This is a reproduction of a library book that was digitized by Google as part of an ongoing effort to preserve the information in books and make it universally accessible. https://books.google.com B 1,081,271 1837 ARTES SCIENTIA IC HIGAN UNIVERSITYOFM LIBRARY VERITAS OF THE TUEBOR SI- QURHIS PENINSUL AMIENAM AM CIRCU MSPIC E EDUCATION L 13 N281 NATIONAL EDUCATION ASSOCIATION = OF THE UNITED STATES Addresses and Proceedings OF THE SIXTY- FIRST ANNUAL MEETING HELD AT OAKLAND-SAN FRANCISCO CALIFORNIA JULY 1-6, 1923 VOLUME LXI 1923 Published by the National Education Association 1201 Sixteenth Street N. W. Washington, D. C. MEMBERSHIP FEES AND PUBLICATIONS OF THE NATIONAL EDUCATION ASSOCIATION The National Education Association has three classes of membership : 1. The $2 membership entitles one to all the privileges of membership and to receive The Journal of the National Education Association for one year. (1ò issues.) 2. The $5 membership entitles one to all the privileges of membership and to receive for one year : ( a) The Journal of the National Education Asso- ciation; ( b) The annual volume of addresses and Proceedings ; ( c) The Research Bulletin; (d) Occasional bulletins and reports. 3. The $ 100 life membership, which entitles one to the publications and privileges of the $5 membership for life. MEMBERSHIP FEES AND PUBLICATIONS OF DEPARTMENTS OF THE NATIONAL EDUCATION ASSOCIATION Several departments of the National Education Association have separate membership fees and issue departmental publications. One must be a member of the National Education Association before he can become a member of any department of the Association. The payment of one of the membership fees of the National Education Association does not include membership in any department having membership fee. The membership of the departments which issue publications follow : 1. The Department of Superintendence-$5 membership entitles one to receive for one year : ( a) The Yearbook of the Department of Superinten- dence ; ( b) The Official Report of the Winter Meeting and occasional bulletins. 2. The Department of Elementary School Principals $2 membership en- titles one to receive for one year : ( a) The Yearbook of the Department of Elementary School Principals ; (b) The Quarterly Bulletin of the Depart- ment of Elementary School Principals. This volume of Addresses and Proceedings is sent to all members of the National Education Association paying an annual fee of $5, or it may be purchased by non-members for $3. With the creation of new publications, such as The Research Bulletin, which are sent to all $5 members, the size of the Proceedings has been reduced. A space schedule for the departments was adopted by the Executive Committee in Cleveland, February, 1923. In accordance with this plan of space allotment the officers of the departments have coöperated in deciding the selection of material for their respective departments. Membership fees of the National Education Association and its departments and inquiries concerning all publications should be sent to 1201 Sixteenth Street Northwest, Washington, D. C. FOREWORD For over sixty-five years the Proceedings of the National Education Association have recorded the thought of the Nation's leaders on important educational problems. The collection of educational literature thus produced is without rival anywhere in the world. Nowhere else can there be found so great a wealth of material on such a variety of subjects by men and women of the most widely recognized influence and scholarship. In the early years of the Association's history the volumes were small and were published under difficulties. Until recent years the Volume of Proceedings was practically the only publication of the Association. Beginning in 1918 with the sharp upward movement in membership the publications of the Association showed a corresponding increase in volume. InJanuary, 1921, the present Journal was established. From then until now growth in the Association and its publications, has been so rapid that the Volume of Proceedings represents scarcely a tenth of the Association's total printedoutput of over 111,000,000 pages for 1922-23. The Journal, which is sent to each of the Association's 130,000 members, is the largest single item in the Association's printing. Several departments, as indicated on the opposite page, now publish more material than did the Association itself a few years ago. The influence of this great mass of educational literature is wide and powerful. The National Education Association has kept its work on a high plane and its leadership is recognized everywhere. Its publications are often referredtoin foreign countries with the comment that nowhere else has any- thing so valuable and arresting and so definite and scientific been produced. This recognition of the Association's place in the world carries with it a corresponding obligation. America's vast material achievements have given it such a powerful influence that it can to a remarkable degree shape the educational and spiritual affairs of the world. Sound and adequate education in America, properly sympathetic and coöperative with similar efforts in other countries, is the goal of the National Education Association. The Association is more and more helping to make this goal the common objective of all thinking Citizens. JOY ELMER MORGAN, Director of the Division of Publications. Contents INTRODUCTORY MATTER PAGE Act of Incorporation. I By-Laws 5 Calendar of Meetings . 15 ficers for 1922-23 .. 17 22 List of Committees, 1922-23 . Officers for 1923-24.. 27 Program of General Sessions . 30 Minutes of Third Representative Assembly 36 Report of Committee on Resolutions . 54 Report of the Trustees . 58 Treasurer's Report, June 1, 1922-May 31 , 1923 . 72 Report of Executive Committee . 77 Minutes of Executive Committee . 80 Minutes of Board of Directors . 82 Secretary's Report: Business Division 108 Division of Publications . 113 Research Division 119 Division of Elementary School Service . 122 Field Division 125 Legislative Division 128 Department of Superintendence . 132 Active Membership for Life . 135 GENERAL SESSIONS OAKLAND ADDRESSES The Ideals of the American Public School-Robinson .. 137 The Pan-Pacific Union and Education-Bunker .... 139 Address of Welcome for the City of Oakland-Davie . 140 Address of Welcome for the State of California-Wood . 141 Response toAddress of Welcome-Winship . 145 Thrift Education-Patterson 147 Education for Parenthood-Binzel . 148 The Conservation of Talent- Terman .. 152 The Financing of the American Schools-Strayer . 158 The Teacher as a Student Hosic .. 164 Educational Research and the American School Program-Judd . 168 Parent Power, A School Auxiliary-Reeve ..... 176 TheAmerican School Program from the Standpoint of the Nation-Cubberley . 180 The American School Program from the Standpoint of the State-Finegan ... 188 The American School Program from the Standpoint of the City-Ettinger .... 195 TheAmerican School Program from the Standpoint of the Rural School-Hale . 202 Address of Welcome-Campbell .... 205 Vitizenship Through Education-Wood ... 208 The Place of the Junior College in Public Education- Dorsey . 214 The Classical Investigation-West .... 219 [v] vi NATIONAL EDUCATION ASSOCIATION PAG Health Aspect of the World's Children-Wilbur . 21 The Hope of the Nations-Sawayanagi . 22 : The Meaning of the World Conference-Sainsbury . 22 Women in Education-Borghese . 221 India and the World-Rakhit . 231 Education and World Progress-Thomas . 231 REPORTS OF COMMITTEES Report of the Committee on Salaries-Evenden ..... 241 Report of the Committee to Coöperate with Motion Picture Producers-Judd .. 243 Report of the Committee on Character Education-Bennion ... 250 Report of the Committee on the Reorganization of Elementary Education- Jones 255 Report of the Editorial Council-Bagley ..... 257 Report of the Committee on Health Problems in Education-Wood . 259 Report of the Illiteracy Commission-Stewart . 266 Report of the Rural School Committee-Sims : Committee on Rural Education . 270 Publicity for Rural Education-Alexander . 271 Arousal of Interest on the Part of the People in their Own Schools-Dick 280 The Most Effective Administrative and Taxing Unit-Hines ...... 281 Consolidation of Rural Schools-Baylor and Muerman . 285 The Rural School Curriculum-Foght ..... 303 Rural Teacher Training and Demonstration Schools-Sims . 308 Rural School Administration and Supervision-Macdonald . 318 The County Superintendent-Steiner .. 320 Certification-Baker 321 Tests and Measurements in Rural Schools-Cram 322 Suggestions for County Surveys-Cook .. 342 Standardization of Rural Schools -Lathrop . 345 Rural Health and Sanitation-Preston ... 352 Rural Recreation and Social Life-Campbell .. 358 Social Needs in Rural Life-Neale ... 363 Summary and Recommendations-Sims . 364 References on Rural Education .. 369 Report of the Committee on Tenure-Updegraff . 370 Report of the Committee on Pensions-Carlson .. 376 Report of the Committee on Coördination of Research Agencies-Newlon ..... 390 Report of the Committee on Thrift-Chamberlain . 393 Report of the Committee to Coöperate with the American School Citizenship League-Andrews 396 Report of the Legislative Commission-Strayer ... 397 Report of the Committee to Coöperate with the American Legion-Gwinn .... 399 Report of the Committee on Foreign Relations-Thomas ... 402 NATIONAL COUNCIL OF EDUCATION CLEVELAND MEETING Secretary's Minutes 425 President's Address-Concerning the Council-Gwinn . 427 The Need of Professional Leadership in Education-Beveridge ....... 429 Report of Committee on the Reorganization of the Seventh, Eighth, and Ninth Grades-Glass 433 Ways and Means for a Closer Union Between the School and the Non- School Activities-Wirt 444 - Report of Committee on the Teaching of Democracy-Yocum ... 447 CONTENTS vii PAGE Report of Committee on American Teachers' Colleges-Maxwell .. 483 Reportof Committee on the Status of the American Woman Teacher-Force .. 484 Conclusions Based on Questionnaire Concerning Certain Aspects of the Profes- sional and Social Status of American Women Teachers-Threlkeld ....... 486 The Status of the Classroom Teacher-Adair . 487 The Status of the Woman Teacher in Rural Districts-Bradford . 490 Report of the Committee on Character Education-Bennion .... 491 The Possibilities of Part-Time Education-Small . 494 Open Forum on Part-Time Education .. 501 ReportofCommittee on Health Problems in Education-Wood .. 503 SAN FRANCISCO MEETING Secretary's Minutes 506 Officers for 1923-24. 508 The Continuity of Education in its Relation to Education for Citizenship- Gwinn 511 Educational Progress in 1922-Finegan . 515 Suspended Animation in English Education-Adams . 523 Objectives of Part-Time Education for Boys-Brillhart . 527 Report on Visual Education-Hines .. 531 Visual Education in Community Center Work-Dorsey . 534 The Child and the Commercial Moving Picture-Jones .... 538 Visual Aids and How to Handle Them-Crandall . 540 1 The Status of the American Woman Teacher-Force . 543 Woman's Personality in Teaching-Winship . 544 Supervision by the Principals-Hamilton . 545 Artitude of the Teacher Toward Supervision-Newlon. 548 DEPARTMENT OF BUSINESS EDUCATION Secretary's Minutes 553 Fundamental Objectives in Commercial Education as Viewed by the Personnel Manager-Kelly 554 TheFundamentals of Commercial Education as a Sales Manager Sees Them- Mouser 556 The Psychology of Habit Formation-Breitwieser . 558 AMethod of Teaching Typewriting Based Upon a Psychological Analysis of Expert Typing-Coover 561 DEPARTMENT OF CHILD HYGIENE Secretary's Minutes .... 568 DEPARTMENT OF CLASSROOM TEACHERS Secretary's Minutes 569 The Contribution of the Classroom Teacher Toward Progress in Education : From the Viewpoint of the American Legion-Fisk .. 578 From the Viewpoint of Labor- Davis 579 Marsh 580 From the Viewpoint of Agriculture-Kern . 584 From the Viewpoint of Business-Reuterdahl .... 588- From the Viewpoint of the Business and Professional Woman-Hatcher . 593 Classroom Teachers' Organizations-Lang . 594 viii NATIONAL EDUCATION ASSOCIATION PAGE Contribution of the Classroom Teacher Toward Progress in Education: In Securing Equal Salary for Equal Service-Sullivan .. 606 In the Interest of the Towner-Sterling Bill-Montgomery ..... 610 As Seen by the Classroom Teacher of Hawaii-Ewaliko ... 616 As Seen by the President of the Department of Classroom Teachers- MacGregor 618 DEPARTMENT OF DEANS OF WOMEN Secretary's Minutes ...... ...... 621 The Women's Foundation for Health-Nordfeldt . 627 The Extra-Mural Activities of a Dean of Women-What Shall They Be ?- Yost 631 Social Conditions Arising from the Inter-Racial Contacts on the Campus- Blitz 632 Talks to Freshmen- Their Content and Value-Brown ... 634 The Teaching Load of a Dean of Women in a State Teachers' College- Richards 635 DEPARTMENT OF EDUCATIONAL PUBLICATIONS Secretary's Minutes 637 Report of the Committee on Standards for Educational Journals-Morgan ... 637 DEPARTMENT OF ELEMENTARY EDUCATION Secretary's Minutes 643 The New Rural School and Its Interdependence with the City School System- Stanley 643 The New Elementary School Curriculum-Wilson . 644 The Elementary School Library Defined in Dollars and Cents- Certain ....... 646 DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS CLEVELAND MEETING Secretary's Minutes 653 Possibilities of the Elementary School Principalship from the Superintendent's Point of View-Weet.. 654 The Project Method from the Principal's Point of View-Agnew ... 660 OAKLAND MEETING Secretary's Minutes 665 DEPARTMENT OF HIGHER EDUCATION Secretary's Minutes 667 What the Colleges and Universities do to Elevate the Moral Tone of the Stu- dents-Jordan 667 DEPARTMENT OF IMMIGRANT EDUCATION CLEVELAND MEETING Secretary's Minutes 669 SAN FRANCISCO MEETING Secretary's Minutes 671 What is a Citizen ?-Dean .... 676 Practical Suggestions for the Organization of Citizenship Classes to Bring About Citizen's Participation- Woellner , 676 CONTENTS ix PAGE The Plea of an Immigrant-Horvath .. 680 Why State Leadership is Needed for Immigrant Education-Vermillion . 682 Types of State Organization-Clark ..... 686 Relation Between Schools and Other Social Agencies-Davis . 690 The Work of City Supervision-Smith .. 694 Administration of City Supervision in Work with the Foreign-born- Beglinger 695 The Work of a City Supervisor-Hennessey . 698 Citizenship Ceremonies Godfrey 699 The American Public Schools and Old-World Culture-Wilson . 700 TheAmericanization Program of Fresno County, California-Merrill ....... 701 DEPARTMENT OF KINDERGARTEN EDUCATION Secretary's Minutes 705 The Nature and Importance of Behavior in Early Childhood-Holmes ...... 707 What Dominates Individual and Group Behavior-Podstata . 708 Irternal Factors Underlying Congenital Responses of Children-Stone ...... 710 The Use of the Subconscious as an Ally in Education-Jackson ....... 712 The Needs of the Nursery Period-Morse ... 714 How the Needs of the Kindergarten Period are Being Met-Alder ........ 716 How are the Needs of the Primary School Period Being Met ?-Harrison ..... 717 LIBRARY DEPARTMENT Secretary's Minutes 719 "Seventeen" and the Reference Librarian-Fargo ....... 721 Recreational Reading as Part of the Present-day Curriculum-Hosic . 724 Instruction in the Use of Books and Libraries-Harris . 725 Library Resources and Objectives-Morgan .. 727 United States School Libraries in the Pacific Ocean-Lawrence . 727 Library Problems in Training Teachers-Wilson . 730 Conference on Reading Cireles-Kerr .. 731 DEPARTMENT OF MUSIC EDUCATION Secretary's Minutes 733 President's Address-Woods 734 DEPARTMENT OF NORMAL SCHOOLS Program 737 AMeasuring Stick for Libraries of Teacher-Training Institutions-Kerr..... 737 DEPARTMENT OF PHYSICAL EDUCATION Secretary's Minutes 744 DEPARTMENT OF RURAL EDUCATION CLEVELAND MEETING Secretary's Minutes 745 The Economic Background of Rural Education-Sapiro . 750 What is Instructional Supervision-Dunn . 758 What are the Activities of the State Supervisor that Directly Influence the Results of Instruction-Holloway . 764 X NATIONAL EDUCATION ASSOCIATION PAGE A State Program for Improving Instruction in Reading-Davidson 766 The Part of the County Superintendent in Rural School Supervision-Yawberg . 772 The Advantages of Geographic Districting in the Supervision of Rural Schools Rucker 779 Practical Standards for the Development of Rural Education Departments in Normal Schools and Teachers' Colleges-Root . 784 Necessity of the County Unit for the Efficient Administration of Rural Schools- Burris 789 The County Unit-Harris 796 The Beginnings of a County School System-Coon . 801 The County Unit in Montana-Trumper ......... 805 The Standardization of Consolidated Schools-Campbell. 809 A Comparative Study of Instruction in Consolidated and One-Teacher Schools Foote 812 OAKLAND MEETING Secretary's Minutes 826 Selling Rural Education to the Public in Kansas-Rarick .. 827 The Elements of Rural Civilization in the Course of Study for Country Schools-Kern 834 DEPARTMENT OF SCHOOL ADMINISTRATION Secretary's Minutes ...... 842 DEPARTMENT OF SCIENCE INSTRUCTION Secretary's Minutes 843 Greeting from the President of the Department . 844 Science and Human Affairs—Millikan ... 845 The Role of Science in Education-Rowell .. 848 Considerations Which Led to the Proposal of a Six-Year Science Sequence- Caldwell 851 Why Teach Science at All ?-Ritter . 854 Relation Between College and Secondary School Science-Hildebrand ........ 856 DEPARTMENT OF SECONDARY EDUCATION Secretary's Minutes 861 School Counseling and the Problem of Individual Differences Dickson ...... 864 Secondary School Counseling Based on Scientific Tests-Biedenbach .. 868 The Social Life of the High School and Some of Its Problems-Hayes 873 Educational Implications of the Social Program of the High School-Sturte- vant 878 DEPARTMENT OF SUPERINTENDENCE Secretary's Minutes 881 Resolutions of the Department of Superintendence . 887 Supreme Values in Education-Bryan ... 889 Opening Addresses 892 Progress in Education in 1922-Winship . 893 The Reorganization of Education in the United States Government-Tigert.. 894 What Constitutes American Citizenship ? Owsley . 900 Report of Committee on Status of Superintendent-Chadsey .... 903 CONTENTS xi PAGE Suggestions on the Report of Committee on Status of Superintendent-Engel- hardt 905 AProgram for the Coming Year-Jones . 907 Bey Scouts -Cody 910 Outdoor Gymnasium-Saam 911 Janitor Service-Condon 913 Stimulating the Growth of Teachers-Bair . 915 Chicago's Public School Classes for Crippled Children-Mortenson . 916 What I Most Desire of My Assistant Superintendent- Cole .. 920 WhatMay Be Done to Improve the Quality of Teaching-Hartwell ... 922 AProgram for the National Education Association-Owen . 924, Leisure Time-Bailey 925 Education for Democracy-Baker 929 The Cost and the Fiscal Administration of Schools : Some Facts from the Educational Finance Inquiry-Strayer .... 929 TheTax Problem in Relation to the Financing of Public Education-Haig ... 933 Two Phases of What the Schools Do in Relation to What They Cost-Bruner . 938 What the Schools Do in Relation to What They Cost-Weet .. 944 The City School Budget-Moehlman ..... 949 Budget Making and Spending by the County-Harman ... 955 BudgetMaking and Spending by the State-Graves ..... 960 Principles and Types of Curricular Development-Caldwell . 962- Keeping the Curriculum Alive-Bengtson .... 968 Who Shall Make the Course of Study and How ?-Horn .... 971 How Modern Business May Aid in Reconstructing the Curriculum-Judd . 975 The Human Element in Curriculum Making-McAndrew . 980 Responsibility of the Board of Education in Modern School Organization- Bentley 986 Organizing a State School System for Effective Service-Harris . 990 Immigrant Education-Steiner 994 The Junior High School as an Aid in the Solution of Individual Pupil Adjust- ment -Bate 994 The Superintendent and His Teachers-Stark . 995 Pupil Progress by the Individual Method-Stoddard . 996 School Provisions for the Exceptional Child-Buswell . 997 Economic and Administrative Value of the Platoon Plan in Junior High Schools -Tidwell 998 Adjusting the Junior High School Building to the Educational Program- Lewis 999 The Status of the Junior High School-Briggs . 999 The Place and Significance of Extra-Curricular Activities in the Junior High School -French 1001 Square Pegs and Round Holes-Bruner .. 1001 AUnified, Universally Educated, Efficient Nation Demands a National System of Public Schools-Capen ...... 1003 ANationalized System of Education: The Spirit of Democracy, as Well as the American Constitution, Requires that Education be Left to the States- Clark . 1004 The Pre-Service Training of Teachers-Suhrie . 1006 The Training and Development of Teachers After Entering the Profession- Kelly 1007 The Year-Round School-Weber 1008 Business Principles Applied to Educational Organization and Administration- Borden 1009 Vaking the School Curriculum-Wilson . 1010 Responsibility of the Superintendent to the Public-Ward . 1012 The Superintendent's Relation to His Supervisors-Kimball . 1013 xii NATIONAL EDUCATION ASSOCIATION PAGE The Superintendent's Relationship to His Principals-Clark .. 1014 Some Problems in Reorganizing Secondary Education-Pickell. 1015 A Comprehensive School Survey and its Consequences-Strayer . 1016 The Principal's Multiple Functioning-Jones ... 1018 The Elementary School Principal's Contribution to Public Education-Sar- geant 1019 The Place and Value of Extra-Curricular Activities in the High School- Winner 1021 The Stabilizing Factor in Education-Lake . 1023 DEPARTΜΈΝΤ OF VOCATIONAL EDUCATION AND PRACTICAL ARTS CLEVELAND MEETING Program for Cleveland Meeting . 1025 Extending School Service in Part-Time and Evening School Classes-Edgerton . 1025 What the Vocational Schools are Doing for Our Girls -McCauley ......... 1029 Is Vocational Education an Essential Part of the Public School Program ?- Lewis 1032 Responsibility of the State for a Program of Vocational Education-Wilson .. 1034 Program for San Francisco Meeting... 1035 To What Extent Does Vocational Education in Agriculture Contribute in Producing a Trained Rural Citizenry-Skidmore ...... 1036 Vocational Education in California-Lee .... 1039 The Need for Vocational Education of Women and Girls-Weeks 1043 Index ..... 1051 National Education Association of the United States 1857-1870 THE NATIONAL TEACHERS ASSOCIATION Organized August 26, 1857, at Philadelphia, Pennsylvania. PURPOSE-To elevate the character and advance the interests of the profes- sion of teaching and to promote the cause of popular education in the United States. / The name of the association was changed at Cleveland, Ohio, on August 15, 1870, to the " National Educational Association." 1870-1907 NATIONAL EDUCATIONAL ASSOCIATION Incorporated under the laws of the District of Columbia, February 24, 1886, under the name, " National Education Association," which was changed to National Educational Association," by certificate filed November 6, 1886. 1907- NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Incorporated under a special act of Congress, approved June 30, 1906, to succeed the " National Educational Association." The charter was accepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California. ACT OF INCORPORATION AN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled: SECTION 1. That the following-named persons, who are now officers and direc- tors and trustees of the National Educational Association, a corporation organized inthe year eighteen hundred and eighty-six, under the Act of General Incorpora- tion of the Revised Statutes of the District of Columbia, viz.: *Nathan C. Schaeffer, *Fliphalet Oram Lyte, John W. Lansinger, of Pennsylvania ; Isaac W. Hill, of Alabama ; Arthur J. Matthews, of Arizona ; John H. Hinemon, *George B. Cook, of Arkansas ; Joseph O'Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee, of Colorado ; •Deceased. [1] 2 2 NATIONAL EDUCATION ASSOCIATION Charles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware; *J Ormond Wilson, William T. Harris, Alexander T. Stuart, of the District of Columbia ; Clem Hampton, of Florida; William M. Slaton, of Georgia; *Frances Mann, of Idaho ; J. Stanley Brown, *Albert G. Lane, Charles I. Parker, John W. Cook, *Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois ; *Nebraska Cropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory ; John F. Riggs, Ashley V. Storm, of Iowa ; John W. Spindler, Jasper N. Wilkinson, *A. V. Jewett, *Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky ; *Warren Easton, of Louisiana ; John S. Locke, of Maine; M. Bates Stephens, of Maryland ; Charles W. Eliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham, Charles G. White, William H. Elson, of Michigan; William F. Phelps, Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi ; *F. Louis Soldan, James M. Greenwood, William J. Hawkins, of Missouri ; * Oscar J. Craig, of Montana; George L. Towne, of Nebraska ; Joseph E. Stubbs, of Nevada ; James E. Klock, of New Hampshire ; *James M. Green, John Enright, of New Jersey; Charles M. Light, of New Mexico; *James H. Canfield, Nicholas Murray Butler, William H. Maxwell, Charles R. Skinner, *Albert P. Marble, James C Byrnes of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina; Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hick- ham, of Oklahoma ; * Charles Carroll Stratton, Edwin D. Ressler, of Oregon ; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell, of South Carolina ; Moritz Adelbert Lange, of South Dakota ; *Eugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas ; David H. Christensen, of Utah; Henry O. Wheeler, Isaac Thomas, of Vermont, Joseph L. Jarman, of Virginia ; Edward T. Mathes, of Washington; T. Marcellus Marshall, Lucy Robin- son, of West Virginia ; * Lorenzo D. Harvey, of Wisconsin ; *Thomas T. Tynan, of Wyoming ; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii ; C. H. Maxson, of the Philippine Islands; and such other persons as now are or may hereafter be associated with them as officers or members of said Association, are hereby incorporated and declared to be a body corporate of the District of Columbia by the name of the " National Education Association of the United States," and by that name shall be known and have perpetual succes- sion with the powers, limitations, and restrictions herein contained. SEC. 2. That the purpose and object of the said corporation shall be to elevate the character and advance the interests of the profession of teaching and to pro- mote the cause of education in the United States. This corporation shall include the National Council of Education and the following departments, and such others as may hereafter be created by organization or consolidation, to-wit: The Depart- ments, first, of Superintendence ; second, of Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of Art Education ; seventh, of Kindergarten Education; eighth, of Music Education ; ninth, of Secondary Education; tenth, of Business Education ; eleventh, of Child Study ; twelfth, of Physical Education ; thirteenth of Natural Science Instruction ; fourteenth, of School Administration ; fifteenth, the Library Department; sixteenth, of Special Education; seventeenth, of Indian Education; the powers and duties and the number and names of these departments and of the National Council of Education may be changed or abolished at the pleasure of the corporation, as provided in its by-laws. SEC. 3. That the said corporation shall further have power to have and to use a common seal, and to alter and change the same at its pleasure; to sue or to be sued in any court of the United States, or other court of competent jurisdiction ; to make by-laws not inconsistent with the provisions of this act or of the Consti- tution of the United States; to take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal estate, and to hold, grant, convey, hire, or lease the same for the purpose of its incorporation; and to accept and admin- ister any trust of real or personal estate for any educational purpose within the objects of the corporation. ACT OF INCORPORATION 3 SEC. 4. That all real property of the corporation within the District of Columbia which shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purposes of producing income, and all per- sonal property and funds of the corporation held, used, or invested for educational purposes aforesaid, or to produce income to be used for such purposes, shall be exempt from taxation ; provided, however, That this exemption shall not apply to any prop- erty of the corporation which shall not be used for, or the income of which shall not be applied to, the educational purposes of the corporation ; and, provided further, Thatthe corporation shall annually file, with the Commissioner of Education of the United States, a report in writing, stating in detail the property, real and personal, held by the corporation, and the expenditure or other use or disposition of the same, or the income thereof, during the preceding year. SEC . 5. That the membership of the said corporation shall consist of three classes of members-viz., active, associate, and corresponding-whose qualifica- tions, terms of membership, rights, and obligations shall be prescribed by the by- laws of the corporation. SEC. 6. That the officers of the said corporation shall be a President, twelve Vice- Presidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee, and a Board of Trustees . TheBoard of Directors shall consist of the President, the First Vice-President, the Secretary, the Treasurer, the Chairman of the Board of Trustees, and one additional member from each State, territory, or district, to be elected by the active members for the term of one year, or until their successors are chosen, and of all life directors of the National Educational Association. The United States Commissioner of Education, and all former presidents of the said Association now living, and all future Presidents of the Association hereby incorporated, at the close of their re- spective terms of office, shall be members of the Board of Directors for life. The Board of Directors shall have power to fill all vacancies in their own body; shall have in charge the general interests of the corporation, excepting those herein intrustedto the Board of Trustees; and shall possess such other powers as shall be conferred upon them by the by-laws of the corporation. The Executive Committee shall consist of five members, as follows : the President of the Association, the First Vice- President, the Treasurer, the Chairman of the Board of Trustees, and a member of the Association, to be chosen annually by the Board of Directors, to serve one year. The said commitee shall have authority to represent, and to act for the Board of Directors in the intervals between the meetings of that body, to the extent of carrying out the legislation adoped by the Board of Directors under general directions as may be given by said board. The Board of Trustees shall consist of four members elected by the Board of Directors for the term of four years, and the President of the Association, who shall be a member ex officio during his term of office. At the first meeting of the Board of Directors, held during the annual meeting of the Association, at which they were elected, they shall elect one trustee for the term of four years . A.l vacancies occurring in said Board of Trustees, whether by resignation or otherwise, shall be filled by the Board of Directors for the unexpired term; and the absence of a trustee from two successive annual meetings of the board shall forfeit his membership. SEC. 7. That the invested fund now known as the " Permanent Fund of the National Educational Association," when transferred to the corporation hereby created, shall be held by such corporation as a Permanent Fund and shall be in charge of the Board of Trustees, who shall provide for the safekeeping and investment of such fund, and of all other funds which the corporation may receive by donation, bequest, or devise. No part of the principal of such Permanent Fund er its accretions shall be expended, except by a two thirds vote of the active members of the Association present at any annual meeting, upon the recommenda- ton of the Board of Trustees, after such recommendation has been approved by vote of the Board of Directors, and after printed notice of the proposed expendi 4 NATIONAL EDUCATION ASSOCIATION ture has been mailed to all active members of the Association. The income of the Permanent Fund shall be used only to meet the cost of maintaining the organi- zation of the Association and of publishing its annual volume of Proceedings, unless the terms of the donation, bequest, or devise shall otherwise specify, or the Board of Directors shall otherwise order. It shall also be the duty of the Board of Trustees to issue orders on the Treasurer for the payment of all bills approved by the Board of Directors, or by the President and Secretary of the Association acting under the authority of the Board of Directors. When practicable, the Board of Trustees shall invest, as part of the Permanent Fund, all surplus funds exceeding $ 500 that shall remain in the hands of the Treasurer after paying the expenses of the Association for the previous year, and providing for the fixed expenses and for all appropriations made by the Board of Directors for the ensuing year. The Board of Trustees shall elect the Secretary of the Association, who shall also be Secretary of the Executive Committee, and shall fix the compensation and the term of his office for a period not to exceed four years. SEC. 8. That the principal office of the said corporation shall be in the city of Washington, D. C.; provided, That the meetings of the corporation, its officers, com- mittees, and departments, may be held, and that its business may be transacted, and an office or offices may be maintained, elsewhere, within the United States, as may be determined by the Board of Directors, or otherwise in accordance with the by-laws. SEC. 9. That the charter, constitution, and by-laws of the National Educational Association shall continue in full force and effect until the charter granted by this act shall be accepted by such Association at the next annual meeting of the Association, and until new by-laws shall be adopted ; and that the present officers, directors, and trustees of said Association shall continue to hold office and per- form their respective duties as such until the expiration of terms for which they were severally elected or appointed, and until their successors are elected. That at such annual meeting the active members of the National Educational Association, then present, may organize and proceed to accept the charter granted by this act and adopt by-laws, to elect officers to succeed those whose terms have expired or are about to expire, and generally to organize the " National Education Associa- tion of the United States " ; and that the Board of Trustees of the corporation hereby in corporated shall thereupon, if the charter granted by this act be accepted, receive, take over, and enter into possession, custody, and management of all property, real and personal, of the corporation heretofore known as the National Educational Association incorporated as aforesaid, under the Revised Statutes of the District of Columbia and all its rights, contracts, claims, and property of every kind and nature whatsoever, and the several officers, directors, and trustees of such last-named Association, or any other person having charge of any of the securities, funds, books or property thereof, real or personal, shall on demand deliver the same to the proper officers, directors, or trustees of the corporation hereby created. Pro- vided, That a verified certificate executed by the presiding officer and secretary of such annual meeting, showing the acceptance of the charter granted by this act by the National Educational Association, shall be legal evidence of the fact, when filed with the Recorder of Deeds of the District of Columbia ; and, provided further, That in the event of the failure of the Association to accept the charter granted by this act at said annual meeting then the charter of the National Educational Association and its incorporate existence shall be and are hereby extended until the thirty- first day of July, nineteen hundred and eight, and at any time before said date its charter may be extended in the manner and form provided by the general corporation of the District of Columbia. SEC. 10. That the rights of creditors of the said existing corporation, known as the National Educational Association, shall not in any manner be impaired by the passage of this act, or the transfer of the property hertofore mentioned, nor shall any liability or obligation, or the payment of any sum due or to become due, or any claim or demand, in any manner, or for any cause existing against the BY-LAWS 5 sand existing corporation, be released or impaired; and the corporation hereby incorporated is declared to succeed to the obligations and liabilities, and to be held liable to pay and discharge all of its debts, liabilities, and contracts of the said corporation so existing, to the same effect as if such new corporation had itself incurred the obligation or liability to pay such debt or damages, and no action or proceeding before any court or tribunal shall be deemed to have abated or been discontinued by reason of this act. SEC. 11. The Congress may from time to time alter, repeal, or modify this act of incorporation, but no contract or individual right made or acquired shall thereby be divested or impaired. SEC. 12. That said corporation may provide, by amendment to its by- laws, that the powers of the active members exercised at the annual meeting in the election of officers and the transaction of business shall be vested in and exercised by a representative assembly composed of delegates apportioned, elected, and governed in accordance with the provisions of the by-laws adopted by said corporation. Sections 1-11 were passed by Congress and approved by the President, June 30, 1906. They were accepted and adopted as the constitution of the National Educa- tianAssociation of the United States by the active members of the National Educa- tional Association in annual session at Los Angeles, California, July 10, 1907. Section 12 was passed by Congress and approved by the President of the United States, May 13, 1920, as an amendment to the original act of incorporation. It was accepted and adopted as an amendment to the constitution of the National Education Association of the United States by the active members thereof in annual session at SaltLake City, Utah, July 9, 1920. BY- LAWS Complete as amended at the Annual Business Meeting of the Representative Assembly, Oakland, California, July 6, 1923. Amendments made at the Oakland meeting are in italics.) ARTICLE I-MEMBERSHIP SECTION 1. The membership of the National Education Association of the United States shall consist of three classes, Active, Associate, and Corresponding, whose qualifications, rights, and obligations shall be as hereinafter prescribed. SEC. 2. Active members of the Association shall be those actively engaged in the profession of teaching or other educational work at the time of their becoming members. SEC. 3. The annual dues of an active member shall be $2.00, which shall entitle him to attend all meetings of the Association and its several departments, to receive The Journal free, and, on application, to secure all publications of the Association at a price fixed by the Publication Committee, which shall be the approximate cost. By the payment of annual dues of $5.00 an active member shall receive, in addition to The Journal, without application or other condition, the volume of Proceedings and all other regular publications of the Association, mcluding reports of committees and all special bulletins and announcements @hen issued. SEC. 4 All life members and life directors shall have all the rights and privi- leges of active members without the payment of annual dues, and shall receive tree without application or condition the publications of the Association. SEC. 5. Associate members of the Association shall be persons who are not actively engaged in the profession of teaching, but interested in the promotion of cation. The annual dues of an associate member shall be the same as the dues an active member, and he shall have the same rights and privileges excepting right to vote and hold office. 6 NATIONAL EDUCATION ASSOCIATION SEC. 6. Eminent educators not residing in America may be elected by the Board of Directors as corresponding members. The number of corresponding members shall not at any time exceed fifty. They shall pay no dues and may receive free the publications of the Association. Section 7. The membership year shall be from September I to August 31. All membership dues paid during the membership year shall be credited to that year unless otherwise requested. Section 8. The annual dues of members shall be sent to the Secretary on or before November 1. An active member failing to pay his dues as herein provided shall forfeit the privileges of membership and after being in arrears one half year be dropped from the list of members. SEC. 9. The Secretary of the Association shall furnish each member of the Association a Membership Card, declaring him to be a member of the National Education Association for the year for which his dues are paid, and as such entitled to all the rights and privileges granted by the charter and by-laws of the Association. SEC. 10. The right to vote shall be limited to active members of the Associa- tion whose dues are paid. The right to hold office in the Association or in any department shall be limited to active members whose dues are paid. The right to vote and hold office in the Council shall be limited to members of the Council whose dues are paid. Each active member shall have one vote. ARTICLE II— ELECTION OF OFFICERS, REPRESENTATIVE ASSEMBLY, AND AFFILIATED ASSOCIATIONS SECTION 1. The election of officers and transaction of business at the annual business meeting shall be by a Representative Assembly composed of delegates apportioned, elected, and governed as hereinafter provided. SEC. 2. The President, Vice-Presidents, Treasurer, and Directors of the Association shall be chosen by the Representative Assembly by ballot, at the annual business meeting, a majority of the votes cast being necessary for a choice. They shall continue in office until the close of the annual meeting subsequent to their election, and until their successors are chosen, except as herein provided. The Secretary and the Treasurer shall enter upon their duties at a date which shall be determined by the Board of Trustees and which shall not be later than the first of October and shall continue in office during the terms for which they are separately chosen and until their successors are duly elected. SEC. 3. The State Teachers Association or Educational Association of a State, territory, or district, may become affiliated with the National Education Associa- tion and shall be designated an Affiliated State Association. Each Affiliated State Association shall be a State unit in the organization of the National Education Association and as such shall be entitled to representation in the Representative Assembly as hereinafter provided. The annual dues of an Affiliated State Associa- tion shall be $10 for each delegate to which said State shall be entitled, with a maximum of $100. Said Association shall receive without application, or other condition, all regular publications of the National Education Association, including the volume of Proceedings, reports of committees, and all special bulletins and announcements when issued. SEC. 4. A local educational association or teachers' organization within a State, territory, or district, may affiliate with the National Education Association and shall be designated an Affiliated Local Association. Each Affiliated Local Asso- ciation shall be a local unit in the organization of the National Education Asso- ciation and as such shall be entitled to representation in the Representative Assembly as hereinafter provided. The annual dues of an Affiliated Local Association shall be $5, which shall entitle said Association to receive without application, or other condition, all regular publications of the National Education Association, including the volume of Proceedings, reports of committees, and all bulletins and announce- ments when issued. BY-LAWS 7 SEC. 5. Each Affiliated Association, both State and local, shall be furnished a certificate of membership and shall be entitled to the active assistance and sup- port of the National Education Association in promoting the interest of such Affiliated Association and its members in so far as such interest come within the purpose and object of the National Education Association as set forth in its charter. The Secretary of the National Education Association shall, with the advice and approval of the Executive Committee, make such arrangements for mutual coöperation between the National Education Association and the State and Local Affiliated Associations as will promote the welfare of all and advance the interests of the teaching profession. SEC. 6. Each Affiliated State Association shall be entitled to elect one delegate and one alternate to the Representative Assembly for each one hundred of its mem- bers, or major fraction thereof, who are active members of the National Education Association, up to five hundred such active members, and thereafter one delegate and one alternate for each five hundred of its members, or major fraction thereof, who are active members of the National Education Association. Such delegates shall be designated State Delegates. SEC. 7. Each Affiliated Local Association shall be entitled to elect one delegate and 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 Association. Such delegates shall be designated Local Delegates . SEC. 8. Only active members of the National Education Association shall be eligible to be delegates to the Representative Assembly, and to vote in the election ot delegates in a State or Local Affiliated Association. An active member shall he permitted to vote for the election of delegates in but one Affiliated Local Association. For determining the apportionment of delegates, an active member may be counted in two affiliated associations, and no more; and that one of these small be the State Association. SEC. 9. The officers of the National Education Association as named in the charter and the State Superintendent or Commissioner of Education of each State, territory, and district, shall be ex officio delegates to the Representative Assembly. The President of the Association shall preside at the annual meeting of the Repre- sentative Assembly, and the Secretary of the Association shall keep the records thereof. In case of a tie the President shall cast the deciding vote. SEC. 10. Delegates shall file their credentials with the Secretary of the Asso- ciation on blanks furnished by him for that purpose not later than ten days before the beginning of the annual meeting. The Secretary shall turn over such credentials to the Credential Committee, when appointed, with such information thereon as may be obtained from the records of the Association. The Representative Assembly shall be the final judge of the qualifications of delegates. The delegates shall have equal rights and each shall have one vote. Meetings of the Representative Assembly shall be open to the active members of the Association who shall be privileged to address the Assembly on subjects pertaining to the Association. The Representative Assembly shall adopt rules of procedure which shall not conflict with the charter and by-laws of the Association. It shall recommend an equitable plan for paying the expenses of delegates to the annual business meeting of the Association. SEC. 11. The officers shall be permitted to hold meetings other than for business purposes and expenses therefor shall be provided. ARTICLE III-DUTIES OF OFFICERS SECTION 1. The President shall preside at all meetings of the Association, and stali perform the duties usually devolving upon the chief executive of such an sciation. In his absence, the ranking Vice-President who is present shall pre- wde, and in the absence of all Vice-Presidents a chairman pro tempore shall be riected. The President shall prepare the program for the general sessions of 8 NATIONAL EDUCATION ASSOCIATION the annual meeting of the Association, and, with the approval of the Executive Committee, shall determine the time and place of the general meeting of the Association and of the various departments not definitely fixed by these by-laws, and shall have the power to require such changes to be made in the programs of the Council and the departments as will promote the interest of the annual meet- ing. The President shall be a member ex officio of the Board of Trustees and Chairman of the Board of Directors and of the Executive Committee. He shall sign all bills approved for payment by the Board of Directors, and all bills approved or authorized by the Executive Committee between the meetings of the Board of Directors. On the expiration of his term of office as President, he shall become First Vice-President for the ensuing year, and shall be chairman ex officio of the Committee on Publication. SEC. 2. The Secretary shall keep a full and accurate record of the proceedings of the general meetings of the Association and all meetings of the Board of Directors and of the Executive Committee, shall conduct the business of the Asso- ciation as provided in the articles of incorporation and the by-laws, and, in all matters not definitely prescribed therein, shall be under the direction of the Executive Committee, and, in the absence of direction by the Executive Committee, shall be under the direction of the President, and shall receive or collect all moneys due the Association and pay the same each month to the Treasurer, shall countersign all bills approved for payment by the Board of Directors, or by the Executive Com- mittee in the interval between the meetings of the Board of Directors, or on the approval of the President acting under authority of the Board of Directors, or Exec- utive Committee. The Secretary shall have his records present at all meetings of the Association, of the Board of Directors, and of the Executive Committee. He shall keep a list of members and shall revise said list annually. He shall be Secretary of the Board of Directors, and a member of the Committee on Publication . He shall be the custodian of all the property of the Association not in charge of the Treasurer and the Board of Trustees. He shall give such bond for the faithful performance of his duties as may be required by the Board of Trustees. He shall submit his annual report to the Executive Committee not later than July I prior to the annual meeting of the Association, which report shall be transmitted to the Board of Directors at its annual meeting. At the expiration of his term of office, he shall transfer to his successor all money, books, and other property in his posses- sion belonging to the Association. The Secretary shall not print, publish, nor dis- tribute any official report or other document without the approval of the Publica- tion Committee. SEC. 3. The Treasurer shall receive from the Secretary and under the direction of the Board of Trustees shall hold in safekeeping all moneys paid to the Asso- ciation; shall pay the same only upon the order of the Board of Trustees; shall notify the President of the Association and the Chairman of the Board of Trustees whenever the surplus funds in his possession exceed five hundred dollars ; shall keep an exact account of his receipts and expenditures, with vouchers for the latter; and said accounts, ending on the thirty-first day of May of each year, he shall render to the Executive Committee not later than July 1, and when approved by said com- mittee they shall be transmitted by the committee to the Board of Directors at the first regular meeting of the board held during the week of the annual meeting and to the Representative Assembly at the annual business meeting. The Treasurer shall give such bond for the faithful performance of his duties as may be required by the Board of Trustees. At the expiration of his term of office, he shall transfer to his successor all moneys, books, and other property in his possession belonging to the Association. SEC. 4. The Board of Directors shall elect corresponding members as prescribed by Section 6 of Article I of these by-laws, shall elect members of the National Council of Education as provided in Section 3 of Article IV of these by-laws, shall have power to fill all vacancies in its own body and in the Board of Trustees; shall recommend to the Executive Committee the place for holding the annual meet BY- LAWS 9 ing of the Association, the Council of Education, and the departments. The Board of Directors shall approve all bills incurred under authority of the Board of Directors, the Executive Committee, or the President and Secretary acting under the authority of the Board of Directors or Executive Committee, shall appropriate from the current funds of the year the amounts of money ordered by the Representative Assembly at the annual business meeting for the work of all special committees of research and investigation authorized and provided for at the annual business meetings, shall make a full report of the financial condition of the Association including the reports of the Secretary, the Treasurer, and the Board of Trustees) to the Representative Assembly at the annual business meeting, and shall do all in its power to make the Association a useful and honorable institution. SEC. 5. The Executive Committee shall assist the presiding officer in arranging for the time and place of the annual meeting of the Association, of the National Council of Education, and of the various departments. The Executive Committee shall recommend to the Representative Assembly at the annual business meeting the appointment of special committees for investiga- tion or research, the subjects for which may have been suggested by the National Council or by the active membership of the National Education Association or by any of its departments; it shall recommend the amount of money to be appro- priated for such investigations. When such special committees are provided for and duly authorized by the Representative Assembly at the annual business meet- ing, the Executive Committee shall have general supervision of them, shall receive and consider all reports made by them, and shall print such reports, and present the same, together with the reports received from the Secretary, the Treasurer, and theBoard of Trustees and the recommendations of the Executive Committee thereon, to the Representative Assembly at the annual business meeting. All such special committees shall be appointed by the President of the National Education Association. The Executive Committee shall fill all vacancies occurring in the body of officers of the Association except vacancies in the Board of Directors, Board of Trustees, andthe office of Secretary. SEC. 6. The Board of Trustees shall require of the Secretary and Treasurer bonds of such amount as may be determined by said board for the faithful per- formance of their duties, shall make a full report of the finances of the Association to the Executive Committee not later than July 1 prior to the annual meeting of the Association, which report shall be transmitted by the Executive Committee to the Board of Directors at the first regular meeting of the board held during the week of the annual meeting of the Association. It shall choose annually its own Chair- man and Secretary. ARTICLE IV-THE NATIONAL COUNCIL OF EDUCATION SECTION 1. The National Council of Education shall discuss educational ques- thons of public and professional interest ; propose to the Executive Committee, from time to time, suitable subjects for investigation and research; have a report made at its annual meeting on " Educational Progress During the Past Year " ; and in other ways use its best efforts to further the objects of the Association and to pro- mote the cause of education in general. SFC. 2. The National Council of Education shall consist of one hundred and twenty regular members, selected from the active membership of the National Education Association. Any active member of the Association is eligible to mem- bership in the Council and each member shall be elected for six years and until his successor is elected. SEC. 3. The annual election of members of the Council shall be held at the time of the annual meeting of the Association. The Board of Directors of the Association shall annually elect ten members and the Council ten members, and rach body shall fill all vacancies in its quota of members. No State, territory, nor district in the United States shall have at one time more than seven regular mem- bers in the Council. 