipline and failure. I do not by this minimize the importance of discipline\nand failure. Counseling that is worthy of the name must be preventive and\nconstructive-preventive of waste and constructive of power.\n\nPermit me in closing to say not boastfully but frankly that our counseling\nprogram has the hearty coöperation of teachers, principals, supervisors,\nadministrative and executive officers and patrons of the school. It is the\nresult of gradual growth and reaches nowhere except where it is wanted.\nIt represents the coöperative thought and planning of many teachers, principals and administrative officers. I trust that Mr. Biedenbach, principal of the\n\nBerkeley High School, who follows me on this program will tell you something of the manner of development of the counseling program as well as of\nthe work being done in his school.\n\nIn summary the main points I would leave with you are : (1) The\nincreasing diversity of abilities and interests among our secondary pupils,\ncoupled with an elective program offered by the schools, demands careful\ncounsel and guidance. ( 2) This school counseling should be led by a\nperson especially trained and especially qualified for such work. (3) Such\na school counseling program has been tried out and the verdict of all concerned is that \" it works. \"\n\nSECONDARY SCHOOL COUNSELING BASED ON\nSCIENTIFIC TESTS\nC. L. BIEDENBACH , PRINCIPAL, BERKELEY HIGH SCHOOL\nBERKELEY, CALIFORNIA\n\nNot so many years ago students attended high school in order to get a\nliterary training to fit themselves to take up college work in preparation for\none of the learned professions. The sciences were also pursued as part of\nthe necessary development of an educated man. In time it became evident\nthat a higher education was necessary for those, also, who intended to pursue\nother lines of work. Business obtained the first hearing and as a result commercial courses were introduced. Then vocational schools were started and\n\ngradually as the number of children attending high school grew, the diversity\nof their needs made it necessary to provide as many different courses as\n\n"}
{"page": 894, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n869\n\npossible in each school. Thus developed the high schools in which every\nstudent is supposed to be able to find the particular work most suited to his\n\nneeds. An American comprehensive high school of today, therefore, has all\nkinds of courses from Greek and Latin, the historical standbys of the traditional classical education, through the sciences, art, music, home economics,\ncommercial, and all kinds of industrial subjects.\nWhen a community has established a high school of this type, however,\nit has not done its entire duty by its children. Not only must the necessary\nmeans be provided for obtaining an education, but an effort must be made to\ndetermine the education best suited to the individual students. It is true\n\nthat the pupils do not show pronounced aptitudes early in life, and it is also\ntrue that parents frequently make mistakes in their choice of a life's occupation for their children. But these facts make it all the more important that\ncareful attention should be given to this problem by an outside agency\ncooperating with the child and the home.\nThe school should provide a means through which a careful study can be\nmade of every pupil, so that as much may be known about him as possible.\nHis mental, physical, and moral condition, his environment, his inclinations,\nhis aptitudes, and the possibility of his carrying to a successful conclusion\nany scheme of life that may be determined upon should be ascertained as\ncorrectly as possible and when these factors operating in his life are deter-\n\nmined then he should be carefully advised and helped to make the most of\nhimself. This counseling is not intended to make children dependent upon\noutside support. On the contrary, its result should be to make them selfdependent and independent by placing them in positions where they can work\nto the best advantage.\n\nWe all believe that the same course in any school is not good for all\nstudents. We also believe that all students, even though they may be adapted\nto the same kind of school work, are not competent to derive benefit from a\n\ngivencourse if they are held up to the same standard of achievement that\nother students are. But a vague impression that there is something wrong\nwith a customary method of procedure is of little value either to teachers or\nto students. In order to make reform we must know facts. It is necessary\nthat scientific investigations be made that exact facts be ascertained, and\nthen that definite action be taken in order to improve the conditions which\nhave been found inadequate or faulty.\n\nThe Department of Research and Guidance of the Berkeley schools has\nbeen at work on problems concerning the studies pursued by our high-school\npupils for several years. There is now a school counselor in each junior high\nschool and a counselor with a staff of assistants in the senior high school. It\nis the business of these officials to know the needs of each pupil. This information is obtained by skillful questioning, by observation of school habits\nand successes, by intelligence tests and by conferences with parents and\nteachers.\n\nIn the senior high school important studies have been made. Of the 623\nstudents of an entering class that were examined 40 were inferior; 120\n\n"}
{"page": 895, "printed_page": null, "text": "870\n\nNATIONAL EDUCATION ASSOCIATION\n\nslightly below average ; 155 were average; 170 were slightly above average ;\n125 were superior; and 13 were very superior.\nA study of the beginning students of two years, shows that in general\n\nintelligence they rate: Very superior (A) 30; superior (B) 171 ; slightly\nabove average ( C) 245 ; average (D) 246; slightly below average ( E ) 175 ;\ninferior ( F ) 69 ; very inferior o. The average chronological age of the very\n\nsuperior is 13 years 9 months, running up to 16 years and 8 months for the\ninferior. Ninety per cent of the very superior are pedagogically accelerated,\n\nas against only 3 per cent of the inferior. None of the very superior are\npedagogically retarded where nearly 84 per cent of the inferior are. The\ntype of course taken at the high school by the very superior shows 96 per cent\nfor the academic and 3 per cent for shop work; by the inferior 49 per cent,\nacademic; 35 per cent, commercial; and 16 per cent, shop work.\n\nOf the entire student body, there are very inferior, o per cent; inferior,\n5 per cent; slightly below average, 164 per cent; average, 27.9 per cent;\nslightly above average, 29.4 per cent; superior, 18.3 per cent; very superior,\n2.9 per cent.\n\nThese are sufficient illustrations to show the wide variation in the student\n\nmaterial assembled in any high school. Surely it is folly to allow these\nstudents to drift into any of the courses offered in the high school which\nhappen to appeal to them and to assume that they can in this way obtain\nthe preparation which is best suited to their life career. They surely need\nexpert direction at this time in their lives, if ever.\n\nIn the Berkeley Senior High School we recognize our responsibility in\nthis matter and are making an earnest effort to meet it. A student's schedule\nis no longer a matter of chance. In everyjunior high school there is a school\ncounselor whose business it is to know the pupils their physical and mental\nability, their home environment, their life plans in so far as these are\nmatured, and their capacity for carrying them out. In order to give information a bulletin, prepared in the senior high school, which gives full\ninformation concerning the courses of study and the various activities of the\nhigh school, is handed each pupil several months before he finishes his junior\nhigh school course. This he studies with the aid and advice of his parents,\nteachers, and junior high school counselor. Then after several weeks of\nfamily deliberation a schedule of studies for the first term of the senior high\nschool is made out. The school counselors at the senior high school work in\ncoöperation with the counselors in the junior high schools and thus are well\nacquainted with the needs of these students when they change to the new\nschool.\n\nPresent economic conditions and the advancing of the compulsory education age are keeping many students in the high school who a few years ago\nwould not have attended. Naturally many of these students are not adapted\nto the kind of academic work that has been taught in high schools for generations. Many also are not equal to the standard of work expected in regular\nvocational and commercial courses. These students have to be provided for\nin courses whose content is simpler than that of the regular courses. Ifthese\n\nyoung people are required to attend school it is the duty ofthe school to give\n\n"}
{"page": 896, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n871\n\nthem work which will be attractive and within their comprehension and\nwhich will help to develop them to the limit of their capacity.\nMeeting so many diverse needs naturally increases the difficulties of the\nproblem of high-school education materially. It is not enough to arrange a\ncourse of study for the students when entering the high school but their\nprogress must be carefully watched as they go on. Failure to keep up with\nthe course or unfitness for any kind of work undertaken should be known as\nsoon as possible and appropriate changes should be made.\nIn our Berkeley schools, because of the location here of the University of\nCalifornia, many pupils plan to go to college after leaving high school who\nfind that this intention is unwise or impossible to carry out for various\nreasons. It is especially important in such cases that these students having\nalready started upon a definite career, be not allowed to flounder about until\ncompletely adrift but that they receive skilful and unbiased advice as to the\nbest method of changing into another course.\nNo high school should pretend to prepare all of its students for the university. It is the best thing in the world for those students who are not\nfitted for university work that they should find out this fact early in their\nlives. There is no disgrace in not going to college, but it is a decided misfortune to make great efforts and sacrifices to go only to find out that one is\nunfitted for the career to which a university education would naturally lead,\nand to have lost the years spent in futile effort which might otherwise have\nlead to productive work in some other career; and it is a still greater misfortune to go to college merely for the social or athletic activities which prevail\nthere. It is true that these by-products of college life are attractive and that\nthey may be beneficial for those who are carrying their college studies suc-\n\ncessfully. But to those who have not unusual mental ability the social activities of college become all-absorbing and make of life a chaos. It is difficult\nfor a young man or woman whose time has been devoted to these non-productive activities to find his footing when his college career is suddenly ended.\nAfter all, the fundamental purpose of education is moral development,\nand no successful character can be built upon a false foundation. The student\nwho is holding on to some career or study for which he is not fitted by the\ndevious methods often employed to give the appearance of success is temporarily deceiving himself as well as the world and will soon find himself in\naposition-where he can neither advance nor return. Successful lives are built\n\nonly by finding out early in life what one is best fitted for and following out\nthat career with all the energy and determination which one possesses. This\nisthe ideal which the school should constantly hold up before its students\nandwhich should be made attractive by providing the work and the activities\nwhich tend to develop all latent abilities to their utmost but do not discourage\nby making it appear to be right to attempt that which is unattainable.\n\nThere are many students in the high school who should not be candidates\nfor the present-day standard high school diploma. So long as the high-school\ndiploma means satisfactory completion of a certain number of units of work\nwhose content is definitely adjusted to a special type of mentality, there will\nbemanystudents who cannot attain it. The same is true of the requirements\n\n"}
{"page": 897, "printed_page": null, "text": "872\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor recommendation to college. These requirements are higher than those\n\nfor high-school graduation, since a better rating in subjects is expected than\nthat which is sufficient for promotion. It is not right that all the students\nin high school should be expected to attain these standards nor should they be\nexpected to keep up the rate of progress of those who easily make these grades.\nThe high school should provide work which is suited to their capacity.\nNaturally, on the other hand, these students cannot expect to receive the\nreward for work implied in a high-school diploma, or a recommendation to\nthe university. But since they are entitled to some recognition for a finished\ncourse, it is reasonable that they should be awarded a certificate stating\nspecifically the amount of work accomplished and the degree of efficiency\nattained. It is probable that in time such certificates will take the place of\ndiplomas for all students.\nI have been outlining a rather ambitious program for any school to carry\nout. In a large school no one person can carry the whole burden of counseling, and in the present financial condition of the high schools of the United\nStates, it is not possible to employ the necessary number of expert counselors.\nThis naturally raises the question of how to meet the needs of the situation\nwithout materially increasing the teaching force already employed. In\nBerkeley the question has been discussed by members of the senior high school\nfaculty for some time and we have decided upon a course which we feel\nconfident will bring good results. Heretofore the members of the faculty\nhave acted as advisers to groups of twenty-five or thirty students and have\ncarried the responsibility for their success in lessons and conduct. This has\nput a great burden upon the teachers in addition to their regular work as\ninstructors. Many of the teachers have not enjoyed this part of their work\nso much as the teaching. On the other hand, some teachers are by nature\ninterested in this more intimate relation with their students. To teachers who\n\ndo not care for advisory work this becomes an excessive burden. In order\nthat this work may be given the more expert attention which it requires the\nteachers as a whole have been relieved from a part of their advisory duties\nand these responsibilities have been transferred to a few who in turn have\nbeen relieved of some of their teaching, their classes being taken by the\nother teachers. In this way it is expected that the work of all the teachers\nwill be more congenial.\nThis policy will be carried out during the coming semester to the extent\nof adding four teachers to the counseling staff. These teachers act as\nteaching-counselors, giving part of their time to classroom instruction, and\nthe rest to counseling. In this way a special counselor has been assigned to\nthe low tenth grade, one to the high tenth, one to the low eleventh and\nanother to the high eleventh. It is hoped that by the end of the coming vear\ntwo more teachers can be thus assigned so that each half-year class will have\na special adviser, thus making a staff of one school counselorwith six teaching\nassistants . When this plan is in complete operation it should be possible for\nthe home and the school to be in close communication, consulting whenever\nnecessary to the end that every student may be doing the work that will best\nprepare him for that for which he is fitted. With the continual studies that\n\n"}
{"page": 898, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n873\n\nare now being made of the physical and mental capacity of our young people\nand with the knowledge of home and school influences which this closer contact gives it ought to be possible to know long before the date of graduation\nwhether a student should attempt to continue his studies further, or whether\nhe should go immediately into some line of productive activity. There should\nnot be so many disappointments which come as the result of misdirected\neffort.\n\nAn ideal high school would be one in which every student would attend\nclasses during a certain definite number of years, would carry on work\nexactly suited to his capacity, and at the completion of his course receive an\naccurate statement of his accomplishments, which would introduce him\n\nnaturally and easily without any period of helpless indecision to the next\nstage of his progress, whatever that might be.\nA change so radical as this idea would require in any present-day high\nschool, whose practices have become fixed by tradition and outside regulations, cannot be brought about safely all at once. The best that we can hope\nfor is that each institution shall be aware of its shortcomings, shall be keenly\neager to remedy them and always ready to take advantage of every opportunity to make improvements. All changes in policy or method should be\nadopted only after careful deliberation and with the sole intention of rendering better and better service to the children and the community.\n\nTHE SOCIAL LIFE OF THE HIGH SCHOOL AND SOME OF\nITS PROBLEMS\nHARRIET HAYES, DEAN OF GIRLS , UNIVERSITY HIGH SCHOOL\nOAKLAND, CALIFORNIA\n\nAmerica has always believed that her safety depends on an educated citizenry. She would have her young men strong, well trained, resourceful.\nHer young women must be self-reliant, wholesome, competent in whatever\n\nfield of activity they enter. And she calls upon her schools to produce such\nyoung men and women. As educators we are expected not only to produce\ncitizens who shall have mastered certain subjects, but to somehow train them\nso that they justify America's pride in her youth, and contribute character\nand a trained intelligence toward the solving of her problems.\nNow all this is not set down formally in any curriculum. It is something\nthat we feel rather than what we have been instructed to do. It comes to us\n\nwith every parent who calls at the school to talk over the work and welfare\n\nofhis child. And it is the pressure of this great desire that has brought into\nbeing what has been called the \" social program,\" or even the \" social\ncurriculum.\"\n\nTeachers are becoming more and more social workers in the true sense\n\nof the word. A questionnaire filled out by teachers in charge of clubs and\nother outside activities in our own high school revealed the fact that several\n\nof them spent an average of two hours daily on these activities all of this\n\n"}
{"page": 899, "printed_page": null, "text": "874\n\nNATIONAL EDUCATION ASSOCIATION\n\nwork in addition, of course, to a full teaching program. There is no formal\nrecognition of such work as this, and it is almost always voluntarily assumed.\nThe service rendered is offered because all of us are conscious that America\nhas made us responsible for the education of her children, and education is\n\nonly partly a matter of books and subjects. It includes social contacts, an\nopportunity to play with one's fellows as well as to study with them. Not\nthe least valuable lesson taught by the war was that people learn to work\ntogether by playing together. Petty social barriers give way before larger,\n\nmore truly social recreation projects. Subjects can be learned in correspondence courses and by tutoring, but the social contacts of the public high\nschool give a preparation for citizenship that is incomparable.\n\nWe are so often asked in one way or another to justify the social activities\nin our schools. Puzzled parents cannot understand why there should be such\na multiplicity of clubs and plays and dances and athletic activities. They\nhave not realized the value of these agencies in protecting their children.\nIn a day when commercial amusement organizations are offering on every\nhand the most alluring, easy, passive pleasures-when hotels, restaurants,\n\nand amusement parks offer springy, jazzy music, and insinuate with it an\nartificial and cheap sophistication, it is time that more wholesome pleasures,\nwithin the reach of all and without ulterior motive, be offered to our boys\nandgirls.\nIt is idle to pretend that the American home takes care of the social life\nof its children. It does not. And money has nothing to do with it. The\nwealthy patrons of expensive private schools are as helpless before the problem of keeping in touch with their children as the humblest of our people.\nThe automobile, with all its sinister possibilities, has greatly complicated\nthe problem.\n\nA freedom unimagined twenty-five years ago has come the gift of the\nnew century-and our problem as educators is not to attempt to dam it up\nwith frail restriction and prohibitions; the only thing we can do is to traintrain patiently, carefully, as skilfully as we may for a right use of freedom,\nfor higher standards, for wiser choices.\nThis work cannot be done in the classroom nor can it be left to chance .\n\nIt must be accomplished by steady, purposeful social engineering. There is\nimmense possibility of waste in this field, and feverish activity throughout\na school is as bad as stagnation. A halting, hesitating program is almost\nworse than none at all, for situations so often get beyond control and work\nserious havoc. In this connection are those clubs started for some worthy\n\npurpose by an enthusiastic group of kindred spirits and which so often develop\ninto exclusive little societies and undemocratic ideals.\n\nClubs of this kind, once firmly entrenched, are among the most difficult of\nour problems. They are based on such a fundamental human instinct. There\nare always people who can do their best work, and many who canwork only,\nwhen associated with congenial people. They refuse to be drawn into large\nor miscellaneous groups and resent any obvious pressure to such an end. If\n\nthe social program is carefully planned this tendency can be made use of in\nvarious legitimate ways, such as committee service. After all there is no\n\n"}
{"page": 900, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n875\n\nreason why friends should not work together. Disagreeable tasks are not\nhalf so onerous if the labor is shared by people with whom one can work\nwithout irritation. It is only when snobbish exclusiveness manifests itself\nand tries to exert influence that it must be broken.\n\nSocial cliques may and should be converted into helpful allies. When they\nshow vicious anti-social tendencies they must somehow be combated and\nshorn of power. But I am convinced that the method used must be that of\nsubstitution and friendly reasonableness, never that of antagonistic sharpness.\nWhenever an administrative officer sets his (or her) jaw and announces,\n\" It must be, because I say so,\" he minimizes seriously his chance to work\nout an effective social program in his school. For social progress must rest\nupon hearty coöperation of the whole group. If individuals will not come\ninto the work-or play-with the ideal spirit, let us take them on a compromise basis, and watch for a chance to improve their attitude.\nTo be truly democratic and efficient, a social program must include\neverybody. No member of a properly organized school should be able to\nfeel that he has no social responsibility. Whether or not an individual pupil\nhas much time to give the various social activities, his interest and pride must\nbe aroused, and that intangible thing called school spirit must be created.\nAgood school newspaper will help in this, a magazine that prints the names\n(correctly spelled) of all the students, and which publishes lists of club\nmemberships as well as of those taking part in various events-such small\nthings as this give a very strong feeling of belonging. Those who have not\nalready connected themselves with some activity should be drawn in. Senior\n\nfriends for freshmen are valuable to both sides, and as much discriminating\nrecognition as possible should be given those who offer service. Honor rolls\nfor those who have attained distinction in various lines of work, honorable\nmention, recognition ofgood committee work-all these create better feeling\nand pride in worthy membership in a worthy group.\nWhether a number of small clubs or similar units is desirable, or whether\nthere should be a few large organizations with numerous branches will\ndepend on the individual situation, and on the ability and interest to be\nfound in the leaders.\n\nThe mention of leaders brings us to another of the problems to be solved.\nIn too many schools the burden of outside activities is borne by only a small\npartof the faculty and students. There is no general plan for equalizing the\nload and preventing the overworking of a few enthusiastic souls. We have\nall seen the most able and conscientious members of a school go down under\ntoo great a strain. Some means must be devised for preventing such waste.\nPerhaps the most nearly adequate scheme yet worked out is the so-called\n\"\n\npoint system,\" which undertakes to limit the outside activities which a\n\nstudent may carry. Under this plan, every kind of activity, including membership in clubs, etc., is given a certain value, expressed in points, and a\nrecord is kept of participation in activities by all students. The number of\npoints a pupil may carry is determined by his previous record in school.\nThere ismore or less machinery connected with this plan, and much bookkeeping on the part ofthe point system committee. There are in some places\n\n"}
{"page": 901, "printed_page": null, "text": "876\n\nNATIONAL EDUCATION ASSOCIATION\n\naccompanying features such as an honor roll and gold pins for people who\nhave made notable contributions to the social life of the school. But the\n\nchief value of the plan lies in the protection it affords to the over-zealous\nand the opportunity it creates for the development of new leaders.\nNo such plan has been devised to protect faculty members from sacrificing\nthemselves on the altar of social service. It is only as the extent of their\nservice becomes more apparent that they can hope for relief. The social leader\n\nin a school, however, should catalog the faculty abilities carefully and see\nthat the work is divided as fairly as possible.\nI have been using the term social in its larger, more general meaning.\nBut the affairs which are social in the narrower sense are also among our\nmost intricate problems. Parties and dancing are matters that require much\nattention on the part of the social director.\n\nParties of the right sort are essential to the education of our boys and girls.\nBanquets to celebrate the close of some athletic season, luncheons in honor\nof some guest, teas for parents, outdoor suppers or picnics-every one of\nthese functions is full of possibilities for social education. There should be\nas many occasions of this nature as a sane and uncrowded social calendar\nwill include. Most of them should be simple and informal, involving as\ndiverse groups as possible; but several times during the year there should be\nfunctions as formal as can be managed, with toastmaster, speeches, and all\nthe, accompaniments of a real party. Comparatively little money need be\nspent on these. A surprisingly dignified banquet can be served with the aid\nand advice of the domestic science department at a cost of from fifty to\nseventy-five cents a person, and the burden should fall, not on the individual\ndiners, but to a large extent on the school social fund. The practice of going\nto the local Waldorf Astoria or the Palace restaurant is abominable in its\n\npretentiousness. It may take a vast amount of tact to persuade students to\nhave an important banquet at school, but it is worth any effort because of\n\nthe opportunity it offers for training. People, especially high-school people,\n،،\n\nlove to\n\nget up things. \" There is never any difficulty in finding persons\n\nwho are glad to do the work, except possibly the clearing away after the\nparty is over. Even here we find as a rule the leaders still leading. There\nis always some generous soul who will say, \" Oh, put me on the clean-up committee \"-and if you give him a few favorite friends the job is done.\nAfter every function if possible there should be a \" post mortem \" on the\npart of the committees in charge. This is essential if the educational value of\nthe affair is to be realized. The successful features and factors involved, the\n\nfailures and the reasons for them, should be discussed. Things to be remembered for future use, pitfalls to be avoided, should all be noted and filed for\nreference. Individuals should be commended for especially efficient service.\nIt takes some time, but itis time well spent.\nIn connection with filing information for reference, I might speak of a\nblank which we have worked up for use in the University High School,\nentitled \" Registration of Events.\" When a special event is planned, those\nincharge come to the dean's office for a blank and proceed to fill it out. All\nthe details which must be thought of in planning a successful affair are\n\n"}
{"page": 902, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n877\n\nprovided for. The nature of the event, the date, time, and place, provisions\nfor music, faculty sponsors, members of committees, plan of procedure, estimated expense and method of financing all these are to be accounted for.\nWhen this much of the blank is filled out to the satisfaction of the dean, the\n\naffair is formally sanctioned. And after the event has taken place, the remaining items on the blank are filled in. These include the record of gross and\nnet proceeds, disposal of surplus funds, names of any who have rendered\nnoteworthy service, and suggestions which may be of future use. When all\nthis information has been set down, the blank is filed in the proper place,\nand used for guidance for the next similar affair.\nThe formal dances, such as the senior class dances, offer an exceptional\nopportunity for training-one which I think is not often used to the full.\nThe best handling of this situation that I know of was done by a very wise\ndean who instituted the practice of going about before each senior dance (the\n\nformal event of the term) and talking for a few minutes to the boys and girls\nseparately. Questions of the customary dress, the position of the chaperons\nand how they should be treated, standards in general and why certain things\nare done and others not, how the success of the evening depends on the tone,\nwhich is given by the girls (this to girls) and how the success of the\nevening depends on the thoughtful consideration of the boys, who must of\ncourse take the initiative (this for boys)-and how the dances have been\ngrowing better every term because standards have been raised each timethese topics are discussed. Such talks are invaluable, because they have been\ngiven with friendly impersonality, with the idea of making \" this dance the\nbest one ever given.\" And the dances in that school have been conducted\nwith a dignity and genuine courtesy that is remarkable.\nDancing, I suppose, is one of the most complex matters to be dealt with\nin the social curriculum. While communities vary in their attitude toward\ndancing as a legitimate social pastime, generally speaking, young people are\ngoing to dance. Whether we like it or not, it is so. And what are we going\nto do? Are we going to ban the activity altogether and dodge the responsibility? It is about as easy to do as for our government to keep out of\nEuropean difficulties. I have heard of one school in a pious community\nwhich tried this plan with the result that its young people went elsewhere\nfor their amusement-elsewhere being in this case a beach resort of unenviable reputation some miles away. Avoiding is not educating. Neither is\npermitting dancing to go on in a haphazard way educating. Students must\nbe made to do some thinking on the subject and to make some thoughtful\nchoices. We cannot hope to change the prevailing style in dancing, but we\ncan help our boys and girls to see and do the right thing about it, and hope\nfor success by appealing to their sense of right and their loyalty to the school.\nRegulations and rules and the weight of authority are futile. They may\ncheck and hold the situation in a superficial way, but they are worse than\nuseless in any constructive program. The question must be placed squarely\nbeforethe students themselves and responsible action required on their part.\n\nAndifthe whole subject is frankly and reasonably presented I have not a\ndoubt in the world that the actions and attitude of the school will be sound\n\n"}
{"page": 903, "printed_page": null, "text": "878\n\nNATIONAL EDUCATION ASSOCIATION\n\nand right. A student committee made up of popular and thoughtful members\nwill be able to control the kind of dancing far more effectively than any\namount of faculty watchfulness, and in addition the student body will have\nthe satisfaction of realizing that it has raised the standards of dancing a\nlittle above those required in public dance halls, and will feel proud accordingly.\nThe whole structure rests on the basis of cooperation, as does our whole\n\nsystem of education. The day of the birch rod is over; old fashioned\n\nparental authority seems also to be rapidly declining. It is for the schools by\nmeans of a strong, conscious effort, to catch up the loosened reins of control\nand bind them firmly again in the lives of our pupils by insisting that they\ndecide, and choose, and learn the great value of self-control. And I believe\nthat a vigorous administration of a sane social program, one that will provide\nplenty of wholesome interest and amusement for American boys and girls,\nis one of the most potent agencies for this purpose.\n\nEDUCATIONAL IMPLICATIONS OF THE SOCIAL\nPROGRAM OF THE HIGH SCHOOL\nSARAH M. STURTEVANT, ASSOCIATE IN EDUCATION, UNIVERSITY OF\nCALIFORNIA, BERKELEY, CALIFORNIA\n\nA survey of the life of the high schools of the State of California, at\n\nleast, would establish as fact the opinion which many have that there are in\nour schools many social activities which take more or less of the time and\n\nenergy of both teachers and pupils. To some the existence of such activities\nseems a lamentable fact. They seem disturbing elements in the academic calm\nof scholastic attainment-quite opposed to the more serious \" aims of school\nlife. Time and enthusiasm spent upon them are deemed a wasteful use of\nwhat might better be spent in the teaching and learning of \" fundamental\n،،\n\nknowledge.\" But whether we approve or not, social activities are a vital\npart of almost every school. Dramatics, school newspapers, so-called student\ngovernment, clubs of a hundred varieties, parties, picnics, andwhat not, have\n\nfound room in the noble house of secondary education, quite as if they had\nas ancient a lineage and as good a birthright as Latin and mathematics.\nIndeed, upon second thought, it may be that their right to existence in the\neducational process antedates formal education altogether and finds its birth\ncertificate in the human, life needs of boys and girls. If that be so, even the\nauthoritative voice of an adverse administrator concerned with the smooth\n\nrunning of his school machine will, at best, only partially do away with those\nsocial activities which boys and girls organize for their own vital education.\n१\n\nI say \" for their own education \" advisedly, for, wrapped up, \" implicated\nin the gaieties of dances, parties, clubs, and school dramatics, are powerful\nmeans of education, and, because nature has made the high-school boys and\ngirls ready to react to other people, they find in their social relationships\nsuch keen satisfactions and annoyances that they learn much faster than by\n\n"}
{"page": 904, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n879\n\nthe more formal means provided by school authorities. One thing is certain,\nthey learn to use principles which determine their code of social relationship.\nThe question about which the educator needs to be concerned is, what do\nthey learn ? Are they getting the knowledge of right social relationships ?\nAre they learning habits that lead to coöperation, the sharing of responsibility,\nthe weighing of values ? What attitudes and ideals are they acquiring ? Are\nthey gaining such knowledge, habits and skills, attitudes and ideals as will\nserve them best as citizens in a democracy, who are to come to the fullest\nlife for themselves and to make the greatest contribution to their group ?\nIf one were to ask the racial reason back of the urge that impels the normal\nyouth to insist on a social life for himself, I suppose we might say that he\nmust learn to know people. Before he escapes from the guidance of his\nfamily and school and is able to stand on his own feet, he must learn to know\nand judge people, and be able to get along with them. His vocational efficiency to a great extent, and the happiness of his home depend on how well\nhe knows folks and on what terms he can live with them.\n\nIn considering, therefore, the educational possibilities implied in the social\nactivities, one would say that there is an objective ready at hand. A social\nprogram should become an effective means of teaching young people to live\ntogether on the high plane demanded by the truest democracy. It affords\nnot maxims and preachments concerning the virtues of honesty, truth, toleration, generosity, and other qualities of good character, but gives practice in\nright behavior in given social situations. The colossal failure of education so\nfar to achieve in man such knowledge, habits and skills, attitude and ideals\nas will lead to harmony in the family of mankind is too well recognized to\nneed illustration. Everywhere selfishness, greed, and hatred among nations,\nclasses, business concerns, and even in families, attest the fact that so far men\nhave not mastered this finest of all fine arts-the art of human association\n\non the basis of fundamental principles bound to bring that kind of a democracy which might well be called the \" Kingdom of God.\" In her book,\n\" The New State,\" Miss Follette says, \" The reason the world is at its own\nthroat is because people have not learned to live together.\" Lindeman, in\nthe \" Community,\" says, \" Men everywhere are attempting to work out a\nnew way of living together \"-and it is high time. The most important\n\nobjective of education in a democracy is thus admittedly ethical character ,\nwhich can be learned effectively only through practice in desirable behaviorbyjust response to given situations. Too long have we put our trust in talking about virtues; it is time to provide practice in virtue.\nHaving set up the aims of a social program, it remains to consider the\nmeans and to evaluate those means as effective in producing desired ends. It\nispatent even to the casual observer that not all the means of education used\n\nby the youth themselves are conducive to fine character, to human association\non a high plane. The interesting and purposeful activities which satisfy the\nsocial instinct of the boy and girl may be quite hit-or-miss in their effect, not\nleading on consistently toward a goal but contradictory or perhaps anti-social\ninthe lessons impressed upon the person. Too often the leaders are not the\nbest inthe school, nor do they have democratic standards. It is quite possible\n\n"}
{"page": 905, "printed_page": null, "text": "880\n\nNATIONAL EDUCATION ASSOCIATION\n\nto have corrupt politics in school as well as in State and Nation. Misuse\nof funds, bribery, cruelty, or class distinction are just as possible in one\nplace as in the other. If one were to grasp social means to recognized ends\nthey should be so directed that the best standards of behavior become the\naccepted standards. The best types of social response must become the\napproved responses. Such direction calls for a director-one whose function\n\nis the organization, coördination, and supervision of a social program, consistently and steadily lifting standards as one ideal after another becomes\nreality in individual practice and school life. Are students learning to be\ntruly democratic or snobbish, open-minded or intolerant, coöperative or selfishly individualistic, responsible or irresponsible ? Is everybody having a\nchance to develop his powers of leadership, or to feel the joy of being a part\nof a group to which he can contribute something of value? Are students\nlearning to evaluate results, to appreciate character in others ?\nIf the desirable goals of the social program are to be realized, some one\nmust have charge of that program, which ought then to become a social\ncurriculum. Some one must understand what the objectives are, and what\ntheir relation is to the general objectives of education. She must be able to\ndetermine desirable content of that curriculum by a just evaluation of it:\nAre all clubs of equal value in terms of character development? What is the\nrelative effectiveness of a dramatics club, a dancing club, or a service club?\nSome one must understand the teaching in that social curriculum; must\n\norganize, correlate, and supervise the activities; must distribute them so as\nto include a far larger number than now ordinarily profit by them ; and must,\nvery often, limit the more ambitious. There will be need for a social faculty,\nthemselves gifted with those fine qualities which call for respect for personality, for, after all, while students and teachers may provide the parties, clubs,\nand dramatics that become a means of education, there is no means more\n\neffective than the personal quality of those who teach. In the business world\nthe ability to get on with people is a highly paid quality. It will be necessary\nto pay for it in the educational world. The dean of girls and director of the\nsocial program should be in herself as nearly as possible an ideal woman, not\nonly understanding the significance of the social curriculum, but able to\narouse girls to emulation of fine womanhood.\nComplaint against the so-called \" social foolishness \" in our schools has\ncome from many quarters-the home, the community at large, the teachers,\nthe administrators, the taxpayers. Most of the evils are the result of absolute failure on the part of everybody to recognize the possibility of using\nfor right purposes the tremendous social energy generated by any group of\nadolescent boys and girls. Social affairs they will have because nature\ndemands it. In those human associations, youth will learn its code for future\nconduct, build its habits, crystallize its ideals. The question for the forces of\neducation to ponder is, What will they learn? How can we use the means\nathand for the building of ethical character?\n\n"}
{"page": 906, "printed_page": null, "text": "Department of Superintendence\nSECRETARY'S MINUTES AND Official PROGRAM\n\nOFFICERS\n\nPresident, JOHN H. BEVERIDGE, Superintendent of Schools .\nFirst Vice-President, ROBINSON G. JONES, Superintendent of Schools .\n\n..... Omaha, Nebraska\n...Cleveland, Ohio\n\nSecond Vice-President, FRANK W. BALLOU, Superintendent of Schools....Washington, D. C.\nTreasurer, IRA B. BUSH ......\n\nExecutive Secretary, SHERWOOD D. SHANKLAND .\n\nCharleston, West Virginia\n..Washington, D. C.\n\nEXECUTIVE COMMITTEE- MEMBERS BY ELECTION\n\nJESSE H. NEWLON, Superintendent of Schools (term expires 1923 ) ....\n\nDenver , Colorado\n\n..... Detroit, Michigan\nFRANK CODY, Superintendent of Schools ( term expires 1924 ) .\nRANDALL J. CONDON, Superintendent of Schools (term expires 1925 ) ......... Cincinnati, Ohio\nPAYSON SMITH, State Commissioner of Education (term expires 1926) .... Boston, Massachusetts\n\nSunday Afternoon, February 25, 1923, 4:00 o'clock\nOld Stone Church\n\nINVOCATION-O. T. Corson, Columbus, Ohio.\n\nSUPREME VALUES IN EDUCATION-Elmer Burritt Bryan, President, Ohio University,\nAthens, Ohio.\n\nMonday Morning, February 26, 1923 , 9:15 o'clock\nPublic Auditorium\n\nINVOCATION-A. B. Meldrum, Old Stone Church, Cleveland, Ohio.\n\nGREETING-R. G. Jones, Superintendent of Schools, Cleveland, Ohio.\nAdministering Education in the Interests of Children and the State\nPROGRESS IN EDUCATION IN NINETEEN- TWENTY-TWO-A. E. Winship, Editor, Journal\nof Education, Boston, Massachusetts.\n\nSOME OBSERVATIONS-John J. Tigert, United States Commissioner of Education,\nWashington, D. C.\nWHAT CONSTITUTES AMERICAN CITIZENSHIP-Alvin M. Owsley, National Commander, American Legion, Headquarters, Indianapolis, Indiana.\n\nOn motion of W. M. Davidson, superintendent of schools, Pittsburgh, Pa. ,\nchairman of the Committee on Resolutions, a resolution was unanimously adopted,\nurging the immediate passage of the Teachers' Salary Bill now pending before\nCongress.\n[881]\n\n"}
{"page": 907, "printed_page": null, "text": "882\n\nNATIONAL EDUCATION ASSOCIATION\n\nMonday Afternoon, February 26, 2:15 o'clock\nExecutive Session\n\nREPORT OF COMMITTEE ON STATUS OF SUPERINTENDENT-С. Е. Chadsey, Dean of Col-\n\nlege of Education, University of Illinois, Chairman. ( Printed Report will be\nFound in Yearbook of Department.)\n\nSUGGESTIONS ON THE REPORT-N. L. Engelhardt, Professor of Education, Teachers\nCollege, Columbia University, New York City.\n\nTHE SECOND YEARBOOK-Robinson G. Jones, Superintendent of Schools, Cleveland,\nOhio.\nMY EXPERIENCE in ADMINISTERING EDUCATION-\n\nBoy Scouts-Frank Cody, Superintendent of Schools, Detroit, Michigan.\nOutdoor Gymnasium-Theodore Saam, Superintendent of Schools, Council Bluffs,\nIowa.\n\nJanitors-Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio.\nStimulating the Growth of Teachers-Frederick H. Bair, Superintendent of\nSchools, Colorado Springs, Colorado.\n\nCrippled Children-Peter A. Mortenson, Superintendent of Schools, Chicago,\nIllinois.\n\nWhat I Most Desire in My Assistant Superintendent-Thomas R. Cole, Superintendent of Schools, Seattle, Washington.\nWhat May Be Done to Improve the Quality of Teaching-E. C. Hartwell, Superintendent of Schools, Buffalo, New York.\n\nM. G. Clark, superintendent of schools, Sioux City, Iowa, submitted the following\namendments :\n\nFirst, That Article 4 of the Constitution of the Department of Superintendence of\nthe National Education Association be amended by striking from Section 1, line 3,\nthe words \" a treasurer,\" and by striking from Section 2, line 1, the words \" and\ntreasurer,\" together with the preceding comma, and by inserting in Section 2, line 1,\njust preceding the word \" vice-presidents \" the word \" and.\" ¹\nSecond, That Article 1 of the By-laws of the Department of Superintendence be\namended by striking from Section 3, line 8, the word \" treasurer \" and substituting\nin lieu thereof the words \" secretary of the National Education Association,\" and by\nstriking therefrom the whole of Section 4.\nUnder the Constitution the above amendments went over for consideration until\n\nTuesday.\n\nErnest A. Smith, of Evanston, Illinois, rose to a question of information, stating that he had a resolution from the superintendents' round-table of northern\n\nIllinois dealing with action taken under a resolution adopted by the National Education Association at its Boston convention. He asked if it would be competent to\nbring the resolution before the Department of Superintendence or whether it should\nbe referred to the parent organization. The president ruled that the resolution\nshould be referred to the National Education Association.\n\nMonday Evening, February 26, 8:00 o'clock\nGeneral Problems in Education and Citizenship\nA PROGRAM FOR THE NATIONAL EDUCATION ASSOCIATION-William B. Owen, President\nof the National Education Association, Chicago, Illinois.\nLEISURE TIME- Henry Turner Bailey, Author and Lecturer, Cleveland, Ohio.\nEDUCATION FOR DEMOCRACY-Newton D. Baker, President, Cleveland Chamber of\nCommerce, Cleveland, Ohio .\nThe line numbers refer to the Constitution and By- Laws as printed in the first Yearbook\nof the Department of Superintendence published in February, 1923 .\n\n"}
{"page": 908, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n883\n\nPresident Beveridge appointed the following tellers for the annual election:\nF. S. Camp, Hartford, Connecticut ; E. L. Miller, Detroit, Michigan ; B. O. Skinner,\n\nMarietta, Ohio ; L. W. Mayberry, Wichita, Kansas ; B. J. Merriam, Framingham,\nMassachusetts; J. C. Lindsey, Mitchell, South Dakota.\n\nTuesday Morning, February 27, 9 : 15 o'clock\nProgress in Solving Financial Problems in Education\nTHE COST AND THE FISCAL ADMINISTRATION OF SCHOOLS-SOME FACTS FROM THE\n\nEDUCATIONAL FINANCE INQUIRY-George D. Strayer, Chairman of Commission,\nand Professor of Educational Administration, Teachers College, Columbia\nUniversity, New York City.\nTHE TAX PROBLEM IN RELATION TO THE FINANCING OF PUBLIC EDUCATION-Robert M.\n\nHaig, Associate Professor of Business Organization, School of Business,\nColumbia University, New York City.\n\nWHAT THE SCHOOLS DO IN RELATIONSHIP TO WHAT THEY COST-H . B. Bruner, Superintendent of Schools, Okmulgee, Oklahoma; Herbert S. Weet, Superintendent of\nSchools, Rochester, New York.\nSYMPOSIUM-BUDGET MAKING AND SPENDING-\n\n1. By the City-Arthur B. Moehlman, Detroit Public Schools, Detroit, Michigan.\n2. By the County-A. F. Harman, County Superintendent, Montgomery County,\nAlabama.\n\n3. By the State-Frank P. Graves, State Commissioner of Education, Albany,\nNew York.\n\nThe president called attention to the amendments to the constitution submitted at\nthe Monday afternoon session by M. G. Clark, of Sioux City. Mr. Clark moved\nthat the amendments as submitted be adopted, which motion was duly seconded and\nunanimously carried.\n\nThe president announced that nominations for officers were in order. Nominations\nwere made as follows : For President-Milton C. Potter, superintendent of schools,\nMilwaukee, Wisconsin; Payson Smith, commissioner of education, Massachusetts ;\nH. B. Wilson, Superintendent of Schools, Berkeley, California ; Herbert S. Weet,\nsuperintendent of schools, Rochester, New York. For Second Vice-PresidentGeorge N. Child, superintendent of schools, Salt Lake City, Utah; M. G. Clark,\nSuperintendent of Schools, Sioux City, Iowa. For Member Executive CommitteeHenry S. West, Superintendent of Schools, Baltimore, Maryland ; Frank W. Ballou,\nsuperintendent of schools, Washington, D. C.; William McAndrew, associate\nsuperintendent of schools, New York City.\nThe president announced the appointment of E. C. Broome, superintendent of\nschools, Philadelphia, Pennsylvania, and C. E. Douglass, assistant superintendent\nof schools, Baltimore, Maryland, to constitute the auditing committee.\n\nTuesday Evening, February 27, 8:30 o'clock\nChairman, Jesse H. Newlon, Superintendent of Schools, Denver, Colorado\nJoint session of the Department of Superintendence with the following allied\ndepartments: ( 1) Elementary School Principals, (2) Secondary School Principals,\n(3) Rural Education.\nElementary School Principals\n\nPRINCIPAL'S MULTIPLE FUNCTIONING-Olive M. Jones, Principal School No. 120,\nNew York City.\nTHE ELEMENTARY SCHOOL PRINCIPAL'S CONTRIBUTION TO PUBLIC EDUCATION-Ide G.\n\nSargeant, Principal of P. S. No. 10, Paterson, New Jersey.\n\n"}
{"page": 909, "printed_page": null, "text": "NATIONAL EDUCATION AssociatION\n\n884\n\nSecondary School Principals\nEXTRA- CURRICULAR ACTIVITIES-H . E. Winner, Principal, South Hills High School,\nPittsburgh, Pennsylvania.\nTHE STABILIZING FACTOR IN EDUCATION-Charles H. Lake, First Assistant Superintendent of Schools, Cleveland , Ohio.\nRural Education\n\nTHE ECONOMIC BACKGROUND OF RURAL EDUCATION-Aaron Sapiro, Attorney for\nFarmers Coöperative Associations, 120 Broadway, New York City.\n\nWednesday Morning, February 28, 9:15 o'clock\nThe Curriculum\n\nPRINCIPLES AND TYPES OF CURRICULAR DEVELOPMENT-Otis Caldwell, Principal,\nLincoln School, New York City.\n\nKEEPING THE Curriculum ALIVE-Amalia Bengtson, County Superintendent, Olivia,\nMinnesota.\n\nBY WHOM AND HOW MADE-Ernest Horn, Professor of Elementary Education, University of Iowa, Iowa City, Iowa.\nHOW MODERN BUSINESS MAY AID IN Reconstructing the CURRICULUM-Charles H.\n\nJudd, Director of School of Education, University of Chicago, Chicago, Illinois.\nTHE HUMAN ELEMENT IN CURRICULUM MAKING-William McAndrew, Associate\nSuperintendent of Schools, New York City.\nMr. Broome moved that the incoming President together with the Executive Com-\n\nmittee be instructed to create a commission for the purpose of bringing together the\nelements for the construction of a suitable curriculum for the boys and girls of\nAmerican public schools. The motion was seconded and carried.\n\nWednesday Afternoon, February 28, 2:15 o'clock\nConference Called by the Department of Superintendence\nThe Physical Welfare of Pupils\n\nPresiding Officer, Frank W. Ballou, Superintendent of Schools, Washington, D. C.\nWHAT EXISTING ASSOCIATIONS ARE CONTRIBUTING ( Speakers Limited to Seven\nMinutes)-Eugene T. Lies, Special Representative of The Playground and\nRecreation Association of America; Courtenay Dinwiddie, General Executive,\nThe American Child Health Association ; Charles F. Powlison, General Secretary, The National Child Welfare Association ; Charles M. DeForest, Executive, Modern Health Crusade, National Tuberculosis Association; Carl L\n\nSchrader, President, The American Physical Education Association ; Thomas D.\nWood, President, The American School Hygiene Association.\nWHAT A STATE DEPARTMENT OF EDUCATION IS DOING ( Speaker Limited to Twenty\nMinutes)-Charles H. Keene, Director of Health Education for the State of\nPennsylvania.\nWHAT THE SCHOOLS ARE DOING AND SHOULD BE DOING-A. B. Meredith, Commissioner\nof Education, State of Connecticut.\n\nThursday Morning, March 1, 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION UP TO 10000\n\nChairman, W. H. Morton, Superintendent of Schools, Beatrice, Nebraska\n\n"}
{"page": 910, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n885\n\nMeeting the Needs of the Individual Child as he is Found Working\nin the Schoolroom\n\nTHE JUNIOR HIGH SCHOOL AS AN AID IN THE SOLUTION OF INDIVIDUAL PUPIL ADJUST-\n\nMENT-W. G. Bate, Superintendent of Schools, Richmond, Indiana.\nDISCUSSION-J . H. Ersenhauer, Superintendent of Schools, Beaver, Pennsylvania.\nTHE SUPERINTENDENT AND THE TEACHERS-William E. Stark, Superintendent of\nSchools , Hackensack, New Jersey.\n\nDISCUSSION-G. E. McCord, Superintendent of Schools, Springfield, Ohio.\nPUPIL PROGRESS BY INDIVIDUAL METHODS-A. J. Stoddard, Superintendent of Schools,\nBronxville, New York.\n\nDISCUSSION-W. F. Shirley, Superintendent of Schools, Marshalltown, Iowa.\nSCHOOL PROVISION FOR THE EXCEPTIONAL CHILD-Guy T. Buswell, School of Education, University of Chicago, Chicago, Illinois.\n\nDISCUSSION-W. E. Sealock, Dean of Teachers' College, University of Nebraska,\nLincoln, Nebraska.\n\nThursday Morning, March 1, 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION BETWEEN\n10000 AND 30,000\n\nChairman, J. W. Gowans, Superintendent of Schools, Hutchinson, Kansas\nAdapting the Junior High School Program to the Needs of the Children\nand the Community\nADMINISTRATIVE AND ECONOMIC VALUE OF THE PLATOON SYSTEM IN JUNIOR HIGH\n\nSCHOOLS-C. J. Tidwell, Superintendent of Schools, Fort Smith, Arkansas.\nADJUSTING THE JUNIOR HIGH SCHOOL BUILDING TO THE EDUCATIONAL PROGRAM-E. Ε.\n\nLewis, Superintendent of Schools, Rockford, Illinois.\nTHE CURRICULA OF THE JUNIOR HIGH SCHOOL-Thomas H. Briggs, Professor of\n\nSecondary Education, Teachers College, Columbia University, New York City.\nTHE PLACE AND SIGNIFICANCE OF EXTRA CURRICULAR ACTIVITIES IN JUNIOR HIGH\nSCHOOL-Will French, Superintendent of Schools, Winfield, Kansas.\nBROADENING AND FINDING COURSES IN JUNIOR HIGH SCHOOL PROGRAM-H. B. Bruner,\nSuperintendent of Schools, Okmulgee, Oklahoma.\n\nTHE GUIDANCE PROGRAM IN JUNIOR HIGH SCHOOL- D . C. Porter, Superintendent of\nSchools, Bridgeton, New Jersey.\nGROUP TESTS IN FORECASTING SCHOOL SUCCESS IN JUNIOR HIGH SCHOOL-H. C. Johnson, Superintendent of Schools, San Diego, California.\n\nThursday Morning, March 1, 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION BETWEEN\n\n30 000 ΤΟ 100,000\n\nChairman, Carleton B. Gibson, Superintendent of Schools, Savannah, Georgia\nA NATIONALIzed System OF EDUCATION-A UNIFIED, UNIVERSALLY EDUCATED, EFFICIENT NATION DEMANDS A NATIONAL SYSTEM OF PUBLIC SCHOOLS-Samuel P.\n\nCapen, Chancellor, University of Buffalo, Buffalo, New York.\nDISCUSSION-Lawton B. Evans, Superintendent of Schools, Augusta, Georgia ; L. W.\nMayberry, Superintendent of Schools, Wichita, Kansas.\nTHE SPIRIT OF DEMOCRACY AS WELL AS THE AMERICAN CONSTITUTION REQUIRES THAT\n\nEDUCATION BE LEFT TO THE STATES-M. G. Clark, Superintendent of Schools,\nSioux City, Iowa.\n\n"}
{"page": 911, "printed_page": null, "text": "886\n\nNATIONAL EDUCATION ASSOCIATION\n\nDISCUSSION-A. J. Stout, Superintendent of Schools, Topeka, Kansas; D. J. Boone,\n\nSuperintendent of Schools, Lorain, Ohio.\nHIGHER TEACHING EFFICIENCY\n\nTHE TRAINING OF TEACHERS BEFORE ENTERING THE\n\nPROFESSION-A. L. Suhrie, Dean, School of Education, Cleveland, Ohio.\nDISCUSSION- H. W. Dodd, Superintendent of Schools, Allentown, Pennsylvania ;\n\nL. P. Benezet, Superintendent of Schools, Evansville, Indiana.\nTHE TRAINING AND DEVELOPMENT OF TEACHERS AFTER ENTERING THE PROFESSION-\n\nDaniel J. Kelly, Superintendent of Schools, Binghamton, New York.\nDISCUSSION- H. B. Wilson, Superintendent of Schools, Berkeley, California ; Theodore Saam, Superintendent of Schools, Council Bluffs, Iowa.\nA LARGER CONSERVATION OF EDUCATIONAL OPPORTUNITIES TO YOUTH-THE YEAR-\n\nROUND SCHOOL-H. C. Weber, Superintendent of Schools, Nashville, Tennessee.\nDISCUSSION- E. E. Oberholtzer, Superintendent of Schools, Tulsa, Oklahoma ;\nDavid A. Ward, Superintendent of Schools, Wilmington, Delaware.\nBUSINESS METHODS APPLIED TO EDUCATIONAL ORGANIZATION AND ADMINISTRATION-\n\nW. W. Borden, Superintendent of Schools, South Bend, Indiana.\nDISCUSSION-John J. Richeson, Superintendent of Schools, Decatur, Illinois ; Walter\nR. Siders, Superintendent of Schools, Pocatello, Idaho.\n\nThursday Morning, March 1, 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION BETWEEN\n100 000 ΤΟ 200,000\n\nChairman, George N. Child, Superintendent of Schools, Salt Lake City, Utah\nMAKING THE SCHOOL CURRICULUM-H. B. Wilson, Superintendent of Schools,\nBerkeley, California.\nGENERAL DISCUSSION-W. A. Greeson, Superintendent of Schools, Grand Rapids,\n\nMichigan ; Paul C. Stetson, Superintendent of Schools, Dayton, Ohio.\nTHE CITY SUPERINTENDENT'S RESPONSIBILITIES AND OPPORTUNITIES IN CREATING AND\n\nMAINTAINING FAVORABLE PUBLIC OPINION TOWARD EDUCATION-David A. Ward,\n\nSuperintendent of Schools, Wilmington, Delaware ; Charles B. Glenn, Superintendent of Schools, Birmingham, Alabama.\nTHE SUPERINTENDENT'S RELATION TO HIS\n\n(A) Supervisors-Justin F. Kimball, Superintendent of Schools, Dallas, Texas.\n(B) Principals-Charles S. Clark, Superintendent of Schools, Somerville, Massachusetts.\n\n(C) Teachers-O. C. Pratt, Superintendent of Schools, Spokane, Washington.\n\nThursday Morning, March 1, 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION BETWEEN\n200,000 ΤΟ 400,000\n\nChairman, Charles S. Meek, Superintendent of Schools, Toledo, Ohio\n\nFINANCING OF SECONDARY EDUCATION-Zenos E. Scott, Superintendent of Schools,\nLouisville, Kentucky.\n\nHIGH SCHOOL REORGANIZATION-Thomas H. Briggs, Professor of Secondary Education, Teachers College, Columbia University, New York City; Frank G. Pickell,\nAssistant Superintendent of Schools, Cleveland, Ohio.\nFIVE-MINUTE TALK TO OPEN GENERAL DISCUSSION-H. H. Ryan, Principal, Ben\nBlewett Junior High School, St. Louis, Missouri.\n\n"}
{"page": 912, "printed_page": null, "text": "887\n\nDEPARTMENT OF SUPERINTENDENCE\n\nThursday Morning, March 1 , 9:15 o'clock\nSUPERINTENDENTS OF CITIES OF POPULATION OF 400,000 AND OVER\n\nChairman, Henry S. West, Superintendent of Schools, Baltimore, Maryland\nRECENT EDUCATIONAL DEVELOPMENTS IN THREE LARGE CITIES, WEST, CENTER AND\nEAST-\n\n1. Los Angeles: The Adjustment Classes Robert H. Lane, Assistant Superintendent of Schools, Los Angeles, California.\n2. Detroit: The Platoon School-Charles L. Spain, Deputy Superintendent of\nSchools, Detroit, Michigan.\n3. Baltimore: A Comprehensive School Survey and Its Consequences-George D.\nStrayer, Professor of Educational Administration, Teachers College, Columbia\nUniversity, New York City.\n\nThursday Evening, March 1 , 7:45 o'clock\nSCHOOL ORGANIZATION- City School System, Recent Developments-J. H. Bentley,\nSuperintendent of Schools, Duluth, Minnesota.\n\nSTATE SCHOOL SYSTEM-Thomas H. Harris, State Superintendent Public Instruction,\nBaton Rouge, Louisiana.\n\nIMMIGRANT EDUCATION-Edward A. Steiner, Grinnell, Iowa.\nSuperintendent William M. Davidson of Pittsburgh, Pennsylvania, as Chairman\nof the Committee of Resolutions read the report of that Committee. Mr. Davidson\n\nthen moved that the Resolutions be adopted as presented and read. The motion\nwas seconded and unanimously carried.\nThe Secretary reported that the tellers had counted the ballots and had certified\nto the election of the following persons :\nPresident, Payson Smith, of Massachusetts.\n\nSecond Vice-President, M. G. Clark, Sioux City, Iowa.\nMember Executive Committee ( for four years ) , William McAndrew, New York.\nMember of the Executive Committee (to fill unexpired term of Payson Smith) ,\nFrank W. Ballou, Washington, D. C.\n\nThe president then declared the fifty-third session of the Department of Superintendence adjourned.\n\nRESOLUTIONS OF THE DEPARTMENT OF SUPERINTENDENCE,\nMARCH 1, 1923\nMEMBERS OF THE COMMITTEE\n\nCHAIRMAN, WILLIAM M. DAVIDSON, Superintendent of Schools\nJ. S. HOFFMAN, County Superintendent .\nL. P. BENEZET, Superintendent of Schools .....\nWILLIAM B. OWEN, President National Education Association.\nBELLE M. RYAN, Assistant Superintendent of Schools .\nPAUL C. STETSON , Superintendent of Schools .\n\nERNEST A. SMITH, Superintendent of Schools .\n\n. Pittsburgh, Pennsylvania\nFlemington, New Jersey\n..Evansville, Indiana\nChicago, Illinois\nOmaha, Nebraska\n\nDayton, Ohio\nEvanston, Illinois\n\nWe sincerely commend the action of the President of the United States\nin calling upon the people of the whole country, by special proclamation last\nDecember, to set aside a week to be observed throughout all the States and\nTerritories as American Education Week. We likewise commend the governors ofthe several States and Territories and the mayors of all cities who\n\n"}
{"page": 913, "printed_page": null, "text": "888\n\nNATIONAL EDUCATION ASSOCIATION\n\npromptly supplemented the President's proclamation by similar appeals. By\nthis Nation-wide observance of American Education Week the people of the\nentire country have been aroused to a new recognition of the fact that the\ndestiny of America rests upon the adequate and proper education of all the\nchildren of all the people.\n\nWe gratefully acknowledge the enlarged support that has been granted\neducation by State and Territorial legislatures, by boards of education, and\nby a responsive public, which have generously recognized grave educational\nneeds. We earnestly urge the legislatures now in session, in whose hands\nrests the control of the public schools, to provide for a continuance of the\neducational advance to the end that there may be an American school good\nenough for every American child. We believe that money expended for\neducation is the best possible investment and rejoice that every attempt at\nreaction against a proper and adequate provision of funds for public school\npurposes, whether made by a single individual or by a backward-looking\n\ngroup, is met in every State and Territory in the Union by a wall of men\nand women who stand insisting that the American dollar shall never be\nplaced above the American child. As administrators of public education,\nresponsible for this investment, we dedicate ourselves anew to the task of\ndirecting education with wise economy and exact accounting to the end that\nthe schools may become ever better instruments in the production of an\nimproved citizenry.\n\nWe note with satisfaction and heartily endorse the expressed intention\nof Congress to make the school system of Washington the model school\nsystem of the country. We pledge to Congress our hearty support of this\nproposed legislation and of such appropriation of funds as may be necessary\nto provide in the Nation's capital a system of public education which shall\nexemplify to the Nation the best in administration, supervision, business\nmanagement, and teaching service. To this end we urge the immediate\npassage of the Teachers' Salary Bill now pending before Congress.\nWe recognize that a Department of Education is necessary in order that\nthe educational activities of our National Government shall be efficiently\nand economically administered. We believe that National sanction and\nNational leadership can be provided only in the person of a Secretary of\nEducation in the President's Cabinet. Federal aid for the purpose of stimulating the several States to remove illiteracy, Americanize the foreign born.\nprepare teachers, develop adequate programs of physical education, and\nequalize educational opportunities, is in accord with our long established\npractice and is demanded by the present crisis in education. We therefore\nreaffirm our allegiance to the Towner-Sterling Bill.\nThe welfare of the Nation demands that boys and girls living in the\ncountry shall have educational advantages commensurate with those enjoyed\nby children living in the cities. We endorse the movement which contemplates placing a competent and professionally-trained county superintendent of schools, directing a professionally-trained body of teachers genuinely interested in country life, in every county in every State and Territory\nof the Republic. To this end we urge that the burden of raising funds\n\n"}
{"page": 914, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n889\n\nin locality, State, and Nation shall be so justly and equitably distributed\nbetween the stronger and the weaker taxing units as to make the opportunity\nof the boy or girl in a rural school equal to that of the child in the most\nfavored city-school system in the land.\nWe commend the devotion and zeal of the classroom teachers of America\n\nwho have caught the spirit of the new educational advance and given themselves without reserve to the task of maintaining the ideals and standards\nof our American system of public education, and who have dedicated themselves to the high purpose of translating the increased funds provided for\neducation into a worthy and upright citizenry, whose faith in the high ideals\nand the best traditions ofAmerica, and whose recognition of the principle of\nobedience to established law, shall guarantee the security and well-being of\nthe Republic.\n\nWe record our grateful appreciation of the exceptional hospitality of the\npeople of the city of Cleveland; of the untiring efforts of the local committee; and of the coöperation of the Chamber of Commerce and the public\npress. We especially thank the members of the board of education, the\nofficers, teachers, and children of the public schools, and the presidents and\nfaculties of Cleveland's colleges and universities-all of whom have helped\nto make this convention one of the most successful in the history of the\nDepartment.\n\nSUPREME VALUES IN EDUCATION\nELMER BURRITT BRYAN, PRESIDENT, OHIO UNIVERSITY, ATHENS , OHIO\n\nPresident John H. Beveridge: It is fitting that we should have the opening\nprogram in this church, which is a landmark in this community and has stood\nfor the fundamental principles of our Government-that is, religion, morality, refinement, and culture. It is a matter of interest to me that this church\nstill stands in the business district of this city as an indication of the interest\nand the coöperation of business and religion.\nIt is also fitting that we have a speaker who has always been associated\nwith institutions having as their main object the development of the highest\nideals in religion, morality, and intelligent training in the interests of the\nyouthofthis country.\n\nDr. Elmer Burritt Bryan : A good many centuries ago a man who was\nreputed to be wise said, \" Bring up a child in the way he should go; and\nwhen he is old, he will not depart from it.\" He might have said, \" Bring\nup achild in the way he should not go; and when he is old, the probability\nis he will not depart from it.\" By implication, he did say this. This\nstatement was his method of paying tribute to the permanent value of early\nteaching and early training.\nAcentury ago one of the wisest men America has produced said, \" We\n\nmust educate, we must educate, or we must perish by our own prosperity.\nIf we do not, short will be our race from the cradle to the grave.\" It is\ninteresting to note that education is made all the more imperative as a people\n\n"}
{"page": 915, "printed_page": null, "text": "890\n\nNATIONAL EDUCATION ASSOCIATION\n\nare prosperous. The warning was not that if we remain in ignorance, we\nshall perish by our poverty or other limitations, but that we shall be victimized by our prosperity. A small indigent people may exist through the\ndecades and the centuries in ignorance, but a prosperous people must be\n\nenlightened else in a comparatively short time material prosperity will crush\nthe very life of the people.\nThe trail blazers have been apostles of learning and enlightenment down\nthrough the centuries. Yet within recent years we have been brought face to\nface and have participated in the greatest crisis in the history of civilization\nat a time when learning was farther advanced than ever before and by a\nnation which had developed the most logical and efficient educational system\nthat the world had ever seen. It would be interesting to ask wherein lay\nthe victimizing power of this system of education and this, without any\nthought of placing full responsibility for our recent world experiences solely\nhere. May we not believe that it was the result of bringing up millions of\nchildren in ways they should not go ?\nIt was in working out this philosophy of education that supreme emphasis\nwas placed where supreme values never reside. When this is true, the\nphilosophy or system is doomed from the beginning. Supreme emphasis\nwas placed in an institution; and, in institutions, supreme values never\nreside. The theory that lay underneath the superstructure was this :\n“\n\nGermany Over All.\" The German state over everybody and everything\nwithin the German state; and, finally, if possible, the German state over\neverybody and everything outside of the German state. The state, like all\nother agencies for human advancement, is only an agency and never an end.\nSupreme values never reside in agencies and institutions; and whenever\nsupreme emphasis is placed here, we may be sure that our program is doomed\nat once to \" go to smash.\" The failure is not one of education because there\n\nis certainly no way out except the way of education; but itwas due to false\nemphasis. If, then, education is to bring us up out of the mire and keep us\nout, where shall we place supreme emphasis ? What shall be the character\nof the primary principle upon which we build? Where do supreme values\nreside ? Certainly in human beings for whom all organized agencies and all\nthings else exist. A philosophy of education as cogent and logical and\neffective as was the Prussian philosophy would have had tremendous saving\npower in it, had it been built on this principle.\nIt follows, therefore, that the only real problem we shall ever confront is a\n\nhuman problem and that all other so-called problems are mere corollaries\nThe feat of engineering waits for the engineer ; and no specific problem in\nlife is solved until the solver of that problem has himself been adequately\nsolved. President Roosevelt was wise enough to provide men and materials\nfor General Goethals to solve the human problem on the Canal Zone ; and,\nin a brief time, the boats were passing through the Canal. Other great\nengineers had regarded the digging of the Canal as primarily a matter of\nblasting stone and shoveling dirt, but this man detected that, even in such\nwork as digging a canal, the primary problem is human. This, then briefly\nstated, is the objective in education.\n\n"}
{"page": 916, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n891\n\nWhat then, we may ask next, are the materials of education-the exercise\nground which gives promise of such results ? They, of course, cannot be\nlimited or too narrowly elective. They must, it would seem, be the materials\nresulting from the activities of the human race up to the present moment and\nresulting in the human race which we find at the present moment-the great\nbodies of social heritage-which are in part the vocations of life; the arts and\ncrafts; the physical and biological sciences; mathematics, pure and applied ;\nhistory; economics ; sociology; all the mental sciences; the languages and\n\nliteratures; all the fine arts, including landscape gardening, architecture,\nsculpture, painting, and music. Running through all of these will be a\ngreater or lesser sense of dependence upon a power above us and the society\nof which we are a part-a sense of religion. Perhaps no one could be\nregarded as educated who is not somewhat familiar with and at home in these\ngreat bodies of social heritage-the activities which have forged the human\nrace. The science of mathematics, for example, is no higher than has been\nthe thinking of at least some mathematician; the science of medicine is no\nhigher than at least has been the thinking of some medicos. The short\ncircuit process of familiarizing, to at least a slight degree, oneself with these\nsocial heritages is an educative process; and these materials are the materials\nof education.\n\nOnce we have become skilful in the correlation of materials\n\nand familiar with the development of children, we shall discover ample\ntime for all these things .\n\nBut finally, an adequate conception of the meaning and the materials of\neducation will not in themselves, singly or in combination, suffice. We must\nhave what I am going to call here \" the soul of education.\"\nEducation, after all, is a spiritual thing and not a material thing. May\nI say frankly, as president of a tax-supported institution, without any fear\nor misunderstanding or contradiction that, in my judgment, education must\nbe essentially Christian. I do not mean, of course, Methodist mathematics,\nCatholic chemistry, Presbyterian economics, or Baptist geology. I do mean,\nhowever, that education must have the Christian objective, the Christian\nmotive, and Christian results. I am sure that what I have in mind will not\nbe to the slightest degree offensive to any Hebrew who may have found his\nway into this audience. When Jesus said, \" I have come that they might\nhave life, and that they might have it more abundantly,\" He was setting forth\nthe object of His ministry, the Christian objective, which must be the ultimate\nobjective of all human activities-the abundant life.\n\nWhatever subject is taught for knowledge or for mental development\nmust have inmind the enlargement of the human life, and so it is in physical\nand moral education. Any program which does not lend itself to this\nobjective is falsely regarded as an educational program. The only defensible\nspirit inwhich any teacher or educational administrator undertakes the performance ofhis task is the spirit to enlarge the individual or social life.\n\nEducation must always be actuated by the Christian motive-the motive\nto serve. \" Let him who would be greatest among you be servant of all \" is as\nvital and needful of application to-day as it was on the first day it was given\nutterance. A casual review of the characters that stand out with prominence\n\n"}
{"page": 917, "printed_page": null, "text": "892\n\nNATIONAL EDUCATION ASSOCIATION\n\nin history is evidence, if any were needed, that the motive of giving, rather\nthan the motive of getting, results in contributions not only worthwhile to\ncivilization, but finally also to the life of the one so actuated. Nothing short\nof the Christian motive will suffice.\n\nIn saying that the results of education must be Christian, I mean that\nall education must result in a greater degree of freedom-physical, mental,\nand spiritual. Anything that is calculated to shackle the human body or\ntrammel the human mind or spirit is doomed to death sometime, and the\nprocess whereby this doom is accomplished is the educational process. It was\nso with American slavery, with the open saloon, with unrestricted hours of\nchild labor, and other forms of slavery in the past. If education results in\nanything that is worth while, it results in freedom from ignorance, superstition, prejudice, bigotry, hate, envy, and all other passions of the human\nmind and soul that kill and destroy. Regardless of one's mastery of knowledge, his expertness in the industrial world, his shrewdness in the commercial\nworld, he must nevertheless be regarded as an abject slave who is not a free\nman in the particulars herein indicated.\nIn conclusion, education is our only hope provided we place supreme\nemphasis where supreme values reside; provided we realize that however\ndifficult and complex the corollaries of life may be, there is but one problemthe human problem, provided we employ the vast variety of materials at our\ndisposal and provided we are not forgetful of the fact that education, like\nahuman being, once it has lost its soul has nothing left that is worth having .\n\nOPENING ADDRESSES\n\nPresident John H. Beveridge : The fifty-third session of the Department\nof Superintendence is now in order. The address of greeting will be given by\nthe efficient superintendent of the Cleveland schools, past president of the\nDepartment of Superintendence, and its first vice-president under the new\norganization-Mr. Robinson G. Jones.\nMr. Jones : Ladies and gentlemen-You are welcome to the city of\nCleveland first because, regardless of the limitations of territorial boundaries,\nwe believe that this body represents the best thinking on the subject of public\neducation that is being done.\n\nThe public here and elsewhere welcomes this convention in the hopes\nthat out of these deliberations there may come a clearer notion of what constitutes a proper educational program for the first twelve school years.\nThe public is interested to know the definition of the boundaries between\nfundamentals and cultural adjuncts. The public has further hope that we\n\nmay define the boundaries of special and general education.\nIn short, the public is eager to know the program of education that will\n\nlay the foundation for a citizenry with an inclination to do a day's work\ncapably, to employ leisure time profitably, and to enjoy life fully.\nThe schools are interested to know how the school day may be most\nprofitably employed; what distribution of the tax dollar is justified; what\n\n"}
{"page": 918, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n893\n\neconomies are to be effected that will warrant increasing the educational\nload through the addition of adult education and public welfare.\nIn the face of threatened retrenchments, we want to know how we may\nprotect the twelve years of instruction for the youth as prescribed by law.\nWecannotcontinue, however, the loading of the educational program without limiting either the quality or the quantity or effecting, through organization, economies not operating at present.\nWe wish you a pleasant and profitable sojourn in Cleveland to the end\nthat large and permanent good may come from this meeting.\nI now have the honor to present to your incoming president, the gavel\nof authority which I am sure he will wield with distinction in the service\n\nof this greatest of all educational organizations in the world.\nPresident Beveridge : The general topic for our program this morning is\nAdministering Education in the Interests of Children and the State, in order\nthat the child may become all that it is possible for him to become in order\nthat he may protect the State.\n\nPROGRESS IN EDUCATION IN 1922\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASSACHUSETTS\n\nIn general the year 1922 has recorded several combinations of good deeds.\nThere have been few reductions of teachers' salaries. There has been some\n\nreduction of the cost of education by admirable management. There has been\na phenomenal voting of bonds for school buildings in all parts of the country.\nThe pension legislation is headed in the right direction. The increase in\nhigh school enrolment is fabulous. The change of the title from truancy\nto attendance officer has high significance. The devotion of teachers in\nservice to the improvement of their scholarship and professional spirit is\nquite refreshing.\n\nAll of these signs of progress were as noticeable a year ago as they are\nnow, and we recite them merely as an acknowledgment of the force of habit\nin this survey age. What really concerns us is the controlling factor in\nprogress.\n\nMyhabit of mind is to detect the controlling factor in progress, and fortunately that of the year just closed has had to do with the school superintendent. The tendency of the last five years culminated in education, as in street\ntraffic, baseball and football, in the reign of \" the signal.\" The Signal Cop\nis a new creation, as vital to life and limb as the hospital surgeon is to the\nhuman wrecks of railroad wrecks .\n\nThe year 1922 saw the perfection of street-crossing signals. At the\ncrossing of 42d Street and Fifth Avenue, New York, there are six traffic\ncops. At 34th Street one traffic signal man is in a cage raised above the\npassing throng; at 26th Street the signals are automatic, so that when a\nreasonable time has elapsed the safety green succeeds the red warning.\nTherewere no signals in ox-cart days, now they are indispensable.\n\n"}