10 NATIONAL EDUCATION ASSOCIATION SEC. 4. The annual meeting of the Council shall be held during the week of the annual meeting of the Association. SEC. 5. The absence of a regular member from two successive annual meetings of the Council shall be considered equivalent to his resignation of membership . Persons whose regular membership in the Council has expired shall be denomi- nated honorary members of the Council during the time of their active member- ship in the Association with the privilege of attending the regular sessions of the Council and participating in its discussions. A member who discontinues or forfeits his active membership in the Association forfeits his membership in the Council. SEC. 6. The officers of the Council shall consist of a President, a Vice-President, a Secretary, and such standing committees as may be prescribed by its by-laws, all of whom shall be regular members of the Council. The Secretary of the Council shall, in addition to performing the duties pertaining to his office, furnish the Secretary of the Association a copy of the proceedings of the Council for publication. SEC. 7. The National Council of Education is hereby authorized to adopt by- laws for its government not inconsistent with the act of incorporation or the by-laws of the Association ; provided, That such by-laws be submitted to, and approved by, the Board of Directors of the Association before they shall become operative. SEC. 8. The powers and duties of the Council may be changed or the Council abolished upon a two thirds vote of the Representative Assembly taken at the annual meeting of the Association ; provided, That notice of the proposed action has been given at the preceding annual business meeting of the Association. ARTICLE V-DEPARTMENTS SECTION 1. The following departments are now ( 1923) in existence, to wit : The departments, first, of Superintendence; second, of Normal Schools and Teachers ' Colleges ; third, of Elementary Education; fourth, of Higher Education; fifth, of Vocational Education; sixth, of Kindergarten Education ; seventh, of Music Edu- cation; eighth, of Secondary Education, ninth, of Business Education; tenth, of Child Hygiene ; eleventh, of Physical and Health Education; twelfth, of Science Instruction; thirteenth, of School Administration ; fourteenth, the Library Depart- ment; fifteenth, of Rural Education, sixteenth, of Classroom Teachers ; seventeenth, of the Wider Use of Schoolhouses ; eighteenth, of Educational Publications ; nine- teenth, of Deans of Women; twentieth, of Elementary School Principals; twenty- first, of Immigrant Education ; twenty-second, of Visual Instruction. SEC. 2. Each department shall have the right to fix the qualifications of its mem- bers for the purpose of electing officers and transacting the other business of the department; provided, Active members of the Association, and no others, shall be eligible to such department membership, and provided also that all active members of the Association shall be permitted to attend the professional programs and dis- cussions of any department. SEC. 3. Each department shall hold its annual meeting at the time and place of the annual meeting of the Association, except the Department of Superintendence, which may hold its annual meeting in February of each year, or at such other time as may be determined by said department, subject to the approval of the Board of Directors of the Association. SEC. 4. The object of the meetings of the departments shall be the discussion of questions pertaining to their respective fields of educational work. The pro- grams of these meetings shall be prepared, by the respective Presidents in confer- ence with, and under the general direction of, the President of the Association. Each department shall be limited to two sessions, with formal programs, unless other- wise ordered by the President of the Association, except that a third session of busi- ness or informal round-table conference may be held at the discretion of the de- partment officers. SEC. 5. The officers of each department shall consist of a President, a Vice- President, and a Secretary, who shall be elected at the last formal session of the BY-LAWS 11 department to serve one year and until their successors are duly elected, and who shall, at the time of their election, be active members of the association. In case there is a vacancy in the office of President of any of the departments, it shall be filled by an appointment made by the President of the Association. Any other departmental vacancy shall be filled by appointment made by the President of the department. Any department may provide for the creation of an executive committee and assign to it any duties consistent with the purposes of the department, and the charter and by-laws of the Association. SEC. 6. The Secretary of each department shall, in addition to performing the duties usually pertaining to his office, furnish the Secretary of the Association a copy of the proceedings of the meetings of the department for publication. Pro- vided, No department shall establish an office outside of the general headquarters ofthe Association without the consent of the Executive Committee of the Association. SEC. 7. All departments shall have equal rights and privileges, with the excep- tion stated in Section 3 of this article. They shall be named in Section 1 of this article in the order of their establishment and shall be dropped from the list when discontinued. Each department may be governed by its own regulations in so far asthey are not inconsistent with the act of incorporation or these by-laws. SEC. 8. A new department may be established by a two thirds vote of the Board of Directors taken at a regular meeting of the Board, or by a two thirds vote of the Representative Assembly at any annual business meeting ; provided That awritten application for said department, with title and purpose of the same, shall have been made at the regular meeting of the board next preceding the one at which action is taken, or at the preceding annual business meeting, by at least twenty-five members engaged or interested in the field of labor in the interest of which the department is purposed to be established. A department already established may be discontinued by the Board of Directors upon a two thirds vote taken at a regular meeting, or by a two thirds vote of the Representa- tiveAssembly at any business meeting of the Association ; provided, That announce- ment has been made of the proposed action at a regular meeting of the board the preceding year, or at the preceding annual business meeting. A department shall bediscontinued when it fails to hold a regular meeting for two successive years. SEC. 9. Any department, by a two thirds vote of those voting at any regular business meeting, may levy a membership fee to supplement its allowance from theAssociation. Such membership fees shall be paid to the Secretary of the depart- ment who shall transmit them monthly to the Secretary of the Association. Such funds shall be added to the department's allowance from the Association and shall be used for the work of said department only, and shall be disbursed upon the recommendation of the executive officers of the department in the same manner as other funds of the Association are disbursed. ARTICLE VI-COMMITTEES SECTION 1. At the regular meeting of the Board of Directors on the first day of the annual meeting, the president shall appoint an Auditing Committee con- sisting of three active members of the Association, no one of whom shall be either a trustee or a director; to this committee shall be referred the report of the expert accountant, together with the communication of the President transmitting the same, as provided in Section 6 of this article ; and the committee shall report its findings atthe meeting of the Representative Assembly. SFC. 2. On the first day of the annual meeting of the Association, at such time and places as shall be designated on the annual program by the President of the Association, the State and local delegates from each State shall select one member for each of the following committees: Credentials, Nominations, Resolutions, and Necrology. The Committee on Credentials shall receive the official list of the dele- gates from the Secretary and report thereon to the Representative Assembly. SEC. 3. The Committee on Nominations shall meet on the third day of the annual meeting at 9.00 A. M., at a place designated by the president of the Associa 12 NATIONAL EDUCATION ASSOCIATION tion, and shall nominate persons for the following offices in the Association, to wit: one person for President, eleven persons for Vice-Presidents, one person for Treasurer, and one person from each State, territory, and district, in the United States as a member of the Board of Directors. It shall report to the Representative Assembly at the annual business meeting. SEC. 4. The Committee on Resolutions shall report at the annual business meet- ing of Representative Assembly, and except by unanimous consent, all resolutions shall be referred to said committee without discussion. This committee shall re- ceive and consider all resolutions proposed by active members, or referred to it by the President; some time during the second day of the annual meeting of the Association the committee shall hold a meeting, at a place and time to be announced in the printed program, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them. SEC. 5. The Committee on Necrology shall prepare for the published Proceedings a list of the active and corresponding members that have died during the year accompanied by memorial sketches whenever practicable. SEC. 6. Within thirty days prior to the time of the annual meeting of the Association, the President shall appoint a competent person, firm, or corporation licensed to do business as expert accountants; the accountants so appointed shall examine the accounts, paper, and vouchers of the Secretary, the Treasurer, and the Board of Trustees, and compare the same, and shall also examine the securities of the Permanent Fund held by the Board of Trustees. The report of said ac- countants shall be filed with the President before the opening day of the annual meeting of the Association, and shall be by him submitted with such comments as he may think proper, to the Board of Directors, at their meeting held on the first day of the annual meeting of the Association. ARTICLE VII-MEETINGS SECTION 1. A stated meeting of the Association, of the Council of Education, and of each department shall be held annually at such time and place as shall be determined by the Board of Directors or the Executive Committee acting for the board in accordance with these by-laws. An annual meeting of the Association and its subordinate bodies may be omitted for an extraordinary cause, upon the written consent of two thirds of the directors of the Association, obtained by the Executive Committee. SEC. 2. The annual business meeting of the Representative Assembly shall begin on the second day of the annual meeting at 9.00 A. M. A regular meeting of the Board of Directors shall be held on the first day of the annual meeting at 10.30 A. M. The first regular meeting of the new Board of Directors shall be held as soon as practicable and within twenty-four hours after the close of the last session of the annual meeting, the place and time of the meeting to be announced in the printed program. The Board of Trustees shall hold its annual meeting at some convenient time and immediately following the meeting of the new Board of Directors referred to above in this section. Special meetings of the trustees may be called by the chairman, and shall be called on request of the majority of the Board of Trustees. Due notice of all meetings of the Board of Trustees shall be given to every member of the board by the Secretary thereof. ARTICLE VIII- PROCEEDINGS SECTION 1. The proceedings of the Association, the Council, the departments, the commissions and committees, shall be published at the discretion of and under the direction of a committee appointed by the Executive Committee, provided, That in the opinion of the Executive Committee the funds of the Association warrant the publication. Each member of the Association shall be entitled to a copy of the Proceedings . BY-LAWS 13 SEC. 2. No paper, lecture, nor address shall be read before the Association or any of the departments in the absence of the author, without the approval of the President of the Association, or of the departments interested, nor shall any such paper, lecture, or address be published in the Proceedings without the approval of the Publication Committee. ARTICLE IX- QUORUM SECTION 1. Representatives from twenty-five States and territories shall con- stitute a quorum in all meetings of the Representative Assembly and of the Board ofDirectors. ARTICLE X-APPROPRIATIONS SECTION 1. Unless otherwise ordered by the Representative Assembly at the annual business meetings, not less than 10 per cent of the gross income of the Association each year shall be set aside for such educational investigations and studies as may be ordered in accordance with Section 5 of Article III . ARTICLE XI-AMENDMENTS SECTION 1. These by-laws may be altered or amended at the annual meeting of the Representative Assembly by unanimous vote, or by a two thirds vote of the Representative Assembly if the alteration or amendment shall have been proposed in writing at the annual business meeting next preceding the one at which action is taken, and due announcement of the proposed action shall have been made in the official publication of the Association. 12 NATIONAL EDUCATION ASSOCIATION tion, and shall nominate persons for the following offices in the Association, to wit: one person for President, eleven persons for Vice-Presidents, one person for Treasurer, and one person from each State, territory, and district, in the United States as a member of the Board of Directors. It shall report to the Representative Assembly at the annual business meeting. SEC. 4. The Committee on Resolutions shall report at the annual business meet- ing of Representative Assembly, and except by unanimous consent, all resolutions shall be referred to said committee without discussion. This committee shall re- ceive and consider all resolutions proposed by active members, or referred to it by the President; some time during the second day of the annual meeting of the Association the committee shall hold a meeting, at a place and time to be announced in the printed program, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them. SEC. 5. The Committee on Necrology shall prepare for the published Proceedings a list of the active and corresponding members that have died during the year accompanied by memorial sketches whenever practicable. SEC. 6. Within thirty days prior to the time of the annual meeting of the Association, the President shall appoint a competent person, firm, or corporation licensed to do business as expert accountants ; the accountants so appointed shall examine the accounts, paper, and vouchers of the Secretary, the Treasurer, and the Board of Trustees, and compare the same, and shall also examine the securities of the Permanent Fund held by the Board of Trustees. The report of said ac- countants shall be filed with the President before the opening day of the annual meeting of the Association, and shall be by him submitted with such comments as he may think proper, to the Board of Directors, at their meeting held on the first day of the annual meeting of the Association. ARTICLE VII-MEETINGS SECTION 1. A stated meeting of the Association, of the Council of Education, and of each department shall be held annually at such time and place as shall be determined by the Board of Directors or the Executive Committee acting for the board in accordance with these by-laws. An annual meeting of the Association and its subordinate bodies may be omitted for an extraordinary cause, upon the written consent of two thirds of the directors of the Association, obtained by the Executive Committee. SEC. 2. The annual business meeting of the Representative Assembly shall begin on the second day of the annual meeting at 9.00 A. M. A regular meeting of the Board of Directors shall be held on the first day of the annual meeting at 10.30 Α. Μ. The first regular meeting of the new Board of Directors shall be held as soon as practicable and within twenty-four hours after the close of the last session of the annual meeting, the place and time of the meeting to be announced in the printed program. The Board of Trustees shall hold its annual meeting at some convenient time and immediately following the meeting of the new Board of Directors referred to above in this section. Special meetings of the trustees may be called by the chairman, and shall be called on request of the majority of the Board of Trustees. Due notice of all meetings of the Board of Trustees shall be given to every member of the board by the Secretary thereof. ARTICLE VIII-PROCEEDINGS SECTION 1. The proceedings of the Association, the Council, the departments, the commissions and committees, shall be published at the discretion of and under the direction of a committee appointed by the Executive Committee, provided, That in the opinion of the Executive Committee the funds of the Association warrant the publication. Each member of the Association shall be entitled to a copy of the Proceedings. BY- LAWS 13 SEC. 2. No paper, lecture, nor address shall be read before the Association or any of the departments in the absence of the author, without the approval of the President of the Association, or of the departments interested, nor shall any such paper, lecture, or address be published in the Proceedings without the approval ofthe Publication Committee. ARTICLE IX- QUORUM SECTION 1. Representatives from twenty-five States and territories shall con- stitute a quorum in all meetings of the Representative Assembly and of the Board ofDirectors, ARTICLE X -APPROPRIATIONS SECTION 1. Unless otherwise ordered by the Representative Assembly at the annual business meetings, not less than 10 per cent of the gross income of the Association each year shall be set aside for such educational investigations and studies as may be ordered in accordance with Section 5 of Article III . ARTICLE XI-AMENDMENTS SECTION 1. These by-laws may be altered or amended at the annual meeting ofthe Representative Assembly by unanimous vote, or by a two thirds vote of the Representative Assembly if the alteration or amendment shall have been proposed inwriting at the annual business meeting next preceding the one at which action is taken, and due announcement of the proposed action shall have been made in the official publication of the Association. NATIONAL EDUCATIONAL ASSOCIATION NOW KNOWN AS THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES CERTIFICATE of Acceptance of Charter and Adoption of By-Laws under the Act of Congress approved June 30, 1906. We, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin Shepard, the Secretary of the meeting of the National Educational Association held at Los Angeles, California, on the 10th day of July, 1907, said meeting being the annual meeting of the Association held next after the passage of an act of Congress entitled "An Act to Incorporate the National Education Association of the United States," Do hereby certify, that at said meeting held pursuant to due notice, a quorum being present, the said Association adopted resolutions of which true copies are hereto attached, and accepted the charter of the National Education Association of the United States, granted by said act of Congress, and adopted by-laws as provided in said act and elected officers ; and the undersigned pursuant to said resolutions, Do hereby certify that the National Education Association of the United States has duly accepted said charter granted by said act of Congress, and adopted by- laws, and is the lawful successor to the National Educational Association. In witness whereof, we have hereunto signed our names this 20th day of August, 1907. NATHAN C. SCHAEFFER, Presiding Officer IRWIN SHEPARD, Secretary VERIFICATION RESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS , JULY 10, 1907 1. Resolved, That the National Educational Association hereby accepts the charter granted by an act of Congress entitled " An Act to Incorporate the National Educa- tion Association of the United States," passed June 30, 1906, and that the President and Secretary of this meeting be authorized and directed to execute and file with the Recorder of Deeds of the District of Columbia a verified certificate showing the acceptance by the Association of the charter granted by said act. 2. Resolved, That the proposed by-laws of which notice was given at the annual meeting of the Association held on July 6, 1905, which are printed in full in the Journal of said meeting, be and the same are hereby adopted to take effect im- mediately. 3. Resolved, That the Association adopt as its corporate seal a circle containing the title " National Education Association of the United States," and the dates " 1857-1907 ." 4. Resolved, That the Association do now proceed to elect officers, and to organize under the charter granted by the act of Congress. Filed in the office of the Recorder of Deeds of the District of Columbia, September 4 , 1907. [ 14] CALENDAR OF MEETINGS NATIONAL TEACHERS ASSOCIATION, 1857-1870 1857-PHILADELPHIA , PA. (Organized ) 1865- HARRISBURG, PA. JAMES L. ENOS , Chairman. S. S. GREENE, President. W. E. SHELDON, Secretary. W. E. SHELDON , Secretary . 1858 CINCINNATI, OHIO Z. RICHARDS, Treasurer . Z. RICHARDS, President. J. W. BULKLEY, Secretary. 1866- INDIANAPOLIS , IND. A. J. RICKOFF, Treasurer. J. P. WLCKERSHAM , President. S. H. WHITE, Secretary. 1859--WASHINGTON , D. C. S. P. BATES, Treasurer A. J. RICKOFF, President. J. W. BULKLEY, Secretary. 1867-No session. C. S. PENNELL, Treasurer. BUFFALO , N. Y. 1868--NASHVILLE , TENN . J. W. BULKLEY, President. J. M. GREGORY, President. Z. RICHARDS, Secretary. L. VAN BOKKELEN , Secretary. O. C. WIGHT, Treasurer. JAMES CRUIKSHANK, Treasurer. 1861, 1862-No session . 1869-TRENTON, N. J. 1853-CHICAGO , ILL. L. VAN BOKKELEN, President. JOHN D. PHILBRICK, President . W. E. CROSBY, Secretary . JAMES CRUIKSHANK, Secretary. A. L. BARBER, Treasurer. O. C. WIGHT, Treasurer. 14-OGDENBURG, N. Y. 1870- CLEVELAND , OHIO W. H. WELLS, President. DANIEL B. HAGAR, President. DAVID N. CAMP, Secretary. A. P. MARBLE, Secretary. Z. RICHARDS, Treasurer. W. E. CROSBY, Treasurer. NATIONAL EDUCATIONAL ASSOCIATION, 1871-1907 1871 -ST. LOUIS, MO. 1883- SARATOGA SPRINGS, N. Y. J. L. PICKARD, President. E. T. TAPPAN, President. W. E. CROSBY, Secretary . W. E. SHELDON , Secretary. JOHN HANCOCK, Treasurer. N. A. CALKINS, Treasurer. 1872- FOSTON , MASS . 1884-MADISON , WIS. E. E. WHITE, President. THOMAS W. BICKNELL, President. S. H. WHITE, Secretary. H. S. TARBELL, Secretary. JOHN HANCOCK, Treasurer N. A. CALKINS , Treasurer . 3 -ELMIRA, N. Y. 1885-- SARATOGA SPRINGS , N. Y. B. G. NORTHROP , President. F. LOUIS SOLDAN, President. S. H. WHITE, Secretary . W. E. SHELDON, Secretary . JOHN HANCOCK, Treasurer. N. A. CALKINS, Treasurer. 254-DFIROIT , MICH . 1886 - TOPΕΚΑ, ΚΑΝ . S. H. WHITE, President . N. A. CALKINS, President. A. P. MARBLE, Secretary. W. E. SHELDON , Secretary. JOHN HANCOCK, Treasurer. E. C. HEWETT, Treasurer. 17- MINNEAPOLIS , MINN. 1887-CHICAGO , ILL. W. T. HARRIS, President. W. E. SHELDON, President. М. В. Аввотт, Secretary. J. H. CANFIELD , Secretary. A. P. MARBLE, Treasurer. E. C. HEWETT, Treasurer. -BALTIMORE, MD. 18-6 1888- SAN FRANCISCO , CALIF . W. F. PHELPS , President. AARON GOVE, President. W. D. HENKLE, Secretary. J. H. CANFIELD, Secretary. A. P. MARBLE, Treasurer. E. C. HEWETT, Treasurer. 17-LOUISVILLE, KY. 1889-- NASHVILLE, TENN. M. A. NEWELL, President. ALBERT P. MARBLE, President. W. D. HENKLE , Secretary. J. H. CANFIELD, Secretary. J. ORMOND WILSON , Treasurer. E. C. HEWETT, Treasurer. 18-8 No session. 1890-ST. PAUL, MINN. J. H. CANFIELD, President. 19- PHILADELHIA, PA . W. R. GARRETT, Secretary. CHN HANCOCK, President. E. C. HEWETT, Treasurer. W. D. HENKLE, Secretary. 1. ORMOND WILSON, Treasurer. 1891-TORONTO , ONT. W. R. GARRETT, President. CHAUTAUQUA , N. Y. Е. Н. Соок, Secretary. 1. ORMOND WILSON , President. J. M. GREENWOOD, Treasurer. W. D. HENKLE, Secretary. Ε. Τ. ΤΑPPAN, Treasurer. 1892- SARATOGA SPRINGS, N. Y. Е. Н. Соок , President. ATLANTA, GA. R. W. STEVENSON, Secretary. JAMES H. SMART, President. J. M. GREENWOOD, Treasurer. W. D. HENKLE, Secretary. 1893- CHICAGO , ILL. E. T. TAPPAN, Treasurer. (International Congress of SARATOGA SPRINGS , N. Y. Education) G.JORR , President. ALBERTG. LANE, President. WE SHELDON , Secretary. IRWIN SHEPARD , Secretary. HS. TARBELL, Treasurer. J. M. GREENWOOD , Treasurer. [15] 16 NATIONAL EDUCATION ASSOCIATION 1894-ASBURY PARK, N. J. 1901- DETROIT, MICH . ALBERT G. LANE, President. JAMES M. GREEN, President. IRWIN SHEPARD, Secretary. IRWIN SHEPARD, Secretary. J. M. GREENWOOD, Treasurer. L. C. GREENLEE, Treasurer. 1895-DENVER, COLO. 1902-MINNEAPOLIS, MINN. NICHOLAS MURRAY BUTLER, Pres . WILLIAM M. BEARDSHEAR, Pres . IRWIN SHEPARD , Secretary . IRWIN SHEPARD, Secretary. I. C. MCNEILL, Treasurer. CHARLES H. KEYES , Treasurer. 1896-BUFFALO, N. Y. 1903-BOSTON, MASS . NEWTON C. DOUGHERTY, President. CHARLES W. ELIOT, President. IRWIN SHEPARD, Secretary. IRWIN SHEPARD, Secretary. I. C. MCNEILL, Treasurer. W. M. DAVIDSON , Treasurer. 1897-MILWAUKEE, WIS . CHARLES R. SKINNER, President. 1904-ST . LOUIS , MO . IRWIN SHEPARD , Secretary . JOHN W. Cook, President. I. C. MCNEILL, Treasurer. IRWIN SHEPARD, Secretary. 1898-WASHINGTON , D. C. MCHENRY RHOADS, Treasurer . J. M. GREENWOOD, President . 1905-ASBURY PARK AND OCEAN IRWIN SHEPARD, Secretary. GROVE, N. J. I. C. MCNEILL, Treasurer. WILLIAM H. MAXWELL, President. 1899-LOS ANGELES , CALIF. IRWIN SHEPARD, Secretary. E. ORAM LYTE, President. JAMES W. CRABTREE, Treasurer. IRWIN SHEPARD, Secretary. 1906-No session. I. C. MCNEILL, Treasurer. 1900-CHARLESTON , S. C. 1907-LOS ANGELES , CALIF. OSCAR T. CORSON , President. NATHAN C. SCHAEFFER, President. IRWIN SHEPARD , Secretary . IRWIN SHEPARD , Secretary. CARROLLG. PEARSE, Treasurer. J. N. WILKINSON , Treasurer. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1908— 1908 - CLEVELAND , OHIO . 1916-NEW YORK, N. Y. EDWIN G. COOLEY, President. DAVID B. JOHNSON, President IRWIN SHEPARD, Secretary. DURAND W. SPRINGER, Secretary. ARTHUR H. CHAMBERLAIN, Treas. GRACE M. SHEPHERD, Treasurer. 1909-DENVER, COLO . 1917-PORTLAND , ORE . LORENZO D. HARVEY, President. ROBERT J. ALEY, President. IRWIN SHEPARD, Secretary. DURAND W. SPRINGER, Secretary. ARTHUR H. CHAMBERLAIN, Treas . THOMAS E. FINEGAN, Treasurer. 1910- BOSTON, MASS . 1918-PITTSBURGH , PA. JAMES Y. JOYNER, President. MARY C. C. BRADFORD, President. IRWIN SHEPARD, Secretary. J. W. CRABTREE, Secretary. ARTHUR H. CHAMBERLAIN, Treas . A. J. MATTHEWS, Treasurer. 1911 -- SAN FRANCISCO , CALIF . 1919-MILWAUKEE, WIS . ELLA FLAGG YOUNG, President . GEORGE D. STRAYER, President. IRWIN SHEPARD, Secretary. J. W. CRABTREE, Secretary. DURAND W. SPRINGER, Treasurer. A. J. MATTHEWS , Treasurer. 1912-CHICAGO , ILL . CARROLL G. PEARSE, President. 1920- SALT LAKE CITY, UTAH IRWIN SHEPARD , Secretary. JOSEPHINE CORLISS PRESTON, Pres. KATHERINE D. BLAKE, Treasurer. J. W. CRABTREE, Secretary. 1913- SALT LAKE CITY, UTAH A. J. MATTHEWS , Treasurer. EDWARD T. FAIRCHILD, President. 1921-DES MOINES , IOWA DURAND W. SPRINGER, Secretary. FRED M. HUNTER, President. GRACE M. SHEPHERD, Treasurer. J. W. CRABTREE , Secretary. 1914- ST. PAUL, MINN. CORNELIA S. ADAIR, Treasurer. JOSEPH SWAIN, President. DURAND W. SPRINGER, Secretary. 1922-BOSTON, MASS. CHARL ORMOND WILLIAMS, Pres GRACE M. SHEPHERD, Treasurer. J. W. CRABTREE, Secretary. 1915-OAKLAND, CALIF. CORNELIA S. ADAIR, Treasurer . (International Congress of Education) 1923-- OAKLAND- SAN FRANCISCO DAVID STARR JORDAN, President. WILLIAM B. OWEN , President. DURAND W. SPRINGER, Secretary. J. W. CRABTREE, Secretary. GRACE M. SHEPHERD, Treasurer. CORNELIA S. ADAIR, Treasurer . National Education Association of the United States OFFICERS FOR 1922-1923 GENERAL ASSOCIATION WILLIAM B. OWEN, President.... .... Chicago, Ill. J.W. CRABTREE, Secretary.. Washington, D. C. CORNELIA S. ADAIR, Treasurer. Richmond, Va. VICE- PRESIDENTS CHARL ORMOND WILLIAMS , Legislative Secretary ....... Washington, D. C. MINNIE J. NIFLSON, State Superintendent of Public Instruction. Bismarck, N. D. JOBS W. ABERCROMBIE, State Superintendent of Education . Montgomery, Ala. CLARENCE H. DEMPSEY, State Commissioner of Education . Montpelier, Vt. HW DODD, Superintendent of Schools ... Allentown, Pa. WF. GEIGER, Superintendent of Schools ... Tacoma, Wash. CN JENSEN , State Superintendent of Public Instruction . Salt Lake City, Utah T' W. LAMKIN, President Northwest State Teachers' College .... Marysville, Mo. MARY MCSKIMMON , Principal, Pierce School .... Brookline, Mass. MARY E. LAWLER , Teacher , School No. 12 ..... Paterson, N. J. H. LESTER SMITH , Dean, School of Education, Indiana University . Bloomington, Ind. R.BERT H. WRIGHT, President, East Carolina Teachers' College . Greenville, N. C.. BOARD OF TRUSTEES WALTER R. SIDERS, Superintendent of Schools .. Pocatello, Idaho WILLIAM BOWEN, President, Chicago Normal College . Chicago, Ill. AZNES E. DOHERTY, Teacher, Central High School ... .. St. Paul , Minn. OLIVEM. JONES, Principal, Public School.. New York , N. Y. CARB LL G. PEARSE, F. E. Compton & Co ...... Milwaukee, Wis. EXECUTIVE COMMITTEE WILLIAM B. OWEN, President .... Chicago, Ill. CHARL ORMOND WILLIAMS, Vice-President Washington, D. C. WALTER R. SIDERS, Chairman Board of Trustees Pocatello, Idaho CORNELIA S. ADAIR, Treasurer ... Richmond, Va. FRED M. HUNTER, Member by Election . Oakland, Calif. BOARD OF DIRECTORS Directors Ex Officio WILLIAM B. OWEN, President . Chicago, Ill. CHARL ORMOND WILLIAMS, First Vice-President ... Washington, D. C. URNELIA S. ADAIR, Treasurer . Richmond, Va. WALTER R. SIDERS, Chairman of the Board of Trustees . Pocatello, Idaho JW. CRABTREE, Secretary... Washington, D. C. Life Directors LAY, ROBERT J. , President of Butler College ..... Indianapolis, Ind. B: KWILL, THOMAS W. , 207 Boyle Avenue ... Providence, R. I. or EDUCATION . Nashville, Tenn. BAADFORD, MARY C. C. , 1735 Bellaire Street ... .. Denver, Colo . Baws, ELMER ELLSWORTH , Chancellor of New York University New York, N. Y. TIR, NICHOLAS MURRAY, President of Columbia University New York, Ν. Υ. [17] 18 NATIONAL EDUCATION ASSOCIATION CLAXTON, P. P., Provost of the University of Alabama . University, Ala. COOLEY, EDWIN G., Union League Club .... .Chicago, III . CORSON, OSCAR T. , R. F. D. No. 2 .. Oxford, Ohio ELIOT, CHARLES W., President Emeritus of Harvard University . Cambridge, Mass. GRAHAM, H. Α ..... Mt. Pleasant, Mich. HUNTER, FRED M. , Superintendent of Schools ... ..Oakland, Calif. JOHNSON, DAVID B. , President, Winthrop Normal and Industrial College.... Rock Hill, S. C. JORDAN, DAVID STARR, President Emeritus Stanford University . Palo Alto, Calif. JOYNER, JAMES Y ...... La Grange, N. C. MARSHALL, T. MARCELLUS . Stouts Mills, W. Va. PEARSE, CARROLL G., 455 Kenwood Bivd . Milwaukee, Wis. PRESTON , MRS. JOSEPHINE CORLISS, State Supt. of Public Instruction. .Olympia, Wash. SKINNER, CHARLES R. , Librarian, Legislative Library, Capitol Bldg . .Albany, N. Y. STATE TEACHERS' ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary . Carlinville, III. STRAYER, GEORGE D., Teachers College, Columbia University New York, N. Y. SWAIN , JOSEPH, Swarthmore College ... Swarthmore, Pa. TAYLOR, A. R ......... Decatur, Ill. TEACHERS' INSTITUTE Philadelphia, Pa. TIGERT, JOHN J. , U. S. Commissioner of Education, Bureau of Education..Washington, D. C. WHITE, CHARLES G ..... Menomonie, Wis. WILLIAMS, CHARL ORMOND, National Education Association . Washington, D. C. State Directors Alabama C. B. GLENN, Superintendent of Schools . Birmingham Alaska LESTER D. HENDERSON , Commissioner of Education . .... Juneau Arizona H. E. HENDRIX , Superintendent of Schools . Mesa Arkansas ANNIE GRIFFEY, Primary Supervisor. Little Rock California MARY F. MOONEY, Vice- Principal, Washington School .. San Francisco Colorado H. B. SMITH , Secretary, Colorado Education Association....Denver Connecticut LEVI T. GARRISON, Regional Supervisor, Willimantic Normal School Willimantic Delaware ..H. V. HOLLOWAY, State Superintendent of Public Instruction ..Dover Florida ..F. A. HATHAWAY, County Superintendent of Schools .... Jacksonville Georgia ..K. T. ALFRIEND, Department of Education and Psy- chology, Bessie Tift College... ..Forsyth Idaho ..T. B. SHANK , Superintendent of Schools ....... ... Coeur d'Alene Illinois MRS. SARAH L. THOMAS, Public School Teacher . Rockford Indiana H. LESTER SMITH, Dean of School of Education Bloomington Iowa L. H. MINKEL, Superintendent of Schools . Fort Dodge Kansas M. E. PEARSON, Superintendent of Schools . Kansas City Kentucky R. E. WILLIAMS, Secretary and Treasurer of Kentucky Education Association Louisville Louisiana W. S. LAFARGUE, Superintendent of Education of Lafourche Parish Thibodaux Maine J. W. TAYLOR, Agent for Secondary Education . Augusta Maryland WILLIAM BURDICK, General Director Public Athletic League, Children's Playground Association, Inc ..... Baltimore Massachusetts MARY MCSKIMMON, Principal of Pierce School .... Brookline Michigan THOMAS E. JOHNSON, State Superintendent of Schools. Lansing Minnesota ..J. C. BROWN, President of State Teachers' College. .St. Cloud Mississippi E. E. BASS , Superintendent of Schools .. Greenville Missouri THOMAS J. WALKER, Editor, School and Community. Columbia Montana ..J. M. HAMILTON, Dean, State College of Agriculture. Bozeman Nebraska C. RAY GATES, Superintendent of Schools.. Grand Island Nevada MRS. LIBBY C. BOOTH, Principal, Public Schools . ..Reno New Hampshire CLIFTON TOWLE, Superintendent of Schools . Exeter New Jersey THOMAS AGNEW, Principal, Horace Mann School Bayonne New Mexico ....... JOHN MILNE, Superintendent of Schools ... .Albuquerque New York AMBROSE CORT, Principal of Public School 73 .... .Brooklyn North Carolina ROBERT H. WRIGHT, President, East Carolina Teachers' College Greenville North Dakota ......... A. C. BERG, State Rural School Inspector .. Towner Ohio ... F. E. REYNOLDS, 416 Chamber of Commerce Bldg . Columbus OFFICERS OF DEPARTMENTS 19 Ukahoma E. E. OBERHOLTZER, Superintendent of Schools.... ....... Tulsa regon E. H. WHITNEY, Assistant Superintendent of City Schools.. Portland Pennsylvania ..J. H. KELLEY, Secretary, Pennsylvania State Education Association Harrisburg Rhode Island ..WILLIAM O. HOLDEN, Head of Commercial Department Pawtucket High School .. .Pawtucket Soth Carolina ..GEORGE HARRIS WEBBER, Superintendent of City Schools .... Beaufort Sath Dakota HAROLD W. FOGHT, Northern Normal and Industrial School .. Aberdeen Tennessee .S. L. SMITH, General Field Agent for Rural Schools , Commercial Club Building . Nashville Texas CATHERINE GORBUTT El Paso Utah L. JOHN NUTTALL, JR. , Director, Training School , Brigham Young University. . Provo Vermont M. D. CHITTENDEN , State Board of Education Montpelier Virginia NANNIE W. THOMPSON .. Richmond Washington MRS. JENNIE M. FRENCH, Principal, Pt. Defiance School Tacoma West Virginia .W. W. TRENT, Superintendent of Schools ... .Elkins Wisconsin ............. J. F. SIMS, President, State Normal School ......... .. Stevens Point Wyoming ... A. A. SLADE, Superintendent of Schools ... Casper Listrict of Columbia.... HARRY ENGLISH, Head, Department Mathematics, High Schools Washington Hawaln H. M. WELLS , Superintendent of Public Instruction Honolulu Friarpne Islands ... LUTHER B. BEWLEY, Commissioner of Education .. Manila forto Rico ......... JUAN B. HUYKE, Commissioner of Education .. ..San Juan HEADQUARTERS STAFF 1201 Sixteenth Street Northwest, Washington, D. С. J. W. CRABTREE, Secretary. HELEN T. HIXSON , Director of the Division of Records and Accounts. JOY ELMER MORGAN, Director of the Division of Publications. AGNES S. WINN, Director of the Division of Elementary School Service. JOHN K. NORTON, Director of the Research Division. CHARL ORMOND WILLIAMS, Field Division, Legislative Secretary. J. O. ENGLEMAN, Field Division, Field Secretary. HAROLD A. ALLAN, Director of the Business Division. S. D. SHANKLAND, Secretary of the Department of Superintendence. NATIONAL COUNCIL OF EDUCATION Fresident ......... J. M. GWINN , Superintendent of Schools....... San Francisco, Calif. cretary ...ADELAIDE STEELE BAYLOR, Chief of Division of Home Economics Washington, D. C. Forutece Committee .... A. J. MATTHEWS, President, State Normal School (term expires 1923) .... Tempe, Ariz . ANNA LAURA FORCE, Principal Lincoln School ( term expires 1924) ...Denver, Colo. DAVID B. CORSON , Superintendent of City Schools (term expires 1925) . ........ Newark, N. J. OFFICERS OF DEPARTMENTS Business Education Frezident EARL W. BARNHART, Chief of Commercial Education Service, Federal Board for Vocational Educa- tion ...... Washington, D. C. wdary ISABEL CRAIG BACON, Special Agent Retail Education, Fed. Board for Vocational Education ........ Washington, D. C. Child Hygiene DR. WILLIAM A. HOWE, State Medical Inspector of Schools Albany, N. Y. icePrendent ..... DR. E. A. PETERSON, Public Schools ...............Cleveland, Ohio Ametary Treasurer .... DR. CHARLES H. KEENE, Director, Bureau of Health Education, Department of Public Instruction .... Harrisburg, Pa. 20 NATIONAL EDUCATION ASSOCIATION Classroom Teachers President EFFIE MACGREGOR Minneapolis, Minn. Vice-President ......... IDA C. IVERSEN , President, City Teachers' Club ... Los Angeles, Calif. Secretary- Treasurer .... FLORA MENZEL, Milwaukee Teachers' Association .... Milwaukee, Wis. Other members of the Executive Committee .. JULIA E. SULLIVAN, Wendell Phillips School ...... ..Boston, Mass. BESSIE EVANS Little Rock, Ark. Secretary .............. JULIA SPOONER, President, Grade Teachers' Associa- tion Portland, Ore. Deans of Women President AGNES E. WELLS, Dean of Women, Indiana Uni- versity .... Bloomington, Ind. Ist Vice-President .... MINA KERR, Dean of Women, Wheaton College . Norton, Mass. 2d Vice-President GEORGIA WHITE, Dean of Women, Cornell University .... Ithaca , N. Y. Secretary FLORENCE KELLOGG ROOT , Dean of Women, College of Wooster Wooster , Ohio Treasurer FLORENCE L. RICHARDS, Dean of Women, Winona State Normal College Winona, Minn. Educational Publications President GEORGE L. TOWNE, President, University Publishing Company ...... Lincoln, Nebr. Secretary .............. C. W. TABER, Western Manager of Lippincott & Com- pany ........ Chicago, III . Elementary Education President MYRA L. SNOW, Head Teacher, Portage School . Seattle, Wash. Secretary MARGARET H. SMITH, Principal of 61st Street School Los Angeles, Calif. Member of Committee on Continuity of Policies ..... PHILIP W. L. Cox ..... ..... New York City Elementary School Principals President .. WORTH MCCLURE, Gatewood School .... .... Seattle, Wash . 1st l'ice-President ANNA LAURA FORCE, Lincoln School . .. Denver, Colo. 2d Vice-President THOMAS AGNEW, Horace Mann School . Bayonne, N. J. 3d Vice-President .. ELIZABETH ARLETT, Alexander Hamilton Junior High School ..Oakland, Calif. Recording Secretary .... JESSIE M. FINK, Palmer School .. ........... Grand Rapids, Mich. Cor. Secretary .......... W . T. LONGSHORE, Greenwood School ............. Kansas City, Mo. Treasurer ... COURTLAND V. DAVIS , J. E. B. Stuart School .... .. Norfolk, Va . • Executive Committee ... OLIVE M. JONES, Public School 120 (term expires 1923) New York , N. Y. JOHN W. ANTHONY (term expires 1924) .. ... Pittsburgh, Pa. MARY MCSKIMMON, Pierce School (term expires 1925) ... Brookline, Mass. LFONARD POWER, Franklin School (term expires 1923) ....... Port Arthur, Texas Higher Education President .... CHARLES E. WEHLER, Vice-President, Hood College .... Frederick, Md. Secretary WALTER R. SMITH, Professor, Educational Sociology, University of Kansas ... .......... Lawrence, Kans, OFFICERS OF DEPARTMENTS 21 Immigrant Education President ............ W. C. SMITH, Supervisor of Immigrant Education, State Department of Education .... ....Albany, N. Y. ince President ..... ETHEL RICHARDSON , Assistant State Superintendent in charge of Immigrant Education.. ...... Sacramento , Calif. acretary MARGUERITE J. BURNETT, State Director of Immigrant Education Wilmington, Del. Treasurer ..LILLIAN CLARK, Supervisor of Teacher Training Di- vision of Americanization ..... Columbus , Ohio Kindergarten Education rendent ...... ALMA LOUISE BINZEL, Assistant Professor of Child Training, Home Economics Department, Univer- sity of Minnesota. ..... Minneapolis, Minn. ThePresident JULIA WADE ABBот, Specialist in Kindergarten Edu- cation, Bureau of Education . ...... Washington, D. С. arcretary FRANCES KERN, Director, Early Elementary Educa- tion, Western State Normal School . Kalamazoo , Mich. Library Department President ....... MARTHA C. PRITCHARD, Supervisor School Libraries, Board of Education ... ....... Detroit, Mich. co -President MRS. EDWARD CARTER, Librarian, Port Arthur High School .... Port Arthur, Texas Secretary-Treasurer .... DELLA FRANCES NORTHEY, State Supervisor of School Libraries ..... Indianapolis, Ind. Music Education Premsent GLENN H. WOODS, Director of Music ... Oakland, Calif . •wePresident TERESA ARMITAGE, Author and Lecturer . ..Chicago , Ill . CarTatary MAYBELLE GLENN, Director of Music ... Kansas City, Mo. Normal Schools Prendent .J. C. BROWN, State Teachers' College ..... .St. Cloud, Minn. ivePresident JOSEPH ROSIER, State Normal School . Fairmont, W. Va. Secretary ERNEST SILVER, State Normal School . ..Plymouth, N. H. Physical Education dent ris ......... ETHEL PERRIN, Assistant Director of Health Educa- tion Detroit, Mich. Pres.dent ROYCE R. LONG, Colorado Teachers' College ........... Greeley, Colo. retery WILLIAM BURDICK, M. D...... Baltimore, Md. Rural Education "rdint C. G. SARGENT, Professor of Rural Education, Agri- cultural College .... Fort Collins, Colo . -President .. ........ AMALIA M. BENGSTON, Superintendent of Schools, Renville County ...... Olivia, Minn. retary .... MABEL CARNEY, Teachers College, Columbia Univer- sity New York City Treasurer ....... WILLIAM MCKINLEY ROBINSON, Principal , High School ..... Orleans , Vt. "simatice Committee Armbers at Large .... ERNEST BURNHAM, Western State Normal School..Kalamazoo, Mich. CHARL O. WILLIAMS, Legislative Secretary, National Education Association ...... Washington, D. C. LEE L. DRIVER, Department of Education .......... Harrisburg, Pa. H. W. FOGHT . Normal School ................... Aberdeen, S. Dak. 22 NATIONAL EDUCATION ASSOCIATION School Administration President ............ IRA B. BUSH .... ....... Charleston, W. Va. Secretary W. C. BRUCE, Editor of American School Board Journal ... Milwaukee, Wis. Science Instruction President ........ LESLIE O. JOHNSON, Head of Science Department, High School ..... New Haven, Conn . Vice-President . ALLEN C. HUTCHINSON , Science Department, South- side High School . ....Newark, N. J. Secretary ....... ARTHUR H. FRENCH, Head of Science Department, Frances W. Parker School ................ San Diego, Calif. Secondary Education President .... E. E. CRAWFORD, Principal, Idaho Falls High School ..... Idaho Falls , Idaho Vice-President R. R. Cook, Principal, Topeka High School...... Topeka, Kans . Secretary ..... FANNIE W. MCLEAN , Vice- Principal, Berkeley Iligh School Berkeley , Calif. Superintendence President PAYSON SMITH, State Commissioner of Education ... Boston, Mass. Ist Vice-President ...... JOHN H. BEVERIDGE, Superintendent of Schools ........Omaha , Nebr . 2d Vice -President ....... M .G. CLARK , Superintendent of Schools ........ Sioux City, Iowa Executive Secretary .... S . D. SHANKLAND . ..Washington, D. C. Executive Committee ... FRANK CODY, Superintendent of Schools (term expires 1924 ) ....Detroit, Mich. RANDALL J. CONDON, Superintendent of Schools (term expires 1925 ) Cincinnati , Ohio FRANK W. BALLOU, Superintendent of Schools (term expires 1926) Washington, D. C. WILLIAM MCANDREW, Associate Superintendent of Schools (term expires 1927) ............... New York City Vocational Education and Practical Arts President L. H. DENNIS, State Department of Public Instruc- tion ....Harrisburg, Pa. Vice-President . BENJAMIN W. JOHNSON, University of California .... Berkeley, Calif. Recording Secretary .... C. C. COLVIN , State Department of Education .... Springfield, III. Cor. Secretary LEIGH J. RODGERS, Head of Department of Machine Work, Wentworth Institute .. Boston, Mass. Wider Use of Schoolhouses President ....... JOSEPHINE CORLISS PRESTON, State Superintendent of Public Instruction ..Olympia, Wash. Vice-President . JAMES T. MULROY, Director of Extended Use of Public Schools Boston, Mass. Secretary ....... EUGENE C. GIBNEY, Director Extension Activities , . Board of Education ... ..... New York City COMMITTEES OF THE NATIONAL EDUCATION ASSOCIATION, 1922-23 Committee to Coöperate with American School Citizenship League FANNLE FERN ANDREWS, Chairman, 405 Marl- GRACE A. DAVIS, Muskegon, Mich . borough Street, Boston, 17 Mass. ETHEL M. GARDINER, Milwaukee, Wis. FLORENCE CASE, Marion, Ind. AGNES E. DOHERTY , St. Paul, Minn. J. FRED ANDERSON, Oakland, Calif. THOMAS E. FINEGAN , Harrisburg, Pa. J. B. BROWN, Nashville, Tenn. WALTER R. SIDERS, Pocatello, Idaho. COMMITTEES FOR 1922-23 23 Committee on Character, Education MILTON BENNION , Chairman , Dean, School of OLIVE M. JONES, New York City. Education, University of Utah, Salt Lake JOHN R. KIRK, Kirksville, Mo. City, Utah Т. А. Мотт, Seymour, Ind. FANNIE FERN ANDREWS, Boston, Mass . J. W. SEARSON, Lincoln, Nebr. SARAH LOUISE ARNOLD, Newton Center, Mass. EDWIN D. STARBUCK , Iowa City, Iowa. FRANCISG. BLAIR, Springfield, Ill . D. B. WALDO, Bellingham, Wash. MARY D BRADFORD, Wilmington, Del. ANNA WILLSON , Crawfordsville, Ind. W. A. BRANDENBURG, Pittsburg, Kans. WILLIAM H. KILPATRICK, New York City. JEREMIAH E. BURKE, Boston, Mass. ARTHUR L. BEELEY, Chicago, Ill . IRA L. CAMMACK, Kansas City, Mo. H. B. WILSON, Berkeley, Calif. CHARLES E. CHADSEY, Urbana, III . A. DUNCAN YOCUM, Philadelphia, Pa. AGNES W. DOHERTY, St. Paul, Minn. Committee to Coöperate with Federation of Women's Clubs MARY C. C. BRADFORD, Chairman, State Super- BELLE M. RYAN, Omaha, Nebr. intendent of Public Instruction, Denver, ANNA LAURA FORCE, Denver, Colo. Cuio. MARY E. WOOLLEY, South Hadley, Mass. SARAH LOUISE ARNOLD, Newton Center, Mass. KATHERINE A. MORTON, Cheyenne, Wyo . MAMIE S. BASTIAN, Houston, Tex. NINA C. VANDEWALKER, Washington, D. C. Editorial Council WILLIAM C. BAGLEY, Chairman, Professor of JAMES H. KELLEY, Harrisburg, Pa. Education, Teachers College, Columbia Uni- VAUGHAN MACCAUGHEY, Berkeley, Calif. seraty, New York City. JOSEPHG. MASTERS, Omaha, Nebr. SARAH LOUISE ARNOLD, Newton Center, Mass . T. J. MCCORMACK, La Salle, Ill . ASTHERINE D. BLAKE, New York City. JESSE H. NEWLON , Denver, Colo. PR. BUCKINGHAM, Columbus, Ohio . M. V. O'SHEA, Madison, Wis. KYON L. BUTTERFIELD, Amherst, Mass. LEONARD POWER, Port Arthur, Texas. Актния H. CHAMBERLAIN, San Francisco, CHARLES F. PYE, Des Moines, Iowa. . Calif H. W. ROCKWELL, Buffalo, N. Y. ATES D COFFMAN, Minneapolis, Minn. W. CARSON RYAN , JR., Swarthmore, Pa. SSAN M. DORSEY, Los Angeles, Calif. J. W. SEARSON, Lincoln, Nebr. LE L. DRIVER, Harrisburg, Pa. GEORGE L. TOWNE, Lincoln, Nebr. FARLTON H. GIBSON, Savannah, Ga. NINA C. VANDEWALKER, Washington , D. C. FRANK P GRAVES, Albany, N. Y. H. G. WILLIAMS, Columbus , Ohio. Jow A H. KEITH, Indiana, Pa. Committee on Foreign Relations of the National Education Association AL . arts O. THOMAS, Augusta, Maine, Chair- ANNIE WOODWARD, Somerville, Mass. D. B. JOHNSON, Rock Hill, S. C. JAMES F. HOSIC, Columbia University, New CHARL O. WILLIAMS, 1201 16th Street, N. W. York City, Secretary Washington, D. C. EL. DAY, State Normal College, Lowell, ARTHUR J. MATTHEWS, Tempe, Arizona. Mass ROBERT H. WRIGHT, Greenville, N. C. KDWYER, Anaconda, Mont. N. D. SHOWALTER, Cheney, Wash. JAMES W.GOWANS, Hutchinson, Kan. JOHN H. FINLEY, " New York Times ," New H WILLIAMS, Columbia, Mo. York City. W. STI DEBAKER, Des Moines, Iowa. PP CLAXTON, Univ. of Ala., University, Foreign Relations Advisory Committee TARLAS B GLENN, Birmingham, Ala. T. W. WEISEL, Geneva, Nebr. Te CAGH, Rockville, Conn. FRANCIS T. CLAYTON , Concord, N. Η. R TANTR , Inverness, Fla. KATHERINE D. BLAKE, New York City. 1. BALAENRIDGE, Sandpoint, Idaho. WALTER E. RANGER, Providence, R. I. ver HOLBB OK, Joliet, Ill. WILLIAM C. HOBBS, Bristol, R. I. REC. MANRY, Iowa City, Iowa. M. M. GUHIN, Pierre, S. Dak. H HARRIS, Thibodaux, La. JAMES H. HICKMAN , Charleston, W. Va. AM MAAR . Millinocket, Maine. HARRY ENGLISH, Washington, D. C. VARAS W CAMERON, Baltimore, Md. J. E. LANG, Juneau, Alaska. Tours A MOYER, Boston, Mass. F. A. CLOWES, Hilo, Hawaii. FARWIE M. FORESTER, Minneapolis, Minn. 24 NATIONAL EDUCATION ASSOCIATION Joint Committee on Health Problems in Education THOMAS D. WOOD, Chairman, Columbia Uni- CHARLES H. KEYES , Saratoga Springs, N. Y. versity, New York City. MARGARET S. MCNAUGHT, Sacramento, Calif. ROBERT J. ALEY, Indianapolis , Ind. WILLIAM B. OWEN , Chicago, Ill. KATHERINE D. BLAKE, New York City. JOSEPHINE C. PRESTON, Olympia, Wash. MARY C. C. BRADFORD, Denver, Colo. JOHN J. TIGERT, Washington, D. C. WILLIAM H. BURNHAM, Nashville, Tenn. ALBERT E. WINSHIP, Boston, Mass. CLARK W. HETHERINGTON, New York City. MRS. IRA COUCH WOOD, Chicago, Ill. JOHN P. KEATING, Pueblo, Colo. H. H. SEERLEY, Cedar Falls, Iowa. Illiteracy Commission of the National Education Association of the United States CORA WILSON STEWART, Chairman , Illiteracy JOSEPHINE CORLISS PRESTON, Olympia, Wash . Commission, Frankfort, Ky. M. L. BRITTAIN, Atlanta, Ga. A. H. CHAMBERLAIN , San Francisco, Calif. JOHN V. CONWAY, Santa Fe, N. Mex, JOHN H. FINLEY, New York City. MINNIE J. NIELSON , Bismarck, N. D. MARY C. C. BRADFORD, Denver, Colo . WIL LOU GRAY, Columbia, S. C. THOMAS E. FINEGAN , Harrisburg, Pa. THOMAS E. JOHNSON, Lansing, Mich. AUGUSTUS O. THOMAS, Augusta, Maine, Legislative Commission GEORGE D. STRAYER, Chairman, Professor of RANDALL J. CONDON, Cincinnati, Ohio. Educational Administration and Director WILLIAM M. DAVIDSON, Pittsburgh , Pa. of the Division of Field Studies of the THOMAS E. FINEGAN, Harrisburg, Pa. Institute of Educational Research, Teach- C. G. COOPER, Towson, Md. ers College, Columbia University, New York WILLARD E. GIVENS, Honolulu, Hawaii . City. THOMAS E. JOHNSON, Lansing, Mich. MARY C. C. BRADFORD, Denver, Colo. D. B. WALDO, Bellingham, Wash. J. A. C. CHANDLER, Williamsburg, Va. WILL C. WOOD, Sacramento, Calif. Committee to Coöperate with the Motion Picture Producers CHARLES H. JUDD, Chairman, Chicago, III . SUSAN M. DORSEY, Los Angeles, Calif. LEONARD AYRES, Cleveland, Ohio. ELIZABETH HALL, Minneapolis, Minn. ELIZABETH BRECKINRIDGE, Louisville, Ky. PAYSON SMITH, Boston, Mass. ERNEST L. CRANDALL, New York City. Committee on Pensions PHILIP E. CARLSON, Chairman , Minneapolis, MARY MCSKIMMON , Brookline, Mass. Minn. M. G. CLARK, Sioux City, Iowa. A. C. ELDRIDGE, Cleveland, Ohio. JOHN W. ANTHONY, Pittsburgh, Pa. ABBY PORTER LELAND, New York City. Committee on Racial Well-Being HELEN C. PUTNAM, M.D. , Chairman, Provi- SUSAN M. DORSEY, Los Angeles, Calif. dence, R. I. CARROLLG. PEARSE, Milwaukee, Wis. Committee on Rural Education JOHN F. SIMS , Chairman, President, State LEE L. DRIVER, Harrisburg, Pa. Normal School, Stevens Point, Wis . HAROLD W. FOGHT, Aberdeen, S. D. CARTER ALEXANDER, New York City. LINNAEUS N. HINES, Terre Haute, Ind. SAM A. BAKER, Jefferson City, Mo. EDITH A. LATHROP, Washington, D. C. ADELAIDE STEELE BAYLOR, Washington, D. C. JASPER L. MCBRIEN, Terre Haute, Ind. AMALIA M. BENGSTON , Olivia, Minn. N. C. MCDONALD, Columbus , Ohio. SAMUEL S. BROOKS, Silver Lake, N. Η. JOHN C. MUERMAN, Washington, D. C. MACY CAMPBELL, Cedar Falls, Iowa. O. W. NEALE, Stevens Point, Wis . KATHERINE COOK, Washington, D. C. JOSEPHINE C. PRESTON, Olympia, Wash . FRED D. CRAM, Cedar Falls, Iowa. GRACE M. SHEPHERD, Marysville, Mo. COMMITTEES FOR 1922-23 25 Committee on Salaries ES. EVENDEN, Chairman, Teachers College, ANNIE L. GRIFFEY, Little Rock, Ark . Columbia University, New York City. CHARLES E. RUGH, Berkeley, Calif. MIRA L. SNOW, Seattle, Wash . E. C. FISHER, Rock Island, Ill . FLORENCE M. HALE, Augusta, Maine. Committee on Schoolhouse Planning and Construction, 1922-23 FRANK IRVING COOPER, Chairman, Architect, GEORGE D. STRAYER, New York City. Boston, Mass. DWIGHT H. PERKINS, Chicago, Ill . CHARLES E. CHADSEY, Urbana, Ill. S. L. SMITH, Nashville, Tenn. S. A. CHALLMAN, St. Paul, Minn. CLARENCE D. KINGSLEY, Boston, Mass. C. B. J. SNYDER, New York City. JESSE B. DAVIS, Hartford, Conn. Committee on Sources of Revenue WILLIAM B. OWEN, Chairman, President, Chi- MARGARET NOONAN, New York City. cageNormal College, Chicago, Ill. OLIVIA POUND, Lincoln, Nebr. JOHN H. BEVERIDGE, Omaha, Nebr. WALTER R. SIDERS, Pocatello , Idaho. C. P GARY, Madison, Wis. JOHN W. STUDEBAKER, Des Moines, Iowa. NICKOLAUS L. ENGELHART, New York City. ARCHIBALD H. WATERHOUSE, Fremont, Nebr. THOMAS E. JOHNSON, Lansing, Mich. Committee on Tenure HARTAN UPDEGRAFF , Chairman, President, SALLY HILL, Denver, Colo. Cornell College, Mt. Vernon, Iowa. DAVID B. JOHNSON, Rock Hill, S. C. EMMA L. DACRE, San Francisco, Calif. Committee on Thrift ARTHUR H. CHAMBERLAIN , Chairman, " Sierra C. H. DEMPSEY, Montpelier, Vt. Educational News," Phelan Building, San J. M. GWINN, San Francisco, Calif. Francisco, Calif. FRED M. HUNTER, Oakland, Calif. LR ALDERMAN, Washington, D. C. JESSE NEWLON, Denver, Colo . FLORENCE BARNARD, Corvallis , Ore. WILLIAM B. OWEN , Chicago, Ill. A. BEXELL, Corvallis, Ore. HOMER H. SEERLEY , Cedar Falls, Iowa. KATHERINE D. BLAKE, New York City. S. W. STRAUS, New York City. MRS. HENRIETTA CALVIN , Philadelphia, Pa. A. E. WINSHIP, Boston, Mass. H R. DANIEL, New York City. Committee on Financing Delegates to the Representative Assembly CANELIA S. ADAIR, Treasurer of the Nation- HARRIET GAYMANN , Colorado Springs , Colo . al Education Association, 1719 Grove OLIVE M. JONES, New York City. Avenue, Richmond, Va. ELSIE MAXAM, Tacoma, Wash. FC. BROOKS , Raleigh, N. C. JOSEPHINE C. PRESTON, Olympia, Wash . AGNES E. DOHERTY, St. Paul, Minn. CHARLES F. PYE, Des Moines, Iowa. Committee on Reorganization of Elementary Education Itwas recommended at the Boston meeting that this committee be discontinued and in its Nae four separate committees be constituted, the president to indicate the scope of the work of each at time of appointment. Arrangements are being made for the appointment of these ommittees, but the names of the members are not yet ready for publication. Miss Olive M. Jones, of New York City, will give a report as Chairman of the former crittee. Commission on Coördination of Research Agencies E H. NEWLON, Chairman, Superintendent MARY D. BRADFORD, Wilmington, Del . Sckools, Denver, Colo. THOMAS H. BRIGGS, New York City. WILLIAM C. BAGLEY, New York City. B. R. BUCKINGHAM , Urbana, Ill . ANSIE WEBB BLANTON, Austin, Texas. C. P. CARY, Chicago, I11. FRANKLIN BOBBITT, Chicago, Ill. LOTUS D. COFFMAN, Minneapolis, Minn. 26 NATIONAL EDUCATION ASSOCIATION JESSIE E. COLBURN, New York City. GEORGE MELCHER, Kansas City, Mo. ALBERT S. Cook, Baltimore, Md. FRANK G. PICKELL, Cleveland, Ohio. STUART A. COURTIS, Detroit, Mich. EDWIN L. ROUSE, Scottsbluff, Nebr. J. G. CRABDE, Greeley , Colo. CHARLES E. RUGH , Berkeley, Calif. VIRGIL E. DICKSON, Oakland, Calif. W. F. RUSSELL, Iowa City, Iowa. JAMES W. GOWANS, Winfield, Kans. J. W. STUDEBAKER, Des Moines, Iowa. WALTER A. JESSUP, Iowa City, Iowa. W. W. THEISEN, Cleveland, Ohio . R. G. JONES , Cleveland, Ohio . JOHN W. WITHERS, New York City. PHEBE E. MATHEWS , Somerville, Mass. MARY L. FULKERSON , Salem , Ore. Committee on Problems of High School Libraries C. C. CERTAIN, Chairman, Assistant Principal WILLIS H. KERR, Emporia, Kan.. of Northwestern High School, 7450 Wood- CLARENCE D. KINGSLEY, Boston, Mass . ward Avenue, Detroit, Mich. ELIZABETH KNAPP, Detroit, Mich. W. W. BISHOP, Ann Arbor, Mich. HANNAH LOGASA, Chicago, Ill . EMMA J. BRECK, Oakland, Calif. ELLA MORGAN, Los Angeles, Calif. FRANK IRVING COOPER, Boston, Mass. EDNA PRATT, Passaic, N. J. JESSE B. DAVIS, New Haven, Conn . H. O. SEVERANCE, Columbia, Mo. LUCY E. FAY, Pittsburgh, Pa. BESSIE SARGEANT SMITH, Cleveland , Ohio. R. T. HARGRAVES, St. Paul, Minn. MARY SULLIVAN, Pittsburgh, Pa. H. A. HOLLISTER, Urbana, Ill. FRANK K. WALTER, Minneapolis, Minn. WALTERG. HOOD, Winsted, Conn. MARTHA WILSON, Springfield, III. FLORENCE HOPKINS, Detroit, Mich. HARRIET WOOD, St. Paul, Minn. JAMES F. HOSIC, New York City. Committee to Coöperate with Conferences on the Limitations of Armaments HUGH S. MAGILL, Chairman , Secretary of KATHERINE D. BLAKE, New York City. the International Sunday School Council J. A. C. CHANDLER, Williamsburg, Va . of Religious Education, Chicago, Ill. Joint Advisory Committee of National Education Association and American Legion J. M. GWINN, San Francisco, Calif. HANFORD MACNIDER, Indianapolis, Ind. HENRY J. RYAN , Indianapolis, Ind. F. O. NORTON , Des Moines, Iowa. LINDSEY BLAYNEY, Houston, Texas . ANNA M. TIBBETS, Fargo, N. Dak. AMBROSE CORT, Brooklyn, N. Y. CHARL ORMOND WILLIAMS, Washington, D. C. WILLIAM M. DAVIDSON, Pittsburgh, Pa. ROBERT H. WRIGHT, Greenville, N. C. MARY MCSKIMMON , Brookline, Mass. National Education Association OFFICERS FOR 1923-24 GENERAL ASSOCIATION OLIVE M. JONES, President . New York City J. W. CRABTREE, Secretary . Washington, D. C. CORNELIA S. ADAIR, Treasurer . ..Richmond, Va. EXECUTIVE COMMITTEE OLIVE M. JONES, President. New York City WILIAM B. OWEN, Vice-President . Chicago , Ill. WALTER R. SIDERS, Chairman, Board of Trustees . Pocatello, Idaho CANFPLIA S. ADAIR, Treasurer ... Richmond, Va. CERA WILSON STEWART, Member by Election . Frankfort, Ky. BOARD OF TRUSTEES WALTAR R. SIDERS, Chairman, Superintendent of Schools .... Pocatello, Idaho DE M. JONES, President, Principal of Public School 120 . New York, N. Y. AGNES E. DOHERTY, Teacher, Central High School .. St. Paul, Minn. TH MAS E. FINEGAN, 613 North Front Street ... Harrisburg, Pa. CARROLLG. PEARSE, 455 Kenwood Boulevard .. Milwaukee, Wis. VICE-PRESIDENTS W LIZAM B. OWEN, President, Chicago Normal College .. Chicago, III. C. B. GLENN, Superintendent of Schools .... Birmingham, Ala. C. E. ROSE, Superintendent of Schools. Tucson, Ariz. ANSIE G. GRIFFEY, Primary Supervisor . .Little Rock, Ark. MARY F. MOONEY, Vice- Principal, Washington School . San Francisco , Calif. ANNA L. FORCE, 216 Sherman Street Denver, Colo. C. F. GARRETT, Superintendent of City Public Schools .. Fairfield, Iowa FLRENCE M. HALE, State Agent for Rural Education, State House. Augusta, Maine EROTH PYRTLE, McKinley School.. Lincoln, Nebr. ARR LL R. REED, Superintendent of Schools ... Akron, Ohio RO STOOPS , Superintendent of Schools . York, Pa. SL. SMITH, General Field Agent, Julius Rosenwald Fund for Rural Schools .. Nashville, Tenn. BOARD OF DIRECTORS Directors Ex Officio OLIVE M. JONES, President ... New York City W.LIAM B. OWEN, First Vice- President . .Chicago, Ill. NELIA S. ADAIR, Treasurer . Richmond , Va. WATER R. SIDERS, Chairman of the Board of Trustees . Pocatello , Idaho W CRABTREE , Secretary .... Washington, D. C. Life Directors RBERT J. ALEY, President of Butler College ... .Indianapolis, Ind. MAS W. BICKNELL, 207 Boyle Avenue . Providence, R. I. BF EDUCATION ...... Nashville, Tenn. MARY C. C. BRADFORD, 1735 Bellaire Street , Denver, Colo . [27] 28 NATIONAL EDUCATION ASSOCIATION ELMER ELLSWORTH BROWN, President of New York University New York City NICHOLAS MURRAY BUTLER, President of Columbia University New York City P. P. CLAXTON , Superintendent of Schools ... .. Tulsa, Okla. EDWIN G. COOLEY , Union League Club . Chicago, I11 . OSCAR T. CORSON , R. F. D. No. 2 ..... Oxford, Ohio CHARLES W. ELIOT, President Emeritus of Harvard University . Cambridge, Mass H. A. GRAHAM ... Mt. Pleasant, Mich. FRED M. HUNTER, Superintendent of Schools ... .Oakland, Calif. DAVID B. JOHNSON, President, Winthrop Normal and Industrial College . Rock Hill, S. C. DAVID STARR JORDAN , President Emeritus of Stanford University . Calif. JAMES Y. JOYNER .... .La Grange, N. C. T. MARCELLUS MARSHALL ... Stouts Mill, W. Va. WILLIAM B. OWEN, President of Chicago Normal College . .Chicago, 111. JOSEPHINE CORLISS PRESTON, State Superintendent of Public Instruction ...... Olympia, Wash . CARROLL G. PEARSE, 455 Kenwood Boulevard . Milwaukee, Wis. CHARLES R. SKINNER, Librarian, Legislative Library, Capitol Building . ...Albany, N. Y. STATE TEACHERS' ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary Carlinville, III. GEORGE D. STRAYER, Teachers College, Columbia University. New York, N. Y. JOSEPH SWAIN .... Swarthmore, Pa. A. R. TAYLOR .. Decatur, 111. TEACHERS' INSTITUTE Philadelphia, Pa. JOHN J. TIGERT , U. S. Commissioner of Education, Bureau of Education . Washington, D. C. CHARLESG. WHITE ....... Menominee, Wis. CHARL ORMOND WILLIAMS , Field Secretary, National Education Association ..Washington, D. C. State Directors Alabama ..C. B. GLENN, Superintendent of Schools . Birmingham Alaska LESTER D. HENDERSON , Commissioner of Education...... Juneau Arizona A. J. MATTHEWS , President, State Normal School ... Tempe Arkansas ANNIE G. GRIFFEY, Primary Supervisor, 800 Louisiana St ..Little Rock California WILLIAM P. DUNLEVY, 2924 Ash Street.. San Diego Connecticut EDWARD B. SELLEW, Superintendent of Schools ...... Middletown Colorado .H . B. SMITH , Secretary, Colorado Education Association, 532 Commonwealth Building, ..Denver Delaware .H. V. HOLLOWAY, State Superintendent of Public Instruction ..Dover District of Columbia .... HARRY ENGLISH, Head of High School Mathematics, Franklin Building Washington Florida AGNES BALLARD, Superintendent Palm Beach County Schools .....West Palm Beach Georgia ..K. T. ALFRIEND, Department of Education and Psychology, Bessie Tift College . Forsyth Hawaii W. E. GIVENS, Superintendent of Public Instruction . Honolulu Idaho ELIZABETH RUSSUM, State Superintendent of Schools . Boise Illinois SARAH L. THOMAS, 401 Kishwaukee Street .... Rockford Indiana H. LESTER SMITH, Dean, School of Education, Indiana University Bloomington Iowa THOMAS R. ROBERTS, Superintendent of Schools ....... Independence Kansas M. E. PEARSON , Superintendent of Schools . Kansas City Kentucky R. E. WILLIAMS, Secretary, Kentucky Education Association, 4518 Southern Parkway ... Louisville Louisiana LORETTA R. DOERR, 1323 North Rampart... New Orleans Maine JOSIAH W. TAYLOR, State Agent for Secondary Education, State House ..Augusta Maryland WILLIAM BURDICK, State Supervisor Physical Education, 7 East Mulberry Street .. Baltimore Massachusetts MARY MCSKIMMON , Principal, Pierce School . Brookline Michigan T. E. JOHNSON, State Suerintendent of Schools , State House Lansing Minnesota ..W. H. SHEPHARD, North High School . Minneapolis Mississippi .J. S. VANDIVER . Moorhead Missouri THOMAS J. WALKER, Missouri State Teachers Association .... Columbia Montana ..A. H. DOUGLASS , 111 Montana Street... Butte Nebraska ..C . RAY GATES , Superintendent of Schools ..... Grand Island OFFICERS OF DEPARTMENTS 29 Vevada .E. L. MCKEOWN , Superintendent of Schools ... ...... Carson City New Hampshire ....... WALLACE E. MASON , Keene Normal School ... Keene New Jersey CHARLES B. DYKE, Room 304, Stacy- Trent Building .... Trenton New Mexico ISABEL L. ECKLES , State Superintendent of Public Instruction Santa Fe New York AMBROSE CORT, Public School 73 , 75 Rockaway Avenue ..... Brooklyn North Carolina ROBERT H. WRIGHT, President, East Carolina Teachers College Greenville North Dakota M. E. MCCURDY, North Dakota Education Association . Washburn 20 FRANK E. REYNOLDS, Secretary-Treasurer, Ohio State Teachers Association, Chamber of Commerce Building ...... Columbus Okakoma ..... A. C. Parsons, Superintendent of Schools ......... Oklahoma City Oregon GEORGE HUG, Superintendent of Schools . Salem Fennsylvania ...... JAMES H. KELLEY, Secretary, State Education Association, 10 South Market Square ..... Harrisburg Thippine Islands .. LUTHER B. BEWLEY, Commissioner of Education . Manila ProRico JUAN B. HUYKE, Commissioner of Education... San Juan Rhode Island WILLIAM O. HOLDEN , Commercial High School .... Pawtucket South Carolina GEORGE H. WEBBER, Superintendent of Schools . . Beaufort South Dakota HAROLD W. FOGHT, President, Northern Normal and Industrial School Aberdeen Tennessee .S . L. SMITH, General Field Agent, Julius Rosenwald Fund for Rural Schools ... Nashville Texas CATHERINE GORBUTT, quo , D " The Wright " ... El Paso Urah ..C. N. JENSEN , State Superintendent of Public Instruction Salt Lake City Vermont DONALD W. MCCLELLAND, President, State Teachers Association .Bennington Venia ... S. A. MCDONALD, Principal, Ruffner School . . Norfolk Washington JENNIE M. FRENCH, Principal, Point Defiance School Tacoma West Virginia ... J. H. HICKMAN, State Department of Schools .. .Charleston Wsconsin ... JOHN F. SIMS, President, State Normal School ........ Stevens Point Wyoming ... A. A. SLADE, Superintendent of Schools ..... ..... Cheyenne PROGRAM OF THE SIXTY- FIRST ANNUAL MEETING OF THE National Education Association OAKLAND-SAN FRANCISCO, CALIFORNIA, JULY 1-6, 1923 GENERAL PROGRAM Sunday Afternoon, July 1, 4:00 o'clock First Congregational Church, Twelfth and Clay Streets, Oakland Vesper Service Music for this program was furnished by Mrs. H. C. Broderick, soprano ; Edna Fisher Hall, alto; A. E. Gross, tenor; John E. Deegan, bass ; Alexander McCurdy, organist; Eugene Blanchard, director. PRELUDE DOXOLOGY INVOCATION LORD'S PRAYER ANTHEM-Jesus, Lover of My Soul.. ....... Jones SCRIPTURE READING HYMN- Onward, Christian Soldiers PRAYER RESPONSE-Father, Fill Me With Thy Love .......... ... Burdette OFFERTORY-Light ...... Frederick Stevenson Edna Fisher Hall ADDRESS THE IDEALS OF THE AMERICAN PUBLIC SCHOOLS Harrison S. Robinson, President of the Oakland Chamber of Commerce. HYMN-All Hail the Power of Jesus' Name BENEDICTION POSTLUDE Sunday Evening, July 1, 7:30 o'clock Convention Hall, Exposition Auditorium, San Francisco SACRED HAWAIIAN MUSIC : Auspices Pan-Pacific Union THE WORK OF THE PAN-PACIFIC UNION Frank F. Bunker, Executive Secretary, Pan-Pacific Union, Honolulu, T. H. THE WORLD'S SOCIAL LABORATORY AND THE RED CROSS MOVEMENT Henry Noble MacCracken, President of Vassar College, Poughkeepsie, New York EDUCATION IN HAWAII Vaughan MacCaughey, formerly Superintendent of Public Instruction for Hawaii MOTION PICTURES : Pan- Pacific Union NOTE. The proceedings here given are arranged as in the official program, with proper additions and corrections. Business Sessions of the Representative Assembly are so headed. [30] PROGRAM OF OAKLAND- SAN FRANCISCO MEETING 31 First Day's Proceedings Monday Morning, July 2, 8.30 o'clock The music for this program was furnished by the Fremont High School Orchestra of sixty-five players, under the leadership of A. C. Olker. March " Gladiator," by Blankenburg; selection, Mikado, by Sullivan ; " Morn- ing," from Peer Gynt Suite, by Grieg," " Serenata," by Alois Reiser. ADDRESS OF WELCOME FOR THE CITY OF OAKLAND John L. Davie, Mayor of Oakland . ADDRESS OF WELCOME FOR THE STATE OF CALIFORNIA Will C. Wood, State Superintendent of Public Instruction, Sacramento, Cali- fornia. ADDRESS IN RESPONSE Albert E. Winship, Editor, The Journal of Education , Boston, Massachusetts . THRIFT EDUCATION Edith McClure Patterson, Committee on Thrift, Ohio State Federation of Women's Clubs, Dayton, Ohio. EDUCATION FOR PARENTHOOD Alma L. Binzel, Assistant Professor of Child Training, University of Minnesota, Minneapolis, Minnesota. THE CONSERVATION OF TALENT Lewis M. Terman, Head of Department of Psychology, Stanford University, California. Monday Afternoon, July 2, 2.00 o'clock This afternoon was given over to programs of the departments of the Associa- tion and of allied organizations. Monday Evening, July 2, 7.30 o'clock The following musical program was arranged by the San Francisco Music Committee: Organ solo, Finlandia, by Sibelius, played by Wallace A. Sabin, official organist ofthe Panama-Pacific Exposition, and director of the San Francisco Loring Club. Chorus, "Hear My Prayer," by Mendelssohn, sung by the mixed chorus, under the direction of Mr. Sabin at the organ. Soloist, Helen Heath. Zilpha Ruggles Jenkins, Helen Heath, Edna Leopold, Edith Hibbard, sopranos ; Ruth Waterman Anderson, Eva Atkinson, altos; Robert Battison, Carl Anderson, tenors; Percy Ward, George Lane, Harry Fossey, basses. " My Soul Thirsteth " by Wallace A. Sabin, sung by a chorus of mixed voices, and played by the composer at the great organ. Soloists, Mrs. Jenkins, Mrs. Anderson and Mr. Battison. " Praise Ye the Lord," by Ran- degger, sung by the chorus, soloist, Mrs. Jenkins. ADDRESS THE CHANGING AMERICAN SCHOOL PROGRAM William Bishop Owen, President, National Education Association, Chicago, Ill. THE FINANCING OF THE AMERICAN SCHOOLS George Drayton Strayer, Professor of School Administration, Teachers College, Columbia University, New York City. THE TEACHER AS A STUDENT James F. Hosic, Associate Professor of Education, Teachers College, Columbia University, New York City. EDUCATIONAL RESEARCH AND THE AMERICAN SCHOOL Program Charles Hubbard Judd, Director of School of Education, University of Chicago, Chicago, III. 32 NATIONAL EDUCATION ASSOCIATION Second Day's Proceedings Tuesday Morning, July 3, 9.00 o'clock First Business Session of the Representative Assembly ADDRESS Mrs. A. H. Reeve, President, National Congress of Mothers and Parent- Teacher Associations, Philadelphia, Pa. REPORT OF COMMITTEE ON CREDENTIALS ADOPTION OF RULES ADOPTION OF MINUTES ADOPTION OF ORDER OF BUSINESS REPORT OF PRESIDENT OF THE ASSOCIATION REPORT OF COMMITTEE ON SALARIES E. S. Evenden, Teachers College, Columbia University, New York City, Chairman . REPORT OF COMMITTEE TO CooperatE WITH MOTION PICTURE PRODUCERS Charles Hubbard Judd, Director, School of Education, University of Chicago, Chicago, Ill . , Chairman. REPORT OF COMMITTEE ON CHARACTER EDUCATION Milton Bennion, Dean, School of Education, University of Utah, Salt Lake City, Chairman. REPORT OF COMMITTEE ON THE REORGANIZATION OF ELEMENTARY EDUCATION Olive M. Jones, Principal, Public School No. 120, New York City. REPORT OF EDITORIAL COUNCIL W. Carson Ryan, Professor of Education, Swarthmore College, Swarthmore, Pa. REPORT OF JOINT COMMITTEE ON HEALTH PROBLEMS IN EDUCATION Thomas D. Wood, Columbia University, New York City, Chairman. REPORT OF ILLITERACY COMMISSION Cora Wilson Stewart, Frankfort, Kentucky, Chairman. At this meeting resolutions may be handed to the Secretary for consideration by Committee on Resolutions. NEW BUSINESS Tuesday Afternoon, July 3, 2.00 o'clock This afternoon was given over to programs of the departments of the Associa- tion and of allied organizations. Tuesday Evening, July 3, 7.30 o'clock The following musical program was arranged by the San Francisco Music Committee : The following selections were played by Paul Steindorf and his orchestra : " Entrance of the Gladiators," by Fucik ; " Albumleaf," by Wagner; " The Wedding of the Rose," by Fessel ; " Treasure Waltz," by Strauss ; " When Johnny Comes Marching Home," by Edwards . The American School Program FROM THE STANDPOINT OF THE NATION Ellwood P. Cubberley, Dean, School of Education, Stanford University, California. FROM THE STANDPOINT OF THE STATE Thomas E. Finegan, Former State Superintendent of Public Instruction, Harris- burg, Pennsylvania. FROM THE STANDPOINT OF THE CITY William L. Ettinger, Superintendent of Schools, New York City. FROM THE STANDPOINT OF THE RURAL SCHOOL Florence M. Hale, State Agent for Rural Education, Augusta, Maine. PROGRAM OF OAKLAND- SAN FRANCISCO MEETING 33 Third Day's Proceedings Wednesday Morning, July 4, 10.00 o'clock An Educational and Patriotic Program Under the Joint Auspices of the National Education Association and the American Council on Education ADDRESS OF WELCOME William W. Campbell, President-elect, University of California, Berkeley, California. EDUCATION FOR CITIZENSHIP Will C. Wood, State Superintendent of Public Instruction, Sacramento, Cali- fornia. THE EFFECTIVE AMERICAN UNIVERSITY Henry Suzzallo, President, University of Washington, Seattle, Washington. THE JUNIOR COLLEGE IN THE AMERICAN SCHOOL PROGRAM Susan M. Dorsey, Superintendent of Schools, Los Angeles, California. Wednesday Afternoon, July 4, 2.00 o'clock The Pageant of Nations was presented under the direction of Margaret Miriam Krsak, by the Mayor's Citizen Committee of San Francisco and the World Con- ference Committee of the National Education Association, as a part of the Civic Celebration of Independence Day. TheNations of the world, with America in the lead, participated in the celebra- tion of America's Independence Day. The paramount idea was to present an authoritative and correct representation of the peoples of the world taking part in the convention. In this age of unrest and in an hour of the crying need for peace, the various racial denominations will symbolize their respective contributions to science, art, and literature. The groups carry their historic flag, led by a man and a woman in the traditional costume, while the orchestra provides their national music. Fourth Day's Proceedings Thursday Morning July 5, 9.00 o'clock Second Business Session of the Representative Assembly THE CLASSICAL INVESTIGATION Andrew F. West, Dean, Graduate School, Princeton University, Princeton, New Jersey. ASCHOOL SERVICE PROGRAM Charles M. Holmes, National School Supply Association, Chicago, Illinois. ROLL CALL AND GENERAL BUSINESS FELORT OF RURAL SCHOOL COMMITTEE John F. Sims, President, State Normal School, Stevens Point, Wisconsin, Chairman. B.PORT OF COMMITTEE ON TENURE Emma L. Dacre, Public Schools, San Francisco, California. REPORT OF COMMITTEE ON PENSIONS Philip E. Carlson, Minneapolis, Minnesota, Chairman. REPORT OF COMMITTEE ON COORDINATION OF RESEARCH AGENCIES JesseH. Newlon, Superintendent of Schools, Denver, Colorado, Chairman. REPORT OF COMMITTEE ON THRIFT Arthur H. Chamberlain, Secretary, California State Teachers' Association, San Francisco, California, Chairman. 3 34 NATIONAL EDUCATION ASSOCIATION REPORT OF COMMITTEE TO COOPERATE WITH AMERICAN SCHOOL CITIZENSHIP LEAGUE Fannie Fern Andrews, Boston, Massachusetts, Chairman. REPORT OF FIELD SECRETARIES Charl Ormond Williams, Washington, D. C. J. O. Engleman, Washington, D. C. REPORT OF LEGISLATIVE COMMISSION George D. Strayer, Teachers College, Columbia University, New York City, Chairman . UNFINISHED BUSINESS NEW BUSINESS Thursday Afternoon, July 5, 2.00 o'clock This afternoon was given to programs of the departments of the Association and of allied organizations. Thursday Evening, July 5, 7.30 o'clock The following musical program was arranged by the San Francisco Music Committee : Organ solos, " Toccata," from the Fifth Symphony, by Widor, and " Air from Rinaldo," by Handel, played by Uda Waldrop ; violin solo, " The Old Refrain, " by Kreisler, played by Rudy Seiger. Organ solo, " Dance of the Water Sprites," by Uda Waldrop (from the Bohemian Club Grove Play, Nec-Natama, 1914) , and " Intermezzo," ( from the Family Club Play, The Fountain of Youth, 1920), played by Uda Waldrop, the composer at the great organ. Violin solos, " Berceuse," by Rudy Seiger, and " Andantino," by Kreisler, played by Rudy Seiger. " Finale in D, " by Lemmens, played by Uda Waldrop, Municipal Organist, San Francisco. Joint Meeting of National Education Association and World Conference on Education HEALTH ASPECT OF THE WORLD'S CHILDREN Ray L. Wilbur, President, Stanford University, California. THE HOPE OF THE NATIONS M. Sawayanagi, President of the Japanese Imperial Education Association. THE MEANING OF THE WORLD CONFERENCE E. J. Sainsbury, President of the National Union of Teachers of England and Wales. WOMEN IN EDUCATION Princess Santa Borghese, Rome, Italy. THE WORLD AND INDIA Hemendra K. Rakhit. EDUCATION AND WORLD PROGRESS Augustus O. Thomas, Chairman of Committee on Foreign Relations, Augusta, Maine. Fifth Day's Proceedings Friday Morning, July 6, 9.00 o'clock Third Business Session of the Representative Assembly REPORT OF EXECUTIVE COMMITTEE REPORT OF TREASURER Cornelia S. Adair, Treasurer of the National Education Association, Rich- mond, Virginia. REPORT OF BOARD OF TRUSTEES Walter R. Siders, Superintendent of Schools, Pocatello, Idaho, Chairman. PROGRAM OF OAKLAND-SAN FRANCISCO MEETING 35 REPORT OF COMMITTEE TO COOPERATE WITH AMERICAN LEGION J. M. Gwinn, Superintendent of Schools, San Francisco, California. REPORT OF COMMITTEE ON FOREIGN RELATIONS August O. Thomas, State Superintendent of Schools, Augusta, Maine. OTHER COMMITTEE REPORTS CONSIDERATION OF AMENDMENTS TO BY- LAWS UNFINISHED BUSINESS NEW BUSINESS REPORT OF COMMITTEE ON NECROLOGY REPORT OF COMMITTEE ON RESOLUTIONS REPORT OF COMMITTEE ON NOMINATIONS Friday Afternoon, July 6, 2.00 o'clock This afternoon was given over to programs of the departments of the Associa- tion and of allied organizations. MINUTES OF OAKLAND MEETING OF THE REPRESENTATIVE ASSEMBLY¹ OAKLAND, CALIFORNIA, JULY 3, 5, AND 6 First business session-The first business session of the annual meeting was called to order by President Owen, Tuesday morning, July 3, 1923, at nine o'clock in the theater of the Oakland Civic Auditorium. Report of Committee on Credentials, adopted as read by the chairnian, U. W. Lamkin . President Owen : That constitutes this the representative assembly of this annual meeting ; we are now ready to do business. It is now in order to adopt rules of procedure for this convention. It was moved from the floor that the rules which had been used during the two preceding years, as printed on page 6 of the Official Manual, be adopted. The motion was seconded and carried. President Owen: We now have a set of rules. Shall we have a Com- mittee on Rules ? Amotion was made, seconded, and carried that the President appoint such a committee, and the following were appointed : Superintendent, R. J. Condon, of Cincinnati; Miss Rose Pesta, Chicago ; Mr. Johnson, of San Diego; Miss Sterrett, Seattle; Mr. Rosier, West Virginia; Mary McSkim- mon, Boston; F. A. Hathaway, Jacksonville, Florida. The next thing in the order of business before us is the adoption of the minutes of the last meeting of the Representative Assembly. The chair recog- nizes the Secretary of the Association. Secretary Crabtree: The minutes are published and printed in the Official Manual, which has been given to each delegate. I move the adoption of the minutes of the Boston meeting as printed in the Official Manual. Motion seconded and carried. President Owen: The next thing is the adoption of the order of business. That means, of course, that this provisional order in the program which had to be set up by the officers can be adopted by the Assembly, or can be made as the Assembly deems wise. ( Motion made that the order as arranged by the officers be adopted; seconded and carried.) The next order of business is the report of the President. The President then spoke on the life and growth of the Association, point- ing out the advantages which had come from the reorganization of the Asso- ciation in 1920 on the representative basis. He attached importance to the deliberations of the Representative Assembly, to the wisdom during the next few years of developing proper forms of business procedure, mentioning in 1This is a brief statement of the proceedings of the three business sessions of the Repre- sentative Assembly at the sixty-first annual meeting of the National Education Association, as prepared by the Secretary. The complete copy of the notes taken by the reporter is in the Secretary's office. [36] MINUTES OF REPRESENTATIVE ASSEMBLY 37 detail items in procedure which should be observed in order to keep the work oftheAssembly on a high plane and in order fully to represent the democratic spiritof the Association and teaching profession. Mrs. A. H. Reeve, president of the National Congress of Mothers and Parent-Teacher Associations, Philadelphia, Pennsylvania, was then intro- duced and spoke briefly on the work of her association and advantage of cooperation with the National Education Association. President Owen : We have a number of reports to be presented to us. First is the report of the Committee on Salaries. The chairman of this com- mittee is Professor E. S. Evenden, of Columbia University, who is not able to be here. Professor Rugh, of the University of California, is to present the report. He is a member of the committee. Professor Rugh spoke briefly concerning the report which had been printed andplaced inthe hands of delegates. In answer to a question from the floor, Professor Rugh gave assurance that additional copies of the report in pam- phletform could be secured by writing the central office. President Owen : Next we will have the report of the Committee on Character Education, by the chairman, Milton Bennion, dean of the School of Education, University of Utah, Salt Lake City. (After the presentation of the report, which is printed in pamphlet form, a motion was passed to adopt the report and to continue the committee for another year.) President Owen: The next is the report of the Committee to Coöperate with Motion Picture Producers. The chairman is Charles Hubbard Judd, director of the School of Education, University of Chicago. Inpresenting the report, which was in the hands of delegates in pamphlet form and which will also be published in the Annual Proceedings of the Association, Dr. Judd called attention to the organization of the committee andto the steps in the preparation of the report, and moved the adoption of the report, including the following recommendations of the committee : ( 1 ) That the present committee be discharged; (2) that the Association express to the motion picture producers and distributors of America appreciation for support given to the committee; ( 3 ) that this Association recognize the desirability of legislation regulating the use of inflammable films and making more readily available to schools the non-inflammable films; ( 4) that a program on visual education be arranged for the next winter meeting to nclude all discussion of this subject at that meeting; and (5) that a coni- ttee be appointed by the President of the Association to carry on studies of the administrative and instructional methods which are employed and should be employed inthe introduction of visual materials into the school curriculum. Mrs. Bradford: I move that the present committee be retained. President Owen: That is an amendment to the report. The motion comes to amend the report to read that the present committee be retained. Mr. Wilson: A question of information: What is the scope of the responsibilities of the new committee ? The printed document did not reach our hands. 38 NATIONAL EDUCATION ASSOCIATION President Owen: The other committee was set up, if I may explain, with the definite plan of working in coöperation with the motion picture producers and distributors on a proposition from them. Delegate: If we adopt this report, is there any implication of that coöpera- tion, or does it mean from this time on it can coöperate or not, but it is going to study the whole question? Chairman Judd: The recommendation is that your new committee canvas all aspects of the subject with such resources as can be secured, providing they do not hinder the operation of the committee as an educational committee. Mr. Fairchild, of Washington: It seems to me it would be very much better policy for us to refer the creation of this new committee to our Exec- utive Committee. I should like to move an amendment that the work of creating this new committee be referred to the Executive Committee. (Motion lost.) Mr. Cort, of New York: I understood from the chairman of the com- mittee, that the committee would welcome the addition of some people closely connected with this work. President Owen : The chair will rule on that. The President of the Asso- ciation has the power to remove all the individual members of that committee and make it all new. It is a question of continuing the committee as a com- mittee and not the personnel. We hope the same committee will go on. (Motion is put for the amendment, seconded and carried. ) President Owen: Now the next point in the recommendation was that the Association express to the motion picture distributors appreciation for their support. ( Motion made, seconded, carried.) Amotion for the adoption ofthe third point was also made, seconded and carried. President Owen : On the fourth point, in regard to the progress for visual education at the next winter meeting, the chair will have to rule that we have no power over that. It is only a recommendation to the Department of Superintendence. With that interpretation, are you ready to vote on the adoption of the report as a whole ? ( Motion seconded and carried.) H. B. Wilson: Was not another element involved-namely, that no steps should be taken to organize a department of visual instruction? Is it deter- minative ? Is that a question for the Executive Committee? President Owen: The Board of Directors can make a department on its own action. I suggest that we get rid of this first, then take it up. Mr. Wilson : I speak of that because since I have been organizing a visual education conference for this meeting, a number of persons have been urging that action be taken. If our action is not determinative, it is of no use . President Owen : It is not determinative. All in favor of the motion, etc. (Motion carried. ) The next report is that of the Committee on the Reorganization of Ele- mentary Education, by Miss Olive M. Jones, of New York City. After calling attention to the reports in the hands of delegates, and after outlining work of the committee since it was created, Miss Jones said: It is therefore recommended to you now that the original commission be dis MINUTES OF REPRESENTATIVE ASSEMBLY 39 charged from its work; that the Committee on Publication be discharged from itsduties; that all matters of publication of reports of these committees hereafterbe left with the publication of the National Education Association. It is also recommended that the three sub-committees on English, Mathe- matics, and Social Studies, be continued, but that they take the position of committees of the National Education Association, and not sub-committees of a commission that had a general problem to solve, and feels that its work is completed. ( Motion made for the adoption of the report; seconded and carried.) President Owen: The next report is that of the Editorial Council, which will be presented by Dr. W. Carson Ryan, Jr., professor of education in Swarthmore College, Swarthmore, Pennsylvania. W. Carson Ryan: I know I express the regret of every one present that Dr. Bagley is not here to give his report. (Reading of report by speaker, followed by a motion for its adoption, which was seconded. ) Mr. Cort: As a matter of information, may I ask if the various depart- ments of this Association are kept in close touch with The Journal. Dr. Ryan: Most of the departments appear to think that the editor of The Journal is so persistent in that respect that they are rather bothered by it. There is a constant communication between the staff at Washington and every department of the organization. I know, at least, that the head- quarters staff most certainly encourages that. ( Motion carried.) President Owen: We will now hear the report of the Joint Committee onHealth Problems in Education, by the chairman, Dr. Thomas D. Wood, of Columbia University, New York City. Thomas D. Wood: Mr. President, members of the Assembly: You have received the printed copy of our committee report. I hope that you will all read it; I do not intend to take the time to read it to you now. ( He then gave the report of the committee.) Amotion was made to adopt the report as read. President Owen: You have heard the motion that the report of this com- mittee be adopted. Is there a second ? ( Motion seconded and carried.) From the floor: May I ask if it is necessary that all members of the Rules Committee should be members of this body here ? President Owen: I am going to rule that everybody must be a delegate. That is my ruling, and if you don't like that, direct the chair otherwise. Motionmade for adjournment of Tuesday morning session seconded and carried . SECOND BUSINESS SESSION THURSDAY FORENOON , JULY 5 , 1923 Second business session-The second business session of the Representative Assemblywas held in the theater of the Oakland Civic Auditorium on Thurs- dav forenoon, July 5, beginning at nine o'clock. President Owen: The meetingwill please come to order. Now this morn- ing we have a crowded program and I am going to ask each speaker to limit mselfto ten or fifteen minutes at the outside, if he can possibly do it. 40 NATIONAL EDUCATION ASSOCIATION The first speaker brings to us a report of a very important investigation carried on in a field that does not affect many of us directly, so far as the elementary school is concerned; yet it is a field which in the higher levels of our educational life is of great significance. I have great pleasure in intro- ducing to you Dean Andrew F. West, of Princeton University, who will give us an insight into the Classical Investigation. Dean West: President Owen, ladies and gentlemen: Ten minutes is time enough for anything I have to say. I shall not give you any rhetorical fire- works, but simply speak a few facts, although yesterday might be an excuse even for a professor of Latin to shoot off a few Roman candles ! ( He then delivered the excellent address which will be printed in the Proceedings. ) President Owen: The next presentation is out of the usual order. There is a great body of people who come in contact with us schoolmen at many points, and who may be looked upon as just troublesome talesmen or as real helpers in our work. Now Mr. Holmes has a big responsibility in coming before us. ( Mr. Holmes then delivered an address, which will appear in the printed Proceedings of the meeting.) President Owen : The chair will call on President Sims, of Wisconsin, to present the report of the Committee on Rural Education. Mr. Sims : (After presenting the report which is printed in pamphlet form, he moved its adoption. The motion passed by a unanimous vote. ) President Owen: The next report is that of the Committee on Tenure, which will be given by Mrs. Emma L. Dacre, of the San Francisco public schools. ( In introducing Mrs. Dacre, the President referred to her part in the success of the local arrangements for the meeting.) Mrs. Dacre : I thank Mr. Owen for his remarks, but I never could have succeeded unless I had had the organization back of me in San Francisco , the San Francisco Grade Teachers' Association, the High School Teachers ' Association, and the San Francisco Principals' Association. We all worked in harmony. ( Following the presentation of the report, which is printed in pamphlet form, a motion was passed for its adoption. ) President Owen : We now have a full Representative Assembly and with your consent, the chair will introduce the chairman of the Legislative Com- mission, Dr. George D. Strayer, Teachers College, Columbia University, New York City. Dr. Strayer: Before I make the brief report which I have to present for the Commission, I should like to acknowledge the splendid service to the Association in support of the work of the Legislative Commission that has been rendered by your field secretaries. The commission can meet from time to time and can serve you in the direction of the policies of the Associa- tion; but the actual hard work, day in and day out, twenty-four hours in the day, and all of the days in the month and in the year, is done by Miss Charl Williams and Dr. Engleman. (He then read the report and moved its adoption.) Miss Hoffman, of Honolulu: I would like to second the motion. I won- der if I may at the same time beg that this commission add, " and Terri- tories" to " the States " in every case. MINUTES OF REPRESENTATIVE ASSEMBLY 41 President Owen: With that interpretation of the motion, the question isopenfordiscussion. Of course this change will be embodied in the report inits final form. (The President announced that the motion carried by a unanimous vote.) President Owen: We will now have the report of the Committee on Pensions, which will be presented by Miss Mary McSkimmon, of Massa- chusetts. (After presenting the report Miss McSkimmon made a motion for its adoption. ) Mrs. Harding, of Illinois: I rise on a point of information. Will the adoption of this report place the National Education Association on record as endorsing Federal aid for pensions ? President Owen: The chair rules not. The report recommends that oneofthe points of investigation might be that point, but no pronouncement was made as to our opinion, or no conclusion was drawn. Mr. Thayer, of Colorado Springs: I rise for a point of information. I am probably out of order, but it seems to me that the obvious and the appro- priate thing for us to consider would be the economic possibility of an old- age pension for all and not for teachers exclusively. President Owen: The chair will rule that if this idea is to be embodied inthe report, it will have to be in the form of an amendment. Mr. Thayer: I move to add to the resolution, then, that this committee shall at least consider the advisability of a recommendation dealing with old- agepensions generally, an investigation along these lines. ( Seconded. ) Dr. Winship, of Massachusetts : I move that the motion be deferred until tomorrow. President Owen: To defer the amendment will defer the whole report. (Motion seconded, but lost.) President Owen: The question now is on the amendment. Mr. Marshall, of West Virginia: Every once in a while an action of this samekind comes up. I think it is well enough to hoe corn in your own field. Mr. Thayer: I realize it may seem a little grotesque to go outside our own feld; but it is the disease of educators that they can never go out of their own field. Mr. Moore, of California : I can agree entirely with what the gentleman has just said, but I would like to say I believe personally in old-age pensions andwould like to see it put over. But the thing to do is to go ahead and do this for the teachers, and then the work that is done will be available for all thepeople. Mr. Galloway, of Iowa: I am absolutely and utterly opposed to any attempt to take on too much territory. When we attempt to assume the tanctions of government, of the United States Government, we are going too far. President Owen: We have before us the issue; are you ready to vote? Motion lost.) President Owen: Now the vote is on the original motion, the adoption of The report. (Motion carried.) 42 NATIONAL EDUCATION ASSOCIATION We will next have the report of the Committee on Coördination of Research Agencies, by Jesse H. Newlon, superintendent of schools, Denver, Colorado. ( After presenting the report Mr. Newlon moved its adoption .) Miss Blake, of New York: In what way should the Commission be increased ? President Owen: The method in the long run is very simple, because the personnel of these committees are reappointed each year by the incoming president, and the chairman; then the personnel can be decided. ( Motion carried to adopt report.) Next is the report of the Committee on Thrift, a committee that has been working for some years, and I am sure has accomplished a great deal. It will be presented by the chairman, Arthur H. Chamberlain, of San Francisco, secretary of the California State Teachers' Association. Mr. Chamberlain: It will be unnecessary to tell the California delegation what the others might not understand, that anything embodied in this report relating to thrift or economy is in no way in line with a type of economy which a certain governor of a certain illustrious State is proposing. (After giving the report, which is printed in pamphlet form, Mr. Chamberlain moved its adoption. The motion was passed. ) President Owen : I have the pleasure of presenting one of our field secre- taries, the former distinguished president of the National Education Associa- tion, Miss Charl Ormond Williams. (After Miss Williams had presented her report, President Owen stated that " this is a report that does not require action. It is a report of one of our officers." ) The next report is that of another field secretary. We have added another since a year ago. I want to say that one of the difficult things the Executive Committee had to decide when we were confronted with the work of the year was whether we could really afford to go to the length of putting two field secretaries at work. But the fact was that our efforts at Washington need the constant, genuine leadership that was recorded in that report that was just read. I have great pleasure in introducing to you Dr. J. O. Engleman, field secretary of the National Education Association. ( Mr. Engleman then gave his report, which, like the one by Miss Williams, received generous applause.) President Owen: We will hear now the report of the Illiteracy Commis- sion, which was to have been presented yesterday. Mrs. Cora Wilson Stewart, chairman of the Illiteracy Commission. (Written report read by the chairman, who moved its adoption. Motion seconded and carried.) President Owen: Any new business ? From the balcony : Mr. President and members of the National Educa- tionAssociation : When you asked for a vote on the report of the Legislative Commission, I voted No, and you announced a unanimous vote in favor of the report. When I realized that you had not noticed my vote, or else ignored it, I repeated it, and you said I was too late. What I wish to state is that the adoption of the report was not unanimous. President Owen: Do you refer to that vote on the report of the Legisla- tive Commission which was presented ? The chair asked for those in favor, and he heard a volume of approval. He asked for those opposed, and heard MINUTES OF REPRESENTATIVE ASSEMBLY 43 nothing, so he announced the ruling. Afterwards somebody said, " No. " The lady, who is a member of the National Education Association, says that she tried to make the chair hear, and even implies that the chair was not anxious to hear, for which we will forgive her. Then I will go on to say that she is not a member of the Legislative Assembly, and not a delegate, and while she has the privilege of expressing her opinion, she has no vote, hence, the action of the Representative Assembly stands unanimous. Is there anything before us? If not, the Assembly is adjourned to meet Friday morning at 9.00 o'clock. THIRD BUSINESS SESSION FRIDAY FORENOON, JULY 6, 1923 Third business session-The third business session of the Representative Assembly was held in the theater of the Oakland Civic Auditorium on Friday forenoon, July 6. Meeting called to order at nine o'clock by President Owen, who because ofthe number coming into the room, and while waiting for the distribution of reports, suggested that the Assembly recess for fifteen minutes. President Owen (promptly at 9.15 ) : We will listen to the report of the Committee to Coöperate with the American Legion, to be presented by J. M. Gwinn, superintendent of schools, San Francisco. (Reading of report by Mr. Gwinn . ) After Mr. Gwinn had presented the report, which was then handed to the secretary, Mr. Sims, of Wisconsin, moved the adoption of the report, which was seconded and carried. President Owen (after making an announcement about the commercial exhibits and calling attention to their great values) : We will now hear the report of the Board of Trustees, by Walter R. Siders, superintendent of schools, Pocatello, Idaho, who is chairman of the board. Walter R. Siders: It is my understanding that the report of the trustees 'n your hands. To expedite business, will you pick up that report and turn efirstpage? There you will find some introductory remarks by the trustees, whichpoint out the three funds of the Association. He then explained in detail the points in the report which might not be lly understood by reading the report. He called attention to the fact that the headquarters building purchased for $98,000 could now be sold for $150,000.) President Owen: Does any one want to discuss this report? (After the presentation of the report, which will appear in the printed Proceedings, Mr. Bunker, of Hawaii, moved its adoption. The motion was seconded, and carried. ) We will now listen to the report of the Treasurer, Miss Cornelia Aair. of Richmond, Virginia. MissAdair: You hold the report in your hands. I am going to ask you toturn to page four, which is the formal report of the treasurer. I am not poing to read the figures, but I am going to ask you to turn to page seven, 44 NATIONAL EDUCATION ASSOCIATION where a summary has been given. ( She explained items in the report and made recommendations. ) Mr. Smith, of Tennessee, moved the adoption of the Treasurer's report. The motion was seconded and carried. President Owen : Now there is a recommendation from the Treasurer that is also in essence a report of the Committee on Payment of Delegates' Expenses, of which committee Miss Adair is chairman. If there is no objec- tion, I will ask Mr. Adair to present that recommendation at this time. Miss Adair : I had very much hoped that we could have this report yester- day morning, but circumstances prevented. This is a matter that has been before our organization ever since the reorganization at Salt Lake City. Will you please look at your folder and get to the report of Financing Dele- gates ? I move the adoption of this report. ( Motion seconded. ) President Owen: Any discussion ? Mr. Welty, of Oakland : May I ask a question ? As the calculation pro- duces the sum of $20,000 and we are only approving an expenditure of $10,000, would that not mean that only half of the expenses above fifty dollars would be paid ? (Answered in the affirmative by Miss Adair.) Mr. Bunker, of Hawaii : In the first sentence of the second paragraph it mentions " State delegates." I merely rise to ask for information. Does that term include delegates from the Territory of Hawaii and from Alaska as well ? ( Answered in the affirmative by President Owen. ) Delegate from Ohio ( representing the Cincinnati School Masters' Club ) : Is it not true that our income now is just about equal to the expenses ; that is, providing for these investigations that the National Education Association is conducting ? Is that not a fact ? I represent the Cincinnati School Masters' Club. It is an organization of 300 men in Cincinnati. Feeling that was the case, they instructed me to vote against any payment of expenses for delegates, believing that this fund of the National Education Association ought to be reserved for these investigations and studies and research work. Following an explanation by Miss Adair there was prolonged discussion , mainly in favor of the recommendation. Among those who took part in the discussion were : Miss Jones, of New York ; Miss Gardner, of Wisconsin ; Mr. Kelley, of Pennsylvania; Mr. Galloway, of Iowa ; Miss Wade, of Cali- fornia; Mr. Bunker, of Hawaii ; Miss Peterson, of Ohio ; and others. Mr. Bandman, from Alabama: How can they recommend that the National Education Association pay all railroad and Pullman expenses above $50 and that only $ 10,000 be set aside ? Miss Adair : The amount is to be provided proportionately. President Owen: With that understanding, are you ready for the ques- tion? (Motion carried. ) Miss Adair : On the first page of the present report, you will find a sugges- tion by the Treasurer, that we set up a reserve fund to carry ourselves over the summer time, but I understand that will be cared for in the budget. Miss Doherty, of St. Paul : I think the chair did not hear the negative on that last motion. MINUTES OF REPRESENTATIVE ASSEMBLY 45 President Owen: I am reminded that I did not take the negative vote, sowewill take both again. ( Vote retaken and the motion carried. ) Miss Doherty: I think in fairness to the members of this Cincinnati School Masters' Club, they should have a chance to register their vote on the floor ofthis house. Idon't agree with them, but there has been general criticism all around me because they didn't have an opportunity to register their vote. Ifthis is going to be a Representative Assembly, I maintain the members of this club in Cincinnati should have a right to register their opposition. President Owen: The chair agrees with Miss Doherty, and has proved his agreement, and the motion is carried. Now the report of the Executive Committeewill be presented by Mr. Siders. Mr. Siders: This report is in your hands for comparison, while I read it. (Reads report as printed and gives explanations.) At the right time, the Executive Committee will offer a few amendments. I move the adoption of this report. (Question about a discrepancy in the figures, which proved to beanerror on the part of the printer. Corrected by chairman. ) MissPartridge, of Berkeley: Why is the money for the Health Program, and also Illiteracy, limited to the extent of money for carrying out the print- ing of reports, when the other committees have no limitation ? President Owen: The facts of the case are that last year this Committee on Health Problems asked for $1,500 extra in order to prepare a report, which wouldbe essentially a course of study in health for the schools. We teltthat in coming before this body at this time it should be recognized that this was for the printing of the report. The same also concerning the report of the Illiteracy Commission. Mr. Walker, of Missouri: On page three of this report, under the budget for special committees,we note that the Committee on Rural Education had anappropriation of $800 last year, and that has been reduced to $150. Will Mr. Siders explain this reduction ? ( It was explained that the committee asked for this amount. ) President Owen : If you will trust the Executive Committee on that, we will remedy the errors made by the printer. The significant figures are the appropriation for committees. ( Motion to adopt the report seconded and arried.) President Owen : We will now have the report of the Committee to Cooperate with American School Citizenship League, by the chairman, Mrs. Fannie Fern Andrews, of Boston. This report was deferred from yesterday. Mrs. Andrews: Mr. President, Delegates of the National Education Association: I am very sorry I could not have made this report when it ght to havebeen made. Mixing it in with finances, it may seem rather out place, but I think we can concentrate on a new subject for a few minutes. She then read the report.) Mr. Newman: Does the adoption of this report imply the adoption of the resolutions ? The idea seems to be that history should be taught from world point of view. 46 NATIONAL EDUCATION ASSOCIATION Dr. Smith, of Massachusetts: (After a short discussion of the report) 1 move that the report be referred to the Resolutions Committee of this Asso- ciation, of 1924, for report at that meeting. Mrs. Andrews : I rise to correct Dr. Smith's statement that the first func- tion in the teaching of geography and history as stated in this report, is to do what he says. It distinctly says that it shall include the teaching of such matters not that its first function is that. President Owen : Was it the intent of the motion to have the Secretary take out that part of the report and put it in the hands of the Resolutions Committee next year, and vote on the rest ? Dr. Smith: It was the intention of my motion that the entire report be put into the hands of the committee. Miss Blake, of New York: That means we would take no action on this question for next year. It seems for us to retire from any action on this matter is very disastrous. Mr. Cort, of New York: I understand the chairman of the committee itself has expressed satisfaction with our holding this matter over so as to con- sider it more carefully. (A vote was then taken, and as a division was called another vote was taken. The result of a rising vote showed 224 in favor of referring the report to the Resolutions Committee; 182 against.) President Owen: The chair took the right-and it was a great pleasure- of extending to Mr. Sawayanagi, president of the Japanese Imperial Educa- tionAssociation, an invitation to appear before this body and to extend to us the greetings which he desires to extend from his Association. With your permission, at this point the chair will recognize and introduce to this audience Mr. Sawayanagi, president of the Japanese Education Asso- ciation, and a member of the House of Peers of the Japanese Parliament. Mr. Sawayanagi then delivered a most excellent address. He was greeted with applause on taking the platform and with great applause as he closed his address with these words : " I understand the United States of America is a land of freedom and democracy. I hope the United States of America will become the land of internationalism, where there are no traces of racial prejudices, where only justice and humanity reign. I think this object can be achieved by the educa- tors rather than by the statesman. I thank you." President Owen: It is a great pleasure to me personally and an honor officially to present to this audience the man who has carried the burden of this great and significant World Conference on Education, out of which has been born, as was said a moment ago by our distinguished visitor, this Inter- national Federation of Education Associations. I have the pleasure of presenting the chairman of our own Committee on Foreign Relations, and the newly elected president of the International Federation of Education Associations, Dr. Augustus O. Thomas, State superintendent of schools, of Maine. Augustus O. Thomas: It is very difficult to attempt in ten minutes to give a report of the Proceedings of the World Conference on Education, MINUTES OF REPRESENTATIVE ASSEMBLY 47 which was called by the National Education Association. The United States has, through the Association, extended the hand of friendship and good-will to the nations of the earth, and the warmth and genuineness with which that hand was accepted has been most remarkable. (As Dr. Thomas continued his address it was evident from the interest and applause that the ideals of the World Conference on Education made 1strong appeal to the membership of the Association.) (At the close of the address :) Our Committee on Foreign Relations recommends that the National Education Association of the United States become a member of this new organization. ( Motion seconded and carried. ) President Owen : This carries with it the approval of this last proposition that we become a member of this Association. The details, I suppose we will getto intime, and we will have our own chairman to keep us right. Miss Blake: Will it be in order now to add to our motion of approval, a motion of profound thanks to the chairman of that committee for the very wonderful work that he has done ? ( Motion seconded and unanimously carried.) Augustus O. Thomas: I thank you for the motion, but I need no thanks . Iwould rather thank you for the opportunity. This could not have been carried through without the authority and coöperation of Dr. Owen and Secretary Crabtree and the committee who have helped so wonderfully and have been sympathetic with all of it. Secretary Crabtree: The amendments proposed for consideration at this time are on page eight of the Official Manual. I take it that any one who desires to have an amendment considered will call attention to it and that youwill notwantme to read all these amendments, since they are printed in sour manual. President Owen: The first amendment was presented by Mr. Springer, ot Michigan. I received a telegram from him this morning asking that it bedeferreduntil nextyear. If there is no objection, that action will be taken. The next amendment was proposed by Mr. Stapleton, of Minnesota. It is essentially an interpretation of what was the intent of our by-laws. Miss Blake: Am I right in thinking that that does not in any way limit the affiliated associations, but it means that I as a member can vote in my filiated association, whichever one of the half dozen I belong to that I choose, and may also vote in the Association? President Owen: That is the interpretation. An individual member of the National Education Association, if this were passed, could vote for a delegate to this Association in this way. They could vote in one affiliated local association only, then could also vote in the affiliated State association. Motionmade, seconded and carried for the adoption of this amendment. ) President Owen: The next is an amendment presented by Miss Blake, utNew York. MissBlake: (After discussion from the floor.) I think I had better with- draw my motion and ask to have this laid over until next year. President Owen: The request is granted. 