{"page": 919, "printed_page": null, "text": "894\n\nNATIONAL EDUCATION ASSOCIATION\n\nBaseball is now played by signals. The pitcher has no option, gives no\nthought to the kind of a ball he will pitch. The manager, who has inmind\nthe situation of men on bases, of the batter to follow, of the strength or\nweakness of every man in the field, signals the pitcher to give a slow ball or\nfast one, a fadeaway, or any kind that best suits the case. Even football was\nfor the first time played by signals in 1922. In a crucial moment a man was\nsignalled into action, ran to his team, kicked a goal and went back to the side\nlines. He was the one man who could kick that goal, and his team won by\njust that much of a score.\nThe city superintendent today directs the educational traffic in New York,\nthe team on the educational diamond in Chicago, or provides educational\ntouchdowns on the gridiron in Detroit, by signals.\n\" Notebooks of the University Classroom \" are about as valuable to Caldwell at Hammond, or Ward at Wilmington as the \" haw and gee\" for\noxen would be at the crossing at Spring Street and Fifth Avenue at Los\nAngeles.\nEttinger and Mortenson face more problems in a week than Harris or\nRickoff, Howland or Philbrick, Aaron Gove, or J. M. Greenwood faced\nin a lifetime.\n\nI have known Henry Snyder and Alfred Roncovieri to decide upon a\nsignal in five minutes which would have taken a psychologist a month to test\nand measure.\n\nEducation today is the art of signaling, the science of knowing when and\nhow, why and where to signal. This culminated in the year 1922 and makes\ntraditional theories of yesterday about as useless as Babe Ruth's almost superhuman power with the bat when McGraw signalled for balls so slow that\nthere was no possible reaction, so that Ruth's bat merely tapped the slow\nballgently.\nThe Department of Superintendence meets in 1923 with a code of signals\nnever suspected when it adjourned in Chicago a year ago.\n\nTHE REORGANIZATION OF EDUCATion in THE UNITED\nSTATES GOVERNMENT\nJOHN J. TIGERT, U. S. COMMISSIONER OF EDUCATION , WASHINGTON , D. C.\n\nIt is not only a conspicuous honor but a most gratifying privilege that has\nbeen conferred upon me by the officers of the Department of Superintendence\nto occupy a place on the program at the opening of this meeting which\npromises to make a new epoch of progress in education. The president\nassigned to me the duty of making some observations at this time upon some\nof the outstanding things which I have observed in my official visits over\nthe country and which bear upon the welfare of the children and the State,\nbut there has transpired within the past few days a matter of transcendent\nand paramount importance which will have perhaps a far-reaching effect\nupon the educational welfare of all the children in the Nation, and it seems\nwise to devote my entire attention at this time to this significant development\n\n"}
{"page": 920, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n895\n\nin the Federal program. I refer to the reorganization of the Executive\nDepartments of the Government recently put before the Congress by the\nPresident of the United States and which will be taken up by the Congress\nwhich will convene in December. I feel that I am called upon to do this\nparticularly because the proposed reorganization will have a more significant\neffect upon education than upon any other of the manifold interests involved.\nIn presenting this matter I do so with the consent and approval of the\nPresident of the United States, but without the slightest desire to inject\npolitical or Federal authority upon this body with a view to influencing its\n\nprobable action or attitude with reference to the proposed reorganization.\nIdesire to bring to this body, representing as it does those who are administering education in the United States, with all the courtesy that is due to\nsuch a body, such information as I have with reference to the Administration's program, particularly as it pertains to education.\nIt is a matter of common knowledge that the executive departments of\nthe Federal Government have not been organized and developed according\nto a logical plan, but that these departments have been established and have\ngrown for more than a hundred years according to the exigencies and political\ndemands of the successive administrations. From the time of George Washington to the present, opportunism and expediency have largely created and\nevolved the various departments, establishments, and bureaus of the Federal\nGovernment and no concerted plan has been followed. One who begins to\nlook upon the arrangement of activities of the Federal Government finds all\nkinds of anomalous things which appear inexplicable and almost laughable.\nIt almost seems that some one must have written down the names of the\n\nvarious departments, establishments, and bureaus and drawn them by chance\nfrom a hat, without regard to function or relationship. In no activity\ndoes this appear more conspicuously than in education. One may be surprised\nto find the Bureau of Public Roads in the Department ofAgriculture, or the\nPatent Office in the Department of the Interior, and other similar anomalies,\nbut he is bewildered to find that the educational activities of the Federal\n\nGovernment are carried on by some thirty-odd bureaus, organizations, and\nagencies scattered through the Departments of Interior, Treasury, War,\nLabor, Justice, Agriculture, and various independent establishments.\nDepartments organized heterogeneously-The lack of unity and proper\nrelationship of activities in the executive branch of the Government has long\nbeen amatter of concern to the present administration. President Harding,\nappreciating the importance of the matter, committed himself during his\ncampaign for the presidency, in his inaugural address, and in his first message\n\nto the 67th Congress, to a reorganization of the executive departments,\nlayingparticular stress upon the need of establishing a department to promote\n\ncitizenship and general welfare, including education. The President pointed\n*o the inefficiency and uneconomic character of the present organization of\nthe executive departments and stressed the need of a new department to\nconcern itself with the public welfare, including such matters as education,\nhealth, social service, and care of those men who have suffered in military\nservice for their country. In the President's own words : \" The present\nsystem magnifies cost and fritters energy.\"\n30\n\n"}
{"page": 921, "printed_page": null, "text": "896\n\nNATIONAL EDUCATION ASSOCIATION\n\nFor many years before he dreamed ofbeing President of the United States\nor even Senator, Warren G. Harding had pondered this matter of a more\n\nadequate provision by our Government for developing and conserving its\ncitizenship . This is not remarkable when one considers that he came of a\n\nfamily which long devoted itself to social service and welfare. The Hardings come of a sturdy old New England stock, and the best ideals of that\n\nstock have been preserved among them.\n\nThe President's father is still\n\npracticing medicine at Marion, Ohio, at the advanced age of fourscore years ;\nhis mother was a woman of strong and deeply religious nature; his only\nbrother is a leading physician in Columbus, Ohio; one of his sisters is a\nteacher by profession, and teaches English in the Marion High School; another\nsister was for many years a missionary in India, where she took part in the\nestablishment of numerous missions, schools, and dispensaries, and has long\ndedicated herself to social service.\n\nSince her brother's election she has been\n\namember of the Women's Bureau of the Capital City. It was of Carolyn\nand her brother Warren-the last and first born of her children-that\n\nthe mother said before she passed away : \" These are consecrated for service\nto God and humanity.\"\nPresident interested in education-Coming of a family of this character, it\nis no strange circumstance that the President should have interested himself\nin a more effective service by the Federal Government for education, health,\nsocial uplift, care of soldiers, and all that pertains to public welfare. Many\nperplexing problems of a domestic and international character have occupied\nthe President during the two years of his administration which have elapsed.\nbut this reorganization would have received attention early in the administration had it not been for the difficulties encountered in securing the necessary accord among the various executive departments involved. The President feels deep regret in the delay which has occurred and attributes it\nsolely, to use his own words employed in his letter of transmittal, to the\ndifficulty which has been encountered in reconciling the views of the\nvarious persons charged with the responsibility of administering the executive\n“\n\nbranch of the Government.\"\n\nI shall not take time to enter in detail into a discussion of the reorganization of those executive departments which do not affect education, but the\ngeneral outline of the reorganization plan recommended by the President and\nthe Cabinet is summarized as follows :\n\nI. The coördination of the Military and Naval Establishments under a\nsingle Cabinet officer as the Department of National Defense.\nII. The transfer of all non-military functions from the War and Navy\nDepartments to civilian departments, chiefly Interior and Commerce.\n\nIII. The elimination of all non-fiscal functions from the Treasury Department.\n\nIV. The establishment of one new department, the Department of Education and Welfare.\n\nV. The change of the name of the Post Office Department to Department\nof Communications.\n\n"}
{"page": 922, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n897\n\nVI. The attachment to the several departments of all independent establishments except those which perform quasi-judicial functions or act as service\nagencies for all departments.\n\nMerge independent establishments-In his letter of transmittal to Mr.\n\nWalter F. Brown, chairman of the Joint Committee of the Senate and\nHouse on theReorganization of GovernmentDepartments, the President says :\n\n\" The changes, with few exceptions, notably that of coördinating all agencies\nof National defense, have the sanction of the Cabinet. In a few instances,\nwhich I believe are of minor importance, the principle of major purpose has\nnot been followed to the letter, in order to avoid controversies which might\njeopardize reorganization as a whole.\"\n\nThe administration's general reorganization program was presented in\nthe United States Senate by Senator Reed Smoot, of Utah, a member of the\n\nJoint Committee on Reorganization, on Tuesday, February 13, with the\nrequest that the reorganization plan, together with the President's communi-\n\ncation, be printed as a public document. It was accordingly printed in the\nCongressional Record of February 16. Those interested in studying further\nthe general reorganization program may find it there. We will confine\nourselves in the rest of our discussion purely to that part of the reorganization\nwhich affects education.\n\nWill comprise four activities-The program of reorganization proposes\nthe creationof a new executive department in the Government to be known\n\nas the Department of Education and Welfare, with a Secretary of Education\nand Welfare and executive offices. Under this department are to be four\n\nseparate general activities, each of which functions under an Assistant Secretary. These four are Education, Public Health, Social Service, and Veteran\nRelief. It is proposed that all educational activities now being carried on\nby the Federal Government be merged into a division of the Department\nofEducation and Welfare, which functions under the Assistant Secretary for\nEducation, and to these it is proposed to add a division devoting itself entirely\nto physical education, there being no such activity now carried on in the\nFederal Government. In the Division of Public Health, which will functionunder the Assistant Secretary for Public Health, will be coördinated all\nthose activities now being carried on by the Federal Government in this field.\nLikewise, all activities pertaining to Social Service now being carried on will\nbe transferred to the Division of Social Service, and the Veterans' Bureau,\nwhich is now an independent establishment, together with the Bureau of\nPensions, now in the Department of the Interior, will be transferred to the\nDivision of Veteran Relief under the proposed Department of Education\nand Welfare.\n\nWill unite educational activities-It is desirable to set out more specifically\nwhat is comprehended in the Division of Education of the new department.\nThis Division of Education will take over the present Bureau of Education\nnow in the Department of the Interior; the education of Indians, which is\nnow being carried on by the Indian Bureau in the Department of the\nInterior; Howard University, which is now in the Department of the\nInterior; the Columbia Institution for the Deaf, and the Smithsonian\n\n"}
{"page": 923, "printed_page": null, "text": "898\n\nNATIONAL EDUCATION ASSOCIATION\n\nInstitution, both of which are now independent of any department. The\nlatter includes the National Museum, the National Gallery ofArt, the International Exchange Service, the Bureau of American Ethnology, the Astro-\n\nphysical Observatory, the National Zoological Park, and the International\nCatalogue of Scientific Literature. A new bureau, devoting itself entirely\nto the promotion of physical education, will be created as a new departure.\nThe Federal Board for Vocational Education, which now exists as an inde-\n\npendent board functioning under three Cabinet officers, the Commissioner\nof Education, and three appointees of the President, will be transferred to\nthe proposed new department, including the work of rehabilitating those\ndisabled in industry.\nDivision of public health-Under the Division of Public Health it is\n\nproposed to include the Public Health Service, which is at present administered in the Treasury Department; quarantine and sanitation; hospitalization, which includes the National Home for Disabled Volunteer Soldiers,\nnow an independent establishment; the Soldiers' Home, now administered\nby the War Department; St. Elizabeth's Hospital, and the Freedmen's\nHospital, both now administered by the Department of the Interior. A\nBureau of Research will complete the activities of the Division of Public\nHealth.\n\nConcentrate social service bureaus-To the Division of Social Service it is\n\nproposed to transfer part of the work of the Women's Bureau and part of the\nwork of the Children's Bureau, both of which are now administered in the\nDepartment of Labor, and the Superintendent of Prisons, now administered\nin the Department of Justice.\nTo these four divisions will be attached a solicitor, as is the case in all\nthe executive departments.\n\nThis, roughly, is the composition of the proposed new Department of\nEducation and Welfare.\n\nThe need of a more unified, economical and efficient governmental program\nfor promoting education and welfare scarcely requires any argument. We\nare all aware of the startling revelations which came at the time of the war\nwith reference to the educational, physical, and social limitations of the\nyoung men who were called upon to serve their country in this emergency,\nbut it may not be generally known that after a careful selection of men\ndeemed capable of bearing arms in defense of their country had been made\nand the best known methods of preparation pursued, we had left in the\nUnited States at the time of the signing of the armistice 200,000 men wha\nwere detained in the several cantonments of the country because they had\nbeen rejected as being mentally and physically incapable of mobilization in\nthe American Army.\n\nEfficiency and economy the aim-Likewise, it hardly requires argument to\nconvince reasonable men that the unification of the above mentioned activities\n\nof the Government will not only increase the efficiency of these respective\norganizations, but will result in great economy in their administration. Te\nmany bureaus, organizations, and establishments which are now carrying o\n\n"}
{"page": 924, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n899\n\nthese activities are expending annually a sum of more than $700,000,000.\nDuring the war and since the war we have talked so glibly in terms of\nbillions that it is easy to minimize this enormous sum of money. It has\nbeen calculated that if 700,000,000 silver dollars were shipped in freight cars\nof a capacity of 40 tons each, it would take 628 cars or 16 train loads of 40\ncars each to carry these dollars, making a continuous train over 6 miles long.\nIf the number of silver dollars which are now being expended by the Federal\nGovernment in these various activities were placed edge to edge as closely\ntogether as possible they would extend 16,609 miles, or two thirds the\ndistance around the globe at its equator. Certainly the expenditure of such\na vast sum of money calls for careful organization, administration, and\ncoördination if there is to be anything like a high degree of efficiency and\nreasonable economy.\n\nIn the selection of the four Assistant Secretaries who are to head up the\nactivities of the four divisions under the proposed Department of Education\nand Welfare, the administration is determined that only questions of professional qualification, experience, and ability shall be considered. It is the\ndesire of the President that the educational affairs shall be directed by the\nmost highly competent, best trained, and most progressive educator available\nin the entire Nation.\n\nIn each of the subdivisions of the Division of Educa-\n\ntion-general, physical, and vocational-it is again desired that competency.\nand efficiency shall be considered in making the selection of those who are to\nheadup these respective activities.\nGreatest educational system conceivable-The administration is deeply\n\ndesirous that education shall have the opportunity to progress untrammeled,\nto the limits of the most sanguine expectations. It contemplates offering\nall assistance and coöperation possible under our present form of government\nto the States and those administering education in the States, to the end\nthat the educational system in the United States of America may be the\nbest and greatest educational system conceivable. It is hardly necessary to\nsay that the Federal Government does not contemplate exercising the functions of attempting to direct, administer, or in any other way interfere with\nthe present development of education in the States. It has no thought to\ntake from the States any of their rights, or to meddle or interfere with the\nlocalities which are now working out their own educational salvation. It\nonly proposes to do everything that is humanly possible to serve, inform,\nand help those who are engaged in the responsibilities of educational\nadministration. Of course, it should be understood that those educational\nactivities which are now administered by the Federal Government will\ncontinue to be administered under the proposed new department, namely,\nthe administration of education for the Indians, men disabled in war, and\nothers who are peculiarly under the charge of the Federal Government.\nThe proposed new Department of Education and Welfare will offer the\nfollowing advantages: First, it will provide great economy in the expenditure\nofmoney; second, by proper supervision, correlation of effort, and avoidance\nof reduplication and wasted effort, it will promote a high degree of efficiency ;\n\nthird, it will provide for the addition of important activities pertaining to\n\n"}
{"page": 925, "printed_page": null, "text": "900\n\nNATIONAL EDUCATION ASSOCIATION\n\neducation and welfare which are not now carried on by the Federal Government; fourth, it will place at the Cabinet table a spokesman for education\nand correlated matters, whose voice will be heard together with the spokesmen\nof agriculture, commerce, and labor; fifth, the immediate head of the\nDivision of Education will be a professional educator and will not necessarily\nbe changed in successive administrations as would be the case if he sat in the\nCabinet. Other advantages might be mentioned, but these are the most\noutstanding and obvious improvements to be noted over the present system\nof administration .\n\nExpert advice was sought-In planning this reorganization the adminis-\n\ntration has sought advice from those who were professionally qualified to\nmake suggestions. Many of the leading educators have been called into\nconference, and no doubt when this plan comes before the Congress for\ndiscussion and adoption there will be opportunity for such criticism and\nfurther suggestion as those interested in education may care to offer. The\nPresident is recognized by all as a man who is exceedingly eager to secure\nsuggestions and advice from experts in any and all matters coming under\nhis purview. To quote one of his phrases, he desires at all times the product\nof \" the best minds.\" His interest in the matter of public welfare and par-\n\nticularly better citizenship, was displayed recently in the creation by Executive order of a Federal Council on Citizenship Training, composed of representatives from each and all of the executive departments of the Government,\nin which objectives may be defined, suggestions made, and policies formulated\nso as to enhance in every possible manner the efforts and activities which\nare being carried on throughout the country for the improvement in standards\nof citizenship.\n\nWHAT CONSTITUTES AMERICAN CITIZENSHIP\nALVIN M. OWSLEY, NATIONAL COMMANDER, AMERICAN LEGION\nHEADQUARTERS, INDIANAPOLIS, INDIANA\n\nOur forefathers who first ordained this great establishment of government\nwere quick to realize that the measure of success of the popular sovereignty\nwas dependent upon the popular intelligence. They knew that for the\nsuccess of such a plan of popular management of public affairs, there must be\nan intelligent and informed voting population. And for this reason they\nestablished the greatAmerican system of public education.\nThey held that opportunity of education must be the birthright of the\nAmerican citizen. They made provision for the establishment of that oppor-\n\ntunity for all Americans. How well they builded in making such provision!\nThe splendor and success of the great American experiment of popular\ngovernment has attracted the admiring eyes of all peoples and races in the\n\ncourse of a hundred and fifty years, and nearly all new governments established since that time, have taken this American principle for their guide.\nAnd thus, in short, it is this will to serve in the hearts of the American\n\npeople and this knowledge of how to serve in their minds that have brought\n\n"}
{"page": 926, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n901\n\nthe American Nation into illustrious eminence. Through these great qualities ofAmerican citizenship, service, and education, we must work out our\nNational destiny.\nThe quality of service is ours by nature and by National development.\nItwas the lesson taught by the wilderness to the first of our pioneers. It is\nthe lesson taught by the long hardships of the late war to the fighting youth\nofAmerica. And it shall not fail us while this generation endures.\nBut the price of education is eternal endeavor and constant watchfulness.\n\nWith the great prosperity of this Nation have come increasing difficulties in\nthe maintenance of that standard of popular education that is necessary to\nthe National existence. The great inflood of immigration; the resultant\nincorporation of alien nationalities into the body politic and the economic\nstructure of America; the increasing complexity of industrial activities; and\nthe large expansion of the Nation over new lands, have all contributed\n\nimmeasurably to the problems of American education. And upon the\nadvancement of American education depends the destiny of the American\nNation. Let none mistake this fact, for it is not to be denied.\nWhat then is the great immediate agency for this advancement of education, which is as vital to the future of the Nation as our Nation's future is\n\nto the destiny of the whole great world? I see before me in this hall today,\nembodied in this audience, the heart and soul of the great endeavor for\neducation in America; and I bring you a message from a living instrumentality that is ready to your hand-a strong agency for patriotic endeavor\n\nwhose members say to you: Come, let us work together, your task shall\nbeour task for the sake of the land we love.\n\nThat agency is the American Legion. Ours is the will to do and to\nserve, and ours is the knowledge of how to serve. We know that the\nadvancement of American education is the greatest of patriotic services\nthey can render and upon that knowledge they take action. This American\nLegion comprises more than eleven thousand posts established in practically all the communities of America, and with its auxiliary it embraces a\nmembership of over a million men and women. It has done much for\nAmerican education.\n\nIt will do more.\n\nHere are a few features of its\n\nprogram:\n\nThere are laws for compulsory school attendance on the statute books\nofall the States of the Union. The enforcement of these laws is a necessity\nto National education. Such enforcement will bring into regular school\nattendance nearly ten millions of children of school age who are today\ndefrauded of their rightful equality of educational opportunity. To the\nenforcement of this legislation the American Legion, in every department\nand in every post, is committed absolutely; and in every State of the Union\nthe Legion is taking action for such enforcement.\nProperly to discharge his duties of citizenship, an American must have\nsome knowledge of the history of his country and of the functioning of its\ncivil government. In every State in the Republic, the American Legion\nis taking action for the establishment of compulsory courses in civics and\n\n"}
{"page": 927, "printed_page": null, "text": "902\n\nNATIONAL EDUCATION ASSOCIATION\n\nAmerican history in the public schools. In most of the States this point\nhas been won.\n\nThe men of the Legion love this country that they serve, and they can conceive no finer service than the fostering of cultural unity and community\nof sentiment in the American population. There must be one Nation within\nthe limits of the Republic, in the language of a great American,\" one Nation\nindivisible, with liberty and justice for all.\" To establish one Nation out of\ndiverse racial elements there must be a common cultural development based\non a common language; and the language must be the official language of\nthe United States of America. There is but one symbol ofthe life and spirit\nof America and that is the American flag. Let there be one language in\nall the schools of America and one flag flying over all the schools in\nAmerica; the American flag and language a sign to all the world of\nAmerican unity.\n\nIf there is to be a true cultural unity in America, then let there be a\nunity of educational policy in this land. To this conviction the American\nLegion stands committed, that no longer can the American Nation afford to\nignore the educational needs of the masses of the American people. Through\nthe observance of American Education Week, the Legion in coöperation\nwith the National Education Association and the U. S. Bureau of Education,\n\nhas awakened the public interest in the problems of education as neverbefore.\nThere are over fifteen thousand local posts and units of the American\nLegion and its Auxiliary ; and I have yet to hear of a single one ofthese that\ndid not take part in the observance of American Education Week. The\ncause of education and its problems and pressing needs were brought forward more prominently into the National attention through this observance\nthan ever before in the history of the United States. And let me tell you\nsomething more.\n\nIf the assistance of the Federal Government is to be\n\nextended to the States of the Union for the building of good roads, are we\nthen going too far to suggest that those roads lead the feet of America's\nchildren into American schoolhouses rebuilt and modernized through\ncoöperative assistance of the State and National Governments ?\nIftheAmerican Nation can spend three billion dollars a year on cigarettes\nand candy and chewing gum, then let me tell you that the American Nation\ncan well spend thrice three billion dollars on the education ofher boys and\ngirls and be greatly benefited thereby.\nThere is much to be done. With every shipload of immigrants into\nAmerica the problem of American education grows more complex. There\nare industrial interests in this country to whom the standards of American\ncitizenship are as nothing compared with the profits possibly to be wrung\nfrom an unrestricted importation of cheap labor, and these interests are\nalready setting on foot their propaganda for the lowering of the bars\nagainst immigration. There is a scarcity of labor, they say. And this in\nspite of the fact that a National employment census just completed by the\nNational Americanism Commission of the American Legion shows a quarter\nof a million workmen unemployed in America today. Why, only a few\ndays ago there was a snowstorm in New York City and a hurry call was\n\n"}
{"page": 928, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n903\n\nsent out for jobless men to clear the streets of snow. And in this one city,\nin one half-day, for a makeshift job of a few hours, no less than twenty\nthousand men reported. One would think that such an event shows labor\n\ncheap enough for anybody; and a sharp condition of unemployment still\nunrelieved. Against any increase in immigration for the present, the\nAmerican Legion stands committed to unalterable opposition. There must\nbe no more immigration to flood this country while yet an American education\nis lacking to any resident upon our soil..We do not want to be Europeanized, we do not intend to be Balkanized, and we have built a wall as a\nnotice to the world of that determination. That strong army of defense and\nprotection must not be torn down.\n\nThe representative association of the American veterans of the great war,\nunder the name of the American Legion, has devoted itself to toil and work\nfor America while this generation of men and women endures. These men\nand women are resolved upon the advancement of American education, her\ninstitution and ideals. They believe that along this avenue the future of\nthe Republic and citizenship rests. They have set their hands to the task;\nthey will not turn back ere the mission is done. Their eyes are lifted toward\nthat America.\nBeautiful for patriot dreams\nThat see beyond the years,\nThine Alabaster Cities gleam undimmed by human tears.\nAmerica-America-God shed His grace on thee\nAnd crown thy good with brotherhood\nFrom sea to shining sea.\n\nREPORT OF COMMITTEE ON THE STATUS OF\nTHE SUPERINTENDENT '\nC. E. CHADSEY, DEAN OF COLLEGE OF EDUCATION, UNIVERSITY OF ILLINOIS\nCHAIRMAN\n\nThree years ago at the meeting of the Department of Superintendence the\nPresident-elect was instructed to appoint a committee for the purpose of\ninvestigating the question of the status of the superintendent. Inasmuch as\nthere were no funds available for a meeting of this committee, the preliminary\nwork had to be done entirely by correspondence. It was finally determined\nthat it would be wise for the committee to secure as much definite, up-todate information as possible concerning the duties and responsibilities of the\nsuperintendent and the general economic conditions under which he was\n\nworking. Therefore, the committee resorted to the time-honored device of\nthe questionnaire and sent it to all of the superintendents of the United\n\nStates. It was a very detailed questionnaire. There was some doubt in the\nminds of some in the committee as to whether it was proper to ask as intimate\nquestions as were asked, and it is one of the satisfactions of the committee\n1Complete report will be found in the Yearbook of the department.\n\n"}
{"page": 929, "printed_page": null, "text": "904\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat so many were willing to reveal their inmost secrets in order to give us\nthis information. The questionnaires were returned but they did not all\ncome at the same time. It is rather interesting that occasionally I still get\nisolated returns from this study-now, three years from the time of the\nappointment.\n\nWe then faced the proposition of digesting the returns and reaching worthwhile findings. Again we had very limited funds and it was only through\nthe willingness of one of the members of the committee, Professor Engelhardt\nof Columbia University, that we were able to have the expert type of service\nwhich was necessary. He secured the services of Mr. Douglass, then a\ngraduate student, who undertook the task of tabulating and analyzing these\nreturns. The report has now been completed, has been printed and is in\nyour hands as the first yearbook of the Department. We present this to you\nnot as in reality the work of the committee itself, but as the analysis of the\nwork which you yourselves did in the filling out of these questionnaires. It\nis our belief that there has been gotten together a mass of information concerning the actual conditions under which the superintendents of the United\nStates are working which never has been available before and from which\nthere can be developed a great deal of real value to the profession. I am\nquite sure that as you study this report you will find that there are many\nquestions which will be raised which will, when answered, improve greatly\nthe general condition of the work of the superintendents.\nSpeaking now unofficially, I wish to say that it seems to me that we can\nsee from a study of these conditions that we are still far from having worked\n\nout any standardized set of duties and responsibilities which belong to the\noffice, and as we from time to time learn of rather unusual conditions which\ndevelop from the lack of this standardized set of duties, we become more\nand more convinced that one of the things it is necessary to have accomplished\nin our States is a more detailed description of what these duties and responsibilities are.\n\nI am hoping that the time will come when we will see on the\n\nstatute books of our States some definition of the superintendent and some\nstatement as to the duties which, as a matter of law, adhere to the office, and\nwhen that time comes, many of the embarrassments under which individual\nmembers at times labor will be avoided.\n\nTherefore, we present this report not with any idea that we have settled\nthe question. We present certain findings which the questionnaires show to\nbe true at the present time. You will see from studying this report that\nmost of the duties which we have, are duties which we have by common\nconsent. It is altogether probable that most of the duties always will be\nduties which will be those of common consent of the Board of Education but\n\nI believe that we should soon have a situation where not all of the duties are\n\nduties which are carried on by common consent but some of which are duties\nwhich adhere to the office itself and which cannot be taken away from the\nsuperintendent.\n\n"}
{"page": 930, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n905\n\nSUGGESTIONS ON THE REPORT OF THE COMMITTEE ON\nTHE STATUS OF THE SUPERINTENDENT\nN. L. ENGELHARDT, PROFESSOR OF EDUCATION , TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe report on the status of the superintendent of schools has been made\npossible through the generous coöperation of approximately twelve hundred\ncity superintendents. Answers to the questionnaires which were sent out\ntwo years ago were returned from superintendents of all sizes of cities and\nfrom all parts of the nation, so that the twelve hundred replies may be\nconsidered representative of the profession. The widespread source of the\nreplies also determined the combinations of size groupings and geographical\n\ngroupings which have been utilized as a basis for the statistical presentation.\nThe objective of the study was largely the determination of the status of\nthe superintendent of schools with reference to training, experience, tenure,\nfinancial compensation, economic status, and the professional activities in\n\nwhich he engages. Of these elements, some are readily measurable while\nothers, such as the economic status and the professional activities clearly\npresent insurmountable difficulties in their expression in objective terms. It\nwas felt, however, that whatever might be done toward a clarification of the\neconomic as well as professional status of the superintendent would be appreciated by the individual members of this organization.\nThe task of tabular presentation and statistical interpretation was generously assumed by Professor B. C. Douglass, of the University of Vermont.\nEvery superintendent realizes, I am sure, the magnitude of the task and the\n\ncosts in time and money which fell to his lot. The Hollerith machine was\nkept busy many a long day in order to present the report in the detail given.\nThe report has confined itself largely to the statement of existing facts.\nIthas attempted to collect and consolidate information which would aid, in\nsome slight degree, in the establishment of higher standards and greater\nsolidarity in the profession. It has recognized the need for placing in the\ncities, data which might assist in a program of advancement of our professional interests and ideals.\n\nThe task of complete interpretation and the responsibility of making\nrecommendations for a comprehensive future policy of this Department\ncovering desirable legislation or giving concrete expression for the Department on other phases of an advanced professional program, has not been\nundertaken. Such obviously, is the next logical step. It implies the creation\nof another committee endowed with proper powers.\nThe outstanding features or findings of the report include the highly\ncomprehensive professional preparation and training upon which superintendents in increasing numbers are basing the administration of city schools; the\nwideexperience as teacher, principal and supervisor which in so many instances the superintendent presents on assuming office; the favorable comparison\nto be made between preparation and apprenticeship for the city superintendency as contrasted with other professions and the continually increasing\n\n"}
{"page": 931, "printed_page": null, "text": "906\n\nNATIONAL EDUCATION ASSOCIATION\n\ninterest of the superintendent in adding to his professional preparation while\nin service. It is clear from the report that the salary paid the superintendent\n➤ of schools is frequently neither commensurate with the preparation and\ntraining which the administrator offers, nor is the superintendent as favorably compensated for his service as are those in other professions offering\nlike amounts of professional preparation.\nIt is clear that the superintendent plays a highly important role in the\ncivic and social organizations of his community and thus serves his community in a dual capacity. Although the median salary of the superintendent\nof schools has increased forty-one per cent, in the last eight-year period,\n1913-1921 , the cost of living has advanced 100 per cent. The relationship\nbetween living expenses and income leaves the impression that it might be\nmost desirable to make the tangible rewards of the superintendency a more\ncomprehensive part of the rewards secured. It is evident, however, that in\nspite of the slight balances that are left after living expenses are deducted,\nthe superintendent is making every sacrifice to equip himself to render a\nmore efficient and more professional service.\n\nTenure of office has been analyzed in two ways : according to individuals\nand according to cities. The attractiveness of the profession of superintendent of schools would be materially enhanced if the term which a superintendent spends in a community could be lengthened. The frequency with\n\nwhich men have changed positions for only slight increases in salary leads to\nthe conclusion that communities have frequently adopted the policy with\nrespect to tenure which was penny-wise and pound-foolish.\nIt cannot be expected that stability and continuity will be secured for\nlocal educational programs and that the attendant economies will result\nexcept as a more reasonable policy of retention in office be followed by\nboards of education with respect to the superintendent. The profession has\nlong passed that level where annual election has the slightest element of\njustice in it either to the professional educator or the community to be\nserved. If this report accomplished nothing more than to indicate the need\n\nfor further departmental action on this point, it will have served its purpose.\nThe median completed tenure for the country has only been three years\nwhile 506 out of 3020 completed tenures have been of one-year duration only\n\nand 538 of two-year duration only. Annual election is still the usual means\nof extending a superintendent's service. When city tenures are analyzed, it\nbecomes clear that communities themselves have followed the policy of frequently changing superintendents.\nThe professional leadership of the superintendent is emphasized by Professor Douglass in the last chapter of the report. It is striking that the powers of the superintendent are derived more frequently from common consent\nrather than from statute or local regulations. It is a fitting acknowledgment of the personal and professional fitness of our present incumbents. In\nfact, the most outstanding note of the whole study is that \" leadership\nability \" has been one of the most highly selective factors in the elevation of\nmen to the superintendency.\n\n"}
{"page": 932, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n907\n\nThere has been no fixed road of travel from entrance into teaching to the\n\nsuperintendent's chair. Initiative, energy, intelligence, and social insight\nhave opened the door to all.\n\nThe future of the profession lies before us.\n\nThe departmental program for the future may well capitalize the desirable\nassets of the past and indicate to prospective administrators the wisest policy\nto pursue that they may assist in the promotion and advancement of the\nprofession.\n\nA PROGRAM FOR THE COMING YEAR\nROBINSON G. JONES, CHAIRMAN OF THE 1924 YEARBOOK COMMITTEE\nSUPERINTENDENT OF SCHOOLS , CLEVELAND , OHIO\n\nIt is a little difficult to know where to begin and where to end in predicting what is best for this organization. Those of us who have been active in\nthe work of this Department during the period of its re-organization have\nbeen interested to know what the organization can do that will give permanency and constant efficiency to the men in the field.\nThis annual meeting has become, as you can see, very large, almost unwieldy, fairly inspirational, but it is difficult to summarize the residue of it\nwhen we have finished. There ought to be some organization which would\ngo throughout the year and which would furnish to the superintendent\ncountry-wide a clearing-house result of what is going on.\nOur Bureau of Education has never been sufficiently financed by the\nFederal Government to get out with speed and dispatch the material which\nwe desire. The National Education Association has not found it possible\nto do this. We have been interested for several years in pushing the TownerSterling Bill in the hope that it would solve our problem. That legislation\nhas not materialized so far. This Department itself probably offers as good\n\nan opportunity for a clearing house of all that there is in public education\nas any other institution now in sight.\nI will guarantee that there will be on my table before spring not less\nthan fifty questionnaires on salary schedules. You are not exempt. You will\nhave to answer, too.\nWhy are your conditions different from Detroit ? \"\n،،\n\nthey ask you when you submit the salary schedule. There could be no\nfiner thing for us than to be able to send to Washington or any general\n\nclearing house and say, \" Will you let us have the salary scale situation as it\nisfor cities of our sizes ? \"\n\nYou spent about $ 14,000 in 1922 for the operation of this Department.\nProbably one of these meetings costs $6000. The balance is spent through\nthe remainder of the year. The quality of the information I have suggested\nto you cannot be bought for $6000 a year. You need a high grade research\nmanwith stenographic and clerical help.\nThe city of Cleveland, merely by reason of its size, has been able to\ndevelop something of a research department, and so have St. Louis, New\nYork, Chicago, Detroit-probably Detroit is in the forefront of all on this\n\n"}
{"page": 933, "printed_page": null, "text": "908\n\nNATIONAL EDUCATION ASSOCIATION\n\nsubject. These cities are getting a constant deluge of calls for information.\nThe larger cities are having to take the place of a clearing house. We are\nperfectly willing to pool our interests with the larger cities and schools of\neducation in the universities and contribute our part. If twenty of us\ncooperate one can take care of salary questions, one the cubic foot cost of\n\nbuilding, one the question of assembly buildings and take time sufficient\nto get the material in order so that it will be reliable before sending it in to\nthe office at Washington, where you now have a permanent Secretary, who\nin turn, will distribute the material subject to your call.\nI think it was Mr. John K. Norton who said last night that the men who\nwill be subject to the call of this Committee will probably give material to\nthis organization that you could not buy for any small sum of money, the\nDepartment paying only for the cost of securing and distributing it.\nNow, the question is, how shall this matter be financed ? We volunteered\na year ago to make the attempt to charge a five dollar fee. Perhaps a five\ndollar fee is as large as it should be. We shall have to find some ways and\n\nmeans to get money enough to build a clearing-house in Washington of a\nlittle larger dimensions than at present. Probably there should be ten\nthousand dollars a year additional.\nThe members of the Yearbook Committee last night raised a question as\nto whether we could ask any agency in this country to subsidize this organization for a period of three years until there can be a larger registration and\n\nlarger income from memberships. Personally, I have no fear of the foundations. I would not hesitate to go before my Board of Education, to whom\nI am personally responsible, and say that I would like to see any of the\ngreat foundations subsidize this Department for the sum of ten thousand\ndollars.\n\nNow, suppose I should put a number of questions. Do you know what\nthe building cost per cubic foot is ? Do you know what the percentage is\nfor equipment with gymnasiums and assembly rooms ? Do you know what\nthe common opinion is on the platoon system ? Do you believe we should\nhave patent ventilating systems ? These are questions our Boards of Education discuss day after day in spite of the fact that they have architectural\ndepartments and skilled engineers all the time. Our Department will be\nsubject to the call of any man here through the Washington office if this\nplan is adopted and then ifyou say, \" We want to know what the height of a\nroom should be,\" or \" the number of square feet for an elementary school,\"\nyou will get the benefit of all the other schools' experience.\nPresident Beveridge : How many believe in the general plan ofhaving at\nWashington a clearing-house where you can get the information you desire\nin a short time? You can't do it all this year, but a beginning can be\nmade. Raise your hands.\nThe majority raised their hands.\nIs there any one here who has a fear of the foundations if some of us will\ngo out and get $ 10,000 ?\nNo hands were raised.\n\n"}
{"page": 934, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n909\n\nIwant this Department to function and function in an effective way and\nI am willing to put the burden on this Committee.\nMr. S. Monroe Graves ( Wellesley Hills, Mass. ) : Why would it not be\npossible to put this service on a subscription basis ? Each city concerned could\n\nsubscribe say twenty-five dollars a year toward the cost, and in that way the\nexpense would be met and it would be available to all of us on a good\nsound, economic plan.\nMr. Jones: If that is in the minds of any of the men here, we would\nlike to have an expression on it. I have no doubt it will not be difficult for\n\nany city to give twenty-five dollars as a subscription when it is convinced that\nit can get fifty dollars back.\n\nIf you will stop to figure it a moment, think what the cost would be for\ntraveling expenses to go to some other city and get information on some one\ntopic. Why, twenty-five dollars is spent like a flash. You know that twenty-\n\nfive dollars is nothing when it comes to securing valuable information that\nadds to the economy of the operation of your system. On a building program\nof $500,000 in the change of size of one room, or one square foot, what\nwould twenty-five dollars be ?\nPresident Beveridge : The chair would like to ask one question. How\n\nmany feel that your cities would be willing to contribute, say twenty-five\ndollars?\nAbout half the members raised their hands .\n\nMr. Jones: I have been asked by a member from the floor to explain that\nit was not intended that the foundation should do this work but that it\n\nshould temporarily subsidize this organization financially.\nMr. William J. Bickett ( Trenton, N. J.) : I would like to suggest that\nitwould seem better for the cause of public education if a canvass could be\nmade and see if this could not be accomplished through subscription rather\nthanby adoption of the foundation idea.\n\nPresident Beveridge : How many would vote to authorize the Secretary\nto send out letters to the members asking if their cities are willing to contribute twenty- five dollars-as Mr. Bickett has suggested ?\n\nMr. Bickett's suggestion was approved.\nMr. Frank Cody ( Detroit, Mich.) : May I say that I am sure that the\nteachers' associations throughout this country would be able to subsidize and\nbewilling to contribute? I think they ought to be used.\nPresident Beveridge: We will leave it to the committee. If there is\nnothing further, we will proceed with the program-\" My Experience in\n\nAdministering Education.\" That is an important topic. The plan of your\nChairman has been to bring together significant experiences in short addresses\nthat will help you in administering education in an effective way.\n\n"}
{"page": 935, "printed_page": null, "text": "910\n\nNATIONAL EDUCATION ASSOCIATION\n\nBOY SCOUTS\nFRANK CODY, SUPERINTENDENT OF SCHOOLS, DETROIT, MICHIGAN\nORGANIZATION\n\nFive years ago the Detroit Board of Education approved the Boy Scout\nmovement by granting permission to use school buildings with heat, light,\nand janitor service provided. Previous to this about ten scout troops had\nbeen meeting in schools, but had paid for janitor service. At the present\ntime, out of 160 regularly organized scout groups, 103 make weekly use of\nschool buildings.\nCOOPERATION\n\nIn the spring of 1920 the Board of Education and the Detroit Council,\nBoy Scouts of America, established an actual working basis of coöperation.\nA Field Scout Executive, recommended by the local Council, was appointed\nby the Superintendent in October, 1920. This executive is paid by the\nBoard of Education. By this coöperation plan, the scouts have been helped\nin the following ways :\n\n(a) 15 community troops were taken over by the schools division.\n(b) 29 additional school troops have been organized since October, 1920.\n(c) 20 additional schools are organizing troops at present and 30 more\nhave signified their intention of organizing.\n(d) We expect to have 65 registered school troops by April 1, 1923.\nThrough the agency of the schools it is expected that the Detroit Council,\nBoy Scouts of America, will soon be able to say that there are enough troops\norganized so that any boy in Detroit who wants scouting can get it without\nhaving to go outside of his own neighborhood. This could never have been\nhoped for without the practical aid of the schools.\nOne of the important features in furthering this work has been the\npublishing by the Board of Education of a Special Scout Number of the\nDetroit Education Bulletin, in which the actual methods, aims, and principles of Scouting were explained. Another important feature has been the\n\npublishing of a Special School number of the Detroit Scout Signal, through\nwhich it was possible to promote the school aims and methods among the\nscouts and scoutleaders.\n\nScout rooms have been included in the regular plans for two new intermediate schools, the Barbour and the Hutchins, with the result that, in\naddition to the weekly meetings, these rooms serve as Scout District Headquarters, where rallies, examinations, and contests can be held. The use of\nequipment from the Visual Education and Health Education Departments\nhas been of great service to the scouts.\nRESULTS\n\nThe scouts serve their respective schools in many ways. They are used\nfor demonstrations, especially in First Aid and Safety Education work, act\nas ushers, do traffic duty, take charge of patriotic exercises, perform services\n\n"}
{"page": 936, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n911\n\nfor the school stage, plant trees on the school grounds, manage crowds at\nbasketball games, and aid in actual class work discussions on \" Thrift \" and\n\"Things Seen on a Hike.\"\nThe fact that the scouts have been accepted by the Board of Education\nhas done much to make the general public feel that Scouting is not a mere\npassing fad, but that it has a permanent and lasting contribution to make to\nAmerican life. Parents have been more willing to take their boys' word for\nit that Scouting is not a military organization and have been willing to let\ntheir boys join.\n\nFinally, those who are concerned with the actual working of this scheme\nof coöperation between the schools and the scouts believe that something of a\nsimilar nature needs to be developed, at least in the larger cities ofAmerica,\nifboth the schools and the scout movement are to serve their full function\nin American Life.\n\nOUTDOOR GYMNASIUM\nTHEODORE SAAM , SUPERINTENDENT OF SCHOOLS, COUNCIL BLUFFS , IOWA\n\"\n\n\" The boy without a playground is the father to the man without a job\nis the statement which made Joseph Lee famous a generation ago. In the\n\npreface to Lee's Constructive and Preventive Philanthropy, Jacob Riis asserted that if Lee had written nothing else he would have gained a place\namong the real sages of his day. A few years later some of us were startled\nwhen Woods Hutchinson remarked that he would rather have a playground\nwithout a school than a school without a playground.\nAfter the results of the physical examinations of the American army were\npublished even school men became interested and incorporated a provision\nfor physical education in the Towner-Sterling Bill.\nWith the general recognition of the importance of physical education and\n\nthe acceptance of play as its principal medium, can a feasible program be\nadopted in view of the ever present financial limitations ? If such a program\ndepended upon gymnasiums, the outlook would be hopeless. Henry Curtis\nin his \" School Grounds and Play\" published in 1921 , estimates that less\nthan 2,000,000 of the 25,000,000 school children have access to a gymnasium.\nIn all probability less than 5 per cent of the elementary schools in America\nhave gymnasiums. To equip these schools with gymnasiums would add at\nleast $ 1,000,000,000 to the school budget. This is an impossible procedure\natthe present time. For the remaining 23,000,000 children, a physical educationprogram must be abandoned or an outdoor program must be adopted.\nWillthe climate in the U. S. permit an outdoor program ?\n\nOf the 48 States only 12 have a mean January temperature as low as\n+20° F. The average number of zero days in the remaining 36 States does\nnot exceed 12. The number of days in which physical education cannot be\nconducted in the open air on account of the severe winters in the large\nmajority of States is very limited. The Chicago Tribune, quoting from the\n\n"}
{"page": 937, "printed_page": null, "text": "914\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis form of handling the janitor service is the outgrowth of a plan\nwhich had been in operation for some eight years, in which the individual\njanitors were called \" cleaning contractors \" and were awarded a contract to\n\ncare for their respective schools in order to avoid the necessity of appointing\n\nsuch help from the civil service list, the city solicitor having ruled that this\naction was entirely legal.\n\nThe \" bids \" of the individual janitors had been gradually increasing and\ntwo years ago last May it became apparent that there was a considerable\nmovement on foot among the janitors to gradually increase the amount of\ntheir bids and to do it in accordance with a well-defined plan of their own\ndevising. To meet the situation, the Board let it be known-in fact, itwas\nso stated in the advertisement, that it would consider bids for groups of\n\nbuildings or one complete bid for the care of all buildings within the school\ndistrict, reserving the right to reject any or all bids and to readvertise if so\ndesired. It was hoped by this means to make the janitors understand that\nthere was a limit to the increase in price and the decrease in service beyond\n\nwhich the Board would not go, for, in addition to increasing the price for\ntheir services, the janitors had also, through a combination of their forces.\nbeen reducing the amount and character of service rendered. The warning,\n\nhowever, failed to have any effect, for, when the bids came in, the prices had\nbeen increased 50 per cent, 100 per cent, and in some cases 150 per cent,\nover the former contracts.\n\nThe aggregate of the individual contracts expiring on May 1, 1920, was\n$629.86. The new bids from the same janitors totaled $1272.70 a day. But\namong the bids received was one for the entire service for $975 a day, and this\nthe Board accepted, for it meant a saving of approximately $200,000 for the\ntwo-year period and it meant also getting rid of a service that in many other\n\nIn\n\na\n\nrespects was becoming intolerable.\n\nUpon the expiration of the two-year period last May, bids were again\ninvited under the same conditions, and desirable individual janitors and\n\nengineers, both of the former and present service, were personally invited to\n\nThi\n\nsubmit bids for single schools or for groups of schools with the result that\nthe total of the low individual bids this year amounted to less than $900 a day\npr\n\n($882.65 to be exact) , instead of $1200 a day as submitted two years ago.\nAmong these, however, were several irresponsible bidders so that the total\n\nof the individual bids that could be accepted was approximately $900 a day.\n\nThe bid of the general contractor who had been doing the work for the\n\nthe1\nThe\n\npast two years was $1000 a day. There were, however, three other complete\nbids, one for $870, one for $867.50, and a third of $783, this last from the\nsuperintendent who had been in charge of the work under the former con-\n\narthip\n\ntractor. His bid was accepted with the clear understanding that he would\n\nmals\n\nbe required to live up to all the terms of his contract and that a failure\n\nThe\n\nwould result in the business manager's taking charge, employing the neces\nsary help and charging the cost to him or to the bonding company. Hewas\n\nTher\n\ngiven the opportunity of withdrawing his bid if he did not feel that he\n\ncould, under the price named, fully meet his obligations. The contractwas\n\ne\n\n"}
{"page": 938, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n915\n\nsigned and the business manager and superintendent have been insisting that\nthe service should be maintained in accordance with the high standards set\nup in the specifications.\n\nI personally visited every school the week before the session opened in\n\nSeptember and, in addition, had the principals give me a written report on all\nconditions as they found them upon the opening day. The result was that\nthe buildings as a whole were in a cleaner and better condition than they\nhad ever been before upon the opening day of school. In a number of\nschools this standard has not been maintained since that time in all respects,\ndue largely to the frequent changes in personnel, but it is the purpose of\nthe Board to insist on a full compliance with the terms of the contract or to\n\napply the remedy provided in case of unsatisfactory service, and, in any\nevent, the Board is securing its janitor service at $489 a day less than the\ncostwould have been under the bids submitted by the individual janitors two\nyears ago, which amounts to a saving of $ 150,000 a year. In the end I\nbelieve we will secure service which is at least equal to, if not better, than\nunder the former plan of employing individual janitors.\n\nSTIMULATING THE GROWTH OF TEACHERS\nFREDERICK H. BAIR, SUPERINTENDENT OF SCHOOLS\nCOLORADO SPRINGS , COLORADO\n\nIn the last thirty years there have been 300,000 teaching jobs added to\nthose that were already existent. The filling of those jobs has been a matter\nof compromise between what we wanted and what we could get. The con-\n\nditions of teaching are usually soporific rather than inspiring so that any\nman who is trying to stimulate the growth of his teachers shares the prayer\nof the old Sunday School superintendent-\" O Lord, grant us a more active\n' corpse ' of teachers ! \"\n\nThis problem is an abiding problem and comes squarely back to the superintendent.\n\nI propose to discuss the problem under three phases. The first is public\nand has to do with the superintendent's obligation of educating the public\n\nmind and moving the public will to a constantly higher standing and status\nof the teacher.\n\nThe second is professional and has to do with the superintendent's obligation to secure as far as he can an adequate economic base for a professional\nlife for the teachers and to secure constantly an increasingly and well directed\n\nparticipation by the teachers in the problems of education as well as in its\ndetails.\n\nThe third is personal and has to do with the obligation of the superintendent to maintain his own personal culture and curiosity and growth.\nThere are two or three things in the line of public education that we\nought to thoroughly propagandize. One is the need of more men, and I\nseriously propose at least a consideration of the advisability of employing\n\n"}
{"page": 939, "printed_page": null, "text": "912\n\nNATIONAL EDUCATION ASSOCIATION\n\nWeather Bureau reports, very optimistically asserted that the Chicago winters were constantly growing milder. In fact, the present winters in Chicago\nare as mild as winters in Evansville, Indiana, were thirty years ago, and the\nwinters of northern Michigan are now like the winters of Chicago were\nthree decades ago. If this tendency continues, milder winter weather\nmay be expected in our northern states. But how would the outdoor phy-\n\nsical education program be affected should the weather reverse its present\ntendency?\n\nVery probably 85 per cent of the school children in the U. S. can take\ntheir physical training outdoors during the winter months with little discomfort. But what about the 15 per cent whose winters are severe ? Outdoor programs may be adopted for these children also if we accept a principle\nemphatically stated by Professor Snedden, that a child can play and take\nhis recreation in the climate in which he lives.\n\nIn Council Bluffs the annual mean temperature is 55°, the mean temperature for January is 20°. Without a single gymnasium in its elementary\nschools, a program was adopted in 1919 in which physical education of every\nchild was required through supervised play or formal exercises. School\nfinances did not permit the construction of a single gymnasium for its\nelementary schools. The surface of most playgrounds is not adapted to daily\nuse during many of the days in the fall, winter and spring. An experiment\nwas tried.\n\nAdjoining one of the largest elementary schools an outdoor gymnasium\nfloor made of concrete was built. After one year this proved so satisfactory\nthat seven more were constructed in various parts of the city. They vary\nin size from 40' x 70' to 50' x 100' and cost from $600 to $1000. They are\nusually located near the schools and protected against the cold winds. They\nare constructed according to the same specifications as the standard cement\nwalks. The following types of exercises are being daily and satisfactorily\nperformed on these outdoor floors :\n1. Folk dancing.\n\n6. End ball.\n\n2. Calisthenics.\n\n7. Captain ball.\n8. Dodge ball.\n3. Rhythmic exercises.\n4. Setting up exercises.\n9. Volley ball.\n10. Basket ball.\n5. Relay races.\n11. Playground baseball.\nIn a questionnaire recently filled out by the principals and teachers of\nphysical education in Council Bluffs, all are unanimous in stating that these\noutdoor gymnasium floors are perfectly satisfactory and that up to the present\ndate there has not been a single instance of physical injury.\nCompared with the playground the superiority of the concrete floor is\nevident:\n\n1. It can be used more days in the year, it is not muddy in the rainy\nseason, it is not slushy in the thawing season, it is not dusty in the dry season.\n\n2. Its surface is more even and durable than any playground constantly\nused.\n\n"}
{"page": 940, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n913\n\n3. Its fieldmarks can be painted on the concrete and are permanent.\nFrom our experience in Council Bluffs we recognize also certain advan .\ntages of these outdoor floors even over well equipped indoor gymnasiums :\n1. Low initial cost, less than 20 cents sq. ft.\n2. No upkeep-no heat, light, ventilation, humidifier, equipment, repair,\nor even janitor service.\n3. More sunshine, less dust and purer and more invigorating atmosphere.\n\nTo school men interested in a comprehensive physical education program\nfor all children, Council Bluffs recommends the outdoor concrete floor as a\nsubstitute for a gymnasium, where the latter cannot be financed and as a most\ndesirable and durable supplement to schools equipped with adequate gym-\n\nnasiums and playgrounds. That children can take their physical training\noutdoors during all the months of the year is not only a feasible proposition ;\nit is ahealthful school procedure.\n\nJANITOR SERVICE\nRANDALL J. CONDON , SUPERINTENDENT OF SCHOOLS , CINCINNATI , OHIO\n\nIn Cincinnati, for the past two and a half years, the entire janitor service,\nincluding heating engineers for all of the schools, has been under one general\ncontract under which the contractor furnishes all cleaning materials and\nemploys all engineers, janitors and other help necessary to care for the\nschools, in accordance with the specifications which have been set up by the\nBoard of Education for this branch of the service.\n\nThe contractor is under bond with the surety company in the amount of\n$75,000, to provide the amount and character of service required. He\nagrees to furnish the help required by the business manager of the Board of\nEducation, to employ only licensed engineers for steam heated buildings, and\njanitors and such other help as may be approved by the business manager,\nand to perform all work to his entire satisfaction.\n\nIf this is not done in all\n\nparticulars, the contract gives the business manager the authority, after due\nnotice, to take charge of any school or any branch of the work, employ the\nnecessary help and charge the cost of the service to the contractor.\n\nThe janitors and engineers are under the immediate supervision of the\nprincipals in all matters except as to the mechanical features of the heating\nplants, for which they are directly responsible to the business manager or his\nrepresentative.\n\nThe Board employs a visiting engineer and a cleaning inspector whose\nduty it is to see that all work is performed in accordance with the terms of\nthecontract.\n\nSpecifications have been very carefully worked out to cover every feature\nof the service, such as heating, sweeping, dusting, window washing, floor\nscrubbing, care of yard, lawns, shrubbery, etc. The service is advertised,\n\nbids are invited, and contracts let for a two-year period.\n\n"}
{"page": 941, "printed_page": null, "text": "914\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis form of handling the janitor service is the outgrowth of a plan\nwhich had been in operation for some eight years, in which the individual\njanitors were called\" cleaning contractors \" and were awarded a contract to\ncare for their respective schools in order to avoid the necessity of appointing\n\nsuch help from the civil service list, the city solicitor having ruled that this\naction was entirely legal.\nThe \" bids \" of the individual janitors had been gradually increasing and\ntwo years ago last May it became apparent that there was a considerable\nmovement on foot among the janitors to gradually increase the amount of\ntheir bids and to do it in accordance with a well-defined plan of their own\ndevising. To meet the situation, the Board let it be known-in fact, it was\nso stated in the advertisement, that it would consider bids for groups of\nbuildings or one complete bid for the care of all buildings within the school\ndistrict, reserving the right to reject any or all bids and to readvertise if so\ndesired. It was hoped by this means to make the janitors understand that\nthere was a limit to the increase in price and the decrease in service beyond\nwhich the Board would not go, for, in addition to increasing the price for\ntheir services, the janitors had also, through a combination of their forces,\nbeen reducing the amount and character of service rendered. The warning,\nhowever, failed to have any effect, for, when the bids came in, the prices had\nbeen increased 50 per cent, 100 per cent, and in some cases 150 per cent,\nover the former contracts.\n\nThe aggregate of the individual contracts expiring on May 1, 1920, was\n$629.86. The new bids from the same janitors totaled $1272.70 a day. But\namong the bids received was one for the entire service for $975 a day, and this\nthe Board accepted, for it meant a saving of approximately $200,000 for the\ntwo-year period and it meant also getting rid of a service that inmany other\nrespects was becoming intolerable.\nUpon the expiration of the two-year period last May, bids were again\ninvited under the same conditions, and desirable individual janitors and\nengineers, both of the former and present service, were personally invited to\nsubmit bids for single schools or for groups of schools with the result that\nthe total of the low individual bids this year amounted to less than $900 a dav\n\n($882.65 to be exact) , instead of $ 1200 a day as submitted two years ago.\nAmong these, however, were several irresponsible bidders so that the total\nof the individual bids that could be accepted was approximately $900 a day.\nThe bid of the general contractor who had been doing the work for the\n\npast two years was $ 1000 a day. There were, however, three othercomplete\nbids, one for $870, one for $867.50, and a third of $783, this last from the\nsuperintendent who had been in charge of the work under the former con-\n\ntractor. His bid was accepted with the clear understanding that he would\nbe required to live up to all the terms of his contract and that a failure\n\nwould result in the business manager's taking charge, employing the neces\nsary help and charging the cost to him or to the bonding company. He was\ngiven the opportunity of withdrawing his bid if he did not feel that he\ncould, under the price named, fully meet his obligations. The contract was\n\n"}
{"page": 942, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n915\n\nsigned and the business manager and superintendent have been insisting that\nthe service should be maintained in accordance with the high standards set\nup in the specifications.\nI personally visited every school the week before the session opened in\nSeptember and, in addition, had the principals give me a written report on all\nconditions as they found them upon the opening day. The result was that\nthe buildings as a whole were in a cleaner and better condition than they\nhad ever been before upon the opening day of school. In a number of\nschools this standard has not been maintained since that time in all respects,\ndue largely to the frequent changes in personnel, but it is the purpose of\nthe Board to insist on a full compliance with the terms of the contract or to\n\napply the remedy provided in case of unsatisfactory service, and, in any\nevent, the Board is securing its janitor service at $489 a day less than the\ncostwould have been under the bids submitted by the individual janitors two\nyears ago, which amounts to a saving of $ 150,000 a year. In the end I\nbelieve we will secure service which is at least equal to, if not better, than\nunder the former plan of employing individual janitors.\n\nSTIMULATING THE GROWTH OF TEACHERS\nFREDERICK H. BAIR , SUPERINTENDENT OF SCHOOLS\nCOLORADO SPRINGS , COLORADO\n\nIn the last thirty years there have been 300,000 teaching jobs added to\nthose that were already existent. The filling of those jobs has been a matter\nof compromise between what we wanted and what we could get. The conditions of teaching are usually soporific rather than inspiring so that any\nman who is trying to stimulate the growth of his teachers shares the prayer\nof the old Sunday School superintendent-\" O Lord, grant us a more active\ncorpse ' of teachers ! \"\n\nThis problem is an abiding problem and comes squarely back to the superintendent.\n\nI propose to discuss the problem under three phases. The first is public\nand has to do with the superintendent's obligation of educating the public\nmind and moving the public will to a constantly higher standing and status\nof the teacher.\n\nThe second is professional and has to do with the superintendent's obligation to secure as far as he can an adequate economic base for a professional\nlife for the teachers and to secure constantly an increasingly and well directed\nparticipationby the teachers in the problems of education as well as in its\ndetails.\n\nThe third is personal and has to do with the obligation of the superintendent to maintain his own personal culture and curiosity and growth.\nThere are two or three things in the line of public education that we\n\nought to thoroughly propagandize. One is the need of more men, and I\nseriously propose at least a consideration of the advisability of employing\n\n"}
{"page": 943, "printed_page": null, "text": "916\n\nNATIONAL EDUCATION ASSOCIATION\n\nmarried women after they get past the active biological dependence of their\nchildren upon them.\n\nI think our first obligation is to fight for a professional training and\nstatus. I saw an article in Des Moines defending the State teachers who had\nhad the nerve to do a little lobbying. Evidently it is all right for farmers\nand bricklayers to do lobbying but if a school teacher turns to anything like\nthat, he is to be crushed, even by a presumably intelligent legislature.\nThere are a number of other things that I think everyone else is practic-\n\ning: the question of little papers to keep the family close together and know\nwhat is going on; there is the plan Mr. Weet has developed at Rochester ;\nthe question of exchange of teachers, which I believe can be made a source of\nstimulus and growth.\n\nThe heart of the people lies in the more inspiring cultured leadership on\nthe part of superintendents, principals, and teachers. The biggest job filled\nsometimes with the smallest people is that of the elementary school principal.\nIf we can't at the present salaries command able and big-calibered folks, we\ncan at least zone them, and have one good person over three or four schools,\nproviding him with adequate clerical help to carry through his work. I think\nwe ought to face the problems squarely that most of us allow ourselves to\n\nbecome high class chore boys rather than intellectual dynamos. We are\ncaught in the meshes of budget and all the other machinery of school administration until it is said we have completed our education, usually at the age\nof forty. It isn't fair to expect the teachers to grow unless one is growing\nhimself.\n\nThese, then, seem to be the three phases or salients of the battle line for\nthe development of an abiding growth in the teaching of our personnel :\nFirst, a constant and brave and patient education of the public mind from\nthe Ichabod Crane stage. I believe there is one slogan that we ought to\nput on all our stationery of this Association, on all our local department\nstationery and in all our professional newspapers and magazines, that \" tomorrow belongs to the professional teacher.\"\nThe second phase is by providing an economic base, and that comes up\nto the third, our own personal selves. How can we expect children to be\neager if we have, at the age of forty, ceased to be eager ourselves?\n\nCHICAGO'S PUBLIC SCHOOL CLASSES FOR CRIPPLED\nCHILDREN\nPETER A. MORTENSON , SUPERINTENDENT OF SCHOOLS, CHICAGO, ILLINOIS\n\nYour children know the green lane, the babbling brook, the trembling\nleaves of the trees and the blue of the sky; they run and leap and play; but,\nthere are those to whom the sky is drab, the alleys unkempt and the vista\nunlovely; whose backs are hunched or whose limbs are withered, children to\n\nwhom opportunity is denied. Yet these children of misfortune, victims of\ndisease, of accident, or of the sins of their fathers are to live with our chil\n\n"}
{"page": 944, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n917\n\ndren; are to be optimists or pessimists, happy or miserable, assets or liabilities, as the community may elect. To open the way to happiness ; to build\nup faith and confidence; to inspire courage and self-respect, this is the work\nof the schools for the handicapped.\nTwenty- four years ago the Chicago Public School System organized its\nfirst class for crippled children, in coöperation with the Orthopedic Hospital.\nToday Chicago has four centers, caring for seven hundred children, most of\nwhom are carried to and from their homes in motor busses. The largest of\nthese schools is ideally located adjoining the children's hospital. It is a unit\nbuilding designed for and enrolling only crippled children, while the other\nthree are supervised departments of regular schools. The criterion for enrollment in and transfer to these schools is: Can we improve the child's\nphysical and mental condition ? Many children in these schools could attend\nclasses for normal children if it were only a question of locomotion.\nThe aim in all four centers is the same: To bring to every child the best\nphysical condition it is possible for him to attain; the best education it is\npossible for him to assimilate; to help him find his place in the world's\nwork. We are asking no more for the crippled child than for the normal\none. It is only a difference of facilities and cost. It is self-evident that so\nbroad an aim could not be accomplished with the facilities of even a specially\nequipped school but must be reached in close coöperation with generous hospitals, famous surgeons, and fine social service agencies. The Board of\nEducation does everything within its legal limit-philanthropic and civic\norganizations meet it here leaving no gap. Literally speaking, nothing\nstands between a child in these special classes and scientific care but the refusal\nof the parents to give their consent. Such a refusal is now rare, and even\nhere, recently the courts have stepped in to the extent of ordering coöperation\ninthe case of a major operation.\nThe aim of the work has developed three departments in the administra-\n\ntion of the schools-academic training, physical rehabilitation, and industrial\nwork. The last isboth pre-vocational and vocational. The academic training follows the course of study for the regular schools. Besides these, a\nnumber of pupils have individual training in millinery, sewing, etc. Careful\ngrading makes it possible to transfer a child back to the regular school at any\ntime during the year without loss in his academic course. In the largest\nschool, during the last year, 15 per cent of the children were returned to a\nregular school on the advice of physicians, after the aim desired had been\n\naccomplished.\nHand work or industrial training is given with three aims in mind: Its\ngeneral educational value, just as it would be offered to the normal child ;\nhappy, self-forgetful, physical exercise, in most cases corrective, for the child\nwho for years has been excused from any kind of work that required surmounting physical difficulties; and pre-vocational or vocational training, the\namount and character of which varies with the child, the subject and the\ngrade. Two of the centers for crippled children have well-equipped shops for\nteaching sewing, millinery, cooking, cobbling, sheet metal, printing, wood-\n\n"}