48 NATIONAL EDUCATION ASSOCIATION The next amendment is given, but there is no statement of what section is taken. Is there a motion on that paragraph ? If not, we will pass to the next. (Motionby Miss Blake to adopt that amendment.) President Owen: What that does is this : It takes out of this Represen- tative Assembly the State superintendents of public instruction. Miss Gardner, of Wisconsin : This amendment was presented by the State Superintendent of Wisconsin at the request of the classroom teachers of Wisconsin, and we feel that it is a just amendment. But on account of the local situation in California, I feel that it would be better to have action postponed. Miss Blake : I didn't know it would take him out when I made my motion. Will C. Wood, State superintendent of schools, California: I appreciate what Miss Gardner has to say in regard to the local situation. While I appre- ciate the kindly sentiments very much, I feel that if the resolution is right it should be adopted. Miss Gardner: I move that the amendment be laid on the table. ( Motion seconded and carried.) Mr. Siders : ( Having been called upon by the chair to present an amend- ment recommended by the Executive Committee. ) This amendment is to clear up some question about the Association year. It recommends that Section 7, Article 1, of the By-Laws be changed and amended to read as follows: ( Reads and moves the adoption of the amendment.) President Owen: The point is this, that these two amendments have not been presented before the Association previously, and would have to be adopted at this time, if adopted at all, by unanimous consent. The motion is to adopt the first amendment presented. Mr. Cort, of New York : Would it not be better to have the definition of the membership year precede that statement, because it speaks of the requirement that members shall pay on or before November 1. That means between what date? How far back from November first ? It seems to me it would be well first to define the membership year, then go on to the rest. President Owen: This is a good suggestion, and if there is no objection we will present the second amendment first and we will ask the chairman to read it. (Chairman Siders reads as directed.) Mr. Minkel, from Iowa : I am entirely in sympathy with the resolution, which wou'd make the fiscal year run from September I to September 1, but I am altogether opposed to that part of the resolution which would make the maga ine year run from November 1 to November 1. The thing we want to do is to bring the fiscal year and the magazine year both in accord with the fiscal year and the magazine year of nearly all our State associations, so that a member can budget her allowance for National, State, and district meetings. Mr. Fred Hunter, of Oakland: I fear that Director Minkel, of Iowa, misunderstands the purpose of this whole proposition. I can speak upon this question both as a member of this committee, and as a delegate from Cali- fornia. I think it is the biggest obstacle that has stood in the way of our membership drive in California. These amendments will clear up that mis- MINUTES OF REPRESENTATIVE ASSEMBLY 49 understanding. Consequently, it is of the highest importance that this be theaction atthis time, because the resources of the Association are endangered unless these amendments do pass, Mr. President, with unanimous consent. Miss Matthews, of Milwaukee : Milwaukee would have had a far largeı membership if it had not been for the confusion which we have had and which Mr. Hunter has just explained. Mr. Hunting, of Nevada: Our membership is in great confusion today andthere is a good deal of friction and dissatisfaction. I think it most impor- tant to pass the amendment. Mr. Hunter: The director from Iowa and the Executive Committee are aiming at exactly the same thing. The Board of Directors, or the Executive Committee, in considering this amendment, Mr. President, went into the machinery of the thing very thoroughly. The amendments as proposed will do exactly what Director Minkel wants done. May I plead again that we have unanimous consent to put this in operation next year ? ( Motion which had been made was seconded and unanimously carried.) President Owen: Now let's go to Section 7, Article 1. ( Mr. Siders reads the proposed amendment.) The effect of that is to give every member a reasonable time to decide whether to renew his membership, but it obviates sending out magazines to alot of people who don't care whether they receive them or not. ( Motion toadopt this amendment seconded, and voted upon, but vote not announced.) Mr. Minkel: I want to introduce an amendment to change that date from November I to September 1. President Owen: That is out of order; we are taking a vote. But we all want tohear this thing, and if you will let me, I will ignore that we started to take the vote, until we get this clear. Mr. Minkel: I introduced that as an amendment to the resolution. If you say I am in order, I move we amend the date from November I to September 1. ( Motion seconded and voted upon and declared lost.) Mr. Reed, of Akron, Ohio : I have an amendment, which, as far as age and respectability go, should have been given precedence over all these others . It might be a Native Son, it is so old- Mr. Hunter: I again appeal and say it is the most important thing for the resources of this Association that has yet come before us. Let me say to you, Mr. President, that the welfare of this Association is at stake, and it seems to me that there ought to be a waiving of the small technicalities which have been brought up here to prevent this thing from becoming opera- tive in the Association. I cannot move a reconsideration; I voted for the amendment. Mr. Cort: I move a reconsideration. ( Motion seconded and carried. ) Mr. Hunter: May I ask Mr. Cort to take this into consideration ? We save, or have had, a plan of organization to date that has resulted in great contusion. The Executive Committee has thought out a plan which they think will relieve that confusion. Miss John, of Ohio: It seems so simple to me that I would like to state what Iunderstand it means. I think it means that the dues are due on the first 50 NATIONAL EDUCATION ASSOCIATION of September, to be paid in advance for the coming year, which will continue until the coming 31st of August. The bill is due on the first of September, and we are allowed sixty days' grace in which to pay. That is a sort of business arrangement that enables those who cannot spare the two dollars membership on the first of September, because they have earned no money for three months, to pay. They can save that much in two months and pay ! President Owen : The motion is on the reconsideration of the vote on the amendment, which was lost. Are you ready to vote on the reconsideration ? (Motion carried. ) (Motion then taken on amendment, which was unanimously carried. ) President Owen : It is now time to introduce amendments to the By-Laws to lie on the table for a year. The chair recognizes Mr. Reed, of Akron , Ohio. Mr. Reed : Mr. President, this is not a new amendment. Two years ago at the Des Moines meeting, the Ohio delegation introduced an amendment to the By-Laws providing for the nomination of the officers of this Associa- tion from the floor of the Assembly, and a vote by ballot, along the same lines as the Department of Superintendence has adopted. This was presented at the Des Moines meeting, was allowed to lie over for one year. Last year it was represented at the Boston meeting and was laid on the table. Therefore, it is a legitimate item of business for this meet- ing. We have had copies of this amendment struck off and I think the most of you have a copy of it in your hands. At this time I should like to read a resolution passed by the Ohio State Teachers' Association, numbering 20,000 members, in their Representative Assembly. ( Reads report.) Mr. President, I move that this amendment be taken from the table. ( Motion seconded and carried.) From the floor: Pardon the suggestion, Mr. President, but you have a little habit of calling for the Ayes, and stating that the motion is carried, without due consideration of the opposition. President Owen : Aristotle once said that one swallow doesn't make a spring. I did that one time, but I took the vote again. We will take this one again. (Recount; motion carried.) This amendment is before the house now for adoption. Mr. Reed : We are a working body, Mr. President, of about 700 or 800 delegates, and I see no reason why we should not proceed with the election of our officers, which is perhaps the most important business we have, after this fashion; the Department of Superintendence, after trying various means , has adopted a plan which is substantially this. I should like to recommend that this organization do the same. I move the adoption of this amendment. Mr. Walker, of Missouri : I move to amend this resolution by referring the action of this body of delegates to the members in our various States for final action. The folks back home have a right to say who shall be president of this organization. Miss Menzel: I would like to offer an amendment to that amendment. In the place of the words beginning in the sixth line, " On the first day of the annual meeting of the Association, the delegates of each State, territory MINUTES OF REPRESENTATIVE ASSEMBLY 51 anddistrict of the United States shall nominate one person for the Board of Directors "-I should like to amend that, substituting for what I have Just readthat " the State directors of each State, territory and district of the United States be elected by the respective State association." President Ouen: The chair will rule that this amendment is out of order. This is a body created by charter of the United States, and the Board of Directors is elected by this whole body. The most that Miss Menzel could accomplish in this way would be to have a nomination come up in that way. Miss Menzel: Then I would like to know just how to proceed. What wouldbe the legal procedure, then, for having it arranged in that way? President Owen: This Association is by power and act of Congress in the control of this Representative Assembly and these are directors of the National Education Association from the States; but no State association or part of this body can elect a director of this body. The most you could dowouldbe to have them nominated by the State associations, and the dele- gates directed to nominate that person. Mr. Welty, of Oakland : I would just like to point out the effect of locality on such an election. California, at the first meeting of this Assembly, had 106 delegates. If I remember rightly, the largest number from any ther State was 54. California had twice as many as any other. That would mean that the locality in which the National Education Association was held would have much more than a democratic influence on the election. Mr. Berg, of North Dakota: It seems that the method under which we have proceeded in the past is more democratic and much more efficient and democratic than the proposed plan would be. Mr. Smith, of Tennessee : It seems to me that we must remember that the smaller States never have an opportunity of having this Assembly meet in their States. They have to go to the larger States, where there are great numbers of delegates. As it now stands, every State has a vote, which, it seems to me, is as it should be. Tennessee has just as large a vote as New York or California, and we ought to keep it that way. it seems more demo- ratic and I don't see how we can improve on it. Mr. Hunter: The supreme thing in this whole argument is this question of professional solidarity and the effective working power of this National Association. This is a movement in that direction; it is a statement to the public that we have confidence in the rank and file of the teaching profession. Mr. Will C. Wood, of California: I didn't have opportunity to study this matter. It was laid on the table last meeting. I am convinced that this means not democracy but " local-ocracy. " I move that this be laid upon the Ne. (Motion seconded and passed.) Mr. Moore: I rise to a point of information. I would like to know when is amendment which was taken off the table was again laid on the table. President Owen: When they laid the amendment on the table. Mr. Moore: They laid on the table the amendment to amend. President Owen: When you lay an amendment to a motion on the table, ou lay the whole thing on the table. I would like to say if you don't like 52 NATIONAL EDUCATION ASSOCIATION that ruling the chair will be glad to have an appeal to the body, because it is a difficult point. I think we ought to know what we are doing. Mr. Reed: I appeal from that ruling. President Owen : All in favor of sustaining the ruling of the chair, say Aye. (Motion carried.) It is all on the table now. The next is unfinished business. If there is none, the next is new business. The chair is not trying to do anything but trying to get our business done as expeditiously as possibly. Miss Blake : I don't know how the members feel about not having any yearbook. I realize perfectly that it is impossible to print a yearbook with the names of all the members. It would be as big as the unabridged diction- ary, and perhaps as a two-volume dictionary. Could the secretary give us any idea how many five-dollar members there are ? ( Secretary answered 12,000 . ) I would like to move that the names of all five-dollar memberships, with their institutions and their work and their addresses, be printed in a yearbook to be given to five dollar members, and to be sold to the others for three dollars. ( Motion seconded, voted, and lost. ) President Owen : The next is the report of the Committee on Necrology. Secretary Crabtree: The chairman, Mr. Ernest L. Crandall, had to leave at this moment in order to catch his train, and asked me to read this brief report. ( Read.) I move the adoption of this report, which provides for a report of this committee on the program at the next annual meeting of the Association . ( Seconded and carried. ) President Owen: The chair recognizes the chairman of the Committee on Resolutions, Dr. Payson Smith, State commissioner of education, Massa- chusetts. ( Reading of resolutions by chairman. Motion for adoption of report seconded and carried. ) Delegate from Hawaii : I rise for a point of information, to know whether the Federal aid for the territories is safeguarded. Would it be possible to add " and territories " after " States " ? Chairman Smith: It was believed the action already taken had practically embodied that. The committee would not object if the delegates desire to have the insertion of those words. President Owen : We have passed on that. The interpretation of the chairman is that the meaning is there, and he suggests he would be willing to put in those words. Delegate from Hawaii: May I offer an amendment, that in the first article the words " to the States and territories " be included after " Federal aid " ? ( Motion seconded and carried. ) President Owen: The chair thought it best to allow the motion. The question now is on the adoption of the resolutions. ( Motion seconded and carried.) We will now hear the report of the Committee on Nominations, presented by the chairman, Jesse H. Newlon, superintendent of schools, Denver, Colorado. Jesse H. Newlon : The Committee on Nominations has voted unanimously upon the following names of officers of the National Education Association MINUTES OF REPRESENTATIVE ASSEMBLY 53 for the next year: ( Reads report and moves its adoption. The motion was seconded and carried.) President Owen: We have just a moment or two. First, the President of theAssociation wants the privilege of introducing to this audience the new President of the National Education Association, Miss Olive M. Jones, ofNew York. Miss Jones: Friends of the National Education Association, it is late and Iam not going to make a speech. But I did want to answer publicly one question that has been given to me innumerable times in the last two days . That is, what is going to be my policy as President of the National Education Aociation. I want to declare in most unmistakable terms that I object to having any ndividual policy. I am not an individual. I am the executive to carry out the program of the National Education Association as expressed by the vote uf this delegate body. That is what I hope to do. It is what I want your Loyal support to do. I will promise you that I will try to make it take shape Inthe form of concrete suggestions and concrete action, and not mere words. Iaskyour loyal support, and with that and the guidance of God, I will give soa loyal service. President Owen: It has been a great pleasure to act as your President dur- ng the year. It is a great honor, the greatest honor that can come to any chool teacher, I think, in America, officially to serve as a President of the National Education Association . Iwant to thank you for the wonderful coöperation we have had from you during this week, and to assure you that to the best of my ability I shall con- tinue the policy of trying to be a loyal member of the National Education Association. Mr. Cort: I should like to move a rising vote of thanks to our able retir- ng President. (All standing.) The vote is unanimous. President Owen: The Sixty-first Annual Session of the National Educa- tonAssociation has come to a close and is adjourned sine die. WILLIAM B. OWEN, J. W. CRABTREE, President. Secretary . REPORT OF COMMITTEE ON RESOLUTIONS OF THE NATIONAL EDUCATION ASSOCIATION ' PAYSON SMITH , STATE COMMISSIONER OF EDUCATION BOSTON, MASSACHUSETTS , CHAIRMAN The education bill-We reaffirm our sincere, devoted, and unqualified support of Federal aid and Federal recognition for public education with- out Federal interference in any way with State and local control as embodied in the Towner-Sterling Bill. We believe that National leadership in educa- tion and the efficient administration of the educational activities of the Federal Government demand the creation of a Department of Education with a Secretary in the Cabinet of the President. We know that the aid furnished to the States and territories by the Federal government has been amost important feature in the development of their school systems. The deficiencies now existing in our system of public education will be most effectively and rapidly removed by providing Federal aid for the removal of illiteracy, for the Americanization of the foreign-born, for the development of a more adequate program of health service, for the training of teachers, and for the equalization of educational opportunity as provided in the Towner- Sterling Bill. No backward steps-We affirm our faith and confidence that the Ameri- canpeople will not be misled by the erroneous conclusions of those repre- senting the Carnegie Foundation with reference to the cost of the public schools. Analyzed in the light of the increased attendance in all schools, the longer school year, the varied educational opportunities now offered, and with a view to the changed purchasing value of the dollar, the costs of public education are not excessive. The investment which is being made in the education of each child as reflected in per capita costs, is inconsider- able in comparison with the important civic, economic, and social returns that are expected from that investment. We believe that in expenditures for public education, as for all other public enterprises, every effort should be made to yield one hundred cents of value for every dollar spent. The Association does stand, however, emphatically for the proposition that the only safe course for the protection of the political, industrial, and social welfare of the American people lies in a thorough, adequate, and universal system of public education extended throughout the Nation and available to every prospective citizen of the Republic. We believe that increasingly more children will attend schools. We believe they will attend for longer periods of time. We believe that more attention must be paid to individual capacity, to individual needs, These resolutions were passed by a unanimous vote of the Representative Assembly , Oakland-San Francisco meeting, July 6, 1923. [54] COMMITTEE ON RESOLUTIONS 55 and to potential individual service. We believe, therefore, that more money ainot less must be expended for schools. America will not return to the ossly inadequate program of education of a generation ago. This Asso- darren invites the forward-looking citizenship of the Nation to repel the nuation that a great and rich Nation needs to adopt a policy of narrow onomy in those matters that affect the Nation's children and through them the Nation's future. State responsibility-We believe that equalization of educational oppor- tunity for all children can be secured only by the recognition of the prin- eple of a larger responsibility on the part of the State for the adequate nancing of education, and further, that along with the adoption of this principle, must come the development of larger units of taxation and adminis- tration to replace the local district system. We believe that the principle that education is a State function is a sound one; that local boards of education are in this sense officers of the State, and that they should be free to determine and administer their own financial budgets, subject to State control but unhampered by municipal authorities. We believe that justice demands greater study and consideration of the means by which rural education may be improved. The National Education Association endorses the principle that the public schools of the territories of the United States be given equal recog- nition with the public schools of the several States. The status of the teacher-We cannot emphasize too strongly the funda- mental importance of improving the status of the teacher if we would improve child service. To provide an adequate supply of well-trained reachers, we must equip and support more and better teacher-training schools and colleges; we must offer salaries adequate to attract high-minded and well-educated youth into the profession; we must insure to them pro- motion on merit alone as well as permanent tenure while they render satis- Factory service; we must remove from them the fear of destitution by lequate retirement annuities and pensions; and we must recognize their right to express their professional opinions and to develop in every proper wav personal initiative. Political sniping-For more than half a century, the National Educa- tionAssociation has advocated sound professional leadership in all educa- tonal offices, whether in State, county, city, or district. From long experience, we have had a right to assume universal acceptance of this prin- pe by all who are working for the establishment of good government in the United States. That this principle should be acknowledged in the election of those who are charged with the responsibility of leadership in the office of State Superintendent, or State Commissioner of Education, we bad to be of surpassing importance. The friends of public education deplore the recent flagrant violation of tis principle in the case of the highest educational office in the Common- wealth of Pennsylvania. An educational leader having a record of proved accomplishment, had been invited to assume the responsibility of framing 56 NATIONAL EDUCATION ASSOCIATION for the State a far- reaching and forward-looking program of education. In coöperation with the educational forces of the State, this program was framed and put in force. It was later examined and approved by a com- mission appointed by the Governor and by a second commission chosen from the National field of educators. The press and the people of the State expressed in no uncertain manner their intense satisfaction at the record that had been made and at the promise of further accomplishments. This accomplishment of the Legislature of the State assured by the act of its approval in law of every item of the program that had been framed. In spite of these conditions, the man who had been invited to this leader- ship and had thus demonstrated to the satisfaction of public, professional, and legislative opinion, his unqualified fitness for that leadership, was offered opportunity of continued service in his office on terms which, if they were not unconstitutional, were so distinctly humiliating that no self- respecting administrator could accept them. So directly does such an act in a leading State affect education through- out the Nation that this Association believes it must record its disapproval of so unworthy an executive act, while it expresses its satisfaction at the general approval of the citizens of the State of the vigorous and forward- looking educational program that had been inaugurated, and at the pro- fessional attitude of the man who in this instance has so worthily stood in Pennsylvania as a representative of the best in educational leadership. We heartily rejoice that, in this legislative year, governors and legisla- tors have generally given vigorous support to the maintenance and extension 1 of public education. In the few instances in which the legislatures and governors have been responsible for a curtailment of financial support of teacher training and other important activities of education we are con- vinced that new advances will be made when the people have had an oppor- tunity to act. Child labor amendment-The National Education Association reaffirm- ing its belief in the vital importance to the children of a law establishing a Federal minimum of protection from premature or excessive employment, favors a Child Labor Amendment to the Constitution authorizing Congress to enact such a law. Physical education-The National Education Association urges that adequate provision be made for the organization and supervision of courses in physical education and recreation in all elementary, secondary, normal schools, and colleges of this Nation. The purposes of such education include the correction of physical defects and the development of useful bodily and mental habits through socialized recreation. National capital-We should be able to find in the city of Washington , the capital of the Nation, leadership in matters concerning school adminis- tration, supervision, teaching, business management, and for the promulga- tion of a far-seeing and adequate educational program for city schools. The schools of the capital city belong to the Nation and for this reason we urge Congress to create a Board of Education for the City of Wash- COMMITTEE ON RESOLUTIONS 57 ington, which shall be absolutely free from party control, which shall have entire control of its financial budget, and which shall have an adequate financial income to maintain schools of which the Nation may be proud. We believe it to be the primary function of the teaching of American history to inculcate in the American people a lasting devotion to America andher institutions. This objective can best be attained by placing before American children in a manner appropriate to various ages an accurate and truthful portrayal of the events that have had a place in the growth and development of the country and her institutions. We believe that it ispossible to develop through right history teaching a deep love and lasting respect for America without creating hatreds or animosities toward other Nations of their peoples. We approve that attitude in historical teaching which aims to present actual and truthful pictures of the past and to promote witholder pupils the disposition to consider both National and international political, economic, and social problems on the basis of fundamental prin- ciple and not primarily on the basis of partisan, sectional or narrowly National self-interest. World conference on education-We recognize with deep gratification the finespiritshown and the real contribution made to the cause of better under- standing among the Nations by the World Conference on Education held at San Francisco. We believe that we can most surely promote a lasting spirit of good fellowship throughout the world by taking advantage of appropriate opportunities to tell the coming generation of the good qualı- ties and useful achievements of other nations as well as of our own. Humanity is one. Injury to one nation or race involves injury to all, Just as the proper growth of one nation or race carries with it an advantage to all mankind. Mutual coöperation and good will are absolutely necessary tomankind's steady growth in happiness and service. The plan of the Committee on Foreign Relations for holding further conterences in other lands meets with our hearty endorsement. We acknowledge the great service rendered to the cause of education by theintelligent and public-spirited reports on our deliberations, published tonly by the local press but by many other great papers of our Nation. Weextend our grateful appreciation of the hearty hospitality which has een so generously given to the members of the Association by committees, "zanizations, and citizens of Oakland, San Francisco, Berkeley, and the nity. Throughout, there has been shown careful foresight and untiring en- avor on the part of innumerable volunteer workers who have magnificently wributed to the success of the sixty-first convention of the Association. REPORT OF THE TRUSTEES FISCAL YEAR JUNE 1, 1922, TO MAY 31, 1923 COVERING THE BOOKS AT THE SECRETARY'S OFFICE, AND INCLUDING A REPORT ON THE PERMANENT FUND To the Executive Committee, to the Board of Directors, and to the Representative Assembly : The Board of Trustees herewith submit the Annual Report on the finances and property of the Association. The report includes the statements of Auditors Marwick, Mitchell & Co., and the report of Erskine Gordon, trust officer of the National Education Association, who handles in trust the permanent fund of the Association. THE FUNDS OF THE ASSOCIATION The following reports cover the three funds of the Association, the Permanent Fund, the Regular Fund, and the Revolving Fund. The Permanent Fund is the money which has been put into a reserve fund the income from which goes into the Regular Fund for Current Expenses. The Permanent Fund now amounts to $ 200,537.51 , made up as follows : Invested in Securities ( par value ) $ 114,000.00 Life Membership receipts . 1,375.00 Real Estate Equity . 85,162.51 Cash on hand .. $4,162.51 $200,537-51 The Income from the Permanent Fund is: Rental of Properties . $11,200.00 Interest from Securities .... 4,725.00 $15,925.00 Out of this income is paid amounts necessary for repairs, upkeep, insurance, etc. The balance goes into the Regular Fund for current expenses. The Regular Fund is the money received for memberships, from sale of volumes and pamphlets, from commercial exhibits, advertising, etc. A complete exhibit of this fund is found in the following pages. The Revolving Fund consists of fifteen thousand dollars placed in the hands of the Secretary to pay salaries and current bills. The Secretary presents vouchers for the moneys he expends. The Revolving Fund is reim- bursed monthly from the General Fund. The trustees by your direction purchased, during the year, properties at 1537-39 M Street for $ 15,000, and at 1541-43 M Street for $40,000. [58] REPORT OF THE TRUSTEES 59 Owing to overcrowded conditions in the main building, the trustees contemplate remodeling the three buildings recently purchased to provide additional office rooms, and large work rooms for multigraphing and typing. Suitable space will also be provided for store room and supplies. The approximate cost of these repairs and alterations will be $8oco. This expend- iture will put these properties in first-class condition. We trust this meets with your approval. The system of records and accounts was revised during the year. This system will enable the Association to go on a budget basis. The auditors commend the Association on the coundness of its finances and on the efficiency of its business management. Respectfully submitted, BOARD OF TRUSTEES Dr. William B. Owen, President, National Education Association of the United States, Washington, D. C. DEAR SIR: In accordance with instructions received, we have made an examination the cash receipts and disbursements of the National Education Association ct the United States for the year ended May 31, 1923, and now submit our report thereon. INCOME AND EXPENSES The following is a summarized statement of the income and expenses for theperiod under review, further details being submitted in Exhibit " А." lueene ........ $ 258,213.77 Less Expenses : Board of Trustees Expenses . $1,562.65 Executive Committee 4,728.35 Office of General Secretary . 15,143-59 Home Office 23,935-47 Institutional Expense 11,164.35 Special Appropriations 10,625.18 Division of Records and Accounts . 11,731.03 Division of Field Secretaries . 14,854.14 Division of Business . 46,884-34 Division of Publications . 111,539.04 Division of Research . 13,235.28 Division of Elementary School Service . 5,044.50 270,447.92 Deficit for the Year (In Regular Fund) . $12,234.15 The operations on Surplus are as follows : REGULAR FUND Surplus as at May 31, 1922 ...... $40,868.69 DeductDeficit for Year ended May 31 , 1923 . 12,234.15 Surplus as at May 31, 1923 ..... $28,634-54 60 NATIONAL EDUCATION ASSOCIATION The total income for the year is $23,795,10 in excess of the prior year, but this is offset by an increase of $74,082.21 in the total expenditures demanded by a greatly enlarged work which required additional furniture and equipment and additional help. RECEIPTS AND DISBURSEMENTS The following is a summary of the cash receipts and disbursements of the Treasurer's Account for the year. Cash Balance as at May 31, 1922 .. $33,293.87 Receipts: Income as per Income and Expense Statement . $258,213.77 Accounts Receivable as at May 31, 1922 ....... $11,615.69 Less : Accounts Receivable Uncol- lected as at May 31, 1923 .. $6,019.75 Notes Receivable Uncollected as at May 31, 1923 ... 475.00 6,494-75 5,120.94 263,334-71 Disbursements : Expenses as per Income and Expense Statement .......... $ 270,447.92 1922 Bills Paid during Current Year .. 20,807.83 $291,255-75 Less: Bills unpaid as at May 31 1923 .... $12,280.67 Depreciation Reserve 1,193.90 13.474-57 $277,781.18 Furniture and Fixtures Purchased. 6,150.75 $283,931.93 Cash Balance as at May 31, 1923 .... $12,696.65 Accounted for as follows : Revolving Fund: In Bank $3,074.12 Transfer from Regular Account, to reimburse Re- volving Fund 11,924.22 On Hand 1.66 $15,000.00 Continental Trust Co., Regular Account, Overdrawn ..... 2,303-35 $12,696.65 We examined the cash receipts, and, so far as the system in use permitted, we have satisfied ourselves that all the funds received have been properly accounted for. Vouchers in support of cash disbursements were examined and found in order, but we noted that a few traveling expense statements had not yet been received by the Treasurer's Office, and a few vouchers were missing. REPORT OF THE TRUSTEES 61 ASSETS AND LIABILITIES The following is a statement of the assets and liabilities as at May 31 , 1923, as shown by the books : ASSETS Cash : Secretary's Fund-In bank, on hand and to be reimbursed from Regular Account $15,000.00 Regular Account ( Overdrawn) 2,303-35 $12,696.65 Permanent Fund 4,162.51 $16,859.16 Accounts Receivable 6,019.75 Notes Receivable: Life Members $1,375.00 Others 475.00 1,850.00 Securities at Book Value ( Schedule " I ") . 110,428.80 Real Estate: At Cost Price . $98,000.00 Acquired during Year ( Cost) 55,000.00 $153,000.00 Less Mortgages Payable ... 67,500.00 85,500.00 Farniture and Fixtures : Expenditures to May 31, 1922 ... $18,901.19 Expenditures during Year ended May 31 , 1923 .... 6,150.75 25,051.94 Old Volumes of Proceedings .... 500.00 $246,209.65 LIABILITIES Accounts Payable $12,280.67 Reserve for Depreciation on Furniture and Fixtures . 3,828.13 Trust Fund- Permanent Investment . 201,466.31 Surplus as at May 31, 1923 .... 28,634.54 $246,209.65 We verified the Secretary's fund partly by count and partly by cer- tficate obtained from the depository. The overdraft on the regular account represents floating checks; we reconciled the Cash Book with the bank Patement and verified the balance with the bank as shown by the latter, by tificate obtained from the depository. We also verified the balance in Permanent Fund by certificate from the depository. Certainof the accounts receivable appear to us to be doubtful, and we ommend that all the accounts be examined, and that those ascertained to uncollectable, be charged off. Thenotes on hand were examined by us and found in order. 62 NATIONAL EDUCATION ASSOCIATION During the year the Association purchased real estate in M Street, Wash- ington, D. C. , at a cost of $55,000, subject to certain mortgages. We inspected the deeds of the real estate owned, and the liability on mortgages has been certified to us by the holders. We inspected vouchers for the expenditures during the year for furniture and fixtures, and found them to be proper charges to the asset account. The old volumes of Proceedings are carried on the books at the same arbitrary value of $500. As this stock is being added to each year and as these publications appear to be in demand, the value is probably higher than that shown on the books. We made a sufficient check to satisfy ourselves that all the liabilities are shown on the books, and in addition obtained a certificate to that effect signed by the Assistant Treasurer. PERMANENT FUND We have audited the receipts and disbursements of the Permanent Fund and have inspected the securities in the custody of the trust officer of the Continental Trust Co., Washington, D. C. Details of the securities are given in Schedule " 1," showing par value and cost, the market value not having been ascertained. The cash on hand in the Permanent Fund at May 31, 1922, was $20.51 . Two Los Angeles School District 44 per cent bonds for $ 1000 each became due during the year and were paid; $17,000 City of New York 4 per cent Corporate Stock was sold at 1051, realizing $ 17,867, and life memberships were received amounting to $3275, making a total of $23,162.51. Of this amount $2000 was expended in reducing the mortgage on the real estate owned and $17,000 for new property acquired, leaving a cash balance at May 31 , 1923, of $4,162.51 . The following statement shows the changes in the Permanent Fund during the year : Balance as at May 31, 1922 ... $ 197,456.51 Added during Year : Cash received for Life Membership Fees.. 3,275.00 Notes accepted for Life Membership Fees . 1,375.00 $202,106.51 Losses Sustained: On Sale of New York 4 per cent Corporate Stock: Book Value $18,320.00 Sold at 1051 .. 17,867.00 Loss 453.00 On Redemption of Los Angeles School District Bonds : Book Value $2,187.20 Redeemed at Par .... 2,000.00 Loss 187.20 640.20 Balance as at May 31, 1923 . $201,466.31 REPORT OF THE TRUSTEES 63 Made up as follows : Cash $4,162.51 Notes Receivable ( Life Members ) 1,375.00 Securities *110,428.80 Real Estate, less Mortgages ... 85,500.00 $201,466.31 The cash balance has been certified to by the depository. The income from the investments and the disbursements for the period maybe summarized as follows : Receipts: Interest from Securities owned (Schedule " 1 ") . $4,725.00 Interest from Securities retired and paid during year .... 497.63 Rentals received from Real Estate owned ... 10,524.15 $15,746.78 Disbursements : Interest on Mortgages ........ $2,162.42 Repairs to Buildings, Etc .... 787.20 Expenses re Purchase of Additional Property 552.70 Trust Officer's Commissions .. 368.17 3,870.49 Sarplus transferred to Treasurer's Account . $11,876.29 The receipts were properly accounted for and vouchers were produced insupportof the disbursements. DETAILED STATEMENTS ( SCHEDULE I) SECURITIES ON HAND (Auditor's Report) As at May 31 , 1923 Municipal and School Bonds : Kansas City, Mo., School District 31 % Bonds Par Book dae 1925-Nos. 3127, 3128, 3129, 3133, 3135, value value Income 3136, 3190, 3191, 3192 and 3200 ....... $10,000.00 $9,500.00 $350.00 Clearwater, Kansas, Water Works Bonds 5%due: 1930 1,000.00 1,000.00 50.00 1931 1932 { Nos. 18 to 23 ....... { 2,000.00 3.000.00 2,000.00 3,000.00 100.00 150.00 Salt Lake City, Utah, Water Bonds 41% due 1934-Nos. 310 to 319 ..... 10,000.00 10,000.00 450.00 Seattle, Washington, School Bonds 41% due 1931-Nos. 586 to 595 ...... 10,000.00 10,266.30 450.00 Balroad Bonds: St. Louis & San Francisco R. R. Co. Temporary Prior Lien Mortgage Bonds 4% due 1950- Nos. M56051 to 56055, Y1527 5,250.00 4,331.25 210.00 Carried forward $41,250.00 $40,097.55 $1,760.00 value (the cost) . See Schedule of Securities on Hand. 64 NATIONAL EDUCATION ASSOCIATION Brought forward $41,250.00 $40,097.55 $1,760.00 St. Louis & San Francisco R. R. Co. Temporary Adjustment Bonds 6% due 1955-Nos . M14552, D845, 11033 ... 1,750.00 1,443-75 105.00 Terminal R. R. Association of St. Louis, Gen. Ref. Sink. Fund Gold Bonds 4% due 1953- 600.00 Nos. 16311 to 16325 .... 15,000.00 15,050.00 Baltimore & Ohio R. R. Co. ( Pittsburgh, Lake Erie & West Virginia System) Ref. Gold Bonds 4% due 1941-Nos. 13496 to 13500, 21236 to 21250 . 20,000.00 19,942.50 800.00 Oregon Short Line R. R. Co. Ref. Gold Bonds 4% due 1929-Nos. 4013 to 4017, 4025 to 4027, 4976, 13810 10,000.00 8,895.00 400.00 Chicago, Indiana & Southern Ry. Co. 4% due 1956-Nos. 11386 to 11394, 13786 ........... 10,000.00 9,500.00 400.00 Manhattan Railway Co. Cons. Mtge. Gold Bonds 4% due 1990 -Nos. 2843, 6522, 16083 , 16087 4,000.00 3,900.00 160.00 Atlantic Coast Line R. R. Co. Ist Cons. Mtge. Bonds 4% due 1952-Nos. 5130, 6494, 11638, 11639, 14335, 14339, 17579, 24601 , 37565, 50251 10,000.00 9,600.00 400.00 Corporation Bonds : Maine Real Estate Title Company Ist Mtge. Gold 5% due 1932-Nos. 151-152 ........... 2,000.00 2,000.00 100.00 Total .$ 114,000.00 $ 110,428.80 $4,725.00 INCOME AND EXPENSES ( EXHIBIT A) FOR YEAR ENDED MAY 31 , 1923 Income: Memberships from Secretary's Office . $89,369.00 Memberships from Annual Conventions : Boston Meeting $4,418.00 Cleveland Meeting 2,336.00 6,754.00 Memberships from Superintendent's Department, less Expenses ....... 4,124-42 Memberships from Elementary School Principal, less Expenses ....... 1,507-74 Subscriptions to N. E. A. Journal ( Part of Membership Dues ) 77-375-97 Subscriptions-Research Bulletin 893.00 Sales of Proceedings . 785-55 Special Reports 574-15 Commercial Exhibits 14.514.72 Advertising 50,033-47 Interest and Di counts Earned. 190.56 Net Income Transferred from Permanent Fund . 11,876.29 Miscellaneous Income 214.90 Total Income $258,213.77 REPORT OF THE TRUSTEES 65 Expenses: Board of Trustees-Expenses . $1,562.65 Executive Committee : President $2,708.94 First Vice-President 527.99 Treasurer 362.07 Chairman ofTrustees . 672.10 Member by Election . 457.25 4,728.35 Office of General Secretary : Salary of Secretary . $7,500.00 General Expenses 7,643-59 15,143-59 Home Office : Postage $11,975.32 Telephone and Telegraph .. 2,844.26 Stationery and Office Supplies ....... 3,454.69 Repairs and Depreciation-Office Furniture and Equipment 2,762.76 Express and Freight. 416.28 Insurance 125.35 Legal Service 105.00 Surety Bonds ( Premiums ) 183.02 Interest and Discounts Allowed . 113.61 Audit Fees, Etc... 854.72 Unclassified Expense 497.00 General Expense 603.46 23,935-47 Institutional Expense: Oakland- San Francisco Meeting ..... $750.24 Boston and Cleveland Meetings : Printing-Programs $2,508.87 Publicity 2,113.10 Department Expenses 588.15 State Directors 734.02 Registration Bureau 685.03 Stenographers and Typewriting .. 226.21 Printing-Miscellaneous 226.00 Express and Freight .......... 32.70 Telephone and Telegraph ....... 120.81 Miscellaneous 1,657.45 8,892.34 General Publicity 1,521.77 11,164.35 Special Appropriations Committees : Coordination of Research Agencies . $1,276.68 Foreign Relations 855.03 Character and Citizenship ... 107.58 Health Education 2,213-74 Organization of Secondary Education . 44-35 Organization of Elementary Education ........ 536.10 Standardization of School House Planning and Construction .. 49.81 Commission on Reorganization of Elementary Education 45-55 Carried forward $5,128.84 $56,534.41 4 66 NATIONAL EDUCATION ASSOCIATION Brought forward $5,128.84 $56,534-41 Teachers' Salaries, Tenure, Etc.. 472-39 Illiteracy Commission 1,732.12 Rural Education 443.21 Legislative Commission 1,455.27 Thrift Education 19.50 Department of Classroom Teachers . 1,373.85 10,625.18 Division of Records and Accounts : General Expense 11,731.03 Division of Field Secretaries : Salary and Department Expenses ( Mr. Magill ) $2,930.11 Salary and Department Expenses (Miss Williams) 7,468.18 Salary and Department Expenses ( Mr. Engle- man) 4,455.85 14,854.14 Division of Business : Typing Department $14,574.31 Mailing Department 3,352.98 Multigraphing Department 2,077.51 Printing-Miscellaneous 3,998.52 Addressograph Department 3,562.82 Physical Plant 1,940.94 Rent, Light, Power and Janitor Service . 9,834.96 General Expense 6,920.21 Miscellaneous Expense 622.09 46,884.34 Division of Publications : N. E. A. Journal ........ $87,048.17 1922 Volume of Proceedings . 13.953.13 General Expense 9,941.82 Sundry Publications 472.00 Reprints 123.92 111,539.04 Division of Research : General Expense 13,235.28 Division of Elementary School Service : General Expense 5,044.50 Total Expenses $270,447-92 Deficit for the Year . $12,234.15 GENERAL As instructed, no examination was made of the funds received by the Department of Superintendence, and Elementary School Principals. We shall be pleased to furnish any further information relative to the accounts that may be desired. Yours truly, MARWICK, MITCHELL & Co. REPORT OF THE TRUSTEES 67 REPORT OF CONTINENTAL TRUST COMPANY OF WASHINGTON, D. C. TRUSTEE NATIONAL EDUCATION ASSOCIATION For year ended May 31, 1923 PRINCIPAL ACCOUNT Cash balance on hand as per last account . $20.51 $2000 Los Angeles School District bonds paid. 2,000.00 $17,000 Certificates of Corporation stock of the City of New York sold at 1051-Commission $25.50 17,867.00 Life Membership September 15, 1922 . $100.00 Life Membership October 11 , 1922 .. 300.00 Life Membership October 28, 1922 . 250.00 Life Membership December 1 , 1922 . 275.00 Life Membership January 18 , 1923 . 250.00 Life Membership January 31 , 1923 ... 350.00 Life Membership February 28 , 1923 . 525.00 Life Membership April 2, 1923 .. 450.00 Life Membership April 30, 1923 ..... 350.00 Life Membership May 31, 1923 .... 425.00 3,275.00 $23,162.51 National Savings & Trust Co. on account of loan secured on 1201 Sixteenth St. N. W..... $2,000.00 Stone & Fairfax: Cash payment on 1541-43 M St. N. W.: Purchase price $40,000.00 Subject to trust.. 28,000.00 12,000.00 Stone & Fairfax: Cash payment on 1537-39 M St. N. W.: Purchase price $15,000.00 Subject to trust.. 10,000.00 5,000.00 19,000.00 Cash balance on hand May 31, 1923 ....... $4,162.51 Securities on hand: 10-$1000 43% Salt Lake City 20 year Water bonds, Series " F" due July 1, 1934, Nos. 310 to 319 inc. Int. payable Jan. 1 and July 1 ...... $10,000.00 10-$1000 31% Kansas City, Mo., School District ( Co. of Jackson) bonds maturing July 1, 1925, Nos. 3127 to 3129 inc., 3133, 3135, 3136, 3190, 3191, 3192, 3200. Int. payable Jan. 1 and July 1. 10,000.00 15-$1000 4% Terminal R. R. Association of St. Louis, Gen. Mtg. Ref. Sinking Fund bonds maturing Jan. 1 , 1953, Nos. 16311 to 16325 inc. Int. payable Jan. 1 and July 1 ........ 15,000.00 5-$1000 4% St. Louis-San Francisco Rwy. Prior Lien Mtg. Series "A" bonds maturing July 1, 1950, Nos. M56051 to 56055 inc. Int. payable Jan. 1 and July 1 ... 5,000.00 1-$250 Same, No. Y- 1527 ..... 250.00 10-$1000 4% Chicago, Indiana & Southern R. R. Co. 50 year bonds of 1906, maturing Jan. 1, 1956, Nos. 11386 to 11394 . and 13786. Int. payable Jan. 1 and July 1 ... inc 10,000.00 Carried forward $50,250.00 $4,162.51 68 NATIONAL EDUCATION ASSOCIATION Brought forward $50,250.00 $4,162.51 1-$ 1000 5% City of Clearwater Public Utilities Sedgwick Co., Kansas bonds, dated Aug. 1, 1922, No. 18. Int. payable Feb. 1 and Aug. 1, maturing Aug. 1, 1930 ........ 1,000.00 2-$ 1000 Same, maturing Aug. 1, 1931, Nos. 19 and 20 .... 2,000.00 3-$ 1000 Same, maturing Aug. 1, 1932, Nos. 21, 22, 23 ...... 3,000.00 2-$1000 5 % Maine Real Estate Title Co. Ist Mtg. bonds maturing Aug. 1, 1932, Nos. 151 and 152. Int. payable Feb. 1 and Aug. 1 ..... 2,000.00 10-$1000 41% Seattle School Dist. Series 11 , maturing March 1 , 1931, Nos. 586 to 595 inc. Int. payable March 1 and Sept. 1 ... 10,000.00 10-$1000 4% Atlantic Coast Line R. R. Co. Ist Cons. Mtg. 50 year bonds maturing July 1, 1952, Nos. 5130, 6494, 11639, 14335, 14339, 17579, 11638, 24601, 37565, 50251. Int. payable March 1 and Sept. 1 .. 10,000.00 1-$ 1000 6% St. Louis-San Francisco Rwy. Adj . Mtg. Series "A" bonds maturing July 1 , 1955, No. M14552. Int. pay- able April 1 and Oct. 1 ..... 1,000.00 1-$ 500 Same, No. D845 .... 500.00 1-$250 Same, No. Y1053 .. 250.00 4-$1000 4% Manhattan Rwy. Co. Cons. Mtg. bonds matur- ing April 1, 1990, Nos. 2043, 6522, 16083 and 16087. Int. payable April 1 and Oct. 1 ...... 4,000.00 20-$1000 4% Baltimore & Ohio R. R. Co. (Pittsburgh, Lake Erie & W. Va. System) Ref. Mtg. maturing 1941, Nos. 13496 to 13500 inc. and 21236 to 21250 inc. Int. payable May 1 and Nov. 1 ... 20,000.00 10- $ 1000 4% Oregon Short Line R. R. Co. Ref. 20 year bonds maturing 1929, Nos. 4013 to 4017 inc., 4025 to 4027 inc., 4976 and 13810. Int. payable June 1 and Dec. 1 .... 10,000.00 -$ 114,000.00 Notes received during year on account of Life Memberships . ....... 1,375.00 Total cash and securities .. .$ 119,537-51 Real Estate : * 1201 16th St. N. W., Washington, D. C... $ 98,000.00 Subject to trust.. 29,500.00 $68,500.00 †1541-43 M St. N. W., Washington, D. C....... $40,000.00 Subject to trust. 28,000.00 12,000.00 †1537-39 MSt. N. W., Washington, D. C...... $15,000.00 Subject to trust ... 10,000.00 5,000.00 85,500.00 $205,037.51 *This property is now worth about $ 150,000. †These properties are now worth about $60,000 . This is Par Value. See Schedule of Securities on Hand. REPORT OF THE TRUSTEES 69 INCOME ACCOUNT Income from securities : $10,000 Salt Lake City 41% : Interest due July 1, 1922 .......... ....... $225.00 Interest due January 1, 1923 ........ 225.00 $ 450.00 $10,000 School District of Kansas City 32% : Interest due July 1, 1922 .. $175.00 Interest due January 1, 1923 ......... 175.00 350.00 $15,000 Terminal R. R. Assc. of St. Louis 4% : Interest due July 1, 1922 ..... $300.00 Interest due January 1, 1923 ...... 300.00 600.00 $5250 St. Louis-San Fran. Rwy. 4% Prior Lien : Interest due July 1, 1922 .... $105.00 Interest due January 1, 1923 ...... 105.00 210.00 $10,000 Chicago Ind. & Southern R. R. 4 % : Interest due July 1 , 1922 ... $200.00 200.00 Interest due January 1, 1923 ....... 400.00 $2000LosAngeles Sch. Dist. 41% : Interest due July 1, 1922 ...... 45.00 $1000 City of Clearwater Pub. Util. 5 % : Interest due August 1, 1922 ...... $25.00 Interest due February 1, 1923 ...... 25.00 50.00 $2000 City of Clearwater Pub. Util. 5 % : Interest due August 1, 1922 ....... $50.00 Interest due February 1, 1923 ...... 50.00 100.00 $3000 City of Clearwater Pub. Util. 5 % : Interest due August 1, 1922 ...... $75.00 Interest due February 1, 1923 ....... 75.00 150.00 $2000 Maine Real Estate Title Co. 5 % : Interest due August 1, 1922 ....... $50.00 Interest due February 1, 1923 ......... 50.00 100.00 $10,000 Seattle School Dist. 41% : Interest due September 1, 1922 .......... $225.00 Interest due March 1, 1923 .. 225.00 450.00 $10,000Atlantic Coast Line R. R. 4% : Interest due September 1, 1922 ........... $200.00 Interest due March 1, 1923 ... 200.00 400.00 $1750St. Louis-Fran. R. R. 5 % : Interest due October 1, 1922 ........... $52.50 Interest due April 1, 1923 ... 52.50 105.00 Carried forward $3,410.00 70 NATIONAL EDUCATION ASSOCIATION Brought forward $3,410.00 $4000 Manhattan Rwy. Co. 4%: Interest due October 1, 1922 . $80.00 Interest due April 1, 1923 ..... 80.00 160.00 $20,000 B. & O. R. R. Co. 4 %: Interest due November 1, 1922 .... $400.00 Interest due May 1, 1923 ..... 400.00 800.00 $ 10,000 Oregon Short Line R. R. 4%: Interest due June 1, 1922 .... $200.00 200.00 Interest due December 1, 1922 ....... 400.00 $ 17,000 New York City 41% : Interest due November 1, 1922 ....... $382.50 Interest due to date sold ... 70.13 452.63 $5,222.63 Income from Real Estate : National Education Association : Rent 1201 Sixteenth St. N. W... $10,000.00 Rents collected from 1537-39-41-43 M St. N. W...... 524.15 $ 10,524.15 Natl . Sav. & Tr. Co., int. on $ 31,500 to July 1, 1922. $1,129.92 Robt. H. Forman, Repairs to Lawn..... 150.00 G. G. Lohler, Painting, etc.. 200.00 Natl . Sav. & Tr., Insurance . 137.20 G. G. Lohler, Painting . 300.00 Natl . Sav. & Tr. Co., int. on $29,500 to January 1, 1923 1,032.50 Adjustment of rents, taxes, insurance, costs of title transfers incident to purchase of 1537-39-41-43 M St. N. W... 252.70 Geo. E. Sullivan, Atty. fee in suit for specific per- formance to enforce conveyance of 1537-39 M St. N. W .... 300.00 3,502.32 7,021.83 $12,244-46 Continental Trust Company : % on $ 119,537.51 par value of cash and securities ....... $149.42 *1% on $87,500.00 net value of real estate . 218.75 To National Education Association ... 11,876.29 12,244-46 WASHINGTON, D. C., May 31 , 1923. The foregoing is a correct statement of the funds and accounts of the National Education Association of the United States for the year ended May 31, 1923, as same appear on the books of this company. CONTINENTAL TRUST COMPANY, ERSKINE GORDON , Trust Officer. • Commission for handling the property at 1201 16th, N. W., is paid on basis of $ 100,000. REPORT OF THE TRUSTEES 71 WASHINGTON, D. C. To the President of the National Education Association : Wehave examined the books and reports of the Board of Trustees of the National Education Association, and certify that, in our opinion, the foregoing statement correctly shows the condition of the permanent funds and the securities in custody of the Continental Trust Company, Wash- ngton, D. C. MARWICK, MITCHELL & Co. June 19, 1923. REPORT OF THE TREASURER JUNE 1 , 1922, TO MAY 31, 1923 • To the Executive Committee, Board of Directors, and Delegate Assembly : Your Treasurer and her assistant wish, while presenting their annual report, to bring out certain features and to make certain recommendations. During the last two years the National Education Association has passed through a period of phenomenal growth. Our membership has increased from 70,000 in June, 1921, to 125,766 in June, 1923. With the increased membership and revenue has come increased opportunity for service. We have National Headquarters, an executive force, and publications of which any organization might well be proud. The Association has made great efforts to meet the emergency demands upon it during and since the Great War. It took many financial risks in order to render the maximum of service in those critical years. We believe that the worst is over and that we should now begin to build up a reserve fund to protect us against future emergencies. The Secretary believes that the creation of a reserve fund should have our immediate consideration. This fund should be used only to tide over months when the income is low or to meet exceptional emergencies. If this is done, no new divisions can be created at the central office for some time. However, the number of divisions has almost doubled in the last year and a half. There can be no increase in the committee allowances, but much of the com- mittee research work may be done through the Research Department. It will not prevent the normal growth of the office organization, but will post- pone an increase in the number of divisions. When the Association was reorganized in Salt Lake City, the question of the payment of some portion of the delegates' expenses had a prominent place in the discussion. Although the committee appointed by President Hunter will make a report, the Treasurer wishes to make the following recommendations : That a reserve fund of $50,000 be created during the months of greatest income and that $10,000 of that amount be used for the payment of some part of the expenses of the delegates to the Annual Convention, the rest to constitute an emergency or reserve fund. That the distribution of these funds be in accordance with some plan approved by the Executive Committee. That the amounts set aside be increased by the delegate Assembly from time to time, as shall be necessary. The formal report of the Treasurer follows : [72] REPORT OF THE TREASURER 73 THE NATIONAL EDUCATION ASSOCIATION TREASURER'S REPORT FROM JUNE 1, 1922, TO MAY 31 , 1923 Balance brought forward from Treasurer's Report for Year ended May 31, 1922 ...... $23,293.87 Receipts: From Annual Meetings . $6,754.00 For Account-Department of Superintendence ( Net) 3,323.82 For Account-Department of Elementary School Principals (Net) .. 2,278.34 From Secretary's office during the year : Membership Fees $89,369.00 Subscriptions to N. E. A. Journal . 77,375-97 Subscriptions to Research Bulletin. 893.00 Cash Sale of Volumes of Proceedings . 1,080.55 Cash Sale of Special Reports ...... 596.30 $169,314.82 From Income on Permanent Fund . 11,876.29 From Commercial Exhibits ( Net) 14,304.22 From Advertising-N. E. A. Journal (Net) 54,540.96 From Interest and Discounts Earned .. 220.56 From Library Department .... 97.50 From Miscellaneous Income ( Exchange, etc.) 118.20 Sundry Income 506.00 250,978.55 $263,334-71 Expenses: Board of Trustees-Expenses . $1,562.65 Executive Committee: President ( Miss Williams ) $673.10 (Dr. Owen) 2,035.84 First Vice-President 527-99 Treasurer 362.07 Chairman, Board of Trustees . 672.10 Member by Election . 457-25 4,728.35 OfficeofGeneral Secretary : General Expense $7,643.59 Salary of Secretary ..... 7,500.00 15,143.59 Home Office: General Expense $603.46 Postage 11,975.32 Telegrams and Telephones . 2,844.26 Express and Freight ...... 416.28 Stationery and Office Supplies . 3,454.69 Insurance 125.35 Repairs Office Furniture and Fixtures . 1,568.86 Legal Services 105.00 Surety Bonds 183.02 Interest and Discounts Allowed . 113.61 Auditing Accounts and Reclassifying . 854.72 Unclassified Expenses 497.00 22,741.57 Carried forward $44,176.16 74 NATIONAL EDUCATION ASSOCIATION Brought forward $44,176.16 Institutional Expense: Oakland Meeting-Traveling Expense. $750.24 Boston Meeting: Department Expenses 588.15 State Directors' Expenses 734.02 Registration Bureau 685.03 Stenographic Service and Typing . 226.21 Publicity 2,113.10 Printing: Programs $2,508.87 Miscellaneous 226.00 2,734.87 Express 32.70 Telegrams and Telephones . 120.81 Miscellaneous Expenses : Banners $279.50 Speaker on Program .... 534.48 Furniture Rentals 46.50 Signs-Assembly Hall 63.60 Messenger Service 15.90 Badges 67.50 Traveling Expenses 519.55 Miscellaneous Expense 130.42 1,657.45 9,642.58 General Publicity 1,521.77 Special Appropriations : Committee on Coördination of Research Agencies . $1,276.68 Committee on Foreign Relations ... 855.03 Committee on Character and Citizenship . 107.58 Committee on Health Education .... 2,213.74 Committee on Organization of Secondary Education . 44-35 Committee on Elementary Education ( 1921-22 ) . 536.10 Committee on Standardization of Schoolhouse Planning .. 49.81 Committee on Elementary Education (1922-23). 45-55 Committee on Salaries, Tenure, Etc.. 472-39 Illiteracy Commission 1,732.12 Committee on Rural Education 443.21 Legislative Commission 1,455.27 Committee on Thrift Education . 19.50 Department of Classroom Teachers . 1,373.85 10,625.18 Division of Records and Accounts : General Expense 11,731.03 Division of Field Secretaries : Hugh S. Magill . $2,930.11 Charl O. Williams .. 7,468.18 J. O. Engleman 4,455.85 14,854.14 Carried forward $92,550.86 REPORT OF THE TREASURER 75 Brought forward $92,550.86 Division of Business : General Expense $6,920.21 Typing Section 14,574-31 Mailing Section 3.352.98 Multigraphing Section 2,077-51 Printing-Miscellaneous 3,998.52 Addressograph Section 3,562.82 Physical Plant 1,940.94 Rent, Light, Heat, Power, Janitor 9,834.96 Miscellaneous Expense 622.09 46,884-34 Division of Publications : General Expense $9,941.82 Printing 1922 Volume of Proceedings . 13,953.13 Reprints 123.92 Sundry Publications 472.00 N. E. A. Journal . 87,048.17 111,539.04 Division ofResearch: General Expense 13,235.28 Division of Elementary School Service : General Expense 5.044-50 Purchase of Office Furniture and Fixtures . 6,150.75 Depreciation on Furniture and Fixtures . 1,193.90 $276,598.67 SUMMARY OF EXPENDITURES Expenditures made during Year for Current Expenses and Purchase of Equipment ... $263,124.10 Depreciation Reserved-Office Furniture . 1,193.90 Expenses of Current Year unpaid as at May 31 , 1923 . 12,280.67 $276,598.67 SUMMARY OF REGULAR FUND Balance on Hand, May 31, 1922 . $23,293.87 Receipts for Year ended May 31, 1923 ....... 263,334-71 $286,628.58 Disbursements for the Current Year's Operations ........... $263,124.10 Disbursements for Bills for Previous Operations . 20,807.83 Transferred to Increase Revolving Fund ( To $ 15,000) ...... 5,000.00 288,931.93 Regular Fund Overdraft as at May 31 , 1923 ......... $2,303-35 CASH SUMMARY Regular Fund ( Overdraft) .... $2,303-35 Revolving Fund 15,000.00 Total Cash (Treasurer) $12,696.65 76 NATIONAL EDUCATION ASSOCIATION CERTIFICATE OF AUDITORS To the President of the National Education Association : We have audited the accounts of the National Education Association, of the Treasurer, and of the Secretary, for the year ended May 31 , 1923, and certify that the foregoing statement of Income and Expenses is in accordance with the books of the Association, and that, in our opinion, it reflects the operations of the Association for the year. The Secretary's Revolving Fund of $ 15,000.00 has also been verified by us. MARWICK, MITCHELL & Co. 40 Exchange Place, New York, June 20, 1923. In conclusion, I recommend that this report receive your most careful consideration. Respectfully submitted, CORNELIA S. ADAIR, Treasurer, HELEN T. HIXSON, Assistant Treasurer. REPORT OF THE EXECUTIVE COMMITTEE FOR THE BOARD OF DIRECTORS TO THE REPRESENTATIVE ASSEMBLY The Executive Committee submits for consideration the following report and recommendations : I. GENERAL BUDGET-The Executive Committee recommends the fol- lowing budget for the year 1923-24. This budget is based on the expenditures for the past year, a careful estimate of the receipts from all sources for the ensuing year and a thorough survey of the program and needs of the Association. EXPENDITURES FOR 1922-23 AND ESTIMATED EXPENDITURES FOR 1923-24 Estimated Paid out expense Board ofTrustees .......... $ 1,562.65 $ 1,750.00 Executive Committee 4,728.35 4,000.00 *General Secretary's Office ( including items under II below) 138,820.47 166,836.00 Printing of the Monthly Journal and Volume of Pro- ceedings 101,001.30 106,000.00 Appropriations for committees 10,625.18 26,850.00 Unclassified expenses 497.00 500.00 Office furniture and fixtures 5,725.46 3,000.00 Annual convention (summer and winter meetings) 9,642.58 10,000.00 Auditing accounts 554-72 600.00 General publicity 1,521.77 1,500.00 Reclassified accounts 300.00 Financing delegates 10,000.00 Expenses of directors and departments . 1,322.17 3,000.00 $275,301.65 $334,036.00 II. EXPENSES OF THE GENERAL OFFICES-The estimate for the expenses ofthe general offices of the Association as contained in the budget recom- mended above is $166,636. Upon recommendation of the Executive Secre- tary, the following itemization of this expenditure is approved by the Executive Committee. We recommend its adoption as the budget for the executive officers for 1923-24: Estimated Paid out expense Secretary's office 1922-23 1923-24 Salary of the Secretary .