{"page": 945, "printed_page": null, "text": "918\n\nNATIONAL EDUCATION ASSOCIATION\n\nwork, weaving, clay, modelling, etc. Classes in cobbling keep the shoes of\nthe children mended and make high soles of cork or balsa wood according to\na physician's measurements. The sheet metal classes have for two years been\nmending and making new arm braces requiring the use of only tin or\n\naluminum. A forge and anvil are being installed so they may learn the use\nof iron and steel in this work.\n\nThe Vocational Guidance Department of the public school system works\nin close coöperation with the schools. Visiting teachers make the contact\nbetween the home and the school and give detailed assistance in the study\n\nof vocational guidance of over-age pupils of whom there are many, due to\nthe long periods of confinement in homes and hospitals. To meet this condition, in part, the Board of Education provides bedside teachers in hospitals\n\nnear the largest centers for crippled children. The Vocational Guidance\nDepartment has besides its visiting teachers, a field worker who directs the\nplacement of all handicapped pupils looking for employment. She, too,\nassists in planning the training of the over age groups.\nAs we have built up our rehabilitation plan and our graded classes under\nexpert teachers, we have changed the trend of thought that all crippled\n\nchildren must be trained for \" trades.\" Our slogan for the mentally normal\ncrippled child, \" On to high school and to college.\" We have strong alumni\n\nassociations in the two larger schools numbering hundreds of successful men\nand women in the business world; but by far the largest number of the\neighth grade graduates of recent years are in high school and a number of the\n\nolder ones are in college studying for the professions. Many others, who are\nat work are maintaining themselves and receiving higher education under the\nState Federal Rehabilitation Act, which offers vocational training to handi-.\ncapped adults.\nIn the field of mental and physical rehabilitation, the work of these schools\nis unique. Almost without exception visitors remark upon the happiness\nand the lack of self-consciousness among the children. From the day a pupil\nenters, he is made to forget himself and his particular handicap, to succeed\nin everything he undertakes, to stop at nothing, and to be proud of his\nsuccess. Always he has the example of someone worse off than himself, whom\nhe can assist. One day a boy who had only one normal arm said to his\nmanual training teacher, impatiently, \" Oh, I wish I had two good arms.\"\nJust then a little chap who had no arms at all came running gaily into the\nroom.\nThe first boy caught his breath and said, \" You won't hear me say\nthat again. One arm is better than none at all.\"\nWe have a measure of the success of our attempt at mental rehabilitation\nin the specific attitude of the older children who have been enrolled for a\n\nlong period in the special schools as compared with those who enter in\nseventh or eighth grade. The first are objective minded, in their attitude\ntoward their deformity, even to the extent of laughing at themselves and\nwith others at falls or clumsy efforts. Much fun is had in the gymnasium\nin discussing muscles which have peculiar or difficult names. One may hear.\nSay, how are your quadruceps today ? \"\nMy ham-strings don't track.\"\n6\n\"\n\n\"\n\n"}
{"page": 946, "printed_page": null, "text": "919\n\nDEPARTMENT OF SUPERINTENDENCE\n\nThe latter child is introspective, hard to approach and many times morose\nand resentful. An unwritten rule of each school is that the word \" cripple \"\nis not used within its doors either by teacher or child.\n\nIt was not until eight years ago that any attempt was made to carry on\nphysical rehabilitation as an authorized part of the public school work.\nToday every child who enters one of these schools is registered twice, once\nunder his class room teacher and again under one of the physical education\nteachers. The latter is then responsible for the physical improvement of the\nchild in work which is carried on in close coöperation with the class room\nteacher and teachers of hand work. Before the child enters, or as soon after\nas is possible, the visiting teacher gets his social and physical history, thus\nplacing him as a private or clinical case determining how the expense of his\n\nhospital and surgical care shall be met, whether by parents, in part or in\nfull, or by philanthropy. We strive not to make paupers of our children\nbut aim to use common sense and justice rather than sentimentality in deciding his place in the social scale.\nA physician or surgeon assumes all of the physical responsibility of each\ncase, not only in the hospital but in the school. The physical education\nteachers take the children to the clinics with their carefully kept records,\nreport their progress, offer or receive further suggestions. The most remarkable and efficient team-work based on mutual respect and personal contact,\nhas grown up between the orthopedic surgeons and these physical education\nteachers.\n\nThe distribution of the diagnosis of the children is about as follows :\n1917-1918\n\n1921-1922\n\nPer cent\n\nPer cent\n\nInfantile paralysis\n\n50\n\n62\n\nBone tuberculosis\n\n33\n\n18\n\nSpastic paralysis\n\n17\n\n0\n\nHeart\n\n0\n\n10\n\nMiscellaneous\n\n0\n\n10\n\nWhile there is very little reduction in the percentage of cases of infantile\nparalysis, an epidemic disease which comes in waves, great strides have been\nmade in preventing the usual resulting deformity and in increasing muscle\npower after paralysis. The disfiguring deformities which may be seen among\nour older children and alumni are not to be found among the little children.\nWe know now that no victim of infantile paralysis need ever be a prisoner\nin a wheel chair; but yet hundreds of children are without the care which\nmight release them.\nThe reduction in cases of tuberculosis of the bone is a nation wide result,\n\nwe are told, of pasteurized milk, dairy inspection, and the isolation from little\nchildren of open cases of tuberculosis. As tuberculosis of the bone has\ndeclined, cardiac cases have increased in the schools.\n\nIt is said that heart\n\ndisease is responsible for more handicapped people in adult life than any\nother one disease. The leading heart specialists and medical social service\nworkers have organized a Society for the Prevention and Relief of Cardiac\n\n"}
{"page": 947, "printed_page": null, "text": "920\n\nNATIONAL EDUCATION ASSOCIATION\n\nDisease. Its officers and committees are watching and aiding this experiment with a group of cardiac cases at one of the schools.\nWithin the schools themselves as after-care, we have provided the following facilities: Feeding-some children five times a day, all twice; one group,\nthe larger, fed to increase their weight and a small one to reduce their\nweight; baths for cleanliness and medical purposes; a dental dispensary; rest\nrooms for regular periods during the day as prescribed; a physio-therapy room\nwhere are given baking, massage, active and passive exercises, and all neces-\n\nsary individual treatment; a regularly equipped gymnasium where children,\nunder watchful eyes, are urged to use the apparatus.\nAll the children fall into three roughly divided groups-wheel chair\nchildren, who must be trained to use crutches ; those on crutches who must\ndrop them; others with braces or without who must learn to walk as inde-\n\npendently and normally as possible. Many attend our large high schools,\nwho have lost fifty per cent of the muscle power in their lower limbs, but\nwith good braces and the proper physical and mental training during the\n\nearly years of helplessness they go their way as independently as other\nchildren.\n\nThe cost of this work in Chicago is about three hundred and fifty dollars\nper pupil based on actual attendance, more than half of which is for a transportation service. We have no state aid as many communities have.\nChicago has learned that, \" The education of the crippled child is not philanthropy, but enlightened self interest. \" We are trying to conserve and to\nbuild up ; to extend a measure of opportunity in proportion to the need. The\ncost is indeed great, but is easily justified when balanced against the economic\nwaste resulting from the accumulation of human wreckage; when considered in the light of converting a liability into an asset; a life of darkness into\none of joy and self-respect.\n\nWHAT I MOST DESIRE OF MY ASSISTANT\nSUPERINTENDENT\nTHOMAS R. COLE, SUPERINTENDENT OF SCHOOLS , SEATTLE, WASHINGTON\n\nDuring the major portion of the time that I have been engaged in educational work, it has been my rare good fortune to be associated with some\nof the most capable leaders in our profession-men who knew the art of\ngetting the best from their associates. I might well, therefore, in the few\nminutes allotted to me, pay tribute to them as my contribution to the field\nof school supervision.\nCOOPERATION is the First ESSENTIAL QUALITY OF AN ASSISTANT SUPERINTENDENT\n\nThe success of any school system rests largely upon the degree of cooperation that exists between its component parts. Every effort that does not\nsacrifice honesty of purpose and efficiency should be made to bring about that\nunity.\n\n"}
{"page": 948, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n921\n\nA few months ago I accompanied the president of a large manufacturing\ncompany on a trip to his factory. Knowing that he was a very successful\nbusiness man, I was anxious to learn something about his plan of administration. When we reached the office of the plant, I was impressed with the\n\ncordial greeting the president gave to all of his employees. Their attitude\ntoward him was equally cordial. I recognized one of the clerks who was a\nformer school pupil, and made use of the acquaintance to ask questions re-\n\ngarding the management of the factory. He said, \" We feel like a family\nhere. Mr. X gets everyone from the errand boy to the manager to take a\npersonal interest in the business .\"\n\nThat evening when I was conversing with the president, I mentioned\nthe fine coöperative spirit that I had noticed among his men. He said in\nreply, \" I learned a long time ago as a day worker that in order to get the\nlargest returns from your men you must treat them all well and feed them\nwell. Some managers forget in these days of keen competition that the lowest salaried employees are often the persons who make a business a success or\na failure.\"\n\nI thought how simple was his formula of success, yet how few possess the\n\ninspirational power of leadership to follow it successfully.\nIn order to give an assistant superintendent the proper opportunity to\ncoöperate, he must first understand definitely what his work is to be and\nthe extent of his authority. This is a very common statement, yet I wonder\nif every assistant superintendent in the schools represented here today has\nhad that question definitely answered.\nAssuming that each assistant superintendent knows his field of work, the\nnext step is to coördinate the efforts of all into one working unit. The\nSeattle plan of coöperation is as follows : We have a regular conference\nmeeting on Monday morning at ten o'clock. The general policies of the\nschool system are discussed with the utmost freedom. Each member of the\nconference is urged to speak frankly concerning his views relative to the\ntopic at hand. This freedom of discussion leads to the uncovering of many\nangles of a problem that otherwise would go unnoticed. After a decision is\nreached, it has always been the unwritten policy to support it, regardless\nof our own personal views in the matter. During seven years as assistant\nsuperintendent, I cannot recall a single instance when that rule was broken.\nA superintendent should not only have his assistants give their views at\nconference meetings, but he should be informed at all times regarding plans\nthat will in any way affect the general work of the schools. This is necessary\n\nfor good management, as a superintendent has a wider view of the school\nsystem as a whole than any one of his assistants, and while he may see that a\n\nproposed plan is good in itself, yet conditions may exist that do not make it\nopportune to have it launched at that particular time.\nSELLING HIS WORK IS THE SECOND QUALITY\n\nWhen an assistant superintendent has been given a particular field of work\nheshould study it carefully. He is looked to as the expert in that department\nof administration, and his leadership will depend upon his thorough under\n\n"}
{"page": 949, "printed_page": null, "text": "922\n\nNATIONAL EDUCATION ASSOCIATION\n\nstanding of his work and how effectively he can sell it to his co-workers.\nThe salesmanship is by no means of minor importance. In fact, it is one of\nthe most necessary and difficult tasks of all.\nA few months ago we asked for suggestions from the principals and teachers as to means of improving the methods in instruction in the Seattle\nschools. The replies showed that the scope and aims of the supervisors'\nwork were greatly misunderstood. I decided that their job of selling had\nnot been well done, and immediately set about to correct it. The plan in\nbrief was as follows :\n\nEach of the directing supervisors was asked to present at a principals'\nmeeting called for that purpose the work of her department. In other words,\nshe was to \" sell \" the work she is supervising. The talks and outlines were\n\nexceedingly interesting and enlightening. The supervisors profited as much,\nif not more, than the principals. They had succeeded in getting their work\nbetter organized, and had gained the confidence of being able to defend it\nsuccessfully.\n\nIn the same manner an assistant superintendent should be required to\n\nsell his plans before they are delivered and put into effect-a practice I am\nsorry to say that educators do not always follow.\nCOURAGE AND DECISION IS THE THIRD QUALITY\n\nThe schools are well supplied with people of reasonably good ability, but\nthere is a scarcity of leaders with ability who have the courage of their convictions, and the confidence of victory. True courage is a rare prize. A\nsuperintendent, principal or teacher who is afraid of losing his position does\nnot possess it, for he is not free, and freedom and courage are inseparable.\nThe inside sport of \" passing the buck \" to the fellow above has been\nruled out of the new code of good management. An assistant superintendent\nmust learn the art of arriving at a decision with the greatest possible promptness, and when he has reached a decision, he must be prepared to defend it.\n\nIf a superintendent is given assistants who possess the three qualitiesCoöperation, Ability to Sell what they attempt to do, Courage and Decision,\nand then protects them in their work, he should have the administrative essentials of a highly efficient school system.\n\nWHAT MAY BE DONE TO IMPROVE THE QUALITY OF\nTEACHING\nE. C. HARTWELL, SUPERINTENDENT OF SCHOOLS , BUFFALO, NEW YORK\n\nEvery superintendent of schools recognizes that one of the most funda-\n\nmentally important problems in public education today is to improve the\nquality of teaching. With seven minutes at my disposal, I shall attempt only\nto discuss a few of the plans and devices employed with this purpose in the\nsystem of schools with which I am connected. We are endeavoring to improve the quality of teaching in the Buffalo schools :\n\n"}
{"page": 950, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n923\n\nFirst: By improving the quality of supervision. We have explained to the\nsupervisory staff, to the principals and to the teachers that the whole purpose\nof supervision as employed in our schools may be covered in one sentence.\n\nThis purpose is intelligently to commend that which is good in the teacher's\nwork, and sympathetically and constructively to criticize that which is\nweak. We have endeavored to instill our principals with a higher ideal of\n\ntheir functions. The elementary school principals in Buffalo understand\nthat they are receiving their salaries not for the making out of reports and\n\ndistribution of mucilage, but for their educational leadership in their respective schools.\n\nWe expect our principals to visit classes, to commend,\n\ncriticize and to follow up the suggestions of the supervisors from the general\noffice.\n\nSecond: We have employed nine splendid teachers taken directly from\nthe classroom, women of tact, sympathy, personality and ability, whose\nbusiness it is to go about on regular itineraries through the schools, giving\nmodel lessons. These demonstrators, as we call them, have encountered\nnone of the antagonism sometimes directed against supervisors, because it is\nnot their business to supervise the teachers. It is their function to go into a\nteacher's room, and before the teacher's class and in the same environment\nand with the same difficulties which the teacher daily confronts to demonstrate a method, develop a process, and in short to show the regular class\nroom teacher what somebody else can do with her pupils. The demonstrators\nhave been most courteously received by the teachers, and we have calls in\nour office for their service far in advance of their itinerary. As nearly as I\ncan discover, it is the unanimous verdict of our teaching body that these\ndemonstrators have been of very great help.\n\nThird: Through an Institute Fund and in coöperation with the State\nNormal School, located in Buffalo, and with the University of Buffalo and\nCanisius College, we have provided unusual opportunities for the teachers\nwho wish to take extension work. We have not obliged our teachers to take\nadvantage of these opportunities. There has been no compulsion and no\nover-urging. Neither have we made our salary increases dependent upon\nthe taking of professional work. We have had what I regard, as a very\nremarkable demonstration of the professional zeal of our teachers which is\nevidenced by the fact that during the past four years, they have actually\ncompleted for credit 24,000 university semester hours of work. During this\ntime 130 of our teachers have secured college degrees. The foregoing figures\ndo not include 8580 semester hours of extension work for which no college\ncredit has been given. In other words, the teachers of Buffalo without\ncompulsion or salary inducements, but from professional zeal alone have completed during the past four years the equivalent of 1106 solid years of college\nwork. It is, of course, impossible to estimate what this splendid accomplishment has done for renewed idealism and stimulation of professional\nservice.\n\nAnd lastly: We have taken great pains to insure that the newly appointed\nteachers coming into our system are properly started in their work. Every\n\n"}
{"page": 951, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n924\n\nnewly appointed grade teacher in Buffalo is sent to one of six centers for her\nfirst year's work. In these centers she receives special attention and an\nunusual amount of sympathetic help. Her probationary period is really a\nprobation. If she does not make good, she is dropped. If she teaches success-\n\nfully, in addition to receiving her permanent contract, she also receives annually for each of her first three years of teaching, four hours of university\n\ncredit which she may apply in either of our local colleges, toward aBachelor\nof Science degree. It is a matter of great pride in the educational circles\nof Buffalo that the successful instruction of boys and girls is now regarded\nas possessing sufficient cultural and social value so that our colleges, to a\nlimited extent, will recognize it for credit toward a college degree.\nTo summarize: We are improving the quality of teaching in the Buffalo\n\nschools by doing everything possible directly and indirectly to assist the\nindividual classroom teacher. Our theory is that the teacher is the center\nof gravity in our educational system. We have proceeded on the assumption\nthat teachers are desirous of raising their standards of educational accomplishment, and that this will most easily and rapidly be accomplished as each\nteacher voluntarily and cheerfully sets about the task of increasing her individual capacities and abilities. We have regarded it as our responsibility to\nprovide the kind of opportunities, environment and supervision necessary to\nstimulate and satisfy our teachers' professional ambitions.\n\nA PROGRAM FOR THE NATIONAL EDUCATION\nASSOCIATION\nWILLIAM B. OWEN , PRESIDENT OF THE NATIONAL EDUCATION ASSOCIATION\n\nCHICAGO, ILLINOIS¹\n\nThe National Education Association by its very make-up is concerned\nprimarily with the American public school from the kindergarten to the\nprofessional school. The Association is interested in higher and professional\neducation. It looks upon colleges, universities, and professional schools as\nthe natural destination of the pupils of the public schools who seek higher\ntraining. It draws its teachers from these higher institutions. It looks to\nthese institutions for results of scientific research and scholarship. It recognizes the necessity and desirability of providing these higher institutions by\nthe State and by private benefaction and endowment. But at the same\ntime, the National Education Association by tradition, by practice, and by\nreason of first-hand experience, daily endeavor, and fundamental interest is\nand must remain chiefly concerned with the operation and management of\nthe great public school system. No private institution, no great foundation\nor endowment, no higher institution is competent to furnish the leadership\nor formulate the policies for these schools. Just to the degree that those who\nwork in the public schools receive higher professional training, devote their\n1Dr. Owen's address is printed in full in the April, 1923, issue of the Journal of the National\nEducation Association.\n\n"}
{"page": 952, "printed_page": null, "text": "925\n\nDEPARTMENT OF SUPERINTENDENCE\n\nlives to the service of the schools, and adopt the requisite technique for reaching dependable and valid conclusions about their own work in these schools,\n\nto that degree can the Association collectively and its members individually\ndispense with guidance and control from without and safely assume the\nleadership of the schools. The last quarter of a century has witnessed a\nsalutary and astonishing development in this direction. I do not overlook\nthe fundamental contribution made to this result by higher institutions both\npublic and private and by scholars and investigators attached to these higher\ninstitutions. I am simply emphasizing the fact that in the long run the\ndestiny of the public schools already lies in the hands of those who give\ntheir lives to their service.\n\nBut this independence and responsibility as over against higher institutions\nis paralleled by a similar and closely connected development as over against\nthe lay public. Education even in the lower schools demands special training,\nthe command of a special technique, and the application of a professional\nknowledge and skill that makes direct control and participation by the public\nincreasingly harmful, if not actually impossible. There is emerging, therefore, a profession that must perforce assume to set up its own standards and\nexercise a large degree of self-direction. I need hardly say that whatever\nthe organized profession does it must submit in the last analysis to the public\nthat owns and runs the schools, not for the sake of the teachers, but for the\nsake of the children for whom schools exist.\n\nLEISURE TIME\nHENRY TURNER BAILEY, AUTHOR AND LECTURER, CLEVELAND, OHIO\n\nAll of us who think know that we live in two worlds.\n\nThere is the\n\nphysical world in which we have to eat and sleep and work and earn a living\nand dodge automobiles ! There is besides that a spiritual world, a world\nwhich has been created by the activities of men and women of imagination.\nThe foundation for that spiritual world for us was laid in the marvelous\nepochs of the book of Genesis. That world was enlarged by Homer, who\nadded a whole race of people, who added new cities, new countries, and who\n\nadded the immortal gods. That world was still further enlarged by Cæsar\nwho added not only all Gaul but the provinces beyond the Rhine. It was\nstill further enlarged by Sir Thomas Malory who added the whole marvelous pageantry of that world of the Middle Ages. It was enriched still\nfurther by Shakespeare. What an immortal company he added to that\nworld! It has been enriched by Tennyson, by Browning. It has been\nenriched by Kipling. There was no jungle in the spiritual world until\nKipling's day. Robert Hichens added a desert of the most fascinating sort,\nand Masefield has recently added the,Antarctic Ocean in a way that means\n\nits permanent position in this spiritual world. There was no Cape Cod in\nthe spiritual world until Henry G. Thoreau had the power to put Cape Cod\nout of the physical world and put it over into the spiritual world.\n\n"}
{"page": 953, "printed_page": null, "text": "926\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere are only a few mountains in that spiritual world. Hawthorne\ntook the Mountain of the Great Stone Face and put it into the spiritual\nworld for good.\n\nHomer created the sand beach but there was no little\n\nsandpiper until Celia Thaxter stood with it in the twilight on the beach and\nwrote, \" For are we not God's children both, thou, little sandpiper, and I ? \"\nMoses created the open firmament to divide the waters above from the\nwaters below, but there was no wild fowl flying in the sunset until Bryant\nsaw it there.\n\nNow, that world of the spiritual is a world that has arisen out of the\n\nphysical world but it is different than the physical world. You cannot\nvisit the spiritual world by visiting the physical world. I have been in\nEgypt and seen the Nile, but I assure you that that muddy river which is at\nonce a sewer and a drinking fountain is not at all the Nile ofAnthony and\nCleopatra. I have seen the Jordan filled apparently with pea soup. I tell\nyou that river is not the river you see when you sing the old hymn, \" On\n\nJordan's stormy banks I stand.\" I have seen the Tiber, a little stream\nrunning over pebbles and old shoes and tin cans just as if it were an American\nstream.\n\nYou look at that Tiber and do not see the Tiber out of which\n\nHoratius came when the conscript fathers sought to clasp his hoary hand.\nThat world is shown to us in the book of Revelation under the symbol of\nthe great city that lies foursquare. Did you ever stop to think how large\nthat city is ? The length and breadth were equal, 12,000 furlongs. You\nall learned in youth that forty rods make a furlong and eight furlongs make\namile. Fifteen hundred miles square ! As big as from theAtlantic to the\nMississippi River and from the Lakes to the Gulf. There is plenty of room\nin that city. It is no wonder it had to have twelve gates-three on the\nNorth, three on the South, three on the East, and three on the West side.\n\nI have thought about these gates a good deal and I have written down\nhere the names of the gates in the spiritual city, the city that came down,\nis coming down constantly out of heaven to men. On the North, the cold\n\nside, are the gates called philosophy, and biography, and belles-lettres. That\nis a fine old term, and in these days, few indeed there are who go around to\nthe North side of the city to get in. But, many of us go inby the South side,\nthe sunny side, the side of the easy gates. Those are fiction and nature\nstudy and religion. The gates on the East side are music and poetry and\ndrama, and the gates on the West side are architecture and sculpture and\npainting, and the human spirit that is adult is the human spirit that upon a\nmoment's notice can escape from the physical world with its inconveniences\ninto this celestial health resort, this great city of the soul, this country of\nsatisfaction, of vision.\nTurner has painted its skies. You can see them any moment by looking\nat his canvasses. Corot has painted its shady nooks and its little pools\nreflecting the sky. Fritz Thanlow has painted its rivers and streams. You\ncan see the emperors and kings that reign immortal in that world by studying the canvasses of Van Dyck. You can see the people who live in fadeless\nyouth by looking at the canvasses of Raphael and Sir Joshua Reynolds. You\n\n"}
{"page": 954, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n927\n\ncan see the immortal craftsman if you will look at the canvasses of Frans\nHals. You can see the peasants through the eyes of Millet. You may know\nthe immortal animals if you know the works of Landseer. You may hear\nthe music of that realm any moment if you find somebody who can interpret\nthe bars and dots of Mendelssohn or Beethoven or Mozart or any of the\nsweet singers of Israel.\n\nYou may enter that realm through the writings of those who have loved\n\nnature and written of the common things of every day, and you are a free\ncitizen of that realm if you are a person of the right sort.\nLeisure time is the most precious gift we have and the most dangerous\n\ngift. They tell us that if the products of industry were properly divided\nat the present time nobody in America would have to work over four hours\na day. I hate to think what would happen if the bulk of the people in\nAmerica had to work but four hours a day.\nWhat do the people do with their leisure time now? What do they do\nwith their one hour a day or two hours a day or whatever it may be? They\nspend it for the most part loafing or gossiping or drinking (even under\nprohibition) or gambling (even if it is called bridge whist) or in some form\nof physical entertainment, including for the most part the movies. Suppose\npeople had more time to spend in those ways. The more time the American\npeople have to spend in those ways, the worse the American people will\nbecome.\n\nThe more closely we are bound to machinery, to the great corporations,\nto the great business of the country, the more essential it is for us when we\nhave a moment of leisure to eat something other than the apples of Sodom\nand to drink something other than the waters of Lethe. The only hope of\ntheAmerican people is this great spiritual world of which I have been talking\nto you and unless we can train our boys and girls so that through some faddrawing, designing, painting, music, poetry-some form of activity which is\na gateway to the spiritual world, unless we can train our boys and girls so\nthat in their busy life they can immediately escape into that realm of\nspirit, there is no hope for the future of America.\nI am not saying one word against teaching typewriting and stenography\nand accounting and woodworking and printing and all the rest of the things\nwhich help boys and girls to earn a living. There is a certain-I suppose\nthere must be a certain-value in vocational guidance. Certainly this\naudience and every American audience shows the futility of it as it has been\ncarried on. You can't find a single person at forty who is doing what he set\nout to do at twenty. I have no quarrel with all the things that are practical,\nyou understand this industrial education business and agriculture and all\nthe rest of it-but I tell you it is more important to tell how to make a life\nthanit is toknow how to make a living. And, when the leaders of education\ninAmerica give up their high ideals, forget this realm of spirit in which we\n\nlive and move and have our being and are content to teach the things which\nperish with the using, to give their time to the things which are seen, which\n31\n\n"}
{"page": 955, "printed_page": null, "text": "928\n\nNATIONAL EDUCATION ASSOCIATION\n\nare temporal, and forget the things which are unseen and eternal, then it is\nhigh time to reorganize the National Education Association again.\nNow, it is possible for us in public schools to teach our topics in such a\nway that we prevent the children from getting in any of these doors. I was\ntalking on the subject of religion a few days ago, and I made some mention\nof the importance of the knowledge of the Bible as an entrance to this great\nspiritual realm. Aman said, \" Don't mention Bible to me. Iknowjust one\nverse of the Bible and I don't care to know any more.\"\n\"\n\nI said, \" How did it happen?\n\n\" I was a naughty boy once and my father, who was a Baptist deacon,\nmade me learn as a punishment that verse' The eye that mocketh at its\n\nfather and ceaseth to obey the law of its mother, the ravens of the valley shall\npluck it out and the young eagles also shall eat it.\" \"\nOur religious education is rather important and it has got to be reformed\nin the direction of letting every boy and girl know the greatest single book\nin the spiritual world-the Bible.\n64\n\nWhen in the old days we taught our children to analyze and parse Lady\nof the Lake,\" we put a barrier before one of the gates. When we teach\nour children of the primary schools to recognize bars and sharps and flats\nand whole notes and quarter notes and all the rest before we teach them\n\nmusic, we construct a barbed wire entanglement in front of the gate called\nmusic.\n\nWe may teach drawing and design in such a way that children hate it but\nwe may teach them in such a way that every lesson is a window into this\ngreat realm of infinite satisfaction.\n\nThe teacher who teaches as he ought is well described by Ralph Waldo\nEmerson :\n\" Day by day for her darlings to her much she added more ;\nIn her hundred gated Thebes every chamber was a door,\nAdoor to something grander-loftier walls, and vaster floor.\"\n\nNow, the public schools, I repeat, should be taught in such a way that\nevery child who goes out from the public schools should go out with a predetermined fad. Let him love poetry, drawing; let him love music, nature\nstudy. I don't care what his fad is, but unless he has a fad, the thing that he\n\nloves, that he would rather do than anything else, alongside of the thing he\nwillhave to do, he will never live the larger and more abundant life.\nI envy for you teachers and superintendents all the success in the world\nin reorganizing taxation for the benefit of the public education, all the\nsuccess in the world in getting magnificent school buildings and all the\nequipment they can possibly have, but I tell you I envy more those teachers\nto whom the next generation will look back and say with love, \"Whether\nthis man be a sinner or not, I know not. One thing I know-he opened\nmy eyes.\"\n\n"}
{"page": 956, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n929\n\nEDUCATION FOR DEMOCRACY\nNEWTON D. BAKER, PRESIDENT , CLEVELAND CHAMBER OF COMMERCE\n1\n\nCLEVELAND, OHIO\n\nWhat is it that I bring out of my experience in school and college that is an\nimperishably rich possession ? The contact with four or five great, luminous,\ninspiring personalities. The earliest was a woman who taught in the high\nschool of a country village, still alive, venerable in years now and still\ntouching lives and making them nobler and more aspiring just as she did in\nthe days of her youth and strength. Two or three college professors, and\nthen a law school teacher or two. When I try to think of the rest of my\ncollege course, it always becomes dim and obscure. I know I went through\n\nit because my university, which has the truth in its shield, has certified to\nthe fact. But, those great personalities are just as vital and just as vivid\nand just as influential to me now as they were in the days when I was young\n\nand tender and green and easily taken by the hand and led.\nI once heard President Wilson utter a sentence which I think will always\n\nremain with me. It was, \" I have always thought it was impudent for any\nman to predict out of what part of democracy virtue will spring.\" So, I say\nto you, sometimes the raw material may seem unpromising. Sometimes there\nmay be a refractory medium for your ideas and impulses, but there is something in democracy that generates virtue and these children that pass through\nyour schools and your hands and out into life will bring, without your\nknowing it, the inspiration of the high ideals which you have and educationally become through your inspiration the key that unlocks the door to the last\nmystery which democracy has to solve in order permanently to succeed.\n1Mr. Baker's address is printed in full in the April, 1923, issue of the Journal of the National\nEducation Association.\n\nTHE COST AND THE FISCAL ADMINISTRATION OF\nSCHOOLS : SOME FACTS FROM THE EDUCATIONAL\nFINANCE INQUIRY\nGEORGE D. STRAYER, CHAIRMAN OF THE EDUCATIONAL FINANCE INQUIRY\nCOMMISSION , AND PROFESSOR OF EDUCATIONAL ADMINISTRATION\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nAny inquiry concerning the financing of education must consider the increased cost of our public school system. That public education is costing\nmore now than it did ten years ago is commonly accepted. In the year 1910\nthe current expenses for public education in the United States amounted to\n\n$390,500,000. In 1920 we spent $970,930,000 for the current expenses of\nour public schools. These aggregate figures must, however, be interpreted,\nifone would reach an intelligent conclusion concerning the support of our\nschools. During the period under consideration there was a very great\nchange in the purchasing power of the dollar. There was, as well, an increase\n\n"}
{"page": 957, "printed_page": null, "text": "9.30\n\nNATIONAL EDUCATION ASSOCIATION\n\nofthirty per cent in the number of days of schooling provided. To these two\nfactors must be added the further fact of a very large increase in attendance\nin the upper part of the school system where costs are necessarily high.\nWhile we have spent many more dollars we have not in anything like\nthe same proportion increased the support devoted to the quality of the\nfacilities or service furnished. It appears from data which are available for\nthe years 1921 and 1922 that the amount of money spent for education has\n\ncontinued to increase during this period. It is, on this account, increasingly\nimportant that we inquire concerning school costs and with respect to the\nfiscal administration of our public school system.\nNo less interesting than the aggregate figures are the comparisons with\nhave been instituted among the several communities within a single state.\nIn the State of New York, where an intensive study has been made, for the\nyear 1920-21, in one community the current expense per pupil in average\ndaily attendance in elementary schools was $26. In another community\nwithin the same State the current expense per pupil in average daily attendance in elementary schools was $272. In like manner, the current expense\nper pupil in average daily attendance in high schools ranged from $52 to\n$1132. In kindergartens the current expense per pupil varied from $21 to\n$113 . The smallest cost per pupil in both elementary and high schools and\nthe highest cost, as well, were found in the rural or small village school\ndistricts. The variations in cost among the larger cities were relatively\nsmall. These variations increased progressively as the size of the community\ndecreased.\n\nThe property tax furnishes almost all of the revenue for schools in the\nState of New York. The variations in the equalized assessed value of prop-\n\nerty per capita is as great as that shown for school expenditures. While\nin the main the wealthier communities spend the larger amount per pupil,\nit often happens that poor school districts have the higher tax rates. The\nscheme of aid provided by the State of New York neither equalizes the\nsupport provided for education, nor the burden of taxation borne by the\nseveral communities. It is the purpose of State aid to equalize both the\nopportunity for education, and the burden of taxation through the redistribution of revenues collected by the State to the several communities. It\nhas been proposed, as well, that the State provide funds in order to reward\nthose communities which show unusual effort, by maintaining their schools\n\nat a higher level or by undertaking unusual activities. The evidence from\nthe State of New York, or from any other State, will show, that it is\nimpossible to accomplish both of these purposes by any scheme of distribution\nthat may be proposed. If opportunity and burden are to be equalized, the\nState must levy a tax upon the property or income of all of the people, or in\nsome other manner secure revenues by a system of taxation which bears with\n\nequal weight upon all. If these funds are distributed in order to reward the\neffort made by progressive communities, rather than to equalize the burden\nof taxation to be borne, it must follow that the poorer and less progressive\ncommunities contribute to the development of the better program of education in the more progressive communities.\n\n"}
{"page": 958, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n931\n\nThe more one familiarizes himself with the systems of State aid now\noperating in the United States the more certainly he is driven to the conclusion that the result that we seek to achieve within the State with respect\n\nto the equalization of educational opportunity can be brought about only by\n\nproviding for State support. We have been moving in this direction. In\nmany of the States the part of the total cost of maintaining schools borne by\nthe State has been steadily increasing during the past decade. In one State,\nDelaware, complete State support has been instituted. In Maryland the\nState seeks to equalize opportunity by providing such funds as are necessary\n\nin support of a minimum standard school system, after the county has levied\na 67 cent tax based upon assessments which are equalized throughout the\nState. We shall make more rapid progress in the direction of providing an\nequalized educational opportunity for all of the children of a State when we\naccept as fundamental the principle of State support.\nIn our inquiry in the State of New York we have found the greatest\nvariety with respect to budgetary procedure and school accounting. Even in\nmany of the urban communities it is not feasible upon the basis of the\naccounting found to determine the costs of elementary schools, of high\nschools, or of other parts or divisions of the school system. It was necessary\nin order to separate the cost of elementary education from high school education to devise a formula which would permit the allocation of certain of the\nmajor items of the budget among these and other divisions of the school\nsystem.\nCareful investigations were undertaken in those communities in\nwhich accurate accounts were kept. After trying various methods of allocation it was found that the expenditures for the salaries of teachers in any\ndivision of the school system as related to the total expenditure for salaries\nof teachers by the school system gave the best measure for the allocation of\nother charges. If-for example-elementary school salaries were 70 per cent\nof the total expenditure for salaries then it was found that approximately\n70 per cent of the expenditures for fuel, for text books and supplies, for\njanitorial service, and the like, were chargeable against the elementary\nschools. In carrying through this investigation 35 cities were used. The\ncost calculated by means of the formula as compared with the bookkeeping\ncosts recorded were too high in 17 cities; too low in 17 cities; and in one\ncitythe allocated cost and the calculated cost were identical. The average\nvariation of the calculated costs from the true costs was only one ninth of\none per cent.\n\nAs satisfactory as this method of allocating cost had been in handling the\nfigures for some hundreds of cities and villages within the State of New\n\nYork, it is not defensible within a single school system. More adequate\naccounting should be undertaken in most of our school systems.\n\nIt seems\n\nreasonable to propose that such accounting be undertaken immediately in\nour cities. The administration of schools in the smaller villages and rural\nareas by lay boards of education without adequate professional administrative\nservice precludes the possibility of accurate accounting for these areas. Only\nas larger units of administration are organized can we hope to develop adequate accounting throughout the State.\n\n"}
{"page": 959, "printed_page": null, "text": "932\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe situation in the State of New York with respect to budgetary procedure is even less satisfactory than in the field of accounting. Few school systems base their estimates of expenditures upon accurately determined costs\n\nfor the years immediately preceding. In many cases the merest guesses are\nmade with respect to the funds that may be available for the period under\n\nconsideration. Some budgetary procedure requires not only accurate estimates of cost, but also estimates of income and a statement of the work\nprogram to be followed. It is of the greatest importance that budgetary\nprocedure be improved, that boards of education adopt budgets which limit\ntheir appropriations to their income and that they confine their expenditures\nto the appropriations voted. With such procedure established the electorate\n\nof the several communities involved may be expected to show greater interest\nin the problem of financing education and to act more intelligently with\nrespect to the support of their schools.\nThe fiscal administration of schools is made more difficult in a number of\n\nthe cities of the State of New York by virtue of the fact that the board of\neducation is required to present its estimates to a reviewing body which has\ncontrol over the amount of money to be spent for public education. This\nplaces the board of education and their executive officers in the unfortunate\nposition of developing a budget without any assurance that it will be accepted by the general municipal authority. The work program which has\nbeen adopted may have to be thrown overboard if the reviewing authority\nfails to furnish the money.\n\nAn inquiry has been instituted concerning the effect of the separate\nfinancing of city school systems. Data were secured from 377 cities located\nin all parts of the United States. The investigation shows conclusively that\nthe separate financing of schools does not result in extravagance. There is\npractically no difference in the total expenditure for all school purposes per\npupil in average daily attendance as between the cities in which schools are\nseparately financed and those in which the school budget is determined by the\ngeneral municipal authority. The significant differences with respect to\nfiscal administration are such as to leave the question of the desirability of\none form of administration as over against the other to be determined by\nother considerations.\n\nThe cities in which the boards of education are in\n\ncomplete control of the finances of the school system, including the right to\nlevy taxes, show a larger tax rate, a larger percentage of the total municipal\ntax rate devoted to schools, a larger expenditure per pupil in average daily\nattendance for general control, for maintenance of plant, for fixed charges,\ncapital outlay and debt service, than do the dependent. On the other hand,\nthe communities in which the boards of education are dependent upon the\ngeneral municipal authority show a larger bonded indebtedness per capita,\na larger expenditure for instructional service. The technique employed in\ndetermining which of these differences were significant were applied as well\nto certain educational factors reported in Dr. Frasier's study entitled, \" Fiscal\nControl of City School Systems.\" It was found that the independent cities\nshowed a greater percentage of 16 and 17 year old children enrolled in the\n\n"}
{"page": 960, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n933\n\nschools; that they provided a larger percentage of their pupils with sixty\normore square feet of playground space each; that a larger percentage of the\nchildren enrolled attended school all day in adequate school buildings owned\nby the city. It appeared that the dependent cities had a somewhat larger\npercentage of women elementary school teachers who had six or more years of\ntraining beyond the grade of the elementary school.\nIn the light of the evidence made available by this inquiry, it seems fair\nto propose that the question of the separate financing of municipal school\n\nsystems be considered on grounds other than that of the cost to the community\nof the schools administered under the one or the other form of organization .\nThe Educational Finance Inquiry Commission expects to be able to send\nits first series of reports to the press within the next three months. In these\n\ndocuments, when they are available, will be found significant data not only in\nthe fields mentioned in this brief statement, but with respect to many other of\nthe fiscal problems confronting school administrators.\n\nTHE TAX PROBLEM IN RELATION TO THE FINANCING\nOF PUBLIC EDUCATION\nROBERT M. HAIG, ASSOCIATE PROFESSOR OF BUSINESS ORGANIZATION\nSCHOOL OF BUSINESS , COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe diagnosis of the Educational Finance Inquiry has thus far revealed\nno difficulties which are baffling in character, and no ailments which may\nnot be expected to yield to proper treatment. I am not one of those who\nthink that our youthful experiment in universal free education is doomed to\ndie an early death from mal-nutrition. On the contrary, I believe that our\nresources will prove sufficient to give us everything we really want in public\neducation, if we can decide intelligently what we really want and want it\nbadly enough. I believe that we have sufficient intelligence to marshal those\nresources without doing violence to the other vital interests of the community and that we have sufficient moral stamina to undergo the exertions\nor to make the sacrifices which are involved. Fundamentally, the problem\nis one of social values and the facts reveal no sound basis for a belief that,\nwhen the situation is fairly stated, the community will assign education to a\nlowly position in the scale of things which it holds precious. No serious\nstudent of history and of political institutions, can doubt that we shall, as a\npeople, tend constantly to increase rather than diminish the share of our\nresources and effort which we devote to the ends of education.\n\nUndoubtedly, it was a recognition of the danger of self-diagnosis and\nfinancial patent medicine which gave rise to a demand for the investigation\nwhich the Educational Finance Inquiry has inaugurated. Educational administrators were conscious of the naive character of many of the demands\nfor\n\nnew sources of revenue.\" The facts and the analysis contained in the\nforthcoming report of the Commission will, we hope, clarify the general\n\n"}
{"page": 961, "printed_page": null, "text": "934\n\nNATIONAL EDUCATION AssociatION\n\nissues involved and be of assistance to educators in establishing a firm foundation for a sound program of school finance.\nOur facts appear to show that a change of far-reaching importance has\nbeen taking place in the character of our economic life-a change which\nmay fairly be described as revolutionary. Peculiarly enough, it has come so\ngradually that few have been fully conscious of it and there has been a complete failure to make the structural readjustments necessary to care for it.\nThe phenomenon of which I speak is the enormous increase in public expenditures. Our figures show that in 1920 the total public revenues of this\n\ncountry, National, State and local, were in excess of eight billion dollars,\nwhich means that approximately 15 per cent of our total income was spent in\nconnection with public enterprises. We now do nearly a sixth of our work\n\ncollectively under governmental control. Only a few years ago the fraction\nwas negligible. The war, of course, is responsible, directly or indirectly,\nfor most of the increase but as the federal expenditures on account of the\nwar decline, State and local expenditures continue to mount so that the\n\naggregate is not being perceptibly reduced. It was not perceptibly reduced\neven in 1921 , when, due to the economic depression, our National income\n\nshrank fully one-fourth, perhaps as much as one-third. One need not go\nfurther than this for an explanation of the general complaints we hear re\ngarding heavy taxes.\nA famous French philosopher once said that taxation was the art of\nplucking the greatest possible number of feathers from a goose with the\nminimum amount of squawking. If this Frenchman were alive today, he\nwould scarcely recognize the tax-paying goose of his epigram. In the course\nof the evolution which has taken place he has become a much wiser birdmore like an owl than a goose. As he has acquired intelligence,hehas largely\nput a stop to that type of taxation which consists of a surreptitious snatching\nof feathers. He now submits to the plucking only after his consent has been\nformally secured, and normally he squawks only when he feels thathe is not\ngetting his money's worth or when he suspects that some other bird is\nescaping with less severe treatment. Consequently, the problem of taxation\nis very different in its character from what it formerly was. Itno longer\nconsists of merely evolving some clever method of snatching a handful of\nfeathers from some spot hitherto overlooked. It involves acareful explanation to the taxpayer, a demonstration that the sacrifice will bring a commensurate return and an assurance that the other taxpayers are doing their\njust share as measured by the standards of equity commonly accepted in\nthe community.\n\nHas the change from the old days of insignificant taxes been accompanied\nby corresponding changes in our governmental machinery for deciding issues\nof fiscal importance, or are we depending on old and inadequate methods?\nHave we recast our revenue system so as to place the cost where, according\nto modern democratic standards, it rationally belongs? Everyone knows\nthe answers to these questions. We are attempting to pour new wine into\nold bottles. We are using an ox team to haul a twenty-five ton truck load.\nWe are, in effect, asking a cheap clerk and an office boy to administer a\n\n"}
{"page": 962, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n935\n\nbusiness running into billions. We are committing almost every crime in the\neconomic and political decalogue.\nIs it any wonder the business man often thinks of his taxes as money\nthrown into the sea? Is it any wonder that financial support for objects\nwhich have demonstrable value to the community far in excess of cost is\ndifficult or impossible to obtain ? Taxes for education amounted to 30 per\ncent of all State and local revenues in 1920. The problem of school taxation\nis the problem of taxation in general. It is not an insignificant appendage.\n\nConsequently the difficulty from which education is suffering is deep seated.\nIt can be adequately met only by revolutionary changes in our fiscal\nmachinery and our governmental organization.\nIn spite of our clumsy and inadequate fiscal and political machinery, we\nhave found it desirable to expand our public expenditures steadily, and, as\nmeans of communication and other administrative aids increase in quality,\nthere is no rational reason for believing that the number of things which can\nbe best done collectively, and, of course, their cost, should not continue to\nincrease. At any one time we should do publicly all those things which we\ncan best do publicly. If greater returns can be obtained by using a dollar's\nworth of economic effort in collective public action than can be obtained by\nleaving it in the pockets of people to be privately spent, it is merely commonsense to spend that dollar collectively.\n\nBut the point is that we have run close, perhaps dangerously close, to the\nlimit under our old forms of organization and with our obsolete machinery.\n\nThe old forms creak and groan under the strain. The community is unable\nto distinguish clearly between the things it wants more and the things it\nwants less. As a consequence there is waste in the sense that we spend much\npublic money for things that are not worth the cost, and refrain from spending public money for certain things we want very much indeed because of\nfear lest such expenditures may open the floodgates of indiscriminate public\nexpenditures. There is a vast unfinished task of political and economic reorganization which must be attended to if we are to continue to increase\npublic expenditures at the rate set during the last decade. The problem of\neducational finance is a part of this wide general problem. It cannot be\n\nsolved satisfactorily until the general problem is solved. Some progress\nis being made toward a solution, and school men are among those who are in\nthe front line of the battle. But the character and magnitude of the task\nis still only faintly perceived. The issue in the battle is perhaps the very\n\nlife of democracy itself. We must then reconcile ourselves to a study of our\npolitical and governmental forms with the object of evolving new types of\norganization, which will make it possible to secure intelligent clear-cut\ndecisions as to what the people really want in the way of education and\nother public activities.\n\nThis raises the question as to what is meant when we say that we really\nwant something. Economic demand is not mere ineffective desire. It is\ndesire backed by purchasing power. Let us keep in mind this simple truth.\n\nIfwe wish something we do not have more costly education for examplethere are two ways of solving the economic problem involved in getting it.\n\n"}
{"page": 963, "printed_page": null, "text": "936\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe can produce more or give up something we now have, but which we care\nless about.\n\nIn other words, there is the choice on the one hand of working\n\nharder or more intelligently, and, on the other, of diverting our effort from a\nless desirable to a more desirable object. Accumulated stocks of wealth are\nso relatively unimportant that they can be ignored in a general discussion\nsuch as this. For practical purposes the option is produce or abstain .\nNeither option is pleasant. One would prefer to work less rather than\nmore.\nHe would prefer not to give up anything he has now even chewing\ngum. Moreover, the diversion involved in substituting education for chewing gum undoubtedly involves both abstinence and waste. The factory does\nnot automatically become a high school or a factory hand a teacher ofphysics.\nBut the option remains just the same. There is this saving grace, that when\nthe additional thing desired is education there is a probability that present\nsacrifices will make it possible to produce more easily in the future, but the\ndisagreeable necessity of making present sacrifices remains.\nIt may be well to pay one's respects to the chewing-gum argument in\npassing. It sometimes seems that educators are prone to think that they\nhave gone to the bottom of the science of economics when they have mentioned\nthe amount of our annual expenditures for chewing-gum. We do spend\na shamefully large sum for such things. But we should notbe content to use\nthe mere size of this sum as an anæsthetic which dulls us into ahappy-golucky notion that because this sum is large, the sum needed for education is\nnegligible. The true use of this argument is as an indictment of our social\nvalues and as a challenge to missionary effort. If we want to make chewing\ngum money available for education we must shame the people into giving up\nthe chewing gum. They must abstain. And we must be sure not only of\ntheir willingness to abstain but of their willingness to take the temporary\nloss of the now useless chewing gum factories. The possibilities of diversion\nare very great, as are the possibilities of increased productivity. But let us\nnot blind ourselves to the fact that both increased production and diversion\nof economic resources involve sacrifices.\n\nIt is a question of demonstrating\n\nthat the probable benefits outweigh the sacrifices.\nThe problem of taxation, in the very narrow sense, difficult and compli-\n\ncated as it may seem, thus falls into proper perspective as a subsidiary question. If a community is politically articulate, if it has an efficient and trustworthy public service, if it really wants education enough to produce or\nabstain, the question of adjusting the system of taxation becomes relatively\nsimple.\n\nBut once more let me emphasize that the problem of educational finance\nis not coterminous with the tax problem in this narrow sense. For school\n\nfinances present an acute problem in States like New York and Wisconsin\nwhich have put their tax systems in relatively good order. There the\n\nlimiting factors appear to be largely questions of political and governmental\nreorganization. In certain other States the problem appears to be primarily\none of the skillful husbanding of scanty economic resources. Atax system\nis not in itself productive in the economic sense. It is a mistake to think\n\n"}
{"page": 964, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n937\n\nof it as a gushing spring. At best it is only a pump and a new pump is no\ncure for a dry well.\n\nTaxes are after all only mechanical devices for distributing public costs\nin the way which is most satisfactory to the community. The really serious\nobstacles to adequate financing of public activities are not a lack of such\ndevices. This is said with a full appreciation of the fact that some rich\n\ncommunities which really want to raise more money find themselves limited\nby the crudeness of their tax system. This is a pitiful situation but one which\nought to be quickly and simply relieved. There is not a State in the Union\nwhich has not lying plainly before it many steps in a plan of rational tax\nreform which it does not take because of the other elements in the problem\n\nto which I have already called your attention. Fiscal theory is leagues ahead\nof administrative competency and political efficiency.\nAt this point let me recall to your minds the masterly address which my\nold teacher and honored colleague, Professor Seligman, made before this body\na year ago. He pointed out the shortcomings of the general property tax\nupon which we depend for so large a share of our school revenues and he\ndid it so effectively that it is superfluous for me to attempt to emphasize his\ndenunciation. I merely wish to testify that his conclusions find a hearty\nresponse from all qualified students of the problem. It is hopeless to continue to depend upon this system as the sole source of State and local revenue\nifwe are to hope to finance the program of public education.\nThe apparent impotence of some of our States to eliminate obvious defects\nin their tax systems is one of the most discouraging elements in the present\nsituation. One need not go far afield for illustrations. The State of Ohio\nhas a tax system which flatly presents to every citizen the option of being\nan intelligent liar or an economic fool. The percentage of economic fools\nruns very low. The tax system of this State is a sham and disgrace. Everybody knows it. But the discouraging part about it is that they knew it\nperfectly well thirty years ago. In the year 1895, the Chamber of Commerce of this City of Cleveland received a report from its special committee\non taxation which said, among other true and bitter things, that: \" The\nexisting system is the product of the greatest injustice; under its sanction,\ngrievous wrongs are inflicted on those least able to bear them; these laws\n\nare made the cover and excuse for the grossest oppression and injustice ; above\nall and beyond all, they produce in the community a wide-spread demoralization; they induce perjury; they invite concealment. The present system is a\nschool of evasion and dishonesty. The attempt to enforce these laws is\n\nutterly idle. \" Nearly thirty years has passed during which this paragraph has\nbecome recognized as one of the most classic bits of denunciatory eloquence\n\ninthe literature of public finance. Yet it could with justice be applied to\nthe situation as it exists in Ohio today. Moreover, most of our States are in\n\nnoposition to sympathize with Ohio. The conditions in many of them are\neven worse .\n\nI should like to commend to your earnest consideration and possible supportthe program of the National Tax Association. Although school taxes\n\n"}
{"page": 965, "printed_page": null, "text": "938\n\nNATIONAL EDUCATION ASSOCIATION\n\nmay be the most important single element in our system of State and local\ntaxation, let us not attempt to fight this battle alone when it is possible to\njoin hands with skilled and intelligent allies. I wish to urge upon you\nschool men the desirability of consulting the practical tax men in your\nvarious States-your State tax commissioners and similar officials-in formulating your programs of reform in taxation. The National Tax Association\n\nis an organization of the tax men of the country. Some time ago it appointed\na committee to draw up a model plan for a system of State and local taxation.\n\nThe preliminary report of this committee has been published, and its general\nconclusions have won widespread support among students of the problem.\nThis plan calls for the abandonment of the attempt to tax intangible personal property under the general property tax. It suggests supplementing\n\nthe tax on tangible property with statewide levies on personal and business\nincomes along the general lines worked out in the tax systems of New York.\nMassachusetts, and Wisconsin. There is general agreement among those\nwho have given thought to the problem that this program offers the next\nlogical step in tax reform in most of our States.\n\nHowever, let us not be misled into a belief that a given program constitutes a final solution. Tax reform is a slow evolution. As our administra-\n\ntive skill increases, as the legal obstacles to reform disappear, as taxpayers\nbecome more fully conscious of the true economic character of taxation,\nthere is every reason to believe that the program of tax reform will become\nprogressively more refined and more highly developed.\nI believe that the problem will be solved, because I believe in education.\nSurely we can hope soon to begin to reap where we have sowed. Surely after\na century of free public education we should be able to count upon a citizenship intelligent enough to grasp the problem, energetic enough to grapple\nwith it, and wise enough to work out a sound solution.\n\nTWO PHASES OF WHAT THE SCHOOLS DO IN RELATION\nTO WHAT THEY COST\nHERBERT B. BRUNER , SUPERINTENDENT OF SCHOOLS\n\nOKMULGEE, OKLAHOMA\n\nThere is a great need in America today for a standardized method of\ncomputing costs. The call is just as urgent for a uniform method of measuring results. This could best be brought about by the Federal Government\n\nthrough a Department of Education thoroughly financed and equipped for\nthe work. Until this is a reality, the burden of the work of informing the\npeople who support schools regarding educational costs and results falls\nsquarely upon the shoulders of superintendents. Every school head has\n\nmade some study of the costs and the results of the system under his control\nbut most surprising inequalities will be revealed to many of us if we make a\n\n"}
{"page": 966, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n939\n\nmore detailed study. Results can often be had in larger and better quantities\nif they are measured accurately. I am forced to these conclusions by some\n\nstudies made in my own school system and hence am presenting this paper\nas though the title read, \" What Have The Okmulgee Schools Done in\nRelation To What They Have Cost ? \"\nThis scheme is not presented as a model but merely as one of the methods\n\nthat may be used in a typical American city with a population of twentyfive thousand. In order that the cost study may be more readily understood,\nmay I not tell the type of system which prevails or in other words, what the\nschools have done. There are three primary schools containing grades one\nto three, inclusive, six major ward schools including grades one to six, one\nopportunity high school ungraded and one six-year high school. In the\nregular ward schools, there are no children in the first six grades over twelve\nyears of age. If they reach the age of thirteen and have not finished the\n\nsixth grade they are moved to the opportunity high school. In this special\nclass high school, they are offered subjects of that degree of difficulty which\nthey can master; for example, a fourteen-year old boy may have third grade\narithmetic, fifth grade spelling, high school carpentry, etc. In each of the\nmajor ward schools there are in addition to the regular classes, two types of\nspecial classes ; 1. Classes which contain children with I. Q.'s lower than\n85 and with corresponding grades of work in school. These are placed in\nspecial rooms by themselves in groups smaller than the regular classes ; 2.\nclasses for children gifted with I. Q.'s of 110 or over. These are also placed\nin special rooms by themselves and given special instruction. The four\ncriteriawhich are used both for special class pupils and for children in the\nnormal grades are : 1. two group mental measures ; 2. educational tests; 3.\nhome conditions and teachers opinions ; 4. accumulative school records. In\naddition to these four criteria, individual psychological tests are applied to\nstudents before they are placed in either the gifted or special classes or the\nopportunity high school. When this arrangement has been completed it will\nmean that approximately both the upper and lower 10 per cent of the\nward school children will be in special classes for the gifted or underprivileged.\n\nIn grades seven, eight and nine of the six-year high school children are\ngrouped in sections of 20 to 30 according to the same four criteria given\nabove. In the seventh and eighth grades every student is required to take\nin addition to his English, citizenship, mathematics, school health and\nmusic, eight nine weeks courses, four in each grade. These are called\n\nFinding and Broadening courses and represent typical cross-sections of each\ndepartment in the senior high school. Here an attempt is made to find for\nwhat each child is by nature best fitted.\n\nSince there have been many studies made of costs and results of typical school work and since time will not permit of a discussion of costs and\n\nresults from all angles, I have selected for consideration a comparison of the\n\n"}
{"page": 967, "printed_page": null, "text": "940\n\nNATIONAL EDUCATION ASSOCIATION\n\ncosts and results of the two more or less unusual features which our schools\n\nare attempting, namely; the classification scheme whereby pupils of like\nabilities are placed in classes together and second, the finding and broadening\ncourses of the seventh and eighth grades.\nLet us first consider the classification scheme. In the elementary schools\n\nwhich include the first six grades there were 2191 pupils enrolled, 1856 or\n84.2 per cent of whom were in regular grades, 246 or 11.2 per cent of whom\nwere in the special classes while 89 or 4 per cent were in the classes for\ngifted children. A study of the costs of this type of classification reveals\nsome interesting conditions. For example, instruction costs in regular\n\nclasses, were in round numbers $20 per semester per pupil, in the classes for\ngifted children, $29 or 45 per cent more, in the opportunity classes for underprivileged pupils, $44 or 120 per cent more.\n\nIn the regular classes the\n\naverage number enrolled per teacher was approximately 31 while in the\naccelerated classes there were only 22 per class and in the special classes only\n19. This coupled with the fact that higher salaries are paid to the teachers\nof these special classes explains practically all thedifferences. Whether or not\nwe are justified in the tremendous differences in expenditures is questionable.\nI thing all educators would readily assent, however, to the general correctness of the plan of placing pupils of the same ability together. Until better\nmethods of raising school money than we now have are discovered, it may\nbe necessary to place the same number of pupils in the classes for gifted\nchildren that we do in the normal classes although this procedure is far from\ndesirable. The Board of Education at Okmulgee was sold to the additional\nexpenditures in the special classes by the argument that the normal classes\nare really the chief benefactors when the three or four poorest and the three\nor four best pupils in every class are removed to special rooms. Itisa\n\nmatter of common information that the average conscientious teacher gives\nat least one fourth of her time to the one tenth of her pupils who are the\npoorest in her room; this means that the nine tenths must content themselves with three fourths of her time.\nTABLE I-PER PUPIL COSTS-ELEMENTARY SCHOOLS\n\nFIRST SEMESTER, 1922-23\n\nOKMULGEE CITY SCHOOLS , OKMULGEE, OKLAHOMA\n\nCost per pupil\n\nTotal teachers' Average\nAverage\nTypes of classes\nmonthly daily\n\nfor instruction\nbased on\n\nsalaries\n\nenrollment attend\n\nBudgets\n\nallowed\nvarious types\n\nCost per pupil\nfor supplies, esc\nbasedon\n\nI of classes\nAv. enrl .\n\nAccelerated . ' $ 2,625.00 '\n\n89.2\n\nAv. d. att.\n\nAv. enrl\n\nAv.d att\n\n85.8 $29.43 $30.59\n\n$24.82 $0.28\n\n$0.29\n\nRegular .... 38,369.62 1855.98 1756.9\n\n20.67\n\n21.89\n\n514.68\n\n0.28\n\n0.29\n\n10,975.00\n\n44.13\n\n51.89\n\n752.50\n\n3.05\n\n3.56\n\n$51,969.62 2191.58 2054.2 $23.71 $ 25.30 $ 1,292.00 $0.59\n\n$0.63\n\nSpecial\nTotal\n\n246.4\n\n211.5\n\n"}
{"page": 968, "printed_page": null, "text": "941\n\nDEPARTMENT OF SUPERINTENDENCE\n\nTotal Salaries, Supervisors and Principals *\nCost per pupil for administration and supervision :\n\n$9,725.00\n\nBased on average enrolment ...\nBased on average daily attendance .\n\n4.46\n4-73\n\nTotal expenditure exclusive of capital outlay and main62,986.62\n\ntenance of plans * ...\n\nTotal per pupil costs in elementary schools : *\nBased on average enrolment ....\nBased on daily attendance .\n\n28.74\n30.66\n\nBy following the results shown in table I we arrive at the conclusion that\nthe division of students according to ability costs more money than the regular\nplan. But what are the results ? We have no draft horses working side by\nside with race horses. Each child feels that he is equal in ability to those\naround him and hence that effort will count and it does. The percentage\nof failures has been materially lowered, for children are being put at tasks\nsuited to their capacities and are no longer discouraged by being placed\nwhere some students gallop away from them with ease or where they\ncan finish their own work in half the allotted time and spend the remainder in habits of idleness. In other words, they are now at tasks at which\nthey succeed rather than fail. In the classes for gifted children the enriched\ncurriculum and livelier competition has made for a more rapid and a more\n\ncomplete development of the students favored with this privilege, while in\nthe opportunity classes a much larger per cent of over-age children are remaining in school than we have ever had before. We are also positive that\nthe teachers of regular classes are much happier and standard tests show that\nthese classes are much higher in all subjects than under the old plan. The\nschools have done what we think is a real service to the children. It has cost\n\nmore money than the old way, but we think it has been worth the extra\ncost for the reasons stated above.\n\nThe finding and broadening courses offered in our schools constitute the\nsecond phase of this discussion. Such courses offered this semester are :\n5thHour, 1: 51-2:46\nScience I\n\nTypewriting I\nCooking I\nSewing I\nWoodwork\n\nDrawing I\nAutomotive I\n\nJournalism\nArtI\n\nPublic Speaking I\n\n6th Hour, 2: 50-3:45\n\nPublic Speaking II\nEnglish-Latin\nScience II\nBusiness II\n\nCooking II\nHome Nursing II\nSewing II\nWoodwork II\nCement and Sheet Metal II\nAutomotive II\nElectricity II\n\nPrinting II\nMusic II\nArt II\n\nBelow is given a rather comprehensive table which indicates the total costs\nfor the first semester. Case's \" Handbook of Instructions for Recording\n\nDisbursements for School Purposes \" has been followed in charting our\nexpenditures.\nItwas practically impossible to estimate the proportion of supervisors' and principals' time\ndevoted to the various types of classes, so this data has been given for the total elementary\nschools only.\n\n"}
{"page": 969, "printed_page": null, "text": "....\nlanguage\nAncient\n\nTotal\n.....\n\nScience\n\n........\nMathematics\nManual\nTraining\n.....\nModern\nLanguage\n....\nPrinting\n\nEnglish\n\n!\n...\nEconomics\nHome\n\n....\nCitizenship\n....\nCommercial\n\n469.92\n\n1.069.75\n2,060.08\n3,177-50\n\n1070.1\n166.2\n915.1\n81.4\n144-6\n134.6\n\n43-9\n\n311.7\n\n873.6\n\n21.2\n\n185.1\n67-4\n\nRegular\n\n471.2\n\n64-3\n\n35-9\n\n....\n\ni\n\n153-3\n\nFund\nfu\nof\nemplacement\nand\nrepair\n\n2\n3744\n\n71.1\n\n71.9\n131.6\n123-7\n\n837.6\n\n112.0\n\n66.4\n\n....\n\n4567-5\n1\n\n278.2\n915.1\n147.8\n144.6\n170.5\n145-7\n\nI\n\n1089.5\n\n357-7\n69.9\n\n,4\ninstruction\nused\nFund\napparatus\nif\nrand\nepair\neplacement\n\n442.0\n\n58.8\n\n33.8\n\n....\n\n59.2\n\n....\n\n18.6\n108.0\n\n24-5\n\n43-4\n\n..\n\n798.5\n\n873.6\n\n4186.2\n\n131.1i\n161.6\n157-5\n120.0\n\n261.3\n837.6\n\n64-3\n1006.9\n\n319.8\n\nthrift\nof\nLand\n\nelectrical\n\n9-75\n\n15-305\n39.03h\n\n7-398\n\n32.211\n\n7.180\n\n24-729\n\n6.721\n42.938\n6.327\n\n7.398\n\n6.929\n10.707\n\n52.830\n|\n\n64-5\n\n99.8\n\n183.4\n\n107.7\n\n68.2\n\n45-5\n\n199.0\n\npupils\nof\nNumber\n\n122.50\n$\n\n25.00\n$\n\n250.00\n5.00\n\n11.31\n\n13.090\n59.10\n\n18.494\n\n9.062\n\n30.928\n\n10.192\n\n6.793\n|\n\n10.67\n\n8.129\n16.654\n44.690\n\n36.467\n\n7-758\n\n26.810\n\n7-513\n\n11.584\n58.947\n8.093\n7-580\n47.362\n6.850\n\n10.745\n\n8.767\n\n..\n\n11.099\n\n9.422\n\n15.748\n\n7.200\n\nCombined\nnumber\n\n8.75\n\n24-417\n\n14.838\n\n26.049\n7-398\n\n7.180\n\n1\n\n6.731\n30.758\n6.765\n18.422\n\n9.981\n23.827\n7.398\n\n7-45\n\nfurniture\nbuildings\nold\nof\nequipment\nt\nX\nFund\n\nand\nlumbing\nphbuildings\n,lof\nighting\neating\nold\nequipment\n8-9\nFund\n\n9-54\n\n7.319\n19.613\n7-758\n29.367\n8.129\n16.063\n27.386\n\n33-437\n\n8.093\n7-528\n\n10.771\n25.194\n\n8.083\n\nattendance\n\nAverage\nF.\nEnrolled daily\nB\n&\n\nof\npupils\n\n.-apparatus\ninstructional\nbuildings\nold\nof\nequipment\n811\nFund\n., ld\nequipment\nther\nobuildings\n2\nequipment\n1\n8f\nFund\n\n12.06\n\n1\n\n13-903\n6.463\n\n......\n\n20-743\n\nI\n\n9.398\n\n|\n32.258\n\n10.812\n\n......\n\n50.00\n$\n\n50.00\n$\n\naver\nattendance\n.d\naily\n\nNumber\npupils\nof\n\nPer\non\nbased\ncosts\npupil\n\n140.00\n$\n\n12.50\n\n107.50\n\n20.00\n$\n\n......\n\nRegular\n\n270.00\n$\n\n7.50\n\n5.00\n\n50.00\n5.00\n\n10.00\n\n12.50\n50.00\n17.50\n\n20.00\n\n32.50\n50.00\n\n10.00\n$\n\n14.388\n\nB\n&\nRegular F.\n\nattendance\n\nAverage\nF.\nEnrollment\nB\n&\ndaily\n\naccording\nto\n\n...\n\n100.00\n\n25.00\n\n1\n$7.50\n\nenrolled\n\n237.50\n$\n\ndepartment\npupils\nin\n\nTotal\nof\nnumber\n\n1$\n,185.00\n1,730.00\n4,239.75\n5.274-75\n\n75.00\n\n50.00\n\n50.00\n\n...\n\n12.50\n\n37-5\n\n12.7\n\nattendance\ndaily\n\n14.75\n\n62.50\n:150.00\n3,375.00\n\n190.00\n240.00\n\n200.00\n\n190.00\n\n125.00\n\n2\n$40.00\n\n50.00\n$\n\nF\n,19-13\n8-9\n8-12\n8-11\n0\nCombined\n25-4\n3-11\n3-9\nF.\nBund\n&\n\nBcombined\nDistribution\n&egular\nF.\n,rand\nfunds\nby\nexpenditures\ntotal\nof\n\nFIRST\n,12.\nSEMESTER\n922-23\nDepartmeNTS\nAll\nFor\nCourses\nBroadening\nAND\nFINDING\nTABLE\nREGULAR\nIN\nCOSTS\nPUPIL\nPER\nOF\nALYSIS\n\nNATIONAL EDUCATION ASSOCIATION\n\ninstruction\n,\nFund\nused\nsupplies\n3-11\ns3' alaries\nFund\nupervisors\noza\nther\nFund\n'expenses\nsupervisors\n\nFund\n.\nteachers\nof\nsalaries\n39\n\n4006.3\n\nRegular\n\n170.7\n62.3\n19.0\n798.5\n276.4\n\npupils\nof\nNumber\n\n2,375.00\n\nin\naverage\n\n380.00\n3,557-50\n\n1,069,75\n1,050.00\n\n250.00\n\n3,260.00\n\n2,530.00\n\n400.00\n\n55.00\n\n7,125.00\n4,100.00\n\n6,340.00\n\n5,125.00\n\n6,570.00\n3,850.00\n\n5.00\n\n600.00\n7,370.00\n\n19.4\n\n0\n26\n\n30.00\n\n87.50\n\n1,950.00\n\n2,150.00\n\n7.50\n\n100.00\n\n75.00\n\n2.50\n$\n\n2,150.00\n\n2,407.50\n312.50\n\n6,140.00\n\n1,000.00\n\n|\n1,425.00\n\n,470.00\n1$\n,482.50\n\n1,075.00\n353-33\n\n1,625.00\n505.00\n6,462.50\n\n39.8\n988.3\n\n46.0\n\n....\n\n!\n\n40.3\n47.0\n\n13.9\n\nF.\nB.\n&\n\nenrolled\n\npupils\nof\nNumber\n\n5$\n3,328.75\n9.946.00\n\n1,228.00\n\n2,622.00\n\n81.4\n\nDepartment\n\nAutomotive\n.........\n\nElectric\n\n......\nArt\n\n........\nTotal\n\nScience\n\n1,015.00\n\n4.110.00\n\n6,570.00\n\n265.00\n\n..\n\n00.00\n2\n$\n\nexpenditures\nTotal\n\n1,885.00\n6,770.00\n\n2,095.00\n\n1,120.00\n\n6,462.50\n\n721.67\n\n...\nCitizenship\n....\nCommercial\nElectric\nEnglish\nHome\n.....\nEconomics\nMathematics\n........\n.....\nTraining\nManual\n....\nLanguage\nModern\n..\nPrinting\n\nAncient\n$1,282.50\n....\nlanguage\n\nRegular\n\nAutomotive\n\n......\nArt\n\nDepartment\n\n,CITY\nKLAHOMA\nOKMULGEE\nSCHOOLS\n\n942\n\n"}
{"page": 970, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n943\n\nThe per-pupil costs in the regular classes in Latin were $7.50 per semester.\nThe finding and broadening costs in English-Latin were $15.75 per pupil.\nIn art, the expenditures are reversed, regular classes costing $ 11.58 while the\nfinding and broadening per-pupil cost was only $9.42. This is due to the\nlarger sized classes. To summarize, regular classes cost $10.67 per pupil\n\nincluding all subjects and finding and broadening classes cost $12.06 per\npupil, a figure 15 per cent greater. The above table is presented with a view\nof showing how very negligent we seem to have been in regard to costs. Of\ncourse, we should defend ourselves immediately by saying that many of\nthese courses were new and small classes had to be allowed in order to get\n\nthem on their feet. But the inequalities in departmental expenditures are\namazing and most of them have been adjusted for the second semester and\npractically all of them will have been ironed out by next year. In toto, I\n\nshould say that the added 15 per cent which is required for the offering of\nthe finding and broadening courses is money well spent for it is the aim of\nthe instructors offering these units to assist the child in gaining some knowledge of different occupations and future courses of study in order that he\nmay enter into that business, profession or future course of study for which\nhe is by nature best fitted and hence in which he will be happiest and from\nwhich he will profit most. This, it seems to me, would be worth an even\ngreater per cent of increase of cost. But the very fact that these courses\nrange from $6.46 for science to $32.25 for public speaking shows how great\nthe need is in our schools for a more careful study of costs and results. I\nhope that no other school system is guilty of such inconsistencies but I am\npositive that they exist in a majority of the cases. My study has led to the\n\nfollowing conclusions : First, classifying pupils according to ability or offering\nfinding and broadening courses costs more than doing regular work in the\n\nregular way; second, a scientific study of costs in relation to these two procedures was a thing most needed for the Okmulgee schools; third, changes\nfrom present practices are usually more costly in the first year or two than\n\nlater; fourth, there is very little accurate data that a superintendent can\nsecure for purposes of comparison in studying the costs or the results of newer\nfeatures of education in his own system.\nWhat a great day it will be when we have a federal department of education with sufficient appropriation to study costs and results scientifically and\nto broadcast the findings to the men in the field. This will cost some money\n\nbut will result in a saving of much more money. When this day comes it\nwill eliminate for school leaders and communities a great deal of groping,\nwill enable them to launch into new projects with a feeling of greater\ncertainty and will make a real comparison of school costs and results possible.\n\n"}
{"page": 971, "printed_page": null, "text": "944\n\nNATIONAL EDUCATION ASSOCIATION\n\nWHAT THE SCHOOLS DO IN RELATION TO WHAT\nTHEY COST\nHERBERT S. WEET, SUPERINTENDENT OF SCHOOLS, ROCHESTER, NEW YORK\n\nThe limitations involved in any attempt to discuss the returns on our\ninvestments in public education, are serious and for the most part obvious.\nThe question may fairly be asked, however, whether they are sufficiently\n\nserious to preclude the possibility of explaning to a community, in reasonably\nconvincing terms, what the community is receiving for these investments.\nThe first limitation to be faced results from the fact that we do not know\n\nand never can know what our investments in public education are in\nterms of what are recognized to be the ultimately great ends. Few will\ndissent from that conception of public education which emphasizes the development of character qualities as the ultimate goal. And by character\nqualities is meant those qualities of the physical, intellectual, and moral life\nthat are recognized to be essential to good citizenship. Our experiment in\ngovernment is not essentially an experiment in political democracy. The\ngenius of our attempt in this country is to realize a social democracy-а\ndemocracy in which equality of opportunity shall be the chief characteristic.\nThe realization of this ideal demands the exercise of these character qualities\nin all relations of life to an extent not even yet remotely appreciated by us\nso far as our actual working policies are concerned. To declare, then, that\nwe do not know what our investments in public education are in terms of\nthese ultimately great ends, is simply to recognize that we can never distribute school costs in any unit of school organization among our attempts\nto develop initiative, industry, a sense of fair play, loyalty and the like.\nBut to recognize this limitation is by no means to admit that we cannot\ndistribute our costs among certain very definite and immediate objectives\nwhich must be attained if these character qualities are to be developed.\nKnowledge is not secured, intellectual power is not developed,bodilyhealth\nis not guaranteed, moral fiber is not toughened, and one's social and civic\n\nobligations are not clarified through any abstract disciplinary process,\nWhenever these great qualities are found in any individual they are the\nresult of genuine personal application to the clearly presented and specific\nproblems of life. They have come because the individual has faced and\n\nsuccessfully performed the definite tasks set before him by the environment\nin which he has lived. The public school is but one factor in this environ-\n\nment, but it is the one agency that has been deliberately established for the\npurpose of guaranteeing that no child shall escape this personal application to\nacertain range of concrete tasks, upon the performance of which depend the\n\nknowledge and training that are believed to be essential to our individual\nand collective welfare.\n\nNow we know very definitely what these concrete tasks of the school room\nare because the primary purpose of the curriculum in any unit of school\norganization, is to afford the material from which such tasks are to be\nselected. Furthermore, there would be quite general agreement as to the\n\n"}
{"page": 972, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n945\n\npracticability of grouping the various subjects and activities of the curriculum\nwith reference to their bearing upon the various types of tasks to be performed. This grouping and the time allotment for each group enable us to\ndetermine with sufficient accuracy for all practical purposes, an interesting\nand valuable cost distribution for the unit concerned.\n\nThe application of this principle to a single unit may be of interest.\nIt is generally recognized today that any proper respect for the rights of\n\nthe child and the welfare of the community dictates an education in the\nelementary school that shall advance, although by no means perfect, the\nchild in his ability, first, to read, write and speak correctly the English\nlanguage, and to know and use intelligently the elementary processes of\narithmetic.\n\nBy common consent these are fundamentals without which\n\nneither the knowledge nor the training essential to the fullest enjoyment of\nlife, to economic independence and to satisfactory citizenship, can be secured.\nIn the city of Rochester, for the calendar year 1922, the average pupil cost\n\nfor each of the six grades of the elementary school, for realizing this objective, was $75, and the aggregate cost for the six years of the elementary\nschool, $450.\n\nA second task for this elementary school is to advance the child in his\n\nability to know and to observe the laws of physical health and well being,\nand to appreciate the meaning of life and nature. For the accomplishment\n\nof this task the average grade cost for each pupil amounted to $25, and the\naggregate cost for the six years, to $150.\nAthird task or objective of the elementary school is to advance the child\ninhis ability to know and to appreciate the geography and the history of his\nown community, State, and Nation, and to some extent of the world at large ;\nto sense his share in the social, civic and industrial order of such a democracy\nas ours; and to meet to the full the obligations which such knowledge and\nappreciation should engender to the end that justice, sympathy, and loyalty\nmay characterize his personal and community life. The average grade\ninvestment in each child for this particular purpose was $12, and the aggregate investment for the six years of the elementary school, $72 .\n\nAnd, finally, the elementary school has the task of advancing the child\nin his ability to share intelligently and appreciatively in the fine and the\nuseful arts through the pursuit of music, drawing, and literature; of manual\ntraining and the household arts as they are related to the three great universal\nneeds of food, clothing, and shelter. For the accomplishment of this task\nthe average grade investment in each child amounted to $30, and the aggregate investment for the six years amounted to $180.\nHere, then, is the common foundation to be laid by the elementary school.\nIt is comprehensive enough to include the tools of language and number ;\na trained mind and a sound body to use them in life's activities; a moral\n\nnature appealed to and thereby stimulated and made intelligent with reference to the great social and civic obligations; the æsthetic life awakened; the\nuniversal craving for the use of the human hand gratified and its indispensable contribution to the arts and industries of life recognized. It is an\n\n"}
{"page": 973, "printed_page": null, "text": "946\n\nNATIONAL EDUCATION ASSOCIATION\n\nideal and yet there is not a single one of its elements with which any one of\nus would be willing to dispense in the education of our own children. It\ntouches simply the latent possibilities of a human being. For the public\nschool to allow any one of these to remain latent is to deprive the individual\nand to ignore the ultimately great needs of our National life. And forthe\nattempts of the elementary school to carry the child for six years in theperformance of tasks designed to accomplish these ends, the aggregate investment\nby the community for each child amounts to $852.\nHaving now ascertained the amount of our investment in each ofthese\n\nundertakings, is it possible to give any equally convincing demonstration of\nthe returns which the community receives on these investments?\nTo declare that the values of education, the outcome of education, cannot\nbe measured in terms of money, or the standard medium of exchange, is in\n\nno sense to isolate education and place it in a special category. Money\nnever measures the real or intrinsic value of anything. Real or intrinsic\nvalue is measured by the power or ability which a thing has to satisfy our\nneeds or our desires.\n\nBut satisfaction is a purely intangible return regardless of whether it\ncomes from education or anything else for which time, money and energy are\nexpended. Its essence has never been summed up better than in the quaint\n\nAmer\n\nbit of philosophy of the Irishman who declared, \" If you feel that way\nabout it, it is. \" The community is using all of its productive recources for\nthis intangible, indefinable, and yet readily understood return known as\nsatisfaction.\n\nWhat are our satisfactions from these expenditures for this elementary\n\nschool unit ? It will now be recalled that for advancing the child in his\nability to read, write, and speak the English language, and to know and use\nintelligently the elementary processes of arithmetic, the aggregate cost for\neach child during the six years of the elementary school, amounted to $450.\nAnd what was accomplished in that six-year period ? Even the most critical\n\nArd\n\nwould admit that with any normal child the public school will not only wel\nguarantee literacy during this six-year period but it will have started the\nindividual well along the way of securing the larger cultural returns that\n\nthis power of literacy makes possible. Furthermore, during this samesix\nyear period the public school will guarantee the ability to know and use\n\ntaight\n\nhun\n\neryva\n\nintelligently the elementary processes of arithmetic. In other words, for a\n\nmaximum expenditure of $450, the public school will, in six years, guarantee\nto protect the nation against the dangers of illiteracy in the case ofevery\nnormal child entrusted to its care, arithmetic\nand, it will, furthermore, give an ele\n\nmentary knowledge and control of\n\nMode\nthat is adequate tomeetthe tem\n\nordinary demands of life.\n\nth\n\nIt will also be recalled that for advancing the child in his ability to know\n\nsowe\n\nver\n\nof physical health and well being, during this hool\nand to observe thethelaws\nsixyearperiod of elementary\nschool, the aggregate costwas$150. No W\n\nButo\n\none, today, doubts that the well-organized public school that is at all ade\nquately equipped for work in health education, will guarantee to every\n\naswell s\n\n"}
{"page": 974, "printed_page": null, "text": "CIATION\n\n15\nof ou\n\nDEPARTMENT OF SUPERINTENDENCE\n\n947\n\nnormal child at the close of this six-year period, not only aknowledge of the\nelementary fundamental laws of hygiene, upon the observance of which good\n\n1ben health depends, but it will go a long way toward establishing habits in the\n10\ntod\nobservance of these laws as they apply to such simple and commonly ignored\nessentials as rest, fresh air, exercise, the use of proper foods, and the like.\nIn other words, health education in the public school, today, is actually\ninfluencing physical conduct. It will start the individual citizen well along\non the road that if continued will guarantee a healthy citizenship for the\ncountry. Furthermore, it is increasingly detecting the case that would\notherwise be neglected and eventually result in a citizenship liability, and\nthrough simple remedial measures taken in time, it is changing that potential\n\nliability into an asset. And the cost of this for six years is $150.\nBut the elementary school also advances the child in his ability to know\nand to appreciate the geography and the history of his own community, State\n\nand Nation; and to sense to some extent his share in the social, civic, and\nindustrial order of this democracy. In the six-year course of the elementary\n\nschool there can be guaranteed for every normal-minded child a sufficient\nappreciation of our attempts to establish here a combined political and social\ndemocracy to set his face hopefully and intelligently toward the goal which\n\nAmerica is striving to reach. That face may later be turned away from the\ngoal by the forces outside and beyond the control of the school. The sooner\nthe child is taken from the influence of the school the greater the chance of\n\nthis turning away will necessarily be. But no person can have the slightest\ntouch with any adequately supported public school class room in this\ncountry, today, and at the same time doubt its value in unifying our people\nand in developing those attitudes that make for confidence in the ideals for\nwhich America stands. And the aggregate cost to the community for six\nyears, is $72.\n\nAnd, finally, it is the work of the elementary school to advance each child\nin his ability to share intelligently and appreciatively in the fine and the\nuseful arts. These fine and practical arts of the elementary school are\ntaught during the early school life of the child with no primary reference\nto any bearing that they may have upon later life careers. They do gratify\nthe universal desire for the use of the human hand and thereby serve as one\nvery valuable medium for the expression of ideas and ideals; they enable the\n\nschool to interpret great phases of our community life in a more vital way\nthan would be possible without their aid ; they present approaches to a wholesome use of the leisure hours that are increasingly filling human life ; they\nprovide for that systematic co-ordination of hand and mind which makes for\nthe most favorable development of child life ; and they do develop certain\n\nskills that may have a later bearing upon vocational careers. All these,\nhowever, are primarily features of general education.\nBut out of these groups of pupils who pursue these arts in this elementary\nschool will come musicians and other artists, draftsmen and other artisans ,\nas well as those who are to meet the business and professional demands of\n\ncommunity life. During this six-year period the elementary school can\n\n"}
{"page": 975, "printed_page": null, "text": "948\n\nNATIONAL EDUCATION ASSOCIATION\n\nguarantee not only the returns that participation in these arts brings in the\nway of wholesome satisfaction in the use of leisure hours, but it can, at the\nsame time, lead the young citizen no inconsiderable distance along that\nroad that must be traveled in acquiring the insight and the skills required\nfor meeting the citizenship qualifications of economic independence through\nthe field of the fine and the practical arts. And the aggregate cost of this\nis $ 180.\n\nIt would now be entirely practicable to compare these expenditures with\nexpenditures that are made for other satisfactions and then comment upon\nrelative merits. This is the sort of thing which each may do for himself,\naccording to his own point of view. So far as we are concerned, we are\nwilling to rest the case with this mere explanation of cost and trust to the\njudgment of any thinking person in the community to justify the returns\non these investments.\n\nThese vitally important things that must enter into the proper education of\neach child, and the large number of children for whom provisions must be\nmade, are seldom, if ever, thought of except in the most vague and general\nway when school costs are discussed. Industry and commerce know the costs\nof illiteracy and industry and commerce can, accordingly, pass an intelligent\njudgment upon the expense involved in protecting the community and the\nnation against it. And the country at large, through the recent war, came\nto know the inefficiency and the danger that result from illiteracy. And the\nsame may be said of health, the outcomes of the social studies, and the\nreturns from the fine and practical arts. Ask almost any thinking person\nin the community today what the three great deficiencies were that lowered\nthe man-power of this country in the war days, when man-power was\nscrutinized more closely than ever before, and the answer will be, illiteracy,\nill health, and the lack of adequate training for economic independence.\nIt is, of course, apparent that this discussion has been restricted to one\n\nunit of school organization and has not, therefore, used the full scope made\npossible by the subject of the paper. It is simply a type treatment suggested for consideration. We are aware that in the analysis the unit of\nschool organization selected is the one with respect to which these problems\nof distribution and justification are the simplest. This, however, in no wise\nrelieves us of the responsibility of formulating in as concise and convincing a\n\nway as possible, the type tasks of each unit of school organization, and of\ndistributing our costs among these tasks. The junior high school, the senior\nhigh school, the special education unit, and whatever others may be found,\nhave each their type tasks that cause them to differ from any other units in\n\nthe system.\n\nOnly by formulating these specific tasks and showing our\n\ninvestment in each will the community ever come to consider the magnitude\nof the work which our public schools are doing in its relation to what they\nnow interpret as the magnitude of the budget which they are called upon\nto raise.\n\n"}
{"page": 976, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n949\n\nTHE CITY SCHOOL BudgET\nARTHUR B. MOEHLMAN, DIRECTOR OF STATISTICS AND REFERENCE\nDETROIT , MICHIGAN\n\nThere are three general steps in the preparation of school budgets, whether\nthey be for village, city, country, or State. These are : Preparation, Sale,\nAdministration .\nPREPARATION\n\nIn the preparation of a city school budget there are four factors that must\nbe considered in their regular sequence. These factors are : Educational\nPolicy, Form and Presentation, Essential Facts, Method of Development.\nEDUCATIONAL POLICY\n\nBefore any educational program can be carried out there must be developed\ncertain definite policies by the legislative branch of school organizationthe Board of Education. It matters not whether these policies originate\nwith the board, the superintendent, or the people themselves, they must be\nplaced into definite effect through the formal action of the legislative body.\nThe making of a budget in an organized and operating community presupposes the existence of these operating policies but for the purposes of our\ndiscussion, to more easily trace the entire process let us assume that we are\n\ngoing to make the first educational budget for a populous community (that\nhas just sprung into existence in response to war or industrial necessity,\n\nwithout local tradition, prejudice or practice. Let us also assume a typical\nfive-member board with progressive tendencies. )\nWhat then is the first step ? The board must first of all determine upon\nits organization. It can furnish free public education through many types\nof organizations, of which three are probably best known. Shall it organize\nupon the traditional 8-4 basis, upon the popular 6-6 plan of a decade ago,\nor upon the fairly generally accepted 6-3-3 organization ? There is an\n\nimmediate difference in financial outlay for both the 6-6 and the 6-3-3 plan\nare more expensive than the 8-4 type. This is obvious for either departure\nfrom the traditional connotes a curriculum for seventh and eighth graders\nthat is broader and more differentiated than that of the eight-year elementary\nschool. The board, after careful consideration, selects the 6-3-3 organization\nas more nearly meeting the needs of a modern industrial society than either\nof the other plans. It does not provide for education beyond the twelfth\ngrade.\n\nThe second step in policy development is the organization of the curriculum for this is related to cost in a very definite way. If the curriculum\nisto be broad in its nature in realization of the seven cardinal aims, it will\nrequire different types of teaching and teacher training than the older and\nnarrower variety. The board, after careful consideration, decides upon a\nsocialized curriculum for the elementary grades and a socialized and differentiated curriculum for the intermediate and senior phases of secondary\neducation, suited to the needs of the several stages of adolescence.\n\n"}
{"page": 977, "printed_page": null, "text": "950\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe next question is one of teaching. What kind of teacher shall be\nprovided for this all important task of training the next generation for\ncitizenship ? Shall she be required to have one, two, three, or four years of\n\nprofessional preparation ? Upon the decision hinges again the question of\ncost. The board questions the worth whileness of paying $500 a year more\nfor teachers with four years of training than for teachers of two years but\nfinally decides in favor of the better trained teacher upon the basis of good\nbusiness practice. The salary schedule immediately reflects this decision.\nThere are other questions of teacher policy immediately apparent. These\n\nare the proper teaching load, the question of old-age pension, allowance for\nsickness, for study, and for travel.\n\nThe board decides upon average class sizes as follows : kindergarten25\nelementary(30) intermediate 35, and high school 35, with five clock hours of\ndaily teaching for each teacher. It is decided to pay one-half of the teacher's\nold-age pension upon the theory that this is not only just but also good\nbusiness. A realization of the necessity for constant study to maintain the\n\nhighest teaching standards has resulted in the provision of $200 annually\nfor further study or educational travel.\nAnother question is one of supplies and text books. Are the children or\nthe school to furnish the necessary supplies and text books? If the city\nfurnishes both, shall this be through the sixth, ninth or twelfth grade? The\nultimate decision and statement of policy will be directly reflected in the cost\nof instruction. The board decides to furnish both text-books and supplies\n\nthrough the ninth or last year of the intermediate grades. The organization\n\npolicy, the size of class, the type of curriculum, the length of day have all\ninfluenced the type of building to be erected. Certain other considerations\nstill remain. Are the buildings to be fire-proof, are they to be beautiful in\nappearance, both architecturally and from the standpoint of grounds' development, what is to be the size of site, and the means of heating and ventilating each structure? Much depends upon these decisions. The board\n\nof education has now set up formally its basic policies and may now proceed\nto the other steps in the preparation of the budget, the form, facts to be\ndeveloped from these policies and the resulting practice, and the method of\ndevelopment.\nFORM AND PRESENTATION\n\nThe second step in preparing the budget is to determine the form. By\n\ngenerally accepted accounting procedure all budgets fall into two general\ndivisions: maintenance and capital outlay. The first division has to do\nwith all expenses of general operation while the second deals with extensions\n\nand additions to the school plant, whether in land, buildings, or equipment.\nFor greater ease in understanding the amount requested it is advisable to\npresent the allowances for the current year, the probable expenditures for the\n\nsame year and the numerical and percentage differences between these\nitems and the amount allowed.\n\nLet us consider the maintenance fund\n\nfirst. It has been found advisable upon the basis of five years' experience and\n\n"}
{"page": 978, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n951\n\nstudy in form of budget that the best way to present the material is in three\ncomplementary divisions.\nThe first presentation is very general in character and shows the amount\nrequested by major activities such as administration, instruction, operation, etc.\n\nThe second presentation gives in detail each activity and sub-activity such\nas dividing administration into business and educational units and presenting\nthe instruction activity by the kindergarten, elementary, special, intermediate,\netc. , sub-divisions together with a short introductory statement stating the\namount expended the current year, the planned expenditure, the number\nnow served and the number to be served with a comparison of rough per\ncapita costs.\n\nFor those inclined to scrutinize still deeper the estimates, a third section\nshould be developed as supporting detail, cross referenced to the second division by sub-activities. The third section consists of detailed statements of\n\n(1) personal service requests, (2) supply requests, and (3) free text and\nlibrary books requests. The personal service set up shows the number of\ncurrent positions with present and proposed salaries, together with new\npositions requested. The supply and textbook divisions show the unit distribution of supplies per pupil. The capital outlay division may be treated\nin the same manner although the value of year to year comparison is not\nso great as in the maintenance division, for improvements must be made\nas the need arises. Under present conditions, the annual building program\nwill vary greatly and the replacement program is contingent upon the age\nof the plant.\nESSENTIAL FACTS\n\nWith the physical form of the budget determined consideration may be\ngiven the third item, the basic facts that must be secured to develop into this\ndesired form. Since the budget making consists in a large measure of\nprognostication, it is doubly essential that all known facts be unusually\naccurate or the step into the unknown, or estimating, may be fraught with\ngrave danger. The first need is a modern system of cost accounting through\nwhich may be ascertained exactly what has happened and is happening to\npast and current appropriations. Accurate costs accounting is basic in any\nactivity but should be emphasized particularly in public service. The\n\naccounting activities should show costs in their larger divisions and in any\ndetail desired. This cost should be shown upon the bases of average attendance and instruction hours. The second factor is the need for an absolutely\naccurate system of child accounting, the object ofwhich is the collection, and\nanalysis of actual facts rather than the development of fictitious attendance\ncurves to satisfy a craving to show conditions as they are thought to exist.\nThe schools must cast aside the series of subterfuges in child accounting that\nhave been gradually built up in the last half century and fictitious data, in\ndetermining costs for comparative purposes, must play no part in the preparation of the modern education budget. Necessary child accounting statistics\nshould include a continuing school census, taken not only for revenue pur\n\n"}
{"page": 979, "printed_page": null, "text": "952\n\nNATIONAL EDUCATION ASSOCIATION\n\nposes but carefully, by blocks, and by age-groups, including those below\nschool age in order that these total figures may be used in estimating the\nneed for buildings as well as indicating the probable growth in the lower\nend of school system. Standards of distribution for educational and operating supplies and for text books are the complementary facts to the foregoing.\nTHE METHOD OF DEVELOPMENT\n\nThe policies have been established, the form approved, and the essential\nfacts have been gathered. There now remains the method of developing\n\nthese data into a carefully prepared financial program. The policy of the\namount of educational service has been determined upon and the necessary\n\nsubdivisions under instruction will include kindergarten, elementary, special,\nintermediate, and high school divisions.\nThe first step is the classification of all data into the major budget divisions, which are, first the maintenance and capital outlay divisions, and\nthen into the sub-divisions of the maintenance fund including administration, instruction, operation, maintenance, auxiliary agencies, and fixed\ncharges.\n\nWithin each of these sub-divisions of the maintenance fund are two types\nof service-personal service and service that is not personal. The personal\nservice consists of the services of principal and teacher, or janitor and\nengineer, depending upon the subdivision. The service not personal consists of supplies and text-books, or supplies, fuel, and light in the case of\n\nbuilding operation. How shall this personal service activity be developed?\nThe first step is the securing of the number of persons so employed by activities and analyzing these data with size of class and teacher load. If these\ncorrespond to the established policy then present conditions in this respect\nare normal. If classes and teacher load are much below or above the pre-\n\nvailing policy, then the surplus or deficit in such service must be reckoned\nand placed in the budget as a corrective item.\nThe next step is by means of child accounting statistics to determine in\nas scientific a manner as possible, the probable number of children to be\nserved the following year. This prognostication must take into consideration the general tendency of growth together with depressing or stimulating\nfactors such as general industrial conditions, buildings, marriages, birth rate,\nnon-public institutions, movings, etc. It is possible by use of school membership and a census carefully taken by age groups, and a consideration of the\nmore important contributing factors to estimate growth generally within one\nper cent. The differences between the present and the estimated numbers,\nviewed in light of current policy, will quickly enable one to determine the\nneed for additional personal service. The present number plus the corrections in either direction, plus the additional service for growth will be the\ntotal demand for next year's program. The cost of the present and new\nservice will depend entirely upon the salary policy of the board.\nThe next item is service other than personal. The first division is supplies.\nAfter the board has determined its supply policy this may be translated into\n\n"}
{"page": 980, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n953\n\nadistribution table by articles by grades. This in turn may be changed into\na cost table by inserting the price of articles. The result will be a net per\n\ncapita supply cost for each grade in conformity with board policy. Child\naccounting statistics will furnish the number in each grade and it is a comparatively simple matter to determine the supply cost for the succeeding\ntwleve months.\n\nCost accounts will furnish an accurate account of past\n\nexperience and will furnish price and use checks. The same process may\nbe repeated in the case of text-books. The procedure is the same, the details\nvarying as policy and price change. The changes in operation costs will\ndepend directly upon the expansion of the school plant and the cleaning\npolicies in force.\n\nThe development of the capital outlay or building division presents a\nsomewhat different aspect and calls for a different procedure. The major\nportion of this division is the building program which has been fairly well\nestablished through policies of the board. In other words the establishment\nof the 6-3-3 organization meant that the board planned to build elementary,\nintermediate, and high schools. The building code and the general need for\nelimination of fire hazards will determine what the type of structure will\nbe. The educational character has been set by the curriculum. Since all\nof these policies have been decided there remains to be worked out ( 1 ) the\n\nneed for new buildings on account of growth, and (2) the location, and ( 3 )\nfuture possibilities. All of these facts can be easily obtained from careful\nanalysis of child accounting records and the general character of the particular building district. The third point is the qualifying one after the\nfirst two have been fairly well determined, for until the future possibilities\nare carefully determined there should be hesitation about building. Contributing factors such as zoning, building, industrial development, population trends, etc., must be carefully analyzed. If these are not available the\nbuilding policy should be modified from permanent to temporary until such\ntime as certainty in the future can be ascertained.\nThe other sub-divisions of the capital costs fund may be considered separately. These include largely equipment for new and old buildings. The\nequipment, both amount and type, must be determined from the current\n\npolicies, and this equipment program can then be standardized equally and\nifthe units to be equipped are known a simple calculation will determine the\nequipment cost. Once this distribution is determined only price and policy\nchanges will affect it. After these hastily outlined operations have been\nperformed as many times as are necessary to develop all of the sub-divisions\nthe budget may be assembled in accordance with the form earlier discussed,\nthe explanatory narrative written, and the technical work of preparation is\ncomplete.\nSELLING THE BUDGET\n\nThe organization of the second or selling phase of budgeting depends\nentirelyupon the local situation. Must the program be \" sold\" only to the\nboard ormust it be carried to the mayor and the city council, or even further,\n\nto the people? Has the city's general educational program or policy, as well\n!\n\n"}
{"page": 981, "printed_page": null, "text": "954\n\nNATIONAL EDUCATION ASSOCIATION\n\nas practice, been brought before the people and the governing bodies in such\na way that it is understood by them or are they acting purely in the traditional manner of the average American in the matter of public education?\nThe technique of \" selling \" must be adjusted to the field to be reached. Only\n\na few of the general underlying principles, will be discussed here.\nIn the first place an educational financial program should be sold on the\n~basis of the general educational policy rather than in terms of cheapness-in dollars and cents. The first point to be brought before the audience is a\nfrank statement of educational policy with a simple and sensible discussion\n\nof aims and, in a general way, of achievement. When the policy has once\nbeen realized in terms of social products, it is then easy to move to a dis-\n\ncussion of costs in light of this general policy, always emphasizing the fact\nthat costs in education must be subordinated to results, but these results\nshould be achieved in the most economical manner possible. If approached\nin this manner it is the general question of policy that is ever foremost and\nthe financial program must be analyzed in light of the program instead of a\nmere grouping together of startlingly large amounts of money. While comparative costs and tax rates are quite generally used they are not recommended. Tax rates mean little unless analyzed in light of the method of\n\nassessment and the educational policy of the city compared. There are at\nleast twenty important variables which tend to nullify any attempt to\n\ndevelop comparative cost data. Again, their use is directly contrary to the\nprinciples set forth. If the demand is such that these data are requested\ntheir use should be carefully qualified. Whatever the audience, all of the\n“\n\nselling \" facts should be presented in the simplest way possible. The\ngraphic method is desirable because it further simplifies a task that is complicated because of the quantity of figures that must be used. The second\nfactor is how to sell a program. It matters little whether the school board\nhas or does not have financial independence. The people should be con-\n\nvinced of the desirability of the educational program in either case. With\nthis as a promise the question is how are you going to carry your program\nto the people in such a manner that you may receive an expression of anythingmore than the reaction of isolated individuals. Every large city affords\nsplendid opportunities. There are the Board of Commerce, the various\nluncheon, commercial, and social clubs, the women's clubs, the university\norganizations, and most important, ifproperly organized, the Parent-Teacher\nassociations. All of these agencies are very effective in \" selling\" because\ntheir organized opinion carries over where that of the non-organized group\nis lost or ineffective. The daily newspaper, the school bulletin, neighborhood papers, club magazines and even house organs are excellent media if\nproperly developed and used.\nTHE ADMINISTRATION OF THE BUDGET\n\nThe preparation and the selling of the budget are but two-thirds of the\nprogram. Just as essential as either of the first two is the administration of\nthe budget after the funds it carries have become available. By administra\n\n"}
{"page": 982, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n955\n\ntion is meant the careful oversight of expenditures to see that the funds are\nspent for the most essential activities and material and to prevent any possible waste. There are two points of views regarding budget administration.\nThe first is that after the budget items have been approved by the appropriating body or bodies the expenditures should be allowed without further\nquibble or questioning. The general theory behind this viewpoint is that\n\nthe budget has been thoroughly prepared in accordance with recognized\npolicy and is therefore justified.\nThe second conception is that all budget items should be reviewed again\nwhen the question of expenditure arises, regardless of their relationship to\nrecognized policies and practices. The underlying theory here is that conditions change from the time budgets are prepared until they are used and\nthat the need will vary with the time. The sensible method lies somewhere\nbetween these two views and may be expressed in a general way by the\nstatement that budget items that express a standard policy such as personal\nservice, supplies and text-books generally should be purchased as the need\narises without further review, except to see that the appropriations are not\nexceeded. There are always a group of extension or experimental items that\nmay be studied and checked in accordance with conditions that exist at the\ntime expenditures are desired for it is highly probable that these may have\nchanged. If, however, the budget has been carefully and scientifically prepared the greater emphasis will be placed upon careful stewardship to see\nthat appropriations are not exceeded and that the entire financial program is\ncarried out according to the spirit of the prevailing policies.\n\nBUDGET MAKING AND SPENDING BY THE COUNTY\nA. F. HARMAN , SUPERINTENDENT OF MONTGOMERY COUNTY SCHOOLS\nMONTGOMERY , ALABAMA\n\nIn this discussion two premises will suffice for the entire argument : ( 1 )\nThere should be equality of educational opportunity for every American\nchild. In a democracy any other theory of education is unthinkable. This\nproposition, therefore, demands no discussion. (2) On account of present\nlegal limitations of budgets, the children of rural America do not have and\ncannot have equality of educational opportunity either among themselves\nor with the children of urban America. If the truth of this premise fails\nto appeal with force, let it be borne in mind as we proceed.\nTHE DIAGNOSIS\n\nFollowing the example of medical men, our method of treatment will be\ndiagnosis and prescription. If we fail in the former, it will be explained away\nby the intricacies and the difficulties of internal medicine. If we kill the\npatient, we will plead that the operation was done too late. If we effect a\ncure, it willbe but another example of the marvelous advance of science.\n\n-\n\n"}
{"page": 983, "printed_page": null, "text": "956\n\nNATIONAL EDUCATION ASSOCIATION\n\nSo far as the administration of county schools is concerned, a single entry\nledger and a few simple forms and reports are sufficient for recording\nclearly and accurately the income and the outgo of school funds. Neither\nis the matter of control of funds from this point of view one to be concerned\nabout. Nonetheless, poor bookkeeping may be considered a convincing symptom of a diseased budget. In my part of the country, what the public examiner sometimes has to say on this score is not fit to print. From the point\nof view of the county, emphasis is apt to go to extremes-either there is\n\nfoolish waste of effort and money in the keeping of useless books and\naccounts or there is serious if not wilful disregard of the commonest business\npractices.\n\nWith regard to the budget, educational organization in the United States\nis on the wrong basis. It is doubtful if county-wide budget making and\nspending are in force at this time in one fourth of the States. The gap\nbetween district control and State control of school funds marks a most\n\nserious difficulty.\nIn studying this subject I committed the great American indiscretion and\nsent out a questionnaire. The returns to that questionnaire demonstrate\nconclusively that on the whole the laws of the several States are peculiarly\nand emphatically defective in the matter of county school budgets. In\napproximately one half the States the county superintendent is not required\nby law to make a budget. On account of the relation of the fiscal to the\nscholastic year, forty per cent of the superintendents who are required by\nlaw to make a budget cannot do so intelligently. Regardless of the basis\nof school administration, it appears that the law making bodies of the States\nhave been unfortunately remiss, if indeed they are not highly blameworthy ,\nin failing to set up machinery for the business-like conduct of schools.\nOn account of this lack of machinery for the business-like conduct of\nschools two difficulties with the budget stand out conspicuously: ( 1 ) Unless\nthe county is the unit of administration and in some cases even though the\n\ncounty is the unit of administration, there is no central authority to control\nthe raising and the expending of county school funds. Unless some central\n\nauthority has the power to create and control county school revenues, budget\nmaking must always be a more or less sickly affair. ( 2) Where the school\nauthorities lack the power to raise or lower tax levies it happens quite\nfrequently that budget making is purely a matter of estimates. If the\n\nauthorities are good guessers there may be ample funds for the school year ,\nif they guess badly, there is a short term, or lowered salaries, or a deficit.\nThese estimates must always be hazardous if the fiscal and scholastic years\n\nare coterminous, provided that the receipts of the fiscal year are to be applied\nto the conduct of schools during the next succeeding scholastic year. But\nthe outstanding, convincing evidence of an unhealthy budget is the inequality\nof educational opportunity not only as regards rural and urban schools but\nas regards rural schools of the same counties. This inequality of opportunity arises from the fact that the raising of school revenues by budzet\n\nmaking authorities is so hedged about by constitutional and statutory inhi\n\n"}
{"page": 984, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n957\n\nbitions and restrictions as to make it impossible to secure funds for the\nproper conduct of schools. The ratio of the American rural school population and rural school needs to the urban school population and urban school\nneeds is out of all proportion to the corresponding financial resourcesactual or potential. The poor district and the rich district of the same\ncounty cannot have equally good school facilities on the same basis of taxation unless there is central control of the distribution of school funds.\n\nTo this phase of the subject, I applied the questionnaire. To the question,\nAre your revenues for the conduct of rural schools adequate ? seventy-five\nper cent of the answers are \" No.\" To the question, Would the revenues\narising from all possible present sources be sufficient to provide an adequate\nphysical establishment and the proper conduct of schools therein ? fifty per\ncent of the answers are No. \" To the question, Can you obtain adequate\n\"\n\nrevenues for rural schools by full constitutional taxation upon strictly rural\nproperty? more than two-thirds of the answers are \" No.\" There can be\nbut one conclusion-an unhealthy budget appears from inequality of educational opportunity as dependent upon county school authorities. This inequality is so perilous to the very fundamentals of country life that even\nthe most conservative cannot dismiss it from consideration.\n\nTHE REMEDY\n\nI do not believe the remedy is to be found in fixed percentages of the total\nschool funds for the several items of expense. We cannot provide by arithmetical gymnastics for even a fair distribution of the school funds to be ac-\n\ncounted for in the budget. Relative costs are bound to vary in different\nsections of the country, in States, and in counties, and the cost of the several\nitems of expense will vary disproportionately from year to year. For illustration, the cost of supervision should depend upon the number, training,\nexperience, and ability of the teachers. Transportation of pupils should\ncost accordingto the condition of the roads, the length of the hauls, the char-\n\nacter of the equipment, and the service. Repairs and replacements should\ncost inproportion to the age of buildings and equipment, to the discipline and\nmanagement of schools, and to the cost of labor and materials. The budget\nmaker therefore must look to some other remedy than the distribution of\nschool funds on a percentage basis.\nThe first requisite for successful budget making and spending is accuracy\nof estimates as to funds to be received. This is a comparatively simple\nmatter if the budgetmaking authorities have the power to control tax levies.\nIn counties where the tax levies are not controlled by the budget making\nauthorities there cannot be accurate estimates as to returns from taxes unless\n\na proper relationship between the fiscal year and the scholastic year is set\nup by law. This means that the school funds must be in hand or in sight\nwhen the budget for the year is made up. Accuracy of estimates, economical\nadministration of school funds, equality of educational opportunity, all, can\nbeobtained most easily if there is centralized and intelligent control both of\nreceipts and also of expenditures. The raising of school funds should not be\n\n"}
{"page": 985, "printed_page": null, "text": "958\n\nNATIONAL EDUCATION ASSOCIATION\n\nentrusted to local school committees. Constitutional and statutory restrictions may well be imposed upon county-wide budget making authorities;\nbut within certain limits these authorities should be empowered to produce\nthe revenues to meet the demands of the year and always to distribute the\nrevenues so as to meet the varying needs of the several schools of the county.\n\nBy centralized and intelligent control of school funds, I mean the levelheaded, fair-minded, public-spirited business and professional men and\nwomen who should constitute the school board. Observation and experience convince me that school boards as a rule are made up of or at least are\ndominated by people who can be depended upon for sane, honest, and suc-\n\ncessful handling of school funds. From the county point of view, the superintendent of education who finds himself in an unfortunate situation in this\n\nregard has for his first task in budget making the delicate and difficult business of securing for himself a new and satisfactory directorate. Men and\nwomen who are fit to serve on school directorates will not be satisfied and\n\nshould not be satisfied to act as mere figureheads. They should be given\nsomething to do and the business administration of schools is the thing they\nare usually best fitted to do. But I would not entrust the raising of school\nfunds or control of distribution to the school board as a mere matter of\n\nexpediency or policy. I would lay it down as a principle of school administration that good budget making is the thing which the school superintendent\nby training, by experience, and by aptitude, is least fitted to do. If school\nsuperintendents will appropriate the judgment, experience, and skill of their\ndirectorates, and dominate their situations where their technical knowledge\nand skill have the best outlets, much rough sledding inAmerican schools will\nbe obviated. If this be heresy you must make the most of it. But the\nsuperintendent does have a vital connection with this business of budget\nmaking and spending. He should visualize the school needs of his county\nwith such clearness, such accuracy, and such enthusiasm that the directorate\ncannot escape the force of his logic. He must believe that \" where there is\nno vision the people perish.\" He must dream dreams. He must catch\nvisions of a country teeming with happy children taught by the rightkind ot\nteachers under the right kind of environment. He must possess imagination\nand be able to convince his directorate that imagination is founded on reality.\nThe successful conduct of educational affairs must be his second religion.\nIf the superintendent is sincere; if his heart warms to the needs of his\n\norganization and is buoyant with respect for youth; if he is able to demon-\n\nstrate convincingly his superior knowledge and skill as respects the strictly\ntechnical phases of his profession, the directorate will take care of his\nbudget problems to the end of the limit.\nThe county schools of America as a rule are poorly and inadequately\nfinanced. The budget maker immediately finds himself face to face with the\ndifficulty of raising sufficient revenues for the proper conduct of schools. It\nis therefore the field and function of the county-wide budget maker to dis-\n\ncover new sources or new methods of raising revenues. I trust you will\npardon a reference to the county I have the honor to represent as a fine\n\n"}
{"page": 986, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n959\n\nexample of the budget maker's opportunity to meet successfully such difficulties. With the budget strained to the breaking point and with all sources\nof taxation utilized, with the exception of a single mill, the county board of\neducation set itself to the task of securing funds for a rural school building\nprogram on a county-wide basis. The discovery was made by the president\nof the board that in Alabama public school buildings are in the same class\nas court houses, jails, and bridges, and that by vote of the people bonds may\nbe issued as a lien upon the general revenues of the county for the purpose\nof erecting public school buildings. Through this discovery of a wise and\ngood budget maker we were able to secure funds amounting to approximately\nfour hundred thousand dollars that otherwise would not have been available.\n\nI make bold to assert that it is sometimes a wise principle in budget making\ndeliberately to exceed the annual income, provided always that the law is\nnot violated and that the return is ultimately in sight. Business is successfully\nconducted onthe basis of loans and anticipated returns. Why not apply the\nsame principle to the business of education?\n\nIn order to avoid a much\n\noverworked American word, I will say that rural folk are apt to be ultraconservative in their buying. They are apt to be skeptical about a lot of\nthings that we superintendents consider first class \" investments.\" But give\nthem consolidated schools, give them transportation of public school children\nat public expense, give them good school buildings and ample equipment,\ngive them public health service, with the courage to believe that when the\ntimes comes they will not hesitate to approve the purchase. Conduct your\nschools on a cash basis if possible; but if the cash is not available, exceed your\nannual income deliberately. We know that education pays. We cannot\ngo backward. We must go forward. Optimism and courage are necessary\nfor successful budget making.\nFinally, the budget maker must be armed with laws that require the\nstrong to support the weak. Unless by centralized authority the wealth\nof the country may be applied to the support of weak rural school districts,\nI say in all solemnity that not only must rural school education, but also\n\nrural life, end in tragedy. On this point I speak as one with some authority,\nhaving spent all but the last three years of my life in the service of city and\ntown schools. The miserable things that we in the country call schoolhouses; the teaching in the country that is tragedy and comedy-tragedy\n\nbecause it is so fatal, comedy because it is so foolish; the splendid children of\nthe country waiting, with all the pent-up energy and possibilities of the race\nto behold other beauty than mountain and stream, forest and plain, to place\ntheir hearts in tune with other music than the rippling of streams or the\nsinging of birds; to take their just places in all the occupations that our\nAmerican idealism holds out to them, all, appeal for a school budget that will\n\nprovide equality of educational opportunity for every American child.\n\n32\n\n"}
{"page": 987, "printed_page": null, "text": "960\n\nNATIONAL EDUCATION ASSOCIATION\n\nBUDGET MAKING AND SPENDING BY THE STATE\nFRANK P. GRAVES , PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW\nYORK AND STATE COMMISSIONER OF EDUCATION , ALBANY, NEW YORK\n\nThese are troublous times in State school administration, and probably the\nthing that has disturbed us as much as anything is our fiscal administration,\nand the matter of budgeting and spending. The details differ in various\nStates due to statutory and constitutional arrangements, but, after all, the\nbudgeting is done very much the same way in each State. We who are\ncommissioners are so closely in contact with the actual facts that it is just a\nlittle difficult to see the forest because of the trees.\n\nPerhaps if we are to\n\nget back to principles relating to the forest, the best way would be to come\ndown to the concrete.\n\nHere is the way we do it in New York. Before November first each year\nthe subordinate executive officers of the entire department, the chiefs and\ndirectors, assistant commissioners and deputy commissioner in the building\nitself, the principals of the normal schools and the president of the State\ncollege for teachers and the directors of the State agricultural colleges, all\nturn in estimates prepared for inspection by the commissioner. Then the\ncommissioner, with the aid of the deputy and the directors of the divisions\nof administration and finance, carefully reviews these estimates, compares\nthem with the estimates of the budgets in previous years and makes out a\ntentative budget. After that he calls in the committee on administration\nand finance of the Board of Regents and holds hearings so that all these\nsubordinate officers have a chance, one at a time, to present their cases. As\na final step, the commissioner makes out a final budget which is printed and\npresented to the Board of Estimate and Control.\n\nIn most States, the Board of Estimate and Control is made up of the\nChairmen of the Finance Committees of the two Houses. In New York of\n\nlate, in order that the Executive Department might co-operate, the Governor\nand Controller have been added to the list although they very seldom interfere in the matter. There is a possibility that the budget may be approved\noutright, but it is more likely that some revision will have to be made after\ngiving the Commissioner of Education a hearing. Some commissioners of\n\neducation put things in to be cut out, but, taking it as a whole, that is hardly\nawise policy for a man to establish. When the budget is printed for the\nlast time and presented to the legislature, in all probability it will pass with\nlittle amendment.\n\nAs to the principle underlying the making of a scientific budget, I presume\nanybody will see at once that the fundamental thing is to make a careful\nestimate of your income and see to it that your expenditures by no chance\n\nexceed the income. That is so simple I wouldn't mention it except that Dr.\nStrayer has told us in his report on the Commission for Educational Finance\n\nInquiry, that most of the communities do exceed their income and take\npractically no pains to ascertain what that income is to be.\nEvery budget should, of course, show and indicate clearly the trend of\nincrease or decrease in the various items for educational activities and under\n\n"}
{"page": 988, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n961\n\ntake to defend them, either in the way of a footnote on the budget or in the\n\nway of a commentary accompanying it or in a statement made by the chief\neducational officer. It seems important that the budget should be itemized in\ndetail but should be given sufficient flexibility to meet emergencies as they\narise. In New York, we used to make that a regular line-for-line affair-the\nname of the office, the name of the man, and salary. Later on we have\nbeen growing wiser and we have grouped officials of the same rank-so much\nfor directors. This year we hope to get a lump sum.\nThe responsibility for the budget should rest with the chief executive\nofficer of the State Department of Education, but the final approval should,\nof course, be in the hands of a representative body that is directly responsible\nto the people. But, if there are to be changes made, they should not be\nmade in the slightest degree until that chief educational officer has a hearing\nin an impartial and fair way and without any political entanglements. In\norder to secure scientific budget making, it is perfectly clear that we will have\nto have a uniform system of accounting so that we may know, when these\nstatements come in from the various communities, that they are talking\nabout the same thing.\nIn the administration of the budget I would emphasize that we must\nmake a careful scrutiny of all statutory fixed costs in the budgets in order\nthat we may see what their educational value has been and what it is likely\nto be in the future. Dr. Strayer told you this morning that one of the most\nunfair things that occurs is the payment by the State for unusual activities\nand it comes home hard on the community that has little to pay the price.\nWe need a constant scrutiny and review because items are constantly getting\nout of date. Nobody needs encouragement for manual training any longer\nand it is a question whether they ought to need it for agriculture. But,\nthere is a more fundamental question, and that is what proportion, after all,\nof the total costs for public schools in the State ought the State itself to pay\nand how is that State money to be distributed ?\nAgain, to quote Dr. Strayer, we are marching steadily in the direction of\nState control. Forty-nine of the minor cities in New York have State\ncontrol, but there are eleven of the larger cities which have not seen the light\nand do not propose to if they can help it. That is the last rampart of the\nstand-patters in the revision of State control. Delaware has arrived there\n\ncompletely, Maryland, after paying sixty-seven per cent for the counties,\nguarantees a minimum standard for all of the schools. Practically every\nState in the Union is paying anywhere from ten to sixty per cent of the school\nbill.\n\nHow shall it be distributed ?\n\nWe have a bill before the New York legislature and I understand there\nis to be one in Pennsylvania before very long that answers this question\nto a large degree. It is based on the study that Dr. Updegraff, made for the\n\nrural school surveys. After making an evaluation of the present form of\nState aid, he proposes to subsidize a general State aid based definitely, in the\nfirst place, on the ability of the various communities to pay as represented by\nthethousands of dollars of valuation properly equalized back of each teacher\nand, secondly, upon their willingness to pay as represented by the equalized\n\n"}
{"page": 989, "printed_page": null, "text": "962\n\nNATIONAL EDUCATION ASSOCIATION\n\nor true tax rate. I think that when this law goes into effect, we will have\nas nearly a scientific plan for distribution as has ever been discovered in this\ncountry. Unfortunately the formula at present is a little complex and\ndifficult to understand and it may take some time to educate legislatures,\nschool boards and school men.\n\nThe great need in budgeting is a scientific method and technique such as\nhas been represented to us by these figures for the city and county. We\nneed to encourage investigation in all the graduate schools in the country, and\nit may be that we will need a clearing-house such as was recommended\nto the Department yesterday. If this is to mean a real medium of exchange\nand these splendid contributions of research are gathered together and distributed, sooner or later we will have the knowledge and technique that is\nnecessary for State budgeting and State spending.\n\nPRINCIPLES AND TYPES OF curricuLAR DEVELOPMENT\n\nOTIS W. CALDWELL, THE LINCOLN SCHOOL OF TEACHERS COLLEGE, AND\nINSTITUTE OF EDUCATIONAL RESEARCH, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nAt a meeting held in connection with the Department of Superintendence\none year ago, a preliminary report was made of an investigation to determine\nwhat use the public is now making of subject matter related to one of the\nschool subjects of study. This investigation which began nearly three years\nago, has now been completed and a monograph based upon it has been\nprinted. So much has been said regarding the need of education to fit\npeople better to engage in affairs of common life, that it seemed wise to\ninitiate a series of investigations to determine relations that exist between\nschool subjects and the situations which arise in affairs out of school. The\nsubject of this investigation was chosen in order to determine to what\nextent and in what ways biology is used; and at the same time to see to\nwhat extent such methods of investigation may contribute to curricular\nreorganization in this and other subjects. The investigation deals with the\nextent and nature of the use of biological material in the public press. That\nis, what kinds of biological information is the citizen now reading? In\nwhat way is this related to school work in biology? Do the public press\narticles make any valid suggestions as to needed changes in content or\nmethod of the school subject? Do such articles provide significant biological\nsituations or needs which are available for use in school instruction, either\nas introductory, foundational or concluding applications related to the topics\nof school instruction.\n\nSeventeen full months issues of representative daily newspapers were\nsecured making a total of 492 different papers and approximately 14.000\npages. These papers reach several millions of readers. Each of the pages\nwas examined, and all biological articles other than those which were paid\n\n"}
{"page": 990, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n963\n\nadvertisements, or regularly recurring commercial stock reports were collected and classified. Mere biological allusions were omitted, thus limiting\nthe collection to articles clearly biological. A total of 3061 such articles\nwere thus secured, these having an average column length per article of over\n8 inches.\n\nCareful study of all articles resulted in a classification, consisting of 8\nmain divisions, each main division having secondary and tertiary sub-divisions. Thus \" Health Biology \" which includes 897 of the 3061 articles, is\nrepresented by articles classified under eight sub-headings : Biology of in-\n\nfectious diseases, hygiene and sanitation, health education, non-infectious\ndiseases, dietetics, drugs, first aid, and physiology. The sub-division, “ Infectious Diseases,\" is itself represented by 19 further sub-divisions. The\nother main divisions beside health, in the decreasing order of their numerical\nimportance, are animals, plants, food, organizations of producers, general\nnature, evolution, and fictitious biology.\nA study of the tabulated number and length of articles shows the out-\n\nstanding importance of the first four groups-health, animals, plants, and\nfood. The average length of articles upon general nature and evolution is\n\ngreater than that of the first four groups, but the total number of such\narticles is relatively quite small. Fictitious, or spurious biology is small, since\nbut 14 of the 3061 articles belong to this group. Furthermore the average\nlength of fictitious articles is less than one-half the average length of all\narticles. This is a creditable change from a few decades ago, when so many\nfictitious articles appeared in the newspapers. If this study is representative,\none may now read 200 newspaper articles based upon biological information\nand probably encounter but one fictitious article.\nIt is not necessary in this connection to present statements of details con-\n\ncerning the contents of articles under the different biological headings. A\nfew statements of the results of the investigation will show the significance\nof this type of study. Of the 492 issues of newspapers, no issue was without\none or more biological articles. The articles found are of the same general\ntypes with local variations readily accounted for by special local situations.\nThe proportion of biological material to the number of pages issued monthly\nby different papers does not vary greatly.\nHealth biology appears in largest quantity and relates interestingly to con-\n\nclusions reached by National education committees to the effect that health\nisthe first aim of education. The largest proportion and greatest length of\nhealth articles appear in communities in which, from other sources, it is\nknown that greatest effort is being made to conserve and improve human\nhealth.\n\nNewspapers are more nearly up-to-date in biological accuracy than are\nmany text-books, since their articles are \" news,\" preferably direct from the\n\nproducer to the consumer. At the best, textbooks cannot entirely keep upto-date, and many of them do not make earnest endeavor to do so. A\nbiological textbook which is one or two decades old carries more fiction\nthando most of our leading newspapers.\n\n"}
{"page": 991, "printed_page": null, "text": "964\n\nNATIONAL EDUCATION ASSOCIATION\n\nSince the advocacy of social and industrial controls, depending upon modern biology, and the types of biological information which appear in the\n\nrepresentative press, are so widespread and constant, should not the school\ncourses in biology include the topics found as legitimate ones for school use,\nif, as we say, education is designed to help people in common life? Finally,\nif these topics are those of common occurrence, should not some or many\nof them, be used as significant situations in presentation of topics in instruction in biology ?\nFor a second type of effort in curricular improvement, let us turn to one\nof our more nearly standardized subjects-mathematics. Teachers in colleges, high schools and elementary schools are agreed that reorganization is\nneeded. There have recently been many investigations and reports of committees which have recommended extensive modifications of present practice\nin mathematical instruction. The Final Report of the National Committee\non Mathematical Requirements, enumerates the main reasons for a reorganization of courses in mathematics.\n\nMuch of the content of the usually\n\nrequired courses makes little contribution to the pupil or adult needs of\nmodern life. The organization of these materials and instruction by use\nof them are not based upon modern psychology of learning.\nThe report emphasizes the need for giving especial attention to the\nelementary grades, and to grades seven, eight, and nine. Several groups of\nworkers are attempting to provide better curricular materials and accompanying methods. I shall outline the procedure of one of these groups.\nFifteen hypotheses or guiding principals were first formulated. These\n\nare based upon investigations, results of surveys, and the best guidance\navailable in the philosophy of education. Six of these principles are:\nMathematics, in the elementary and junior high school grades, should be\nprimarily a tool for the quantitative thinking needed by children and\nadults. Each year should give the most intrinsically valuable mathematical\ninformation and training which the pupil is capable of receiving, at that\ntime, with little consideration of the needs of subsequent courses.\n\nThe preceding aim necessitates the inclusion in junior high school grades\nof certain elements of arithmetic, intuitive geometry, algebra, trigonometry,\nand statistics, although these are not to be rigidly classified under the\ntraditional divisions as named.\n\nManipulation of mathematical symbols as an end should be omitted; and,\nattention should be directed toward a better appreciation of the part that\nmathematics has occupied and is now occupying in the progress of civilization.\nThere should be a marked increase in the accuracy of computation with\nintegers, fractions, and per cents.\nFollowing the formulation of the above principles, an inventory test was\ngiven in thirty cities to a large number of children who were just entering\nthe seventh grade. The purpose of this inventory was to furnish more\ncomplete information than previously existed regarding the mathematical\nknowledge that such children possess at the end of the sixth grade, or which\nthe seventh grade teacher may reasonably expect as his foundation for work.\nThe test consists of 125 very simple elements.\n\n"}
{"page": 992, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n965\n\nThis inventory of sixth grade arithmetic may be summarized as follows :\nThere are but 8 of the 125 elementary mathematical points which are correctly answered by as many or more than 90 per cent of the pupils. There\nare 34 of the 125 points answered by as many or more than 70 per cent of\nthe pupils. There are but 59 of the 125 points answered by as many as\nhalf of the pupils. That is, considerably more than half the pupils failed on\n66 of the 125 points in this inventory. There are those who say that the\noutstanding indictment of our American schools is that we foster halflearning. It appears that they exaggerate, and are too generous in this\n\naccusation for here is evidence that we really achieve much less than 50\nper cent mastery.\n\nThe third step in this study of mathematics consists of an effort to discover\nvalid materials which pupils can and should learn. This includes inventories of the mathematical elements found in other school subjects and in\n\nwidely read magazines. For example, there has been a study of the specific\ngeometrical concepts which facilitate general reading, and the frequency of\noccurrence of unusual fractions .\n\nGuided by the hypotheses stated in the first step, by the inventories of\nmathematical attainments, and by data upon the uses made of mathematics,\ntentative mathematical topics and teaching materials were prepared for\n\nexperimental use, in 30 coöperating schools. After coöperative trial, criticism, and tests, the materials have been revised for further trial. The\nseventh grade material is now in use for the third year, having undergone\ntwo revisions.\n\nWhat is involved in trial of curricular materials in cooperating schools ?\nIt is attempted to divide the seventh grade pupils into two groups as nearly\nequivalent in mathematical ability as measurement and judgment will permit; to one group the experimental materials are taught as prepared, to the\nother group, the conventional mathematical course is taught; achievement\ntests are given to both groups at the beginning and the end of the year; the\nteacher keeps a systematic record of the successes, failures, and interests of\nthe pupils, whether explanations regarding the experimental materials were\nsufficient, practice materials adequate, terminology clear, the extent to which\nsubject matter relates to the children's experiences, and the suitability of\nprojects used. The coöperating teachers, when they have finished teaching a given unit of material, make systematic reports on prepared blanks.\nThese records help to determine the proper distribution of drill and practice\nwork, and the need for fixing learning through cumulative review which\nconsist of new applications of previously learned principles.\nInorder to be fully illustrative of the educational principles which I wish\nnow to state we need to give similar summaries of curricular studies dealing\nwith reading in the first two grades, with music in the intermediate grades,\nwith productive literature in the junior high school, with pupil use of the\nschool organization as part of their curricular material, and with other\nstudies. It cannot be said that all curricular experiments accept the principles stated as their guides. There are those who proceed to collect factual\n\n"}
{"page": 993, "printed_page": null, "text": "966\n\nNATIONAL EDUCATION ASSOCIATION\n\nelements of courses of study as if when facts are collected courses are thereby\ndetermined. That is but one step in curricular study. Curricular organization cannot be soundly advanced, unless its guiding principles clearly\ninclude a sound point of view regarding method of work and study as well as\nfactual materials of the subjects. Nor can we safely proceed on the vagary\nthat all which is now in any curriculum is wrong and all most be done anew.\nSuch would be a queer judgment upon the curricular evolution of past\ndecades. With these facts in mind, and with the desire to include educational\n\npurposes as well as curricular guides, certain principles should be clearly\ndefined for use in any reorganization of the school subjects of study.\n1. Pupil attitude toward school subjects-Children learn best, retain\n\nlongest and find learning most stimulating and most usefully available, when\nthe subject matter and methods of school work are engaging and genuine,\nnot repulsive and artificial. Those who hold this view believe that more and\n\nnot less effort is made by pupils when they are occupied by engaging and\nreal work ; hence, if more effort is made more educational growth may be\nsecured. It is not believed, however, that all pupils are all the time held to\nhigh effort merely by the holding power of vital subject matter, but it is\nbelieved that subject matter should be so selected and used that more should\nbe gained than has been, from its inherent significance to pupils. It is much\nharder to accomplish the needed changes than to see clearly that changes are\nneeded. The latter, for each school subject, requires prolonged and careful\nclassroom trials with school children. Indeed it is possible that comparative\ntrials may show that some whole subjects may profitably be omitted, or others\nadded.\n\n2. Pupils must succeed in school subjects if they are to be educatedPupils develop faster when engaged most of the time upon things in which\n\nthey succeed, not fail. Educational efforts must usually result in success, if\nfurther effort is to be carried on with fervor and wholeheartedness.\n\nWhen\n\nacollege entrance examiner recently stated that\" a college entrance examination in physics should not permit over 60 per cent of those taking it to\npass,\" he was supporting and promoting one of the most serious situations in\nmodern education. The one-third who do not pass, together with the large\nnumber of others who were advised not to try the examination, are living\nand discouraged exponents of a situation so set up as to be almost hopeless\neducationally for most of those thus discouraged. Incomplete and imperfect\nlearning and consequent failure are needlessly depressing. They are needlessly costly in money, school space, and human life, since those who fail\nhave not moved on to the next level of achievement. Subjects should be so\nselected and used, and pupils and subjects both graded so that more pupils\nsucceed, in order that later success may also be had. No fear that there\nwill not be enough failures remaining to provide ample occupation for the\nteachers who through sheer arbitrary discipline wish to engage in the occupationof goading failure into medicore success.\n3. The rate and quality of learning are improved by an increase in number\n\nof senses used-There is an oft-stated principle, still too little used in\n\n"}
{"page": 994, "printed_page": null, "text": "967\n\nDEPARTMENT OF SUPERINTENDENCE\n\ncurricular planning to the effect that pupils learn best when their minds are\napproached by senses and materials other than those which relate primarily\nto words.\n\nOur education has become one of much words.\n\nIt is so much\n\neasier to organize and use subjects of study as definitely set printed pages, as\nassignments to be reproduced in recitation, than it is to use assignments as\nfollow-up discussions of situations derived from experience. We have fallen\n\ninto a conventional education of words. Again my point contains nothing\nnew; but again must it be clear that we have assented again and again to\nplatform argument then proceeded to act as we did before. Subjects of study\nhave not changed as have our theories of what subjects are for. Our advance\nin principles and ideals to which we assent has outrun our progress in\npractice inuse of the school subjects.\n4. The subjects should be organized and used so that pupils may teach one\nanother-Education has never made adequate use of the fact that children\n\nlearn much from one another, and our subject organization does not favor\nsuch mutual teaching. Instead of the still too common practice of discouraging communication and mutual assistance, the school atmosphere and\nthe organization of the subjects of study should encourage such mutual\npupil teaching as may pertain to the particular subject content upon which\nthey are engaged. Subjects of study should be selected and organized and\ncontent of studies should be such that pupils can come into mutual and\ncoöperative mastery of them.\n5. The school's organization is a legitimate and necessary part of the\nsubjects of instruction-If school is training for social effectiveness, the\nschool institution must itself be socially effective. To be so the educational\nprocesses must be coöperative, and the activities and procedures which enter\ninto the school's organization must be used as true subject matter material.\nWhen this is not done, the different members of the school community live a\nfalse life under the guise of preparing for a later real life out-of-school.\nDemocratic education begins within the school by use of the school itself,\nelse the school must fail in part of its social contribution to its pupils. This\nmeans that school curricula and methods and building management must be\nparticipated in by pupils, and that the school's own organization is a part\nof the school's curricular possession, not a personal possession of the administrative officers.\n\nIf this is true, it means that administration must secure\n\na closer relation with the school subjects than is now common. Needs for\nschool funds, school buildings, general organization have caused too wide a\nseparation between administration and the real work of the schools.\n\nAn explanation of the disparity between educational principles and ideals\non one side, and school practices on the other, seems reasonable. Educational theorists and philosophers have engaged in statements and argumentation which were abstractly appealing to their readers and audiences, and\nwhen asked concerning specific things to do in prosaic school rooms, have\nreplied that those are details to be worked out by an enlightened teaching\nprofession. This diverting by-play, when serious, betrays an unfounded\nconfidence in the productive capacity, available time and energy of most\n\n"}