$ 7,500.00 $ 7,500.00 Postage 11,975.32 12,000.00 Telegraph and telephone 2,844.26 3,000.00 Express and freight 416.28 400.00 Clerical service 67,283-37 80,000.00 Rent, light, heat, power, etc .... 12,397.99 14,000.00 Stationery and office supplies 3,454.69 3,500.00 [77] 78 NATIONAL EDUCATION ASSOCIATION Estimated Paid out expense Secretary's office 1922-23 1923-24 Traveling $ 664.89 $ 1,000.00 Insurance 125.35 200.00 200.00 Surety bonds 183.02 Interest and discounts allowed . 113.61 200.00 Miscellaneous expense : Legal services 105.00 Repairs, office furniture, and fixtures . 1,568.86 4,000.00 Sundry supplies 1,402.49 Miscellaneous printing 695.92 Field Secretary's department 14,854.14 20,000.00 Research department 13,235.28 20,636.00 $138,820.47 $166,636.00 III . BUDGET FOR SPECIAL COMMITTEES-Much work of the Association is done through the operation of the special committees appointed by the Association and its departments and affiliated bodies. In fact the accomplish- ment of the program to which the National Education Association has pledged itself is to be brought about by the success of the work thus delegated to these special bodies. The Executive Committee recommends appropri- ations for the work of these committees as follows : Appro- Appro- priation priation 1922-23 1923-24 Committee on Character and Citizenship .. $ 250.00 $ 250.00 Coöperation with Federation of Women's Clubs . 300.00 Foreign Relations 500.00 1,000.00 Health Education 2,500.00 2,500.00 Illiteracy 1,800.00 1,000.00 Legislative Commission 2,500.00 2,500.00 Rural Education 800.00 150.00 Schoolhouse Planning and Construction 500.00 800.00 Salaries , Tenure, Pensions (three committees ) 2,000.00 600.00 Thrift Education 1,000.00 1,000.00 Reorganization of Elementary Education 1,250.00 1,250.00 Coördination of Research Agencies 2,500.00 500.00 Classroom Teachers 5,000.00 6,000.00 Elementary Principals 2,500.00 2,500.00 Superintendence (one half net profit) 5,000.00 5,000.00 American School Program.. 1,000.00 Kindergarten 500.00 $27,800.00 $26,850.00 IV. SUMMARY . Estimated receipts $366,628.58 Estimated expenditures : General expenses ( I, II, and III above ) $334,036.00 Deficit in General Fund 2,303-35 $336,339-35 Unappropriated balance $30,289.23 REPORT OF THE EXECUTIVE COMMITTEE 79 V. COMMITTEES FOR THE ENSUING YEAR-The Executive Committee recommends the continuance of the following as active committees of the Association for the year 1923-24: Legislative Commission; Character and Citizenship; Foreign Relations ; Salaries, Tenure, and Pensions (reorganized into three committees action of Representative Assembly) ; Expenses of Delegates; Coördination of Research Agencies; Reorganization of Elementary Education ; Illiteracy ; Health Problems; Thrift Education; Racial Well-Being; High School Libraries; Coöperation with American Legion; Coöperation with Federa- tion of Women's Clubs; Coöperation with American School Citizenship League; Coöperation with Conference on Limitation of Armaments ; County Superintendents' Problems; Editorial Council; Visual Education; American School Program; and Sources of Revenue. VI. SECRETARIAL HELP FOR DEPARTMENTS, COMMITTEES, STATE DIRECTORS-The Executive Committee recommends that the policy outlined by the Executive Secretary to render much-needed assistance to departments and special committees carrying a heavy burden of work as a part of the pro- gram of the Association be the recognized policy of the Association and that the Secretary be authorized to render such assistance as he and the Executive Committee deem necessary and to make such special assignments of heads of executive departments or special secretaries of the headquarters' staff for thispurpose as the work may, in his judgment, demand. VII . RECOMMENDATIONS FOR COOPERATION WITH THE AMERICAN LEGION-The Executive Committee recommends that the Americanism and Education program of the American Legion in coöperation with the Association be approved. VIII. CHANGING DATE OF ANNUAL MEETING-The committee was instructed to report on the question of changing the date of the annual meet- ng. It has not, however, been able to reach a decision on the question and Therefore requests an extension of time. It is recommended that Section 7, Article 1 of the By-Laws be changed and amended to read as follows : SEC. 7. The annual dues of members shall be sent to the Secretary on or before November 1. An active member failing to pay his dues as herein providedshall forfeit the privileges of membership and after being in arrears une half year be dropped from the list of members. It is further recommended that Section 8 of Article 1 be changed and amended so as to read as follows : SEC. 8. The membership year shall be from September I to August 31 . Allmembership dues paid during the membership year shall be credited to that year unless otherwise requested. 80 NATIONAL EDUCATION ASSOCIATION MINUTES OF EXECUTIVE COMMITTEE, OAKLAND, JUNE 30, 1923 A meeting of the Executive Committee of the National Education Asso- ciation was held in Convention Hall B of the Civic Auditorium, Oakland, California, Saturday forenoon, June 30, 1923, at 9 o'clock, with all members except Miss Williams present: W. B. Owen, chairman, Cornelia S. Adair, treasurer, Fred M. Hunter, member-elect, Walter R. Siders, chairman of the Board of Trustees. There were present on invitation, Miss Olive M. Jones, Miss Agnes E. Doherty, and Mr. C. C. Pearse, of the Board of Trustees. Miss Williams has not been attending the meetings of the Execu- tive Committee since her election as Field Secretary. The minutes of the last meeting were approved as read by the secretary. Miss Adair presented in detail the report of the treasurer, and Mr. Siders the report of the Board of Trustees. Some time was taken in considering items in these reports, and in discussing the budget for the following year. Itwas decided to call another meeting for considering the budget. Mr. Siders presented the plans for improvements on the buildings recently purchased by the Association, and gave an account of his recent visit at headquarters. On motion the committee adjourned to meet at 9:00 o'clock the same evening in Room 103, Hotel Oakland. W. B. Owen, J. W. Crabtree, President Secretary The meeting was called to order promptly at 9 o'clock Saturday evening by the chairman, with the same number in attendance as had attended the morning session. Mr. Siders presented the formal report of the auditor, which, on motion, was approved. Amotion was carried to present the following amendment to the by-laws to the Representative Assembly with the recommendation that unanimous action be taken at this meeting : It is recommended that Section 7, Article of the by-laws be changed and amended to read as follows: SEC. 7. The annual dues of members shall be sent to the Secretary on or before November 1. An active member failing to pay his dues as herein provided shall forfeit the privileges of membership and after being in arrears one half year be dropped from the list of members. It is further recommended that Section 8, Article 1 be changed and amended so as to read as follows : SEC. 8. The membership year shall be from September I to August 31. All membership dues paid during the membership year shall be credited to that year unless otherwise requested. On the request of Miss Adair, the approval of the treasurer's report was postponed to the next meeting of the committee, and on request of Mr. Siders, similar action was taken with reference to the approval of the report ofthe Board of Trustees. Frank Irving Cooper, chairman of the Committee on Schoolhouse Plan- ning and Construction, was present and presented the report prepared by the committee and requested that it be printed. Amotion was passed instruct- REPORT OF THE EXECUTIVE COMMITTEE 81 ng Mr. Siders to ascertain the cost of printing the report and report back o the committee at its next session. After devoting time to the preparation of the budget, a motion was passed to adjourn to 9:30 o'clock Sunday morning, July 1, 1923. W. B. Owen, J. W. Crabtree, President Secretary The committee met at 9:30 o'clock Sunday forenoon, Room 103, Hotel Oakland, July 1, 1923, with the same members in attendance as at previous meetings. After giving time and attention to the preparation of a budget for next year, Mr. Siders and Miss Adair were appointed to prepare a budget. Then motion, the president was requested to sit in on the budget hearings. Amotion was passed to adopt the treasurer's report as presented by Miss Adair. A motion was also passed to adopt the report of the Board of Trustees as presented by Mr. Siders. Amotionwas passed adjourning to meet at 10 o'clock Wednesday evening, July 4, in Room 103, Hotel Oakland. The budget committee was authorized to meet in the same room from 8:30 to 10 o'clock to hear requests for appropriations from chairmen of the committees. W. B. Owen, J. W. Crabtree, President Secretary The committee met Wednesday evening, July 4, at 10 o'clock in Room 103, Hotel Oakland, with the same members in attendance as at previous meetings. Amotionwas passed authorizing the secretary to employ Miss Alltucker, Berkeley, California, as assistant in the Division of Research, at a salary not to exceed $3200 a year, and to arrange for her services to begin Septem- ber 1, 1923. The budget committee presented its report. A motion was passed to add $500 for the Kindergarten Department to be used in publishing reports. Amotion was also passed to add $ 1000 for the Committee on American School Program. After making other suggestions in the report which had beenpresented,the committee was instructed to have it printed, and a motion was passed to adjourn to meet again at 1:00 o'clock, Thursday afternoon. W. B. Owen, J. W. Crabtree, President Secretary Another meeting of the committee, as arranged, was held at 10 o'clock, Pursday forenoon, July 5, Room 103, Hotel Oakland, with the same members present as at previous meetings. Amotion was passed approving of the budget which had been prepared by thebu iget committee, consisting of Miss Adair, Mr. Siders, and the chair- Fan Mr. Owen. 82 NATIONAL EDUCATION ASSOCIATION Mr. Siders was instructed to present the report of the Executive Com- mittee to the Board of Directors for their consideration, and if approved, to present the same to the Representative Assembly at its business session Friday forenoon. The secretary explained that Mr. Henry W. Ryan, of the American Legion, had been doing most excellent work for the Education Bill. He also called attention to the fact that American Education Week was first suggested by Mr. Ryan. A motion was passed authorizing the secretary to express appreciation to Mr. Ryan for his interest and work in the cause of education. The secretary was instructed to print the report of the Committee on Schoolhouse Planning and Construction as presented by the chairman of the committee. The chairman announced the appointment of the following audit com- mittee: M. E. Pearson, Superintendent of Schools, Kansas City, Kansas. Loretta R. Doerr, Supervising Principal, New Orleans, Louisiana. L. H. Minkel, Superintendent of Schools, Fort Dodge, Iowa. Onmotion the meeting adjourned. W. B. Owen, J. W. Crabtree, President Secretary MINUTES OF NEW EXECUTIVE COMMITTEE, OAKLAND, JULY 6, 1923 A meeting of the new Executive Committee of the National Education Association was held in Room 101 , Hotel Oakland, 3.30 o'clock, Friday afternoon, July 6, with the following members in attendance: Miss Jones, the new president, in the chair; Miss Adair, Mrs. Stewart, Mr. Siders, Dr. Owen, Miss Doherty, and Dr. Finegan, of the Board of Trustees, were present on invitation. Mr. Pearse was not present because of sickness. The convention bills were presented and signed by the officers of the Association. A motion was passed authorizing the President and Secretary to investigate locations for the next annual meeting, and to report recom- mendations to the Executive Committee for consideration at its next meeting. A motion was passed authorizing the President and Secretary to borrow funds as necessary during the time when receipts are low, giving as security the current income of the permanent fund. A motion was passed authorizing the President to call a meeting of the committee to be held in Washington early in the fall. The meeting then adjourned. OLIVE M. JONES, J. W. CRABTREE, President Secretary MEETING OF BOARD OF DIRECTORS, OAKLAND, JULY 2, 1923 The Board of Directors of the National Education Association met in Convention Hall B of the Civic Auditorium, Oakland, California, Monday forenoon at 9.30 o'clock as required by the By-Laws. REPORT OF THE EXECUTIVE COMMITTEE 83 The meeting was called to order by the Secretary, who explained that President Owen was presiding at a general session and requested Miss Wliams, first vice-president, to preside at the meeting of the Board of Drectors. Miss Williams thereupon took the chair and asked the Secretary call the roll. The roll call taken by distributing slips of paper on which each director wete his name and the name of the State which he represented. The roll showed the following directors to be present : C. B. Glenn, Alabama ; A.J. Matthews, Arizona; Annie G. Griffey, Arkansas; Mary F. Mooney, California: Fred M. Hunter, California; H. B. Smith, Colorado; Mary C. C. Bradford, Colorado; Edward B. Sellew, Connecticut; Harry English, District of Columbia; J. W. Crabtree, District of Columbia ; W. R. Siders, Maho: Theodore Shank, Idaho; Robert C. Moore, Illinois; H. L. Smith, adiena; L. H. Minkel, Iowa ; M. E. Pearson, Kansas ; R. E. Williams, Kentucky: William Burdick, Maryland ; Mary McSkimmon, Massachu- ts: J. C. Brown, Minnesota ; Thomas J. Walker, Missouri; Everett M. Hosman, Nebraska; Robert H. Wright, North Carolina; M. R. Floyd , | klahoma; Ambrose Cort, New York; George D. Strayer, New York : C. R. Reed, Ohio; E. H. Whitney, Oregon; James H. Kelley, Pennsylvania ; I H. W. Foght, South Dakota; S. L. Smith, Tennessee; Charl O. Williams, Tennessee; Catherine Gorbutt, Texas ; L. John Nuttall, Jr., Utah ; Caroline Woodruff, Vermont; Elizabeth W. Winston, Virginia; Cornelia S. : Alair, Virginia: Jennie M. French, Washington; T. Marcellus Marshall, West Virginia; Joseph Rosier, West Virginia ; John F. Sims, Wisconsin ; CG. Pearse, Wisconsin; and A. A. Slade, Wyoming. Thechairmanstated that unless objections were heard the directors present wldbe seated as the representatives of their respective States. The chairman declared that a quorum was present and called for the aing of the minutes of the last meeting. The minutes were approved as ad by the Secretary . Thechairmanexplained that it would be necessary to call a meeting of the Board of Directors on Wednesday or Thursday to receive the budget esti- "arts of the Executive Committee for 1923-24. By general consent it was angedtocall the meeting Thursday afternoon at 2 o'clock. TheSecretary was called upon for his annual report. He explained that report had been printed in pamphlet form and was in the hands of all tors and moved that the report be received, and that it be printed in Volume of Proceedings. The motion was carried. The chairman then called on Miss Adair, the treasurer, to present the al report. Miss Adair gave the summary of income and expenditures " report and answered questions, but requested that action on the report postponed to the Thursday meeting when it would be in printed form. Απετώη , however, was passed approving of her recommendation for appro- ang $ 10,000 on the payment of delegates' expenses in 1924, and the amendation for providing a reserve fund of $50,000 to be used only in Mathswhen the income is low. 84 NATIONAL EDUCATION ASSOCIATION Miss Williams, the chairman, explained the progress made during the year in the promotion of the Education Bill, and on request showed samples of her office records including card indexes, record books, and maps. The chairman of the Board of Trustees, Mr. Siders, was then called upon to present the annual report of the trustees. After explaining concerning the purchase of the new properties, the auditors' report on the Secretary's books and on the trust officer's report, he requested that no action be taken until at the meeting on Thursday. Attention was called to the practice of appointing at this meeting a com- mittee to make nominations to fill vacancies in the National Council, but the chairman stated that since she was only presiding in place of the President, she would postpone the appointment of the committee until President Owen could be present to name the members of the committee himself. A motion was passed to adjourn to meet again Thursday afternoon at 2 o'clock to consider the budget report of the Executive Committee, and to transact such other business as might properly come before the board. CHARL O. WILLIAMS, J. W. CRABTREE, First Vice-President Secretary The Board of Directors met in Convention Hall B of the Civic Audi- torium Thursday afternoon, July 5, at 2 o'clock in compliance with action taken at the meeting on Monday. The meeting was called to order by Presi- dent Owen. The following directors were present : C. B. Glenn, Alabama; A. J. Matthews, Arizona ; Annie G. Griffey, Arkansas; Mary F. Mooney, California; Fred M. Hunter, California; H. B. Smith, Colorado ; Mary C. C. Bradford, Colorado; Edward B. Sellew, Connecticut; Harry English, District of Columbia ; J. W. Crabtree, District of Columbia; Walter R. Siders, Idaho; R. C. Moore, Illinois; Sarah Thomas, Illinois; W. B. Owen, Illinois; H. L. Smith, Indiana; L. H. Minkel, Iowa; M. E. Pearson, Kansas ; R. E. Williams, Kentucky; Loretta R. Doerr, Louisiana; William Burdick, Maryland, Mary McSkimmon, Massachusetts ; Thomas J. Walker, Missouri ; Everett M. Hosman, Nebraska; Charles B. Dyke, New Jersey ; Ambrose Cort, New York; George D. Strayer, New York; Robert H. Wright, North Carolina; Carroll R. Reed, Ohio ; A. C. Parsons, Okla- homa; James H. Kelley, Pennsylvania; H. W. Foght, South Dakota; S. L. Smith, Tennessee; Charl O. Williams, Tennessee; Catherine Gorbutt, Texas; L. John Nuttall, Jr., Utah; Caroline S. Woodruff, Vermont; Eliza- beth W. Winston, Virginia; Jennie M. French, Washington; T. Marcellus Marshall, West Virginia; Joseph Rosier, West Virginia; John F. Sims, Wisconsin; and A. A. Slade, Wyoming. The Secretary advised that since the Executive Committee represented the Board of Directors in all business transacted during the year, it would be proper to express approval of what had been done. A motion of approval of the work of the Executive Committee for the year 1922-23 was thereupon passed, and Mr. Siders was called upon to present the budget recommenda- tions of the Executive Committee for 1923-24. (This will be mailed to you at a later date. ) REPORT OF THE EXECUTIVE COMMITTEE 85 After discussion, a motion was passed approving of the recommendations inthe report, including the recommended changes in the By-Laws . The request for a new department of penmanship was read, and the Secre- tary instructed to reply that while it is not advisable to create a new depart- ment of penmanship, it would be possible to hold conferences on penmanship at the time of the annual meeting, which would seem to meet the ends desiredby those signing the petition. Amotionwas passed to adopt the Treasurer's and the Board of Trustees' reports as presented in pamphlet form. Amotion was passed by a unanimous vote to change the name of the Department of Normal Schools to Department of Normal Schools and Teachers Colleges. Another motion was passed to change the name of the Department of Physical Education to the Department of Physical Education andHealth. The Secretary was instructed to make the necessary changes in reprinting the By-Laws. On the Secretary's statement that there had been little interest in the Department for the Wider Use of Schoolhouses during the last six years, he was authorized to drop the department in reprinting the By-Laws, providing the newly elected officers approve. The President appointed the following as members of the committee to make nominations for the vacancies in the National Council, requesting the committee to report to the new Board of Directors at its meeting on Friday ; Mr. Rosier and Miss Grosvner. Onmotion the meeting adjourned at 4.30 o'clock. WILLIAM B. OWEN, J. W. CRABTREE, President Secretary MINUTES OF THE NEW BOARD OF DIRECTORS, OAKLAND-SAN FRANCISCO FRIDAY, JULY 6, 1923 In compliance with the By-Laws the new Board of Directors met in Convention Hall B of the Civic Auditorium, Oakland, California, Friday afternoon at 2.30 o'clock. The new President, Miss Olive Jones, called the meeting to order with the following answering to roll call : C. B. Glenn, Alabama; A. J. Matthews, Arizona; Annie G. Griffey, Arkansas ; William P. Dunlevy, California; Mary C. C. Bradford, Colorado ; H. B. Smith, Colorado: Edward E. Sellew, Connecticut ; H. B. Holloway, Delaware ; Agnes Ballard, Florida; Elizabeth Russum, Idaho; Sarah L. Thomas, Illi- cis; H. Lester Smith, Indiana; Thomas R. Roberts, Iowa; M. E. Pearson, Kansas; Loretta R. Doerr, Louisiana ; William Burdick, Maryland; Annie C.Woodward, Massachusetts; Ernest T. Cameron, Michigan ; J. C. Brown, Minnesota; Thomas J. Walker, Missouri; Agnes E. Doherty, Minnesota ; Everett M. Hosman, Nebraska; E. L. McKeown, Nevada; Catherine A. Dole, New Hampshire ; B. McKinney, North Carolina ; George D. Strayer, New York; Ambrose Cort, New York; Carroll R. Reed, Ohio; A. C. Par- Oklahoma; George Hug, Oregon; James H. Kelley, Pennsylvania ; Dophea M. Hoxie, Rhode Island; S. L. Smith, Tennessee; Catherine Gorburt, Texas; C. N. Jensen, Utah ; Caroline S. Woodruff, Vermont ; Cornelia S. Adair, Virginia; Elizabeth W. Winston, Virginia; Jennie M. 85A NATIONAL EDUCATION ASSOCIATION French, Washington; T. Marcellus Marshall, West Virginia; Joseph Rosier, West Virginia; C. G. Pearse, Wisconsin; John F. Sims, Wisconsin ; Katharine A. Morton, Wyoming; Harry English, District of Columbia; and H. H. Brodie, Hawaii. Director Finegan called attention to the application which had been made for a Department of Visual Instruction, and moved that the depart- ment be created with Superintendent H. B. Wilson as its president for the next year. The motion was seconded. A substitute motion was presented to appoint a committee on the revision of the organization into departments, and refer this and all other requests for departments to this committee. The substitute failed to carry. The original motion was then put and carried. The chairman announced that the department had been created and that its officers for the ensuing year are as follows : President-H. B. Wilson, superintendent of schools, Berkeley, California Vice-President-A. W. Abrams, Albany, New York. Secretary-Dudley Grant Hayes, Chicago, Illinois. After speaking on the need of a revision of the departments of the Associa- tion, Director Hunter moved that a Committee on the Revision of Depart- ments be appointed, and that it be requested to present a report in 1924. The motion was seconded, put, and carried. Miss Jones presented her resignation as a member of the Board ot Trustees, which was accepted in view of her election as president. After calling attention to the outstanding work of Mr. Siders on the Board of Trustees, Mrs. Bradford, of Colorado, nominated him to succeed himself. The nomination was seconded by the delegates of several States. A motion was then passed for the Secretary to cast the vote of the Board of Directors for Mr. Siders for the term of four years. The Secretary cast the vote, and the chairman declared him duly elected to succeed himself as a member of the Board of Trustees. After referring to the unsurpassed service of Dr. Finegan in the Associa- tion and in the improvement of education in the Nation, Director Strayer nominated him to fill the unexpired term of Miss Jones. On motion the nominations were closed and the Secretary ordered to cast the vote of the Board of Directors. The chairman announced that the Secretary had carried out the instruction of the Board, and that Director Finegan had been duly elected to fill this vacancy. Miss Woodruff, of Vermont, then nominated Mrs. Cora Wilson Stewart for member-elect of the Executive Committee, and a motion was passed ordering the Secretary to cast the vote for her. The chairman then an- nounced that the vote was unanimous and that Mrs. Stewart was duly elected to membership on the Executive Committee. The Secretary explained that St. Paul, Chicago, Columbus, San Diego, San Francisco, District of Columbia, and a number of other places had expressed a desire to be made the location for the next annual meeting of the Association. On motion the Executive Committee was authorized, after investigation, to select the location for the next annual convention. REPORT OF THE EXECUTIVE COMMITTEE 85в After Mrs. French, Mrs. Preston, Dr. Strayer, and Mr. Adams had made addresses inviting the Association to meet in Seattle in 1925, a motion was carried to recommend that the Board of Directors and Executive Committee ofnextyear choose Seattle as the meeting place for 1925. Director Rosier reported a list of names for filling the vacancies in the National Council and moved the adoption of his report, which was carried. The following are the names of those elected to membership in the Council, whose membership will expire in 1929 : Will C. Wood, State superintendent of public instruction, Sacramento, Calitornia. Florence M. Hale, State agent for rural education,Augusta, Maine. J. G. Crabbe, president, State Teachers' College, Greeley, Colorado. R. G. Jones, superintendent of schools, Cleveland, Ohio. Uel W. Lamkin, president, Northwestern Missouri Teachers' College, Maryville, Missouri. A. J. Matthews, president, State Normal School, Tempe, Arizona. Mary McSkimmon, principal, Pierce School, Brookline, Massachusetts. William B. Owen, president, Chicago Normal College, Chicago, Illinois. M. E. Pearson, superintendent of schools, Kansas City, Kansas. S. M. N. Marrs, State superintendent of public instruction, Austin, Texas . Amotion was passed authorizing the Executive Committee to provide help for the State Directors in their effort for increasing membership in the State, thatwhen necessary to appoint assistant directors. Amotion was passed to the effect that only those delegates certified by the Secretary by noon of the first day of the annual meeting will be permitted u participate in the meeting of delegates by States. Amotion was passed authorizing the Executive Committee to represent theBoard of Directors in carrying forward the work of the Association dur- ng the year, requesting them to present a report at the end of the year to heBoard of Directors for adoption. Amotion was passed accepting the resignations and making the appoint- ments as shown below : Newly appointed State Resignations accepted directors New Hampshire....... Catherine A. Dole....... Wallace E. Mason Marth Carolina.. .B. McKinney Robert H. Wright West Virginia . Joseph Rosier....... J. H. Hickman Wooming Mrs. Katharine A. Morton..A. A. Slade Hawaii .H. H. Brodie ..... ..W. E. Givens Vermont .Caroline S. Woodruff . Donald G. McClelland Veginia Elizabeth W. Winston .. S. A. McDonald Massachusetts .Annie C. Woodward.. Mary McSkimmon Ride Island.. Dorothea N. Hoxie . William O. Holden Minnesota .J. C. Brown ......... .W. A. Shephard Amotion was passed to adjourn to meet again on the call of the President. OLIVE M. JONES, J. W. CRABTREE, President Secretary THE SECRETARY'S REPORT J. W. CRABTREE, SECRETARY ASSOCIATION GROWTH AND MEMBERSHIP The Association has had a marvelous growth during the past five years, climbing from an enrolment of 8700 active members in 1918 to 118,000 in 1922 and perhaps to 140,000 in 1923. During the five years before 1918, the enrolment of active members ranged from 6000 to 7500. The increased membership since then has been largely the result of fundamental changes in policy, purpose, and organization of the Association. EXTENT OF GROWTH This change in policy in management and work of the Association showed itself in 1918 in the appointment of the National Commission on the Emergency in Education and in the program of service which outlined a definite plan for promoting the interests of the profession. Before this time the membership had been composed mainly of superintendents, normal school and college presidents, and others engaged in administrative work. Teachers hoping for promotion to administrative positions also became members. A number of teachers near cities where meetings were held took out associate memberships but for the year of the meeting only. The rank and file of teachers throughout the Nation did not know the National Education Association. Members took pride in the fact that the mem- bership was composed of persons engaged in administrative work on the theory that an organization of educational leaders could accomplish more for the schools than could be accomplished by an all-inclusive association. Teachers did not fully appreciate the part which they themselves might have in the improvement of the profession. In 1919 the change in policy and purpose showed itself further in the adoption of the report of the committee on reorganization, and in a request to Congress to amend the Charter to permit the business of the Association to be transacted by a representative assembly. It showed itself in the organization of the Secretary's office into divisions for the purpose of putting into effect the program of service, which had been adopted. While some- thing had been done previously along certain of the lines mapped out in the new platform, thorough organization for the work had never before been attempted. In 1920 the Charter was amended by Congress and the Association reorganized under the provisions of the amended Charter. The by-laws were amended to provide for affiliated State and local associations and for a representative assembly. The name of the National Commission on the Emergency in Education was changed to the Legislative Commission. By [86] THE SECRETARY'S REPORT 87 this time members could see the results of the aggressive work of the Commission and of committees working on other important problems. They also began to appreciate the advantage of the wider scope of work inthe central office. In 1921 the reorganized Association met in Des Moines. The business was transacted for the first time by a Representative Assembly, composed of delegates from all parts of the country and representing all ranks in the profession. Before this time the business had been transacted by the active members in attendance at the annual meeting. This meant that the business was transacted each year largely by the members near the placewhere the annual meeting was held. It meant that the policies out- ned each year represented the judgment of a local rather than of a National body. The membership, which had doubled in 1919, more than doubled again in 1920. The rank and file of teachers now began to feel thattheyhad a part in the work of a great National association, and those engaged in supervision began to appreciate the advantages to be derived trom the all-inclusive organization. By the time of the Boston meeting in 1922 it was generally recognized that the Association was established on the new basis of organization and policy, and that it would in the near future include in its membership practically all teachers of scholarship, experience, and vision. It was pointed out that in many places nearly all teachers of true professional pirit had already become members. Up to 1922 the National Union of Teachers of England with an enrolment of 115,000 members was the Largest all-inclusive national association of teachers in the world. In 1922 the enrolment of the National Education Association passed beyond that of the National Union of Teachers. The psychology of the war was favorable to the growth of the Associa- ton. All realized the necessity of efficient organization to win the war. The teachers who went to war became a part of a world organization. Those who remained at home became a part of great National organiza- tons-one formed by Mr. Hoover to conserve food and one by Dr. Gar- Seld to conserve the use of fuel. They became a part of the National machinery for raising funds for the Red Cross, the Y. M. C. A., and Kher agencies. They helped to make a success of the organization for welling Liberty bonds. They saw the value of organized effort and learned *see things from the National standpoint. By coöperation with the Ameri- canLegion inmaking American Education Week a success and in impress- the needs of the schools on the public, teachers have become familiar with what is being accomplished in that great National organization, the American Legion. Women teachers have become members of political es. All this has prepared teachers for appreciating a strong National ocation of their own. It has increased their professional pride. It has hadan important part in the recent growth of the National Education Association. 88 NATIONAL EDUCATION ASSOCIATION REASONS FOR GROWTH-SUMMARIZED Giving the Association its all-inclusive character, opened up new fields of membership. The World War revealed conditions showing the need for National attention to education and at the same time taught the value of organized effort. New contacts, as with the American Legion, gave inspiration and assurance. The reorganization of the Association, the adoption of a program of service, and the machinery provided at the central office for effective work were leading factors in making the larger Associa- tion possible. It must be remembered also that the National Education Association provided the only way for the teachers of the forty-eight 160000 150000 National Education Association 140000 130000 Active and Associate Members 120000 1911- 1923 110000 100000 90000 Countmade atendofeach calendaryear 80000 70000 Estimatedfor 1923 60000 50000 40000 30000 20000 10000 1911 1912 1918 1914 1915 1916 1917 1918 1919 1920 1921 1922 1928 HARRIEIT ACHAN Fig. 1 . ACTIVE AND ASSOCIATE MEMBERS, 1911-1923 . ACTIVE MEMBERSHIP REPRESENTED BY THE BLACK PORTION OF THE COLUMN AND ASSOCIATE MEMBERSHIP BY THE LIGHT PORTION State school systems and for men and women engaged in all phases of educational work to get together and work as a unit for the improvement of the profession as a whole. There were other factors, but these were among the fundamental causes of growth in membership. The following factors though not so fundamental were just as important and necessary in the rapid development of the Association. Moving the headquarters to Washington ; purchasing a home for the Association; replac- ing the little bulletin by a 68-page Journal published monthly; conduct- ing important lines of field and legislative work ; undertaking a high type of research work; the efficient work of all members of the headquarters staff; and the good-will and coöperation of the leaders in the profession throughout the country. THE SECRETARY'S REPORT 89 GROWTH LIKELY TO SLOW UP The increase in membership of 20,000 to 35,000 a year cannot be con- tinued indefinitely. It cannot be continued because at the present rate of ncrease nearly all professionally-minded teachers will within a few years be members of the Association. As the enrolment comes nearer and nearer the saturation point wherever that may be, the annual increase in mem- pership will be less and less. The present membership may be nearer that point that we are aware of. Experience in associational work will develop Professional interest. Very soon the annual gain in membership will depend Imost entirely on the increase each year in the total number of teachers the country, on increasing the number of professionally-trained teachers, and on raising the saturation point to higher levels. The annual gain will thenbe 5000 or 8000 instead of 25,000. CAUSES OF CONFUSION IN MEMBERSHIP Confusion in memberships has resulted from several causes. The double figures, as 1922-1923, used to represent the associational year, and giving out after January I to all new members on request membership cards for the allowing instead of the current year are causing much trouble. The act that State secretaries have decided to use the double figures may in the course of time lessen the confusion from that source. The by-laws might well be amended to remove another source of misunderstanding. According to section 8, article 1, in the by-laws, all members joining a'ter January I may elect to have their membership dues apply on the lowing instead of the current year. Much confusion has resulted from arrying out this provision. The State directors and the secretaries of the State associations agree that the by-laws should be amended by eliminating the sentences pertaining to future memberships. It is suggested that the Representative Assembly make this change in the by-laws at the Oakland- San Francisco meeting. The amendment can only be considered and passed at this meeting by unanimous action. Much confusion is due to a failure to appreciate the responsibilities of membership in one's professional organization. While as a rule our new members understand and appreciate the privileges and responsibilities of membership in the Association a surprisingly large number do not fully understand this relationship, and this causes trouble in the local associa- tons and at the central office over the payment of dues. This trouble wowed up more prominently in the recent effort to collect dues up to date. The Association is largely to blame for this condition. It has constantly : ed attention to the privileges of membership without giving adequate formation concerning the responsibilities of membership. Certain points should be made clear to everyone applying for membership. Heshould know that membership in the Association, like that in any other Par national association, is meant to be continuous. He should know that warding to the by-laws it does not lapse for one year beyond the time overed by the payment of dues and that it can only be terminated on the of the member, or by being permitted to lapse. More than 5000 1 90 NATIONAL EDUCATION ASSOCIATION members who allowed their membership to lapse in November dodged the payment of dues for the last year. It would be expensive and impossible to collect these small accounts by legal means. Payment depends on the mem- bers understanding that under the by-laws he cannot become a member without assuming the responsibility of paying dues. That would in itself increase the income of the Association by several thousand dollars annually. The delegates at the annual meeting and the officers of the local, State, and National associations may well have the fullest confidence in the records of the office. No one in the United States has a better record for accuracy than Mrs. Hixson who has the complete responsibility of the NATIONAL EDUCATION ASSOCIATION CHART SHOWING RECEIPTS BY MONTHS 1920-1921 1921-1922 1922-1923 40000 40000 36000 36000 32000 32000 28000 28000 24000 24000 20000 20000 16000 16000 12000 12000 8000 8000 4000 4000 0 JUNE JULY AUG SEPT. OCT. NOV. DEC. JAN. FEB. MCH. APR MAY ......1920-1921 1921-1922 1922-1923 Fig. 2. RECEIPTS BY MONTHS, 1920-1923 membership files. One of the best efficiency experts in Chicago has selected the headquarters organization of the National Education Association, its records, and management, as a model of efficiency. By making a few changes in the by-laws and by taking greater care to impress on applicants the responsibility of membership, it is believed that most of the confusion concerning the status of membership will disappear. But to do this the help of officers and members is necessary. The office will print on membership cards hereafter a statement showing responsibilities as well as showing membership privileges. The Journal will carry more careful explanations than before. Will you not help by vouching for the reliability of the records of the office, by having members attach importance to a permament connection with local, State, and National associations and by paying particular attention to the raw recruits admitted to mem- bership from year to year ? THE SECRETARY'S REPORT 91 FINANCIAL POLICY AND BUDGET The successful development of the Association is measured by the cer- "ainty of its financial resources as well as by the character of its educational Seals and standards. Its main source of income at present is that from " mbership dues. The certainty of this form of financial support depends most entirely on the ability of the Association to satisfy members with The Journal and the professional service which it renders. The next mportant source of income is from advertising, and the next from commer- exhibits. Something has been received from the sale of bound volumes, "m life memberships, and from contributions. The income from adver- ing has increased rapidly during the last two years and will grow better m year to year. The income from commercial exhibits has much more "an doubled in two years. Only small sums have been received as contri- ations, but it is believed that this particular source of income may be meloped to exceed that from commercial exhibits. NO CHANGE IN DUES | Owingto a general desire to broaden the scope of the work of the central ce, the suggestion is often made by members and officers to increase membership dues. While it may be advisable to increase dues in the future, would seem to be unwise to make any change in the regular $2 and $5 memberships at the present time. In one sense the dues have been increased wendy in arranging for departments to charge an additional fee for bership in the department. One department has added a fee of $2, her a fee of $3, and still another a fee of $5. It will be much better to der the greatest possible service from income on present rates, than to take the risk of asking for larger fees before the Association is more thor- ly established on the basis of the larger enrolment and before the mem- ershave become accustomed to paying the departmental fees which have been tridedupon. Teachers faced by the fact that they can hardly make ends meet on the aries which they receive would necessarily hesitate to retain membership theAssociation if fees were doubled. It is estimated that more than aty -five per cent of the present membership belong to this class. Many "thosewho receive better salaries are slow in paying the additional fees membership in the departments. Teachers will pay increased dues in aceand local associations much more readily than in the National Asso- The real test of professional interest comes when the member is sent hefirst and second bills for membership dues. The great majority meet thetest surprisingly well. Far too many, however, do not yet see prob- " from the national standpoint. There is something lacking in interest the member pays no attention to notices or where one cancels his bership without paying back dues. There should not only be a willing- about adesire to pay. It requires time, however, for this type of pro- 92 NATIONAL EDUCATION ASSOCIATION fessional spirit to develop among these teachers to whom associational work is new. A change in membership dues is certainly unsafe until these new members become better accustomed to associational work in the State and Nation. It is true that more than half of the $2 membership fee goes back to the members in The Journal, which is published monthly. It is also true that the expense of collecting fees under present conditions is great and that there 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 to all, the total amount for general use will become increasingly large. The American Federation of Labor receives only one cent a month from each member, yet because of an enormous membership an annual fund of $300,000 is provided for the use of the central office. Let us instead of increasing fees add to the income by increasing the number of members and by organizing to decrease the cost of collecting fees. This plan has the advantage of being safe. There is no way of knowing what might happen from increasing membership dues at this time. Let further experience determine whether there is any real need of increasing dues. THE NEED FOR A RESERVE FUND The chart showing the receipts of the Association by months explains the need of a good reserve fund. In July, August, and September the weekly receipts are less than one fifth of the expenses. In December, January, and April the receipts are low. We have had deficits during these periods each year. We have been living too much from hand to mouth. This can only be justified because of the emergencies which have come upon the Association and professsion. It is not wise, however, to continue these risks beyond the period of emergency. For this reason, an item marked Reserve is included in the budget, and it is recommended that the reserve be protected and used only during the time when current receipts are low. By careful management the office has been able to get through these bad times without injury to the credit and good name of the Association. In more than one instance the Secretary has borrowed funds in his own name to help keep the work of the Association going. In a few instances S. O. S. calls were sent out for new members and help came immediately from the field. But there will be little opportunity for a drive of that kind when all the professionally-minded are members as we hope will soon be. Is it not better to provide this reserve fund even though it means sacrifices in important lines of work to do so, rather than risk the menace of no funds to carry on the basic work of the Association as its responsibility to the larger membership increases ? This reserve merely assures members from whom the Association has accepted dues that the service paid for will be rendered in full. In order to lay aside a reserve of $50,000 during next year the Asso- ciation cannot safely undertake many new projects. It cannot make large THE SECRETARY'S REPORT 93 appropriations for the use of committees and departments. It can, how- ever, continue the service which it is now rendering. It can add something salaries and add assistants to care for additional work due to increased rrolment. But if it is to lay aside a reserve, it cannot explore new fields undertake expensive enterprises . LIFE MEMBERSHIP MOVEMENT Over fifty life memberships have been taken out during the past year, "as adding more than $5,000 to the permanent fund. While the amount small as compared with the needs, it is a good beginning. It is encour- aring to observe in the list a number of classroom teachers and principals. The correspondence shows that many new members of the profession are arning to become life members within a year or two. The idea of active membership for life seems to appeal strongly to wide-awake progressive achers and may easily result in adding many thousands of dollars to the manent fund each year. If officers and members generally take hold * this method of increasing the permanent fund there is no doubt as to the result. It is possible through life memberships to build a much larger permanent fund. Institutions have applied for life membership. It has been necessary in each case to return the $ 100, since the action taken in establishing these emberships applies only to individuals. In view of the fact that member- ! ship dues may be increased some time later, the Association could not afford t give all its publications indefinitely to an institution for $100. But wald it not be a good plan to give institutions the privilege of taking out what might be termed permanent membership on the payment of $300 ? This would be a great convenience to the Association and to institutions and might prove to be a valuable source of income for carrying forward ertant lines of work. FINANCIAL SUPPORT BY THE LAITY No organized effort has yet been made to enlist lay support through ate memberships, although the question has been favorably discussed tmes. This has not been done because it was considered of greater portance to first enlist the support of a fair percentage of the profession 1. Then it was by no means certain that a campaign for members ng the laity would meet with success. It has been observed that few hosewho have become associate members have continued their member- beyond one year. They become members to help out in an emergency. The laity would much more readily become associate members of the wal and State chapters than of the National Association. It may be well the Association is more firmly established to make a drive for associate bers among the laity. If true that those outside the profession would $2 contributions as readily as to take out associate memberships, *wd be wiser and better to ask for contributions instead of asking for hips; 100 per cent of the contributions would then be used for 94 NATIONAL EDUCATION ASSOCIATION service projects, whereas only 25 per cent of the membership dues can be used for such purposes. We can only hope to secure aid from the laity in either form when help is needed for some outstanding purpose. There ought to be no objection to receiving large contributions, but it is easily seen that small donations are preferable. The large contribution too often has provisions attached to it designed to carry out the ambitions and selfish purposes of the donor, but more particularly to carry out the whims and designs of those who happen to be responsible for the distribution of the foundation funds. Most often the purpose of the one providing funds directly or establishing a foundation to distribute them, is unselfish and his chief incentive is to promote a worthy ideal. Unfortunately, the officers of the trust or foundation do not always have the vision, high ideals, and unselfish motives of the founder. There has been at least enough of the desire to control policies, to promote preconceived notions, and to gain selfish ends in these large gifts to arouse suspicion and create a deep- seated prejudice. The foundations and the rich who are unselfishly working to improve citizenship through education could render their best service by making contributions without conditions for the use of the Association. It has not been considered wise, however, for the Association to solicit funds from these sources at the present time in the face of the suspicion which the few have brought on all these agencies. On the plan of the $2, $5, and $ 10 contributions a much larger number of people would share in the support of the movement to promote the interest of education. The plan would aid in getting the needs of the school before the public, which is the most important of all considerations. The schools belong to the people. They are operated to promote the social and economic welfare of all. It is most fitting for citizens interested in schoo improvement to make contributions for the use of the National Educatior Association in its organized effort to constantly increase the efficiency of the profession and the schools. In order to meet emergency needs, the centra office will during the next year, if agreeable to the Board of Directors an officers, extend to citizens through the machinery of the Association the opportunity of helping to support the teacher and school-betterment move ment which is already making some headway on the meagre allowanc which comes from membership dues. If each member would be responsible for securing only one small donation, the success of the movement would be assured. BUDGET PROVISIONS FOR CARD INDEXES OF MEMBERS FOR STATES The budget recommended for the year 1923-24 contains an item fo providing a card index of members for each State to be kept in the office of the secretary of the State association. This provision is made on the sug gestion of the State secretaries. Lists of the National Education Association members were sent to secretaries on request during the past year. Thi was done at slight expense, but to provide card indexes for the States and to keep them up to date will cost the Association several thousand dollar and each State several hundred dollars annually. No allowance was made i the budget for this work last year. The State secretaries can and will worl THE SECRETARY'S REPORT 95 much more effectively for the National Association if provided with these card indexes. It will afford a better opportunity to work out a general budgetplan of collecting membership dues for the local, State, and National associations. The budget plan is in use in less than a score of the affiliated associa- tions. The effort three years ago to secure the general adoption of such a plan throughout the country proved to be premature. It was made before local and State associations had had experience in working as affiliated units, and before the National Association had completed its scheme of reorganization. The wave of interest created in the plan soon died down. One result remains that of the recognition of the need of a budget plan. The local units with the help of the State associations are at the point where they are ready to develop plans of their own. Making use of the card index will put the State and National associations into much closer touchwith local associations. The budget plan with its savings and other values would certainly result from these contacts in due time. BUDGET AND EXPENDITURES FOR 1922-23 : The budget estimate for next year cannot be put in form until after the completion of the audit of the records of the Association, which is under way as the material for this report goes to the printer. The budget 1 estimate will be given as a part of the report of the Executive Committee. 1 Itwill be printed and distributed to delegates as early as possible during the week of the convention. The following is a summary of the expenditures for the year ended May 31, 1923, showing also the estimated budget for the year : Financial Statement for Year 1922-23 Budget Expenditures adopted for year ended atBoston Items May 31 1923 for1922-23 Board of Trustees . $1,562.65 $1,750.00 Executive Committee 4,728.35 4,000.00 General Secretary's Office, including three estimated budgets : General Expense 76,100.00 Departments 138,820.47 17,500.00 Printing-general 50,000.00 Printing-The Journal and Volume of Proceedings 101,001.30 100,900.00 Express on Volume. Appropriations for Committees . 10,625.18 16,600.00 Unclassified Expenses 497.00 500.00 Ofice Furniture and Fixtures . 5,725.46 5,750.00 Annual Conventions : Boston and Cleveland . 8,892.34 9,000.00 Oakland-San Francisco Auditing Accounts 750.24 554-72 } 600.00 Uther Expenses : General Publicity 1,521.77 3,000.00 Reclassifying Accounts 300.00 5 $274,979-48 {' $285,700.00 96 NATIONAL EDUCATION ASSOCIATION The expenditure for the year 1922-23 constitutes the basis for the budget which will be presented at the annual meeting for the year 1923-24 . Great care will be taken in working out the new budget so as to provide a reserve fund . HEADQUARTERS ORGANIZATION AND WORK The headquarters staff is responsible for putting policies and plans into effect. Upon the efficiency of its organization and management more than on all other causes, depends the success of the Association's program of service. Following this report of the Secretary are the reports of the directors of divisions, which should be read by every delegate. Each report mentions the leading activities of the division, and either directly or indirectly shows the objectives for the continued development of the division. PLAN OF ORGANIZATION There are now seven well-organized divisions in the headquarters organi- zation: Records and Accounts, established in 1917; Field Work, established in 1918 ; Business, established in 1919; Publications, established in 1920 ; Research, established in 1922; Elementary School Service, established in 1922; and headquarters of the Department of Superintendence, established in 1922. The Field division is now divided into two divisions, Field Work and Legislative Work, each independent of the other. The title of director is given to the head of each division. The title of first assistant is given to the second in rank in the larger divisions. Some of the larger divisions have subdivisions . The heads of subdivisions rank next to first assistants. Others in divisions are known as assistants. There are now eight holding the rank of director, five holding the rank of first assistant, two serving as heads of subdivisions and about 60 other employees. The headquarters staff works under the direction of the Secretary and the Secretary under the direction of the Executive Committee. As will be seen by the chart, the Executive Committee receives its authority from the Board of Directors and the Board of Directors receives its authority from the Representative Assembly. The division which represents the Department of Superintendence is different from other divisions in that it works under the direction of the Department of Superintendence except in the additional work which it does for the general Association. The chart shows the present organization of the headquarters office and its relationships. The vast amount of business transacted at headquarters can hardly be appreciated by those who have not visited the central office. Over 1,500,000 pieces of literature including The Journal, the annual Volume of Proceedings, and the more important bulletins were mailed out to members during the past year. Over 500,000 first and second-class letters were sent to members and teachers. These letters contained more than two million enclosures. It requires half a million cards for use in the THE SECRETARY'S REPORT 97 membership records and in the various card indexes in the office. It cost the Association almost $12,000 for postage on the letters and publications which have been sent to the members. The divisions of the headquarters organization naturally group them- selves into two classes : ( 1 ) Those essential to the continuance of the organization-Records and Accounts, Business, and Publications. (2) Those which are strictly service divisions-Research, Field Work, Legis- REPRESENTATIVE ASSEMBLY OF THE NATIONAL EDUCATION ASSOCIATION 1 COMPOSED OF STATE AND LOCAL DELEGATES BOARD OF DIRECTORS 21 Board of Trustees ExecutiveCommittee Funde Flect Secretary Business Departments HEADQUARTERS ORGANIZATION (SECRETARY'S OFFICE) J.W.CRABTREE, SEC. MISS CHASE, ASS'T. TO SEC. DIVISIONS I RECORDS & ACCOUNTS IV PUBLICATIONS HELEN T. HILSON,DIRECTOR JOY E. MORGAN, DIRECTOR MISS WRIGHT, ASS'T MISS ROBBINS, ASS'T V. RESEARCH IL FIELD JK NORTON,DIRECTOR FIELD WORK MISS SMITH, ASS'T JO ENGLEMAN DIRECTOR LEGISLATIVE WORK CHARL O WILLIAMS, DIRECTOR VIELEMENTARY SCHOOL SERVICE MISS WALDRAN ASS'T AGNESS.WINN, DIRECTOR MRS. HAND,ASS'T. HI BUSINESS VII HEADQUARTERS HA ALLAN,DIRECTOR MISS HOLDEN, ASS'T DEPARTMENT OF SUPERINTENDENCE S.D. SHANKLAND, EXECUTIVE SEGRETARY SUBDIVISIONS MISS SOMDAL,ASS'T. TO SEC. SHIPPING TYPIST Y MABEL E wallLOCK 18SPECIAL COMMITTEES 20 DEPARTMENTS ASSISTED BY DIVISIONS ASSISTED BY DIVISIONS ROMAN NUMERALS REPRESENT THE ORDER IN WHICH DIVISIONS WERE ESTABLISHED ADMINISTRATIVE AND SUPERVISORY ..... COOPERATIVE AND ADVISORY HARRISTINCARE Fig. 3. HEADQUARTERS ORGANIZATION Hative Work, and Elementary School Service. There would be no Associa- ton without the first group. The number of employees in each and the amount of work to be done depends mainly upon the size of the Association selt. The second group represents the other subjects of importance to the protession and the schools. These divisions show the nature and the scope st the service which the Association renders to its members and affiliated nits. The size of each division in this group may be large or small depend- "z on the wishes of the Representative Assembly and the financial con- tion of the Association. 