{"page": 995, "printed_page": null, "text": "968\n\nNATIONAL EDUCATION ASSOCIATION\n\nmembers of the teaching profession. It overlooks or evades the fact that\nmost difficult of all is the task of improving the courses of study with which\nthe profession deals. It overlooks the courses of study with which the profession deals. It overlooks the fact that school practices are not likely to be\nchanged suddenly from their present position to the very advanced position\noutlined by new principles and ideals, but that school practices evolve from\nwhat is. Biologically and sociologically things which are, have come\nrather directly from things which have been, and from much of our educational theory nothing has come. It has recently been said that \" the\ntheorists failed to create a machinery of books, methods, and teachers to carry\nout their theories. Ideas will never be carried out unless they are embodied\nin machinery. So when the theorists failed to develop new machinery for\ntheir new conceptions, the old machinery already in use in the schools\n-the\nold books, old methods, and old points of view-continued to function in the\nold way.\"\n\nThe relative satisfaction with the definiteness of the present subjects of\nstudy as compared with the confusion produced when changes incontent and\nmethod are introduced seems to be an argument in favor of leaving things\nas they are.\n\nSimilar confusion as to the aims of education is also cited as\n\nreason for waiting until aims are more clearly defined. But aims are\nsufficiently clear to show many people the necessity of change, and pragmatically our aims cannot be finally stated until after trial and measurement\nit is found what can really be accomplished. Fortunately teachers and\ninvestigators in various school systems all over the country have accepted\nthe necessary complications resulting from efforts to change the content of\nsubjects of study and have found the confusion not destructively disconcerting. Rather have they found that constructive improvements of subjects\nawaken teachers to new confidence in the progress of education.\n\nKEEPING THE CURRICULUM ALIVE\nAMALIA M. BENGTSON , SUPERINTENDENT OF RENVILLE COUNTY SCHOOLS\nOLIVIA, MINNESOTA\n\nAs laborers in the field of education we must admit that for the average\nchild there may be more than mere humor, in Mark Twain's admonition,\n\" Let not your schooling interfere with your education.\"\nAn examination of the average school curriculum both as to its content\nand its method of presentation will lead any thoughtful person to question\nwhether or not schools do actually train for living, for are we not intended\n\nto go out and live as individuals, capable of thinking and acting as such?\nAnd does not the average school curriculum tend to stifle the individuality\nof childrenby treating en masse both as to the \" what\" and the \" how \" of\nwhat is given them ? Treating individuals, too much en masse \" has been\n\"\n\nthe weakness of all civilization.\n\n"}
{"page": 996, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n969\n\nIn the time allotted me I want to point out how in our experimental\nschools of Renville County we tried to make the curriculum more alive\nand so arrange the work that each child in school could be given work\nsuited to his individual differences.\n\nPlease bear in mind that we were\n\ndealing with the average rural one-teacher school-the kind found in many\nparts of the United States-where children are obviously unhappy, where\nin parrot-like fashion they perform the tasks assigned them by the teacher\nin just the way she dictates; the school where only a fraction of the time\nis devoted to actual work, but where much is utilized in the formation of\nbad habits, mental, physical, moral; the school which comes to us with\nancient traditions of at least thirty classes a day, and the \" 3 R's \" taught in\nthe \" good old way.\"\n\nBelieving firmly that, after all, schools are primarily designed for the\n\nbenefit of the children attending them we felt justified in departing just a\nlittle from the beaten path and tried to shape the work so that each\nchild might be treated as an individual and grow and expand naturally,\nyet acquire an adequate amount of the world's ever-increasing \" store of\ntested knowledge.\" I have time to point out only a few concrete examples.\nMay I say in passing that we divided the pupils into three general groups,\nmaking it possible to have at least 30-minute periods for recitations.\n\nThe first example I want to cite is with an upper group in the study\nof Minnesota history. This experimental school of ours was in a Swedish\ncommunity and in this particular project the aim was to give the pupils a\nbetter understanding of their heritage of nationality, of the contribution\ntheir forefathers had given America, and in return America's gift to them,\nin the hopes that in years to come this background might give to these\npupils a better understanding of their responsibility for the future. This\n\nproject came up in conjunction with the study of agriculture and how and\nwhy the early settler pioneers from Sweden had cultivated the land, growing\ncrops for food for themselves and the live stock, just what they brought\nwith them, and why all this necessitated a study of the conditions under\nwhich they lived.\nThus the idea came of transporting a family from Sweden to Minnesota.\nA family of seven was decided upon, Father, Mother, Grandfather,\nGrandmother, and three children. Typically Swedish names were chosen.\n\nConditions under which this family lived in Sweden were studied, just what\nthey might bring with them was taken into consideration, transportation\nwas discussed and routes decided upon, even the ship was named. For all\n\nthis steamship folders were pored over, immigration laws studied, and the\nchildren learned that immigration today was vastly more complex than\nwhen their forefathers came .\n\nWhere to locate in Minnesota was a question. A map was hung on the\nwall and each child was blindfolded and asked to find a place where he\nwanted his mythical family to locate. Naturally Renville County was the\nlocation sought but we only succeeded in bounding it. One family located\ninthe iron range district, one in what is still the lumbering region, one on\n\n"}
{"page": 997, "printed_page": null, "text": "970\n\nNATIONAL EDUCATION AssociatiON\n\nthe North shore of Lake Superior, in short almost every part of Minnesota\nwas reached. This meant that these prairie children set about to find out\n\njust how life was lived in other parts of Minnesota. How houses were\nbuilt, how food and clothing were obtained and Minnesota became a most\nwonderful State to them. Time was much too short to learn all that needed\n\nto be learned. Every library book that had any bearing on the subject was\neagerly studied and periodicals were brought to school.\nNaturally the father of this family, being a thoroughly fine Swede wanted\nto become a citizen, so naturalization papers were taken out and here a new\nstudy opened, which led into a study of citizenship and civics in general.\nEvery day a new phase came up, and altogether history, geography, civics,\narithmetic, agriculture, literature, folk songs and folk-lore were studied and\n\nwhen the close of the school year came the \" end was not yet.\" Can't you\nimagine how vitally interested every child in the group was ? How he utilized every hour of the school day in looking up material and learning facts,\nalso how each child in this way could get all he was capable of out of the\nlesson, depending upon his natural mental ability, his capacity for work and\nhis previous training. To those of the group who had studied the earlier\nhistory of the United States, that history took on a new meaning. They realized that these immigrants had much to be thankful for to the builders of our\nhistory and how in turn the United States had needed much of this fine\nstock represented by this immigrant family to make possible her remarkable\nprogress and development. From all this it was not difficult to teach the\nchildren how inter-dependent are communities, States, and nations.\nOne more example : In connection with our agriculture and in our\nboys and girls club work we were teaching balanced rations for calves and\npigs, and the children become eager to learn more about what the human\nbody needs for growth, energy and the regulation of body processes. A\nrecord was kept by each club member of what was fed daily to the animals\nand someone suggested the children keep a daily food diary of what they\nate. Meanwhile the study of balanced rations had been going on and one\nday one boy said, \" Seems to me we aren't getting a very balanced ration \"\nand small wonder he made the remark, for almost without exception this\nis what the diaries showed. Breakfast, bread, butter, coffee, fried pork,\nfried potatoes. Lunch, bread and butter, meat sandwich, pie or cake, sometimes an apple. Dinner, meat and potatoes, bread and butter, pie or cake,\ncoffee. These pupils saw how lacking their diet was in milk, cereals, fruit\nand vegetables, and it came almost as a shock to them to realize this condition. Physiology and hygiene became most important subjects to them, and\nthe hot school lunch became part of the school program instead of merely a\nbothersome part of each day's work. Needless to say the contents of the\ndinner pail changed, for mothers were fine on coöperation and the hot\ndish supplemented the lunch brought from home. Milk was served in the\nafternoon to the primary children and they were eagerto get it, who before\n\nhad declared they could not drink milk. Again geography and history were\ntaught. For a study of foods necessitated a study of food manufacture,\n\n"}
{"page": 998, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n971\n\npreservation of food, transportation, markets, etc. A socialized noonhour was inaugurated. Table etiquette was taught, and from this customs\nand manners of other Nations were studied.\n\nIn short by trying to make the curriculum touch the lives of the children\nin a way they understood we not only made the school day a joy to the\nchildren, and the school that happy medium for development that educators\nlook forward to, but we dignified \" school \" in the eyes of the community,\nand made of it an institution worthy of consideration, and a business project\n\njustifying the expenditure of public money, so that no longer did the adults\nof the community think of it in Whittier's words,\n\" Still sits the schoolhouse by the road,\nA ragged beggar sunning.\"\n\nWHO SHALL MAKE THE COURSE OF STUDY AND HOW?\nERNEST HORN, PROFESSOR OF ELEMENTARY EDUCATION\nUNIVERSITY OF IOWA, IOWA CITY, IOWA\n\n\" Who Shall Make The Course of Study.\" There are two criteria which\nmust be kept in mind in answering this question. Both criteria may be put\nin the form of questions. How may each community secure the best course\nof study for its pupils ? How, through courses of study, may the greatest\nstimulation be brought to the teachers ? The first criterion has to do with\nthe selection and organization of educational value. The second has to do\nwith the development or training of teachers in service. Since teachers are\nmeasured according to the effectiveness with which they transmit to pupils\nthe greatest educational values, therefore, the best training in service is\n\npossible only when the course of study itself is of superior worth. The\nfirst question then, is the basic one, how may each community secure the best\ncourse of study?\nThe answer is, only by building it upon the best experience, soundness,\n\nresearch, and keenest judgment which this country affords.\n\nLet me be\n\nconcrete. How may each community secure the best courses of study in\n\nreading ? Only by building it upon the experience in schools where, measured by every device now available, reading has best been taught; only by\nbuilding it upon the wealth of data discovered in recent researches; only\nby constructing it in the light of the judgment of those whose contributions\nto the development of this subject have been most far-reaching. The best\n\ncourse of study in reading is possible only by pooling the leadership in the\nfield of reading.\n\nThe leadership in this field is not limited to college professors. Leadership includes all of those who have contributed. It includes the classroom\nteacher of insight and artistic technique; it includes the supervisor who has\n\nsucceeded in stimulating her teaching staff. It includes the superintendent\nwho has made success in this subject administratively possible. It includes\nthose who in colleges or in bureaus of research are building the foundation\n\n"}
{"page": 999, "printed_page": null, "text": "972\n\nNATIONAL EDUCATION ASSOCIATION\n\nof sound method by their investigations. It includes those who in colleges\nor normal schools are directing the training of young teachers.\nThis mere classification of the leadership in this field suggests that no one\ncommunity contains even all of the kinds of leaders which are essential to the\n\nmaking of the course of study in this subject. Much less does any community contain all the leaders.\nThe best evidence that communities cannot make satisfactory courses of\nstudy for themselves is to be found in the courses of study which have been\nmade by communities. It is the writer's pleasure every few years to make\na thorough canvass of courses of study issued by normal schools, experimental\nschools, city schools, and State schools. Those of you who have undertaken similar studies will agree with me that the great majority of courses\nsurveyed in such a canvass are of a mediocre or inferior quality. In the\nentire country there cannot be found in universities or in public schools\nmore than two or three distinctly superior courses in any subject. /\nI believe that it is no exaggeration to say it any subject, say, silent reading, a committee selected on such basis as I have just mentioned could with\nproper stenographic assistance make in two weeks a course of study incomparably better than any course of study now in print.\n\nIn urging this point of view before a small group, the question was\nasked, \" But have we not had committees ? \" The answer is \" yes.\" And\nwhere strong committees have been appointed important contributions have\nbeen made. I have in mind such committees as the Committee of Eight in\nHistory, whose reports afforded the basis upon which courses of study were\nmodeled for years, and upon which the best text-books now available in\nhistory have been written. There have, however, been certain weaknesses\nin our methods of assigning work to committees.\n\nFirst, we have not had these committees in session for a sufficiently long\nperiod. There has not been available money. There has been too little\nattempt to pool the real leadership of the country in the subject for which\nthe committees have been appointed.\nbeen taken seriously.\n\nThe committees have often not\n\nThese defects may be removed. The committee must be selected and\norganized, so that it will not only represent but actually bring into action\n\nthe best leadership in this country with respect to the subject concerned.\nThe committee will be as democratic as science itself. There will be neces-\n\nsary qualifications, but these will be limited to those impliedby the fact that\nan individual has made distinct and valuable contributions to this field.\n\nThere probably should be a central committee of from five to nine members,\nand substantial board meeting committees to which special phases of the\ntask could be assigned.\nThe committee should have at least a week's preliminary meeting for\nthe purpose of outlining the work to be done, for the purpose of deciding\n\nproblems upon which solutions are already satisfactory, for the purpose of\nlisting for experimental attack those problems which now lie in the field of\ncontroversy. After a period of additional study, the committee should be\n\n"}
{"page": 1000, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n973\n\ncalled together again for at least a week, during which time it should formulate a tentative course of study. This course of study should be submitted\nfor trial to volunteer schools scattered widely over the country and representing all types of public school conditions. After a trial for a year or two,\nthe reactions from these volunteer schools could be collected along with\nsuggestions as to changes or modifications. These suggestions could be made\nthen the basis upon which the final course could be made.\nThe expenses of such a committee should be paid while in session and\nnecessary clerical assistance should be provided. The committee should probably be continued over a period of years in order to study carefully the\ndevelopment of the courses of study in actual classroom situations, and in\norder to keep the interest in such work properly directed.\nWhat would be the result of such a procedure? In the first place, we\nshould have better courses.\n\nSecond, there would be a greater stimulation to teachers in service. In\nrunning through the literature of the last few years, one finds a great deal\nwritten on the general theme that courses of study, in any community\nshould be made by the teachers and supervisors in that community. Even\nthough inferior, it is argued such a course, which is the teachers' own, will\nresult in teaching practice which is superior to that which would be obtained by a superior course placed in the teachers' hands. The answer to\nthis argument is that courses of study should not be placed in the teachers'\nhands. These courses should be studied with the teachers. The superintendent or supervisor will be very sensitive to criticisms, constructive or\ndestructive. It will be the function of the superintendent or supervisor to\nlet the teachers see that such a course affords the finest opportunity for their\nown professional development. This course will not be in the nature of a\ncommand. It is in the nature of information in which the teacher must\nbe led to have confidence and upon which she may model her own teaching\npractice. It is the speaker's judgment that most of the talk about the\nteacher's desire to create courses of study is without foundation. The experience of those who work with teachers' organizations has been that they\nare always ready-they are even eager to take hold of methods proposed by\nthose in whom they have confidence. The greatest professional awakenings\nthat I have ever seen have come under the leadership of men and women\ninwhose training the teachers had confidence, and under whose instruction\nthe teachers improved their teaching practice.\n\nThird, such a course would render a great service by putting before\nteachers one sound plan of work instead of bewildering them in the confusion of controversies. A large part of the energy which a teacher or\nsupervisor spends in professional improvement, is spent in trying to decide\nwhat is good. It is spent not in trying to learn to do what is recognized\nto be good, but in trying to learn which among rival suggestions is the\nproperpractice. Many of the questions which are now aired before teachers'\ninstitutes and in the periodicals read by teachers, should be aired in committees. The effect of our educational quarrels is to continually unsettle\n\n"}
{"page": 1001, "printed_page": null, "text": "974\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe confidence of teachers in any teaching procedure. Often there is little\ndifference of opinion on questions which are in controversy, but these\ndifferences are emphasized by our speakers rather than the points upon which\n\nthere is agreement. This is true of those who speak on the project method,\nsilent reading, the teaching of social sciences, or the use ofmental tests. For\n\nexample, upon the great majority of the problems involved in the use of\nmental tests even Bagby and Terman agree. We owe it to our public\nstaff that they should know which practices are now agreed upon, and which\npractices are still in controversy.\nFourth, such a course would make for permanence of policy and would\nprovide for adequately following up one method until teachers could be\nadequately trained in it. The new supervisor would now feel it her job\nto continue the practices recommended by such a report and followed by the\npreceding supervisor. She would be far less likely to upset her teaching staff\nby making a new course of study, and by introducing new methods.\nFifth, such a course would help teacher training institutions. It would\nsave them from the confusing changes which come with new training school\ndirectors and new critic teachers.\n\nIt will enable them to know how to\n\ntrain their teachers for the jobs into which they will soon go.\nSixth, it would afford the best basis upon which to meet the critics of our\npublic schools. Such reports could well be made the basis of articles in our\npopular magazines.\nSeventh, it would be of assistance to small school systems in making a\ncourse of study such systems are at a disadvantage in every way. Fewer\nteachers can be freed for the actual preparation of manuscripts. Library\nfacilities are inadequate. The supervisory assistance is more meager. It is\nimpossible to finance the printing of courses even when they are made.\nWithout waiting for committee reports such schools should buy the best\ncourses on the market rather than attempt to issue their own courses.\n\nSuch a plan will give us better textbooks. Every strong committee report\nhas been followed by an improvement in the books with which the report\ndeals. Often companies spend time in trying to discover some new method\nso that they may beat their rivals to the market with a new book. With\nthe report of such a committee to guide them the time of the companies and\ntheir authors could be spent wholly upon the making of superior texts to\nfit the course of study which the committee recommends.\nI believe that these suggestions are in harmony with the entire feeling of\nthis meeting. I have been impressed in going from meeting to meeting with\nthe recognition on the part of our superintendents, even the superintendents\nof our largest cities, that they should not attempt to work out their salvation unaided. It seems to be clearly recognized that for one community to\nattempt to solve its problems in isolation is not only inexcusably expensive\nbut the results of such efforts are not satisfactory.\n\n"}
{"page": 1002, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n975\n\nHOW MODERN BUSINESS MAY AID IN RECONSTructing\nTHE CURRICULUM\nCHARLES H. JUDD, DIRECTOR OF SCHOOL EDUCATION\nUNIVERSITY OF CHICAGO, CHICAGO, ILLINOIS\n\nThe bankers of this country have made up their minds that the best way to\n\ninduce people to open savings accounts is to teach children in the schools the\nimportance of thrift. The result is that a number of publications have appeared in recent years stimulated by the bankers in which the importance of\nsaving is set forth and in which devices are described for teaching pupils\nthrift. This example shows that business recognizes the school as an influ-\n\nential agency for propaganda and is ready to spend time and energy in\nturning the curriculum to account for the cultivation of what it deems to be\na publicgood.\n\nThere are other examples of the same type. Not long ago one of the\noldest trade journals in the United States, the American Lumberman, published a leading article in which it urged its readers to interest the schools in\nthe study of lumber.\nThe Tea and Coffee Trade Journal last August had an article in which\ndealers were told that the study of tea and coffee by pupils will help the\ntrade. It was pointed out that such study will, among other achievements,\nremove prejudices against coffee.\nTurning from examples which show that business recognizes the school\nas a good medium of communication we may take up a second no less im-\n\npressive line of consideration.\n\nBusiness has in recent years demanded\n\nsweeping changes in education in order to prepare more efficient workers.\nIn demanding these changes, business has begun by asserting with emphasis\nthat young people ought to be prepared by the public educational system to\ntake their places in the warehouse or in the shop as well as in the professional\noffice. Business has been critical of the schools because the lessons taught are\noften remote from the interests of common life. Business has said that the\n\nschools are bookish and theoretical, that teachers are pedantic and without\nknowledge of the world. Because business was so utterly out of patience\nwith the schools there was enacted a few years ago federal legislation creating a federal board which was to change the situation and bring more practical work into the curriculum.\n\nThe form in which business decided to\n\nintroduce practical courses into the schools of the country through the\nfederal board is known to all of us, and so is the result of that experiment.\nI cite it without any expression of judgment as to its wisdom; it is one of\nthe conspicuous historical examples of a contribution, and a very vigorous\n\ncontribution, by business to the doings of the schools.\nThere are some negative examples which show that there are matters\n\nwhich business is reluctant to have discussed in the schools. During the\nwar the Bureau of Education and the Food Administration joined in the\npublication of certain leaflets containing discussions of civic and social\n\nproblems under the title, \" Lessons in Community and National Life.\"\n\n"}
{"page": 1003, "printed_page": null, "text": "976\n\nNATIONAL EDUCATION ASSOCIATION\n\nThese leaflets took up among other matters the rights of laborers and the\nfacts about labor organizations. There was not an assertion on these\nmatters published in the leaflets which was not based on practices explicitly\nsanctioned by our federal government. The statements were all prepared\nby the best writers on labor in the country and by men in the federal service.\nIn the fall of 1918 the Secretary of the Industrial Conference Board issued\nin the name of that Board an attack on these leaflets, saying that they were\nfull of unsound economic teachings, and distributed the attack to all boards\nof education.\n\nThe immediate effect was an enormous reduction in the use\n\nof the leaflets in schools. Evidently when a business organization such as\nthe Industrial Conference Board does not want labor problems discussed in\nthe schools, there is going to be difficulty in keeping these matters in the\ncurriculum. Furthermore, it is very interesting to note in terms of this\nillustration that business is in contact with very powerful agencies to which\nit can make its appeal when it decides to have something kept out of the\nschools.\n\nThere are other influences besides those which eminate directly from\norganized business which are operating to introduce into the curriculum of\nthe schools instruction relating to commerce and industry. The demands\nof the young people who attend the schools and of their parents have resulted\nin recent years in many innovations. For example, many of our urban school\nsystems have organized a two-year commercial course in their high schools.\nThis is an effort to provide in public institutions a type of training which\na decade ago was given chiefly in private schools. The students of the\nprivate schools constituted so large a percentage of the young people of many\ncommunities and their desires were so obviously in line with community\nneeds that it was inevitable that some provision for commercial education\nshould be made by the public schools. It is important to note that the commercial courses thus introduced are in many cases short courses differing\nfrom the ordinary work of the schools. The short courses are a direct\nresponse to a demand coming from pupils and parents.\nAnother example of the same kind is to be found in the records of attend-\n\nance on higher institutions. There has been an emphatic movement of\nstudents toward special vocational courses as those supplied in the schools of\nagriculture, engineering, commerce, and business administration. Not only\nso but in the elections made within the colleges of arts and sciences a very\nmarked tendency has appeared to fill up the new courses in economics and\nthe other social sciences, and the courses in natural science which deal\ndirectly with the practical activities of society.\nItmay be said with absolute assurance in the presence of these examples,\nbusiness and the school are to be joint contributors to the preparation of\nyoung people for the duties which they take up in mature life. While one can\nspeak thus with unqualified assurance about the general relationship, there\nare a great many problems which have to be solved before this relationship\ncan be said to be established in a sound and wholesome way. It behooves\nus therefore, to enter into the discussion of the best methods of working out\nthe curriculum in which business is to have a part.\n\n"}
{"page": 1004, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n977\n\nThe various existing forms of organization of practical courses show that\nif business is to make contributions to the school curriculum it will by no\n\nmeans be enough that somebody decide that courses are to be prepared in\nindustrial subjects, in thrift and on the problems of labor. This will indeed\nhave to be done, but the more difficult problem is to so articulate this new\nmaterial with existing courses in the schools that the United States shall\nhave an educational system, not a collection of competing items of instruction, not a collection of warring institutions bidding in an unfriendly spirit\nfor pupil patronage. It is, I believe, in keeping with the facts to say that at\nthe present moment American education is compelled to face as one of its\nimmediate problems, that of a complete readjustment of the school program.\nThus far I have not expressed a single judgment with regard to the\nwisdom or unwisdom of the educational programs which I have described.\n\nI have tried to hold absolutely to facts. The bankers want us to teach\nthrift.\n\nBusiness wants trained workers. College students elect engineering\n\nand economics. Wisconsin has industrial and general education. Teachers\nof academic subjects sometimes look down on commercial courses . The\nFederal Board wants those classes which it supports to be as distinct as may\n\nbe from those which it does not support. One may have the one or the\nother kind of emotion about them. One may condemn or commend; but\nthese are the facts.\n\nWe cannot overlook the truth that these facts are also\n\nlike many of the other stubborn realities which the modern world faces.\nThe world has learned of late that economic forces can operate to command\n\nnot only the services of individuals but the life of nations. Economic\nproblems are today the paramount problems of civilization. Yet it is difficultto induce in men the attitude of deliberate intelligent study of economic\nsituations. We have not been trained as a race to think clearly and without\nselfish prejudices about anything that touches personal interests. We have\nmade great progress in the intellectual mastery of natural laws. We study\nmaterial things with a high degree of intellectual detachment, but when it\ncomes to the human relations of ordinary life we have to admit that our\nschooling and our ordinary thinking are meager, and inadequate.\nThe careful student, who mourns about nothing that is, but merely tries\nto understand it, sees that the time has come when the school is to include\n\nall aspects of modern life. There is no possibility of keeping business\ninterests out of the school because the school has been expanded to the\n\npointwhere it reaches over into the domain of common social interests. A\nfew people may satisfy themselves with the statement that the curriculum is\nso full that it can take in nothing else, but that excuse for resisting expansion\nis becoming less acceptable and less common than it was a few years ago.\nThe American school is going to expand until it contains whatever is necessary to make intelligent American citizens. Anyone who is not in sympathy\nwith thatprogram may as well change his habitation now as later.\nTheway is now open to present the crux of the whole matter. There are\ntwo ways of describing this critical central problem. First, are the bankers\nand the lumbermen and the manufacturers going to determine the contributions that business is to make to the school curriculum ? Or, is the curric\n\n"}
{"page": 1005, "printed_page": null, "text": "978\n\nNATIONAL Education AssociATION\n\nulum to be revised by teachers who are prepared for the work only by\ntraditional academic courses ? Second, the question refers, not to people, but\nto the spirit of the process. Is the school going to face the future in a\nspirit of rebellion against expansion and reluctant acceptance of only those\ncontributions from the outside world which are forced into its program or is\n\nthe school going to enter enthusiastically into the program of reconstruction?\nIt is a cardinal defect of our school organization that we are not provided\nwith any far-reaching broadly-conceived plan of action in this matter. Our\nschool systems are local in their control and detached in their thinking and\naction. Here and there in a tentative and piecemeal way some vigorous soul\nis working on the reconstruction of the curriculum. Some superintendent\ndecides that his contribution to the life of his schools will be along the line\nof discovering new materials of teaching, but such a superintendent is rare.\nSome teacher sits down after the days work is done and with such energy\nas he can command works out a new textbook. Very often the textbook\nis of only moderate success because the schools are not prepared to receive it.\nSome student of education in a college of education works out a plan and\nproposes it to those whom he can reach by articles or by personal persuasion.\nWe are a detached body of workers. We are not prepared to cope in any\nsystematic, organized way with the demand which is upon us for a rational\nacceptance of the contributions which business offers to the school curriculum.\nThe result of our lack of organization is that all sorts of accidental forces\noperate to shape the programs of the schools. We have no organization that\ncan put lessons about labor into the school program against the protest of an\norganization which knows practically nothing about the instructional material which it is led into condemning.\n\nOur lack of organization leaves us without perspective. Perhaps it is\ntrue that lumber or coffee ought to have half a day each in the schools; perhaps they ought to have a month. If they get a month each, where are the\ntwo months to be located, in the fourth grade or the seventh? Are they to\nbe taught in a Smith-Hughes class or in a John-Brown class ?\nThere is an impressive illustration of the dangers of a narrow view of the\nschool curriculum which our colleagues of the Department of Education at\n\nCornell University have recently been urging upon our attention. It used\nto be argued a few years ago that country schools ought to administer a\ncurriculum which should have as its chief purpose that of keeping country\nchildren on the farm. This is an excellent example of one of the movements\n\nwhich gets started from time to time in theAmerican school system because\nsomebody has an enthusiasm of some kind. The experiment of keeping\nchildren on the farm, our colleagues who have studied the matter, tell us\nwill not work even where it is tried, because there is no possibility of foreseeing in the country any more than in the city which children will follow\nin the steps of their parents in the choice of a vocation and dwelling place.\nThe country school no less than the urban school should have a broad\nprogram. This program should include whatever is needed to prepare a\ncitizen for the large opportunities of modern life. To think of the country\nschools in a narrow way is an offense against society. To turn the country\n\n"}
{"page": 1006, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n979\n\nschool over to anyone who thinks of its problem in purely rural terms is to\nlimit the school unjustly.\nEvery example that can be cited carries one toward the conclusion that\nthere is need of a broad and sympathetic attack by the best trained agencies\n\nthat the country can supply, on the problems of curriculum reconstruction.\nThat new materials of teaching will be taken into the school each year is\nperfectly certain in the light of our history. This process of absorption of\nnew material will be carried on wisely only if there is some effective agency\nof broad scope and vision to do the work.\n\nI suggest to this body that it organize a commission which shall be\ncharged with the duty of guiding the activities of American schools as they\ntake up new materials into the school curriculum. There need be no curtailment of the various lines of local and personal effort which are now\nattempting to deal with curriculum problems. Indeed local initiation can\nbe given new value and new encouragement through the coördinating activity\nof such a commission. On the other hand the central body will serve to\nbroaden the view of all who are at work in the field.\n\nThe Department of Superintendence is a peculiarly fit body to undertake\nthis general revision of the school program. The administrators of American\nschools are in a position, if once they can be brought to see the necessity of\nsystematic work on the curriculum, to command support for this large\nenterprise. Furthermore, they are in direct contact with the outside practical\nworld in a way that makes it readily possible for them to guide public opinion\nas well as to marshal the forces within the school. Suppose that a superintendent undertakes sympathetically with his Board to study the contributions\nwhich local business can make to the curriculum. Suppose at the same time\nthe superintendent is in possession of the recommendations of a commission\nof this Department as a guide and check upon the work being done in the\nsingle community. Suppose that a superintendent should select some of his\n\nablest teachers and arrange for them to give time and energy to the preparation of new lesson material. Suppose the whole teaching staff of a school\nsystem were brought into the discussion of desirable enrichments of the\nschool programs. Can anyone doubt that the schools of this country would\nbegin to make progress in the absorption into their work of all the materials\nthat present-day civilization offers for the stimulation of the mind! If this\nDepartment could be persuaded to undertake the guidance of curriculum\nreconstruction, it would set in motion a movement that would tend to satisfy\nbusiness without opening the school to the invasion of its curriculumby all\nkinds of accidental influences. The Department would also supply a much\nneeded example of the way in which a National agency can properly, and in\ntrue American fashion, perform a country-wide service for the schools of the\nUnited States without in any way curtailing the operations of individual\nsystems. One grows enthusiastic about the possibilities when one contemplates what could be done by a commission of able administrators working\nonthe adjustment of the school to modern needs.\nMay I reiterate what has been said. Business is eager to see a revision of\n\nthe school curriculum. It has various suggestions to offer, some of which\n\n"}
{"page": 1007, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n980\n\nare undoubtedly better than others. In the effort to accept all these suggestions, the schools have been disturbed in their routine administration of\ntraditional material.\n\nThe schools have been disturbed in their traditional\n\noperations by the fact also that they are going through a very rapid expansion\nwhich is in some measure due to the effort of modern society to master in an\n\nintellectual way the problems of the day. What is needed is a strong central\nbody ready and able to marshal the energy and resources of the schools in a\nbroadminded reconstruction of the curriculum. The Department of Superintendence could undertake no more fruitful piece of professional work than\nthat of carrying on with all the prestige of its organized authority a study of\nthe possibilities and detailed methods of reconstructing the curriculum of the\npublic schools.\n\nTHE HUMAN ELEMENT IN CURRICULUM MAKING\nWILLIAM MCANDREW, ASSOCIATE SUPERINTENDENT OF SCHOOLS\nNEW YORK CITY\n\nIn the Ypsilanti Normal School, forty- two years ago, a teacher not\n\ncontent with the incompleteness of courses of study, but active in extending\nthem by means of more modern matter dictated for our note books the\nfollowing:\n\n\" When the French defeat was recognized as beyond repair, Jules Favre\nand a commission waited upon Bismarck. ' The French people, said Favre,\ndesired no attack upon Germany. An insane militaristic group stampeded\nthem into it. You have said you wage this war not upon France but upon\nthe Emperor. There is no Emperor. We have deposed him. With\nhumility, with bowed heads, beaten to our knees, we can only throw ourselves\nupon your generosity.' Then Bismarck made his famous reply: 'Generosity ,\nthere is no such word in my vocabulary. \"\nThat Ypsilanti teacher thought and taught that generosity is a word\nwhich is and ought to be a frequent one in the vocabulary of Americans.\nAt the time when Bismarck was boasting of the absence of this word from\n\nhis vocabulary, America was vigorously practicing it by sending food and\nclothing, money and supplies to a hundred thousand homeless in fire-stricken\nChicago. At the time our Ypsilanti teacher was expounding generosity as an\nAmerican trait, Rutherford B. Hayes, in the face of virulent abuse, was\n\npracticing it toward the South. From year to year that Ypsilanti teacher's\npupils, teachers themselves, along with thousands of other teachers in\nMichigan, Maine, Florida, or Oregon, have used the Spanish War, or the\nBoxer indemnity, or the World conflict, or the Hoover service, or the Red\nCross work, to remind the coming citizen of what may be summed up in\nRoosevelt's words, that \" To be an American is to lead a life of action,\n\nhelping in our several communities, in the State, in the Nation, what is\nright and decent and lofty and generous.\"\n\n"}
{"page": 1008, "printed_page": null, "text": "981\n\nDEPARTMENT OF SUPERINTENDENCE\n\nGENEROSITY A FAMOUS AMERICAN TRAIT\n\"\n\nGenerosity \" is a winsome word. It belongs to an honorable family.\nIts relatives \" genial,\" gentle,\" \" gentleman,\" \" gentlewoman,\" congenial,\" \" ingenuous,\" \" genuine,\" suggest expansive thoughts. Their power\nlies in that small syllable \" gen,\" which relates them to the generation, the\nbreed, the race, the people. Generous means full of gens-quality; generositas,\ngenerosity, is the race feeling, humanity.\nYour President selected it for discussion here as an essential in determining\na course of study. \" The human element in curriculum making.\" Your\nfirst Americans adopted it when Franklin and Washington, Adams and\nJefferson, Madison and Monroe, proposed that education should be made a\npublic concern and used for the purpose of maintaining a human ideal\nadopted as the central principle of the Nation, to wit: the ideal of human\n\"\n\n،،\n\nequality, liberty, happiness, union, justice, domestic tranquility, common\ndefence, general welfare.\nTheretofore emphasis upon personal, individual distinction and advantage\nas the purpose of education had been respectable through the ages. I could\nconduct a private pay school for the purpose of \" perfecting the whole man :\nphysical, moral and mental,\" or \" to introduce youth to his cultural inheritance,\" or \" to fit him for his environment,\" or \" to prepare for college,\"\nог \" to enable him to make a living, \" or \" to teach him those things which\n\nare commonly regarded as the school master's function.\" In so doing I\nshould be performing an act held legitimate for thousands of years. Seventyone per cent of the eminent educators of America, in 1903, confined themselves to the objectives just given.\nThere is a conspicuous fact in public education that makes these purposes\ninadequate. It is that, in every State and territory of the Union, public education is a charge upon all the people, not upon only parents, relatives, and\nthose attending school. This fact makes it difficult to justify the taxing of a\nchildless man in order that the son of a neighbor may perfect his whole self\nor be introduced to his cultural inheritance or be fitted for his environment\n\nor be prepared for college or to make a living or to have anything done for\nhim for his individual benefit.\n\nHow strong is this American human element recognized in organizing\nwhat the public schools do? That is, in making the curriculum ? Ask the\nmen most conversant with the situation in different sections of the country\n\" what should the curriculum be ? \"\n\nThese are the answers of February, 1923 .\nPUBLIC SCHOOL IDEALS FROM VARIOUS SECTIONS\n\nNew England-Payson Smith. \" The curriculum must show a change\nfrom individual gain to service. It is not to make the boy get ahead, to\nmake money. The curriculum aims for the public benefit.\"\nA. H. Wild.\nPublic School Curriculum : An outline of daily school\noccupations tending to supply the community with the most valuable citizens\n\"\n\nwe know how to train.\"\n\n"}
{"page": 1009, "printed_page": null, "text": "982\n\nNATIONAL EDUCATION ASSOCIATION\n\nMiddle Atlantic States-Thomas E. Finegan.\n\n\"A course conducive of\n\nthe spirit of loyalty to the common State and Nation.\"\nW. L. Ettinger. \" It ought to be a recipe for the Nation's morale, civic\nwelfare, patriotic fibre. \"\n\nThe Great Lakes Region-E. C. Hartwell.\n\n\"A preparation for citi-\n\nzenship.\"\n\nCharles S. Meek. \"A guide to social service.\"\n\nFrank Cody. \"A plan for training social efficiency in a democracy.\"\nAlong the Potomac-F. W. Ballou. \" To fit for service to society.\"\nThe Ohio Valley-Randall J. Condon. \"A plan by which children may\nhappily be prepared for efficient service.\"\nMiddle West-John H. Beveridge. \"A guide for training citizens.\"\nThe South-A. B. Rhett. \"A procedure based on the intent to endow\neveryone with civic ideals.\n\nThe Pacific Coast-Fred M. Hunter. \" A plan by which each youth will\ngain power and desire to use his endowments to their highest point for the\nhighest interest and happiness of himself, his dependents, his country.\"\nH. B. Wilson. \"A plan of exercises training for the physical, mental,\nmoral, civic, requirements of social service.\"\nOnemight here conclude that enough has been said and that the discussion\nmay be considered satisfactorily closed. The samples examined are all sound.\nThe creeds are all orthodox.\n\nYet every superintendent does go further and while professing content\nwith the ruling definition of public education, indicates his dissatisfaction\nwith its working out. These are the reported causes preventing the curriculum from guiding to the results proposed.\nTHE TIMIDITY OF THE CURRICULUM\n\nFirst the curriculum itself. \" It has too much dead wood in it. \"\n\n\"It\n\nis influenced too much by earlier curriculums and by too many other communities.\"\nIt is conditioned too much by an appetite for completeness of\nthe subject, too little by the main civic purpose of the public school. \"\n\nIt is surprising how a system like the public schools, with its civic obligations so clearly enunciated by theorists, its public duties so definitely indicated by the source of financial support should be distanced in clearness of\naim and directness of program by an organization not a charge upon the\n\npublic at all. Here come the Boy Scouts with the purpose of patriotism,\nservice, citizenship, a good turn daily,\" on the front page of their pros،،\n\npectus. Why didn't we do this long ago ? As it is, we do well to get behind\nthem and boost as best we can.\nDIRECTNESS OF BOY SCOUT OBJECTIVES CONTRASTED WITH PUBLIC SCHOOL TRADITION\n\nOne is haunted by a doubt whether the reason for the inclusion of all the\n\nstock contents of the curriculum is a civic and public one. Many of the\nsubjects seem vested interests of us teachers who have spent much time and\nmoney acquiring them. I find no record of any curriculum being composed\n\n"}
{"page": 1010, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n983\n\nby asking, \" What are the public needs of the community which is paying\nfor the schools ? What are the daily exercises likely to develop a human\noutput habituated to supply those needs ? There is some powerful influence\nholding the management of schools back from so simple a method of planning\nschool procedure. What is it ? The sample superintendents answer :\nThe second obstacle, my correspondents mention as preventing the great\ncivic purpose of the public schools, is tradition. Mr. Meek finds it hard\nto get any articulation between the social needs of today and the things the\nchildren are doing in the schools. This defect is an inheritance we derive\nfrom the education developed in autocracies. Safety forbade that any institution dependent on high officials should think on things that really matter.\n\nThe schoolman's brain concentrated upon things dead and gone. He developed a body of knowledge called scholarship. Its conclusions were academic,\nimmaterial, inconsequential. We have organized a cult that affects a correctness of accent and spelling. We are more ashamed of a grammatical\n\nblunder than of ignorance of the crying civic problems of our own society.\nWe have treasured long some old ideas which we call eternal verities and\nwhen we make a course of study we are prone to start with these lest some\ncriticwill find them absent from our course and ridicule us.\n\nA closely related hindrance is the third one in these replies : public ignorance of American educational doctrine.\n\nSTUPIDITY OF PUBLIC CLAIMS\n\nThe implications in the fact that all the people pay for the schools are\noften lost through a narrow fallacy, assuming that only those who pay the\ntaxes on real property are the actual contributors. In vain has it been\ndemonstrated that everyone who earns or spends in a community is the\nreal taxpayer. Each year the claims for some advantage come in from a\n\nself-selected group. They begin, \" We, the taxpayers,\" along with these\nmistaken arguers are those assuming that the parents of children are the sole\ndeterminants of what the schools should do. America does not confine school\n\ntaxes to parents. Bachelors and maiden ladies pay as much as fathers and\nmothers. This not infrequent criticism of some citizen upon a board of\neducation that he is unqualified because he has no children in the public\nschools might as fairly be directed at all members of prison boards who have\nno children in jail. Both services are for the public welfare; not primarily\nfor the inmates or their relatives. The courses must be made more for com-\n\nmunity betterment than for individual advantage. All the schools I visit\nshow the influence of the selfish desires of children and parents. Emulation\nbetween persons thrives in the schools known to me. Prizes, honors, vale-\n\ndictorianships, academic degrees, titles, hang over from an age when education was a distinction for the few and vitiate the American purpose to break\n\ndown distinctions, to promote equality, to advance general not individual\nwelfare.\n\nThe removal of this stumbling block, public ignorance, requires a systematic and more extended use of the method now rapidly growing, namely,\n\n"}
{"page": 1011, "printed_page": null, "text": "984\n\nNATIONAL EDUCATION AssociATION\n\nstraight talks at Kiwanis, Rotary, Lions, and other clubs and meetings so as\nto hammer home the public, not private, purpose of schools. The same\nideals in newspaper editorials ; short doctrinal talks at graduation exercises,\n\nand promotion of this gospel through pageants and ceremonial displays.\nThe next obstacle enumerated by my experienced correspondents is inefficiency of the school people, superintendents and teachers; their lack of\npreparation; their preference for running in the old grooves; their laziness,\ntheir content to enjoy cloistered isolation sheltered from the perplexing\nquestions of the hour.\n\nThere is enough of this to warrant earnest effort for curing it. In a town\nnot far from here the question of inviting a tobacco factory to establish a\nbranch in that location came up. There was a public meeting addressed by\nlawyers, doctors, business men and a minister. No teacher or school official\nthought of speaking nor anyone of inviting them; yet it was a community\nquestion. But when Harvey Clark inherited an old homestead and found,\nin the attic, some books with the imprint 1680, he gave those to the high\nschool. When the road was cut through the hill and hundreds of fossils\nwere uncovered, they were all given to the State University where they\nwould feel at home.\n\nSELFISHNESS AN HISTORIC AMERICAN\n\nDREAD\n\nEveryone of the founders of the republic had a vivid sense of the dangers\nto our democracy lurking in selfish appetites which centuries of wrongly\norganized society had failed to supplant in civic affairs. Washington thought\nthese tendencies the most formidable of all the dangers to the country and\ninvoked, what he termed of \" primary importance \" the establishment of\n\nschools that our politics might be \" the will of the Nation, digested by common councils and modified by mutual interests.\" Jefferson fought against\nwhat he called personal corruption, men using the power of office to reward\nprivate friends. Personal patronage, one of the curses of royal courts our\nnew Nation expected to avoid, is listed by superintendents as high up in the\nlist of impediments to progress.\nThe first school meeting I ever attended was a celebration of twenty-five\nyears of service of a venerable old man. The whiteness of his hair, the\npurity of his face, the modesty of his manner were winsome indeed. In his\nspeech the old reprobate declared, never a poor widow, never an orphan,\nnever an unfortunate appealed to me but I got her a place in the public\nschools. \" Our superintendents, wishing to realize the function of education as a prime political, that is civic force, attempt acquaintance with men\nengaged in other lines of public service. It is a melancholy pleasure, because\nof the unstinted flow of requests, to help this friend and that to place a\npreferment, not for the public benefit but \" as a favor to me.\" Whatever\ncity in the country boasts of a school board whose members are free from\nthis itch of securing personal patronage shines like a little candle in a\nnaughty world.\n\"\n\n"}
{"page": 1012, "printed_page": null, "text": "985\n\nDEPARTMENT OF SUPERINTENDENCE\n\nThere is a need, therefore, to enumerate the present weaknesses and\ndangers in our management of our common affairs; that is the defects of our\ntown and State and National politics, of our industry and business, of our\nsocial living together and to decide how we can put more training of generosity, that is, more race loyalty, more of the right human element into our\ncurriculums.\nFAILURES OF VARIOUS REMEDIES\n\nThe growth of civic appetite among our school people in the past five\nyears seems to me greater than in the whole of the preceding hundred. The\norganization of ideals of democracy as formulated by Duncan Yocum; the\noutlines of civic teaching from the kindergarten through the high school as\nadopted by the entire State of Pennsylvania; the study of present social problems by 565,000 pupils a week in elementary and high schools, using the\nIndependent, Literary Digest, and Outlook, whereas in 1900 there was only\nsporadic study of this kind in preparing debates; the striking increase of\npapers on this civic theme in the meetings of the National Education Association since 1916--all seem to me to show that the doubts of Rabbi Hirsch,\nMr. Bok, Judge Draper, Mr. Henderson, Mr. Flexner, Col. Learned, and\nothers who have been fearful of the failure of the public schools, can more\nand more be dissolved as we superintendents centre our efforts more and\nmore on the primary objective-namely, training of appetites and habits for\ncommunity benefit.\nTHE BLESSEDNESS OF HUNGER AFTER RIGHTEOUSNESS\n\nWhere I have seen it honestly tried I have marvelled at its rejuvenating\neffect upon teachers. The expansion of instruction from a transmission of\nscholarship to a training for civic service seems to reach the hearts of teachers\n\nwho have found heretofore life bringing little glow of enthusiasm.\nhusks of grammar and spelling have left real desires unsatisfied.\n\nThe\n\nBut in\n\nthose schools which have taken community service as part of their regular\nexercises and which do something term by term for the community, rather\nthan give the mere lip service of singing a National song, speaking a patriotic\npiece, writing an essay, telling others what they ought to do, the deepest\nneeds of a teacher's ambition seem to be more amply fed.\nThey realize what Franklin meant when he said, \" At your last day you\nwill not be asked what you studied, what degrees you obtained, but what\ndid you do for your fellow man.\"\n\nThe provisions for definite community service, I regard as the human\nelement necessary in curriculum making; an honest provision for training\n\none's duty to the gens, to humanity, so that if Bismarck should look up\nfrom where he is now sizzling he would say of the products of the public\nschools \" Generosity ? that's the most realized word in their vocabulary.\"\n\n"}
{"page": 1013, "printed_page": null, "text": "986\n\nNATIONAL EDUCATION ASSOCIATION\n\nRESPONSIBILITY OF THE BOARD OF EDUCATION IN\nMODERN SCHOOL ORGANIZATION\nJ. H. BENTLEY, SUPERINTENDENT OF SCHOOLS, DULUTH , MINNESOTA\n\nMost of our school board organization is an inheritance from a day when\nthe board of education administered the schools directly through teacher and\nprincipal. Forms of organization devised for the most part when our cities\nwere small and the educational program very simple have not been adequate\n\nin the greatly increased size and complexity of a modern city system. Consequently, during the past few years there has been a great deal of study of\nvarious forms of school administration by students of education, school\n\nsuperintendents, members of boards of education and citizens interested in\nthe welfare of the schools.\n\nWhile there has not been entire agreement among the members of these\ngroups, on the whole certain principles have been developed that are held\n\nconsistently by the large majority of those writing on this subject. They\nmay be summarized as follows: The board of education should consist of\nfrom five to seven persons; it should be elected at large by the people; its\nmembers should not be paid for their service; city school systems should be\nunder State control, but not hampered by detailed State laws; the board\n\nshould be independent of city officials and should have power within\nstatutory limits to levy taxes for its funds and to expend same; there should\nbe no standing committees, but the board should operate as a \"committee of\nthe whole \" ; the board should confine itself to formulation of policies and\nleave to its executive officers the carrying out of these policies; there should\nbe one executive head to the school system, and this executive should be the\nsuperintendent of schools; within the system the same theory of organization\nshould be followed, responsibility from superintendent or his assistants to\nprincipals should be definite and direct and should be accompanied by authority adequate to the responsibility imposed.\nWhere these principles have been given a trial in actual practice they have\nusually produced good results. At the same time in some places problems\nhave arisen out of the attempt to apply them that have tended to offset\nto a degree the benefits they have brought, and it is with one of these problems that this paper will be concerned.\nAll of us know of instances where following a survey, or the revision of a\ncity charter, or the election of a well-trained and progressive superintendent\nof schools, or some other turning point in the history of the schools, the board\nof education has attempted to adopt modern methods of organization. Generally as a result there is a marked improvement in the system and rapid\nprogress is made. Then, in many instances there comes a reaction, a new\n\nboard is elected, or the superintendent is removed by promotion or otherwise\nand conditions either revert to their former status or the school system marks\ntime for a while. What is the trouble here? Assuming that the progress\nmade was real progress, why does the city refuse to go forward? To simply\nsay that the school administration had lost touch with the community or\nhad gone too fast for the people merely states an obvious fact but does not\n\n"}
{"page": 1014, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n987\n\nanswer the question. Too little publicity is another explanation. While it\nis true that publicity on school policies is necessary and generally speaking\nthere has not been enough of it, to simply say more publicity would have\nprevented the reaction against real progress in the schools is to only state a\npart of the truth. The problem is fundamentally one of organization.\nThe real trouble is that the school board went only part of the way. Organization is a word to conjure with now-a-days. We see its marvelous\nresults in big business, in drives, on every hand. A board of honest sincere\ncitizens who only desire to serve the interests of the children can easily see\nthe impossibility of their attention to the details of school administration and\nthe harm that can come when members of the board meddle in such details.\n\nWhere they are not self-seeking, the pressure of their own private business\nreinforces their desire to be rid of all the work possible. Students of educational administration advise them to turn over the details to their executive\n\nofficer and the example of successful business organization adds its wieght.\nAccordingly, the board takes the first step in a proper form of school board\ncontrol by withdrawing from active participation in the details of school\nmanagement and placing this responsibility on its superintendent of schools.\nSo far so good. The board has stopped doing those things it should not\ndo. But too often it stops doing much else. There are things it should do\nwhich it usually does not assume. The board should devote itself to the\nlarger questions of the formation of policy, the checking of results in the\nschools to see if these policies have been carried out and securing from the\npublic at large proper support for them.\nThis latter task is the difficult one. Much more has been written on\n\nhow to organize a school system under one executive officer than how to\nadopt policies, check them up and defend them to the people. The former is\neasily charted and diagrammed. The latter is unexplored territory as far\nas the board member is concerned and as far as many of the educational\ntheorists are concerned. In most cases what actually happened when the\nboard took its first step and made its superintendent the chief executive officer\nwas that it also made him its policy-forming officer, its inspector and its\npublicity agent.\n\nThis is what the student of educational administration\n\nreally expected to happen though he says \" The board with the advice of its\nsuperintendent should adopt policies, etc. \" This is what actually does happen\nin big business organizations. But the parallel between big business organization and school board organization is not complete. There are important\ndifferences. Success in the management of business can generally be indicated by the amount of dividend returned on the stock and the responsibility\nof the directors is to the stockholders whose interest in turn has at least\nhitherto been measured in terms of that same dividend.\n\nSuccessful management of a school system cannot be measured in any\nsuch definite way as by a stock dividend, and responsibility to the public\nwhose money is being spent and whose children are being educated is far\n\ndifferent from responsibility to a stockholder in an industrial organization.\nTheboard of education cannot properly turn over to the superintendent of\n\nschools its task of policy making and policy defending. Our schools are a\n\n"}
{"page": 1015, "printed_page": null, "text": "988\n\nNATIONAL EDUCATION ASSOCIATION\n\npart of our democracy. In them the people of this country should express\nand do try to express their ideals for the education of their children. The\n\nboard of education is the elected representative of its community charged\nwith the task of defining the educational ideals of the community and for-\n\nmulating them in educational policies. This is not the task for the specialist\nor the expert. He can advise, suggest and help formulate but the task of\ngathering up the desires of a community for the education of its children and\nof saying this or that is what a community wishes, peculiarly and properly\nbelongs to the representatives chosen by the people. The people want good\nschools. The education of its children, the opening to each new generation\nof wider doors of opportunity is a passion with the people of this country .\nThere is no limit to what they want for their children and if they react\nagainst real progress, as they sometimes do, it is because they do not see the\nschool program as something that they have desired. Not only is it improper\nfor the board of education to turn over to its executive officer its task ot\n\nformulating policy but because of this very impropriety it is not a part of\ngood organization for it so to do.\nIt may be admitted that it is possible for a superintendent of schools to so\nunderstand the community he serves that he will recommend to the board\n\npolicies that will represent the desires of that community, that are in line\nwith sound educational practice and that are within the limits of its ability\nto pay. This may be possible but in practice hardly probable and the\nevidence of actual occurrence is against it. The superintendent of schools\n\nusually an outsider. Only occasionally do we have the long continued\nservice of one man in a community until the community comes to look upon\nhim as an integral part of itself. The superintendent is the specialist. Heis\nthe expert in education.\n\nHe needs the check and the stimulus of the en\n\nlightened and disinterested layman's point of view. The legislative function\nshould not be combined with the executive function in the same person. Out\nof this combination has come the bizarre experiments that in some school\nsystems mark, like geologic strata, the successive administrations of various\nsuperintendents. Where the board of education leaves to the superintendent\nof schools the initiation and recommendation of policy and adopts these\npolicies on his recommendation more because of their confidence in him than\ntheir actual knowledge of their merits or a recognition of their necessity in\nthe community, the defense and explanation by the board when these policies\nare attacked are usually a defense of the superintendent and not of the policy\ninvolved. The result is that instead of a campaign on educational policies,\n\nthe extraneous issue of the personality of the superintendent is injected and\nthe personality of the superintendent is injected and the case won or lost on\nthis issue.\n\nThis is the reason for loss of connection between community sentiment\nand the program of the board of education. The fault may not lie in the\nprogram itself nor does it lie in the lack of desire on the part of the people\nof the community for the benefit that would come to their schools from this\npolicy. It is quite possible also that the program may have had full and\nample publicity. The real trouble lies in an organization which turns over\n\n"}
{"page": 1016, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n989\n\nto the expert the functions that should be exercised by the representatives\nof the people themselves. The failure of city managership to win popular\napproval in many cities is traceable to this same attempt to carry too far in a\n\npolitical institution a form of organization that has been remarkably successful in the industrial world. The people of our cities want the economies and\nthe efficiency in management that can be brought about by the city manager\nbut they resent what seems to them an assumption on his part of legislative\n\nor policy-forming power. The man's personality is pushed to the foreground and the elected commissioners appear to be his servants instead of\nhis masters. The same things happen in school organization when the board\nof education turns over to the superintendent of schools not only complete\nexecutive authority and responsibility as they should, but at the same time\npractically leaves to him the initiation and the defense and explanation of\npolicies. It is a violation of a fundamental principle in representative government and although the average citizen may not reason it out as such, his\nopposition arises from his more or less unconscious appreciation of this fact.\nIt is easier to say that the board of education should formulate policies\nthan to have it do so. The tradition of the board managing the schools is\never present in the minds of the board members and the citizens of the\ncommunity. In addition, it is easier to be busy with detail that it is to think\n\nthrough situations and generalize from them a policy. This means much\nreading and the study of educational problems and few persons elected to\nschool board membership are experienced in such work.\nNevertheless, it is necessary that boards of education do assume their\nproper responsibility in connection with the administration of their schools.\nSo far our study of school organization has emphasized the necessity for the\nboard to relinquish its executive functions and to transfer these duties to its\nemployees. The other side has not been stressed sufficiently and while the\nschool survey and writers on school administration say that the important\ntask of the board is to formulate policy, very little has been said or written\non how this should be done. A great responsibility rests here with the\nsuperintendent of schools. If he has vision and energy and enjoys the confidence of his board, his natural impulse will be to formulate policy and urge\nits adoption. This he should not do. He must thoroughly understand the\nproblems in his system and see that they are properly before his board for\nconsideration. He must gather data from all sources and arrange this for\n\nthe information of his board. He must supply educational literature. He\nmust urge his board to the study of the problems involved and last, but not\nleast, he must have the patience to go forward only so far as his board really\ncomprehends and interprets the needs and desires of its community.\nThe fundamental problem is how to secure lay leadership for our schools.\nThe expert is necessary and we must set him free for the greatest possible\nservice to the schools. But the American city will not be led by experts.\nIts leaders must come from its citizens, and that school system where the\nboard of education is intelligently and honestly trying to embody in its\npolicies the educational desires of its public may not go forward so rapidly\nat times but its progress will be sure and steady.\n\n"}
{"page": 1017, "printed_page": null, "text": "990\n\nNATIONAL EDUCATION ASSOCIATION\n\nORGANIZING A STATE SCHOOL SYSTEM FOR EFFECTIVE\nSERVICE\nTHOMAS H. HARRIS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nBATON ROUGE, LOUISIANA\n\nA State school system should meet two requirements: First, it should lead\nin the work of education in the State.\n\nLocal school officials and teachers\n\nshould look to the State department of education for inspiration, advice, and\ncorrect methods of procedure in matters of supervision and instruction.\n\nSecond, functions of a distinctly State nature should be placed in the hands\nof the State department. Some of these duties are: The making of courses\nof study, the adoption of text-books, the certification of teachers, controlling\n\nthe higher State educational institutions, fixing the educational and professional standards of superintendents and teachers, approving schoolhouse\nplans, taking the initiative in educational legislation, and such other functions\nas may be required to guarantee the wise expenditure of all school funds and\nthe providing of good schools for all the children.\nI shall return later to both of these propositions, but at this point I wish\n\nto outline the State school machinery which will prove workable and\nefficient.\n\nThere should be a small State board of education, the members selected for\n\nlong, overlapping terms. They should be selected from districts and not\nfrom the State at large, in order that all parts of the State may feel that\nthey have representation on the board. The board members should be\nappointed by the governor and they should not be elected by the people.\nThis view is not based upon any lack of confidence in the judgment of the\nvoters, but upon the practical fact that able, public-spirited men are slow to\noffer themselves as candidates in large territories for honorary positions.\nThe board in Louisiana is partly appointive and partly elective, and while\nthe elective members are, fortunately, among the best of our citizens, I still\nadhere to the opinion that our machinery would be better if all of the\nmembers were appointive.\n\nThe State board of education should be the only board with State func-\n\ntions. It should have general control of the elementary schools, high schools,\nvocational schools, and direct control of the State's higher educational institutions. We have so organized in Louisiana with the exception that a sepa-\n\nrate board controls the State University. We have found it advisable to\nprovide for executive committees for each State institution and for heads\nof divisions in the State department, but all of these are responsible to the\nState superintendent and through him, to the State board. In the administration of the affairs of any institution there can be but one head, and that\nprinciple applies to a system of education as it does to other institutions.\nThe board must have an executive officer and it should elect him and fix\n\nhis salary. This provision was made in Louisiana, but before trying itwe\nbecame dissatisfied and changed back to the popular election system. We\nprobably made a backward step when we did this-we would have acted\nwisely had we left the board free to look the world over and select the\n\nman best fitted to fill the office of superintendent,\n\n"}
{"page": 1018, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n991\n\nIn the administration of the affairs of a State school system, numerous\nassistants, clerks, bookkeepers, etc., are needed, and these should unquestionably be selected by the superintendent, for they are responsible to him and are\ndirected by him. The superintendent of Louisiana, as a matter of courtesy,\nusually asks the board to approve such appointments, but legally he is not\nrequired to do so.\nThe State school funds made available to the State board of education\n\nshould be constitutional, and they should be adequate. They should be in\nthe constitution, for when there, they are beyond the reach of legislatures,\nand school officials are in position to make plans with the assurance that\nfunds will be available for their execution. The State department of educa-\n\ntion should not be required to compete with other interests for funds when\nthe legislatures meet-education is the most sacred of all interests (except,\nperhaps, the asylums ), and the funds for its support should be set apart, and\nbeyond the reach of all other interests. I know it is the belief of many that a\nconstitutional minimum support for the higher educational institutions is a\nmistake. We hold the contrary view. The rapid and proper development\nof our colleges, normal schools, and other State-supported institutions really\nbegan under the plan of a constitutional minimum support distributed upon\nthe recommendation of the State board of education.\n\nThe State school funds distributed for the support of the public elementary\nand high schools should be adequate-myjudgment is, they should be at least\nfifty per cent of the total school funds. The public schools of this country\nhave been developed on exactly the opposite theory, that of local support.\nwe have assumed that each community should pay for the education of its\nchildren, and we have carried that principle to the extent of requiring the\nagencies other than the State to carry eighty-five per cent of the educational\nburden. In pursuing this policy, we almost bankrupt some communities,\nwhile we scarcely touch the wealth of others. We used to raise the most\nof the school funds in my State in districts, and under that scheme I have\n\nknown districts that would have been wise to deed all of their property to\nthe school board. The State's wealth is unequally distributed; it is frequently concentrated in a few centers ; wherever it may be, it should contribute substantially to the education of all the children in the State. Just how\nlarge the State's share in the burden of education should be, I am not\nprepared to pass an infallible judgment; but I do say with the strongest\nemphasis that if we are to go forward with the work of providing good\n\nschools for all of the children of this country, we shall have to abandon the\npractice of requiring the local community to bear the major portion of the\nfinancial load-we shall have to require the wealth of the whole State to\ncontribute generously to the education of all the children of the State.\nUnless this policy of taxing large units to finance the schools is adopted, communities with little wealth (and they are in the majority) will find it impossible to educate their children.\n\nI return now to the two important functions of the State department of\neducation, namely, to do the things which the State government is able to\n33\n\n"}
{"page": 1019, "printed_page": null, "text": "992\n\nNATIONAL EDUCATION ASSOCIATION\n\ndo better than the local communities, and to inspire and lead the educational forces of the State.\n\nThere are numerous functions which naturally belong to the State department of education. One of the most important is to secure the legislation\nrequired for the advancement and control of the public schools. The State\n\ndepartment is in touch with the needs of the schools, and the influences at\nits command place it in position to lead a successful fight for necessary\nfunds and legislation.\nThe State is interested in having all of the children taught by competent\nteachers and in having the teachers' efforts directed by able superintendents,\nand it follows, therefore, that the State department should govern the standards of teachers and superintendents and prescribe courses of instruction in\ncolleges and normal schools, and especially that it should have entire charge\nof the certification of teachers.\n\nThe duty to make courses of study for all classes of schools belongs as\nobviously to the State as the duty to govern the qualifications of teachers and\nsuperintendents. The State department must be conceded to be in intimate\ntouch with educational thought and practice throughout the Nation and\nto know what can and should be attempted, while local communities cannot\nbe expected to be so widely informed.\nIt is the duty of the State department to see that schoolhouses are designed\nto meet the needs of children and teachers, and that no public funds used in\nthe construction of school buildings are wasted; it follows, therefore, that\nthe State department should be required to approve all plans of school\nbuildings. This simple requirement will soon force local school boards to\nemploy competent school architects to design their buildings and to supervise\nconstruction, preventing the erection of monstrosities and the use of shoddy\nmaterials and workmanship.\nI omit the enumeration of other State functions in order to devote the\n\nrest of my time to a discussion of the State department's most important\nduty, namely, the leadership of the educational forces of the State. If a State\ndepartment of education is not in intimate touch with the school officials.\nfaculties of State institutions, and teachers of the public schools, as well as\nthe public, and does not enjoy the respect and confidence of all of these\nforces, there is something wrong with the State department. And this\nessential spirit of confidence and coöperation is not a thing of law-statutes\nand governmental machinery cannot supply it. It has its roots in a public\nsentiment that considers the State department of education a wise, patient,\nfriend, coöperating, suggesting, leading, but not driving, in the great work of\ndoing the best that can be done for the children of the State. This whole-\n\nsome public sentiment knows that the State department arrogates to itself\nno superior wisdom, that it uses and gives credit for knowledge and successful experience wherever it finds them in the system, that politics is not\nin its vocabulary, that it has but one thought and mission in life, namely,\nthe education of the children under the best possible conditions and standards. A department of education which has joined hands with all agencies\nin the State in this coöperative manner will prove a spiritual leader in\n\n"}