98 NATIONAL EDUCATION ASSOCIATION STATEMENTS RELATING TO DIVISIONS Records and Accounts-The division of Records and Accounts was the first established. In fact, it was about all there was of the Association for many years before it was given the name of Records and Accounts and formally recognized as a division. The report of the director, Mrs. Hixson, tells of its work and its problems. The division is efficiently managed and its work is thorough and accurate. Mrs. Hixson has been connected with the Association for fifteen years. The experts who audit the books each year never fail to give her credit for having the best records they are called upon to audit. The Business Division-The needs of the Business Division are set forth in the report of the director of that Division. It will be observed that as a result of the recommendation of Dr. Tanner, who recently revised our system of records and accounts, important changes have been made in the organization and work of the division. The loss of Mr. Erlandson just at the time when the commercial exhibits had been placed on a paying basis and when advertisers were trying out The Journal as a suitable medium for their use was a shock and a dis- appointment. His resignation coming at midyear increased the fear that the Association would suffer financial loss as a result of his leaving. He had proved to be able, efficient, and successful. His reputation became National and resulted in the call which he accepted. Not once in a hundred times can the Association hope to be so fortunate in filling a vacancy as it was in filling the vacancy in the Business Division. Mr. Allen, prepared by scholarship, contacts, experience, and by natural ability, was not only able to hold the ground which had been gained but to continue the development of advertising, exhibits, and other business enter- prises. He is one in a thousand in the important field of business management. Division of Publications-The Division of Publications expends more than half the income from membership dues. During the present year it has issued over 111,000,000 pages of printed material. The director of this division has been in training for three years under Dr. W. C. Bagley, one of the best writers and editors in America, and already Mr. Morgan himself stands out as a great leader in the editorial field. He is now publishing by far the best magazine of its kind in the world. All his editorial work is outstanding. Read his report for details concerning the work of the division. The Research Division-The Research Division will be able to carry forward the work now under way and what has been outlined for it for another year on a comparatively small increase in the Budget. It was decided to employ an assistant last year for special work, but owing to a heavy load outside this department, the appointment was not made. It cannot be longer deferred, however. The needs of the division are set forth in the report of the director found elsewhere in this booklet. THE SECRETARY'S REPORT 99 That the work of this division is rendering timely and valuable service isshown by the hundreds of letters received from teachers and superinten- dents expressing grateful appreciation for help which they have received. Statements from men and women highest in the research work give assur- arce as to the high standing of the division among those who are qualified * speak on the question. The director of this division, though young, has a-eady been given aplace among the leading research experts in the Nation. Division of Field Work-The resignation of Mr. Magill a year ago #as recognized by all as a distinct loss to the Association and to the pro- 7 :on. The vacancy was filled by the election of two field secretaries, Mr. Engleman for field work proper and Miss Williams for legislative wurk. Each of these subdivisions is treated as an independent division . An outline of the work in each is given later in the report of the director n charge. One person in either division can only touch the high spots, Nut that is all the Association can do at the present time. No additions these divisions beyond adequate clerical help is contemplated next year. Mr. Engleman is a scholar of recognized ability. He is a leader in : ducational thought. He was rated high as a city superintendent. He is amanof pleasing and impressive personality. He goes out into the field bring about a better understanding between the public and those who aiminister the schools. His heart is in the work. His messages are inspir- ng and constructive. His is a remarkably great service. Miss Williams, as county superintendent and as president of the Asso- ation, demonstrated her ability as a leader close to the teachers and also gher up among those who are in control of large movements. She is a woman of charming personality. She possesses a strength of purpose which wins great battles. She loves the work which has been assigned to her. Her access compares favorably with that of Mr. Magill, a standard that few perele in the country could hope to meet. Elementary School Service-This division is new. It is strictly a service ation. Its main purpose is implied in its name. It aids local teachers' asociations in working out programs for the year. It puts them in touch with experts in various lines of research and tells them how to find needed mation. It answers questions from classroom teachers and gives infor- "ation concerning their work. The director of this division assists the dent of the Association and departments in making their annual ograms, and she serves as an assistant secretary to a number of the depart- PETS , especially those in the field of elementary education. The Association placed at the head of this division Miss Winn, one the most successful classroom teachers in the country and one whose ame had become nationally known. Her work is greatly appreciated by with whom she comes in contact. She is faithful and efficient, and is akng an excellent record. Department of Superintendence-The Department of Superintendence Lost a year ago located its executive offices at the headquarters of the Association, and made coöperative arrangements with the central Se so that fullyhalfthe time of the Secretary of the Department is devoted 100 NATIONAL EDUCATION ASSOCIATION to important work in the general Association. The report of the Secretary of the Department gives the relationships and other details, which all should read. The Department more than pays its own way since the adoption of its new constitution and by-laws and arrangement for department dues. The general Association does not now bear any expenses connected with the spring meeting. The income from commercial exhibits properly belong to the Department. The plan of coöperation between the Association and the Department is ideal. The adoption of this plan and the development of a cordial and valuable relationship were due to wise action on the part of the Executive Committee, to the excellent judgment and vision of President J. H. Bev eridge, and to the exceptional managing ability of Secretary Shankland. STAFF PARTICIPATION IN ELECTIONS PROHIBITED As the Association grows and as its leadership increases, positions of honor become more and more desirable. It stands to reason that the contests for office will become more spirited as the influence and powel of the Association increases and that the help of members of the staff wil be sought more and more by those managing campaigns. Ethically, member of the staff could not participate in these campaigns. They have no desiro to do so. But to protect them, as well as to safeguard the future of the Association, the Secretary recommended in his last annual report that actior be taken definitely preventing such participation. This recommendatior was accepted and put in form of an order by the Executive Committee at it Boston meeting. In view of this rule, it would be the height of disloyalty for members of the staff to have any part in furthering the interests o candidates for office, and those in charge of campaigns will not expect thei help. The observance of this policy goes hand in hand with the wise tenuri regulations for the central office, and will, we believe, be duly appreciates by the members of the Association. EXPANSION OF PLANT The Association has since the Boston meeting purchased the four prop erties east of the headquarters building facing on M Street. These consis of a double brick building and of a double frame building. The cost wa $55,000. The brick buildings can be repaired at small cost for use for few years. The frame building can be used only for storage purpose. In five, ten, or fifteen years, we hope, the Association will build on the new property connecting with the present headquarters building. The tota cost of the headquarters plant is $ 153,000. This could be sold for more than $300,000 owing to the increased land and property values since the purchases were made. This is one of the finest locations in Washington. It may be of interest to know that Sixteenth Street is rapidly becoming to Washington what Fifth Avenue is to New York City. THE SECRETARY'S REPORT 101 ACTIVITIES AND RELATIONSHIPS The interests of the Association are connected with the interests and cess of the affiliated State and local associations. Practically all leading National associations are now attaching importance to education and hence appreciate having coöperative relations with the National Education Asso- caton. This is giving combination of influence and power which is duly recognized by the enemies as well as the friends of public-school better- sent. LOCAL ASSOCIATIONS Only a few of the local affiliated associations are working on educational Problems. Some of the organizations in larger cities hold formal meetings ralarly, hear reports of committees, and discuss important programs. Very few local associations in the smaller and medium-sized cities do more an hold an occasional meeting to hear announcements of the officers and perintendents. The director of the Division of Elementary School Ser- dr has given help to some of these local associations. It is evident that it Il require much time and attention on the part of someone to interest all ociations in doing systematic work on important problems. Miss Winn lcontinue this help to these associations on a larger scale during the next ٠٣٥٢٠ The State associations and a few large city organizations are doing asso- atonal work of a high order. Especially is this true where a secretary ⚫employed on full time. It is highly important for these associations to ret regularly and to do systematic work on school problems. It is worth ie to aid in getting them on a good working basis. The National Asso- on has its foundation in the local and State associations. Since the magth of the structure itself can be no greater than the strength of the ndation on which it rests, it is as necessary to pay attention to the work program of the local and State associations as to pay attention to the tant problems of the National Association proper. THE ELGIN REPORT Amotion was passed at the Boston meeting of the Representative Assem- Frecting the field secretary and the director of research to inquire into report that Elgin teachers had been dismissed from service because of Fation with certain teachers' associations, and to make a report to the stive Committee. The report was made after careful investigation, #1 on the order of the Executive Committee, printed in the November aal. Before it was made a number of communications were received " teachers suggesting the necessity of making other investigations. It elieved that the Elgin survey would be followed by demands for many ers throughout the country. Apan of handling future investigations was proposed. It was thought reary to set up machinery for this work. But strange as it may seem angle request for an investigation has since been made by any asso- Besides the findings in points at issue, the Elgin Report was an 1 102 NATIONAL EDUCATION ASSOCIATION able statement of the principles underlying the relationships which should exist between the teachers and the board of education. The report was not entirely satisfactory to either party in the controversy. No one expected that it would be, but it was generally considered a noteworthy report and a fair presentation of the case. One reason why no additional demands for investigations have come is because the need for them exists in few places in the United States. In order to test this view, inquiry was made in each of the States to find places where investigations were considered necessary by officers of local associations. No new cases were found where the differences were great enough to be referred to State or National committees for adjustment. The local tribunal, the public, proves to be adequate and satisfactory for both teachers and boards of education wherever difficulties arise. The public does not discriminate against the teacher when it really understands the situation. Let us see that the public knows what the schools are doing and what their needs are. Parents are beginning to realize that good schools mean more to them than to teachers. Teachers realize as never before that their success and promotion as well as the success of the schools depend upon cordial relations between teacher and parents. This condition of the public mind and this attitude on the part of the teacher have been brought about largely by the effective work of the National Mothers' Congress and Parent Teacher Associations. While there is no further need at the present time for investi- gations by the National Association, there always will be need for attaching importance to the best possible understanding between the schools and the public. AN UNFORTUNATE INCIDENT One of the most unfortunate incidents of the year is the use which Dr. Pritchett made of the influence of the Carnegie Foundation against the adequate support and development of the public schools of the Nation. The data in his report are so meager and his conclusions so unsound that his arguments are easily refuted. Still it was much easier to reach large taxpayers with the report than it is to reach them with the arguments against it. There is no way of knowing the extent of the harm which has resulted from the generous distribution of the report in places where the school situation was critical. Effects both good and bad-The Pritchett report has had both an unde- sirable and a desirable result. It has brought influences to bear on boards of education to reduce school costs. It has not yet changed many salary schedules, but it has caused authorities in places to listen to the suggestion of doing away with some of the supervisors and assistant superintendents. Ithas led to combining grades and the increased use of half-day sessions. It has also had the desirable result of causing teachers, principals, and superin- tendents to cease sparring with each other and to work together in furthering the interests of the profession. They have been led to see as never before that a house divided against itself cannot stand. It will not be in the least surpris- ing if this report results in another marvelous increase in membership in the THE SECRETARY'S REPORT 103 Association and in unprecedented team work in the profession. If such a result as that follows it will more than offset the harmful effects of the report. ADOPTS COMMITTEE REPORT The adverse action of the U. S. Chamber of Commerce on the Education Bll was not unexpected. In the first place adverse action was taken by the committee of the U. S. Chamber of Commerce. Then the majority and ASSOCIATE MEMBERS ACTIVE MEMBERS ASSOCIATE MEMBERS CORRESPONDING MEMBERS NOVOTE (NO VOTE ) AFFILIATED STATE ASSOCIATIONS AFFILIATED LOCAL ASSOCIATIONS STATE DELEGATES MEET BY STATES TO ELECT LOCAL DELEGATES N.E.A. OFFICERS 4TR 100 MEMBERS TOSOO COMMITTEE MEMBERS 4PER 100 MEMBERS STATE SUPERINTENDENTS CREDENTIALS NOMINATIONS RESOLUTIONS NECROLOGY HEADQUARTERS ORGANIZATION SELRETARY'S OFFICE) REPRESENTATIVE ASSEMBLY DTV SONS TRANSACTS BUSINESS AND (BY CHARTER) RECEIVES REPORTS LIFE DIRECTORS DANG LEGISLATIVE NAT'L . COMMISSIONER STATE 41 VICE- TREASURER PRESIDENT FIRST VICE -PRESIDENT DIRECTORS PRESIDENTS PUBLICATIONS i BUSINESS BOARD OF DIRECTORS Doa & RVICE NATIONAL COUNCIL BOARD OF TRUSTEES EXECUTIVE COMMITTEE ELECTED PRLS EX OFFICIO 4S 4 YEAR TERM PRESIDENT FIRST VICE- 60 BY DIRECTORS 60 BY COUNCIL PRESIDENT - CHAIRMAN PERMANENT FOND BOARD OF TRUSTEES, ELECTS SECRETARY ONE MEMBER ELECT RATIVE SPECIAL COMMITTEES DEPARTMENTS ELEMENTARY MUSIC VOCATIONAL PHYSICAL BUSINESS LIBRARY SCIENCE PUBLICATIONS EDUCATION EDUCATION EDUCATION HIGHER DEANS OF CLASSROOM RURAL ELEM. SCHOOL IMMIGRANT SECONDARY SCHOOL CHILD EDUCATION WOMEN TEACHERS EDUCATION PRINCIPLES EDUCATION EDUCATION ADMINISTRATION HYGIENE NORMAL SCHOOL S ADMINISTRATIVE AND SUPERVISORY COOPERATIVE AND ADVISORY PREPARED BY RESEARCH DEPARTMENT. DETROIT PUBUS SCROSS - REAR TO DATE BY HARRIETTACHANG Fig. 4. ORGANIZATION OF THE ASSOCIATION Pinority reports were placed before the various Chambers of Commerce the country. It stood to reason that the majority report would be shopted. The action taken has neither blasted the hopes of the friends of theBill nor has it inspired hope on the part of the enemies of the measure. less than six months' time the public has forgotten all about the vote. As arulepeople listenwhenthe U. S. Chamber of Commerce speaks. They - ght have listened this time had the vote been on the Bill instead of being the adoption of the majority or minority report. Many members say frankly that the Bill did not have a square deal. The total vote showed rasonable confidence in the committee. That is about all that it showed. 104 NATIONAL EDUCATION ASSOCIATION A FIGHT ON LEADERS IN EDUCATION A fight is on the country over to reduce school costs. It grows out of a general movement to reduce taxes. The enemies of the public schools and those who believe taxes must be cut down to expand industry have joined hands in many places. The former are always glad to weaken the schools by any method, and the latter do not care where the cut is made just so it is made. This is a powerful combination and one which might win out before the public is aware of what is taking place. Ithas already won out in a few of the preliminary skirmishes, but not in all of them. Nothing except an aroused public sentiment can avert the impending injury to the schools . These enemies of the public schools are good tactitians. They realize that it pays to kill off the captains, colonels, and generals. It is apparent that there is a well-defined movement having as its objective to weaken the educational leadership in cities and States. Wherever exceptionally strong leaders have succeeded in obtaining increased support for the schoois, they have found themselves under fire, provided there were local agencies to assume the responsibility of the attack. The attack is of necessity local, yet it is often plain that it receives its real inspiration from the outside. In one city a superintendent was responsible for the adoption of the single salary schedule which has become a model for school systems of the Nation, and which increases salaries more nearly to a professional basis. This superintendent found himself vigorously attacked, and an adverse vote in a school election was only averted by last-minute activity on the part of friends of the school in acquainting the public with the designs of the oppo- sition and with the danger which threatened the schools. In another city, where a number of school movements which were attracting the attention of school authorities throughout the country had been launched, the fight was even more bitter, and the unsuspecting public might have lost out had not the opposing forces made the mistake of attacking the motives of the superintendent of schools, charging him with dishonesty and crookedness. The aroused public in each case saved the situation by substantial majorities. There are other striking examples of the effort to destroy the leadership in cities large and small. In a few places the thinking public has been taken unawares. In most cases these attacks seem to come from a local source- political, factional, sectarian, or commercial-but a careful analysis usually shows outside connections and influences . This movement has put in jeopardy the positions of some of the State superintendents of public instruction. One of the most outstanding leaders in administration and teaching efficiency in the United States could not accept reappointment because of conditions imposed. In this case the causes may be entirely local, yet there is no way of escaping the fact that the question of school costs and the expenses of the headquarters organization were in the minds of many of those who aspired to advise the appointing power. It is also evident that the judgment of the State Teachers' Associa- tion and virtually of the entire teaching profession in the State did not receive favorable consideration. Another great State educational leader THE SECRETARY'S REPORT 105 as been forced to battle, if not for his own life, certainly for the life of themost efficient school system in America. There is scarcely a constructive rader in the States or in the cities who does not feel a pressure which has sers appearance of being of organized origin. Besides the tooth marks of organized effort in the attacks which have een made on educational leaders and on their policies, it stands to reason men of affairs who desire to reduce school costs would readily see the advantage of crippling or getting rid of the superintendents so as to be nhampered in reducing teachers' salaries and in cutting out supervisors and members of the teaching staff. If true that there is an outside agency paying particular attention to putting superintendents of satisfactory tendencies in Positions, there could also be an organized force putting them out of their hs when their policies are unsatisfactory. Each year a new emergency seems to present itself. None has been deserving of more serious attention than the present threatened reduction school costs. No greater harm could come to education than to lose its present outstanding leaders. Shame on those men who would take the funds ar paying the war debt out of the allowances for the education of the dren of the land. Let the local, State, and National associations meet rganized effort with united strength. Let all officers and members become andard bearers for the great cause of school efficiency through adequate school support. The stock arguments for reducing school appropriations are easily n-wered. When attention is called to increased appropriations, simply ask whether there is not a corresponding reduction in the purchasing power of hedollar. One pays double the pre-war price for a loaf of bread, for a ton coal, or for admission to a motion picture theatre. Industry everywhere mands double price for a particular service or commodity. The same orable economic laws which make this necessary have also increased hool costs. The only alternative would be less efficient schools and this the American people will notpermit if they are kept awake to the real issue. The argument that to educate all the children in the State at the present per capita cost would bankrupt the Nation is most absurd. It entirely ignores "e economic value of education. Mr. Frank A. Vanderlip thinks that by wating all the children in the State and by improving the type of the ol and the quality of teaching, the increased wealth as a direct and direct result will much more than offset the increased cost of operating dools . There are Frank A. Vanderlips in every city and State. Find en and get theircooperation in this fight. The central office looks upon this organized movement to cripple the radership in the schools and the effort to reduce school costs, as the out- Ranting emergency problem for the year 1923-24, and would welcome tractions to provide State and local associations with an abundance of *diting material, and to aid in rallying the friends of education to the etense of adequate support for the schools. 106 NATIONAL EDUCATION ASSOCIATION AMERICAN EDUCATION WEEK American Education Week was observed in December, 1922, in every State and in almost every community. Its program was under the auspices of the National Education Association, The American Legion, and the U. S. Bureau of Education. The aim of the week was to acquaint the public with the needs of the schools and to consider ways of meeting these needs. The American Legion uses its forces throughout the Nation to make the week a success and to secure better recognition for teachers and more adequate support for the public schools. The Legion is a new and power- ful influence in the promotion of public education. American Education Week will be earlier next year. It will occur the week before Thanksgiving, November 18 to 24. The general program is now in press. The American Legion will send speakers to every meeting in the United States and provide them with valuable material for pro- grams. The National Education Association will print and distribute 200,000 programs. Its research division will prepare material for The Journal and will send out in bulletin form important facts bearing on each leading topic in the program. The U. S. Bureau of Education will again prepare the " broadsides " and other valuable information for schools and speakers. The plan is to begin early in order to reach into every nook and corner of the entire country with information and help for the exercises in November. The Association, the Legion, and the U. S. Bureau of Edu- cation all advise those in charge of the exercises not to allow Education Week to be used for propaganda for special phases of education or for special interests of any kind. Hold close to the needs of the schools and discuss ways of meeting these needs. THE WORLD CONFERENCE ON EDUCATION The World Conference on Education held under the direction of the National Education Association promises to be one of the most successful and far-reaching of all the world conferences which have been held since thewar. It is most fitting for this great conference to be under the auspices ofvoluntary educational associations rather than under Government control. In the first place the American Government having no National department of education is not in a position to call a world conference on education, and in the second place the red tape of Government would not allow the same freedom in discussion and action which can be had under voluntary asso- ciational leadership. All governments were requested to lend their aid in assuring success for the Conference and most of them have responded favorably. The higher institutions and the educational associations of all countries have appointed delegates. It is believed that this Conference marks the beginning of a better understanding between nations. It is certain that it is only through education that nations can learn to appreciate each other. Provision should be made by the Conference and the National Education Association to hold future world conferences under the auspices of national education associations. THE SECRETARY'S REPORT 107 SUMMARY AND CONCLUSION Members may well take pride in ( 1 ) the growth and development of theAssociation during the last five years ; (2) the soundness and certainty ofits financial resources; (3) the efficiency of the organization of the central office; and (4) in the coöperative relations which have been established with other national associations. Fig. I on page 88 shows how rapid and yet how steady the growth. Look at figure 2 and see the increase in monthly receipts from year to year. See also the charts showing the plan of organi- zation of the general association and the one of the headquarters organiza- tion. These charts show that the charter and by-laws provide for an excep- tionally well-balanced working organization. TheAssociation has more and more come to see that education is greater than mere teachers' organizations. It shows this recognition by fostering such extra-school activities as that of the Boy Scouts, the Campfire Girls, and other clubs and student enterprises. It shows the same recognition inevena largerway in seeking and profiting from the coöperation with such organizations as the Rotary Clubs, the Kiwanis Clubs, the Lions Clubs, the Pathfinder, and the fifteen other civic service clubs which have arisen out of the failure of Chambers of Commerce, commercial clubs, and other strictly business organizations to get away from the more selfish interests of trade and business long enough to give due consideration to the promo- tion of the interests of welfare and education. It has wisely worked out a plan of Nation-wide coöperation with the American Legion, the Federation of Women's Clubs, the American Federa- tion of Labor, the National Mothers' Congress, and a number of other great National organizations. These outstanding civic service clubs and associations are helping discover to the citizens of America the real meaning of education in its relation to social service and to the improvement of citizenship in the Nation. The Association is definitely committed to continue during the coming year its fight for more adequate pay for teachers, its work for improved tenure regulations and pension laws, its active promotion of the educational bill, its inquiry into school costs and sources of revenue, its secretarial service to departments and committees, and its effective work on the very big items initsplatform. It will no doubt arrange at the Oakland-San Francisco meeting to meet the following new needs and demands : Itwill urge the budget plan in our school systems and the wisest possible expenditure of school funds. It will devote its best thought to the continued readjustment and revision of courses of study and to the improvement of the traching service. It will seek to learn the outstanding needs of the schools, and, with the cooperation of the American Legion and other great organiza- tions, make a greater effort than ever before to lead the public to see ways of meeting these needs. It will supply State and local associations with material showing why funds for paying war debts must not be taken out of the allowances for the education of the children of the land. It will certainly extend the S. O. S. call to its educational crusaders throughout the United States to meet on the platform the enemies of the schools, the tax dodgers, 108 NATIONAL EDUCATION ASSOCIATION and others who are trying to force a reduction in school costs. It will take steps to meet the propaganda of organized forces which are attacking the policies and work of outstanding leaders in education. Let the Representa- tive Assembly dedicate itself anew to the promotion of this great program. REPORT OF THE BUSINESS DIVISION HAROLD A. ALLAN, DIRECTOR The following report summarizes the work of the Business Division for the year ended June 30, 1923. During the first half of that year this Division was under the management of my predecessor, Mr. Ray S. Erlandson, to whom the Association is deeply indebted for his efficient direction of its business affairs. The present business manager, upon entering the work February 1, found a splendidly organized division, closely coördi- nated with other divisions of the headquarters organization and composed of a staff working loyally and interestedly for the Association's welfare. The activities of the Business Division may be divided as follows : ( 1 ) Office management, including (a) purchasing, (b) approval of accounts and checking of appropriations, (c) employment, (d) general typing and clerical service, and (e) shipping and mailing. (2) Business arrangements for printing and publications. ( 3) Advertising. ( 4) Conventions, includ- ing ( a) organization, (b) commercial exhibits. (5) Property supervision . General scope of the division-From the above outline it may be noted that the Business Division has close contacts with all other divisions of the headquarters' organization, especially as relating to matters of office management, printing, and convention arrangements. The preservation of a proper balance in relationships between divisions is essential. In the management of business affairs it is necessary that the values of outlays proposed be carefully weighed, and when such outlays are not of a routine nature it is often desirable that proposals be discussed with other division heads before authority for expenditure is given. This might be difficult without the present coöperative spirit that is manifested by all division heads. While it is the duty of the Business Division to maintain proper balance between income and expenditure, it does not become necessary for the business manager to be a chronic discourager of expenditure. Reference to the Treasurer's report indicates the size of the financial problem and the extent to which business problems affect the activities of the Association. The variety of the duties of the Business Manager is such that it is plain that responsibilities in the various sections of the division must be delegated increasingly to the assistants in charge. OFFICE MANAGEMENT Purchasing-The purchase of supplies is carried on through a system of requisition and order. Under this plan heads of divisions indicate requirements, and orders for the same are placed through the Business THE SECRETARY'S REPORT 109 Division. It is understood that no material can be furnished until a requi- stion is approved and order is issued therefor. Strict attention is given tomarket conditions . To further improve the system of purchase and supply, recommenda- tion is made that a store-room be established. Such store-room should be equippedwith bins, cases, and shelving, so arranged that all supplies, printed matter, and stock can be cared for adequately. This store-room should be managed on a perpetual inventory system, by which the problem of purchase, supply, and cost distribution can be much simplified. Competent advice has been secured in regard to the operation of such a plan and it will in no way involve additional work on the part of other divisions. It will, however, require the extension of a requisition system to all division requirements, ncluding postage and general office supplies. Approval of accounts and checking of appropriations-Bills as rendered to theAssociation, with a few exceptions, pass through the Business Division for checking and approval before going forward to the Division of Records andAccounts. Every effort is made to examine such bills from the point of view of an auditor and to know and make note of conditions relating to the expenditure represented. Careful checking is made with the appropriation out of which the account is paid. All such work is preliminary to the adoption of a complete budget plan, thus following the detailed recom- mendations of the auditor who reported upon the business methods of the Association. For the ensuing year it is recommended that all expense be distributed under the heads recommended in the auditor's report. By so doing the Association will have a satisfactory experience upon which to base detailed recommendations for a complete budget. The organization of the business affairs is such that definite steps are being taken as fast as is practicable toward a final and completely developed budget, accounting, and statistical system. Itwill be noted that mention has been made that there are exceptions tothe rule of reference of bills to the Business Division. Such bills include these payable out of appropriations for departments or committees of the Association where orders for expenditures have not passed through the Business Division. It is recommended that a careful study of conditions be made to determine whether such a plan should be continued, or if it would not be advisable that all bills be referred to the Business Division for verification before going forward to the Division of Records and Accounts. Employment-Occasional additions or replacements in the clerical force are necessary. An effort is made to coördinate the activities of the various visions to preserve as nearly an even load as possible. As the load lightens, miactions are made in the temporary staff. General typing and clerical service-The operation of the section of pists and clerks is very satisfactory. In this section twenty-one persons are normally employed. This flexible unit, reasonably versatile, under really competent direction, has made it possible to render unusual service 110 NATIONAL EDUCATION ASSOCIATION to the division of the headquarters organization, and to meet competently all demands of pressure and drive. The expense for the work as carried on in this section is distributed among the divisions. To simplify the matter of distribution of charges and to make it possible to follow more closely the relative order and importance of demands, a system of requisition for such service is recommended. Such system should apply also to all work done in the multigraph, addressograph, and mailing sections. Shipping and mailing-Within the year a change in the method of mailing The Journal has been effected. Under the present plan this is done by the printer, the journals passing directly from the trimming machine to the mail sacks. As a result reduction has been made in the mailing-room force. The increased number of publications, the frequency of demands for them, and the special mailing lists for The Journal and the Volume of Pro- ceedings tax the energies of the present mailing- room force. BUSINESS ARRANGEMENT FOR PRINTING Reference to the report of the Division of Publications indicates the extent of the problem of business arrangement for printing. The Journal and the Volume of Proceedings are printed under terms of detailed con- tracts. Bids and estimates are obtained for various other publications. Great care is taken to keep printing costs as low as quality and service will permit. The operation of the multigraph section is proving to be economical for the Association. By far the greatest amount of " stock printing " of smaller size material is taken care of by multigraph. ADVERTISING The Journal has achieved a splendid record and well-deserved growth as an advertising medium. The following table shows the amount of advertising carried and compares the advertising income with printing costs : TABLE 1 THE RELATION OF ADVERTISING PAGES TO READING PAGES, AND THE RELATION BETWEEN ADVERTISING RECEIPTS AND PRINTING COSTS OF THE JOURNAL Number Number of Number of Advertising of copies Printing pagesof receipts as Month pages printed costs advertising billed 1922 September 68 130,000 $8,482.87 19 $4,820.24 October 68 130,000 8,960.47 20 5,613-44 November 68 130,000 8,387.83 16 4,210-36 December 68 130,000 8,582.75 18 4,666.39 1923 January 68 130,000 8,681.01 26 6,778-77 February 68 130,000 8,618.38 28 7,340.26 March 68 125,000 8,481.66 22 5,635.36 April 68 125,000 8,542.08 22 5,640.18 May 68 125,000 8,403.85 214 5,505.96 68 123,000 8,200.00 22 5,905.90 June THE SECRETARY'S REPORT 111 Advertising receipts should be more than sufficient to meet printing costs. This may be done either by increasing advertising rates or by increasing the number of or the proportion of advertising pages. A combination of thesemethods is likely to be most effective, but as the amount of advertising increases, or if effort is to be made for its increase, some reorganization withinthe Division must be made. Advertising in The Journal, both as a service to members and as an income producer, requires the undivided attention of one person. Recom- mendation is made that a relatively slight addition be made to the amount available for clerical services in the Business Division. If this is done it willbe possible for an assistant to the Business Manager to assume greater responsibility in the advertising field and to assist directly in developing new advertising. The assumption of this responsibility must permit the assistant to be relieved from other routine duties, especially details of office management. There can be no question of the wisdom of such additional expenditure, as the follow-up work alone on advertising will producemuch more income than the additional expense proposed. CONVENTIONS Organization-To the Business Manager is entrusted the preliminary work of organization for the annual meeting of the Association and similar work relating to the Association proper in connection with the annual meeting of the Department of Superintendence. Such preliminary work consists in meeting local leaders and assisting in all preparations for com- mittee organization, meeting places, exhibits, State headquarters, regis- tration headquarters, housing, and printing. Such arrangements include preliminary visits to the city in which the convention is to be held and continued contacts with local leaders up to and during the meetings. Commercial exhibits-The development of the commercial exhibits of the Association appears to be entirely satisfactory. Under the direct manage- ment of the Association these exhibits are valuable features of both meetings ofthe year. They can be said truly to be educational in their aim. In order to increase their effectiveness the coöperative display by exhibitors should beencouraged. PROPERTY SUPERVISION Needed repairs have been made during the year on the property of the Association at 1201 Sixteenth Street N. W., Washington, D. C. The con- tinued increase in property value emphasizes the wisdom of the purchase of this property. This increase may be estimated conservatively at more than fifty per cent. The purchase of the three-story brick building at 1541-43 M Street and ofthe two-story frame building at 1537-39 M Street have been completed, andacareful study has been made of the most effective methods of utilizing them for Association needs. The brick building which immediately adjoins the mainproperty of theAssociation can be directly connected and used for 112 NATIONAL EDUCATION ASSOCIATION the housing of some of the divisions. The wooden building will afford storage place for volumes and other publications. Tentative plans have been prepared for necessary remodeling, recon- struction and connections. To carry out these plans the sum of $ 10,000 should be appropriated. This amount would include the addition of a low-pressure steam plant to serve the brick building. In addition to this the sum of $ 1200 should be appropriated for the construction of service bins and cases in the store-room, which should be located in the rear of the brick building, and for proper shelving for the printed matter to be taken care of in the wooden building. The main building of the Association is in first-class condition. As soon as possible, however, an appropriation of $5500 should be made for the installation of a modern heating plant. SUMMARY OF RECOMMENDATIONS 1. That the system of requisition and supply be extended to include a perpetual store-room system, and that $ 1200 be appropriated for con- struction of suitable bins, cases, and shelving. 2. That all business transactions of the Association pass through the Business Division. 3. That a complete system of classification of accounts be adopted and that all necessary preliminaries to a complete and detailed budget plan be carried out. 4. That as a means of increasing the advertising revenue and bettering business service, the funds available for clerical assistance in the Business Division be increased by $900. 5. That the sum of $ 10,000 be appropriated for remodeling the property at 1541-43 and 1537-39 M Street N. W. 6. That the amount of $5500 be appropriated for the installation of a modern steam-heating plant in the property at 1201 Sixteenth Street N. W. CONCLUSION The remarkable growth of the Association has required many adjust- ments to meet the demands of increased service, but the sound and stable financial methods have remained. This no doubt is due in part to the wise provisions of the Charter and By-Laws. These have prescribed the methods of expenditure of appropriations and have safeguarded the per- manent funds of the Association. Fully as important a stabilizer is the element of faithful discharge of duties by officers and employes and ceaseless and untiring effort on the part of the Secretary to guide wisely in the Association's membership and financial programs. The continued success and progress of the Association is assured so long as these condi- tions remain. THE SECRETARY'S REPORT 113 REPORT OF THE DIVISION OF PUBLICATIONS JOY ELMER MORGAN , DIRECTOR This report covers the work of the Division of Publications for the period between July 1, 1922, and June 30, 1923, under the headings 11 The Journal, ( 2) Proceedings, (3) Other Publications, (4) Publicity, The Headquarters Library, ( 6) Growth of the Division, and ( 7 ) Conclusion. THE JOURNAL Growth in The Journal has been on the side of content rather than increased number of pages. Each issue has consisted of sixty-four pages and cover, which may now be regarded as the minimum. As soon as trable the number of pages should be increased to one hundred, which may be regarded as a maximum. This would enable us to meet reasonable mands for space without sacrificing that variety of content and breadth appeal which is necessary if The Journal is to commend itself to the nereasingly large membership of the Association. There is always the Hance to be maintained between material that appeals to a small or special Jap and the wish of the rank and file to have a considerable volume of material of more general appeal. There have been two meetings of the Editorial Council under the amanship of Dr. William C. Bagley. A meeting was held at Boston aJuly, 1922, and another at Cleveland in March, 1923. These have been the best meetings the Council has had and, supplemented by a large volume :correspondence, have built up a considerable body of expert opinion as what The Journal should be. Frequent letters have been sent to the Edtorial Council reporting plans and asking for specific suggestions, which have been given generously. To the inspiring leadership of Dr. Bagley of the help of the Council and the whole-hearted coöperation of the fers and members of the Association, combined with the faithful work tall members of the headquarters staff, is due the striking growth of In Journal in the brief two and a half years of its existence. The field which a journal shall occupy is not easily defined. There are tan principles which govern the selection of material and its arrange- ment, but these are only the framework. The development of a journal ke the construction of a great building. Back of the plan are the needs those who are to be served. Around these needs the architects and neers plan the building months before the actual work begins. So it with the journal that is to serve in any broadly useful fashion. The ral plans for The Journal are laid far ahead. The actual building ta given number begins monthly before it appears. Education is never perfected process. Our ideals are always beyond our grasp. So it is th the content of The Journal. We are obliged to make the best of naterials we have while seeking always to obtain better materials. An educational journal may build itself around the manuscripts that come starly to it, or it may assume a creative attitude and reach out to 5. re thinking along educational lines by asking for articles on special 114 NATIONAL EDUCATION ASSOCIATION subjects. The second plan is the aim of The Journal. Certain material comes to it as a matter of routine. Other material grows out of the Asso- ciation's meetings. Certain editorial material must be prepared by the staff. These classes of material are rounded out and balanced by articles presenting new phases of education or old phases in new ways. Search for such articles involves continuous study and correspondence. The ideal is a perfectly written article on a timely and interesting topic by the one person who is best qualified to speak on that subject. But this ideal of author, subject, and style is rarely attainable. Many articles are outlined for whom authors cannot be obtained. Many articles are promised that are not delivered. Many are delivered that require revision. Some prove entirely unsatisfactory and must be returned. Out of the continuous search here described comes the mass of manuscripts which, supplemented by those that are voluntarily sent in, furnish the material for The Journal that monthly goes to the Association's membership. PROCEEDINGS The volume of Proceedings for 1922 is the largest in the history of the Association. The increase in size is due to the addition of material describing the official activities of the Association, including matter once published in the Association's Yearbook, and to the increased activities of the departments. Because of other publications recently established, which are sent to five-dollar members, it is now necessary to reduce the size of the Proceedings. Eleven hundred pages has been set as a desirable standard for 1923. The Executive Committee at its Cleveland meeting adopted a schedule for the various departments distributing this space and instructed the Division of Publications to follow these allotments of space, making due allowance for exceptional situations. Under this plan of space allotment the officers of the departments have been asked to decide so far as feasible the selection and arrangement of material for their respective departments. From experience with the Cleve- land meetings it appears that this plan will work admirably. The official report of the Department of Superintendence, the work on which was done largely by the Secretary of the Department, Mr. S. D. Shankland, has been printed and distributed in advance to members of the Department. The proceedings of the Cleveland meetings of the National Council of Education, Departments of Rural Education, Elementary School Principals, Vocational Education, and Deans of Women are already in type. The Proceedings for 1923 will be volume sixty-one of a series which began in 1857. No other single set of books on education is so voluminous. so rich, and so varied in content as this eight-foot shelf of addresses and proceedings that for sixty-six years has recorded the thousands of addresses that have been made by leaders in education before the National Education Association and its departments. Its use by students of education throughout the world is testimony of the worth of the Association's meetings as aids to educational progress. THE SECRETARY'S REPORT 115 OTHER PUBLICATIONS The publications other than The Journal and Proceedings have increased greatly. The table on the next page shows a summary of the Association's publishing activities for the year. The total number of pages published dur- ing 1922-23 was nearly 111,000,000-an increase of over 46,000,000 pages. These figures do not include the Journal of the Department of Rural Education and certain other material published outside the headquarters office . Although the editorial work on some of these publications is done largely in the divisions where the material originates, the increase in amount of material handled by the Division of Publications has been much greater than the increase in staff. Attention should be especially called to the establishment of certain new bulletins which will greatly strengthen the work of the Association. The Research Bulletin has been regularly entered as second-class matter to be published five times each year. This bulletin contains in attractive form the facts collected under the able direction of Mr. John K. Norton and demonstrates that such facts can be made available to educational workers much earlier than has been done heretofore. This bulletin is considered the most valuable thing of its kind in the educational field. The Bulletin of the Department of Ele- mentary School Principals has also been entered as second-class matter and is now in volume two. During the present year it has been under the editorship of Mr. W. T. Longshore, principal of the Greenwood School, Kansas City, Missouri, who has made it a great force in developing the professional consciousness of principals throughout the Nation. Under the guidance of its secretary, Mr. S. D. Shankland, the Department of Superintendence has issued a yearbook and an official report of its Cleveland meeting. Next year these publications are to be issued as second-class matter in aseries of quarterly bulletins. PUBLICITY The Association's publicity activities have included ( 1 ) general pub- bcity extending throughout the year, (2) special publicity in connection with annual meetings, and ( 3 ) American Education Week. To encourage newspapers and magazines to feature education on their own initiative as the common responsibility of all citizens has been the primary aim in this work. The most that the Association can do is little ndeed as compared with what it can get others to do as their share of the common task. The Association should lead the way and keep educational publicity on a high plane. The Division has had extensive correspondence and personal conferences with editors of newspapers and magazines. It has endeavored to furnish them suitable material and advice or to put them n touch with others who would do so. The series of articles in the Ladies Home Journal did much to stimulate interest in education. The 116 NATIONAL EDUCATION ASSOCIATION Number Total When ofpages Number of number Title published ineach copies of pages Journal of the National Education Asso- ciation ... September, 1922 -June, 1923 68 1,280,000 87,040,000 Addresses and Proceedings . Jan. , 1922 1,511 7,500 11,332,500 Research Bulletin No. 2 ... Nov. , 1922 40 25,000 1,000,000 Research Bulletin, Vol. 1, No. 1 ... Jan., 1923 64 8,000 512,000 Research Bulletin, Vol. 1, No. 2 .. .March, 1923 72 10,000 720,000 Research Bulletin, Vol. 1, No. 3 . May, 1923 32 10,000 320,000 N. E. A. Press Service . July, 1922 52 2,500 130,000 N. E. A. Press Service . Feb., 1923 40 2,000 80,000 Press Reprints for Journal. 23,330 Program of Boston Meeting . July, 1922 80 14,000 1,120,000 Report on Salaries, Tenure, and Pensions . July, 1922 8 2,000 16,000 Report of the Tenure Division ........ July, 1922 10 2,000 20,000 Report on Rural Education ... July, 1922 8 2,500 20,000 Report on County Superintendents' Prob- 12 lems .. June, 1922 2,000 24,000 Report of Legislative Commission ... July, 1922 16 3,000 48,000 Report of Legislative Commission ( Re- 8 2,000 print) 16,000 Report on Coördination of Research 8 Agencies ... July, 1922 2,000 16,000 8 Report on Health Problems in Education .. July, 1922 2,000 16,000 Report on Revision of Elementary Educa- tion for 1921-1922 ... ...... July, 1922 12 2,000 24,000 Report on Financing Delegates to the Rep- resentative Assembly ..July, 1922 4 2,000 8,000 Report of the Executive Committee for the Board of Directors . ....... July, 1922 8 2,000 16,000 Reports of the Treasurer and Board of Trustees June, 1922 16 2,000 32,000 Program of the Cleveland Meeting ... March, 1923 48 10,000 480,000 Department of Superintendence Year- book .. Feb., 1923 212 3,400 720,800 Official Report .. June, 1923 144 2,500 360,000 Elementary School Principals' Bulletin, Vol. 2, No. I .. .. Oct., 1922 40 4,500 180,000 Elementary School Principals' Bulletin, Vol. 2, No. 2 ... ... Jan., 1923 40 4,000 160,000 Elementary School Principals' Bulletin, Vol. 2, No. 3 ...... April, 1923 64 4,000 256,000 Department of Elementary School Princi- pals Yearbook, Vol. 2, No. 4 ............... July, 1923 336 3,000 1,008,000 Report of Special Committee on Education (Chamber of Commerce) . Nov., 1922 80 6,000 480,000 Report of Committee on Teaching of Democracy June, 1923 40 1,000 40,000 Why Support the Towner-Sterling Bill ? .. Jan ., 1923 6 23,300 139,800 Our Association Nov. , 1922 16 13,100 209,600 American Education Week - Program, 1922 .... Oct., 1922 6 150,000 900,000 American Education Week - Program, 6 1923 May, 1923 150,000 900,000 Membership Literature and Circulars .... 2,500,000 Reprints from Proceedings .... 11,400 Total ..... 