{"page": 1020, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n993\n\nadvancing the educational interests of the State; one not fortified by such\nconfidence and coöperation will probably do little more than occupy office\nspace.\n\nHow does the State department find its place of leadership ? The answer\nis very simple: First, no matter how highly centralized power may be in the\n\nState department (and its powers should be great), the department's ideal\nshould be to coöperate with the educational forces and induce them to\n\nmeasure up to high standards of achievement, not because they are ordered\nto do so, but because such action is right and any other course would be\nwrong.\n\nThe superintendent needs many hands and heads to assist him in fixing\nstandards and in coöperating with local officials and teachers to secure good\nresults from instruction. The personnel of the staff determines the State\n\ndepartment's place in the school system. The board's most important duty is\nto select the superintendent, and the superintendent's most important duty\nis to select the office staff. If both of these duties have been wisely performed, the State department will occupy the place of leadership in the\n\nschool system unless it is completely hamstrung by unwise legislation. The\nsuperintendent can be guided by but one ideal in choosing his staff. He\ncannot select his assistants with the view of taking care of needy friends or\nshelving possible competitors for the office of superintendent. His selections\nmust be men and women who are best fitted by education, training, experience, and personality to do the work required. His selections must be such\nas to win the approval and endorsement of the forces in the field. The staff\nmust be the ablest and the finest spirited people in the profession, and then\nthey must be allowed to use their talents. They should not be clerks of the\nsuperintendent. There should be as many forces in the State department\ndoing their dead level best to advance the cause of education as there are\n\nmembers of the staff and clerical force, and in the midst of these forces the\nsuperintendent should encourage initiation and independence, using his\nveto power only when the best interests of the system call for its use.\n\nStating in a word my conception of an effective State school system, I\nshould say:\n\nThere should be a small overlapping State board of education appointed\nby the governor for long terms. The board should elect its executive officer\n\nand fix his salary. The board should have large powers in the general control of the elementary and the high schools, and it should have direct control\nof all State-supported educational institutions. There should be no other\nboard with State functions. State functions should be kept in the State\ndepartment of education. The State government should be required to carry\na generous portion of the educational financial load. The superintendent\nshould be unhampered in the selection of his staff, and he should be placed in\nposition to pay such salaries and employ such numbers as may be required to\ncommand the best possible talent and to lead in securing the highest type of\neducational results. A State department so organized and so functioning\nwill advance the educational interests beyond words to express.\n\n"}
{"page": 1021, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n994\n\nIMMIGRANT EDUCATION\nEDWARD A. STEINER, PROFESSOR OF APPLIED CHRISTIANITY\n\nGRINNELL COLLEGE, GRINNELL, IOWA\n\nThe problem of the unfortunate alien has been solved as far as our institutions can solve the problem, but how this heterogeneous population like our\nown, the most varied ever assembled on any spot of this earth, is to make and\nobey the same laws, how it is to earn its daily bread in the same, or worse,\nin competitive labor, how it is to be educated in the same schools for a\ncommon social purpose-that problem is far from being solved. It is daily\nbeing drawn deeper into the vortex storm cloud adding confusion to confusion. Some people have solved the problem by moving out of undesirable\nneighborhoods, taking their churches with them, the congregation lustily\n\nsinging \" Onward Christian Soldiers \" marching to the suburbs, leaving\nbehind them anæmic-looking mission chapels with ministers to match. They\nsend their children to private schools to be educated for life in a democracy\n\naway from its congested confusions. A caste system is in process of formation which will stratify our American society into petrified sections.\nHowever, the strongest characteristic of the American people is the will to\nassimilation. Just what they want they do not know, except that they do not\nwant a hyphenated nationalism nor such race blendings as are repugnant to\ntheir strongly developed race consciousness. This instinct for separation,\nthis race consciousness, cannot save us from a certain degree of physical\nassimilation. We shall never be biologically an Anglo-Saxon race.\nThe higher phases of citizenship-obedience to law, the love of order, the\n\nsense of solidarity and responsibility-completely escape the curriculum.\nThey are in the sphere of contagion and not education: For this we need\n\nnot text-books but good living examples. One devoted, honest-to-goodness\nAmerican is worth a dozen textbooks and he is better than a thousand\n\npatriotic speeches. In order to develop this cultural nationalism, the public\nschools must develop a large and generous attitude toward all immigrants as\npersons .\n\nTHE JUNIOR HIGH SCHOOL AS AN AID IN THE SOLUTION\nOF INDIVIDUAL PUPIL ADJUSTMENT\nW. G. BATE , SUPERINTENDENT OF SCHOOLS , RICHMOND, INDIANA\n\nTraining leaders for democracy is not the whole obligation of the schools\nof today. Just as many more trained leaders are necessary, so is it necessary\n\nthat there be better trained followers. We know that our democracy will\nendure and prosper only as all its members are better equipped to do those\nthings which they may have to do, either as leaders or followers. It is the\ngrowing realization of this fact that has resulted in the laws and the public\nopinion operating to hold practically one hundred per cent of our children in\nthe realm of school training until they are fourteen and sixteen years of age.\n\n"}
{"page": 1022, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n995\n\nIt is here that the junior-high-school organization can justify itself and\nby the flexibility of its program serve the boy and girl who formerly dropped\n\nout at an early age because school seemed to hold out no opportunity.\nTo merely hold boys and girls in the realm of the school until they are\nsixteen years old is a plan with no merit. Even worse, holding them by\nlegal authority in an environment which to them seems unprofitable and\n\nmerely repressing, and which in truth is just that, is more likely to make a\nlarge contribution to the building of an attitude of resentment and revolt\n\nagainst a governmental agency that is supposed to be helpful. It is but a\nstep to unintelligent criticism and resentment against all government.\nThe problem is ours. Democracy's program of education for all must be\ncarried out but it means individual pupil adjustment in place of an inflexible\nand limited curriculum adapted to but one group. The junior high school\nis built upon a recognition of this problem and by its flexibility can be the\naid to the solution of the problem.\n\nTHE SUPERINTENDENT AND HIS TEACHERS\nWILLIAM E. STARK, SUPERINTENDENT OF SCHOOLS\nHACKENSACK , NEW JERSEY\n\nSome superintendents sigh over the quality of the young people who are\nentering the teaching profession. As a matter of fact, the quality is probably, on the whole, as good as it ever was. At any rate, it is futile to sigh.\nThe superintendent's job is to take teachers as they are and learn how to\nbring out the best that is in them. Few people attain to their greatest\npossibilities. One of the most fruitful sources of improvement in education\nlies in the latent ability of the teaching staff.\nHow may the superintendent develop this latent ability ? The \" six-horse\nteam theory \" of education, in which the superintendent holds the reins and\n\nplies the whip, will not accomplish the purpose. The \" Pollyanna theory, \"\nwhich leads the superintendent to wear a permanent smile and commend\neverything that he sees, good and bad alike, will merely keep his school\n\nsystem slumbering peacefully. The \" Government inspection theory,\" with\nthe superintendent in the rôle of plain-clothes-man, looking for infractions\nof law and applying the government label, will result merely in evasion and\nroutine performance.\n\nThe superintendent who would get from his teachers the best that is in\nthem must be a leader. He cannot know everything which goes on in a\nclass room. He must have confidence in his teachers and give them responsibility. He must lead them to understand the whole educational enterprise\nand to become enthusiastic co-workers in carrying it out. He ought not to\ndictate the exact procedure to be followed by his assistants. He ought\nrather to train his teachers to recognize their problems and to work them out\nfor themselves. He will be neither a driver nor a nurse, nor an inspector.\nHewill be captain of a team.\n\n"}
{"page": 1023, "printed_page": null, "text": "996\n\nNATIONAL EDUCATION ASSOCIATION\n\nPupil PROGRESS BY THE INDIVIDUAL METHOD\nA. J. STODDARD, SUPERINTENDENT OF SCHOOLS , BRONXVILLE, NEW YORK\n\nIn general, the theory has been that all five-year-old children are ready for\nthe same instruction and that nine-year-old children are ready for instruction\nfour years in advance of the five-year old. We know that the child that\n\nbegins kindergarten at five years of age may have an actual mentality less\nthan that of an average three-year old, or more than that of an average eight-\n\nyear old and, that the nine-year-old child may not yet have ability to comprehend kindergarten work, or he may be able to enter high school as far as\nnative ability is concerned. We always knew that children differed in\nmental ability, but now we know how much they differ. Tests given to\nseveral sixth grades in a city showed the following conditions: The pupils\nof this one grade ranked from the first to the ninth grades in spelling ability;\nfrom the second to the eighth grades in arithmetic ability; from the third to\nthe tenth grades in composition ability ; from the second to the ninth grades\nin silent reading. And yet, in the face of these enormous individual differences in children, most schools of America are still trying to instruct children\nin chronological age groups.\nThe present method of group treatment is exceedingly inefficient when\nevaluated from the standpoint of the progress of the individual child. Any\nattempt to make children learn at the same rate is useless. Our method of\ngroup recitations in any but the social studies is largely a waste of time. The\npurpose of a recitation should be to enable the teacher to diagnose a pupil's\ndifficulties in order that he may go ahead. The usual group recitation in the\nclassrooms of America is a conglomerate affair, where the teacher is trying\nto attain certain results, more or less definitely outlined in her own mindseldom in the minds of the pupils.\nThe hours that the pupils spend in school with the teacher should be\nextremely busy ones. The teacher's time is far too precious to be used in the\nordinary, or even the extraordinary type of class recitation. Practically\nthe only school time that really is worth the money spent on it is the time\nwhen each pupil is making progress towards his own individual education.\nAre we fully justified in having the pupil that has already accomplished\nhis school work spend his valuable time telling what he knows or has done\nto those who do not know and have not done ?\n\nDetroit, Michigan; Winnetka, Illinois; Dalton, Massachusetts; and other\nplaces in America are attempting to solve this problem through instructing\nchildren as individuals within their own social or age groups. Most interesting results are being accomplished. Teachers are accepting responsibility\nfor the progress of each individual pupil as far as his ability permits and\nevery child is developed to the limit of his native ability. Although the\nmovement is new, it promises to revolutionize school procedure and theory.\n\n"}
{"page": 1024, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n997\n\nSCHOOL PROVISIONS FOR THE EXCEPTIONAL child\nGUY T. BUSWELL, SCHOOL OF EDUCATION , UNIVERSITY OF CHICAGO\nCHICAGO, ILLINOIS\n\nUp to the present time the common method of dealing with exceptional\nchildren has been to vary their rate of progress through the school grades.\nThe dullest pupils have been retarded in large numbers, while the brighter\nones have occasionally been accelerated. The result of this policy has been\nto produce a total retardation of about 30 per cent and an acceleration of\nabout 4 per cent for the country at large. One seldom hears a defense of this\n\npractice; in fact, it has been quite universally condemned. Obviously, when\nseven times as many children are retarded as are accelerated, the method has\noperated unequally with the two groups. The basic cause of retardation is\nthe attitude of the school that a uniform curriculum with a fixed standard\n\nof quality must be administered to all children. As long as the school insists\nupon considering its standards as constant and fixed with the child as the\nvariable factor any provision for exceptional children must be primarily a\nmodification of rate of promotion-some form of flexible promotion scheme.\nIf one accepts a uniform curriculum as a necessary fact, the only logical\nadjustment for the exceptional child is to speed up the bright and retard the\ndull.\n\nWhile any one of the flexible promotion schemes may be better than no\nplan at all, the possibility of other types of adjustment should be considered\nin an attempt to find an ultimate solution of the problem. Three possibilities\npresent themselves.\n\nFirst, a uniform curriculum may be given to bright, average and dull\nalike, but presented in varying amounts adapted to the capacity of the pupil.\nAll pupils must do the same work, but with different time allowances. In\nactual practice all do not do the same work, because the duller pupils become\nso badly retarded that the expiration of the legal school age finds them still\nin the elementary grades and they generally leave school without attempting\nto go farther.\n\nA second possibility has attracted a large amount of attention particularly\nduring the last decade. This is the plan of setting up a minimum essential\nprogram for the dull, and adding to it for the average and the bright. In\nmany respects this seems to be a promising lead. It does recognize a genuine\n\ndifference in the capacity of pupils and it attempts to meet this by a genuine\nmodification in the required work. It attempts to meet the needs of the dull\nby a reduction of the existing curriculum, rather than by a positive con-\n\nstruction of a course which is aimed directly at their needs. In theory this\nplanholds that there should be a corresponding enrichment of the curriculum\nfor the bright, but detailed descriptions of enriched courses which are in\nactual use are exceedingly hard to find.\nA third plan for solving the problem insists that since there are genuine\n\nand wide differences in the capacity of bright and dull pupils, the only way\nto secure a satisfactory type of mental response is to make a real modification\n\n"}
{"page": 1025, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n998\n\nin the stimulation-i. e., in both the curriculum and the method of its presentations. This proposal goes beyond the minimum-essential idea. It\nadmits of a small amount of flexibility in rate of progress, but it recognizes\nthe fact that the duration of the period of education is affected by social\nand economic factors as well as by school achievement. This concept holds\n\nthat, beyond the requirements for literacy, the social training of the dull is\nof more importance than the meeting of purely academic requirements. It\ndemands a positive development of a curriculum apart from and beyond the\nminimum-essential plan.\n\nECONOMIC AND ADMINISTRATIVE VALUE OF THE\nPLATOON PLAN IN JUNIOR High schoOLS\nC. J. TIDWELL, SUPERINTENDENT OF SCHOOLS , FORT SMITH, ARKANSAS\n\nThe Work-Study-Play Plan, or as it is more generally known, the Platoon\nPlan of organization is especially advantageous for junior high schools.\nThis is true for the reason that most junior high schools worthy of the\nname include in their programs the essential features of the Platoon Plan.\n\nStated in other words, most junior high schools include in their programs\nof study provisions for health education, for vocational and educational\nguidance, for fine and practical arts, for directed school activities, in addition\nto the usual four major fields of study. School plants where such programs\nare carried on include usually an auditorium, a gymnasium, several shop\n\nand laboratory rooms, in addition to the customary class rooms. In such a\nschool the introduction of the Platoon Plan is quite simple. No important\nchanges are involved in either the program of studies or in the building itself.\n\nThe modern junior high school organized along traditional lines can be\nreorganized as a platoon school much more readily than the same change in\norganization can be effected in any other division of the school system.\nThe economic value of the Platoon Plan is evident enough. As compared\nwith the usual form of organization the per pupil investment in plant is\nreduced 33 per cent. The same per pupil reduction holds good in the cost\n\nfor general control, for operation and maintenance of plant, for fixed charges,\nand for debt service. The per pupil cost for instruction is reduced approximately 20 per cent. The total cost per pupil for all purposes figures approximately 25 per cent less under the Platoon Plan than under the usual plan.\nAssuming a cost of $100 per pupil under the traditional plan, the cost per\npupil under the Platoon Plan will be $75 .\nThe administrative value of the Platoon Plan, while not so evident as its\neconomic value, is even more important. Because the Platoon Plan affords\na larger group to deal with it is easier to group pupils according to ability.\nFor the same reason a wider range of elective subjects may be offered\nwithout a corresponding increase in costs. The flexibility ofthis plan makes\nit easy to provide for individual differences in pupils. Programs are better\nbalanced.\n\n"}
{"page": 1026, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n999\n\nThe disadvantages of the Platoon Plan are not inherent in the plan\n\nitself. They frequently arise out of the attempt to use a building designed\nfor the usual type of organization.\n\nWhen buildings are designed for\n\nplatoon organization in the first place, practically all difficulties will\ndisappear.\n\nADJUSTING THE JUNIOR HIGH SCHOOL Building to\nTHE EDUCATIONAL PROGRAM\nE. E. LEWIS, SUPERINTENDENT OF SCHOOLS, ROCKFORD, ILLINOIS\n\nSeveral factors must be considered in adjusting the building to the educational program. Among these factors are the number of pupils, the length\nof the school day, the length of the periods, the type of academic activity,\nthe type of industrial and vocational activity, and the types of extracurricular activity. It is impossible at this stage in the evolution of the\njunior high school to say what any given community should do. Whatever\nis done now will probably be greatly modified in ten or twenty years. No\nmatter how carefully the educational program is determined for today,\nchanges in administration and personnel will make considerable changes\nin policies. The modern fire-proof reinforced-concrete school building\nshould last several hundred years. Such buildings are bound to outlive the\neducational policies of today.\nIt is evident that all junior high school buildings should be built on the\nflexible plan and on the unit basis. It should be possible to use a given\nroom for many different kinds of work and to enlarge or decrease the size\nof rooms rather easily. It is also important to so design the building that it\ncan be added to at any time without destroying its architectural unity, or\naffecting the efficiency with which it can be heated, lighted or otherwise\nadministered. Classrooms, and especially new types of classrooms, should\nnot be built in such a manner that they cannot be economically rebuilt ten\nyears later, and adapted to some other type of activity. This means flexibility of classroom as well as flexibility of the building itself. This is not\na difficult problem for the architect to solve. By putting heat, light, water,\ngas, and other service mains in tunnels and in corridor partitions, rather\nthan in the partitions between rooms, the architect will make it possible to\nextend or contract the size of classrooms at minimum cost.\n\nTHE STATUS OF THE JUNIOR HIGH SCHOOL\nTHOMAS H. BRIGGS, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nThe establishment of junior high schools has proceeded quite as fast as is\nwise, perhaps in some instances too fast. It is quite obvious that reorganiza-\n\ntion in some places has been in name only. Those in authority either without\n\n"}
{"page": 1027, "printed_page": null, "text": "1000\n\nNATIONAL EDUCATION ASSOCIATION\n\na sound understanding of the underlying philosophy and its possibilities or\nwithout the necessary industry have by imperial ukase (no lesser term can\ncharacterize their action) taken advantage of a popular movement and\nordered the name over the school door to be changed. Others, especially\nthose influenced by the demand of Big Business for retrenchment, have used\n\nthe junior high school as an excuse for procrastinating the erection of\nnecessary new high school buildings, and have had ninth grade pupils\n\ntaught in elementary schools by teachers on a lower salary schedule. That\nthese ill-advised and short-sighted actions have done incalculable harm\ncannot be denied. They have not only restricted education for ambitious\nchildren, but they have also discouraged the hesitant schoolman and strengthened the opposition to educational reform and betterment.\nBut even in these bad situations there is some comfort.\n\nIn several cities\n\nthat have blundered in this way intelligent teachers and principals have\nseized the opportunity to do what they could to improve subject-matter and\nespecially the direction of the social life of pupils. It would not be difficult\nto find fault with the achievements as falling short of ideal possibilities, but\nwe should pay high tribute to those pioneers who without official support,\noften in the face of discouragement, without direction and stimulus from\ntheir official superiors, without desirable new equipment and books have\nimproved the occasion to better the education of youth whom the law no\nlonger compels to attend school, to make them happier in their work, and\nto develop in them an ambition for further preparation for their responsibilities. The proverbial millstone will be a trifle compared to the weight\nwhich a just Providence will hang about the necks of those who have failed\nto support or who have discouraged these benevolent efforts.\nThe other picture is more pleasant to contemplate. Some cities have\ndevoted months and even years to preparation for reorganization. Teachers\nhave been offered courses, given locally or in colleges, to afford them an\nunderstanding of the possibilities in the new type of school; committees have\nbeen formed coöperatively to prepare new curricula and courses of study;\nappropriate text-books and supplies have been provided; suitable buildings\nhave been erected; and, most of all, encouragement and direction have been\n\ngiven, either directly or through special assistants, by superintendents who\nhave resisted the tremendous pressure that tends to make them diplomats,\nfinanciers, and directors of objective matters rather than educators. These\ncities have usually experimented in reorganization with one or a few schools,\nmanned with a principal and teachers especially chosen because of their competence to pioneer, before widely extending the new system. In such a\nplan there is not only hope, but from it there has been real accomplishment.\nThe junior high school is here, and apparently here to stay. Supported\nby a theory that has not been seriously attacked, with a need emphasized\nmore strongly every year by the increasing horde of youth persisting beyond\nthe period of compulsory education, it offers an opportunity unparalleled\nin our generation for constructive independent work soundly based on a few\n\nsimple principles. This is not achieved by copying courses of study. The\n\n"}
{"page": 1028, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1001\n\nmost important of these principles are that by means of material in itself\nworth while the intermediate school shall explore the interests, aptitudes, and\ncapacities of the pupils, that by material otherwise justifiable it shall reveal\nto pupils the possibilities in various fields of higher activity, and that because\nof the indeterminate persistence of pupils it shall make every course so far as\npossible profitable to the extent to which it is pursued. All of these principles are based on a full recognition of the great variety and extent of\nindividual differences, innate and developed, that exist in pupils of early\nadolescence. They are based, too, on a conviction that education will profit\nthe State and the individual to the extent to which it directs and stimulates\n\neach pupil to the mastery of the highest type of education for which he mav\nbe made competent.\n\nTHE PLACE AND SIGNIFICANCE OF EXTRA-CURRICULAR\nACTIVITIES IN THE JUNIOR HIGH SCHOOL\nWILL FRENCH, SUPERINTENDENT OF SCHOOLS, WINFIELD, KANSAS\n\nExtra-curricular activities ought to receive a large share of attention in\nthe junior high-school administration because of the possibilities which\nthey afford of re-enforcing the work of the curriculum. The same arguments which justify varied types of curricula for these institutions justify\nthe inclusion of a rich program of extra-curricular activities. Secondary\neducation in a democracy ought to have both unifying and specializing functions calculated respectively to perpetuate society and to provide for maximum individual development. Types of extra-curricular activities which\nwill serve both of these purposes ought to occupy a prominent place in any\nprogram undertaken. In order to get maximum results from a program\n\nof extra-curricular activity a special period ought to be inserted in the\nschool day. This can usually be done by lengthening the home-room or\nreporting period or by taking time which is devoted on other days of the week\nto assembly. With such a period devoted to extra-curricular activities,\nlarger benefits will be received by all the pupils of the junior high school,\nthe work will continue with less interruption, a new dignity will be added\nto this type of activity and a better learning situation will have been\ncreated.\n\nSQUARE PEGS AND ROUND HOLES\nH. B. BRUNER, SUPERINTENDENT OF SCHOOLS , OKMULGEE, OKLAHOMA\n\nHow many of you know a lawyer who should be in some other profession ?\nHow many are acquainted with a teacher who should be in another field?\nHow many have acquaintances whose talents lie in directions other than\n\nthose in which they are applying them ? That the world has many misfits\nis a fact thathas all too much supporting evidence, Tens and hundreds, yes,\n\n"}
{"page": 1029, "printed_page": null, "text": "1002\n\nNATIONAL EDUCATION ASSOCIATION\n\nliterally thousands are teaching school because Dame Chance has introduced\nthem to this field only and has neglected her social obligations by failing to\nmake them acquainted with her guests, Engineering, Surgery, Business and\n\nthe many others. No peculiar fitness has led them to make this choice. Likewise, many a lawyer might serve his country and his family better if he were\n\nbanking, while many a business man is using only one of his ten talents in\nselling life insurance where all ten might be brought into play if he were a\nsurgeon. Square pegs in round holes, round pegs in square holes, an anomaly\nso common that sometimes we think it is almost a rule and the world accepts\nit with a sigh, saying, \" Of all sad words of tongue or pen, the saddest are\nthese, It Might Have Been.\"\nThis article does not pretend to offer a final solution for the network of\nproblems which arise here but it purposes to present a humble experiment,\nwhich has been successful as far as carried out. This experiment has been\n\nconducted for the last four years at Okmulgee, Oklahoma, and consists of\npresenting to the boy and girl of the seventh, eighth and ninth grades cross-\n\nsections or glimpses of many occupations, businesses, professions and future\ncourses of study. These are called finding and broadening courses. In\naddition to English, citizenship and mathematics, each boy and girl in the\nseventh grade takes four nine-weeks courses chosen from the offering of\ntwenty-eight ; and in the eighth grade, either four more of these courses or\ntwo courses of eighteen weeks each. It is the aim of these courses to show\nthe youngsters what is in store for them in the several different lines if they\ncontinue their schooling.\nThis work in the high schools should be only a beginning. Our metropolitan newspapers during the last three months have carried extensive comments upon the statements of certain college and university presidents that\ntoo many pupils were going to college and attempting higher education. In\nthe cases of those students having low intelligence quotients the contention\nof these university leaders must be granted. It is conceivable, however,\nthat a scheme could be evolved whereby even our higher institutions of\nlearning might begin to think of the problem of having their curricula more\n\nnearly conform to the needs of the students applying for admission rather\nthan compelling these students to fit into their more or less inflexible programs. If a course of study could be worked out for Freshmen college students wherein they were given, first, a course in English where they were\ntaught to speak and write correctly their mother tongue; second, a thorough\ncourse in citizenship; and third, a series of short courses from various fields\nwherein the college freshman could get a glimpse of what would be offered\nin case he entered law or medicine or theology or business, quite an improvement would be made.\n\n"}
{"page": 1030, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1003\n\nA UNIFIED, UNIVERSALLY EDUCATED, EFFICIENT\nNATION DEMANDS A NATIONAL SYSTEM\nOF PUBLIC SCHOOLS\nSAMUEL P. CAPEN, CHANCELLOR , UNIVERSITY OF BUFFALO\nBUFFALO , NEW YORK\n\nI disagree totally with the proposition stated as the subject for discussion.\nThe United States does not need and should not have a National system of\npublic schools. The strength of American education lies chiefly in its\ndiversity, its flexibility and its freedom. The schools of Nevada have never\nbeen and should never be like the schools of Massachusetts. The schools of\n\nAlabama ought not to be like the schools of New York.\n\nThe schools of\n\nany locality should be conditioned by the needs of the community that they\nserve.\nTheir primary task is to fit pupils for the circumstances of living that\nprevail in that community. The United States is made up of a group of\n\nregions having different concerns, different industries and exhibiting wide\ndifferences in the composition of the population. The boundaries of these\nregions do not correspond with State boundaries, to be sure, but under the\nplan of educational control which recognizes the State as the largest administrative unit it is still possible to adjust public education to regional needs.\nThe diversity and freedom that have characterized American education\n\nare dependent upon local initiative and local responsibility. A National\nsystem controlled from Washington would shortly destroy both. A most\nsuperficial study of the educational systems of other civilized Nations confirms this assertion. French education, for example, despite its many\nexcellences, suffers from a blight of centralization which dries up all local\npublic interest and routinizes the teaching force. To a less marked degree,\n\nbut increasingly, the same influences are at work in England.\nBut if further proof were needed of the dangers to this country of National\n\ncontrol the unbiassed observer would find it in the educational enterprises\nthat have grown up in the United States during the last few years under\ngovernment subsidy and direction. I refer to the vocational training carried\non under the terms of the Smith-Lever Act and the Smith-Hughes Act,\nand to the colossal failure of the rehabilitation of veterans. May I stress\nthe word unbiassed. There are guerilla bands that harry the country in the\ninterest of Federal enterprises of one kind or another. There are advocates\n\nof special educational projects, or of special groups of institutions, who can\nsee no way to obtain the desired support for their undertakings except by\n\ntapping the presumably inexhaustible Federal purse. These persons naturally\nminimize or ignore the drawbacks of present experiments in Federal support and control. But aside from the special pleaders no sane person wants\nsuch undertakings as the Smith-Hughes work or the rehabilitation of\nveterans extended; and even the extension of the more beneficent SmithLever activities would find few advocates .\n\nWe face a great National need. We need research, facts, comprehensive\norganized information, ideas, advice. There is one clear way to get these\n\n"}
{"page": 1031, "printed_page": null, "text": "1004\n\nNATIONAL EDUCATION ASSOCIATION\n\nthings. We must set aside a body of our best investigators and thinkers.\nWemust put them in a position to acquire a cosmic point of view. And we\nmust give them the means and the prestige to make themselves heard. One\nimportant product of their labors should be a series of valid definitions of\nstandards and objectives, progressively altered to meet new social developments. The galvanizing power of such statements of common ideals we\n\nhave always lacked. This is a type of nationalization that would be both\nsafe and fruitful.\n\nA NATIONALIZED SYSTEM OF EDUCATION : THE SPIRIT\n\nOF DEMOCRACY, AS WELL AS THE AMERICAN CONSTITUTION, REQUIRES THAT EDUCATION BE LEFT\nTO THE STATES\nM. G. CLARK, SUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\n\nConcerning the organization and support of the American public schools,\nthe writer is willing to defend certain definite positions.\nThe initiative and the direct control of the public schools should remain,\na local unit, governed by a board of education, elected by the people, for the\npurpose of administering to the educational needs of the community in which\nthe school exists. This is the first factor. The educational needs of the com-\n\nmunity may vary as communities vary. It is the duty of the board of education of the district, and its administrative officers, to study their community\nand to organize and develop a system of schools that shall make for its\n\neducational betterment. It is their duty to provide such an educational\ncurriculum as will best fit the youth of their community to make their life\nwork efficient and happy. The local unit alone can respect and know local\nparenthood. The local unit alone can react to family needs, to family\ndesires, to family ambitions and meet family prejudices. In other words,\nthe organizing unit of the individual school must always remain in the\nhands of the local district.\n\nThe larger values of the educational policy of a community return to the\ncommunity itself, the community or local center should bear the larger part\nofthe financial responsibility for the maintenance of the school. In working\nout a plan for the financial distribution of the cost of a school system, that\napproximately four-sevenths of this cost should be regarded as a legitimate\nlocal contribution.\n\nThe State is the second factor of importance in the education of the\nchild. It is the business of the State to secure uniformity of opportunity for\nall its children; to guarantee to every child of the State a certain minimum\neducational inheritance. The local units may expand this minimum education as it sees fit, but the State should guarantee that every district in the\nState maintains this minimum of educational welfare. Consequently, the\nwork of the State is largely to set and to maintain minimum educational\nstandards. It is also the privilege of the State to keep before its citizens the\n\n"}
{"page": 1032, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1005\n\nlarger educational vision. The fruit of educational inspiration is both\nmaterial and immaterial wealth. It is the privilege of the State to plant\n\" educational vision \" that this sort of wealth may be increased and harvested.\nIt is through this work of the State that the social and economic values\nof education find their proper function. The State, likewise, should bear a\nfinancial responsibility toward the education of its children. Its responsibility should be no less than one half that of the local community. The\nfinancial responsibility of the State should be placed at two sevenths of the\neducational cost.\n\nThe Federal government is, without question, the third factor in educational administration. It is the business of the Federal government to lend\nits influence and its financial support to the production ofAmerican citizens.\nThe test of the product of the schools is not to be found in its arithmetic,\n\nits algebra or its Latin. The test of the public school system is in the\nloyal service of its product. It is this phase of education in which our\nFederal government should be particularly interested. Citizenship can be\nbegotten only through the personality of loyal, red blooded, true hearted\nteachers who represent the highest type of American manhood and woman-\n\nhood. The teaching body of the State should be characterized as the clear\nvisioned, right thinking, fearless leaders in community service. The crying\nneed of America today is not, more teachers, but more teachers of a higher\nstandard of personality : real men and real women in mind, heart, education,\nand service. We want men and women chosen from the upper third of\nhuman power, culture, and leadership. It should be the duty of the Federal\ngovernment to place the profession of teaching upon a par with law, medicine,\nand other professions in its desirability as a life service. Until this is done\nit is fruitless to discuss the raising of the standard of the American teacher.\nThe Federal government should definitely plan to encourage the very best\nof American boyhood and American girlhood to enter the teaching profession-to become citizenship leaders for future generations. The function\nof the Federal government is to encourage and to insure this higher type of\npersonality and of citizenship service among the teachers of the Nation.\nTo this end, the Nation should be willing to contribute one half as much\ntoward the cost of education as is contributed by the State. One seventh of\nthetotal costof education, therefore, should be borne by the Federal government and this one seventh should be applied particularly to the encouragement of a higher type of teaching personality and of leadership in the schools\nand community.\n\nFour sevenths of the educational cost should be borne by the local district,\ntwo sevenths by the State and one seventh by the Federal government. This\nwill be an equitable distribution and it represents in a fair way the respective\neducational responsibilities.\nIn conclusion it is urged that the final organization of educational administration and educational support in this America of ours shall be found \" in\n\nthe larger spirit of democracy\" that extends from the child to and through\nthe community, the State and the Nation, to a future National efficiency that\nshall insure the perpetuity of our country.\n\n"}
{"page": 1033, "printed_page": null, "text": "1006\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE PRE-SERVICE TRAINING OF TEACHERS\nAMBROSE L. SUHRIE, DEAN , CLEVELAND SCHOOL OF EDUCATION\nCLEVELAND , OHIO\n\nThose of us who have to do with the development of the program in\ncolleges for teachers must give more attention to better methods of selecting\nthose who shall be admitted. Almost nothing has been done in the matter of\ninterpreting to teachers and administrative officers in the high schools the\nsignificance of certain personal qualities on the part of those who would\nbecome teachers. The Intelligence Quotient does not tell the whole story.\nThe personal health program of the individual prospective teacher has\nbeen neglected. There is every reason why we should be as exacting in\nmedical examinations given to those who enter our teacher training colleges\nas we are in medical examination given to those who enter the teaching\nservice and in the case of minor remedial defects emphasis should be placed\nupon corrective work in the very beginning of the course and should be\ncontinued until definite results have been accomplished.\nThere can be nothing more fundamental in the training of a teacher than\nthe development of initiative and a sense of responsibility. There is no\nV\npossibility of securing adequate results in the development of these indispensable qualities so long as our normal schools and teachers colleges are so\norganized and administered as to give young people little or no practice in\ninitiating plans for the solution of educational and social programs wholly\nY\n\napart from the curriculum itself. There should be club and class meetings\n\nand a student council organization and on the shoulders of the officers who\nare the chosen representatives in each of these groups the members of the\nfaculty should learn to place chief responsibility for the inside administration\nof the school and the conduct of its work.\n\nIsn't it absurd that we should\n\ncontinue to tell prospective teachers exactly what they are to do, that is to\nprescribe their whole program for them and then expect them on the completion of a diploma course to suddenly become independent thinkers, have\nthe power of initiative and to be able and willing to carry the responsibility\nfor the independent conduct and management of classroom activities in practice. Whatever else the teacher training college does not do it should treat\n\nevery member of its student body as though she were already in the teaching\nservice in the sense that it should place upon the collective group full and\n\ncomplete responsibility for the management of the administration of the\nschool and for the conduct of much of its class work and many of its\nactivities.\n\nThe teachers college must not hesitate to advise and if necessary enforce\nthe withdrawal of those who prove to be very unpromising or unworthy.\nThe State is not justified in expending money in a teachers college for the\ngeneral conduct of those who are not interested in or likely to become good\nteachers.\n\n"}
{"page": 1034, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1007\n\nTHE TRAINING AND DEVELOPMENT OF TEACHERS\nAFTER ENTERING THE PROFESSION\nDANIEL J. KELLY, SUPERINTENDENT OF SCHOOLS, BINGHAMTON, NEW YORK\n\nThere are two groups or classes of teachers to be considered, the beginners\nand the experienced. The novice comes out of the normal school or the\n\ncollege far from a finished product. She usually knows at least something\nof the subject-matter she is expected to teach and has a speaking acquaintance\nwith the method though this is largely theoretical. She does not understand,\nor so it appears, some of the simplest rudiments of school management or\nclass-room technique.\n\nHer best teaching qualification is her enthusiasm which, if coupled with\nexcess self assurance, may become more of a liability than an asset.\nIn the experienced group are found three types : the zealous and progressive who always recognize that there is room for improvement and are ever\nstriving to attain it; the complacent who are satisfied with everything especially themselves; and the whiners who appear never to be satisfied with\n\nanything. The first are entitled to the opportunity they desire; the others\nshould be offered the stimulant they need; whether they take it or not may be\nfor them to decide but their response is an aid in evaluating their worth.\nIn Binghamton we have made a thorough study of the problem and have\ndeveloped a systematic plan which is comprehensive enough to include all\n\nof our teachers regardless of class or type and sufficiently definite to give\neach the individual touch she most needs or desires. This is done through\nfive points of contact. 1. Careful placement : Every effort is made to place\neach teacher where she may do her best. The beginner is closely observed\nand her personality, training and other qualifications are considered before\nshe is assigned. She is then carefully followed, her shortcomings noted and\nfirst aid administered as needed. Should trouble and disaster seem certain, a\nchange of assignment is made and another start undertaken. In short, we\nbelieve that teachers should not be in situations for which they are unfitted.\nIt is our aim to give each teacher the most satisfactory setting both for her\nown welfare and for the good of the system. We regard this as the basis\nupon which our scheme for training must rest.\n2. Clear instructions : For all uniform and standardized details in man-\n\nagement, such as keeping records, making reports, etc., carefully prepared\nregulations have been compiled and are placed in the hands of each teacher.\nThis is only fair to teachers, who should not be left to flounder, uncertain\nof what is expected of them. Such matters become more vital and necessary\nas the system increases in magnitude and complexity.\n3. Expert supervision : Our Supervisory staff is composed of two groups\n\nof experts: the principals and the directors, or as they are sometimes called,\nthe supervisors. The principals who are naturally persons of mature experience and ability stand ready to give their teachers all the guidance needed in\nthat which pertains to administration, such as discipline of pupils, contact\n\nwith patrons, relations to associates, etc. In fact, for every problem arising\n\n"}
{"page": 1035, "printed_page": null, "text": "1008\n\nNATIONAL EDUCATION ASSOCIATION\n\nin classroom management or the general conduct of the school wise counsel\nis given and a steadying influence is exerted. The corps of directors consists\nof one specialist for each subject. They are not only specialists in their\nrespective subjects but are also experts in the art of teaching, well knowing\nfrom actual experience the difficulties and limitation of the class room for\n\nboth teacher and pupils. Through them our teachers receive their most\ndirect and effective training.\n4. Extension work : The system offers opportunity for study in the evening schools by providing courses especially for the teaching staff, conducted\nby the directors or other specialists employed for the purpose. This instruction usually goes deeper and further than the class-room supervision or group\nconference and the teacher is enabled to strengthen the foundation for her\nclass-room work. Magazine Clubs and Reading Circles have been effective\nagencies for improvement in the various schools.\n\nSyracuse University brings to us their extension courses. These not only\ngive help in teaching but make University credit possible.\n5. Recognition of merit : The last act in our teacher training program is\npresented through a practicable and extremely satisfactory scheme for rating\nteachers. Once every year the work of the individual teacher is thoroughly\n\nreviewed from many angles and appraised. Superintendent, principals and\ndirectors collaborate and their composite judgment is determined. Each\nteacher is then personally interviewed by the Superintendent and informed\nof her rating. Excellent features are commended, weaknesses pointed out\nand discussed and constructive suggestions offered. All members of the\n\nstaff thereby know how they are regarded, and their services evaluated. Of\ncourse it may be argued that all of this tends to create too much uniformity .\n\nrestricting teachers unduly and destroying their individuality and initiative.\nWe believe that the contrary is true. An ever present danger in human\n\naffairs is unrestrained personality. Coöperation is the keynote in a democracy; safety on the highway demands observance of uniform traffic regulations; efficiency in an institution requires \" the everlasting team work of\nevery bloomin' soul. \"\n\nTHE YEAR-ROUND SCHOOL\nH. C. WEBER, SUPERINTENDENT OF SCHOOLS, NASHVILLE, TENNESSEE\n\nThe graded school is a factory for quantity production of education at\nsuch cost as the taxpayer can afford. It is not ideal-it is rigid, arbitrary,\nand tends to level all to an average. It is the duty of educators to improve\nthe quality while economically keeping up the quantity. The system should\nbe modified from time to time to make it responsive to the changing needs\nofthe community's life.\n\nTo make the system more elastic, it is proposed that the work now done in\nnine months of the session would continue to be done in the same nine\n\nmonths, but an additional three months' work would be provided, so there\n\n"}
{"page": 1036, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1009\n\nwould be one and one third of the present year's work covered in one\ncalendar year. This would not increase the speed of the machinery of this\nfactory but would only run the factory longer. What man, other than the\n\nproverbially impractical school teacher, would run his factory only nine\nmonths out of the year, when the world was crying for its product and the\nworkers of the factory anxious for continuous work and pay, and the raw\nmaterial lying in the yards rusting ?\nThere is every argument that the school plant should not be idle three\nmonths each year. This plan would grant each individual student his Godgiven right to advance as rapidly as he could, and not be bound down with\nthe dull or the lazy. Here the strong and capable could become productive\ninthe world one, two, or three years sooner than under the present arrangement. One or two or three years saved at the beginning of life is just as\nvaluable as one or two or three years added at the end of life. The system,\nwhich denies the individual the opportunity and the right to progress faster\nor farther than his neighbor, leads unmistakably to socialism and bolshevism.\nThe world will not advance by repressing the bright so as to keep up the\ndelusion of all men being equal. All men are born equal only in their right\nto equal privileges, and this very right demands that these privileges be\navailable as each individual is ready for them.\nTherefore, equal available opportunities for all, at any age, at all times\nof the day or night, all days of the week, and all weeks of the year this\nand nothing short of it is complete democracy.\n\nBUSINESS PRINCIPLES APPLIED TO EDUCATIONAL\nORGANIZATION AND ADMINISTRATION\nW. W. BORDEN , SUPERINTENDENT OF SCHOOLS, SOUTH BEND, INDIANA\n\nA school city corporation is a big business organization and should be\nconducted by methods similar to any other business concern.\n\nI realize that\n\nthe product manufactured by the schools cannot be measured as tangibly as\nother manufactured products; but the same business principles can be applied\nto our school accounting as are applied in cost-accounting in other business\nenterprises. The board of education in the great majority of our American\ncities corresponds to the board of directors in a large business or manufacturing concern.\n\nThe chief function of the directors of a bank, a manufacturing organization, or a business firm is to select a president, superintendent, director, or\nmanager. So the chief duty of the board of education is to select a suitable\nperson as the superintendent of schools who shall act as the chief executive\n\nof the board of education, and who shall be held responsible for the management ofthe city school in all its relationships.\nThe board of education should be the legislative body for a school system\nand not the executive body; just as is the board of directors in a business\ncorporation. What is legislative function, and what is executive function,\n\n"}
{"page": 1037, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1010\n\nshould be made definite and clear. In other words the board should see that\n\nthings are done and not attempt to do them itself.\nA superintendent of schools cannot afford to continue from time to time\nto make recommendations which are not approved by his board. You know\nwhat would happen to the manager of a corporation if he did this. In no\n\nplace will a mistake of judgment by the superintendent manifest itself more\nthan in proposals along lines of business. The lack of clear cut views on\nbusiness administrative policies often cause a lack of confidence on the part of\na board of education, because seldom is there a school board without one or\nmore men of superior business ability-men of much better business judgment than the average superintendent.\nThere is no phase of the business department that is of any greater importance than the method of budgetary procedure. Well-planned and care\nfully administered budgets will attract the attention and secure the respect\nand support of hard-headed business men.\nThe budget should be based on the fiscal year. In most cities the date for\nthe fiscal year begins July 1st. There should be uniformity among all cities\nin this respect. Overlapping of expenditures from one fiscal year to another\nmakes accounting of funds difficult and also makes accurate comparisons with\nother cities impossible. The essential factors in the making ofthe budget are:\n1. Knowledge of all money available from revenue derived from taxation ; and\nrevenue derived from other sources than by taxation; 2. Compilation of the\nbudget should be made under the direction of the superintendent. He should\nsecure estimates from the various department heads and officers of the school\norganization . These estimates should be secured in order to make each assis-\n\ntant feel a responsibility and because no one is better prepared to give the\nestimate than the person directly in charge of the department. 3. A continuous budget record should be kept in order to compare the various budget\nitems with the same items for previous years. 4. Budget reports from other\ncities should be kept on file for making comparisons with other cities of\nsimilar rank. 5. The estimate of expenditure should be based upon the plan\nwhich is most widely used throughout the United States. The items of the\nbudget should come under the following classifications : General control,\ninstructional service, operation of plant, maintenance of plant, auxiliary\nactivities, fixed charges, debt service, and capital outlay.\n\nMAKING THE SCHOOL CURriculum\nH. B. WILSON, SUPERINTENDENT OF SCHOOLS , BERKELEY, CALIFORNIA\n\nThe problem of the curriculum is as old as the beginnings of formal education. Its function is to specify the exercises and activities which shall be\nundertaken because of their probable educative and socializing value. It\nalso indicates the subject-matter and other sources which should be used in\n\nconnectionwith the exercises and activities that they may possess the largest\neducational value.\n\n"}
{"page": 1038, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1011\n\nThe most helpful type of modern course of study attempts to go beyond\nthe bare outline of essentials suggested. It seeks to be a hand book, guide\nand inspiration to the teacher in planning her daily work. To this end it\nnot only suggests what should be done, but also indicates how the work\nshould be undertaken.\n\nStandards of achievement are indicated in both\n\nqualitative and quantitative terms. Illustrations of procedure are concretely set forth. Results achieved are likewise indicated in sufficient detail\nto set a standard and pattern for all teachers.\nThe importance of the course of study as an administrative supervisory\ndevice can scarcely be overestimated. That its significance is not appreciated\nis evident to anyone who will examine the courses of study in use throughout\nthe country. This device determines more than all other influences and\nagencies of the school combined how the pupils and teachers spend their time\nduring the working hours of the school day. The directions issued in\nbulletin form from time to time and the plans made in the occasional teachers'\nmeetings are quickly forgotten. It is the course of study which exercises a\npermanent, regulating influence.\nThe course of study is a constant problem. It will ever be so in the\nprogressive school system so long as progress in society and thinking obtain .\nThe course of study which is fixed and complete is to be found only in the\nschool system which is already dead even though itmay not be buried.\nThe curriculum came to be as it is under the influence of earlier aims and\n\ntheories of education. The present content took form under the influence\n\nof these aims and theories. Although we have progressed in our own insights\nbeyond them, the practices which they set up are still specified in the courses\nof study. Those now teaching and directing schools were trained for their\nwork under the influence of these earlier aims and theories. The texts now\n\nin use cater to the type of theoretical training of the teacher now in charge\nof the schools. The inertia of all sorts to be found in any teaching group is a\ndifficult force to overcome.\n\nIf, the responsibility of maintaining the continued growth and improvement of the course of study is felt by the entire teaching, supervisory, and\nadministrative staff, the notion is not established that this is a responsibility\nof the directing head. In consequence the rank and file become ambitious\nand concerned to keep the course of study always abreast of the times. The\npreparation of the course of study was formerly regarded as a responsibility\nofthe directing head, it is now definitely recognized as an obligation of the\nentire teaching staff, supplemented by the interested, intelligent citizens of\nthe community.\n\nThe thoughtful business man of any community can make a good contribution to the content and method which should be employed in commercial\ncourses in the high school, even to the arithmetic courses in the elementary\nschool. A corresponding group of men can and will be interested to contribute of their thinking to the establishment of the manual training and industrial courses. A similar group of progressive women can render valuable\nservice in developing the home economic courses which should be offered\nfor the girls. If the course of study is to do for the teachers all that was in\n\n"}
{"page": 1039, "printed_page": null, "text": "1012\n\nNATIONAL EDUCATION ASSOCIATION\n\ndicated and implied above, it cannot be an emasculated, skeletonized statement. It must possess body and be inspirationally presented. It must be\nfilled with concrete materials.\n\nFrom the standpoint of form the exercises, activities, and subject-matter\n\nspecified should be definitely related to the fundamental objectives of society.\nThese should be indicated. What the psychological outcomes in terms of\nknowledge, habits, and attitudes are which should be realized if the objectives\nare to be achieved and how they are to be realized should be made clear\nand definite. If this point of view is correct from the standpoint of the\nform in which the course of study should be issued it must be evident that\neach subject or field of activity should have a pamphlet devoted to it. This\nis necessary to clearness and coherency of view. Only thus can the teaching\nstaff get an organized view throughout the grades concerned, of the objectives, in view of the total range of activities, exercises, and subject-matter\nwhich are to be employed in the process. Unless this view is possessed, the\nteacher of each grade cannot go about the organization of her own contribution with certainty that it is to take its place in an organic way in the total\nundertaking.\nRESPONSIBILITY OF THE SUPERINTENDENT TO THE\nPUBLIC\nDAVID A. WARD, SUPERINTENDENT OF SCHOOLS, WILMINGTON , DELAWARE\n\nTwo types of activity, however, are fundamental to the establishment of\nconfidence in the schools, namely, the improvement of the teaching staff,\nand the establishment of a closer contact between the school and the public.\nIn our own city a large percentage of teachers are doing professional work\neither in summer school or university extension work. The establishment of\na research department, with an experienced and competent man at its head,\nhas injected into the teaching and supervising forces a new inspiration and a\ncarefully planned effort for uniformly good results. In connection with this\ndepartment, and contributing largely to its favorable reception, a university\nextension course in tests and measurements was organized and attended by\na large number of teachers from all the schools of the city.\nSchools unaccustomed to frequent visits by parents do not encourage such\nvisits. There is often a fear on the part of teachers that if they receive\nvisitors their work will be inspected with an unduly critical attitude. There\nis an equal hesitancy on the part of parents to visit schools for fear of\n\nunnecessary disturbance of teacher and pupils. It is an unwarranted timidity\nin both cases, and it is the business of the superintendent to break down the\nimaginary barrier to a free and wholesome relationship between the school\nand its patrons. Visiting days and weeks, community meetings and social\nmingling of parents and teachers bring valuable results in this respect. But\nthese activities will not proceed unless given impulse and direction by the head\nof the school system, whose business it is to coördinate and direct allthe edu-\n\ncational forces of the city toward the accomplishment of the end in view.\n\n"}
{"page": 1040, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1013\n\nThis means that a definite program is necessary. Their promotion demands\n\nthe presence of the superintendent in many meetings, conferences and interviews. But it is a responsibility to the public from which he cannot escape,\nof would he desire to escape it if he could.\nThe superintendent must meet the public. He must serve on committees,\naffiliate with clubs and societies and be a part of various organizations. The\nnumber of meetings, associations and conferences in which he is expected to\nhave a part and the boards and committees on which he is asked to serve\nconstitute a serious drain on his time. This demand, however, is within\nthe legitimate right of the public and the superintendent owes the fullest\nresponse that an equitable distribution and an industrious use of his time will\npermit. Assimilation with the community is essential to a healthy reaction\nof the public toward the professional services of the superintendent, and he\nis responsible for such reaction.\n\nTHE SUPERINTENDENT'S RELATION TO HIS\nSUPERVISORS\nJUSTIN F. KIMBALL, SUPERINTENDENT OF SCHOOLS, DALLAS , TEXAS\n\nIn the development from a single administrator to an administration\nthrough supervisors, the supervisory staff must become both sensory and\nmotor nerves to the superintendent administrative officer.\nThis officer needs a clear and sympathetic understanding of conditions\nand details which he cannot acquire through the personal touch. Upon him\nrests the responsibility of seeing visions and dreaming dreams, of bringing\nthings to pass in human life through those whom he may not see day by day\nin the details of their work. It must be done through the supervisors.\n\nBy virtue of their training and fitness for their places these are specialists,\neach with a specialist's high but narrow interest in a particular phase of\nwork.\n\nFew of them have ever \" gone out with the team,\" eaten with the\n\nteam, slept wherever the team slept just because the team did that particular\nthing. The problem of the superintendent is that of the team captain, to\nbring about a mutal interest and understanding of each other's hopes, plans\nand dreams. The most valuable single hour in my week's work, one the\npublic, the teaching corps and even the board of education can never\nestimate, is the hour when the entire supervisory staff, sit together around a\nconference table to talk for \" the good of the order. \"\nHere we \" fight it out in the family on matters of common and general\n\"\n\npolicy. Here too the superintendent finds his opportunity to direct, his\nopportunity to mold the trend of thought throughout the schools. Here he\nfinds his opportunity to teach these high-strung, gifted enthusiasts, by precept\nand example the technique and meaning of team loyalty, and to see that each\n\ndepartment shall never lose sight of the fact that its first, last and sole\nreason for existence is that it may render genuine human service to the\nindividual child.\n\n"}
{"page": 1041, "printed_page": null, "text": "1014\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE SUPERINTENDENT'S RELATIONSHIP TO HIS\nPRINCIPALS\nCHARLES S. CLARK, SUPERINTENDENT OF SCHOOLS\nSOMERVILLE, MASSACHUSETTS\n\nThe school principal today is one of the most important factors of school\nprogress. The relationship of a superintendent to his principals should be\nsuch as will best promote the purposes for which each exists as a school\nofficial. Upon the principal depends the successful management of problems\nof re-organization of school curricula and the securing of hearty coöperation\nof teachers therein. He is the leader of his group and whither he goes his\nteachers must and will go. It is of vital importance to the superintendent\nthat his principals shall be educational leaders of their teachers and thatthey\nshall lead their teachers in the right direction. It is the duty of the superintendent to know the facts of this matter as they exist in the principalships\nunder his charge and to do his best to make those facts what they ought to\nbe. His relationship to his principals will consist of the things which he\ndoes concerning the matter, and of the spirit in which he does them.\nSome of the things which a superintendent should do to secure from his\nprincipals the kind of work which it is their function to perform are as\nfollows:\n\n1. The superintendent should let his principals know unmistakably what\nhe wants and expects them to do. If he wants them to be educational leaders\n\nof their groups, he should make that fact plain to them and to their teachers.\nHe should also set forth what he conceives to be the educational aims for\n\nwhich they should strive.\n2. He should see that principals have time to do the educational work\nwhich he expects of them.\n\nHe should eliminate useless routine work and\n\ntake constructive measures to give the principals the opportunity to do\neducational supervision.\n3. He should accord to each principal as large a measure of educational\n\nautonomy as is consistent with the duty of securing harmonious action in\nthe organization as a whole. Initiative, ingenuity in planning, skill in operating, enthusiasm in leading, commonly emanate from within and are not\nimposed upon the human mind from without. No principal will ever make\nan outstanding success who is not in a large measure self-driven.\n\n4. The fourth indispensable element of such relationship is that the\nsuperintendent shall give credit where credit is due. Encouragement begets\nconfidence and confidence is the soul of achievement. Such encouragement\n\nwill go a long way to make principals what they ought to be, educational\nleaders of their groups. The corollary of this proposition is that the superintendent should not withhold criticism from a principal who needs it\n\nthrough any timidity or shrinking. The superintendent should take care,\nhowever, that the exercise of this function should not be regarded as his\nonly or chief show of courage and strength.\n\n"}
{"page": 1042, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1015\n\n5. The superintendent should perform all these functions in a spirit of\nbroad professional fraternity, sympathy, and insight. He should represent\nhimself to his principals as a man like unto themselves rather than a potentate\nin a high seat or an autocrat on the throne. Principals will expect a superintendent to show an understanding of their difficulties and a sympathy\n\nwith their efforts and a charity for their failures. Performed in such a\nspirit, the acts which have been set forth will go a long way in producing the\n\nkind of relationship which the superintendent ought to bear towards his\nprincipals. Such a relationship will make principals the strong agency in a\nbroad constructive educational program, which, from the nature of their\npositions, they ought to be, and which it is of first importance to the superintendent that they should become.\nSOME PROBLEMS IN REORGANIZING SECONDARY\nEDUCATION\n\nFRANK G. PICKELL, ASSISTANT SUPERINTENDENT OF SCHOOLS\nCLEVELAND, OHIO\n\nWe talk of aims and principles, yet, we do about as we did before. One\nchange has come. Its influence has been felt everywhere. Formerly subjects\n\nwere taught for their general disciplinary value. Dr. Edward L. Thorndike,\na few years ago, denied the transfer of training and soon school men had\nswung from the theory of \" general training \" to that of \" specific training.\"\nAs a result of Thorndike's theory the present-day program of studies of\nthe high school is more inclusive than that of the college of a few years ago.\nRecently I found the number of subjects in a program of studies of a cosmopolitan high school to be 168 and the hours represented to be 720. At\nthe average pupil's rate of progress, of completing the requirements for\n\ngraduation, it would take more than fourteen years of study to cover that\nnumber of subjects. The reason is clear. Subjects can no longer be taught\nfor their general value. They must have specific training value. General\nchemistry is no longer justifiable. It must be divided and subdivided into\nchemistry of agriculture, engineering, household and so on, all upon the\ntheory that a subject to be of value to the pupil must treat of the material\nwhich the pupil will use later in life. This theory of specific discipline and\nindividual differences has brought upon us the most expensive and extravagant system of secondary education. The majority of our courses in the\n\nsecondary school have degenerated into information courses, until it would\nseem that we all regard the imparting of information as the primary factor\nin the educative process.\nIn the final analysis the greater part of what we learn in school is soon\nforgotten and I am afraid we have been building our structure upon flimsy\nfoundation. After all we are engaged in training future citizens, men and\nwomen who can live and work together, who can think and act straight in\nsocial situations. Our task is not so much the imparting of information as it\nis the developing of\nht and effort, training children to think,\n1\n\n"}
{"page": 1043, "printed_page": null, "text": "1016\n\nNATIONAL EDUCATION ASSOCIATION\n\nto image, to plan, to execute. And what determines one's success in life,\nwhether financial or spiritual? Is it the amount of factual information one\ngets in school or is it personality, initiative, thinking power, tact, ability to\nimage, to execute. The school should emphasize the development of character and exercise the child's power to think, to image, to plan, to execute.\nAbove all it should arouse and foster interests that will last.\n\nIf the school\n\nwill do these things, we may take our chances upon the outcome. If we\nsucceed in training the child to think and in arousing interests that last,\nhe will take care of any deficiency in his general information and practical\ntraining. As a matter of fact our greatest scientists and students have\nlearned, the most of what they know in their particular fields, after leaving\nschool. They had only begun to study and work when they were graduated.\n\nToo many of our high school pupils are spending their time in expensively\nequipped shops when they had better be spending their time in studies\ncalling forth their greatest mental powers in solving abstract problems. For\nwhom is technical training intended ? For the bright pupil ? If so, we should\nremember that he will go on through college. He will become the highly\nskilled worker, the thinker, the designer, the key man in industry and in\nmany instances the future executive. Is technical training intended for the\nslow pupil ? If so, he is destined to fill an engagement with Pound's Iron\nMan and for the most part to do a one act operation job, the training for\nwhich is simple and of extremely short duration.\nWe have probably overstepped the bounds of reason in accepting wholeheartedly Thorndike's theory.\n\nOur chief concern in the present effort to do something about secondary school problems is not what form shall be chosen, but what shall be the\n\ncurriculum policy, what shall be the content of subjects, how can we better\nguide pupils in the junior high school, how can we give the pupils the best\n\npossible training in those qualities necessary for leadership and above all\nhow can we organize the curricula so that pupils may be required to do\nsome genuine thinking instead of genuine cramming or genuine butterfly\nflitting and at the same time not reduce our elective system beyond what is\nreasonable. We are interested in the form of the organization of these upper\n\nsix years in so far as the form does effect our effort to accomplish the foregoing chief purposes of the secondary schools .\n\nA COMPREHENSIVE SCHOOL SURVEY AND ITS\nCONSEQUENCES\nGEORGE D. STRAYER, DIRECTOR DIVISION OF FIELD STUDIES, INSTITUTE OF\nEDUCATIONAL RESEARCH , TEACHERS COLLEGE, COLUMBIA UNIVERSITY\n\nThe survey of the public schools of Baltimore was undertaken during the\nschool year 1920-1921 . It was noteworthy in that it was requested by the\nSuperintendent of Schools, Dr. Henry S. West. It was because of the hearty\ncoöperation of the superintendent of schools and his staff that those engaged\n\n"}
{"page": 1044, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1017\n\nin the survey were able to interpret correctly the local situation. Through\nthe complete and hearty coöperation of the Superintendent and the Board\nof School Commissioners those responsible for the inquiry were placed in a\nmost favorable position before the public. From the very beginning of the\nwork plans were laid for acquainting the public with the findings of the\n\nsurvey. One of the most important methods employed in carrying the story\nto the public was the holding of monthly luncheons. These meetings were\nattended by the Mayor of the city, members of the Board of Estimate, the\nBoard of School Commissioners, and by leaders in every important group\n\nthroughout the city. A very careful list was made up in the superintendent's\noffice and invitations were issued for subscriptions to a series of six luncheons.\n\nThe largest dining space available in the city was filled to over-flowing on\neach of these occasions. The newspapers gave splendid coöperation in reporting the discussions which took place. During the survey and since that time\nthe following notable developments have taken place :\n1. Twenty-two million dollars have been voted for the erection of new\nschool buildings. This money is being expended in accordance with the pro-\n\ngram developed by the survey. In the development of this building program\nBaltimore has for the first time in her history provided adequate school sites.\nElementary schools are being located with as much as six acres of land,\njunior high schools with from eight to twelve acres; and three senior high\nschool sites have been taken, one with twelve acres, one with thirty-six, and\none with thirty-nine acres. On the two larger sites it is anticipated that\nother buildings may be located at a later date.\n2. The school system has been reorganized so as to provide elementary\nschools with kindergartens and the first six years of elementary education ;\na three-year junior high school course; and a three-year senior high school\ncourse.\n\nThe administrative staff has been developed and strengthened.\n\nUnusually able men have been appointed as assistant superintendents, one\nfor the high schools, and one for the upper grades. A woman of unusual\nability and experience has been made assistant superintendent in charge of\n\nthe lower grades. A director of physical education thoroughly qualified not\nonly in the field of physical education, but in the field of medical inspection\nand health service has been appointed. Directors of household and of industrial arts have been added. A supervisor of colored schools has been\nappointed.\n\n4. Courses of study have been prepared by the supervisory staff in coöperation with committees of principals and teachers and are being subjected to\ncareful experimentation in the school system. A more satisfactory articu-\n\nlation of elementary schools, junior high schools, and senior high schools\nthan before existed has been brought to pass.\n5. A director of the bureau of educational research has been appointed.\nAdequate offices have been equipped and several important investigations\ncarried through. These are among the important changes that have taken\nplace. Many other developments have occurred during the period which\nhas elapsed since the completion of the survey. The members of the\n\n"}
{"page": 1045, "printed_page": null, "text": "1018\n\nNATIONAL EDUCATION ASSOCIATION\n\nsurvey staff have from time to time been in conference with the superin-\n\ntendent of schools and his associates. I think I correctly represent all of\nthose who worked on the survey when I say that it is not often that a\nsurvey staff has had the satisfaction that has come to those of us who worked\nin Baltimore. We have had the high privilege of working with a progres\nsive superintendent of schools for the development and improvement of a\n\ngreat public school system. The results which have been secured seem to\nus to have fully justified the coöperative enterprise proposed and carried\nthrough as a school survey.\nTHE PRINCIPAL'S MULTIPLe functiONING\nOLIVE M. JONES , PRINCIPAL OF SCHOOL NO. 120 AND ANNEXES\n\nNEW YORK CITY¹\n\nTen or fifteen years ago the superintendent, in company with the rest of\nthe country, woke up to the position and the importance of the classroom\n\nteacher. We became aware of the more or less ignoble position of servitude\ninto which the classroom teacher had been allowed to drift and we also\n\nrealized, with our new knowledge of democracy, that the teacher, more than\nany other worker of presumably professional rank, had been treated with an\namazing lack of consideration.\nAbout the same time we, discovered that the public regard of our profession is based upon popular rating of the teacher's job, upon the popular\nattitude toward the teacher and estimate of the teacher's personality and\nculture. For years we used to complain that in the preparation for large\npublic functions, in the appointment of mayor's committees and public commissions, the point of view of the school was seldom considered and the\nsuperintendent was seldom included. Not until we woke up to the importance of the classroom teacher did we realize the cause of this neglect.\nThe truth was that the public held the teacher lightly, and hence, both the\nschool and the superintendent. In the public logic, the school meant the\nteacher, and the superintendent meant the teacher. Since the teacher was\nnegligible and lightly regarded, so also was the superintendent.\nBut ten years ago we woke up to all these things and gave the classroom teacher the recognition that was her due. It was the best thing that\never happened-not only because of the improved position of the school in\npublic esteem, but because the teacher was forced to live up to her new responsibility. It made teachers study educational principles so as to hold\ntheir ground in debate. It made them study law so as to vote intelligently\non matters for their own welfare and the welfare of children.\n\nIt made\n\nthem learn legislative procedure so that they would know how to secure the\npassage of effective laws for the welfare of education. It made them broaden\nout into a realization of the many interests which are kindred to education,\nwithout a knowledge of which no teacher can properly secure the best means\nof training the children entrusted to her care .\nMiss Jones' address is published in full in the April, 1923, issue of the Bulletin of the\nDepartment of Elementary School Principals.\n\n"}
{"page": 1046, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1019\n\nDuring the early days of our new interest in the classroom teacher, a lot\nof foolish fear was aroused that the teachers would become insubordinate\n\nand indulge in radicalism. Sometimes a superintendent expressed this fear.\nIndeed, it is true that the discovery of the classroom teacher forced many a\nsuperintendent to look to his laurels. He was compelled to inquire into\nhis own motives before he advertised his action or issued a ruling certain\nthat the teachers would inquire and discover those motives. It compelled\nthe superintendent to study education anew himself, because he must justify\nhis educational procedure to these new-thinking classroom teachers. It\ncompelled the superintendent to consider measures from the point of view\nof the children to be educated, and the teacher to do the educating, before\nhe advocated them, and to discount influences which would contravene those\ninterests, even though they promised him personal promotion.\nIn consequence we have reached a point of better understanding between\nthe superintendent and his subordinates than ever before in the history of\n\nthe schools, but in reaching this understanding and in taking advantage of\nit there is risk of a new danger. It is true that the superintendents have\ncome into closer contact with the classroom teacher. They have also come\ninto closer union with one another. The danger that I see is that they\nmay disregard the connecting link.\nThat danger lies in the weakening of the influence and the authority of\nthe principal and the lessening of the respect for the principal which the\nteacher should hold. It is the superintendent who can prevent this risk, just\nas it is the superintendent to whom the temptation may come to act against\nthe principal, and it is the superintendent who will suffer the heaviest\nloss if the position of principal is not maintained and supported with proper\nrespect .\n\nIf the principal's opinion is not informed and consulted, who will explain the aims and ideas and ideals of the superintendent to the teacher ?\n\nNo superintendent can do it, because he cannot do his own work and the\nprincipal's and this is essentially the principal's job.\nShattering though it may be to the superintendent's new confidence in\nhis relations with his teachers, nevertheless it is still true that the superin-\n\ntendent is, to most teachers and to practically all beginners, a shadowy\nperson, a sort of most mighty man, but really mattering little, if the principal is satisfied and especially if the superintendent is satisfied with the\nprincipal.\n\nTHE ELEMENTARY SCHOOL PRINCIPAL'S CONTRIBUTION TO PUBLIC EDUCATION\nIDE G. SARGEANT, PRINCIPAL OF PUBLIC SCHOOL NO . 10\nPATERSON , NEW JERSEY\n\nIn all history, there have been certain strategic positions. If those in\ncharge of these positions held, civilization won. If those in charge of these\npositions failed civilization lost. In the scheme of modern education the\n\n"}