110,879,430 THE SECRETARY'S REPORT 117 work of Collier's in this field is well known. Other magazines of like influence are planning to feature education extensively. More and more newspapers are assigning educational news as a special field to some competent member of their editorial staffs . The country is now flooded with regular news releases sent out weekly *rom thousands of propaganda organizations. Publicity departments have been created which feel that they must send out this material even if no real news exists. The inevitable result has been to fill newspaper offices with material which quickly finds its way into waste baskets. The best ،، practice is now to avoid the word publicity, " using instead the phrase information service," and to exercise unusual care to send out only material of genuine news value. The directors of other divisions of the headquarters staff are encouraged to turn in news material to be distrib- uted through regular channels. By the addition of other help as indicated eisewhere an assistant editor can be assigned for intensive publicity work on the Education Bill and American Education Week. Publicity for meetings-The publicity in connection with the Boston and Cleveland meetings was unusually satisfactory. The Boston papers reported meetings more fully than they have ever before been covered. The work of the Christian Science Monitor, which issued special editions, was particularly noteworthy. The publicity for the Cleveland meeting was greatly strengthened by the addition to the staff of Dr. W. Carson Ryan, professor of education atSwarthmore College and associate editor of School and Society. Dr. Ryan practically took charge of the publicity staff during the meeting, leaving the director of the Division free for the many personal conferences and official meetings that are increasingly necessary if the work of the Division is to be most effective. The liberal attitude of the newspapers of Cleveland and Boston in giving freely of their space to education shows what can be done in cities where newspapers are thoroughly alive to the basic importance of public education. Much publicity has already been given to the Oakland-San Francisco Leeting. Contacts have been made for publicity not only through news- Papers and magazines but also through radio and motion pictures. Pub- ity thus obtained for the Association and its meetings if paid for at regular rates would cost hundreds of thousands of dollars. American Education Week-American Education Week has rapidly extended its influence throughout the Nation. In addition to the material which the Association has issued through The Journal and through re- warch bulletins, other organizations and agencies have been given help their special publicity campaigns. From a publicity standpoint the arlier date that has been set for American Education Week in 1923 is rost advantageous, and the fact that the program was available in May as enabled us to make plans for publicity through scores of other organi- zations. Educational journals are already planning special editions, which 118 NATIONAL EDUCATION ASSOCIATION will feature educational needs and accomplishments in their respective States. American Education Week gives the people of the Nation an opportunity to pause in their busy lives to take stock of education and consider means to provide for its adequate development. THE HEADQUARTERS LIBRARY A special library was recommended in the report of the Division of Publications for last year. It has not been possible to develop this library as such, but much material has been collected by the Research and Publi- cations Divisions. A committee was appointed by President Owen to report to the Executive Committee plans for a special library. This com- mittee, which consisted of the Directors of the Divisions of Publications and Research and the Director of the Department of Superintendence, has submitted plans which recommend that the budget presented for adop- tion at Oakland provide $8000 for the development of this library. The existence in Washington of the Library of Congress and the admirable collection in the U. S. Bureau of Education will make unnecessary large expenditures by the Association for library purposes. Only those services and collections should be provided which are needed for immediate use and which cannot be otherwise secured effectively. GROWTH OF THE DIVISION The publishing activities of the Association have grown with surpris- ing rapidity, and still greater growth may be expected during 1923-24. Because of the relatively small income of the Association and the demand for funds in other directions it has not been possible to make increases in the editorial staff to correspond with this growth in working load. The staff of the Division includes, in addition to the director, an assistant editor, Miss Jessie M. Robbins ; a secretary, Miss Lillian Wheelock; and two editorial clerks, Mrs. Bertha M. Robbins and Miss Helen A. Moore. Additional help has been obtained from the stenographic section as needed. Miss Moore, who has been on the temporary roll, should be added to the list of permanent employes. Each member of the staff has done excellent work. There has been unusual growth in service and an appreciation of the significance of the daily task that has made the work of the year genuinely delightful. There should be added to the staff of the Division next year a second assistant editor and at least one additional editorial clerk. One assistant should be an expert in adapting material for magazines and newspapers. This recommendation is in harmony with the policy of the Executive Com- mittee to have the minimum force for adequate service and to do the maximum amount of work with the minimum expenditure. CONCLUSION This report merely suggests the basic importance and potential develop- ment of the Association's widening publishing activities. The Proceedings THE SECRETARY'S REPORT 119 are monumental evidence of the power generated by threescore annual meetings and the reports of notable committees, which probably more than any other one factor have shaped the development of American education. The Research Bulletins have made available much information of priceless value. The publications of several of the departments are now as volumi- nous aswerethe publications of the entireAssociation during the first twenty years of its history. The Journal stands at the base of the Association's annual pyramid of over one hundred eleven million pages of publications- the one publication that reaches the entire membership regularly. This membership is now far beyond the point where it can be reached personally andthrough meetings. The future growth of the Association and the exten- sionof its influence will depend largely upon the genuine merit and intrinsic appeal of its publications. It is the largest publisher in the world of litera- ture on the problems of education. Upon its ability to make its publications avital service to the rank and file of the Nation's teachers, spreading abroad their worthiest ideals and best practices, will depend in large measure its power to enlist the profession and influence the development of American education. America's vast material achievements have made it the domi- nating power in world affairs. From its pinnacle of influence it can to a remarkable degree shape the educational and spiritual affairs of the world. Sound and adequate education inAmerica, properly sympathetic and coöper- ative with similar efforts in other countries, is the goal of the National Education Association. The publications of the Association are more and morehelping to make this goal the common objective of all thinking citizens. REPORT OF RESEARCH DIVISION JOHN K. NORTON, DIRECTOR I take pleasure in submitting a report covering the work of the Research Division during the past year. THE RESEARCH BULLETIN The following Research Bulletins have been issued since May 31 , 1922: Facts on the cost of public education and what they mean-A 64-page bulletin which (a) analyzed some of the factors resulting in the increase inthe cost of public education, (b) gave data relative to teachers' salaries, and(c) presented facts concerning the professional status of the teacher. Facts for American Education Week, 1922-A 40-page bulletin pre- senting information on outstanding educational questions now confronting theNation. Research Bulletin of the National Education Association, Vol. 1, No. 1, January, 1923-Facts on State Educational Needs, 64 pages. This bulle- tin, prepared with the sessions of the State legislatures in mind, ranked the Srates on anumber of items closely connected with educational development. Withthis number the Research Bulletin became a regular publication of the Association to be issued five times each year-in January, March, May, September, and November. The Research Bulletin will be the vehicle by 120 NATIONAL EDUCATION ASSOCIATION which the data resulting from the work of the Division will be presented in detail for use of Association members. Research Bulletin of the National Education Association, Vol. 1, No. 2 , March, 1923, 72 pages. This bulletin presented data relative to the Nation's ability to support education and contained the preliminary tabulation of the data secured by the inquiry conducted by the Salary Committee. PREPARATION OF SPECIAL MATERIAL The Division has prepared several pamphlets and articles for use in the Association's legislative program. Most of the statistical material appearing in " The Towner-Sterling Bill, Legislative Commission Series No. 3, " was collected by the Division. A series of articles " Prepared by the Research Division " have appeared in The Journal as well as other material, such as " With the State Legislatures." The preparation of readable articles based on exact data should be one of the important functions of the Division. DEPARTMENTAL AND COMMITTEE WORK The Division attempts to keep in close touch with the research activities of the departments, committees, and commissions of the Association. It has been able to prevent some duplication of effort and to aid in the coördina- tion of the large amount of investigation carried on under Association auspices. The Division has assisted the progress of the important work being carried on by Mr. Jesse H. Newlon and his Commission on the Coördina- tion of Educational Research. This work is described in Teamwork in Educational Research, which appeared in the April Journal, page 160. An inquiry prepared by I. G. Sargent, chairman of the Committee on Educational Progress of the Department of Elementary School Principals, was sent out and the results compiled by the Division. The rapid growth of this important Department will result in the Division being called upon frequently for this type of service. A preliminary inquiry was sent to all local affiliated organizations for the Department of Classroom Teachers. This is the first step in a com- prehensive program of investigation of subjects of vital interest to classroom teachers that the Executive Committee of this rapidly developing Department has outlined with the Director of Research. During the coming year the continuance of this important program of work will require a large amount of work by the Division. The work of sending out and tabulating the results of the inquiry con- ducted by the Salary Committee of which Dr. E. S. Evenden is chairman, was performed by the Research Division, as was the preparation for the printer and final editing of the comprehensive report just issued by the Salary Committee. The inquiry of the Salary Committee is representative of a type of endeavor that is becoming characteristic of the Association. The need THE SECRETARY'S REPORT 121 for the inquiry was recognized by the President of the Association, who appointed a salary committee charged with the responsibility for making an investigation of the salary situation. This committee determined the scope and method of making the study and then turned over to the Research Division the actual work of collecting and tabulating data. The advantages of this type of procedure are these : ( a) Investigations of the Association are directed and formulated by school experts of vision and experience, (b) The valuable time of these experts is given wholly to the broader aspects of their studies rather than to the details of collecting and tabulating data, (c) Information collected becomes available promptly, ingood form, for the use of school people in general, (d) Committee reports are based upon carefully collected data and concern themselves with the proper interpretation of these data, and (e) Duplication of effort by differ- entcommittees can be prevented and better coördination effected. It should be the policy of the Division to continue and extend its par- ticipation in this type of work as rapidly as facilities permit. Through itthe Division should greatly increase the effectiveness of the work of the Association's numerous commissions and departments, as well as bring about a greater unity in their objectives, both of which will increase the Association's effectiveness as an instrument in advancing the cause of edu- cation for which it exists. SPECIAL SERVICE The Research Division is called upon to answer from ten to twenty requests each day from its members and other organizations calling for statistical information on educational subjects. Many of these letters cannot be answered as can most correspondence. They involve search through school reports, and may require a special inquiry to collect informa- tion not available. This work should be developed as rapidly as facilities permit. Its emphasis should be guided in the direction of performing service of the type which is outlined in the March Research Bulletin on page 85 under " Special Salary Service." The Research Division should be developed to the place where it will be recognized as the agency which above all others is capable of supplying prompt and exact information on a number of questions of vital importance to the welfare of the teachers of the Nation and their efficiency as public servants. ACKNOWLEDGMENTS Commendation is due Miss Marguerite E. Smith and Mrs. Ada B. Bordfor their efficientwork. The accuracy which has marked the Division's reports is due to the exactness of their work. RESEARCH OBJECTIVES The Division's program of research thus far has dealt largely with ques- tions of educational finance or with problems that have a general relation to this subject. It is believed that this policy should be continued during the 122 NATIONAL EDUCATION ASSOCIATION coming year. Present indications are that the problems revolving about edu- cational finance are to be more rather than less acute. There is especial need for exact work having as its objective the determination of how the school money available may be more effectively used. The method whereby State equalization funds may be distributed with the best educational results still has to be solved. How may teachers' salary schedules be administered so that the children may be best served ? How may the money available for school buildings be made to go farthest and secure the best results in building equipment ? These questions are of vital importance, and it is in this general field that the Research Division may render the greatest service. BUDGET The Budget recommended and approved at Boston for the Research Division for the year now ended called for an expenditure of $18,000. Other demands of the Association have necessitated a curtailment of this amount. The Division has cost approximately $15,000 of this sum. The saving was effected by not appointing the Research assistant recommended at a salary of $3000. This curtailment has been cheerfully accepted, because of other needs, in spite of the fact that it has necessitated postponing the development of several important lines of work. The Division Budget recommended below for the next year includes the salary of a research assistant and a slight increase in other costs made necessary by the growth of the Division's work : Salaries $ 16,750 Printing 3,500 Postage 500 Traveling Expenses 750 Office Equipment 300 Office Supplies 250 Total $22,050 This budget would cover the cost of transferring the Research Division to the third floor of the Association's building as contemplated in the report submitted relative to the development of the Association's library. This transfer is urged at the earliest practical moment in order that the quiet and protection from distracting influences especially desirable in the type of work performed by the Research Division may be obtained. REPORT OF THE DIVISION OF ELEMENTARY SCHOOL SERVICE AGNES S. WINN, DIRECTOR The following is a brief survey of the work of the Division of Elementary School Service from September 1, 1922, to July 1, 1923. This division was created last September for the purpose of giving assistance to the classroom teachers of the country either through their organizations or individually when such help is desired. This is in accord with that part of the Association's platform which pledges " active assistance to State and local affiliated associations." THE SECRETARY'S REPORT 123 In the development of this division, as in that of all others at head- quarters, its activities have reached out far more than could be anticipated. Furthermore, the work of the National Education Association, as carried un through the headquarters staff, is of such a nature that the activities ot each division are interdependent upon those of the others, and it is mpossible and undesirable to draw the lines closely between the duties at each. The outstanding objective of every duty performed in this division has been that of" service." With this in mind, the work might be conve- nently summarized under the following heads: ( 1 ) Service to the Asso- Fation (a) through secretarial work for a number of its departments and b) through carrying out plans for the annual meeting; ( 2) service to hated organizations ; ( 3) information service to individuals and nstitutions. Service to the Association-It has been the privilege of the director to at as headquarters secretary for nine of the departments of the Asso- dation and a number of allied organizations The aim has been to keep Their officers in touch with the activities at headquarters and to give them assistance, if they so desire, in preparing their summer programs. The Department of Classroom Teachers and the Department of Science Instruc- tnhave availed themselves of this service in carrying out plans for stimu- aring interest and growth of membership in their departments. A large mumber of questionnaires and letters have been sent out for them. This division has been represented at the Executive Committee confer- Trs of the Department of Classroom Teachers and has kept in close ach with its officers. These relations have done much toward strength- ering the ties between this large group in the profession and the parent ezanization. For the strength and influence of the Association, like the rength of the Nation, depend upon unity of purpose and action, and Son holding the interests of the profession as a whole above any class or avidual. Much of the work of the Oakland-San Francisco meeting, including errespondence regarding the general program and the programs of the reartments and allied organizations, thirty-six in number, has been done this division. The assembling of these programs, their preparation for ication, and the handling of requests for information concerning the wing have consumed a large share of the time of the division during De last four months. Frated organizations-Early in the fall a letter was sent to forty our large local affiliated organizations of classroom teachers asking for ormation concerning their professional, social, and civic activities, to e used for the purpose of assisting other organizations and answering retely inquiries about organization work. Letters have been sent, the request of the president of the Department of Classroom Teachers, the officers of some seven hundred affiliated classroom organizations to - out the problems which they would like to see worked out. Assistance has been given to many of them in planning their professional programs r the year. In replying to letters from classroom teachers requesting 124 NATIONAL EDUCATION ASSOCIATION help, every opportunity has been used to get the program of the Associa- tion before them. A message from the National Education Association has been sent to each of the local bulletins or magazines published by classroom teacher organizations. Help has been given to those who are planning to launch publications. Letters have been sent to officers of local organizations concerning the status of the Towner-Sterling Bill. A beginning has been made in the organization of speakers' bureaus among the classroom teachers, and many are doing effective work for the Bill. Information service-Inquiries from members and others requesting information extending in range from the present value of the German mark to facts about teacher training, schoolhouse planning, and free text- books, indicate more and more that the people in the field are looking to the National Education Association for leadership and assistance in their problems. The most frequent requests pertain to membership in the Association, the curriculum, intelligence tests, rural schools, Americaniza- tion, vocational education, school costs, motion pictures, salaries, tenure, pensions, and the reorganization of city school systems. Many of the inquiries received can be answered by reference to the Association's files, but it is often necessary to draw upon other sources of information. fortunately so abundant in this city, including the National Geographic Society, the Library of Congress, U. S. Bureau of Education, Smithsonian Institution, and others. We wish to acknowledge the assistance so generously given by members of the Staff in our efforts to accede to these requests satis factorily and promptly. More than one hundred different subjects have been included in the general requests that have been handled in this office, exclusive of those concerning membership, the activities of the Association, and the annual meeting. A careful record has been kept of the requests for service that we may know what information is in demand. This should help to determine the future needs of the Association. We are looking forward to the day when the Association has its own library. Occasionally opportunities for wider publicity than can come througl individuals present themselves. This division has prepared, for variou publications, articles on the Association and its work, including one which is to be published in the Yearbook of the New Americana Encyclopedia In response to many inquiries which reach headquarters concerning the history and professional program of the Association, early in the fall, : booklet of information on its history, organization, and program of service was compiled and widely distributed. The director has worked with the Division of Publications in preparing articles for The Journal . The following recommendations are submitted for your consideration : 1. Inasmuch as the service work of this division extends beyond the needs of those interested in elementary education to educators of every rank, including high school teachers, principals, superintendents, supervisors officers of other National organizations, and publishers, the name might wel be changed to School Service. THE SECRETARY'S REPORT 125 2. In consultation with the director of the Business Division, a more prehensive filing system should be worked out in order to handle quests for information and material more expeditiously. Much time andenergy could be saved by having more space for material. 3. The second assistant in the division to be placed on the permanent ist of employes at a suitable salary. +The plan of assigning the different members of the headquarters staff oact as headquarters secretary for the different departments of the Asso- ation, as recommended in the Secretary's report last year, has been fol- wed and has worked out fairly well. However, experience has shown that •willbe more convenient and more economical if this work is concentrated none, or at most two, of the divisions, rather than to have it scattered rong several. I recommend, therefore, that those departments and organi- rations holding sessions at the time of the winter meeting be assigned to teexecutive secretary of the Department of Superintendence, and all others some one division. In conclusion, I wish to express my appreciation of the valuable assistance Ihave received from you and the other members of the Executive Staff ndeveloping the information service. The weekly conferences of the rectors of divisions have given us all a more sympathetic understanding 1the work of each division and the program of the Association. I wish heartily commend the faithful and efficient services of my secretary, zabeth Hand, and my stenographic assistant, Gladys Cockerille, both of stom have shown remarkable growth in responsibility and initiative. Miss Cockerille has been in the office only since March 1, but through her Auracy and reliability she has already proved her value to the Association. recommend that she be placed on the permanent roll next fall. I am ⚫king forward with great anticipation to the further development of this son along the lines of service to the members of the Association. REPORT OF FIELD SECRETARY, FIELD DIVISION J. O. ENGLEMAN, FIELD SECRETARY, FIELD DIVISION Itpleasesme to submit the following report of my work, showing my aims siobjectives. My present duties began October 1, but I have already traveled nearly ty thousand miles; gone six times to Washington to the headquarters' i For: spent a minimum of time in interviewing members of Congress in t of the Association's legislative program; sent several thousand ers to legislative workers throughout the country in behalf of the ner-Sterling Bill; addressed a dozen State associations or big divisions State associations of teachers; the Inland Empire Teachers Associations, ing the States of Washington, Oregon, Idaho, and Montana; sixteen al schools, teachers' colleges and universities in half as many States, : "1 scores of smaller groups of teachers, city and county, parent-teacher mations, and civic bodies, such as Chambers of Commerce, Civic Leagues, 126 NATIONAL EDUCATION ASSOCIATION Advertising, Rotary, Kiwanis, Optimist, and other clubs, high schools, com- mencements, and various other organizations in smaller numbers. The unusual amount of traveling and the great amount of speaking involved in the program of work as I have conceived and carried it out, have been trying at times. Indeed, I found my throat unequal to the demands upon it for weeks, and as a result I had to cancel a number of important engagements in April and May. I have been inspired and buoyed up by the challenge of a task so great and a cause so worthy, and I have been heartened and encouraged by the numerous expressions of appreciation that numbers have sent me concerning the Association's service to the schools and the teachers of America. The heavy traveling expense involved in keeping a secretary in the field most of the time has been met by honorariums from the organizations served. Itemized statements of my daily receipts and expenditures from November 1 , 1922, to May 24, 1923, are in your hands. Indeed, I need only to say here that while a very few individuals and organizations have assumed and sometimes stated that the National Edu- cation Association should supply the service of its representatives without any obligation upon the recipient of such service, nearly all organizations and institutions served have recognized that the least they can do is to bear the traveling and local expense involved in such service. This they have done in most cases freely and voluntarily. The generosity of some organi- zations has offset and balanced the unwillingness or inability of a few others, so that the National Education Association treasury has thus far been called upon to bear my salary but not a dollar of other expense incurred in render- ing field service. The more specific aims I have formulated and kept in mind in my work as Field Secretary include the following, which may be taken to indicate the objectives for the Field Division. 1. To inform teachers of the great contribution the National Educa- tion Association has long made in educational leadership ; to make it known that not only through its two big annual meetings, but through the work of its various committees, valuable coöperative studies have been made that have raised teachers' salaries, modified organizations of school systems, formulated statements of aims and objectives, improved courses of study, developed a technique of tests and measurements, raised standards of teacher-training, changed out-worn methods, developed and popularized standards of school building and equipment, and in other ways made every teacher in America debtor to it, whether a member of the organization or not. It is in the light of a clear understanding of this service in the past that we justify our appeal to teachers for membership at present. 2. To show what the National Education Association is doing now through it varied departments at headquarters-The Journal, the De- partment of Research, the Department of Classroom Service, the Depart- ment of Legislation and Field Work-all given direction and coördination by the Executive Secretary. THE SECRETARY'S REPORT 127 3. To address groups of business men and civic bodies with talks that setforth the real work and worth of their public schools, and point out the dangers arising from policies of retrenchment that would cripple the schools. 4. To reduce the misunderstandings and friction, where they are found, betweengroups that need each other even though they become more conscious ot clashing interests than of mutual bonds. 5. To speak before students in normal schools and teachers' colleges as widely as possible, thus sowing the seed that will result in an earlier harvest ofprofessionally minded teachers, ready to do group work when they enter theprofession. 6. To speak often in churches and to parent-teacher associations, to knit more closely the influence of church, school, and home in their joint task of training children for lives of happy useful service. 7. To mature and promote interest in the Association's Education Bill, and to secure for it the active support it must have when the way is clear, or the time is propitious for clearing it, for its further consideration in Congress. 8. To render any other educational service possible in the light of my own background when asked to appear on programs with addresses not compassed by the foregoing. 9. To advise headquarters of such tendencies, movements, papers, and studies discovered in the field as might be of value to The Journal, the Research Department, or other activity of the office. 10. To go to Washington often enough to keep in touch with the work at headquarters and to be able, as a result, to represent it adequately and ntelligently in the field. 11. To coöperate with the Executive Secretary, State directors, and superintendents of schools in promoting campaigns for membership. 12. To work definitely and specifically for the promotion of the Towner- Sterling Bill whenever and wherever it has been feasible to do so. 13. To inspire the teachers of America with my own deepest convic- ton that our responsibility is one for shaping the ideals and modifying **esocial and moral attitude of the generation we are training. It is not aresponsibility that is ours alone, but it does need to be felt keenly by us if we discharge the large part that belongs to us. We need the dynamics etaconviction that knowledge, intelligence, and skill must be supplemented personal integrity, ethical conduct, and wholesome social attitudes and relations to be of real worth today. If the National Education Association an popularize this truth to which teachers give ready intellectual assent ; tit can energize it and make it felt as well as thought, its greatest work is Sane. 6 128 NATIONAL EDUCATION ASSOCIATION REPORT OF FIELD SECRETARY, LEGISLATIVE DIVISION CHARL O. WILLIAMS, FIELD SECRETARY, LEGISLATIVE DIVISION I am pleased to submit a brief summary of my activities from Novem- ber 1 , 1922, to June 30, 1923. They include 25 field trips made in 16 States; 8,530 form letters and 4,240 personal letters sent out; 15,661 pieces of literature distributed, and approximately 700 conferences held both in and out of Washington. The expenses of these field trips, together with some honorariums, have been paid in nearly every instance by the localities which I have visited. These have been turned into the treasury of the Association. They have amounted to more than my total traveling expenses for this period of time. I am deeply indebted to Mr. Crabtree for his sympathetic understanding and for his untiring interest in all that pertains to our division and to every member of the headquarters staff for the painstaking advice and generous assistance they have cheerfully given me whenever it was sought. Coöperation is the guiding principle of that faithful group of men and women at the National office, and without it the above report could not have been made. Intelligent, conscientious, and faithful service has been rendered by Miss Callie Waldran and Miss Martha Lavisson who have done the secretarial and stenographic work of the office. Their responsibilities will increase as the work grows, but they are fully capable of assuming such responsibilities as are assigned to them and of discharging them with credit to the Association. The vast correspondence, the careful filing, and accurate tabulation which should be a part of this division will necessitate the addition of another clerical worker to our force in September. It has been a pleasure to be associated with Mr. Engleman in this great undertaking, and we have coöperated to the extent that his work almost wholly in the field and my work in the office have made possible. Mr. Engleman stands ready at all times to transfer his activities now in the field to the National Capital whenever it may seem to be for the best interests of the Education Bill. We shall at all times be glad to share with him the responsibilities and the privileges connected with this great enterprise. The Chairman of the Legislative Commission will give in detail the status of the Towner-Sterling Bill, which will be reintroduced in the Sixty-eighth Congress, and known as the Education Bill, and we need not review the situation here. Our one task is to maintain an unflagging interest in the two main provisions of the Bill to which we have pledged our unswerving support not only among the members of our own pro- fession but among the hundreds of thousands of men and women who have enlisted their interest in behalf of public education in America. The progress which we shall be able to make in the next Congress will be determined by the extent of our own active interest in this measure and by the progress which the Reorganization Committee of Congress may be able to make with its program for the Reorganization of the Executive Departments of the Government. If we should not be able to obtain action THE SECRETARY'S REPORT 129 onthe Bill in the next Congress, it is none the less our duty to go straight forward in our campaign for it with unimpaired faith and redoubled zeal, tor a cause which has for its ultimate object the welfare of the childhood of America, and the making of better citizens for this great Republic of ours can have but one outcome . Conforming to the wishes of the Executive Committee I have in my “ efforts to develop lay support for the program of the National Educa- tion Association " established friendly and coöperative relations with the National organizations that are behind our program and others whose assistance we hope to obtain. Among these are the women's organizations whose membership totals millions. The representatives in Washington of sixteen of these organizations have united to form the Women's Joint Congressional Committee, a clearing-house for their work, detailed infor- mation concerning which was sent recently to all of the officers of the National Education Association. In brief it establishes a definite time and place for meeting the National representatives of the organizations who are favorable to our Education Bill, and it affords an opportunity Likewise to meet in friendly fashion those whose support we would like to enlist. Eight of these organizations have endorsed the Bill and we hope to secure in the near future the endorsement of at least two others. Each member organization agrees to contribute at least $10 a year to defray the incidental expenses of the Committee. After giving the matter due consideration the Secretary, upon my request, applied for membership for the National Education Association and appointed me as its representative and Miss Winn as alternate. We hope that this step will have the approval of the Executive Committee. I have already met the State and National leaders of three of these groups in their National conventions and I shall attend two other conventions immediately following this meeting. The consideration which has been accorded your representative in these conventions and other meetings is a symbol of the high regard and esteem in which they hold the National Education Association and an evidence uttheir confidence and faith in the leadership of our organization . The interest in our legislative program is growing daily as attested by the numerous requests for information concerning it which come to us from every point in the United States and from people in every walk of life. We have met these demands to the best of our ability, but we believe that stormation should be made easily available to the people in the towns and cities and even in remote districts, and furthermore that when possible should be given to them by word of mouth. In order to accomplish "hus next big task we must have the hearty coöperation of several hundred of the most enthusiastic and interested members of the Association. With his idea in mind a speakers' bureau is being organized and patriotic, public- spirited men and women representing every phase of activity in the profes- won are daily coming forward and pledging their best services as "educa- nal crusaders " in the most significant movement that has as yet engaged the imagination and energy of the teachers of this country. This list of 130 NATIONAL EDUCATION ASSOCIATION speakers will be printed in pamphlet form and distributed widely among our supporting organizations and among those who need and ought to have our help. In order to further interest the teaching profession in the work for the Bill we are asking every summer school in America to have at least one speech about the Association's legislative program, and whenever possible to organize groups for discussion of its principles, and the means by which it may be enacted into law. A sufficient number of letters from directors of summer schools have already come to me to warrant the prediction that at least 200,000 teachers in America during July and August will be so instructed and inspired that they will join hands enthusiastically with the Educational Crusaders in the effort to enlist Nation-wide support for our cause . The strength and value of this service cannot be overestimated. Requests for articles and editorials and opportunities to place them in magazines, newspapers, and educational journals have been so numereus, oftentimes urgent, that it would be well worth while, if the finances of the Association will permit, to employ such a writer on our force who, in addition to this work, will prepare attractive, purposeful pamphlets, leaflets, and bulletins for use in our own organization and among those who work with us. There are 433 congressional districts in the 48 States, and there the battle will be largely, if not wholly won. We need to enlist by every legitimate means the active support of every member of every organization that has endorsed the Education Bill. So great an epoch in the life of our Association is the work for a Depart- ment of Education with a Secretary in the Cabinet of the President and Federal aid for the promotion of education within the States that we have thought it wise to preserve for future use the record of the work of the Association in this field, and to date we have compiled two large loose-leaf volumes containing valuable and interesting material bearing upon it. The work of The Journal in the promotion of our legislative program is of inestimable value, and every article and every editorial directly relating to the Bill has been carefully preserved. No report of mine as Field Secretary would be complete without recog- nition to the fullest extent of the masterful piece of work, as speaker, writer, organizer, and director of legislation, which was done by our first Field Secretary, Mr. Magill. Beginning with the foundation which he so painstakingly laid we have gone forward with the work and have followed in his footsteps wherever it was possible to go. His loyalty to the National Education Association and his devotion to the Education Bill have made it possible for me to call upon him frequently for advice and assistance, which he has given in the conscientious, unbiased, generous fashion so characteristic of him. We cannot raise the ideals of the Association higher than did Mr. Magill; we shall do well if we live up to them. The National Education Association has not yet extended its frontiers to their farthest limit, even in the States, notwithstanding the fact that THE SECRETARY'S REPORT 131 Hawaii has the largest proportional membership and that the ties are being rapidly developed in Porto Rico and Alaska. Nearly one half of the Nation's children are being taught in rural schools today and a regrettably smail percentage of those teachers hold membership in the National Asso- cation. There are definite reasons for this condition. Many of those teachers are immature, inexperienced, and untrained; their salaries are low, and the school term of short duration. Unfortunately the county and district superintendents have not been able to furnish the leadership in this field. Elected under political conditions in most States and working a'sowith low salaries and uncertain tenure without the clerical and super- visory assistants necessary where the activities cover so wide a range, these brave men and women have " carried on " with courage and optimism andhave a record of achievement that deserves the recognition and support ofthe entire profession. We need to enlist more of our rural teachers and rural leaders in the National Education Association so that we may put 100 per cent of our strength behind the legislative program, which is the begin- ning of the solution of many of the complex problems in rural education. We need to bear in mind that a great movement such as we have initiated snot the work of a day or of a year. History points to notable instances where great causes have been won only after many trials and tribulations which extended over long periods of time. Those who are familiar with the history of equal suffrage in America ought to take heart at the progress already made in our cause no less worthy. The courage and fortitude and determination of those brave leaders not to yield to their enemies in the tace of almost insurmountable obstacles will furnish for all time inspiration those who are struggling in behalf of right and justice. When we shall have secured for education the recognition which its fundamental purpose ademocracy demands, and when the full history of America shall have been written, the courage and tenacity and vision of our own leaders will rm a striking parallel to those pioneers in this other movement whose ames are written in imperishable glory. Iwish I were ten people. I could keep them all busy. The invitations ich come from the field are so alluring and the opportunities for real ervice so many and so great that the times have been numerous when 1was exceedingly difficult to make the best and wisest choice of activity. le the main I have devoted my efforts largely to the promotion of the Education Bill, and henceforth this work will have to take precedence ver all other lines of endeavor. I desire above all things to record my appreciation of the whole-hearted and timely assistance which has irenextended to me from hundreds of our members all over the country rough correspondence and through conferences. To this kind of coöpera- to the success of our cause will be due more than to any other single factor. The responsibility for the Education Bill is ours. We cannot and dare shift it to other shoulders than our own. If we do we shall forfeit nfidence and esteem among our supporting organizations which we 132 NATIONAL EDUCATION ASSOCIATION now hold in such generous measure. The cause for which we strive is sane enough, sound enough, and forward-looking enough to challenge the active support of all the teachers of the States. I have faith in them, 700,000 strong, and in their earnest desire and ability to move onward to the next great milestone in the educational history of America. REPORT OF EXECUTIVE SECRETARY OF THE DEPARTMENT OF SUPERINTENDENCE S. D. SHANKLAND, EXECUTIVE SECRETARY I have pleasure in submitting herewith a report of my work since Sep- tember 1 , 1922. The Department of Superintendence- The National Association of School Superintendents, organized at Harrisburg, Pennsylvania, in August, 1865, became the Department of Superintendence of the National Education Association at a convention held in Cleveland, Ohio, August, 1870. The Des Moines convention of the National Education Association made certain amendments to the by-laws to facilitate plans for enlarging the activities of the Department of Superintendence, which were put into full effect at Chicago, in February, 1922, when the Department adopted its constitu- tion under the new plan of organization. The full text of this constitution, together with the formal reports of the Department of Superintendence for the calendar year 1922, were published in the first Yearbook, which was distributed at the winter meeting in Cleveland. It is appropriate here to refer to certain matters presented therein. The financial statement for the year ended December 31, 1922, showed receipts of $ 13,617.56 and expenditures of $13,175.84. The Chicago con- vention cost $6,566.50. All other expenses were $6,609.34. The Cleveland convention cost less than $5,000. The saving thus effected made it possible to print the convention addresses in an official report of 144 pages. By strict economy the president and executive committee hope to meet all obligations and close the year without a deficit. By action of the Boston convention, which was approved by the executive committee of the Department of Superintendence, the profits from the commercial exhibit at Cleveland were divided equally between the Depart- ment and the parent Association, each organization thus deriving funds for convention expenses. The principal source of revenue, however, is the membership fee of $5 . Funds already received will pay all fixed charges and leave a modest sum for printing. Every new membership means better service for all members. A vigorous campaign will be prosecuted to secure a material increase in enrolment. The principal subject matter of the First Yearbook of the Department of Superintendence was the report on The Status of the Superintendent. A committee to study this subject was authorized at the convention in 1920 and appointed by President Calvin N. Kendall. Replies to a ques THE SECRETARY'S REPORT 133 Fonnaire prepared by the committee were received from 1181 superin-- endents. The task of tabulation and interpretation was efficiently done by Professor B. C. Douglass, of the University of Vermont. The first published list of members of the Department was included in the Year- wok. The Official Report of the Cleveland convention was made possible bsthe cooperation of the National Education Association in allowing the of the type prepared for the Volume of Proceedings. A new departure willbe the publication of a Quarterly of the Department of Superintendence. The first issue will be ready in September and will feature an article on Pool buildings by Superintendent Randall J. Condon, of Cincinnati. Other departments and associations-Pursuant to the policy adopted by the Boston convention, a member of the headquarters staff at Washington assigned to care for the interests of each of the allied departments and 2000ciations. It has been my pleasure and duty thus to represent seventeen Joups. Some of them require help in convention plans only, while others with special projects under way need considerable attention. Department of Elementary School Principals-One of the assignments. ven to me was the Department of Elementary School Principals. This Department was first recognized at Des Moines in 1921, and since that time sasmade remarkable progress. It now enrolls over two thousand members. I publishes a quarterly bulletin, of which Mr. W. T. Longshore, Green- wood School, Kansas City, is editor. The articles in the Bulletin deal ptally with the problems of elementary school principals. The First arbook of the Department of Elementary School Principals, entitled The Technique of Supervision, was issued in June, 1922. This volume, which was editedby Mr. Worth McClure, of Seattle, Washington, was in imme- are demand, and the entire edition was exhausted early in November. The subject of the Second Yearbook, just published, is The Problem of the ementary School Principal in the Light of the Testing Movement. The for. Mr. John L. Bracken, of the U. S. Grant School, Duluth, Minne- a, has brought together contributions which have direct practical value the elementary schools. Few, ifany, groups have greater possibilities of usefulness in the develop- ment and administration of wise and helpful educational policies than have principals of the elementary schools. Their direct contacts reach Machers, parents, children, and administrative officials. My connection the Department of Elementary School Principals has been notably An appreciation-This is a suitable opportunity to express my sincere ks for the friendly and helpful attitude of the officers of the National Wation Association in the work of organizing the Department of perintendence under the new plan and with its greater program. Special cation is due the members of the headquarters staff who have been mly ready to help, and cordial and sympathetic in attitude. Without ther cooperation the task would have been difficult, if not impossible. My tant. Miss Anna C. Somdal, has served the Department with marked encr 134 NATIONAL EDUCATION ASSOCIATION Education in America is again approaching one of those crises when courage and broad vision are especially essential. There are forces at work to reduce the financial support and to weaken the moral fibre of American schools. The united strength and wisdom of all branches of our profession will be none too great to meet these new attacks and insure continued prog- ress. To these ends may I pledge you my personal support and the coöрега- tion of the Department of Superintendence. DIVISION OF RECORDS AND ACCOUNTS HELEN T. HIXSON, DIRECTOR Owing to the late date at which the Association's accounts are audited the report of this Division will be published with the Treasurer's report which is printed later. Mrs. Hixson is assistant treasurer. ACTIVE MEMBERSHIP FOR LIFE At the Des Moines meeting in 1921 , the plan of having life memberships inthe National Education Association was adopted. Upon the payment of $100, the person granted a life membership receives throughout his lifetime The Journal of the National Education Association, the volume of Proceed- res, and other important publications. The list of life members to date isas follows : LIFE MEMBERS FOR 1922-23 Abbott, Amanda, Grafton, West Virginia. Anderson, Marie, Specialist in School Organization, Chicago, Illinois. Aydelotte, Frank, President, Swarthmore College, Swarthmore, Pennsylvania. Bagley, William Chandler, Teachers College, New York City. Bagham, Robert W., President and Publisher, Courier Journal, The Louisville Times, Louisville, Kentucky. Burke, Marguerette R., Public Schools, Omaha, Nebraska. ! Canine, E. N., Superintendent of Schools, East Chicago, Indiana. Carlson, Philip E., Principal, Roosevelt High School, Minneapolis, Minnesota. Carpenter, Estelle, Director of Music, San Francisco, California. hapman, Ira T., Superintendent of Schools, New Brunswick, New Jersey. Clark, M. G., Superintendent of Schools, Sioux City, Iowa. Clerk, Frederick E., Superintendent of Schools, Winchester, Virginia. Cook, William Adelbert, Department of Education, Vermillion, South Dakota. Cort, Ambrose, Principal, William J. Morrison School, New York City. Crabtree, J. W., Secretary, National Education Association, Washington, D. C. Cromwell, Agnes, New York City. Dillingham, James D., Principal, Newtown High School, Elmhurst, Long Island, New York. Pont, Pierre Samuel, President, du Pont Powder Plant, Wilmington, Delaware. English, Harry, Secretary Board of Examiners, Washington, D. C. Laser, George W., Principal, Meriweather Louis School, Ivy, Virginia. Fayson, John D., Fairmont College, Wichita, Kansas. Haas, Francis B., Bureau of Administration, Department of Public Instruction, Harrisburg, Pennsylvania. Hartz, Nellie C., Elementary School, New York City. Hewett, Elizabeth, Public Schools , Omaha, Nebraska. Hizes, Linnaeus Neal, President, Indiana State Normal School, Terre Haute, Indiana. osman, Everett M., Secretary, Nebraska State Teachers Association, Lincoln, Nebraska. ersen, Ida Christine, Primary Teacher, Los Angeles, California. Esson, Thomas E., State Superintendent of Public Instruction, Lansing, Michigan. Olive M., Principal of Public School No. 120, New York City. Keey, James Herbert, Secretary, Pennsylvania State Education Association, Harris- burg, Pennsylvania. ararmy, Robert E., Superintendent of Schools, Altoona, Pennsylvania. rand, Abby Porter, Principal, Public School No. 1, Bronx, New York City. Biborg, Arthur E., Assistant Director of Education, St. Croix, Virgin Islands . MacCracken, John Henry, President, Lafayette College, Easton, Pennsylvania. McCormick, Elizabeth R., Principal, Franklin School, Superior, Wisconsin . [135] 136 NATIONAL EDUCATION ASSOCIATION Magill, Hugh Stewart, International Sunday School Council of Religious Education, Chicago, Illinois. Morgan, Joy E., Managing Editor, Journal of the National Education Association, Washington, D. C. Muir, James N., Superintendent of Schools, Bethlehem, Pennsylvania. Newlon, Jesse H., Superintendent of Schools, Denver, Colorado. Nichols, Walter H., Principal, Palo Alto Union High School, Palo Alto, California. Oberholtzer, E. E., Superintendent of Schools, Tulsa, Oklahoma. Patterson, Mrs. Edith McClure, Home Economics Division, General Federation of Women's Clubs, Dayton, Ohio. Sealey, R. M. , State Inspector of High Schools, Tallahassee, Florida. Seerley, Homer Horatio, President, Iowa State Teachers' College, Cedar Falls, Iowa. Sims, John Francis, State Normal School, Stevens Point, Wisconsin. Smith, Henry Lester, Dean, School of Education, Indiana University, Bloomington, Indiana. Strayer, Mrs. George D., Teachers College, Columbia University, New York City. Swan, Natalie, New York City. Thalman, John W., Superintendent of Schools, St. Joseph, Missouri. Thalman, Joseph Luther, Principal, Proviso Township High School, Maywood, Illinois. Walters, Rolland J. D., Superintendent of Schools, Rocky Ford, Colorado. Webber, Elmer H., Superintendent of Schools, Mapleton, Maine. Williston, Edith Holmes, Department of Modern Languages, Providence Technical High School, Providence, Rhode Island. Wilson, Harry Bruce, Superintendent of Schools, Berkeley, California. Woodward, Annie Carleton, High School, Somerville, Massachusetts. York, Lewis E., Superintendent of Schools, Massillon, Ohio. GENERAL SESSIONS OAKLAND-SAN FRANCISCO THE IDEALS OF THE AMERICAN PUBLIC SCHOOL HARRISON S. ROBINSON , PRESIDENT, CHAMBER OF COMMERCE OAKLAND, CALIFORNIA I speak not only as a friend and advocate of the men and women who constitute the teaching force of our community, but also as a critic-not 'ways a satisfied one-of their methods, results, and sometimes of their ams. I shall try to present what I conceive to be the state of mind of a significant portion of our people on the subject of education-people who are not professionally interested or technically informed, but who do care eut it tremendously. I shall attempt to deal only in fundamentals. Education has two purposes : First, to help the youth to acquire a nowledge of the true values of life and a determination to live his life in ems of those values. Second, to help the youth to acquire such general and special fact information and such ability to use the faculties and the wledge he possesses that in the environment and conditions of his ceneration he may succeed in living a life of real value to himself and to $fellowmen. The relative importance of the first is greater than that the second. Right thinking and right living are more important than merely skillful or brilliant thinking or living. More and more will the teacher in the public schools take a place with lation to children which was once held only by the clergyman and the Parent. Not that there is or will be in those schools the teaching of sectar- sm, but increasingly will the public-school teacher seek to implant in the hful student the sturdy seeds of high ideals and sound principles of not religious history nor sectarian doctrine, but those truths which ten sand years of human experience have made articulate-such truths as fnd inthe ten commandments and in the Sermon on the Mount. The teachers, who for the greater part of all of a youth's waking hours, ingthe most plastic period of his life, have the opportunity to implant nd ideals of living are the greatest potential power for good in this -ntry. Theparentshave the children for meals and a little while in the evening. clergyman may have them a part of the Sabbath and on special occa ne but the teachers have them for most of the daylight hours, five s a week. From whom will they get their most complete impressions *what life is all about? Ihave spoken of the goal of education that set of things we want to ae by it. But before the product can come forth there must be the * of education and the machinery by which the process is carried on. [137] 1.38 NATIONAL EDUCATION ASSOCIATION Some people have a belief, and we say it kindly, that the process phase of education is in a disturbing-even painful-state of evolution. We believe that the incomparable way to learn is to live, that fact information acquired in the process of living is ours to keep and to use as no other information is, and we at least sense the enormous difficulty of applying this principle generally in our schools. But we do want improvement in the processes of education and we wish you would from time to time tell the public about your accomplishments in that regard. Another thing. The men who have to take and work with the products of the public schools want to see the young men and young women give more evidences of disciplined faculties. We want them to be able to do something accurately and well. We are offered too many sloppy products of the public schools-sloppy in bearing, in raiment ( I am thinking of boys), in mind, in action. We business men ask you for more evidences of discipline in your work. And now we come to the machinery of education, that machinery by which the processes of education are carried on and the goal lost or won. It is here that the school administrator, the school teacher, and the citizen of the school district meet and agree or disagree. The machinery phase is expressed in land, buildings, equipment and supplies; in superintendents , principals, teachers, and janitors-money, jobs, the exercise of power, and the performance of duty. It is around the machinery phase of education that ninety per cent of all public discussions of education revolve. We started talking about ideals- and that is not ideal. With almost no public attention to the processes or the results of education, we have been filling the air with clamor about its machinery. It is the least difficult phase of education. Locally, our people have already insisted that the matters of physical plant, salaries, and personnel be periodically settled on a clearly stated, business-like basis. That our school department shall be an educational institution wherein the superintendent, his assistants, the principals, and the teachers shall throw all the ability, the force, the devotion, the imagination, and the love of their lives into the development of our growing generation, year by year making the methods and conditions of education better and better, the products of our schools finer and abler . Our people have come to a realization, publicly and emphatically ex- pressed, that the machinery of education-even the splendid human part of it is a means and not an end. They have demanded, and they will not be denied, that the administrative and teaching staffs be allowed to devote themselves primarily to the processes and results of education. The public, usually through its school board, will express its decision as to policies-how much we shall spend for education, in a general way what it shall consist of, what shall be its goal. But those policies being THE IDEALS OF THE AMERICAN PUBLIC SCHOOL 139 determined, they want politicians and even Board members to keep their hands off the administrations of the public schools. Our country's greatest growth and achievement in the last fifty years has been in industry. For the next fifty years the greatest needs and possi- bilities of our country are in education-education as I have defined it- which includes the teaching of the essentials of life that underlie all true religions and philosophies, as well as information and the ability best to use our facts and our faculties. If our ideals of education are achieved, our race will be dominated and perpetuated by men and women both good and able, and the achievement will have been that of our public schools. THE PAN- PACIFIC UNION AND EDUCATION-ABSTRACT FRANK F. BUNKER, EXECUTIVE SECRETARY OF THE PAN- PACIFIC UNION HONOLULU , TERRITORY OF HAWAII Youth should no longer be taught that the world is made up of a loose aggregation of parts, but that it is an organic whole with all of its parts knit together in vital relationship. They must be taught to think in terms of the whole world and not in terms of one of the lesser parts. We must also insist that the old belief is erroneous that when God made the races He made some races superior and other races inferior and that He intended that this status should remain unchanged throughout all time. The Pan-Pacific Union, while recognizing that there are biological differ- ences among races, believes that the thing that most emphatically declares that a man is a Japanese, a Chinese, an Englishman, or an American is not primarily the color of his skin, the shape of his head, or his stature, but the system of culture into which he has been born. This distinction between our biological and cultural heritages is im- portant. In it lies the hope of education as a method of drawing peoples together into harmonious adjustment. For, through education and through education alone can entrance be gained into that growing group of kindred pirits of whatever race, known as citizens of the world. The ignorant are xcupied within the narrow limits of their own personal self or of their own ate or nation. The ignorant live within a narrow circle of conscious relationships. They do not perceive that they are bound to their fellows and to their surroundings by myriads of invisible ties and that whatever bene- tts one or injures one, benefits or injures all. Education alone can break through the prison walls of ignorant men and set them free to be joined in ahigher union which embraces the understanding spirits of all the world. But this process of education must be grounded in love, for all too fre- quently educational methods touch only the intellect leaving the heart stone cold. Carlyle uttered a truth when he said that for right judgment of any Fan, it is essential to see his good qualities before pronouncing on his bad. One of the world's sages, with profound insight, has remarked that we 140 NATIONAL EDUCATION ASSOCIATION can never gain a true view of man unless we love him. He made this state- ment because he recognized that man is essentially spiritual and that spirit- ual contact with another can be had only through love. But just as edu- cation without love is hard and cold, so love without knowledge is soft and sickly. A mere sentimental upwelling of emotion towards the people of the earth, of the universal, generalized, and sniffling type is worthless. On the other hand, that love and appreciation which comes from the knowl- edge of why one's neighbor, near or far, is what he is, is of the highest order. Whether the stupendous readjustments which must be made as the earth grows smaller and smaller and our population grows larger and larger are to be effected without further resort to the ruthless method of the jungle, depends upon whether in the minds of men, education and love keep pace with scientific advance and draw a circle big enough to include the whole of mankind. ADDRESS OF WELCOME—ABSTRACT MAYOR JOHN L. DAVIE, OAKLAND , CALIFORNIA Mayor John L. Davie in extending this morning an address of welcome to the National Education Association, now meeting in Oakland-San Fran- cisco, touched upon the rapid growth of Oakland, of which he is the head, and his pleasure in being given the opportunity of extending a welcome to a convention of this nature. " The city of Oakland," said the Mayor, " has the present distinction of having one of the most progressive and best-known school systems in the United States of America. This is due in no small measure to the untiring efforts of our superintendent of schools, Mr. Fred M. Hunter, the former President of this great organization. I am indeed glad to welcome this Association to our city. It is a moment to which we have been looking forward for many months." Mayor Davie then dwelt briefly upon the wonderful future which the city of Oakland faces, that Oakland is a natural gateway to the Orient, that California's most fertile agricultural lands comprise the " back country " from which the city receives its great support. Mayor Davie also called attention to the fact that Oakland is rapidly becoming one of the leading industrial cities of the Nation. Articles of every description are manufactured in Oakland and find their way to market in ships built in Oakland. During the war twenty-five per cent of the steel ships built for the U. S. Government were launched in Oakland's harbor. " Oakland will soon be known as the Detroit of the West. There is over $ 1,000,000 annual value in the automotive products turned out of Oakland factories, and additional eastern motor vehicle and accessory manufacturers are continually coming to this city. " Oakland as a city has such a wonderful future," said the Mayor, " that we of today must face the problems of a metropolis of the future to meet ADDRESS OF WELCOME 141 particularly the continual growth of our population. We have just com- pleted a construction program involving the building of $5,000,000 worth of new schools. They are no more than complete than we find ourselves taced with the necessity of another bond issue to provide additional adequate tacilities for the children of the people who are here and of the people who are coming here in ever-increasing numbers. 