{"page": 1047, "printed_page": null, "text": "1020\n\nNATIONAL EDUCATION ASSOCIATION\n\nprincipalship is one of these strategic positions. Our National safety depends\nupon our having in these positions men and women with brains to see, power\n\nto inspire, courage and the dogged persistency to win. Without doubt the\nprincipal's most important contribution to public education during the coming decade will be the working out of this ideal.\n\nIt will be his work : 1. To have defined and recognized the status of the\nprincipalship in a complete school system. 2. To secure, through the aid of\nthe board of education and the superintendent, suitable buildings with proper\nequipment to do the broader work which the schools must do. 3. To arouse\nand inspire his fellow principals to a true conception of what the position\nimplies. As yet too many of our principals are asleep to the spirit of the\n\ntime. They are mediocre in effort if not in ability. They are not good\nmixers, or good business men, or good publicity men for school work, or\ngood fighters for better education. These men must bestir themselves to become high power dynamos in education or be relegated to the woodshed along\n\nwith Dr. Winship's ox carts. 4. To give his teachers a more helpful and\ncomplete leadership, that they in turn may catch a clearer vision of the\npossibilities within their grasp in training the children for the kindlier, holier\nlife and the better code which is to be. It is in the field of helping and\ntraining teachers in service that the principal's happiest and greatest work\nshould be done. 5. To lead the community, the board of education and the\n\nsuperintendent, if it is not already their policy, to see that they must fix\nstandards of admission and pay the price which will secure for education,\n\nthe ability, the constructive imagination and the executive training which\nthe position demands.\n\nThe principalship carries with it the right to an adequate salary. Equal\nin every respect to that received by expert business executives and judges of\n\nour courts. Certainly a large public school is of as much importance to a\ncity as a large store or manufacturing plant. That the principal is paid\nless than the holders of similar positions in the business and professional\nworld is contrary to a sound public policy. We want big, clear seeing,\nconstructive souls in these strategic principalships if our civilization is to\nadvance. And we must pay the price which that sort of leadership commands in other lines or the schools wont get it. It is not the sordid dollar\nfor which I am pleading but the bigger ability which thus far we have not\nhad in the schools as generally as we ought and which we can never have\nuntil we pay a winning competitive price. One of the greatest contributions\n\nthat the principal can make to public education is to drive home to his\npeople unceasingly that they cannot afford to buy anything but the best\n\nability for educational positions. It will be their own children who will\nsuffer if they do.\n\nRecently in reply to a heart-breaking cry from the wives of a group of\ncollege professors, their president wrote :\nIt may be said at once and\npositively that universities cannot compete with the financial rewards of\nprivate business.\" Many public school men coincide with this opinion in\nregard to the public schools. If we do believe that deplorable doctrine. li\n“\n\n"}
{"page": 1048, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1021\n\nwe do believe our colleges and public schools must be run on a povertystricken charity basis, then let us be honest with our public and tell them\nthat so long as such a policy is obtained that the colleges and the public\nschools will always be manned by second rate and low grade ability. Furthermore before we forget to be honest with our public let us tell them that\nmost of the shortcomings in education of which they complain are not due\n\nto\n\n،،\n\nfads and frills \" but to the poor ability and the poor training which\n\nthey have been buying for their schools. The theory that the schools must\nbe conducted on a poverty basis is a mistake. Public school men who believe\nthis are doing incalculable harm to education and have read the signs wrong.\nThe public will give us all the financial support required if we prove to\nthem the need and our worth. It is time we school people rid ourselves of\nthe notion that we are martyrs in a hopeless maelstrom of poverty, fill our\nammunition boxes and get out to fight for our schools as men do for success\nin business. Do this and the poverty spectre in American education will\ndisappear.\n\nTHE PLACE AND VALUE OF EXTRA - CURRICULAR\nACTIVITIES IN THE HIGH SCHOOL\nH. E. WINNER, PRINCIPAL, SOUTH HILLS HIGH SCHOOL\nPITTSBURGH , PENNSYLVANIA\n\nWith the development of the modern high school, there have come many\n\nadditions to the early curriculum as originally planned. These additions\nare the natural growth in educational procedure, and are the resultant of\nchanged social conditions. In order that we may distinguish these more\nrecent acquisitions we have chosen to speak of them as extra-curricular\nactivities. As a fundamental, our high schools should be centers for training\nin leadership and service, not altogether for the future but for the imme-\n\ndiate present. It is only as young people live within school that they are able\nto live well without school. Any type of activity therefore which affords\nan opportunity for development of essential qualities of leadership and\nservice would seem justifiable within the school. These activities are as\n\nvaried as the individual differences of your pupils. Not all are interested\nin the same thing.\nExtra-curricular activities should come as a felt need rather than a\n\ndefinite program being presented to the student body by some overzealous\nteacher or principal who has a great penchant for organization.\nAs a corollary to every activity being the result of a felt need, no activity\nshould be countenanced in any high school that does not have the approval\nof the administrative head of the school and to whose meetings a delegated\nfaculty member, one in sympathy, with the activity shall not be present.\nIt is only by such a policy that the high school shall not openly be in the\n\nposition of encouraging fraternities and sororities by passively permitting\norganization of exclusive social clubs, wherein the school's influence soon\nceases to be felt.\n\n"}
{"page": 1049, "printed_page": null, "text": "1022\n\nNATIONAL EDUCATION ASSOCIATION\n\nAmong extra-curricular activities that will appeal to the entire school may\nbe mentioned the school assembly. This is an excellent opportunity for the\ndevelopment of school spirit, and also affords an outlet for initiative upon\npart of smaller groups in that they may present matters of common interest\nto the student body. The assembly always is of greater value when it\nprovides for student participation. The use of the school orchestra, choral\nclubs and literary clubs may thus be turned to good account in the general\nwork of the school.\n\nAnother general activity that has been of great service in the Pittsburgh\nHigh Schools has been the organization of Junior Civic Clubs or Boards of\nTrade.\n\nThese have been fashioned somewhat after the Senior Civic Club\n\nof our City which has been a most helpful organization for city betterment\nfor many years. The organization within the schools provides for student\n\nparticipation. It may be of interest to note that in one high school, this\nJunior Civic Club conceived the idea that a better approach was needed from\n\nthe street car stop to the summit of the hill where the high school building\nwas located. They accordingly prepared their campaign; counted the steps in\nthe stairway ; counted the traffic morning and evening for day school pupils,\nas well as evening school pupils; prepared a petition to be signed by those\nconcerned ; arranged an interview with the City Council through its president; selected a small committee, and presented their request to council by\nwhom they were complimented for the business-like way in which the matter\nwas presented.\n\nOf course all extra-curricular activities require time for organization\nand direction. Anything of value must have time for its development. So\nimportant is this work deemed in the high schools of Pittsburgh that a\nspecial period or activity period is provided in the daily schedule. This\nperiod may be used for assembly purposes when needed: for meeting of\nmusical clubs; debate clubs; leaders clubs; language and science clubs;\nmeetings in interest of school athletics, school magazine, in fact for all ac-\n\ntivities approved by the school. In providing thus a special period for such\nwork there is developed a finer coöperation between regular school work and\nextra-curricular work. Faculty members are more prone to appreciate real\nvalues by such an arrangement.\nReference has been made to the special or activity period provided for\nthe high schools of Pittsburgh. This period not only conserves the features\nof extra-curricular activities, in providing a time and place for them, but\nalso provides for full time for the regular work of the school. This is a\ndistinct advantage in that the sale of tickets for athletics, concerts, class\nplays; meetings of clubs; student government groups; honor societies, etc. ,\nmay be held without encroaching upon the time of regular instruction\nperiods. This develops a spirit of coöperation within the entire school in all\ndepartments which makes for real progress.\nIn all the activities of the special period hour, the largest degree of ini-\n\ntiative and leadership should be granted pupils in order that a maximum of\nright habits of living be encouraged. Administrators and teachers must\n\n"}
{"page": 1050, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1023\n\nrecognize that leadership and service can be found in high-school boys and\n\ngirls and this ability must have play. There are times in any high school\nwhen a large project, such as an exhibition of work, or a pageant presenting\nthe work of the school is to be given. Such events are of supreme importance\n\nin that they call for a united effort upon all departments. This movement\ngives expression to all lines of possible endeavor and produces a real problem\nof living. Excellent training in planning; business detail, construction of\nstage, scenery, lighting, costuming, advertising, and other details afford plenty\nof educational material and have a value commensurate with any possible\nsubject in the curriculum.\nToo long has the greater share of the Principal's time been consumed in\ntrying to care for that lowest tenth of his pupil group.\n\nTHE STABILIZING FACTOR IN EDUCATION\nCHARLES H. LAKE, FIRST ASSISTANT SUPERINTENDENT OF SCHOOLS\nCLEVELAND, OHIO\n\nThe world is hungering for educational leadership which shall discover\n\nthe simple formula for developing the character and creative thinking capacity in her people which is to serve as the antitoxin to the ills of the times.\nCharacter and the thinking process are essential and they must be the first\naims of the education of the upper grades of school work. The subjectmatter may well be considered the valuable first by-product. If we are to\nattain to these results, we must first center our attention so that it may not\nbe distracted from these essentials of education. It may be that science has\ndeveloped so much faster than the rest of our knowledge that we are permitting it to distract our minds from the more fundamental processes. It is\na rapid-fire age. We are so anxious to escape from the accusations of dullness\n\nthat we permit our minds to skip along over so many things, that rarely are\nthere enough facts bearing on one subject to furnish the basis for a thought,\nas they say the dogs along the Nile drink as they run to escape the crocodiles.\n\nWe skim through the papers to get the current news, most of which will be\nvalueless tomorrow, we listen to a speech at luncheon, scan some more news,\nand later tune in on several other types of broadcasting. Our schools are\naffected in the same way, since they are a cross-section of our life.\nFear of every sort must be eliminated if the educators are to lead the world\n\nin the liberation of intelligence. Fear is the foe of that confidence which is\nessential to real leadership. Fear springs from the consciousness of one's\n\nown inferiority and weaknesses and paralyzes mental and physical activity\nof a constructive nature. A few years ago, I heard the superintendent of a\nlarge city school system say that the first essential of a superintendent's\nwork was to hold his job. Of course, in a sense, that is important, but\neducation will not develop very rapidly on that sort of philosophy. We shall\nnot be acclaimed the leaders we hope to be until fear is banished, fear of the\nloss of a position, fear which results in the avoidance of positive stands on\n34\n\n"}
{"page": 1051, "printed_page": null, "text": "1024\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe questions which involve the work of education. Fear sets up in the\n\nimaginations of all of us many monsters, which prove to be quite harmless\nif met with courageous sincerity.\nAt the present time, we have more available knowledge, ingenuity, and\n\ngreater material resources with which to work, to build a world far greater\nin all aspects that make for permanent greatness than any preceding age has\never had. What are the elements that, acting with these already mentioned,\nwould serve to bind them all together and produce a world fairer and\nbetter for human habitation? Is it change of attitude that must come\nabout? And if so, what is to bring about this desirable situation? The\nsolution to the problem seems to lie in leadership-a superman-a Francis\nBacon-with strength of character enough and vision enough to impress the\n\nworld with his sincerity and ability. As Bacon suggested, we must cease\n\"\n\ntumbling up and down in our own reason and conceits \" and be willing\nto handle the materials of social and political science with the same freedom\nas we now handle the question of natural science. We must be willing to\nstudy them from the basis of the facts at hand and discard the prejudices of\nthe past centuries.\n\nThe hope lies in intelligence, but it must be permitted to consider all the\nfacts of our social fabric. Character, in sufficient quantities to stabilize the\nNation and the world, cannot be developed if we are to say to the minds of\nour young men and women \" It is all right to think, but don't think about\n\npractical politics, don't think about religion, don't think about our social\nproblems, but stay within the paths that have been tried for centuries concerning which there can be no more than an academic difference of opinion.\"\nThe education of my boy shall present for him some fundamental present\nproblems. These fundamentals must be used as the working basis for independent creative thinking and the development of character as the first aim\nof the process of education. This is the stabilizing factor which must bind\ntogether all the auxiliary products of education if we are to achieve progress,\n\n"}
{"page": 1052, "printed_page": null, "text": "Department of Vocational Education\nand Practical Arts\nOFFICERS\n\nPresident-L. H. DENNIS, State Department of Public Instruction .... Harrisburg, Pennsylvania\n\nRecording Secretary-C. C. COLVIN, State Department of Education ........ Springfield, Illinois\n\nPROGRAM FOR CLEVELAND MEETING\n\nFIRST SESSION- MONDAY AFTERNOON, FEBRUARY 26, 1923\nEXTENDING SCHOOL SERVICE IN PART-TIME AND EVENING SCHOOL CLASSES-A. H. Edger-\n\nton, Supervisor of Vocational Guidance, Curricula, and Information, Detroit\nPublic Schools, Detroit, Michigan.\nWHAT IS VOCATIONAL TRAINING DOING FOR OUR GIRLS ?-Mrs. E. S. H. McCauley,\n\nBeaver, Pennsylvania.\nIS VOCATIONAL EDUCATION AN ESSENTIAL PART OF THE PUBLIC SCHOOL PROGRAM ?-\n\nE. E. Lewis, Superintendent of Schools, Rockford, Illinois.\nSECOND SESSION\n\nTUESDAY AFTERNOON, FEBRUARY 27, 1923\n\nTHE RESPONSIBILITY OF A STATE FOR A COMPLETE PROGRAM IN VOCATIONAL EDUCA-\n\nTION- H. B. Wilson, Superintendent of Schools, Berkeley, California.\nMEETING THE NEEDS OF INDUSTRY THROUGH PUBLIC EDUCATION-J. W. Barritt, Phila-\n\ndelphia, Pennsylvania.\nTHE VOCATIONAL EDUCATION OF TOMORROW-C. A. Prosser, Director, Dunwoody\n\nIndustrial Institute, Minneapolis, Minnesota.\n\nEXTENDING SCHOOL SERVICE IN PART- TIME AND\nEVENING SCHOOL CLASSES\nA. H. EDGERTON , SUPERVISOR OF VOCATIONAL INFORMATION , CURRICULA\nAND GUIDANCE, DETROIT PUBLIC SCHOOLS , DETROIT, MICHIGAN\n\nDestructive criticism, as well as that of a constructive nature, will continue\nto be directed toward those vocational education activities which still fail to\n\nreflect the coöperative needs and competitive interests in the different divi-\n\nsions of occupational life. On the other hand, administrators and teachers\nwho possess sufficient insight and vision to provide adequate instructional\nand guidance facilities, both as a means of general education and as a definite\npreparation for profitable employment, are no longer prone to blink at the\never-challenging facts pertaining to opportunities and requirements in the\nsocial, economic, and larger personal aspects of important life callings. In\nfact, many of these progressive school representatives have realized notable\n\nimprovements from time to time by being less occupied with their earlier\n[1025]\n\n"}
{"page": 1053, "printed_page": null, "text": "1026\n\nNATIONAL EDUCATION ASSOCIATION\n\nattempts to justify established courses of study and arbitrary methods of\n\nprocedure and by becoming more alive to the urgent need for extending\nschool service to include worthwhile investigations and analyses of local\noccupational pursuits, in order to secure up-to-date information concerning\ncurrent conditions and demands.\n\nIt is a growing commonplace that, for the vast majority of pupils of compulsory attendance age, the most urgent need today is not so much for a high\ndegree of manipulative skill as it is for reliable information with which to\njudge relative requirements, opportunities, and limitations in suitable callings\nor vocations. In addition to the general considerations in choosing life work\nand preparing adequately for it, surveys of local establishments and reports\non investigations of type occupations as to nature of work, main advantages,\nand disadvantages, qualifications and training needed, possibilities, and requirements, remuneration, hours of work, seasonal demands, entrance age,\ntime required to learn duties, permanence of work, and deficiencies of\nworkers are helping many pupils to form sound judgments on the character\nand future of positions open to them. While knowledge of the requirements\nin the various divisions of commercial, industrial, and household occupations\nalways is essential, the school should not be concerned merely with the suitability of children for given positions, but, in the last analysis, it likewise is\nobligated to ascertain the desirability of such available pursuits for the boys\n\nand girls in question. Hence, it is quite generally believed that all pupils\nwho decide to enter courses designed to prepare them for entrance into wageearning pursuits should make such choices as a result of intelligently under-\n\nstanding their resources and limitations, together with a knowledge of the\neconomic facts, personal relationships, and relative values involved not only\nin selecting suitable callings but also in preparing properly for them. Furthermore, there is increasing evidence that all instruction functions to a much\nhigher degree in preparing for occupational efficiency, as well as for intelligent consumption and worthy citizenship, when pupils have previously ac-\n\nquired a reasonable basis for purposeful election of courses, proper choices of\noccupations, and later adjustments in employment.\nFollowing the general try-out courses and occupational considerations in\nthe intermediate schools, from which these children have come, the studies,\ninterviews, conferences, and talks in the Junior Continuation Schools not\nonly become more intensive but give increasing attention to the presentation\nof facts in keeping with the general and specialized interests and abilities of\n\nall pupils. In presenting occupational information to the part-time boys\nand girls, for example, it is assumed ( 1 ) that all pupils should have a general\nunderstanding of the nature of the work, methods of employment, and\nrequirements for success in the important divisions of occupations, (2) that\nthey should have a fair appreciation of the problems and conditions confronting persons engaged in these positions; and ( 3) that they should become\nsomewhat acquainted with the relative possibilities that are open in such\npursuits. Questions concerning our industrial, commercial, agricultural,\nhousehold, and professional development, sources and preparation of raw\nmaterials, manufacturing, transportation, communication, and the character\n\n"}
{"page": 1054, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1027\n\nand lives of the workers arise in a natural way by broadening each school\n\nstudy to give some outlook on life occupations. These not only vitalize the\nrespective school courses but also contribute to an intelligent understanding\nof the different aspects of the world's work.\nSince the efficiency of part-time education depends to a large extent upon\nthe development of an effective system of coördination and guidance along\nwith individual instruction, the counseling for part-time pupils is considered\nan important part of the programs for both the Boys' and Girls' Continuation\nSchools. It is the duty of the counselors to provide individual and group\nconferences for stimulating all pupils enrolled in these schools. Therefore,\n\nthe success of the vocational guidance program will be determined largely by\nthe training and experience of the counselors in charge, and the provision\nfor collecting, evaluating, and imparting the information involved. The\ncoördinators, with the aid of the counselors, attempt to connect the activities\nof the school, the occupation, the home, and the community. The nature of\ncoördinator's positions allows them to assist the school officials and teachers\nin maintaining instruction which reflects the requirements made upon the\n\njunior wage-earners, and also to inform the employers of the educational\nopportunities which are and can be provided by the school system with their\ncoöperation.\nIn addition to these extensions in school service to meet the needs of\n\njunior continuation groups, there are the specific problems of the large number of more mature young persons and adults who have left the schools\nbut whose education and training are quite inadequate for efficient service\n\nin their specific work, and often in their citizenship duties. The organization\nof shop, laboratory and related courses for these workers necessarily has\nbeen on the small unit basis and, so far as possible, adapted to the immediate\nand definite needs of the various individuals and groups.\n\nThere are two distinct groups of workers from which the evening trade\ntrainees are recruited :\n\n1. Helpers and assistants who have limited background of practical experience but who need to be taught further tool manipulation, advance layout, and methods of construction.\n2. More advanced workmen who need special training in related subjects,\nsuch as trade mathematics, trade drawing, and layout work.\nBoth of these groups of workers are being upgraded on the unit plan in\nthe evening and Saturday afternoon school, or during the dull season on allday schedule in some trades.\nAlthough the evening school students frequently misjudge their needs and\noften are unable to plan their own upgrading programs, it is recognized that\ntheworkers' confidence, even in the short unit courses, can be gained only by\nmaking the instruction obviously worth while to them. When this supplementary school work is once sold to the trainees on the upgrading basis, as\nalready outlined, other needs will be made evident to all concerned, and, as a\nresult, satisfactory solutions can be provided one step at a time.\nThe most successful supplementary courses in our public evening schools\n\nare those which not only emphasize necessary technical skill and related\n\n"}
{"page": 1055, "printed_page": null, "text": "1028\n\nNATIONAL EDUCATION ASSOCIATION\n\ninformation, but also stress the much needed adaptability and self-adjustment\nin industry by developing thought-provoking situations at every opportunity.\nHowever, you and I must recognize the fact that today production work in\nindustrial occupations unquestionably is becoming more and more automatic\nfor a large number of machine operators and semi-skilled workers. In our\neagerness to safeguard the interests of our trainees, let us not accept opinions\nblindly, but seek the facts in preference whenever possible. For example,\n\nwe must recognize that dictaphonists are gradually replacing stenographers,\nalso that comptometrists are slowly replacing bookkeepers, irrespective of\nwhat our personal attitude toward these changes might be. Vocational\ntraining, in order to be most successful, should furnish a definite program\nfor a student that will lead by successive steps, through the development of\nthe occupation, often to the status of a journeyman. The school can accelerate this process by giving preliminary training in the use of tools, the\n\nhandling of materials, reading of drawings, and by teaching trade terms.\nSchool training for skilled occupations must always be supplemented by\ndefinite instruction on the job. While apprentice training in its early form\nhas been almost wholly neglected during the recent years of industrial devel-\n\nopment, it now is a generally accepted fact that the employer cannot escape\nthe cost, in time and money, necessary for systematic supplementary apprentice training in the factory or office.\n\nThe American Engineering Council, in making public a report of its committee on the elimination of waste in industry with special reference to labor\n\nturnover, recently declared that \" You're fired \" and \" I quit \" cost metal\ntrade firms in this country $100,000,000 in one year.\nExperts estimated the cost of labor turnover vary from $50 to $250\nfor each employe hired, trained, and separated,\" the committee report stated.\nAn average figure of only $50 applied to 2,000,000 employes in the metal\ntrades industry, means an average waste of $ 100,000,000 in this one industry.\nThis committee recommended that employers study employment methods\nand reasons for quitting work. In any case, the public schools in a democracy\ncan ill afford to neglect the continued extension of all legitimate forms of\neducational service which can assist the larger numbers of young workers and\nadults who have definitely left our regular day schools, but still are far too\ninadequately equipped either as effective workmen or as worthy citizens. In\nour opinion, this is essential not alone for the protection of the worker's\nwelfare but for the protection of the interests of society as well, since both\n،،\n\nare dependent upon increased individual and collective efficiency in our\nindustrial organization, which, in turn, is inherently tied up with the new\nand increasing demands upon family and civic relationships.\n\n"}
{"page": 1056, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1029\n\nWHAT THE VOCATIONAL SCHOOLS ARE DOING\nFOR OUR GIRLS\nMRS . E. S. H. McCAULEY, BEAVER, PENNSYLVANIA\n\nThe wording of our topic reminds me of the man who when asked what\nhis son was going to do with four years of Latin replied: \" I am not half as\nmuch concerned about what my son is going to do with Latin, as I am what\nLatin will do with and for my son.\" When Emerson wrote:\nNew occasions teach new duties,\nTime makes ancient good uncouth.\n\nhe brought to our attention a truth that is of wide application.\nAn ever-increasing number of women are every year going into new fields\nof labor due to the pressure of industrial and economic necessity.\n\n1000 WOMEN WANTED. You might have read it on a great canvas sign\nthat was stretched across an industrial establishment in lower Manhattan\n\nat the time our boys were leaving for war.\nThe owner of the factory, who put it there, only knew that he was\nadvertising for labor, of which he found himself suddenly in need. But he\nhad all unwittingly written a proclamation that is a sign of the times. Prior\nto this the cities of Europe, for four years, had placarded the sign. \" Women\nWanted \" \" Women Wanted.\"\n\nAll over the world it was seen on street\n\ncars, barns and in colleges. It hung not only above the factories and the\ncoal mines, but also in the halls of Government, the farmyards, the arsenals\nand even in the war office. The Pennsylvania Railroad, which had so rigidly\nopposed the employment of women on its staff, in June, 1917, announced a\nchange of policy and took in its various departments five hundred women\nandgirls.\n\nWe may no more return to the methods and ideas of ante-bellum days\nthan we may turn back the hands on the clock of time. This has not been\nthe result of a woman's movement. It has been the outgrowth of a constructive time plan by Him who moves in a mysterious way.\nOur Federal Board for Vocational Education has made the statement :\n\n\" This social and economic movement of our day is placing tremendous\nresponsibilities upon society for the construction of a program of purposeful\neducation that will insure the best type of womanhood and maintain the\nintegrity of the woman worker.\"\n\nThe passage of the act in February, 1917, came simultaneously with a\nNational awakening and at a time when social, economic, and educational\ninstitutions were being brought to a strict accounting for their contributions\nto our National efficiency.\n\nThe Federal Vocational Education Act was passed in order to provide\nan opportunity for the preparation and improvement of workers for effective participation in wage-earning pursuits. It likewise anticipated the\ncontinuous development and expansion of the industries of the United States.\nThe act provides for the development of two services. The first of these\nis the administration of Federal funds to encourage States to inaugurate\n\n"}
{"page": 1057, "printed_page": null, "text": "1030\n\nNATIONAL EDUCATION ASSOCIATION\n\nschools and classes designed primarily ( a) to prepare persons for entrance\nto a chosen field of employment, through day trade classes; (b) to increase\nthe trade and technical knowledge of those already employed, through parttime and evening schools; (c) to prepare teachers, supervisors, and directors\nfor the organization and conduct of such classes. The second service is to\nextend, through State and local authorities, the friendly offices of the Federal\nBoard for Vocational Education to industries interested in developing programs for training their own workers. For this purpose the act provides for\nthe making of studies, investigations, and reports with particular reference\nto the determination of courses of instruction and the establishment of classes\n\nin the four general industrial fields-namely, ( 1 ) agriculture, (2) trade and\n\nindustry, ( 3 ) commerce, and (4) home economics.\"\nMany are particularly interested in the field of home economics. At the\nearliest possible time each school district should install such a department in\ntheir schools. All of the millions of girls between ten and fourteen years of\n\nage should have an opportunity to have at least a minimum of two years of\nhome economics as a part of their general education. It has not been possible\nto secure an accurate record on which to base even an approximate estimate\nas to the number of girls in the seventh and eighth grades that are enrolled\nin home economics classes. Home economics is now being offered in evening\n\nschools ; secondary schools ; junior high schools; continuation schools and\nwork of county vocational supervisors.\n\nSchool offers to young girls the only assured opportunity for the instruction and training which will serve to meet their immediate needs and\n\nresponsibilities in their personal and family life. For many, the instruction\nthey receive during these years, may be the only basis for preparation for\ntheir deferred but ultimate occupation, homemaking.\nIn this group belong the girls who must leave school early to earn a living;\n\ngirls who are likely to drop out of school early, because the academic type of\ninstruction given does not interest them; girls who will, in the senior high\n\nschool, prepare for a commercial or industrial pursuit which they will follow\nfor a period of several years before taking up the vocation of homemaking;\ngirls who will, in the senior high school, concentrate their efforts in preparing\nforcollege.\n\nA special responsibility rests upon our United States to reach the girls and\nwomen who have left school and who are between 16 and 45 years of age.\nSpecial unit courses in vocational homemaking should be available for those\nwho desire this instruction.\n\nIt has been estimated that at the present time only one out of every four\nhundred is now having the opportunity to enrol for courses in homemaking\ndesigned to meet their specific needs as homemakers.\nThe following groups of women should have such instruction available:\n\n(1) Groups of young women who are following a gainful occupation and\nwho desire and need instruction and training in homemaking just prior to\ntaking up this vocation.\n\n(2) Groups of women who are wage-earners outside the home and have\nin addition many responsibilities in the home. They need training to help\nthem perform their work in the home with greater ease and proficiency.\n\n"}
{"page": 1058, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1031\n\n(3) Groups of foreign girls and women who desire and need to be initiated into American standards and methods of homemaking.\n(4) Groups of homemakers who are urgently in need of instruction to\nhelp solve their home problems in the care and feeding of children.\n(5 ) Groups of women in domestic service who are untrained in such\nservice and who desire training that will help them to dignify their position\nand earn a living wage.\n(6) Groups of girls coming from well-to-do modern homes, who are in\nschool but do not practice homemaking. The school and innumerable other\nactivities demand the time and attention of our girls to the exclusion of\nhousehold tasks, and home economics in the school provides the training that\nis essential.\n\nDid it ever occur to you in trying to think out, and through, this school\nproblem, that by capitalizing the mistakes of our forefathers, we might preserve and perpetuate our State and Nation ? For example, our sons have\nbeen expected to establish and maintain a government-a democracy-under\nthe supervision of a few trained specialists in governmental affairs, with the\naverage voting male citizen considered a suitable participant, in spite of the\nfact that having become twenty one years of age was his only qualification.\nEqually lax have been the requirements for homemaking. Hitherto, girls\nhave been considered qualified for the manifold responsibilities of homemaking if old enough to repeat the marriage vows.\nThese things being true, great is the wonder that our Ship of State has so\nlong weathered the storm, and that the home, the most sacred of our institutions, has withstood the test. America should train her children, not only\nto be able to make a living, but to live.\nOur girls should be trained for homemaking; practicing an occupation, for\nwhich one is not trained, is drudgery. When we have more respect for the\njob of homemaking-the greatest vocation in the world-we will see that our\ngirls are trained for it.\n\nHomemaking is a business and social enterprise. As the manager of a\nbusiness enterprise, the homemaker must determine the expenditure of much\nof the family income, and must direct or perform the labor required in\nrunning the home. She is responsible also for the care and rearing of\nchildren.\n\nIgnorance and poverty are the chief contributing factors in the mismanagement of a home; and poverty is the offspring of ignorance in most instances.\nHome economic departments aim to develop intelligent executive ability ;\nto produce conscientious buyers who will realize their responsibility toward\nlabor and capital which has produced goods which she buys. In this department our girls are taught food values; that inadequate or unsuitable food is\nthe chief direct cause of malnutrition.\n\nThey are taught business procedure and principles, sufficient to enable\nthem to intelligently develop the plans for the household in a business-like\nway.\n\nIt is also the ambition to start girls out in life with a working knowledge\nof the fundamental principles ofArt which underlie the selection of suitable,\n\n"}
{"page": 1059, "printed_page": null, "text": "1032\n\nNATIONAL EDUCATION ASSOCIATION\n\nbecause tasteful and economical, clothing and house furnishings; the conservation of child-life and material wealth.\n\nOur National and international peace and prosperity is commensurate\nwith our National and international intelligence and education. All educa-\n\ntion fails that does not confer upon us the ability to solve more successfully\nthe everyday problems of home, State, and Nation. That type is best that\nproduces continued growth of the dignity and usefulness of the individual,\nand an ever-increasing solidarity and stability of society.\n\nIS VOCATIONAL EDUCATION AN ESSENTIAL PART OF\nTHE PUBLIC SCHOOL PROGRAM?\nE. E. LEWIS, SUPERINTENDENT OF SCHOOLS, ROCKFORD, ILLINOIS\n\nThe answer is \" yes.\" Public education in the United States has for\nmore than a hundred years answered this question in the affirmative. West\n(\nPoint and Annapolis are public vocational schools for soldiers and sailors.\nThere are now over three hundred public vocational schools for teachers in\nthe United States, some of which are nearly a hundred years old and yet\nthey do not begin to supply the demand. Public vocational schools for\nlawyers, doctors, engineers, farmers, and other trades and professions have\nbeen in existence for nearly half a century. It would be almost impossible\nto find a higher educational institution in America that does not offer one\nor more vocational courses. Of the 13,000 high schools in the United\n\nStates, it is estimated that approximately half of them offer some sort\nof vocational training, meager and inadequate as it may be. It is a truism\nin education that what higher education does in one generation the secondary\nschool attempts in the next.\n\nIt would seem that whenever public safety or public welfare demands\n\ntrained workmen in any field, and public consciousness is aroused to this\ndemand, the taxes are levied, the buildings built, the teachers hired, the\ncourses organized and the student-workmen go into training at public\nexpense.\n\nIt would seem that there are no limits to the amount and kinds of\neducation provided at public expense except the limits imposed by the will\n\n:\n\nof the public. The wealth of the public is not, as we have so long assumed,\nthe important factor governing the amount and kind of education provided\nby the public. However important wealth may be, day by day in every way\nit is becoming clearer and clearer that the will of the public is more\nimportant than the wealth. There is considerable discussion just now as\nto who should be allowed to go to college. College authorities think they\ncan answer that question. But public school officials know from their\nintimate contact with the public that the answer given by college authorities\n\nwill probably not prove acceptable to the masses. The masses will answer\nit in their own way. Those who will go to college cannot be denied. If\nthe will is not focused no matter how great the wealth, little will be\n\n"}
{"page": 1060, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1033\n\naccomplished. If the will is fixed and determined, regardless of the wealth,\ngreat things will be accomplished. Will and not wealth is the voice of\nthe people, the Zeitgeist that the schoolman must obey.\nRecently at an educational meeting a college professor spent an hour\nelaborating the proposition that the public should be taxed, to support only\nthose forms of education which clearly return a full economic value to\nsociety, and that the individual or his parents should pay in full for those\nother forms of education who are individualistic in end and which do not\n\nreturn full economic value to society. He upheld the public elementary\n\nschool through the years of the junior high school, insisting, however, that\nthese courses should be changed in such a manner as to make these schools,\nschools of citizenship-a change to which we will all readily assent. He\nsuggested that perhaps these schools should carry the youth to about the\nage of 16 by which time the principles of government and economic law\nshould be so well grounded that children so taught would henceforth be\ngood citizens. He endorsed public support for the graduate school with\nemphasis upon research laboratories, holding that they had already demonstrated that they return full economic value for the investment made by\npublic taxation.\nConcerning two remaining types of education which are now largely\nsupported by public taxation-high school and college courses he had\nserious doubts of either the willingness or the propriety of continuing public\nsupport. He emphatically stated that the public would not, yes, could not\ncontinue the present trend of publicly supported educational opportunities\nfor an ever increasing proportion of the population, and that the high\nschool and college course do not pay for themselves in returns to either\nthe individual or to society.\nThis is a serious challenge, not to vocational education alone, but to all\nforms of secondary and collegiate liberal arts courses as well. However,\nthere is nothing new in this particular college professor's viewpoint. The\npublic schools have for a hundred years faced the same contention. With\nwhat results ? Has support been withdrawn? Has the public done less and\nless each new generation ? On the contrary, the public has spent more and\nmore each generation for both high-school and college courses. Why has\nthe public done this? Have they been fooled by their educational leaders\ninto believing in general education beyond that which is really warranted ?\nThe answer cannot be found in terms of the increased wealth of the public.\nThe fact remains that the will of the public has demanded these expenditures.\nIt is apparent that the masses want education and that each generation has\ndemanded more and more not only in amount but also in kind. Today the\neducational platform of the public is an unbroken system of free public\nschools from the kindergarten to and through the university free and equally\nopen to all and suited to the needs of each.\" We are yet a long way from\nthe realization of this ideal but surely the trend is in that direction.\n“\n\nVocational education is needed by all workers in a greater or lesser\ndegree. Some can best and most economically learn their trades in practice.\nOthers can profit materially by coöperation, and still others can learn their\ntrade almost entirely in school. The variations depend on the individual\n\n"}
{"page": 1061, "printed_page": null, "text": "1034\n\nNATIONAL EDUCATION ASSOCIATION\n\nand on the trade. Many of the problems in vocational education would be\ncleared away if the following were observed :\n1. Better coöperation between those interested in promoting vocational and nonvocational education.\n\n2. Less floundering and bluffing about what constitutes vocational education for\na given trade.\n\n3. Greater coöperation between the school and the shop and business in vocational\ntraining.\n4. Less emphasis on general vocational education and more emphasis upon\nspecific vocational education.\n\n5. Less emphasis upon general or cultural values of vocational education.\n6. Less hand training in proportion to mind training.\n7. Better and closer educational supervision over children between the ages 14-18\n8. More consistency in policies. At present we change policies almost daily.\n9. More carefully measured results.\n10. Greater attention given to the financial problems of support, especially to the\neducation of the public along vocational lines.\n\nRESPONSIBILITY OF THE STATE FOR A PROGRAM OF\nVOCATIONAL EDUCATION\nH. B. WILSON , SUPERINTENDENT OF SCHOOLS, BERKELEY, CALIFORNIA\n\nIn general, it may be said that the relation of a State Department of\nVocational Education with the supervisor or director in charge is essentially\nthe same as the relation of a city superintendent of schools to the system of\n\nwhich he is in charge. The general responsibility, therefore, of this department through its directing head is to bring vision, outlook, breadth of view,\nfundamental understanding of the meaning and types of vocational education,\nand their successful administration. If this view be correct, a State vocational\ndepartment should consider it of merely incidental importance to gather\nstatistics and check up the work under way to see if it is entitled to State\nand National benefits.\n\nWhile these statistical and financial matters should not be neglected, the\nlarger functions of such a department require the doing of the following :\n1. Selling the idea of vocational education of all sorts to local school\ncommunities and to the employers therein. This implies the function of\nleadership in relation to local schools and a responsibility for establishing\nright relationships between the schools and those who should be served by\nthem.\n\n2. Providing proper guidance in reference to the details of the program of\nvocational education which should be put on in each community. This\nrequires that there shall be wisdom in the State office which shall insure\nthat each community understands the types of work which are needed by the\ninterests and occupations represented in the community.\n3. Setting proper standards of attainment. This may be done through\nsyllabi and bulletins and also by reporting excellent types of work done\nelsewhere which are put forward for emulation.\n4. Providing ways and means for insuring the training of efficient teachers.\nThe State office should have an intimate, constructive working relation with\n\n"}
{"page": 1062, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1035\n\nthe State facilities for training teachers and should aim to see to it that the\n\nneed of teachers of vocational education is properly recognized.\n5. Setting up types of research such as may be necessary to provide proper\n\nand fundamental guidance. Community studies and studies in job analysis\nshould result from the research efforts.\n\n6. Seeing that proper attention is given to such legislation as is necessary\nto provide adequate funds and otherwise insure the success of the program.\nSuch legislation will not only come out of the regular sessions of the legislature, but also legislation of certain types will result from the action of\nthe State board.\n\nNothing less than assuming definite responsibility for all of these large\nlines of leadership can be considered sufficient from the standpoint of a\nState Department of Vocational Education.\n\nPROGRAM FOR SAN FRANCISCO MEETING\nMONDAY AFTERNOON , JULY 2, 1923\nTO WHAT EXTENT DOES VOCATIONAL TRAINING IN AGRICULTURE CONTRIBUTE IN\n\nPRODUCING A TRAINED RURAL CITIZENRY ?-C. H. Lane, Federal Board for Vocational Education, Washington, D. C.\n\nDISCUSSION-J . B. Lillard, State Supervisor of Agricultural Education, California.\nEDUCATION AND THE WORLD'S WORK-Melvin S. Lewis, State Director of Vocational\nEducation, Idaho.\nDISCUSSION-John C. Beswick, State Director of Industrial Education, California.\nINDUSTRIAL EDUCATION IN THE PHILIPPINE ISLANDS-Luther Parker, Division Superintendent of Education, Cabanatuan, P. I.\nTRAINING IN HOME MEMBERSHIP For Boys-Mary Ruth Fisher, Toledo, Ohio.\nDISCUSSION.\nTO WHAT EXTENT IS THE PUBLIC SCHOOL RESPONSIBLE FOR OCCUPATIONAL TRAINING ?-\n\nArthur D. Dean, formerly of Columbia University, New York City.\nDISCUSSION.\n\nTUESDAY AFTERNOON, JULY 3, 1923\nJoint Meeting With National Council of Education Under\n\nAuspices of Committee on Vocational Education\nREPORT OF COMMITTEE ON VOCATIONAL EDUCATION .\n\nPART-TIME EDUCATION IN TRADES AND INDUSTRIES-D. O. Brillhart, Director of Parttime Education, Oakland, California.\nPART-TIME EDUCATION IN HOME ECONOMICS-Maude I. Murchie, State Supervisor\nof Home Economics, California.\nGENERAL DISCUSSION.\n\nTHURSDAY AFTERNOON, JULY 5, 1923\n\nJoint Meeting With Vocational Education Association of California\nINTRODUCTORY REMARKS-L. H. Dennis, President of Department of Vocational Education and Practical Arts, National Education Association .\nPRESENTATION AND ADDRESS-Edwin A. Lee, President of Bay Section of Vocational\n\nEducation Association of California, Department of Vocational Education, University of California, Berkeley, California.\nAN EVALUATION OF THE CALIFORNIA PROGRAM FOR VOCATIONAL EDUCATION-Stanley B.\nWilson, California State Board of Education, Los Angeles, California.\nTHE NEED FOR VOCATIONAL EDUCATION FOR GIRLS AND WOMEN-Ruth Mary Weeks,\nInstructor in English and Sociology, Junior College, Kansas City, Missouri.\nTHE FUTURE FOR VOCATIONAL EDUCATION IN THE WEST-Edwin R. Snyder, Commissioner of Industrial and Vocational Education, State of California.\n\n"}
{"page": 1063, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1036\n\nTO WHAT EXTENT DOES VOCATIONAL EduCATION IN\nAGRICUlture contribute IN PRODUCING A\nTRAINED RURAL CITIZENRY\nH. M. SKIDMORE, AGENT, AGRICULTURAL EDUCATION, FEDERAL BOARD\nFOR VOCATIONAL EDUCATION, WASHINGTON , D. C.\n\nVocational education in agriculture has for its whole aim the production\nin common cause with some other agencies, a better equipped rural citizenry,\nbetter equipped to produce, better equipped to market his products, better\nequipped to take his place in the community, better equipped to live.\nA committee of workers in the field of agricultural education recently\nstated the aim of vocational education in agriculture in these words, \" It is\nthe purpose of courses in vocational agriculture to aid in developing a type\n\nof American farmer, who shall possess managerial ability and business\ncapacity, an aptitude for farming and the necessary technical knowledge and\nskill to produce and market his products, and also one who is capable of\n\nadapting himself to our constantly changing social and economic life.\" In\nother words, such courses were intended to not only render the farmer capable\nof producing more and better crops and live stock and marketing them more\nintelligently than he has done heretofore, but that they should enable this\nsame farmer to be a better citizen. The production of citizen-farmers is\nthe ultimate goal.\n\"\n\nWe cannot at this time, as the topic assigned suggests, say to what\nextent \" these courses are succeeding in doing this thing which is manifestly\ntheir excuse for being. Vocational education in agriculture, as such, is a\nyoung movement only well along in its fifth year. But, we can review certain\nevidences that seem to point to a satisfactory answer to the query: Are such\ncourses tending to produce an educated rural citizenry ?\n1. These courses are brought to those who may wish them. They are\noffered in connection with the local schools. Expensive transportation to\ndistant educational institutions is eliminated. Furthermore, courses are\ndesigned to fit the existing needs. They may be extensive, carrying through\n\nthe school year covering a systematic course of instruction, leading to more\nadvanced study; they may be short, intensive courses for the adult farmer\ndealing with one or more local problems, or they may occupy an intermediate\nground, extending over a considerable period of time, say three months or\nmore, and thereby permitting the use of allied subject matter and other\nmatter that will contribute to the development of the students' civic and\n\nvocational intelligence in addition to the solution of any pressing problem.\nAgain, the courses may be given in the day time; they may be given in\nthe evening; they may occupy the whole day or they may be arranged to\ntake but a couple of hours; they may be given in winter, summer, or anv\ntime the needs of the group may dictate. They may be given to groups of\nany age from fourteen years up. In fact, if a need exists it can be met:\nwhere a vocational center is established there is no excuse for the people not\nbeing served. And to be so served means that their opportunity for growth\n\n"}
{"page": 1064, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1037\n\nand development is extended and it is bound to follow that better citizenship\nwill result.\n\nThe development of such centers is limited at present only by a dearth\n\neducational vision and leadership. Funds will be forthcoming when the peop\npeople know and demand. The institutions of higher learning which touch\ndirectly only a small fraction of the rural population, are supported handsomely, as they should be, and must. Then how important it is that the secondary system, the high schools, the \" peoples' colleges \"-be supported in like\nhandsome manner when they serve so much greater a body of the people and\n\nthat in a direct, effective way. Unfortunately perhaps, the high schools have\nheretofore served mainly as preparatory schools to the colleges and universities, and still they have been well supported. How much more support may\nwe expect when in addition to preparing this small percentage of the school\npopulation for college entrance, they contribute something more to the other\neighty per cent than they have done before.\n2. These vocational courses are not only brought to the rural people, but\nthe Federal act provides that only one half the time of the student shall be\ngiven to the study of the vocational subjects, the other half being devoted\nto nonvocational subjects, such as will contribute to the building of a well\nrounded course and as will contribute to his \" civic intelligence.\" If the\n\nstudent gives one half his time to the study of agricultural problems, ( in\nitself a splendid opportunity for mental development) he may give the\nbalance to the study of English, economics, history, sociology, mathematics,\nor language. It is not intended that these subjects shall be designed for\ncollege preparatory primarily, but there is no intention to in any way pus\nany obstruction in the path of those who may wish to pursue advanced study.\nThey are encouraged so to do. But, since so pitifully few attain that end,\nit is highly important that the ninety and nine be ministered to in such ways\nas will enable them to live fuller, more useful lives in their own communities .\n\nWe believe that vocational courses do that thing, and while they are doing\nthat they are at the same time contributing some of that mysterious thing\ncalled \" culture.\"\n\n3. The methods of instruction being evolved for vocational classes in\nagriculture constitutes one of the important contributions to educational\nprocedure of this generation. Students are taught the principles and facts\nin procedure involved in the agriculture of their home farms and those of\nthe community-not primarily, as heretofore, facts about the agriculture of\nthe world. Each boy is required to engage in some phase of agricultural\npractice, carry a \" project \" as it is termed. This project becomes the center\nabout which the boy's individual instruction revolves. For the sake of\neconomy of the teacher's time, each boy is expected to choose a project in\nthe field of the major line of instruction for that year, whether it be animals\nor plants, thus permitting of more group instruction than would otherwise\nbe possible. However, individual instruction is essential. The major enterprises of the community are analyzed, the principal jobs required for their\nperformance are pulled out, and these are studied thoroughly in the light\nof community practice and the means of improving such practice. The\n\n"}
{"page": 1065, "printed_page": null, "text": "1036\n\nNATIONAL EDUCATION ASSOCIATION\n\nL\n\nTO WHAT EXTENT DOES VOCATIONAL EDUCATION\n\nje\n\nAGRICULTURE CONTRIBUTE IN PRODUCING A\n\n4\n\nTRAINED RURAL CITIZENRY\n\nП\n\nComunia\n\ni farge\n\nэпп\n\nH. M. SKIDMORE, AGENT , AGRICULTURAL EDUCATION, FEDERAL BOA\n\nth\n\nbe the that pression\n\nFOR VOCATIONAL EDUCATION , WASHINGTON, D. C.\n\ns methods az\n\nVocational education in agriculture has for its whole aim the pro\n\nIt\n\nin common cause with some other agencies, a better equipped rural c\n\nthe boy's marock\nto the to\n\nbetter equipped to produce, better equipped to market his produc\nequipped to take his place in the community, better equipped to live\nA committee of workers in the field of agricultural education\nstated the aim of vocational education in agriculture in these wo\nthe purpose of courses in vocational agriculture to aid in develo\n\nt,\n\nI\n\nbu\nT\n\nhat\n\nof American farmer, who shall possess managerial ability\n\nad\n\ncapacity, an aptitude for farming and the necessary technical k\nskill to produce and market his products, and also one who\n\nW\n\ntra\n\nadapting himself to our constantly changing social and econ\nnot\n\nother words, such courses were intended to not only render the\nof producing more and better crops and live stock andmark\nintelligently than he has done heretofore, but that they s\nsame farmer to be a better citizen. The production of\nthe ultimate goal.\n\nrify\nto\nne\ncat\nог\n\nWe cannot at this time, as the topic assigned sugg\n\nt\n\nextent \" these courses are succeeding in doing this thing\n\ntheir excuse for being. Vocational education in agric\nyoung movement only well along in its fifth year. But,\nevidences that seem to point to a satisfactory answer to\nCO\n\ncourses tending to produce an educated rural citizen\n\n1. These courses are brought to those who may\noffered in connection with the local schools. Exp\n\nニュ\n\nb\n\nー\n\ndistant educational institutions is eliminated. F\nン\n\ndesigned to fit the existing needs. They may be ex\nthe school year covering a systematic course of in\nadvanced study; they may be short, intensive co\ndealing with one or more local problems, or they\nground, extending over a considerable period o\nmore, and thereby permitting the use of allie\nmatter that will contribute to the developme\n\nニニ\n\n10\n101\n\nvocational intelligence in addition to the soluti\n\nN\n\nAgain, the courses may be given in the da\nthe evening ; they may occupy the whole da\ntake but a couple of hours; they may be gi\ntime the needs of the group may dictate.\nany age from fourteen years up. In fact\n\nLST\n\nUC\n\nwhere a vocational center is established th\n\nbeing served. And to be so served means\n\nT\n1C2\n\n11\n\n"}
{"page": 1066, "printed_page": null, "text": "DENT\n\nOF VOCATIONAL EDUCATION ANI\n\nPRACTICAL ARTS\n\n1039\n\nanc development is extended and it is bound to\n\nof his senior boys to under-\n\nwil resuk.\n\nmprovement from the incep-\n\nThe development of such centers is limite\n\nng before such bodies and\n\neducational vision and leadership. Funds wil\n\nnd put the enterprise across.\nAnother trained individuals\n\npeople know and demand. The institutions\n\ndirectly only asmall fraction of the rural\nsomely, as they should be, andmust. Then\nondarysystem, the high schools, the\"people\nhandsomemannerwhen theyserve somuc\nthatinadirect, effectiveway. Unfortun\n\nhe latest methods of performsuch as grafting, culling the\ng the many uses of rope, and\nto investigate some new probd means of solution returning\n\nheretofore served mainly as preparatory\nties, and still theyhavebeenwell supp\nwe expectwhenin addition toprepar\n\nuch work could not be credited\n\npopulationfor college entrance, they\neightyper cent than they have dor\n\nand the subsequent recitation of\nsuch work on the part of these\n\nit will, those boys are receiving\nstudy of a theoretical problem\n\nizenry for tomorrow ?\nMars exhaust the field, but we believe\nat made in the beginning to the\n\n2. These vocational courses are\n\ntheFederal act provides that onl\ngivento the study of the vocati\nto nonvocational subjects, such\nrounded course and as will\n\nstudent gives one half his\nitself a splendid opportun\n\nbalance to the study ofE\nor language. It is not\ncollege preparatory pri\nanyobstruction in the\nThey are encouraged\n\nitishighly importan\naswillenable them\nWe believe that w\n\nthat they are at\ncalled \"culture\n\n3. The met\nagriculture\nprocedure of\ninprocedur\nthe comm\nthe work\n\non that vocational courses in agri-\n\nof a trained rural citizenry.\nled or the boys of the farm and industhe city, home economics education\ne country and of the town. Theirs\nthese desirable ends as vocational\n\nme public-school system, what excuse\nsuch? Why does not the importance\nand whole hearted adoption of these\ns? There seems to be only the one\nso long worshipped the fetish of acaclosed to the possibilities that there is\n\nh man may be educated. It is not too\nnew generation will universally adopt\nΠ.\n\nCATION IN CALIFORNIA\n\npractice\nAY SECTION OF VOCATIONAL EDUCATION\n\nabout\nIA, DEPARTMENT OF VOCATIONAL\necono\n\nIVERSITY OF CALIFORNIA\n\nthe f\n\nbe\n\nsaid to have had its historical beginning in\ncople of the State approved a constitutional\n\nP\n\nslaturethe power to create a State board of\n\nor\n\nthis action the legislature in 1913 created\n\nthree commissioners, one of whom was given\n\n"}
{"page": 1067, "printed_page": null, "text": "1038\n\nNATIONAL EDUCATION ASSOCIATION\n\ncommon scientific principles involved are studied and something of the\nbeauty and harmony of nature is revealed. The boy sees reasons for doing\nthings. He sees something in farming besides the eternal drudgery that\nlooms so large in most farm boys' minds, and which accounts in part for the\nannual drift of 400,000 from the farm to the city.\nIn the ideal project, ownership on the part of the student is involved,\nbusiness methods are required, and the managerial features are stressed.\nThus the boy's interests are fixed by ownership and his attention pointed\ndirectly to the importance of thoughtful management, and a basis of evaluating certain practices is set up at once. It is not uncommon for the enthusiasm and success of a group of boys being so taught to influence certain\nphases of practice throughout a whole community.\n\nFor the last year that statistics on this supervised practical work are\navailable, the net income from the project of these vocational students was\n$2,250,935.45. Immediate financial gain is not one of the primary aims of\nagricultural instruction. This sum was a by-product of their education, but\nthe very fact that gain resulted from their efforts gave point to the instruction as nothing else could do.\n\nEvidence is accumulating that tends to show that the study of things vocational vitalizes the study of non-vocational subjects. Interest is a powerful\nfactor and there seems to be a carry over of enthusiasm from the study of\na definite and live subject to the study of that which is not.\nPure science is essential to the scientific investigation but it would seem\nthat a farm boy might better trace the ancestry and fix the pedigree of a\npure-bred domestic animal than that he painstakingly trace the life history\nof most of the lower forms of animal life.\n\n4. Leadership of a sane sort is the crying need of the rural community.\nLeadership in organizing and maintaining an effective social life; leadership\nin things economic to organize and develop community producing, buying\nand marketing. Farmers are notorious for their lack of cohesion, lack of\n\nability for collective bargaining, and have been the easy prey for the sharper\nso long in fact that many of them are likely to be distrustful of any move\ntouching their interests. Leadership among them and of their kind must\nbe developed.\n\nIn this field vocational education in agriculture is succeeding signally.\nThe teacher to succeed must be an outstanding individual trained in the\nscience and practice of agriculture, a trained teacher able to teach both the\nadolescent and the adult. So trained he easily assumes an important place in\nany community. Furthermore, he must be employed on a twelve months'\nbasis so that he becomes a part of the community. But, he is only one and\ncannot do all the things desirable to be done in a community, so to him falls\nthe lot of training leaders.\n\nThis is being done in innumerable ways. The boys get training in carrying\non their project work, in their organization as a group and such like.\nNumerous teachers organize their boys into associations for various purposes. One association fattens a carload of baby beef for the live stock show\nand the market; another buys and finishes feeders for the market; another\n\n"}
{"page": 1068, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1039\n\npoultry. One California teacher required each of his senior boys to undertake the accomplishment of some needed civic improvement from the inception of the plans to their completion, appearing before such bodies and\nindividuals as was necessary to secure support, and put the enterprise across .\nThis is leadership training of the highest order. Another trained individuals\nand teams to give demonstrations and talks on the latest methods of perform-\n\ning certain important agricultural operations such as grafting, culling the\nnon-layers from the farm flock, demonstrating the many uses of rope, and\nthe like. Boys have been sent, usually in pairs, to investigate some new problem reported by a farmer and study ways and means of solution returning\ntheir findings to the farmer. It may be that such work could not be credited\ntoward an academic degree, but let that be as it will, those boys are receiving\na training for leadership that no amount of study of a theoretical problem\ncan impart-neither the reading of books and the subsequent recitation of\ntheir contents. And, who will doubt that such work on the part of these\nboys today is producing a trained rural citizenry for tomorrow ?\nThe above citations do not by any means exhaust the field, but we believe\nthey are sufficient to justify the statement made in the beginning to the\neffect that evidence points to the conclusion that vocational courses in agriculture do contribute to the development of a trained rural citizenry.\nWhat agricultural education is doing for the boys of the farm and industrial education is doing for the boys of the city, home economics education\nis doing-and more for the girls of the country and of the town. Theirs\nis a more nearly universal demand.\nIf vocational education accomplishes these desirable ends as vocational\n\neducation and as an integral part of the public-school system, what excuse\nis there for the existence of vocation as such? Why does not the importance\nof the work done justify the wholesale and whole hearted adoption of these\n\nprinciples and methods by the schools ? There seems to be only the one\nanswer-namely, school people have so long worshipped the fetish of academic training that their minds are closed to the possibilities that there is\nany other way under heaven by which man may be educated. It is not too\nmuch to hope and believe that the new generation will universally adopt\nthe principles of vocational education.\n\nVOCATIONAL EDUCATION IN CALIFORNIA\nEDWIN A. LEE, PRESIDENT OF BAY SECTION OF VOCATIONAL EDUCATION\nASSOCIATION OF CALIFORNIA, DEPARTMENT OF VOCATIONAL\nEDUCATION , UNIVERSITY OF CALIFORNIA\n\nVocational education may be said to have had its historical beginning in\nCalifornia in 1912, when the people of the State approved a constitutional\namendment giving the next legislature the power to create a State board of\neducation. In accordance with this action the legislature in 1913 created\nsuch a board and provided for three commissioners, one of whom was given\n35\n\n"}
{"page": 1069, "printed_page": null, "text": "1040\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe title Commissioner of Industrial and Vocational Education. In Decem-\n\nber of the same year the commissioner was appointed and on January 1 .\n\n1914, took office. Thus began the movement which in less than a decade\nhas given California National prominence in the field of vocational education.\n\nThe first few years immediately following the commissioner's appointment\nwere, according to the current annual reports, spent in arousing public\ninterest in vocational education. In 1911 a measure for the promotion of\nvocational education had been introduced into the legislature but had failed\nto pass. In 1913 a similar measure was considered by the law-makers but\nwith similar results. Again in 1915 such a measure was proposed and\nactually reached the governor, where after resting a short time itwas vetoed.\nIn 1917 the Smith-Hughes Federal Act was passed. Its provisions were\nimmediately accepted by California and the necessary appropriations approved. The terms of acceptance designated the State board of education\nto be the State Board for Vocational Education and the program gathered\nimpetus.\n\nIn 1919 the California Part-time Law was passed and immediately took\nits place as one of the most wisely prepared laws in part-time education\n\nyet passed by any State. The final legal step in the complete program for\nvocational education was taken when the legislature in 1921 accepted the\nprovisions of the Federal act for the promotion of vocational rehabilitation\nof those injured in industry. How important this rehabilitation problem\nis had never been realized until Congress under the impetus of the results\nevidenced from the Soldier and Sailor Rehabilitation appointed a committee\nto investigate the industrial rehabilitation problem.\nThe findings were astounding. It was found that each year there are\ninjured seriously enough to be incapacitated for further participation in the\noccupation previously followed more individuals than were injured during\nthe entire participation in the war. Nearly three quarters of a million adults\neach year under the ordinary peace-time conditions suffer injuries which\nmake it impossible for them to continue in the work to which they are\naccustomed. California immediately sensed the social problem involved and\na supervisor of industrial rehabilitation was appointed, responsible to the\nCommissioner of Industrial and Vocational Education. The first report\nof this supervisor reads like a romance. Unfortunately economy dictates\nthe discontinuance of this necessary service at the end of the fiscal year\n1923-1924.\n\nThe administrative organization of the Department of Vocational Education has a place in this report. At the top is the State Board of Educationwith its executive officer, the State Superintendent of Public Instruction.\nResponsible to and working with the State Superintendent is the Commissioner of Industrial and Vocational Education. Under the direction of the\n\ncommissioner are four supervisors: one for agricultural education, another\nfor trade and industrial education; a third for home economics, and the\none mentioned above, the supervisor of industrial rehabilitation.\n\n"}
{"page": 1070, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1041\n\nCertain features of the program warrant attention. First in importance\nis the fact that from the beginning there has been a permanent policy and\n\nprogram unassailable by a changing personnel in the various communities.\nThe program has been conceived as a continuing activity, and as a consequence changes in principalships, superintendents, and even vocational\nteachers has had little effect upon a program once started.\nA second feature of the California plan is the teacher training program.\nFrom the beginning it was realized that the teacher is the keystone of the\n\narch-that fine buildings, splendid equipment, clearly defined courses of\nstudy are all for naught if at the heart of the program there is not a teacher\nqualified and well trained. Accordingly there has been set up a carefully\nconceived plan of teacher training by which the State Board of Education\nhas delegated the responsibility of teacher training in large part to the University of California with which institution it works in closest coöperation.\nThe State Board of Education has also adopted the policy that it and the\nmoney at its disposal exist for purposes of promotion and not for support of\nvocational education, which means that the emphasis is laid not on caring\nfor programs of vocational education already provided for, not easing what\nmay seem to be financial burdens, but aiding the cause of vocational education by the investment of time and money in those places where the greatest\nbenefit to the State as a whole will accrue.\n\nThrough it all there has been evident real leadership on the part of those\ncharged with leadership. The commissioner and his supervisors have set the\npace, they have kept up the standards, they have not rested content with bare\n\nbeginnings. Given a program wisely conceived, and loyal and indefatigable\nadministrators to carry out such a program, what may not a State accomplish?\n\nThe report of the Special Committee on Vocational Education which\nfollows is, of course, but a bare summary of findings and conclusions and\nas such will be barren of argument or description. Enough is herein indicated, however, to make clear that with all that has been said up to this\npoint, California has made but a beginning in the field of vocational educa-\n\ntion. With an increasingly accelerating population, with a great industrial\nactivity just coming into being, with the natural outlet for industrial and\nagricultural products to the Orient and the consequent commercial problems\nwhich are the outgrowth, and with a philosophy of public education which\nis complete in its implications there is reason to believe that California will\nin the next decade assume a position of true leadership in vocational\neducation.\n\nThe summary of findings and conclusions follows :\nGeneral purpose of vocational education-Vocational education of secondary\n\ngrade, for the purpose of this report, may be defined as that part of education\nwhich, while recognizing that the fundamental aim of secondary education is\ncitizenship, lays particular emphasis on that phase of citizenship having to do with\n\npreparation for occupational proficiency. Vocational education recognizes the right\nof every individual to go to college if he so wills, but it demands that the secondary\n\nschool, supported by the taxes of all the people, shall adequately meet the needs\nof all the children of all the people. It cannot overlook the fact that an overwhelm\n\n"}
{"page": 1071, "printed_page": null, "text": "1042\n\nNATIONAL EDUCATION ASSOCIATION\n\ning majority of those in atendance upon high schools of the State will never go\nto a higher institution of learning but will enter upon the natural but serious busi-\n\nness of building homes and supporting families, and entering into the world of\nvaried activities and responsibilities of citizenship in the commonwealth. The program of secondary education can no longer escape the obligation to prepare these\nindividuals for the life they will live.\nVocational education further maintains that no individual who has creditably\n\ncompleted a four-year high-school course should be denied the right to a higher\neducation. Any training gained under the spur of a compelling interest and held\nto a high standard of attainment should constitute adequate training for entrance to\n\ncollege. The test should not be whether or not an individual has progressed through\na set curriculum imposed from above, but rather whether or not an individual once\nadmitted to college is able to do satisfactorily the work required in the course of\ntraining selected. Vocational education, therefore, deems it unjust and indefensible\nthat graduates of vocational programs of secondary grade should be penalized or\nhandicapped because four years before entering college one choice was made\nrather than another. This is not to say, however, that certain conditions imposed in\nindividual cases are not legitimate, as, for example, the case of a graduate of a\nfour-year secondary course in agriculture who, desiring to train himself in some\nbranch of engineering, finds himself inadequately prepared in mathematics. But\nit should be noted that the emphasis is on what is to be done rather than what has\nnot been accomplished and that it is in terms of the individual to be trained and\nnot in terms of the course of training.\n\nVocational education has no quarrel with culture, if by culture we mean acquaintanceship with and love for those things which society has consistently counted fine\nin the fields of literature, music, art, the drama, architecture, and in the realms\n\nof human relationships. It faces, however, the fact that poverty and intelligent\nleisure are no kin, that occupational inefficiency does not make possible the posses-\n\nsion of the finer things of life, that culture in the truest sense comes only from\nthe contentment of mind and heart which is the priceless possession of him who\nis an economically independent member of society.\n\nVocational education rightly conceived and rightly carried through, therefore,\nmakes possible a higher degree of culture than could otherwise be possible. The\ntwo terms are not antagonistic, they are interdependent. Centering the attention\nof secondary education on the claims of the individual to be trained rather than\n\non the claims of the particular types of subject matter will do much to demonstrate\nthe interdependence of cultural and vocational education.\nSpecific purposes of vocational education-In terms of agricultural education the\nultimate object is the creation of a prosperous and contented rural citizenship.\nIn terms of trade and industrial education the main objective is to make individuals\n\nproficient in a useful, previously selected, industrial occupation. In terms of\ncommercial education the controlling purpose is to fit individuals for intelligent and effective participation in the manifold activities of the modern commercial world. In terms of home economics education the aim is to teach girls\n\nand women efficiently and intelligently to discharge the duties and responsibilities\ninvolved in making the modern home a positive factor in the life of the family and\nthe community. In terms of prevocational education the aim is to discover every\nchild to himself particularly from the point of view of vocations. In terms of\npart-time education the aim is to make available to every employed youth that\ntype of education which he needs most from a civic, social, physical, or vocational\npoint of view.\n\nIn agricultural education the findings indicate that (a) there is an\nextensive conscious need of education among farmers of the State; (b) the\n\nextent ofthis conscious need indicates there has been a corresponding inadequacy in provisions for agricultural education in this and other States; and\n(c) farmers' needs center around certain definite major farming unlts.\n\n"}
{"page": 1072, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1043\n\nIn industrial education the findings indicate that (a) there is an overabundance of courses offered in certain trades, i. e., auto mechanics, machinists, and electricians; (b) in certain other trades there is a great scarcity of\ntrained workers indicating a need for courses of training in such occupations\nas plumbing, plastering, tailoring, sheet metal, carpentry, and mill cabinet\nwork; (c) a more careful study of trade conditions must be made in order\nto determine the details of trade and industrial education for each com-\n\nmunity attempting to solve the problem.\nIn home economics education the findings indicate that (a) there should\nbe a distinct separation between general home economics education and\nvocational home economics ; (b) there should be a clear definition of the\nobjectives of general home economics.\nIn part-time education the findings indicate that (a) there is considerable correlation in the larger communities between the part-time program\nand the occupations followed by part-time students, which correlation\ndecreases as the communities become smaller; (b) details in a report by a\nspecial committee.\nIn prevocational education the findings indicate that (a) the program\nin prevocational education in California is not extensive enough to warrant\nconclusions which can be defended on the basis of fact; (b) there is a\nneed for thorough analysis and scientific experimentation in the field of\nprevocational education; and (c) the junior high school is the logical\neducational division in which the greatest development may be expected.\n\nTHE NEED FOR VOCATIONAL EDUCATION OF WOMEN\nAND GIRLS\nRUTH MARY WEEKS , INSTRUCTOR IN ENGLISH AND SOCIOLOGY, JUNIOR\nCOLLEGE, KANSAS CITY, MISSOURI\n\nThis is a topic upon which it is impossible for anyone to speak authoritatively without solving the whole problem of woman's life, and I confess that\n\nneither personally nor generally, practically nor theoretically, have I arrived\nat any such solution. Since Mr. Lee asked me to address you on this subject,\nI have waylaid all comers, lay and professional, for their opinions, and no\ntwo have held even remotely similar ideas as to the life for which women\nshould be trained. Now it is idle to inaugurate vast schemes of public vocational education of women until we know definitely what we wish women\nto do and what effect training them will have upon our social organization.\nAll countries have straddled the issue, or neglected it, and it seems to me they\nhave done so with a certain wisdom so long as this basic problem remains\nunsolved.\n\nThere are those like Mr. Hutchinson, the popular author of \" If Winter\nComes,\" who believe that a career is destructive of efficient homemaking .\nMr. Hutchinson has even written a book called \" This Freedom \" to prove\n\n"}
{"page": 1073, "printed_page": null, "text": "1044\n\nNATIONAL EDUCATION ASSOCIATION\n\nhis point, in which the blame for all the evils of the lax post-war period as\nthey manifest themselves in one English family, is laid upon the mother's\nbusiness pursuits. Ellen Key, the great Scandinavian writer upon the woman\nproblem, maintains that it is not only woman's duty but woman's right to\nhave a child, and that the State, if necessary, should subsidize motherhood\nto make this possible. If this be true, if not only the duty of woman to\nthe race, but the happiness of women depends upon what isinnormal society\nrepresented by family life, it is well before planning any new and widespread scheme of training to ask what will be the effect upon marriage and\nhome life of its universal application ? If women are generally trained for\nimmediate wage earning work upon the completion of school,will they tend\nto marry later or not at all ? Will they themselves be more or less willing\nto marry, and will men be more or less willing to marry them? At present,\nthe unmarried women are on the whole at the top of the social and educational scale, while the unmarried men are at the bottom. Will training all\nwomen to economic competence tend to increase this wasteful disproportion?\nEven if working women marry, what will be the effect upon the birth rate\nof widespread training for trade and professional pursuits outside the home?\nIn New York City, women teachers are allowed to marry, but I am\ninformed that children in such families are rare. At the time of the last\n\ntabulated Federal census, over twenty-three million women were working\nat gainful pursuits in the United States, of whom over half were married.\nIf this number were substantially increased, as it would surely be increased\nby the inauguration of general vocational education of women, what would\nbe the effect upon our great breeding grounds of population and upon the\nhomes in which the mass of our children grow to maturity?\nThere is, on the other hand, another school of thinkers who considerhomemaking destructive of a career. Among these is numbered the board of education in the city where I teach. Every woman teacher in Kansas City has\nto sign a contract not to marry before she is hired. If she is rash enough\nto make the fatal plunge and if no single substitute can be found for her,\nshe may continue teaching on half pay-another startling dollar-and-cent\nestimate of the effect of marriage upon professional capacity. Every employer\nwho pays women below the average rate reflects the belief that not only\nmarriage itself but even the expectation of matrimony depresses woman's\nworking efficiency.\nBefore dogmatizing about vocational education for women, it is well to\nask for a moment whether we wish to enact on a large scale and for the sex\n\nas a whole, the tragedy of the gifted woman. There was a time when I\nshould have speculated gaily upon these matters from the abstract standpoint\nof woman's right to economic independence and have felt that other issues\nwould care for themselves. But issues do not care for themselves. On the\n\ncontrary, they have a way of producing wreckage and unhappiness if not\nremembered.\n\nYet in spite of these doubts and questions, certain salient facts as to\nwomen's work must somehow be faced. In the first place, women are\n\n"}
{"page": 1074, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1045\n\ngenerally underpaid. In the second place, women are irrationally distributed\nin occupations. At the time of the last tabulated United States census\nreports, there were 303 gainful occupations listed, but only sixty-three of\nthese had over 5000 women in them, and forty-seven of the occupations\naccounted for ninety-five per cent of the working women of the country.\nAs a matter of fact, six occupations engaged three fifths of America's women\nworkers . Servants and waitresses lead with a million and a half. Textile\n\ntrades come next with about half a million. There followed dressmaking,\nlaundry work, teaching, and farming. Comparatively few of the skilled\ntrades which men pursue showed a high per cent of women, but this could\nnot be due to the inability of women to follow these callings, since there\nwere only nine out of the 303 listed occupations which employed no women,\nthus proving that there are few kinds of work whose nature of itself debars\nthem.\n\nNot only are women poorly distributed throughout industry, but unquestionably the efficiency of the woman at work is not so great as we could\nwish. This is conspicuously truc of the woman in the home. In a home, the\nwoman is supreme executive, and this autocratic position makes possible\nslip-shod methods of household management and child training. There is\nno one to call the homekeeper to account, and unskilled and untrained as\nwomen usually are in responsibility and executive power, all too many\nhousewives fail because of this very freedom of action in home life. In the\nshop and office, the efficiency of woman is lowered not only by her frequent\nimpermanence as a worker, but also by the crowding of women into certain\neasy or traditional occupations for which many of them are entirely unfitted.\nThis for instance, is especially true of our own calling of school teaching,\nwhere the average efficiency of women in the profession would be far higher\nif only those taught who really are gifted teachers and love the work, and\nif the women to whom teaching is quite uncongenial were trained vocationally along some other line.\n\nMoreover, not only the individual efficiency but the collective efficiency of\nwomen, especially in social and public service, is seriously handicapped by\na lack of training for organization and leadership. It is just this training\nwhich has in the past given to the graduates of women's colleges their great\n\nprofessional advantage over the university or high-school woman. Itis\npartly the lack of such training which prevents the more general rise of\nwomen to executive positions. Teaching, certainly in the lower schools, is\n\nlargely a woman's profession, and I think that our lack of democracy and\nfreedom in educational administration has been partly traceable to this\ninability of women to organize effectively and to the scarcity of trained\n\nleadership among them. Grade school teachers in particular, have been a\nsort of subject race, afraid to call their souls their own, afraid to refuse to\nteach excessively large classes, afraid to criticize, afraid to experiment, afraid\nto insist upon those things which they know to be necessary for successful\neducation. This is not because grade school principals are particularly vicious\ntyrants, but because women teachers have been untrained to coöperative\n\neffort, and each feels timid inher isolation. A great deal of the conservatism\n\n"}
{"page": 1075, "printed_page": null, "text": "1046\n\nNATIONAL EDUCATION ASSOCIATION\n\nand deadening routine of school procedure has been traceable tojust this lack\nof educational democracy and self assertion on the part of teachers, and this\nlack must be repaired by an adequate program of vocational education for\nany calling.\nThe first great gain from a more varied program of vocational training\nfor women is distributing women more evenly throughout those occupations\nwhich it is possible for them to follow and this apparently means all but\nnine out of America's gainful callings. Many a teacher and many a clerk\nwould be happier in a skilled trade, but so far as I can see, women will\nnever get into skilled trades unless they come to the factory door already\n\ntrained, as employers hesitate to train a woman who may marry at any\nmoment.\n\nIn the second place, women would be much better paidif they were more\ndiversely trained for wage work, as they would have a greater choice of\noccupations, and wages would not be kept down in certain overcrowded\ntrades by cut-throat competition. Men can go into nearly anything they\nwish, but there are fewer openings for women, partly because of prejudice\nand tradition, but largely because women are trained for fewer trades. This\nlargely explains woman's low wage as compared with man's, the average\nhourly wage of women of the United States being fifteen cents as against\nman's twenty-seven. The overcrowding of women in these traditional occu-\n\npations also means not only a low woman's wage but the undercutting of\nmen in these callings, and frequently even driving men out of the field, as\nhas happened in the grade school and even high-school teaching to the great\nloss of education. That the efficiency of women in the professions, business\nand industry, would be increased by vocational training is scarcely open to\ndiscussion, and I feel that even if a woman married and devoted herself\nexclusively to housekeeping, the training in systematic work and manual\ndexterity which a trade course would give her would not be lost. A good\nbookkeeper will be a better housekeeper than a woman who has never been\n\ntrained specially to do anything thoroughly and well. Education that counts\nis not so much information as method, and good systematic methods of work\nare certainly transferable from job to job. However, if vocational education\nfor women is to accomplish those results, it will have to include a background\n\nof general intelligence which will make possible the transference of skill and\nthe adaptation to new conditions and new work for which woman may not\nhave been particularly trained; and it will have to include the preparation\nfor organization and leadership which is essential for successful homemaking\nor for rising to the top in any other occupation.\nI should like to quote a college teacher of household science from a con-\n\nspicuous western university who said to me a few days ago, that the chief\ntrouble she had with her students was that the Smith-Hughes girls who came\nto her classes from the State high schools lacked a sound basis of general\ninformation and mental discipline, and that therefore she could never train\nthem to more than mechanical routine accomplishment. Of course, many\nindividuals of both sexes are incapable of anything but mechanical routine,\n\n"}
{"page": 1076, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1047\n\nbut since one of the great hopes of the educator is not that vocational training\nwill free many women from the necessity of such routine, we must have a\ncare in organizing our courses that routine is not the only thing for which\n\nthey train. To my mind, the great present lack in vocational schools is the\nsocializing and developing activities which more and more mold character\nand develop initiative and coöperation in our ordinary grade and secondary\nschools. It is difficult to offer such activities to vocational students, well\nnigh impossible to offer them to part-time students. But unless vocational\neducation is to breed a race of mere docile technicians, such training must\nsomehow be secured through a democratic method of school administration\n\nand a socialized method of class instruction. Certainly, in the case of women,\nwe want to de-docilize them; not to docilize them more.\n\nHowever, the problem of the vocational education of women, special\nthough it is, cannot be settled without reference to the whole trend of voca-\n\ntional training. We have as a result of fifteen or twenty years of experience,\narrived at a turning-point in our conceptions of the whole subject. With\nthe introduction of machinery and the specialization of industrial processes,\napprenticeship in industry decayed. To correct this situation, first Europe\nand then the United States established schools designed as a substitute for\nindustrial apprenticeship, schools which took three or four years of study\nand which graduated a master craftsman, conversant with every process of\nthe whole trade, as well as the scientific and artistic principals involved. I\nconfess that this idea had a great charm for me. It was a good idea. The\nonly trouble was that meanwhile in industry trades practically ceased to exist;\nthere was only a multitude of simple machine processes practically identical\nfor every industry. For such work, elaborate training was scarcely necessary,\nand so far as the manual aspect of industrial education went, we were led\nto simple manual training on the one hand, and on the other to the unit\nor vestibule school in which students are taught as rapidly as is humanly\npossible how to run some one machine or do some one job well enough to\nmake a living.\n\nBut simultaneously with this mechanical development came the organization of labor, the increasing influence of the worker through collective bargaining and shop committee schemes in directing business policy. Likewise\nin the political world came government ownership of utilities and government control of business through legislation. Thus both industrial and\npolitical life made demands upon the economic intelligence of the worker\nwhich mere manual training or skill in running a machine will not enable\nhim to meet. Educators are everywhere aware of this, and the emphasis\n\nis being increasingly laid on social science teaching, on a background of\nsocial and economic information; in other words, on a general education for\nvocational students.\n\nIt seems to me that the logical future outgrowth of this realization is,\nfirst: the approach of the trade school to the high-school pattern and the\nfinal merging of the two in a tremendous junior high enrolment; and second,\na greater development of the part-time and vestibule school under public\n\n"}
{"page": 1077, "printed_page": null, "text": "1048\n\nNATIONAL EDUCATION ASSOCIATION\n\nauspices and perhaps in connection with an academic high school. Certainly\nsuch part-time and unit courses seem in this day of uncertainty, the safest\nthing to organize for women; the surest to survive under the new order\nwhich is coming-schools in which women in need of a living can learn\nquickly some definite industrial process.\nBut for the most of our workers, one problem seems most pressing. Trade\neducation has been very aristocratic. But surely we must do something for\n\nthe highly specialized workers in industry, whether men or women, yearly\nbecoming more numerous, whose toil is so simplified as to be almost mechanical\n-surely we must do something to give their work meaning, to bind them\nin thought, at least, if not in performance, with the business as a whole.\nThe answer of labor to this problem is the cry for a share in industrial\ncontrol; the answer of capital is the effort of progressive employers to\ndevelop shop committee schemes for linking up the mechanically separated\nfractions of industry in one understanding unit. And the answer of the\nschools is not the old one of teach the students all the processes of trade, but\nteach them social science. In other words, through a long detour, we have\nrevolved in a spiral and are returning again to academic instruction, but we\nreturn to it on a higher level to academic instruction of a far more vital\nsort. Indeed the trade school movement has already effected a revolution\nin all educational procedure and even though it disappears in the old form\nin which we first thought of it, it will survive in a more living and purposeful scheme of general education, which through training for industrial\n\ndemocracy, restores to labor its human birthright of meaning and joy in\nwork.\n\nIf we fail in this effort, what is ahead of civilization ? Industry, in its\nstruggle for speed and efficiency, has simplified processes until in some plants\nthe workers can endure the deadly monotony only by rotating every week\nfrom machine to machine. And the tragedy of it is, the greater the machine,\nthe littler the man needed to tend it; the higher the speed ofproduction, the\ntinier and more monotonous the act the man performs. Great employers of\n\nlabor are perfectly cynical on this point. If psychological tests go into\nindustry, it will be to select the moron for the minute operation. Agriculture has not yet succumbed to this organizing tendency, but the natural\nevolution of manufacture has reduced jobs to the point where one of two\nresults must follow: Either our labor force must be absolutely docile and\nsubservient, mechanically minded, mere hands, and all the men and women\nof independent minds who demand a thought life as well as an animal existence will be driven out of industry ; or industry must counteract the\n\nmechanical specialization of processes by rotating men throughout the plant\nas is now done by Mr. Ford, and by instituting a system of democratic business management which will give meaning to the individual job. Under the\n\nfirst alternative, I see nothing but social catastrophe ahead; only low types\nofmentality can stand the monotony of much factory labor; and as a large\npart of our population must live by industry, under this alternative, we shall\ninsure as definitely as though we deliberately selected it, the survival of an\n\nunmistakably low grade human stock, lacking in initiative and imagination,\n\n"}
{"page": 1078, "printed_page": null, "text": "DEPT. OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\n\n1049\n\nlacking in the very qualities that make for the greatness of a race. The\nprofessions, commerce, and agriculture cannot support the surplus of superior\nworkers which this contingency will force out of industry. It will simply\nmean a slow and obscure race suicide of our better working classes. From\nthis fate, however, I believe we shall be saved. In spite of the terrible grip of\nthe old industrial order upon the world today, in spite of the terrifying\ndominance of the machine and the subservience of the man, I know that\nflesh and blood is stronger than steel and that by the mighty power of a\nnew educational spirit, we shall be able peacefully to remodel industry while\npreserving its efficiency, until our factories can stand the great and final\ntest, not of what do they make of material, but what do they make of\nwomen and of men ?\n\n"}
{"page": 1079, "printed_page": null, "text": ""}
{"page": 1080, "printed_page": null, "text": "Index\n[Names of authors are set in SMALL CAPITALS ]\nActive membership for life, 135\nAct of Incorporation, I\n\nADAIR, CORNELIA S.\n\nAmerican school program, Educational\nresearch and the ( CHARLES H. JUDD) ,\n168\n\nThe status of the\n\nclassroom teacher, 487\n\nADAMS, JOHN. Suspended animation in\nEnglish education, 523\nAddress of welcome (WILLIAM W.\nCAMPBELL) , 2053 ( JOHN L. DAVIE) ,\n140; ( WILL C. WOOD) , 141\n\nAdjusting the junior high school building to the educational program (E.\n\nAmerican school program from the\nstandpoint of the Nation, The (ELLWOOD P. CUBBERLEY) , 180\n\nAmerican school program from the\nstandpoint of the rural school, The\n(FLORENCE M. HALE) , 202\n\nAmerican school program from the\nstandpoint of the State, The ( THOMAS\nE. FINEGAN) , 188\n\nE. LEWIS) , 999\n\nAdministration and supervision, Rural\nschool ( N. C. MACDONALD) , 318\n\nAdministration of city supervision in\nwork with the foreign born ( NINA J.\nBEGLINGER) , 695\n\nAdvantages of geographic districting in\nthe supervision of rural schools (ELIZABETH K. RUCKER ) , 779\nAgenda of World Conference on Education, 414\nAGNEW, THOMAS. The project method\nfrom the principal's point of view, 660\nALDER, LOUISE M. How the needs of\nthe kindergarten period are being\nmet? 716\n\nALEXANDER, CARTER. Publicity for rural\neducation, 271\nALLAN, H. A. Report of business division, 108\n\nAmerican citizenship, What constitutes\n(ALVIN M. OWSLEY) , 900\nAmerican education week, 106\n\nAmerican Legion, Report of committee\nto coöperate with the (J. M. GWINN) ,\n399\n\nAmerican public school, Ideals of the\n(HARRISON S. ROBINSON) , 137\nAmerican public schools and old-world\nculture, The ( H. B. WILSON ) , 700\n\nAmerican School Citizenship League,\nReport of the committee to cooperate\nwith the (FANNIE FERN ANDREWS) ,\n396\n\nAmerican school program from the\nstandpoint of the city ( WILLIAM L.\nETTINGER) , 195\n\nAmerican schools, The financing of the\n(GEORGE D. STRAYER) , 158\nAmerican woman teacher, The status of\nthe (ANNA LAURA FORCE) , 543\nAmerican woman teacher, Report of\ncommittee on the status of the (ANNA\nLAURA FORCE) , 484\nAmerican women teachers, Certain aspects of the professional and social\nstatus of (A. L. THRELKELD) , 486\nAmericanization program of Fresno\n\nCounty, California, The (HARRIET W.\nMERRILL) , 701\nANDREWS, FANNIE FERN. Report of the\ncommittee to cooperate with the\nAmerican School Citizenship League,\n396\n\nApprenticeship, The decline of, 497\nArousal of interest on the part of the\npeople in their own schools (GEORGE\nS. DICK) , 280\nAssistant superintendent, What I most\ndesire of my ( THOMAS R. COLE) , 920\nAttendance, Growth of, 207\nAttitude of the teacher toward supervision (JESSE H. NEWLON) , 548\nAuditor's report, 63\n\nBagley, William C. Report of the Editorial Council, 257\nBAILEY, HENRY Turner. Leisure time,\n925\n\nBAIR, FREDERICK H. Stimulating the\ngrowth of teachers, 915\nBAKER, NEWTON D. Education for\n\n[1051]\n\ndemocracy, 929\n\n"}
{"page": 1081, "printed_page": null, "text": "1052\n\nNATIONAL EDUCATION ASSOCIATION\n\nBAKER, SAM A. Certification, 321\nBATE, W. G. The junior high school as\n\nschools do in relation to what they\n\nan aid in the solution of individual\n\nBRYAN, ELMER BURRITT. Supreme values\nin education, 889\n\npupil adjustment, 994\nBAYLOR, ADELAIDE S.\nrural schools, 285\n\nConsolidation of\n\nBeginnings of a county school system,\nThe ( CHARLESL. COON ), 801\nBEGLINGER, NINA J. Administration of\ncity supervision in work with the foreign born, 695\nBehavior in early childhood, The nature\nand importance of (HILDA Μ.\nHOLMES) , 707\nBENGTSON, AMALIA M. Keeping the cur-\n\nriculum alive, 968\nBENNION, MILTON. Report of committee\non character education, 250, 491\nBENTLEY, J. H. Responsibility of the\nboard of education in modern school\n\norganization, 986\nBEVERIDGE, J. H. The need of professional leadership in education, 429\n\nBIEDENBACH, C. L.\n\ncost, 938\n\nBudget and expenditures, 1922-23, 95\nBudget making and spending by the\ncounty (A. F. HARMAN ) , 955\n\nBudget making and spending by the\nState ( FRANK P. Graves ) , 960\nBudget, The city school (ARTHUR BВ.\nMOEHLMAN ) , 949\nBUNKER,\n\nFRANK\n\nF.\n\nThe\n\nPan-Pacific\n\nUnion and education, 139\nBURRIS, BENJAMIN J. Necessity of the\ncounty unit for the efficient administration of rural schools, 789\nBusiness principles applied to educa-\n\ntional organization and administration ( W. W. BORDEN ) , 1009\nBUSWELL, GUY T. School provisions for\nthe exceptional child, 997\nBy-Laws , 5\n\nSecondary school\n\ncounseling based on scientific tests, 868\nBINZEL, ALMA L. Education for parenthood, 148\n\nCALDWELL,\n\nOTIS\n\nW.\n\nConsiderations\n\nwhich led to the proposal of a sixyear science sequence, 851 ; Principles\n\nBLITZ, ANNE DUDLEY. Social conditions\n\nand types of curricular development,\n\narising from the inter-racial contacts\non the campus, 632\nBoard of Directors, Meeting of, 82\nBoard of education and school organization, 986\nBooks and libraries, Instruction in the\nuse of (MARY L. HARRIS) , 725\n\n962\n\nBORDEN, W. W. Business principles applied to educational organization and\nadministration, 1009\nBORGHESE, PRINCESS SANTA.\n\nWomen in\n\neducation, 228\nBoy scouts (FRANK CODY) , 910\nBRADFORD, MARY C. C. The status of\nthe woman teacher in rural districts,\n490\n\nBREITWIESER, J. V. The psychology of\nhabit formation, 558\nBRIGGS , THOMAS H.\n\nThe status of the\n\njunior high school, 999\nBRILLHART, D. O. Objectives of parttime education for boys, 527\nBROOKS, CHARLES E., and HERMAN L.\nEKERN. Federal aid for teachers' pensions, 378\nBROWN, MARY LOUISE. Talks to freshmen-their content and value, 634\nBRUNER, H. B. Square pegs and round\nholes, 1001 ; Two phases of what the\n\nCalendar of meetings, 15\nCalifornia, Vocational education\n\nin\n\n(EDWIN A. LEE ) , 1039\nCAMPBELL, MACY. The standardization\nof consolidated schools, 809 ; Rural\nrecreation and social life, 358\nCAMPBELL, WILLIAM W. Address of\nwelcome, 205\nCAPEN, SAMUEL P. A unified, universally educated, efficient nation demands a national system of public\nschools, 1003\nCARLSON, PHILIP E. Report of the committee on pensions, 376\nCarnegie Foundation and the Pritchett\nreport, 102\n\nCERTAIN, C. C. The elementary school\nlibrary defined in dollars and cents,\n646\n\nCertification ( SAM A. BAKER) , 321\nCHADSEY, C. E. Report of the committee\non the status of the superintendent,\n903\n\nCHAMBERLAIN, Arthur H. Report of the\ncommittee on thrift education, 393\nCharacter education needed, 238\nCharacter education objectives, Three\nreports on, 253\n\n"}
{"page": 1082, "printed_page": null, "text": "INDEX\n\nCharacter education, Report of committee\non ( MILTON BENNION ) , 250, 491\nCharter certificated, 14\n\nChicago's public school classes for crippled children ( PETER A. MORTENSON ) ,\n916\n\nChild and the commercial moving picture, The (OLIVE M. JONES) , 538\n\nChild Hygiene, Department of, 568\nCitizen ? What is a (ARTHUR D. DEAN) ,\n\nClassroom teacher toward progress in\neducation from the viewpoint of agriculture, The contribution of the (O. J.\nKERN) , 584\n\nClassroom teacher toward progress in\neducation from the viewpoint of the\nAmerican Legion, The contribution of\nthe ( JAMES K. FISK) , 578\nClassroom teacher toward progress in\neducation-in the interest of the\n\nTowner-Sterling Bill, The contribu-\n\n676\n\nCitizenship ceremonies (ANNE M. GOD-\n\ntion of the ( MATTIE M. MONTGOMERY) ,\n610\n\nFREY) , 699\n\nCitizenship classes to bring about citizen's participation, Practical suggestions for the organization of (FREDERICK P. WOELLNER ) , 676\n\nCitizenship through education (WILL C.\n\nClassroom teacher toward progress in\neducation in securing equal salary for\nequal\n\nservice,\n\nContribution of the\n\n(JULIA E. SULLIVAN ) , 606\nClassroom teacher toward progress in\neducation, The contribution of the\n\nWOOD) , 208\n\nCity school budget, The (ARTHUR B.\nMOEHLMAN) , 949\nCity school system, The new rural school\nand its interdependence with the\n(GRACE G. STANLEY) , 643\n\nCity supervision in work with the foreign born, Administration of ( NINA\n\n(EFFIE MACGREGOR) , 618\nClassroom teacher toward progress in\neducation from the viewpoint of business, The contribution of the (ARVID\nREUTERDAHL ) , 588\n\nClassroom teacher toward progress in\neducation from the viewpoint of the\n\nbusiness and professional woman, The\n\nJ. BEGLINGER) , 695\n\nCity supervision, The work of ( FLORA\nD. SMITH ) , 694\n\nCity supervisor, The work of a (D. L.\n\ncontribution of\nHATCHER) , 593\n\nthe\n\n( O.\n\nLATHAM\n\nClassroom teachers' organizations (ALBERT R. LANG) , 594\n\nHENNESSEY) , 698\n\nCity, The American school program\nfrom the standpoint of the ( WILLIAM\nL. ETTINGER ) , 195\nCLARK, CHARLES S. The superintendent's\n\nrelationship to his principals, 1014\nCLARK, LILLIAN P. Types of State organization, 686\n\nCLARK, M. G. A Nationalized system\nof education: the spirit of democracy,\nas well as the American Constitution,\nrequires that education be left to the\nstates, 1004\n\nClassical investigation, The (ANDREW\nF. WEST) , 219\n\nClassroom teacher,\n\n1053\n\nThe\n\n(JAMES J.\n\nDAVIS) , 579\n\nClassroom teachers, Department of, 569\n\nClassroom teacher, The status of the\n(CORNELIA S. ADAIR) , 487\nCODY, FRANK. Boy scouts, 910\n\nCOLE, THOMAS R. What I most desire of\nmy assistant superintendent, 920\nCollege and secondary school science,\nRelation between (JOEL H. HILDEBRAND) , 856\nCommercial education as a sales manager sees them, The fundamentals of\n(R. H. MOUSER) , 556\nCommercial education as viewed by the\npersonnel manager ( RoY WILLMARTH\nKELLY) , 554\nCommittees of the N. E. A., 22\nCommunity center work, Visual education in ( SUSAN M. Dorsey ) , 534\nComparative study of instruction in consolidated and one -teacher schools, A\n(JOHN M. FOOTE) , 812\n\nClassroom teacher toward the progress\nof education as seen by the classroom\nteacher of Hawaii, The contribution\nof the (EMILY EWALIKO ) , 616\n\nComprehensive school survey and its\n\nClassroom teacher toward progress in\n\nconsequences , A ( GEORGE D. STRAYER) ,\n\neducation from the viewpoint of labor,\nThe contribution of the (E. P.\nMARSH) , 580\n\nConcerning the Council (J. M. GWINN) ,\n\n1016\n\n427\n\n"}
{"page": 1083, "printed_page": null, "text": "1054\n\nNATIONAL EDUCATION ASSOCIATION\n\nConclusions based on questionnaire con-\n\nContribution of the classroom teacher\n\ncerning certain aspects of the profes-\n\ntoward progress in education in securing equal salary for equal service\n(JULIA E. SULLIVAN) , 606\n\nsional and social status of American\n\nwomen teachers (A. L. THRELKELD) ,\n486\n\nCONDON, RANDALL J.\n\nContribution of the classroom teacher\n\nJanitor service,\n\n913\n\nConduct between nations, 417\n\nConference on reading circles ( WILLIS\nH. KERR) , 731\n\nCongenital responses of children, Internal factors underlying ( CALVIN P.\nSTONE) , 710\nConservation of talent, The (LEWIS M.\nTERMAN) , 152\nConsiderations which led to the pro-\n\nposal of a six-year science sequence\n(OTIS W. CALDWELL) , 851\nConsolidated and one-teacher schools, A\n\ncomparative study of instruction in\n(JOHN M. FOOTE ) , 812\n\nConsolidated schools, The standardization of ( MACY CAMPBELL) , 809\n\nConsolidation of rural schools (ADELAIDE S. BAYLOR) , 285\nContinental Trust Company's report, 67\n\nContinuity of education in its relation to\neducation for citizenship, The (J. M.\nGWINN) , 511\n\ntoward progress in education-in the\ninterest of the Towner-Sterling Bill\n(MATTIE M. MONTGOMERY), 610\n\nContribution to public education, The\nelementary school principal's (IDE G.\nSARGEANT) , 1019\nCOOK, KATHERINE M. Suggestions for\ncounty survey, 342\n\nCOON, CHARLES L. The beginnings of a\ncounty school system, 801\nCoöperate with the motion picture\nproducers, Report of committee to\n\n(CHARLES H. JUDD) , 243\nCoördination of research agencies, Report of the commission on the ( JESSE\nH. NEWLON) , 390\nCOOVER, J. E. A method of teaching\n\ntypewriting based upon a psychological analysis of expert typing, 561\nCost and the fiscal administration of\n\nschools ; some facts from the educational finance inquiry, The (GEORGE\nD. STRAYER) , 929\n\nCost of education, 158\nCost of education in Okmulgee, Okla.,\n\nContribution of the classroom teacher\n938\n\ntoward progress in education ( EFFIE\nMACGREGOR ) , 618\nContribution of the classroom teacher\n\ntoward the progress of education as\nseen by the classroom teacher of Hawaii ( EMILY EWALIKO) , 616\n\nCountry schools, Elements of rural civilization in the course of study for (O.\nJ. KERN) , 834\nCounty, Budget making and spending\nby the (A. F. HARMAN ) , 955\n\nCounty school system, The beginnings\nContribution of the classroom teacher\n\nof a ( CHARLES L. COON) , 801\ntoward progress in education from the\nviewpoint of agriculture, The ( O. J.\nKERN) , 584\n\nCounty superintendent in rural school\nsupervision, Part of the (A. G. YAWBERG) , 772\n\nContribution of the classroom teacher\n\nCounty superintendent, The (H. R.\ntoward progress in education from the\n\nSTEINER) , 320\n\nviewpoint of business, The ( ARVID\n\nCounty surveys, Suggestions for (KATH-\n\nREUTERDAHL) , 588\n\nERINE M. COOK) , 342\nCounty unit for the efficient administra-\n\nContribution of the classroom teacher\n\ntoward progress in education from the\nviewpoint of the American Legion,\nThe ( JAMES K. FISK) , 578\nContribution of the classroom teacher\n\ntoward progress in education from the\nviewpoint of the business and professional woman ( O. LATHAM HATCHER) ,\n593\n\nContribution of the classroom teacher\n\ntoward progress in education from the\n\nviewpoint of labor ( E. P. MARSH) , 580\n\ntion of rural schools, Necessity of the\n(BENJAMIN J. BURRIS), 789\nCounty unit in Montana, The ( MAY\nTRUMPER) , 805\nCounty unit, The (T. H. HARRIS) , 796\nCourse of study and how? Who shall\nmake the ( ERNEST HORN) , 971\nCourse of study for country schools, The\nelements of rural civilization in the\n\n(O. J. KERN) , 834\n\nCRABTREE, J. W. Secretary's report, 86\n\n"}
{"page": 1084, "printed_page": null, "text": "1055\n\nINDEX\n\nCRAM, FRED D. Tests and measurements\nin rural schools, 322\nCRANDALL, ERNEST L. Visual aids and\nhow to handle them, 540\nCrippled children, Chicago's public\nschool classes for ( PETER A. MORTENSON) , 916\nCUBBERLEY, ELLWOOD P. The American\nschool program from the standpoint of\nthe Nation, 180\nCurricular development, Principles and\ntypes of (OTIS W. CALDWELL) , 962\nCurriculum alive, Keeping the ( AMALIA\nM. BENGTSON) , 968\nCurriculum, How modern business may\naid in reconstructing the ( CHARLES H.\nJUDD) , 975\nCurriculum making, The human element\nin ( WILLIAM MCANDREW) , 980\nCurriculum, Making the school (H. B.\nWILSON) , 10ιο\nCurriculum, Recreational reading as\n\npart of the present-day ( JAMES F.\nHOSIC) , 724\n\nCurriculum revision, 433, 441\nCurriculum, The new elementary school\n(H. B. WILSON) , 644\nCurriculum, The rural school ( HAROLD\nW. FOGHT) , 303\n\nPhysical education, 744; Rural education, 745; School administration, 842 ;\nScience instruction, 843 ; Secondary,\n\n861; Superintendence, 881 ; Vocational\neducation and practical arts, 1025\nDepartment of superintendence, Report\nof executive secretary, 132\nDICK, GEORGE S. Arousal of interest on\nthe part of the people in their own\nschools, 280\nDICKSON, VIRGIL E. School counseling\nand the problem of individual differences, 864\n\nDissemination of education information,\n416\n\nDivisions at headquarters, 98, 108 ; Business, 108 ; Publications, 113 ; Research,\n\n119 ; Elementary school service, 122;\nField secretary, 125 ; Legislative secre-\n\ntary, 128 ; Department of superintendence, 132\n\nDORSEY, SUSAN M. The place of the\njunior college in public education,\n214; Visual education in community\ncenter work, 534\nDues, No change in, 91\nDUNN, FANNIE W. What is instructional\nsupervision ? 758\nEconomic and administrative value of\n\nDAVIDSON, ISOBEL. A State program for\n\nthe platoon plan injunior high schools\n\nimproving instruction in reading, 766\n\n(C. J. TIDWELL) , 998\nEconomic background of rural education, The (AARON SAPIRO) , 750\nEDGERTON, A. H. Extending school service in part-time and evening school\nclasses, 1025\nEditorial council, Report of the ( WILLIAM C. BAGLEY) , 257\n\nDAVIE, JOHN L. Address of welcome, 140\nDAVIS, H. RALPH. Relation between\n\nschools and other social agencies, 690\nDAVIS, JAMES J. The classroom teacher,\n579\n\nDEAN, ARTHUR D. What is a citizen?\n676\n\nDeans of women, Department of, 621\nDelegates to World Conference on Education, 411\nDemocracy, Education for ( NEWTON D.\nBAKER) , 929\nDemocracy, Report of the committee on\nthe teaching of (A. DUNCAN YOCUM) ,\n\nEducation and world progress (AUGUSTUS O. THOMAS) , 237\nEducation, Citizenship through ( WILL\nC. WOOD) , 208\nEducation for citizenship, The continuity\nof education in its relation to (J. M.\nGWINN) , 511\n\n447\n\nDemonstration schools, Rural teacher\ntraining and (JOHN F. SIMS ) , 308\n\nEducation for democracy ( NEWTON D.\n\nDepartments: Business education, 553 ;\n\nEducation for parenthood (ALMA L.\n\nchild hygiene, 568 ; Classroom teachers, 569 ; Deans of women, 621 ; Edu-\n\nEducation in 1922, Progress in (A. E.\n\ncational publications, 637; Elementary\neducation, 643 ; Elementary school\nprincipals, 6533 6653 Higher education, 667; Immigrant education, 669 ;\nKindergarten education, 705 ; Music\neducation, 733 ; Normal schools, 737;\n\nBAKER) , 929\nBINZEL) , 148\nWINSHIP) , 893\nEducation in the United States Govern-\n\nment, The reorganization of ( JOHN\nJ. TIGERT) , 894\n\nEducation, Supreme values in (ELMER\nBURRITT BRYAN) , 889\n\n"}
{"page": 1085, "printed_page": null, "text": "1056\n\nNATIONAL EDUCATION ASSOCIATION\n\nEducation, The Pan-Pacific Union and\n(FRANK F. BUNKER) , 139\nEducation, Women in ( PRINCESS SANTA\nBORGHESE) , 228\nEducational finance inquiry, 929\nEducational implications of the social\nprogram of the high school ( SARAH\nM. STURTEVANT) , 878\nEducational journals, Report of the com-\n\nElgin report, 101\nENGELHARDT, N. L. Suggestions on the\nreport of the committee on the status\nof the superintendent, 905\nENGLEMAN, J. O. Report of field division, 125\nEnglish education, Suspended animation\nin (JOHN ADAMS ) , 523\n\nEqual salary for equal service, 606\n\nmittee on standards for (JOY ELMER\nMORGAN) , 637\nEducational organization and administration, Business principles applied to\n(W. W. BORDEN ) , 1009\n\nEducational program, Adjusting the\njunior high school building to the (E.\nE. LEWIS ) , 999\n\nEducational progress in 1922 ( THOMAS\nE. FINEGAN ) , 515\n\nETTINGER, WILLIAM L. The American\nschool program from the standpoint\nof the city, 195\nEVENDEN, E. S. Report of committee on\nsalaries, 241\nEWALIKO, EMILY. The contribution of\nthe classroom teacher toward the progress of education as seen by the class-\n\nroom teacher of Hawaii, 616\n\nEducational publications, Department of, Exceptional child, School provisions for\n637\nEducational research and the American\n\nthe (GUY T. BUSWELL) , 997\nExecutive committee, Report of the, 77\n\nschool program ( CHARLES H. JUDD) ,\n\nExtending school service in part-time\n\n168\n\nEfficient administration of rural schools,\nNecessity of the county unit for the\n(BENJAMIN J. BURRIS), 789\nEfficient nation demands a national system of public schools, A unified, universally\neducated,\n(SAMUEL P.\nCAPEN) , 1003\nEKERN, HERMAN L., CHARLES E. BROOKS\nand. Federal aid for teachers' pensions, 378\n\nand evening school classes (A. H.\nEDGERTON) , 1025\nExtra-curricular activities in the high\n\nschool, The place and value of (H.\nE. WINNER) , 1021\nExtra-curricular activities in the junior\nhigh school, The place and significance of ( WILL FRENCH) , 1001\nExtra-mural\n\nactivities\n\nof a dean of\n\nwomen-what shall they be ? ( MARY\nYOST) , 631\n\nElementary education, Department of,\n643\n\nElementary education, Report of committee on the reorganization of ( OLIVE\nM. JONES) , 255\nElementary school curriculum, The new\n(H. B. WILSON) , 644\nElementary school library defined in\ndollars and cents, The ( C. C. CERΤΑΙΝ), 646\n\nElementary school principal's contribution to public education, The ( IDE G.\nSARGEANT) , 1019\n\nElementary school principals, Department of, minutes, 653 , 665\n\nElementary school principalship from\nthe superintendent's point of view,\nPossibilities of the ( HERBERT S.\nWEET) , 654\n\nElementary school service division report, 122\n\nElements of rural civilization in the\n\ncourse of study for country schools,\nThe (O. J. KERN) , 834\n\nFARGO, LUCILE F. \" Seventeen\" and the\nreference librarian, 721\nFederal aid for teachers' pensions\n(CHARLES E. BROOKS and HERMANL\nEKERN) , 378\nFederal vs. State control of education,\n1005\n\nField secretary, Report of field division,\n125 ; Legislative division, 128\nFinal report of the committee on rural\neducation ( JOHN F. SIMS) , 270\nFinancial policy and budget, 91\n\nFinancing of public education, The tax\nproblem in relation to the ( ROBERT M.\nHAIG) , 933\n\nFinancing of the American schools, The\n(GEORGE D. STRAYER ) , 158\nFINEGAN, THOMAS E. Educational prog-\n\nress in 1922, 515; The American\nschool program from the standpoint\nof the State, 188\n\n"}
{"page": 1086, "printed_page": null, "text": "1057\n\nINDEX\n\nFISK, JAMES K. The contribution of the\nclassroom teacher toward progress in\neducation from the viewpoint of the\nAmerican Legion, 578\nFOGHT, HAROLD F. The rural school curriculum, 303\nFOOTE, JOHN M. A comparative study of\ninstruction in consolidated and one-\n\nHabit formation, The psychology of ( J.\nV. BREITWIESER) , 558\nHAIG, ROBERT M. The tax problem in\n\nrelation to the financing of public\neducation, 933\nHALE, FLORENCE M. The American\nschool program from the standpoint of\nthe rural school, 202\n\nteacher schools, 812\nFORCE, ANNA LAURA. Report of com-\n\nHAMILTON, JESSIE M. Supervision by the\n\nmittee on the status of the American\n\nHARMAN, A. F. Budget making and\n\nwoman teacher, 484; The status of\nthe American woman teacher, 543\nForeign born, Administration of city\n\nspending by the county, 955\nHARRIS, MARY L. Instruction in the use\nof books and libraries, 725\n\nsupervision in work with the (NINA\n\nHARRIS, THOMAS H. Organizing a State\n\nJ. BEGLINGER) , 695\nForeign relations, Report of committee\n\nschool system for effective service,\n990; The county unit, 796\nHARRISON, GAIL. How are the needs of\n\non (AUGUSTUS O. THOMAS) , 402\n\nprincipals, 545\n\nFRENCH, WILL. The place and significance of extra-curricular activities in\n\nthe primary school period being met?\n717\n\nthe junior high school, 1001\nFresno County, California, The Americanization program of ( HARRIET W.\nMERRILL) , 701\n\nFundamental objectives in commercial\neducation as viewed by the personnel\nmanager (ROY WILLMARTH KELLY) ,\n554\n\nFundamentals of commercial education\n\nas a sales manager sees them, The (R.\nH. MOUSER) , 556\nFunds of the Association, 58\n\nGary system, 444\nGeneral sessions, Program of, 30\nGenius and chance, 153\n\nGeographic districting in the supervision of rural schools, The advantages\nof (ELIZABETH K. RUCKER) , 779\nGLASS, JAMES M. Report of committee\non the reorganization of the seventh,\neighth, and ninth grades, 433\nGODFREY, ANNE M. Citizenship ceremonies, 699\n\nHARTWELL, E. C. What may be done to\nimprove the quality of teaching, 922\nHATCHER, O. LATHAM. The contribution\n\nof the classroom teacher toward progress in education from the viewpoint\nof the business and professional\nwoman, 593\n\nHawaiian schools, 616\nHAYES, HARRIET. The social life of the\n\nhigh school and some of its problems,\n873\n\nHeadquarters : Business division, 108 ;\nDepartment of superintendence, 132 ;\nElementary school service, 122 ; expansion of plant, 100; field, 125 ; legis-\n\nlative, 128 ; organization, 96 ; publications, 113 ; research, 119 ; staff participation in elections prohibited, 100.\nHealth and sanitation, Rural ( JOSEPHINE\nCORLISS PRESTON) , 352\nHealth aspect of the world's children\n(RAY L. WILBUR) , 219\nHealth education, 420\n\nGovernmental aid for educational re-\n\nHealth problems in education, Report of\n\nsearch, 175\nGraph record card, The Brooks individual, 329\nGRAVES, FRANK P. Budget making and\nspending by the State, 960\nGrowth of Association, 86\nGrowth of teachers, Stimulating the\n(FREDERICK H. BAIR) , 915\n\nthe committee on ( THOMAS D. WOOD) ,\n\nGWINN, J. M. Concerning the council,\n427; Report of committee to cooperate\nwith the American Legion, 399 ; The\ncontinuity of education in its relation\nto education for citizenship, 511\n\n259,503\n\nHealth, The women's foundation for\n(MARGARET D. NORDFELDT) , 627\nHENNESSEY, D. L. The work of a city\nsupervisor, 698\n\nHigher education, Department of, 667\nHigh school and some of its problems,\nThe social life of the ( HARRIET\nHAYES) , 873\nHILDEBRAND, JOEL H. Relation between\ncollege and secondary school science,\n856\n\n"}
{"page": 1087, "printed_page": null, "text": "1058\n\nNATIONAL EDUCATION ASSOCIATION\n\nHINES, L. N. Report of visual education,\n531 ; The most effective administrative and taxing unit, 281\n\nIndividual pupil adjustment, The junior\nhigh school as an aid in the solution\n\nof ( W. G. BATE ) , 994\n\nHOLLOWAY, WILLIAM J. What are the\n\nInstruction in the use of books and\n\nactivities of the State supervisor that\n\nlibraries ( MARY L. HARRIS) , 725\nInstructional supervision, What is\n(FANNIE W. DUNN ) , 758\nInternal factors underlying congenital\n\ndirectly influence the results of instruction? 764\n\nHOLMES, HILDA M. The nature and\nimportance of behavior in early childhood, 707\n\nresponses of children\nSTONE) , 710\n\n( CALVIN P.\n\nHope of the nations, The ( M. SAWAY-\n\nInternational coöperation, 414\n\nANAGI ) , 222\nHORN, ERNEST. Who shall make the\ncourse of study and how ? 971\n\nInternational ideals, 418\nInter-racial contacts on the campus,\nSocial conditions arising from (ANNA\nDUDLEY BLITZ ) , 632\nIs vocational education an essential part\n\nHORVATH, HELEN. The plea of an immigrant, 680\n\nHOSIC, JAMES F. Recreational reading\nas part of the present-day curriculum,\n724; The teacher as a student, 164\nHow are the needs of the primary\nschool period being met ? (GAIL\nHARRISON ) , 717\nHow modern business may aid in re-\n\nof the public school program ? (E. E.\nLEWIS) , 1032\nJACKSON, JOSEPHINE A. The use of the\nsubconscious as an ally in education,\n712\n\nJanitor service (RANDALL J. CONDON) ,\n913\n\nconstructing the curriculum (CHARLES\n\nJONES, OLIVE M. Report of committee on\n\nH. JUDD) , 975\nHow the needs of the kindergarten\n\nthe reorganization of elementary education, 255 ; The child and the com-\n\nperiod are being met (LOUISE М.\n\nmercial moving picture, 538 ; The\n\nALDER) , 716\n\nprincipal's multiple functioning, 1018\n\nHuman element in curriculum making,\n\nJONES, ROBINSON G. A program for the\n\nThe ( WILLIAM MCANDREW) , 980\n\ncoming year, 907\nJORDAN, DAVID STARR. What can the\ncolleges and universities do to ele-\n\nIdeals of the American public school,\nThe ( HARRISON S. ROBINSON) , 137\n\nvate the moral tone of the students?\n667\n\nIlliteracy commission, Report of the\n\nJUDD, CHARLES H. Educational research\n\n(CORA WILSON STEWART) , 266\nImmigrant education (EDWARD A.\nSTEINER) , 994\nImmigration, State laws for, 686\nImmigrant education, Why State leadership is needed for ( E. C. VERMILLION ) ,\n\nand the American school program,\n168 ; How modern business may aid\n\n682\n\nImprovement of teachers, 167\nImproving instruction in reading, A\nState program for ( ISOBEL DAVIDSON),\n766\n\nin reconstructing the curriculum, 975 :\nReport of committee to coöperate with\nthe motion picture producers, 243\nJunior college in public education, The\nplace of the (SUSAN M. DORSEY) , 214\nJunior high school, 437\nJunior high school as an aid in the solution of individual pupil adjustment,\nThe ( W. G. BATE) , 994\nJunior high school building to the edu-\n\nIncorporation, Act of,\nIndia and the world ( HEMENDRA K.\nRAKHIT) , 231\nIndividual and group behavior, What\ndominates ( V. H. PODSTATA) , 708\n\nE. LEWIS ) , 999\nJunior high school, The place and sig-\n\nIndividual differences, School counseling\n\nJunior high school, The status of the\n\nand the problem of ( VIRGIL E. DICKSON), 864\n\n(THOMAS H. BRIGGS ) , 999\nJunior high schools, Economic and administrative value of the platoon plan\nin (C. J. TIDWELL) , 998\n\nIndividual method, Pupil progress by\nthe (A. J. STODDARD ) , 996\n\ncational program, Adjusting the (E.\nnificance of extra-curricular activities\n\nin the (WILL FRENCH) , 1001\n\n"}
{"page": 1088, "printed_page": null, "text": "1059\n\nINDEX\n\nKeeping the curriculum alive (AMALIA\nM. BENGTSON) , 968\nKELLY, DANIEL J. The training and development of teachers after entering\n\nthe profession, 1007\nKELLY, ROY WILLMARTH. Fundamental\nobjectives in commercial education as\nviewed by the personnel manager, 554\nKERN, O. J. The contribution of the\nclassroom teacher toward progress in\neducation from the viewpoint of agri-\n\nculture, 584 ; The elements of rural\n\nLibraries in the Pacific Ocean, United\nStates school ( MARY S. LAWRENCE) ,\n727\n\nLibraries of teacher-training institutions, A measuring stick for (W. H.\nKERR) , 737\n\nLife membership movement, 93\nLife memberships, Active, 135\nLocal associations, 101\n\ncivilization in the course of study for\ncountry schools, 834\nKERR, W. H. A measuring stick for\nlibraries of teacher-training institu-\n\nMCANDREW, WILLIAM. The human element in curriculum making, 980\nMCCAULEY, Mrs. E. S. H. What the\nvocational schools are doing for our\ngirls, 1029\n\ntions, 737; Conference on reading\n\nMACDONALD, N. C. Rural school ad-\n\ncircles, 731\n\nministration and supervision, 318\n\nKIMBALL, JUSTIN F. The superinten-\n\nMaking the school curriculum (Н. В.\n\ndent's relation to his supervisors, 1013\n\nWILSON) , IOIO\nMARSH, E. P. The contribution of the\nclassroom teacher toward progress in\n\nKindergarten education, Department of,\n705\n\nKindergarten period are being met,\n\nHow the needs of the ( LOUISE M.\nALDER) , 716\n\nLAKE, CHARLES H. The stabilizing factor in education, 1023\nLANG, ALBERT R. Classroom teachers'\norganizations, 594\nLATHROP, EDITH A. Standardization of\nrural schools, 345\nLAWRENCE, MARY S. United States\n\nschool libraries in the Pacific Ocean,\n727\n\nLeadership in education, 1023\n\neducation from the viewpoint of labor,\n580\n\nMAXWELL, G. W. Report of committee\n\non American teachers' colleges, 483\nMeaning of the world conference, The\n(E. J. SAINSBURY) , 225\nMeasuring stick for libraries of teachertraining institutions, A (W. H. KERR),\n737\n\nMeeting of board of directors, 82\n\nMembership, Confusion in, 89\nMERRILL, HARRIET W. The Americanization program of Fresno County,\nCalifornia, 701\n\nLEE, EDWIN A. Vocational education in\nCalifornia, 1039\n\nMethod of teaching typewriting based\nupon a psychological\nanalysis of\n\nLegislative commission, Report of, 397\nLegislative division, Report of field\n\nexpert typing ( J. E. COOVER ) , 561\nMILLIKAN, ROBERT A. Science and human affairs, 845\nMinutes of the new board of directors,\n\nsecretary, 128\n\nLeisure time (HENRY TURNER BAILEY) ,\n925\n\nLEWIS, E. E. Adjusting the junior highschool building to the educational program, 999 ; Is vocational education an\nessential part of the public school program ? 1032\nLibrary defined in dollars and cents,\nThe elementary school ( C. C. CERΤΑΙΝ), 646\nLibrary department, program, 719\nLibrary problems in training teachers\n(MABEL ZOE WILSON) , 730\n\nLibrary resources and objectives (Jor\nELMER MORGAN) , 727\n\n85\n\nMinutes of new executive committee, 82\nMinutes of representative assembly, 36\n\nMOEHLMAN, ARTHUR B. The city school\nbudget, 949\nMontana schools, 805\n\nMONTGOMERY, MATTIE M. The contribution of the classroom teacher toward\n\nprogress in education-in the interest\nof the Towner-Sterling Bill, 610\nMoral tone of the students ? What can\n\nthe colleges and universities do to\nelevate the (DAVID STARR JORDAN) ,\n667\n\n"}
{"page": 1089, "printed_page": null, "text": "1060\n\nNATIONAL EDUCATION ASSOCIATION\n\nMORGAN, JOY ELMER. Report of com-\n\nNeeds of the nursery period, The (EDNA\n\nmittee on standards for educational\n\nRICH MORSE) , 714\nNeeds of the primary school period\nbeing met? How are the (GAIL HARRI-\n\njournals, 637; Report of division of\npublications, 113 ; Library resources\nand objectives, 727\nMORSE, EDNA RICH. The needs of the\nnursery period, 714\nMORTENSON, PETER A. Chicago's public\nschool classes for crippled children,\n916\n\nSON) , 717\n\nNew board of directors, Minutes of, 85\nNew executive committee, Minutes of, 82\nNEWLON, JESSE H. Attitude of the\nteacher toward supervision, 548 ; Report of the commission on the coordi-\n\nMost effective administrative and taxing\nunit, The (LINNAEUS N. HINES) , 281\n\nNon-school activities, Ways and means\n\nMotion picture, producers, Report of\n\nfor a closer union between the school\n\ncommittee to coöperate with ( CHARLES\nH. JUDD) , 243\n\nNORDFELDT, MARGARET D. The Women's\n\nnation of research agencies, 390\n\nand ( WILLIAM WIRT), 444\n\nfoundation for health, 627\n\nMotion pictures, 542\nMoving picture, The child and the commercial ( OLIVE M. JONES ) , 538\nMOUSER, R. H. The fundamentals of\n\nNormal schools and teachers colleges,\nPractical standards for the development of rural education departments\n\ncommercial education as a sales man-\n\nin (ROSAMOND ROOT) , 784\nNormal schools, Department of, pro-\n\nager sees them, 556\n\nMusic education, Department of, pro-\n\ngram, 737\n\nNation, The American school program\n\nNorth Carolina schools, 801\nNORTON, J. K. Report of research division, 119\n\nfrom the standpoint of the ( ELLWOOD\n\nNursery period, The needs of the (EDNA\n\ngram, 733\n\nP. CUBBERLEY) , 180\n\nRICH MORSE) , 714\n\nNational Council of Education, officers\nand members for 1923-24, 508\nNational Council of Education, secretary's minutes, 425, 506\n\nNational Education Association, A program for the ( WILLIAM B. OWEN) ,\n924\n\nNational system of public schools, A\nunified, universally educated, efficient\n.nation demands a ( SAMUEL P. CAPEN) ,\n\nObjectives of part-time education for\nboys ( D. O. BRILLHART) , 527\nOfficers of the Association for 1922-23,\n17; for 1923-24, 27\n\nOld-world culture, The American public schools and (H. B. WILSON) , 700\n\nOne-teacher schools, Instruction in, $12\nOpen forum on part-time education, 501\nOpening addresses, Department of\n\n1003\n\nsuperintendence, 892\nNationalized system of education: the\nspirit of democracy, as well as the\nAmerican Constitution requires that\neducation be left to the States (M. G.\nCLARK), 1004\nNations, The hope of the ( M. SAWAY-\n\nOrganization,\n\nResponsibility\n\nof the\n\nboard of education in modern school\n\n(J. H. BENTLEY) , 986\nOrganizing a State school system for\n\neffective service (THOMAS H. HARRIS),\n990\n\nANAGI) , 222\n\nOutdoor gymnasium ( THEODORE SAAM) ,\n\nNature and importance of behavior in\n911\n\nearly childhood,\n\nThe\n\n( HILDA M.\n\nHOLMES) , 707\nNEALE, P. W. Social needs in rural life,\n\nOWEN, WILLIAM B. A program for the\nNational Education Association, 924\n\nOWSLEY, ALVIN M. What constitutes\n\n363\n\nNecessity of the county unit for the effi-\n\nAmerican citizenship, 900\n\ncient administration of rural schools\nNeed for vocational education of women\n\nPan-Pacific Union and education, The\n(FRANK F. BUNKER) , 139\n\nand girls, The ( RUTH MARY WEEKS),\n\nParenthood, Education for (ALMA L\n\n(BENJAMIN J. BURRIS) , 789\n\n1043\n\nNeed of professional leadership in education, The (J. H. BEVERIDGE) , 429\n\nBINZEL) , 148\n\nParent power-a school auxiliary ( Mrs.\nA. H. REEVE) , 176\n\n"}
{"page": 1090, "printed_page": null, "text": "INDEX\n\nPart of the county superintendent in\nrural school supervision (A. G. YAW-\n\n1061\n\nPart-time and evening school classes,\nExtending school service in (A. H.\nEDGERTON) , 1025\n\nPre-service training of teachers, The\n(AMBROSE L. SUHRIE) , 1006\nPresident's address of music department\n(GLENN H. WOODS ) , 734\nPRESTON, JOSEPHINE CORLISS. Rural\nhealth and sanitation, 352\n\nPart-time education for boys, Objectives\n\nPrimary school period being met, How\n\nBERG) , 772\n\nare the needs of the ( GAIL HARRISON ) ,\n\nof ( D. O. BRILLHART) , 527\n\nPart-time education, Open forum on,\n501\n\nPart-time education, The possibilities of\n(ROBERT O. SMALL) , 494\nPATTERSON, EDITH MCCLURE. Thrift\n\neducation, 147\nPensions, Report of the committee on\n(PHILIP E. CARLSON ) , 376\nPermanent fund, 58, 6z\n\nPersonality in teaching, Woman's (A.\nE. WINSHIP) , 544\nin commercial\n\nviewed by the\nKELLY), 554\n\nPhysical\n\nPrincipal and the superintendent, 1014\nPrincipal's contribution to education,\n1019\n\nPrincipal's multiple functioning, The\n(OLIVE M. JONES) , 1018\nPrincipal's point of view, The project\nmethod from the ( THOMAS AGNEW) ,\n660\n\nPrincipals, Supervision by the ( JESSIE\nM. HAMILTON ) , 545\n\nPersonnel manager, Fundamental objectives\n\n717\n\neducation\n\n(RoY\n\neducation,\n\nas\n\nWILLMARTH\n\nPrinciples and types of curricular development ( OTIS W. CALDWELL ) , 962\nPritchett report, 102\nProfessional and social status of Ameri-\n\nDepartment\n\nof,\n\nminutes, 744\nPICKELL, FRANK G. Some problems in\n\ncan women teachers, 486\nProfessional leadership in education,\nThe need of (J. H. BEVERIDGE ) , 429\n\neducation,\n\nProgram for the coming year, A (ROBIN-\n\nreorganizing\n\nsecondary\n\n1015\n\nPlace and significance of extra-curricular activities in the junior high school,\nThe (WILL FRENCH ) , 1001\nPlace and value of extra-curricular ac-\n\ntivities in the high school, The ( H. E.\nWINNER) , 1021\nPlace of the junior college in public\n\neducation, The ( SUSAN M. DORSEY),\n214\n\nPlatoon plan in junior high schools, Eco-\n\nSON G. JONES ) , 907\nProgram for the National Education Association, A ( WILLIAM B. OWEN) , 924\nProgram of general sessions, 30\nProgress in education from the viewpoint of the American Legion, The\ncontribution of the classroom teacher\n\ntoward ( JAMES K. FISK) , 578\n\nProgress in education in 1922 (A. E.\nWINSHIP) , 893\n\nProgress in education, The contribution\n\nnomic and administrative value of the\n\nof the\n\n(C. J. TIDWELL) , 998\n\n(EFFIE MACGREGOR) , 618\n\nclassroom\n\nteacher\n\ntoward\n\nPlea of an immigrant, The ( HELEN HOR-\n\nProject method from the principals' point\n\nVATH) , 680\nPODSTATA, V. H. What dominates individual and group behavior, 708\nPossibilities of part-time education\n(ROBERT O. SMALL) , 494\nPossibilities of the elementary school\nprincipalship from the superinten-\n\nof view, The ( THOMAS AGNEW) , 660\nPsychological analysis of expert typing,\nA method of teaching typewriting\nbased upon a, 561\nPsychological testing, 173\n\ndent's point of view ( HERBERT S.\nWEET) , 654\nPractical standards for the development\nof rural education departments in\nnormal schools and teachers colleges\n(ROSAMOND ROOT) , 784\nPractical suggestions for the organization of citizenship classes to bring\n\nabout citizen's participation (FREDERICK P. WOELLNER) , 676\n\nPsychology of habit formation, The (J.\nV.. BREITWIESER ) , 558\nPublic education, The elementary school\nprincipal's contribution to ( IDE G.\nSARGEANT) , 1019\n\nPublic education, The place of the\njunior college in ( SUSAN M. DORSEY) ,\n214\n\nPublications division, 113\n\nPublicity for rural education ( CARTER\nALEXANDER) , 271\n\n"}
{"page": 1091, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1062\n\neducation an essential part of the (E.\n\nReport of committee on health problems\nin education ( THOMAS D. WOOD) , 259,\n\nE. LEWIS) , 1032\nPupil progress by the individual method\n(A. J. STODDARD ) , 996\n\nReport of committee on pensions (PHILIP\nE. CARLSON) , 376\n\nPublic school program, Is vocational\n\n503\n\nReport of committee on resolutions, 54\nQuality of teaching, What may de done\nto improve the (E. C. HARTWELL) ,\n922\n\nReport of committee on salaries (E. S.\nEVENDEN) , 241\nReport of committee on standards for\n\njournals\n\neducational\nRAKHIT, HEMENDRA K. India and the\nworld, 231\nRARICK, C. E. Selling rural education to\nthe public in Kansas, 827\n\n(JOY ELMER\n\nMORGAN ) , 637\nReport of committee on tenure (HARLAN\nUPDEGRAFF) , 370\nReport of committee on the reorganiza-\n\nReading, A State program for improving\ninstruction in ( ISOBEL DAVIDSON ) , 766\n\ntion of elementary education (OLIVE\n\nReading circles, Conference on (WILLIS\n\nReport of committee on the reorganiza-\n\nH. KERR) , 731\n\nRecreation and social life, Rural ( MACY\nCAMPBELL) , 358\nRecreational reading as part of the\npresent-day curriculum (JAMES F.\nHOSIC) , 724\nREEVE, MRS. A. H. Parent power-a\nschool auxiliary, 176\nReference librarian, \" Seventeen \" and\nthe ( LUCILE F. FARGO) , 721\nReferences on rural education, 369\nRelation between college and secondary\n\nschool science (JOEL H. HILDEBRAND),\n856\n\nRelation\n\nM. JONES ) , 255\ntion of the seventh, eighth, and ninth\ngrades ( JAMES M. GLASS ) , 433\nReport of committee on the status of the\nAmerican\n\nwoman\n\nteacher\n\n(ANNA\n\nLAURA FORCE), 484\nReport of committee on the status of the\n\nsuperintendent (C. E. CHADSEY) , 903\nReport of the committee on the teaching\n\nof democracy (A. DUNCAN YOCUM) ,\n447\n\nReport of committee on thrift education\n\n(ARTHUR H. CHAMBERLAIN ) , 393\n\nReport of committee to cooperate with\nthe American Legion (J. M. GWINN),\n\nbetween\n\nschools\n\nand\n\nother\n\n399\n\nsocial agencies ( H. RALPH DAVIS ) , 690\n\nReport of committee to coöperate with\n\nReligious education in Gary, Indiana,\n\nthe American School Citizenship\nLeague (FANNIE FERN ANDREWS) , 396\nReport of committee to cooperate with\nthe motion picture producers ( CHARLES\nH. JUDD) , 243\nReport of Continental Trust Co. , 67\nReport of editorial council ( WILLIAM C\n\n444\n\nReorganization of education in the\n\nUnited States Government, The ( JOHN\nJ. TIGERT) , 894\n\nReorganization of elementary education,\nReport of committee on the ( OLIVE M.\nJONES) , 255\nReorganization of the seventh, eighth,\nand ninth grades, Report of committee\non the ( JAMES M. GLASS) , 433\n\nReorganizing secondary education, Some\nproblems in ( FRANK G. PICKELL),\n\nBAGLEY) , 257\n\nReport of executive committee for the\nboard of directors, 77\n\nReport of illiteracy commission ( CORA\nWILSON STEWART ) , 266\n\nReport\n\nof\n\nlegislative\n\ncommission\n\n1015\n\nReport of auditor, 63\nReport of commission on the coördina-\n\ntion of research agencies ( JESSE H.\nNEWLON) , 390\nReport of committee on American teachers colleges ( G. W. MAXWELL) , 483\nReport of committee on character education (MILTON BENNION) , 250, 491\nReport of committee on foreign relations\n(AUGUSTUS O. THOMAS) , 402\n\n(GEORGE D. STRAYER) , 397\nReport of secretary, 86\nReport of treasurer, 72\nReport of trustees, 58\n\nReport on visual education\n\n(L. N.\n\nHINES) , 531\nReports: American Legion, 399 ; Ameri-\n\ncan school citizenship league, 396 ;\nAmerican teachers ' colleges, 483 ; auditor, 63 ; character education, 250, 491 ;\n\n"}
{"page": 1092, "printed_page": null, "text": "1063\n\nINDEX\n\nContinental Trust Co., 67 ; coördination\n\nof research agencies, 390; editorial\ncouncil, 257 ; executive committee for\nboard of directors, 77 ; foreign relations, 402; health problems, 259, 503 ;\n\nilliteracy, 266 ; legislative, 397 ; motion\npicture producers, 243; pensions, 376 ;\nreorganization of elementary education, 255 ; reorganization of seventh,\neighth, and ninth grades, 433 ; resolutions, 54; salaries, 241 ; secretary, 86 ;\nstandards for educational journals,\n637; status of the American woman\nteacher, 484; status of the superintendent, 903; teaching of democracy,\n\n447; tenure, 370; thrift education,\n393 ; treasurer, 723; trustees, 58 ; visual education, 531\nRepresentative assembly, Minutes of, 36\nResearch agencies, Report of the com-\n\nmission on the coördination of ( JESSE\nH. NEWLON) , 390\nResearch division report, 119\nReserve fund recommended, 92\nResolutions committee, Report of, 54\nResolutions of the department of superintendence, 887\nResponsibility of the board of education\nin modern school organization (J. H.\nBENTLEY) , 986\n\nResponsibility of the State for a program\nof vocational education ( H. B. WILSON) , 1034\n\nResponsibility of the superintendent to\nthe public (DAVID A. WARD) , 1012\nResponse to address of welcome ( ALBERT\nE. WINSHIP) , 145\nRetirement system, 379\nREUTERDAHL, ARVID. The contribution of\n\nthe class room teacher toward progress\nin education from the viewpoint of\nbusiness, 588\nRICHARDS, FLORENCE LORING. The teaching load of a dean of women in a\nState teachers college-what shall it\nbe? 635\n\nROWELL, PERCY E. The rôle of science\nin education, 848\nRUCKER, ELIZABETH K. The advantages\nof geographic districting in the supervision of rural schools, 779\nRural citizenry and vocational education in agriculture, 1036\nRural civilization in the course of study\n\nfor country schools, The elements of\n(O. J. KFRN) , 834\nRural districts, The status of the woman\nteacher in ( MARY C. C. BRADFORD) ,\n490\n\nRural education, Department of, minutes,\n745, 826\n\nRural education departments in normal\nschools and teachers colleges, Practical standards for the development of\n(ROSAMOND Root) , 784\n\nRural education, Final report of the\ncommittee on ( JOHN F. SIMS ) , 270\nRural education, Publicity for ( CARTER\nALEXANDER) , 271\nRural education, References on, 369\nRural education, The economic background of (AARON SAPIRO) , 750\nRural education to the public in Kansas,\n\nSelling ( C. E. RARICK) , 827\nRural health and sanitation ( JOSEPHINE\nCORLISS PRESTON ) , 352\n\nRural life conservation, 424\nRural life, Social needs in (P. W.\nNEALE) , 363\n\nRural recreation and social life ( MACY\nCAMPBELL) , 358\nRural school administration and supervision ( N. C. MACDONALD) , 318\nRural school and its interdependence\nwith the city school system, The new\n\n(GRACE G. STANLEY) , 643\nRural school curriculum, The ( HAROLD\nW. FOGHT) , 303\n\nRural school supervision, Part of the\ncounty superintendent in (A. G. YAWBERG) , 772\n\nRITTER, WILLIAM E. Why teach science\n\nRural school, The American school pro-\n\nat all? 854\nROBINSON, HARRISON S. The ideals of\n\ngram from the standpoint of the\n\nthe American public school, 137\nRôle of science in education, The ( PERCY\nE. ROWELL) , 848\n\nRoor, ROSAMOND. Practical standards\nfor the development of rural educa-\n\ntion departments in normal schools\nand teachers colleges, 784\nRound holes, Square pegs and (H. В.\nBRUNER) , 1001\n\n(FLORENCE M. HALE ) , 202\nRural schools, Consolidation of (ADELAIDE S. BAYLOR ) , 285\nRural schools, Necessity of the county\nunit for the efficient administration of\n\n(BENJAMIN J. BURRIS), 789\nRural schools,\nStandardization of\n(EDITH A. LATHROP) , 345\nRural schools, Tests and measurements\nin (FRED D. CRAM ) , 322\n\n"}
{"page": 1093, "printed_page": null, "text": "1064\n\nNATIONAL EDUCATION ASSOCIATION\n\nRural schools, The advantage of geographic districting in the supervision\n\n128; publications division, 113 ; research division, 119\n\" Seventeen \" and the reference librarian\n\nof (ELIZABETH K. RUCKER) , 779\n\nRural teacher training and demonstration schools (JOHN F. SIMS) , 308\n\n(LUCILE F. FARGO) , 721\n\nSHANKLAND, S. D. Report of department\nof superintendence, 132\n\nelementary\n\nSilent reading, 769\nSIMS, JOHN F. Final report of the committee on rural education, 270 ; Rural\nteacher training and demonstration\nschools, 308 ; summary and recommendations, 364\nSKIDMORE, H. M. To what extent does\nvocational education in agriculture\ncontribute in producing a trained rural\ncitizenry, 1036\nSMALL, ROBERT O. The possibilities of\npart-time education, 494\n\nschool principal's contribution to pub-\n\nSMITH, FLORA D. The work of city super-\n\nlic education, 1019\nSAWAYANAGI, M. The hope of the na-\n\nSocial agencies, Relation between schools\n\nSAAM, THEODORE. Outdoor gymnasium,\n911\n\nSAINSBURY, E. J. The meaning of the\nworld conference, 225\nSalaries, Report of committee on ( E. S.\nEVENDEN) , 241\n\nSales manager sees them, The fundamentals of commercial education as a\n\n(R. H. MOUSER ) , 556\nSAPIRO, AARON. The economic back-\n\nground of rural education, 750\nSARGEANT,\n\nIDE\n\nG.\n\nThe\n\ntions, 222\n\nvision, 694\nand other (H. RALPH DAVIS) , 690\n\nSchool administration, Department of,\n842\n\nSchool costs, 929, 938 , 944\nSchool costs reduced, 104\n\nSchool counseling and the problem of\nindividual differences\nDICKSON) , 864\n\n(VIRGIL\n\nE.\n\nSchool provisions for the exceptional\nchild (GUY T. BUSWELL) , 997\nSchool survey and its consequences, A\ncomprehensive ( GEORGE D. STRAYER) ,\n1016\n\nScientific tests, Secondary school counsel-\n\nSocial conditions arising from the interracial contacts on the campus (ANNE\nDUDLEY BLITZ) , 632\nSocial life of the high school and some\nof its problems, The ( HARRIET HAYES ) .\n873\n\nSocial needs in rural life (P. W.\nNEALE) , 363\nSocial program of the high school, Educational implications of the ( SARAH\nM. STURTEVANT) , 878\nSome problems in reorganizing secondary education (FRANK G. PICKELL),\n1015\n\ning based on ( C. L. BIEDENBACH) , 868\nScience and human affairs (ROBERT A.\nMILLIKAN) , 845\n\nSquare pegs and round holes ( H. В.\n\nScience in education, The rôle of (PERCY\n\nStabilizing factor in education, The\n\nE. ROWELL) , 848\nScience instruction, Department of, 843\nScience, Relation between college and\n\n(CHARLES H. LAKE) , 1023\nStandardization of consolidated schools,\nThe (MACY CAMPBELL) , 809\nStandardization of rural schools ( EDITH\nA. LATHROP) , 345\n\nsecondary school\n\n(JOEL H. HILDE-\n\nBRAND) , 856\nScience sequence, Considerations which\nled to the proposal of a six-year (OTIS\nW. CALDWELL) , 851\n\nBRUNER) , 1001\n\nStandardizing school costs, 938\nStandards for educational journals, 637\n\nSecondary education reorganized, 1015\nSecondary school counseling based on\nscientific tests (C. L. BIEDENBACH) , 868\n\nSTANLEY, GRACE G. The new rural\nschool and its interdependence with\nthe city school system, 643\nSTARK, WILLIAM E. The superintendent\nand his teachers, 995\n\nSelling rural education to the public in\n\nState, Budget making and spending by\n\nSecondary education, Department of, 861\n\nKansas ( C. E. RARICK) , 827\n\nSecretary's report, 86; business division,\n108 ; department of superintendence,\n\n132, elementary school service, 122 ;\nfield division, 125 ; legislative division,\n\nthe (FRANK P. Graves ) , 960\n\nState departments of vocational education, 1034\n\nState leadership for immigrant education needed, 682\n\n"}
{"page": 1094, "printed_page": null, "text": "INDEX\n1065\n\nState organization, Types of ( LILLIAN\nP. CLARK) , 686\n\nState program for improving instruction\nin reading, A ( ISOBEL DAVIDSON ) , 766\nState school system for effective service,\nOrganizing a ( THOMAS H. HARRIS) ,\n990\n\nState supervisor's activities, 764\nState, The American school program\nfrom the standpoint of the ( THOMAS\nE. FINEGAN ) , 188\n\nStatus of American women teachers, 486,\n543\n\nStatus of the classroom teacher, The\n(CORNELIA S. ADAIR) , 487\n\nStatus of the junior high school, The\n(THOMAS H. BRIGGS) , 999\nStatus of the woman teacher in rural\n\ndistricts, The ( MARY C. C. BRADFORD ) ,\n490\n\nSTEINER, EDWARD A. Immigrant education, 994\n\nSULLIVAN, JULIA E. Contribution of the\nclassroom teacher toward progress in\neducation in securing equal salary for\nequal service, 606\n\nSuperintendent and his teachers, The\n( WILLIAM E. STARK ) , 995\nSuperintendent, Report of committee on\n\nthe status of the ( C. E. CHADSEY ) , 903\nSuperintendent's point of view of the\nelementary school principalship ( HERBERT S. WEET ) , 654\n\nSuperintendent's relationship to his principals, The ( CHARLES S. CLARK) , 1014\nSuperintendent's relation to his supervisors, The ( JUSTIN F. KIMBALL) , 1013\nSuperintendent's responsibility to the\npublic, 1012\n\nSupervision, Attitude of the teacher toward ( JESSE H. NEWLON ) , 548\nSupervision by the principals ( JESSIE M.\nHAMILTON) , 545\n\nSTEWART, CORA WILSON. Report of illiteracy committee, 266\nStimulating the growth of teachers\n\nSupervision of rural schools, 795\nSupervision of rural schools, The advantages of geographic districting in\n(ELIZABETH K. RUCKER) , 779\nSupervisors, The superintendent's relation to his ( JUSTIN F. KIMBALL) , 1013\nSupreme values in education ( ELMER\n\n(FREDERICK H. BAIR ) , 915\nSTODDARD, A. J. Pupil progress by the\n\nBURRITT BRYAN) , 889\nSurveying school systems, 172\n\nindividual method, 996\nSTONE, CALVIN P. Internal factors underlying congenital responses of children, 710\n\nSuspended animation in English education ( JOHN ADAMS ), 523\n\nSTEINER, H. R. The county superintendent, 320\n\nStereopticon views, 542\n\nSTRAYER, GEORGE D. A comprehensive\nschool survey and its consequences,\n1016 ; Report of the legislative commission, 397 ; The cost and the fiscal\nadministration of schools : some facts\n\nfrom the educational finance inquiry,\n929; The financing of the American\nschools, 158\nSTURTEVANT, SARAH M. Educational im-\n\nplications of the social program of the\n\nTalent, The conservation of ( LEWIS M.\nTERMAN) , 152\n\nTalks to freshmen-their content and\nvalue ( MARY LOUISE BROWN) , 634\nTax problem in relation to the financing\nof public education, The ( ROBERT M.\nHAIG) , 933\n\nTaxation, County unit of, 790\nTaxes cut, 104\n\nTaxing unit, The most effective administrative and ( LINNAEUS N. HINES) ,\n281\n\nhigh school, 878\nSubconscious as an ally in education,\n\nThe use of the ( JOSEPHINE A. JACKSON) , 712\n\nSubsidizing the department of superintendence, 907\n\nSuggestions for county surveys ( KATHERINE M. Cоок) , 342\nSuggestions on the report of the committee on the status of the superintendent ( N.L. ENGELHARDT) , 905\nSUHRIE, AMBROSE L. The pre- service\n\nTeacher as a student, The ( JAMES F.\nHosic) , 164\nTeacher training and demonstration\n\nschools, Rural ( JOHN F. SIMS ) , 308\nTeachers after entering the profession,\nThe training and development of\n(DANIEL J. KELLY) , 1007\n\nTeachers colleges, Report of committee\non American ( G. W. MAXWELL) , 483\n\nTeachers ' organizations, 594\nTeachers' pensions, Federal aid for\n(CHARLES E. BROOKS and HERMAN L.\n\ntraining of teachers, 1006\nEKERN) , 378\n\n"}
{"page": 1095, "printed_page": null, "text": "1066\n\nNATIONAL EDUCATION ASSOCIATION\n\nTeaching, Improving the quality of, 922\nTeaching load of a dean of women in a\nState teachers college. What shall it\nbe? The ( FLORENCE , LORING RICHARDS) , 635\nTeaching of democracy, Report of the\non the (A. DUNCAN\ncommittee\nYOCUM) , 447\nTenure, Report of the committee on\n(HARLAN UPDEGRAFF) , 370\nTERMAN, LEWIS M. The conservation of\ntalent, 152\nTests and measurements in reading, 768\nTests and measurements in rural schools\n\n(FRED D. CRAM ) , 322\n\nTypewriting based upon a psychological\nanalysis of expert typing, A method\nof teaching ( J. E. COOVER) , 561\nUnified, universally educated, efficient\nhation demands a national system of\npublic schools, A (SAMUEL P. CAPEN ) ,\n1003\n\nUnited States school libraries in the Pa-\n\ncific Ocean ( MARY S. LAWRENCE ) , 727\n\nUniversal education, 422\nUPDEGRAFF, HARLAN. Report of the committee on tenure, 370\nUse of the subconscious as an ally in\neducation, The (JOSEPHINE A. JACKSON) , 712\n\nTesting gifted children, 152\nTHOMAS, AUGUSTUS O. Education and\nworld progress, 237 ; Report of committee on foreign relations, 402\nTHRELKELD, A. L. Conclusions based on\nquestionnaire concerning certain aspects of the professional and social\nstatus of American women teachers,\n486\n\nThrift\n\neducation,\n\n( EDITH MCCLURE\n\nPATTERSON) , 147\n\nThrift education, Report of the committee on (ARTHUR H. CHAMBERLAIN ) ,\n393\n\nVerification of act to incorporate, July\n10, 1907, 14\n\nVERMILLION, E. C. Why State leadership\nis needed for immigrant education, 682\nViewpoint of agriculture, The contribution of the classroom teacher toward\n\nprogress in education from the (O. J.\nKERN), 584\nViewpoint of business, The contribution\nof the classroom teacher toward progress in education from the (ARVID\nREUTERDAHL) , 588\n\nViewpoint of labor, The contribution of\n\nTIDWELL, C. J. Economic and administrative value of the platoon plan in\njunior high schools, 998\n\nthe classroom teacher toward progress\nin education from the (E. P. MARSH),\n\nTIGERT, JOHN J. The reorganization of\n\nViewpoint of the business and profes-\n\neducation in the United States Government, 894\nTo what extent does vocational educa-\n\ntion in agriculture contribute in pro-\n\nsional woman, The contribution of the\nclassroom teacher toward progress in\neducation from the (O. LATHAM\nHATCHER) , 593\n\nducing a trained rural citizenry ? (H.\n\nViewpoint of the American Legion, The\n\nM. SKIDMORE) , 1036\nTowner-Sterling Bill, 610\nTraining and development of teachers\n\n580\n\ncontribution of the classroom teacher\n\ntoward progress in education from the\n(JAMES K. FISK ) , 578\nVisual aids and how to handle them\n\nafter entering the profession, The\n(DANIEL J. KELLY) , 1007\nTraining for teachers, 186\n\nTraining of teachers, The pre-service\n(AMBROSEL. SUHRIE) , 1006\n\nTraining teachers, Library problems in\n(MABEL ZOE WILSON) , 730\nTreasurer's report, 72\nTRUMPER, MAY. The county unit in\nMontana, 805\n\nTwo phases of what the schools do in\nrelation to what they cost (HERBERT\nH. BRUNER) , 938\nTypes of State organization ( LILLIAN P.\nCLARK), 686\n\n(ERNESTL. CRANDALL) , 540\nVisual education in community center\nwork (SUSAN M. DORSEY) , 534\nVisual education, Report on (L. N.\nHINES) , 531\nVocational education, Department of,\n1025, 1035\n\nVocational education for women and\n\ngirls, 1043\nVocational education in agriculture contribute in producing a trained rural\n\ncitizenry, To what extent does (H. M\nSKIDMORE) , 1036\nVocational\n\neducation\n\n(EDWIN A. LEE) , 1039\n\nin\n\nCalifornia\n\n"}
{"page": 1096, "printed_page": null, "text": "1067\n\nINDEX\n\nVocational education, Responsibility of\nthe State for a program of (H. B.\nWILSON) , 1034\nVocational schools, 1029, 1032\n\nWARD, DAVID A. Responsibility of the\nsuperintendent to the public, 1012\nWays and means for a closer union\nbetween the school and the non-school\n\nactivities ( WILLIAM WIRT) , 444\nWEBER, H. C. The year- round school,\n1008\n\nWEEKS, RUTH MARY. The need for vocational education of women and girls,\n1043\n\nWEET, HERBERT S. Possibilities of the\nelementary school principalship from\nthe superintendent's point of view, 654 ;\nWhat the schools do in relation to\n\nwhat they cost, 944\nWEST, ANDREW F. The classical investigation, 219\nWhat are the activities of the State\n\nsupervisor that directly influence the\nresults of instruction ( WILLIAM J.\nHOLLOWAY) , 764\n\nWhat can the colleges and universities\n\nWilson County, N. C., schools, 803\nWILSON, H. B. Making the school cur-\n\nriculum, 1010 ; The American public\nschools and old-world culture, 700;\nThe new elementary school curricu-\n\nlum, 644; Responsibility of the States\nfor a program of vocational education,\n1034\n\nWILSON, MABEL ZOE. Library problems\nin training teachers, 730\nWINN, AGNES S. Report of elementary\nschool service division, 122\nWINNER, H. E. The place and value of\nextra -curricular activities in the high\nschool , 1021\n\nWINSHIP, A. E. Progress in education\nin 1922, 893 ; Response to address of\n\nwelcome, 145 ; Woman's personality\nin teaching, 544\nWIRT, WILLIAM . Ways and means for a\ncloser union between the school and\n\nthe non-school activities, 444\nWOELLNER, FREDERICK P. Practical suggestions for the organization of citizenship classes to bring about citizen's\nparticipation, 676\nWoman teacher in rural districts, The\nstatus of the ( MARY C. C. BRADFORD) ,\n\ndo to elevate the moral tone of the\n490\n\nstudents ? (DAVID STARR JORDAN ) , 667\n\nWoman's personality in teaching (A. E.\n\nWhat constitutes American citizenship\n(ALVIN M. OWSLEY) , 900\n\nWINSHIP) , 544\nWomen in education (PRINCESS SANTA\nBORGHESE) , 228\nWomen's foundation for health, The\n(MARGARET D. NordFELDT) , 627\n\nWhat dominates individual and group\nbehavior ( V. H. PODSTATA) , 708\nWhat I most desire of my assistant\nsuperintendent ( THOMAS R. COLE ) , 920\nWhat is a citizen ? ( ARTHUR D. DEAN ) ,\n676\n\nWhat is instructional supervision ?\n(FANNIE W. DUNN) , 758\nWhat maybe done to improve the quality of teaching (E. C. HARTWELL) , 922\nWhat the schools do in relation to what\n\nthey cost (HERBERT S. WEET) , 944\nWhat the vocational schools are doing\n\nfor our girls (MRS. E. S. H. McCAULEY) , 1029\n\nWho shall make the course of study and\nhow ? ( ERNEST HORN ) , 971\nWhy State leadership is needed for immigrant education (E. C. VERMILLION) , 682\nWhy teach science at all ? ( WILLIAM Е.\nRITTER), 854\nWILBUR, RAY L. Health aspect of the\nworld's children, 219\nWILLIAMS, CHARL O. Report of legislative division, 128\n\nWOOD, THOMAS D. Report of the committee on health problems in education, 259, 503\n\nWOOD, WILL C. Address of welcome,\n141 ; Citizenship through education,\n208\n\nWOODS, GLENN H. President's address,\n734\n\nWord of greeting from the president of\nthe science department, 844\nWork of a city supervisor, The ( D. L.\nHENNESSEY) , 698\n\nWork of city supervision, The ( FLORA\nD. SMITH) , 694\nWorld conference on education, 106 ;\nfindings of, 402\n\nWorld conference, The meaning of the\n(E. J. SAINSBURY) , 225\n\nWorld progress, Education and (AUGUSTUS O. THOMAS) , 237\nWorld's children, Health aspect of the\n(RAY L. WILBUR) , 219\n\n"}
{"page": 1097, "printed_page": null, "text": "1068\n\nNATIONAL EDUCATION ASSOCIATION\n\nWorld, India and the ( HEMENDRA Κ.\nRAKHIT) , 231\nYAWBERG, A. G. Part of the county\nsuperintendent in rural school supervision, 772\n\nYear-round school, The ( H. C. WEBER) ,\n1008\n\nYOCUM, A. DUNCAN. Report of the committee on the teaching of democracy,\n447; Reports on character education\nobjectives, 253\nYOST, MARY. The extra-mural activities\n\nof a dean of women-what shall they\nbe? 631\n\n"}
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{"page": 1106, "printed_page": null, "text": "BOUND\n\nUNIVERSITY OF MICHIGAN\n\nOCT 141926\n39015 03587 0420\n\nNIV. OF MICH\nLIBRARY\n\n"}
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