64 Wehave an ideal climate; our city is one of the healthiest in the United States. That our city has achieved a National reputation as a city of homes is one of the features which makes it attractive to the manufacturer seeking a Western location." Inclosing the Mayor extended a most cordial welcome to the delegates and again expressed his pleasure at the privilege of welcoming them to Oakland. ADDRESS OF WELCOME WILL C. WOOD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION SACRAMENTO , CALIFORNIA Mr. President and Fellow Teachers : California greets the teachers of America! California bids you a hearty welcome in keeping with the hos- ptable traditions of the romantic West. Welcome" is a word peculiarly Californian. " Welcome " was the first word spoken by dusky natives when Juan Cabrillo, the discoverer of California, brought his storm-tossed galleys to anchor in the peaceful harbor “ of San Diego almost four hundred years ago. Welcome " was the first word spoken by the Franciscan padres to the gentilidad of California when eycame to the early missions to learn the meaning of the white man's cross. Welcome, stranger " was the greeting of the hardy forty-niner to the onely tenderfoot when he cast his lot with them, In the days of old, The days of gold The days of forty-nine. is "welcome" spoken to strangers from every land who come westward never-ending caravans, that has changed California in less than seventy- se years from a wilderness into a great thriving commonwealth of four Hion souls. Intothe greeting I am commissioned to extend the members of this great ganization who have honored us by their presence I put special heartiness ause California believes firmly in education and in educators. California eves in education, because education is one of the chief sources of her greatness. Having read and heard much concerning the riches and glory the Golden State, you have undoubtedly assumed that nature is responsible *r all. Indeed, God has liberally blessed the State in which you have mbled. California has been endowed with wonderful natural resources 142 NATIONAL EDUCATION ASSOCIATION with soil of almost unbounded fertility; with climate enabling us to grow all things needful for the life of man; with oil and other mineral resources comparable with the richest resources of the earth; with beautiful mountain streams that serve for recreation, for electric power, and for the watering of our plains and valleys; with magnificent harbors inviting the trade of the seven seas ; and with great trees so old that they might have been made into lumber when the Christ Child was cradled at Bethlehem. But the people of California know that the real wealth of the State is not in natural resources, marvellous as they are. The substantial wealth of California is in the men and women who command the natural resources and bring them into the service of man. Before the coming of the white man, California was even richer in natural resources than it is today. The soil was quite as fertile; the climate quite as salubrious; the forests more extensive; the streams quite as rich in potential energy; the harbors quite as inviting and the rocks even richer in minerals and metals. But the wilder- ness that was California two hundred years ago might have been purchased from the Spanish king for a single nugget of gold. What has transformed California from a wilderness where a scanty Indian population struggled for a poor living into a great commonwealth alive with energy and teeming with wealth ? It is intelligence applied to natural resources that has wrought the miracle. It is schools and colleges which have developed the minds of men and women enabling them to make the natural resources serve the purposes of civilization. When the prospector, with pick and shovel, had worked out the pockets of gold; when the miner had taken from the smaller mountain streams their wealth, California turned to science for assistance in searching for the gaudy metal. She founded schools of mines wherein men were trained to explore the bowels of the earth for precious quartz. Success attended the enterprise-a fact attested by California's high place today in the field of mining. When drouth made farming precarious in our great valleys, Cali- fornia trained engineers to build vast impounding reservoirs and irrigation canals, converting millions of acres of parched lands into orchards and vineyards. When home and foreign markets made demands upon California for manufactured products, the Golden State did not hesitate because of lack of coal-the traditional basis of manufacturing power. The State began training electrical engineers to harness the mountain streams and bring to our cities electrical energy developed from torrents and cataracts. When our agricultural interests were threatened by the multiplication of native pests and the importation of hosts of pests from abroad, California trained its young men in agricultural schools and brought the pests under control. California is a great commonwealth largely because of the developed minds of its citizens. It is because California is so dependent upon trained minds for its material development and prosperity, as well as its social and spiritual well-being that the people of this State believe so thoroughly in education. Being educators, you are interested in California's educational system. It is a system of which California is proud. It is a growing school system ADDRESS OF WELCOME 143 subject in the nature of things to growing pains of which we have had a recent transitory manifestation. California having invited the world finds ifnecessary to provide for the world's children. Each year we find it neces- sary to add more than three thousand classrooms to provide for the normal growth of our school family. Last year California expended a hundred Tallons of dollars for education, of which thirty-one millions went for the purchase of land and construction of buildings. California finds it neces- arsto spendhalf as much each year upon the construction of school buildings asuponthe maintenance of the schools. Every city and town has its beauti- tui and substantial school buildings which you are invited to inspect. Asthe capstone of our school system we have the University of California mrolling, in the parent institution and various branches, almost twenty housand students. This great institution enrols students from every land bordering the mighty Pacific. It is, in fact, a continuous Pan-Pacific con- ference spreading the influence of California in the Orient, in the Spanish- American countries and in the great commonwealths of the southern seas. We inviteyou to visit our great university, to spend some hours on its lovely campus, or better yet, to study for a time in its summer session, now pening. Next in order I would mention our teachers' colleges, which have had a remarkable development during recent years. They have completely mcovered from the depression due to war conditions and are crowded with toung people preparing for the work of teaching. In recognition of their creasing worth, the State has recently conferred upon them the degree- Janting privilege. California demands better trained teachers and will sport institutions whose purpose is the improvement of the teaching work. I you wish to spend the summer with us, we invite you to the summer vession ofany of our seven State teachers' colleges at Mount Shasta, Hunt- gton Lake, Humboldt, San Jose, San Francisco, Santa Barbara, or San 20. The secondary schools of California have attracted the interest of the world. No commonwealth in the whole world has a greater proportion young people of high-school age enroled in high school. In 1922, the **al secondary school enrolment in California was 227,000 students. The ficance of these figures is apparent when we realize that the California *ch schools last year enroled 24,000 students more than all the public high Dools of the United States enroled in 1890. To meet the demands of this 2st army of young people, we have been obliged to offer a wide range of dies -academic, commercial, agricultural, home-making, and industrial. You are invited to visit these institutions and become acquainted with the k they are doing-a work whose worth is attested by the vast number of dents who are attracted to them. We also invite your attention to the junior colleges of the State. These utions are offering courses paralleling the first two years of university uk and corresponding vocational courses. They are a natural outgrowth tse high-school system of California. Our high schools graduate more 144 NATIONAL EDUCATION ASSOCIATION students than our colleges and universities can accommodate. The junior colleges, locally controlled but liberally aided by the State, enroled more than two thousand students last year. The junior college is no longer an experiment; it is a success if we may judge by the records made by junior college graduates when they transfer to the universities for the last two years of college work. The junior college invites your interest. Our elementary schools are the pride of California. Back of them stands the entire State, morally and financially. The basis of their support is written in the Constitution which makes mandatory a State levy of thirty dollars per pupil and a county levy of thirty dollars per pupil, for the main- tenance of the elementary schools. California believes that elementary educa- tion is fundamental in a State and has, therefore, written the basis of school support in the fundamental law. The poorest district in California is thereby guaranteed the maintenance of a decent American school. California holds a premier place in the maintenance of kindergartens. Last year, the kindergartens of our State enroled 40,000 pupils. These classes have made their way to a place in the sun chiefly through the support of the California Congress of Mothers and Parent-Teacher Associations. We welcome you as representatives of the school systems of sister States. We realize that our conference is held at a time when the American people are critical of their institutions. The schools which Americans everywhere regard as the foundation-stone of the Republic are not immune from the critical spirit. We have awakened to the cold truth of after-war reaction. When we entered the struggle, we assured one another that the world would be a better place to live in, after the enemy had tasted the dregs of defeat. Optimists forecast the coming of an era of good-feeling, international fel- lowship, and splendid opportunities for our children. The world was to be made safe for democracy in order that the children of our boys who fought in France and Flanders might live in a better world. In the cold gray dawn of an inconclusive peace, we realized that the world has in fact been made unsafe for democracy. Democracy is today struggling to maintain itself. Democracy is based upon the principle of equal opportunity. America has boasted from the beginning that this land furnishes a chance for merit to assert itself against obstacles that prevent its rise. Ten years ago anyone who would have raised his voice against the extension of popular education would have been challenged as opposed to democracy. The post-war period in which taxation must be high because war debts must be paid has afforded undemocratic elements an opportunity to make popular appeal against the extension of democracy's chief means for perpetuating itself-the public school. This conference should not adjourn without meeting this challenge openly and fearlessly. In this connection we cannot overlook the recent discussion of public education by Dr. Henry S. Pritchett, as president of the Carnegie Founda- tion, alleged to be for the advancement of teaching. In his presidential report he expresses amazement at the expansion of the American education program, questioning whether our country can afford to give every American child ADDRESS OF WELCOME 145 much training as we are now giving him. Especially is he alarmed at the expansion of high school education. Rather frantically he asks " What aschool for?" His words have been quoted approvingly by every reac- nary governor and legislator in their recent assaults upon public education. D. Pritchett is entitled to express his views on public education, but he must t be understood as being a life-long friend of public education. His life word as given in " Who's Who in America " does not show that he has nerbeenconnected with the public schools as pupil teacher or administrator. All of his connections have been with private agencies. In his conduct of eaffairs of the Carnegie Foundation, he has never shown any interest in "e expansion and enrichment of the American school program. He is not i recent convert to undemocratic views; he has always been undemocratic his attitude toward public education. It would seem to me that this ngress should not adjourn without asking and answering the question What is a great Foundation for ? " Certainly it should not be an agency shattering the educational ideals of America nor an instrument for 1 Lestroying opportunities for American boys and girls. The teachers of America are trustees of America's destiny. I am con- wedthat in this line of crisis they will not be false to their sacred trustee- tip. Being a human institution, the public school has its frailties and artcomings . The leaders in education must find the weaknesses in the sem and overcome them. But the extension of public education is not weakness and we must stand like adamant against the attempts of men - would pay the debt of the war by discounting the educational oppor- mities of American boys and girls. We realize that this is a working conference and that there is much work be done. But between periods of work, we hope you will find time to 1 a. And when the conference adjourns, our welcome will still hold good. Wewelcome you, but the streams, the mountains, and the seaside invite you. 'Lay your work be successful. May your stay among us be happy, and may -1come again. RESPONSE TO ADDRESS OF WELCOME ALBERT E. WINSHIP, EDITOR, JOURNAL OF EDUCATION BOSTON, MASSACHUSETTS Ikeenly appreciate this opportunity and responsibility since no one who 17 California as well has known the National Education Association Forty-eight years ago this week I crossed the Sierras for the first time, 1. that which impressed me most was the stability and solidity of every- az and everybody. The Golden Gate meant more than a brilliant -t for there was gold everywhere. The smallest coin was a twenty- rent piece. There were many things for sale at 121 cents but we had 146 NATIONAL EDUCATION ASSOCIATION to buy two for twenty-five cents, hence the name " two-bits." This is the fifty-fifth time I have enjoyed a visit to the Pacific Coast and it has been a moving picture with a new film every time. Wonderful as this country was in 1875 it is more wonderful today, has been more and more wonderful every time I have come down from the Sierras. This year the wonderful thing is the New National Education Association which we bring you. We are no more what we were eight years ago than Burbank's Santa Rosa is like the plains east of Winnemucca. Then the chief concern of the management was to prevent anything or anybody new from disturbing the serenity of the management. Eight years ago a suggestion that we come back in 1923 with one-hundred thousand women-teacher voters would have given the management nervous prostra- " tion. Now the idea of " a management is as much out of date as an 66 Egyptian mummy. It is now Headquarters' Service " of one-hundred twenty thousand members. These eight years have seen greater changes in the interest of educational democracy than did the seventy preceding years. The enrolment in the high schools of the United States has increased more than one hundred per cent. If we were back in educational sentiment as when we were here in 1915 there would be half as many students in the high schools as there are today. Then colleges and universities had experts scouring the country for recruits. Now they have installed barbed-wire protection to keep out the high-school crowd. Then most colleges had a preparatory department, now a college would be ostracised if it had any non-standardized students. Then no State required a boy or girl to be sixteen years of age or have an eighth-grade diploma before leaving school for work. Now two thirds of the children of the United States are under such a law. Then there was no State with teacher tenure. Now no State is respectable without it. Then no state had a minimum salary law. Now it is required by " good be- havior." Then no State had a minimum professional attainment law. Now it is the only proper thing. Then in only three States did the State normal schools have college courses and give college credit. Now more than ninety State normal schools are authorized to provide college work looking ultimately to a degree. Eight years ago a consolidated school was a curiosity. Now there are a thousand of them, the poorest of them palatial as compared with the best " little red school house " of 1915. Then there were a few teachers' homes in country districts. Now there are a thousand, some costing $50,000 and more. Then most State superintendents were elected on a political party ticket. Now a State hangs its head in shame when a political overturn affects the State Department. Then every county superintendent was a political product. Now educational qualification often supercedes political affilia THRIFT EDUCATION 147 tion and where politics is still effective both parties stress the educational qualification of the candidate. Thentherewas no science of schoolhouse architecture and only one man built schoolhouses out of his State. Now schoolhouse architecture is high 1stand schoolhouse ventilation an exact science. Any book on physics, electricity, or astronomy written eight years ago is out of date, any geography or history written eight years ago is spineless, ary philosophy or pedagogy of eight years ago is nerveless, any book on physiology or psychology that is eight years old is a joke, any book on chem- istry, biology, or sociology written eight years ago is comedy, and any book on economics, industry, or commerce written eight years ago is tragedy. We bring California after eight years in the East a New World. But the best is yet to be, the last for which the first was made. We are herewith greater plans and nobler purpose than was dreamed of even when we adjourned in Boston last July. THRIFT EDUCATION—ABSTRACT EDITH MCCLURE- PATTERSON , BUDGET SPECIALIST OF THE GENERAL FEDERATION OF WOMEN'S CLUBS, DAYTON, OHIO Who are the great financiers of America ? Immediately one thinks of Morganand Rockefeller with their huge financial exchanges but I assert that the twenty-three million housewives, listed in the last census of the United " States as of " no occupation are our greatest financiers. The pay envelope of our country for 1922 held $70,000,000,000. Of this vast sum more than $50,000,000,000 was dispensed by women in carrying on the most important business of the Nation-that of homemaking. Our distinguished English visitor, Sir Auckland Geddes, dared to say recently, " The American man does not accept the American woman as mis equal either in matters of politics or finance because she is ignorant." We deny his statement in general but must acknowledge that hitherto the education and training of our women have not produced one hundred percentefficiency inmoney spending. Realizing this fact, the General Federation of Women's Clubs, the largest and most forceful organization of women in the world, with a membership otthree million has appointed a Budget Specialist thus sponsoring a Nation- wide effort to establish a budget system of household finance in every Ameri- can home. The work is progressing wonderfully. Already definite methods have been adopted and important results achieved. But we older house- wives are not satisfied to have future generations repeat our ignorant :anders, and suffer their disastrous consequences. We beg that every girl of today and tomorrow shall be given a chance in the public schools to learn usehold budgeting and account keeping-planned money spending, in order to fither for her inevitable business career, that of homemaker. 148 NATIONAL EDUCATION ASSOCIATION This great Association must come to our aid. This splendid body of educators must coöperate with the General Federation of Women's Clubs all over the United States to save waste, worry, illness, broken homes , and child ruin caused by ignorant choices in money spending. The way to include this instruction in your curricula, you must devise. Bankers, merchants, and captains of industry are vitally interested in this movement for reasons of their own. Mr. Frederick B. Patterson, presi- dent of The National Cash Register Company, has learned that both the quality and quantity of his output depends largely on the wife around the corner who spends his employee's wages. Mr. Patterson, when recently invited to contribute to the National Education Association gladly offered ten life memberships, one to each of its ten districts, for the best suggestions to revitalize this all important subject in public-school courses of study. Great and important results are expected from these suggestions. EDUCATION FOR PARENTHOOD ALMA L. BINZEL, ASSISTANT PROFESSOR, CHILD TRAINING, HOME ECONOMICS DEPARTMENT, UNIVERSITY OF MINNESOTA , MINNEAPOLIS, MINNESOTA Our attitudes toward modern parents are curiously contradictory. Press , pulpit, platform, and politics harangue them because the behavior of the children of today does not conform to that of the children of yesteryear . The difference is ascribed to the disappearance of the old-fashioned parental virtues with which memory now endows very fulsomely all the homes of yore. A frank scrutiny of the facts reveals that parents of today are just what society has been allowing them to become. Industry sits up days, nights, and Sundays to design and produce a con- stant stream of articles, activities, and amusements for the consumption of parents and children. Business sits up the same number of hours to originate new modes of crafts as well as subtle advertising, and high-pressure sales- manship to insure an increase in the number of consumers. In consequence plucked eyebrows, dangling earrings, cosmetics, candies, cigarettes, and joy riding assume the proportions of epidemics through persistent stimula- tions of the buying public. Low-heeled shoes, milk-drinking, vegetable- eating, saying-it-with-flowers, checkers and barnyard-golf also promise to become well-nigh universal because their sponsors know the relationship of regular, alluring, and varied stimulation to desired responses by the purchasing public. He who criticises the modern parents and their children without taking this fundamental relation of stimulus and response into consideration adver- tises himself either as ignorant of the essential factor in the making of human behavior or as wilfully blind to it. In the latter case, he is not unlike the ostrich who, to escape the necessity of facing disagreeable realities, buries his head in the sand. EDUCATION FOR PARENTHOOD 149 To make up for what a clever friend of mine calls " systematic spank- ing of parents in public," we now and then dedicate to the father-son and mother-daughter relationships annual glorification weeks in which, over lancheon and dinner tables, many fine appreciations are rendered to parenthood. But superficial criticisms and fine appreciations do not solve the problems of parents and the child of today. For the doctor and the dentist, the judge and the psychiatrist have been discovering during the first quarter of the wentieth century what some queer enthusiastic educators suspected during the last quarter of the nineteenth century, namely: the very close relation- ship between the quality of the individual's early life and that of his later vears. Doctor, dentist, judge, and psychiatrist were forced to make their investi- gations viathe route of the diseased, the defective, the delinquent, and the deranged among adults. So often did the causes of physical, mental and social-moral ill-health lie in the early years that only one conclusion con- cerning the home where infancy and childhood are usually spent was pos- sole. That conclusion is, that the home is pre-eminently the place which makes or mars the individual. The basic findings of clinic, court, and school have been numerous and representative enough during the last twenty-five years to permit of the termulation of tentative standards of physical, mental, and social-moral well-being for various age levels. It is by these that we as educators so often udge the home from which the child comes, forgetful that the parents are scarcely aware that such standards exist and should be striven for. Consider then the plight of the modern parents! Like all their prede- essors they have assumed their responsibilities with collections of attitudes, knowledges, and skills haphazardly acquired from memories of how they were treated as children, from observations of how other folk deal with Meir youngsters, from efforts of the trial-and-error as well as those of ramble-and-success varieties to which new situations provoke them. The nder to me has always been that some parents succeeded admirably ader the handicap of unpreparedness such as society today permits for no er vital activity. The wonder grows that so many of them attain a Firty-fifty mixture of success and failure in the rearing of children and that uparatively few are complete failures. These three groups of parents constitute, however, the challengers of cation's neglect of their needs. It was at a banquet which closed the 121 Farmers and Home Maker's Week at the Minnesota College of Agriculture that a mother, commenting upon the series of talks on Child Management (given equal prominence for the first time with bee-keeping and poultry-raising) voiced the challenge in these words, " If such things are known at this University, why haven't we parents been told before ? " red, why had they not? Itwasthen that the successful parents drew from the practical discussions the principles of psychology, the assurance that their procedures were 150 NATIONAL EDUCATION ASSOCIATION fundamentally sound; that the uncertain parents learned which of their practices should be culled out in favor of better varieties and that the unsuc- cessful ones were given their first suggestions concerning positive measures in building up desirable behavior in children. But the challenge to education comes not alone from these present parent groups. The student groups in the upper grades, the high school, and the university will be the parents of the oncoming generations. Must they, too, cry out later, " If such things were known by our teachers, why weren't we told before ? " I think not. For already there are many straws which show that a new wind is blowing, a new era dawning, in which family life is being seen as fit subject-matter for courses of study. The American Association of University Women has already listened to and pondered over the pleas of some of its members. In consequence, its Committee on Educational Policies formulated a report several years ago containing these words : The first topic which we have to suggest, and the one which seems to us to hold greatest promise, needs some elaboration, because it may seem to some of you a radical departure from previous interests of this association. It is that the Education Secretary investigate the possibilities for college women to make a really scientific contribution to the education of the pre-school child-the child between the ages of two and five years..... Modern psychology and psychiatry have convinced us that these early years are exceedingly important ones from the point of view of the formation of physical habits, mental habits, and elements of character and person- ality-far more important than we have been supposing. If so, our educational system, which makes no provision whatever for these years, is very faulty. Not only is there no provision in the system for the training of the children, but there is also no adequate provision for the training of future mothers in the care and manage- ment of small children. The college- trained mother approaches the task of pro- viding a wise educational environment for her young children with no more specific preparation for it than the mother whose education ended with the elementary school. But several years before this committee found this problem of the unpre- paredness of college women for intelligent management of children, some interesting experiments were begun on a modest scale in a few home economics departments in this country. Mrs. Henry Clay Wood, now of Arizona, but formerly of the University of Minnesota, made it possible for all home economics seniors to top off their general courses in psychology with a special one in child-psychology as applied to home life; she intro- duced into the home-management houses the borrowed orphan, so that contacts of the night and day variety with a child of pre-school age might be the lot of every student who lived in the house; she coöperated with the pediatrists of the city so that additional experience with children via case-work with them and their parents was made available. She advocated, but did not succeed in achieving, a nursery-kindergarten- school group for further study, care, and management of child life; she advocated, but did not succeed in achieving, graduate courses for leadership in education for parenthood. The success of the Minnesota ventures with the borrowed children has been duplicated in more than a dozen other home EDUCATION FOR PARENTHOOD 151 economics departments. Recently, I had the opportunity of reading the answers to a questionnaire on the child in home-management houses. They all point to the same conclusions: that this study of and experience with children is highly desirable, valuable and necessary if Home Economics is to train for home-making as well as house-keeping. The wise engineering ot family relationships is the essential and central business of the home ; house-keeping is the environment in which it occurs. It is not surprising that the leaders in home economics departments have begun re-orientation of subject matter for secondary schools in the firection of child-care and management. I am told that here in Oakland, as doubtless in other California cities, the children of the nursery schools have become the centers of interest for the junior high school girls. In Cleveland, last February, Dr. Condon said that kindergartens for demon- eration and observation were being placed in vocational high schools in Cincinnati. If the roll could be called this morning, I am certain that many other similar re-orientations of home-economics work would be mentioned. This is also true of the extension work being done in the East and West. There are leaders of club work in Massachusetts who choose to have their grls learn to care for and manage wisely the little children in their own or a neighbor's home instead of concentrating on prize-winning animals andcrops. There are State supervisors of home economics who are coöperating with the directors of the State child welfare bureaus and superintendents at public-school systems to the end that mother-craft classes may become as universal as millinery, dressmaking, interior-decoration, cookery, and nutri- tion classes. An excellent illustration of this is in several cities in Oklahoma. At its capital this winter, when it was planned that mother-craft classes be established, Superintendent Parsons was assured that ten classes of a bozen women each would be forthcoming. Imagine his pleasant surprise when the response was 600 women all told, who completed the course. Who says mothers aren't willing to learn? Isn't the difficulty rather that we don't ave them a chance ? Oklahoma extended this work by a series of lectures during May and Jane on the mental health of children as made or marred by management home-life. It is already planning to build on these foundations a series at four institutes next September and probably a second series in January. these institutes intensive training will be carried on during the daytime * develop local leadership in the problems concerning the physical and nal hygiene of childhood. In the evening lectures, designed especially * parents, will present the basic principles of child-management in family And such is the faith of the educational leaders in Oklahoma in parents- tahers and mothers that the bigger plans are in the making. Who krows but that, that very new State may be the first to honor parenthood- deserves to be honored-by establishing a chair or a whole department d parenthood in a higher institution of learning, whose purpose will be to 152 NATIONAL EDUCATION ASSOCIATION study earnestly the problems of the parent. When that time comes new varieties of topics for doctor's theses will be listed. I am quite certain that they will measure up well with some that have passed the censorship of learned doctors academically inclined. Life more abundant-it would seem to me-would flow more directly from research on The Minimum Essentials of Knowledge and Skills for Successful Parenthood than from research on The Fatty Tissues in the Wings of Insects. Yet it was the latter that won the coveted degree of Ph. D. for one whom Fate is likely to bless with marriage and parenthood. The required fundamentals have already been suggested in a bill which was formulated in Colorado this last winter. It is entitled a " Proposed Bill for Compulsory Education for Parenthood." It lists as subject matter: Knowledge of physical defects; parental control and discipline in the home ; fatigue and rest in childhood and adolescence; nutrition and causes of mal- nutrition ; personal and sex hygiene; and such other subject-matter as time will reveal essential for the successful rearing of children. The twentieth century is to go down in history as the century of the child. Before it was twenty-five years old we had celebrated it with a Children's Year that discovered childhood to many people. At the close of that period a fourth-grade teacher in Illinois asked her children to write an essay summarizing what they had learned. One boy wrote briefly this: " The Children's Year. It is everybody's duty to have a baby and to save it. " To save a baby, to help it to become a healthy, happy child and then a worth-while adolescent involves insight, skill, and ideals on the part of parents. Because we are awakening to this truth, I am predicting that the second quarter of the twentieth century will see the discovery of parenthood. In this, may the National Education Association through its new Com- mission on American Education, lead the way. THE CONSERVATION OF TALENT LEWIS M. TERMAN, PROFESSOR OF PSYCHOLOGY STANFORD UNIVERSITY, CALIFORNIA Sir William Hamilton once said that the greatest thing in the world is man, and the greatest thing in man is mind. He might have added that except for character the greatest thing in the mind is intellect. Our instincts, our emotions, and our strivings have much in common with those of our infrahuman cousins of the forest and jungle ; in our ability to think is found the mark of our kinship with the gods. As a great psychologist once observed, civilization advances on two legs- invention and imitation. There are those who show the way and those who follow. Imitation is easy; but it takes the creative thinker to set new advances, whether in mechanics, science, commerce, literature, art, or relig- ion. But for men and women of superior intelligence, society would be as helpless to advance as an automobile without a motor. A nation's intellec- THE CONSERVATION OF TALENT 153 tual assets are therefore the most precious it will ever have, and the principle otconservation will here find its most useful application. Now there is reason for believing that a considerable part of the world's talent fails of fruition. That " genius will out " is but a dangerous half- truth, or less. Cattell has shown that Massachusetts in proportion to popu- lation produces 84 times as many men of science as Mississippi. That scientific ability is 84 times as prevalent in the germ plasm of Massachusetts 2sinthe germ plasm of Mississippi seems entirely unreasonable. We prefer to believe that educational opportunity has helped to determine the relative output. A research now in progress on the mental development of 300 of the most eminent men and women of the last few centuries reveals the fact that many of these geniuses owed their greatest opportunities to happy hance. Newton could never have made his scientific and mathematical discoveries without a university education, yet he owed his opportunity to enter Cambridge to the chance visit of an uncle. Liebig, the founder fphysiological chemistry, was early withdrawn from school and appren- ticed to a pharmacist. There, in a shed behind the apothecary's shop, he began the chemical experiments that later brought him his chance to enter 4university. One wonders whether those experiments in chemistry would have been undertaken had he been apprenticed to a shoemaker or tailor 'nstead of to a man who dealt in chemicals. So many instances of this kind ave been uncovered as to raise the question whether in the case of many otential geniuses the happy accident may not have failed to happen. The 64 phrase unsung Miltons " is more than a poetic figure. Certainly it is truethat children of superior ability are not always recognized in the schools. Thedefective child attracts attention by his inability to do the work and by has maladjustment to school discipline. The gifted child is likely to be submerged with the masses because of his very adaptability to the school environment. Another circumstance that has blocked the educational progress of gifted hildren is the superstition, given currency by Lombroso and others, that ntellectual precocity is pathological; that bright children are prone to die ng, become insane, or develop post-adolescent stupidity. So thoroughly as this superstition become imbedded in popular thought that even prom- nent educators are likely to assume that the child of high intelligence tient must, ipso facto, be anæmic, nervous, conceited, eccentric, non- wwal, and a stranger to play. So often have I seen this view expressed in perfectly good print that for atime I was myself inclined to suppose it must be true. Then followed a cerade of experimental work in which I tested large numbers of children and studied their personal characteristics in the light of their intelligence quotients. It did not take long to discover that the facts were not in line th traditional theory. My subjects of high I. Q. simply did not answer to "he book descriptions of typical Wunderkinder. As a rule they were physi- ‫ الد‬well developed, active in play, normal in their social adjustments, and 154 NATIONAL EDUCATION ASSOCIATION mentally well-balanced. Such was the evidence from more than a hundred cases that we had studied before 1921 . The data, however, were hardly adequate to warrant conclusions. It could be argued that our subjects were too few, that they were not typical, and that our objective measurements were not sufficiently extensive. Fortunately, a searching investigation of the entire problem was made possible by two grants from the Commonwealth Fund of New York City, supplemented by appropriations from Stanford University. The total sum made available was about $45,000. The purpose of the investigation was to locate 1000 representative gifted children, to secure for each a large amount of objective data along anthropometric, medical, educational, social, and psychological lines, and then to follow the later histories of these children as far as possible into adult life. The subjects have been located. Nearly 100 pages of data, mostly of test nature, have been collected for each. Follow-up work is under way. A brief statement of some of the results to date may be of interest. 1. Locating the subjects-Six field assistants devoted an entire school year to the search in Los Angeles, San Francisco, Oakland, and the other Bay cities. Nearly a quarter of a million school children were sifted. First, each teacher was asked to name the brightest child in her room, the second brightest, the third brightest, and in addition, the youngest. These nominees were then given a National Intelligence test, and all who scored high in the National were given a Stanford-Binet. Only those who earned an I. Q. of 140 or higher were included in the study. As this standard is not reached by more than 4 or 5 pupils in a thousand, it might be supposed that with four nominations from each classroom of 30 or 40 pupils no gifted children would have been missed. However, check-up of the method of search indicated that between 10 per cent and 20 per cent had been overlooked. There were cases in which the brightest pupil in the entire school of 500 was not named even as third brightest in his class of 35. Nevertheless, with a loss of less than 20 per cent, our sub- jects may be considered as reasonably representative of their kind. Whatever is true of them will be true, in general, of children having I. Q.'s between 140 and 200. 2. Sex-frequency-The first thing we note here is that the number of boys and girls in the gifted group'is nearly equal. There is a slight excess of boys-about 10 per cent-but on the other hand the three highest cases are girls. Mental tests are beginning to render the old question of sex difference in intelligence about as obsolete as the question whether the earth is round or flat. 3. Health and physical traits-Our data include, for each subject, 22 anthropometric measurements (made with the assistance of Professor Bird T. Baldwin) , a one-hour medical examination by a trained specialist in chil- dren's diseases, and extensive information furnished by parents and teachers. Not all of these data have been worked up, but the main facts are unmis- takable. At all ages these children are taller, heavier, better nourished. THE CONSERVATION OF TALENT 155 and physically stronger than unselected children. They were above normal weight at birth, and showed noticeable precocity in walking, talking, and ientition. They are freer from organic disease and have a clearer disease story than the average child. Nervousness, stuttering, chorea, habit spasms, and other neurotic symptoms occur with no more than normal frequency. Their sleep records at the different ages are from 30 to 60 minutes a day zove the norms for 3000 unselected children. They come from families with less than average infant mortality and of more than average longevity. Durdatawould seem to dispose once and for all of the ancient superstition isto the supposed connection between genius and degeneracy. + Educational progress-The typical gifted child enters school at 64 cars and enrols at once in the high first grade, although some enrol at ne in the second or third grade. The average progress quotient for our erire group is 115, which means that the typical gifted child is accelerated 15per cent of his age beyond the normal. In mental age, however, he is 5per cent beyond the normal. The difference between 45 per cent and 15per cent is 30 per cent; so the typical gifted child is under-promoted to The extent of 30 per cent of his age. Whether this retardation is warranted ⚫ahotly debated question. The opponents of rapid progress have rested er case on two arguments : ( 1 ) that skipping grades means permanent ps leading to weak work later on; (2) that rapid promotion jeopardizes the child'ssocial development. The first of these arguments has been answered for good and all by our #xtensive achievement tests covering the all-important subject-matter of Jades 2 to 8. The average educational quotients in the different school biects and at the different ages ranged from 130 to 145. The average the averages is above 135. That is, the typical gifted child has already tered the subject matter 35 per cent beyond the norm for his age. As we have seen, he is actually accelerated only 15 per cent. The difference wween 35 per cent and 15 per cent is 20 per cent. Therefore, the typical ed child is being held 20 per cent of his age below the level to which he already mastered his work. I think this is a rather momentous fact. As to the alleged social injury from rapid promotion, I am convinced at this danger is more imaginary than real. The injury done by having a and study and recite a few hours each day with children who are a few ars older but of his own mental level, is probably very slight when com- "ared with the intellectual and moral injury which is wrought by keeping * always at tasks too easy to command his serious efforts. Another fact brought out by the achievement tests is that the mental elopment of the gifted child is rarely one-sided. Generally speak- however, the gifted child does his best work in the difficult subjects e success depends most upon the higher thought processes. In all- nd information the 8-year-old gifted child is on a level with the average id of 12. These results have not been attained by the use of hot-house methods. Not more than ahandful of our cases have been subjected to such treatment. 156 NATIONAL EDUCATION ASSOCIATION Most of the parents have either kept hands off, or have tried to hold the child to a slower developmental pace. In the main, our subjects have educated themselves. They have made astonishing progress in learning because of their intellectual initiative and insatiable curiosity. 45 per cent of them learned to read before starting to school, for the most part without instruction; 20 per cent read before 5; 5 per cent before 4; and in 9 cases before 3. Many of them develop strange affinities for such impossible books as dictionaries, atlases, and encyclopedias. 5. Social development-The widespread belief that gifted children are likely to be socially queer, sissified, and ignorant of play, was considered important enough to justify extensive investigation by the test method. Time is not available for a description of the tests used, and I shall have to ask you to believe me when I say that their validity and reliability have been statistically established. One of these test batteries had to do with interest in, and knowledge of plays, games, and amusements. By first standardizing this test on 800 unselected children, age and sex norms were established for play information, for the maturity of play life, and for the masculinity or femininity of play interests. In comparison with these norms the scores of our gifted group showed a large excess of play information . noticeable excess maturity of play interests, and normal masculinity indices. That gifted boys tend to be more effeminate in their play interests than unselected boys of the same age has no foundation in fact. Another test, involving a modification of the Jung-Kent-Rosanoff word association method measured the relative strength of interests in intellectual . social, and activity fields. Its purpose was to determine whether in the gifted. child intellectual interests have been developed at the expense of social and active tendencies. The results of this test are not yet out of the statistical mill, but the indications are that the usual fears along this line have little if any foundation. Ratings of the children by parents and teachers on such traits as intel- lectual conceit, social adaptability, popularity, and leadership, fully confirme the test scores. There are gifted children who are eccentric, socially defec- tive, and unpopular; but the proportion of such cases is apparently even less than among children in general. 6. Character traits-One of the most significant batteries of tests used was designed to measure certain traits of moral character likely to be asso- ciated with delinquency and incorrigibility. It yields objective scores on honesty of report, honesty in following instructions when there is tempta- tion to cheat, tendency to overstate one's knowledge or ability, moral judgment, and interest in types of reading and activity common among delinquents. By comparing the scores of 300 reform school inmates, 300 exceptionally " good " public-school boys, 300 exceptionally " bad " public- school boys, and 600 unselected school children, the value of the test has been sufficiently established. The fact that concerns us here is that in the traits measured by this test our gifted children rank high. As compared THE CONSERVATION OF TALENT 157 with unselected children, they are more conscientious, more honest, less hastful, and less absorbed in questionable interests. Ratings by teachers and parents on these and other moral traits confirm the test scores. The conclusion is inescapable that here as elsewhere gifted children are superior the common run. 7. Heredity-Children of so many superiorities could hardly have ac- pired them all through environmental influences. Nor have they, for their seredity, too, is demonstrably superior. More than 50 per cent of our group have sprung from the top 4 per cent of the vocational hierarchy. The professional and semi-professional classes together account for more than Soper cent. The unskilled labor classes furnish but a paltry 1 or 2 per cent. One fourth of our children have at least one parent who is a college graduate. The average schooling for parents is about 12 grades completed as com- paredwith6for the general population. The list of eminent relatives reads like a roster of American genius . For example, 23 per cent of the members of the Hall of Fame are known have relatives in our gifted group, and the number of high officials, nerals, statesmen, writers, and other notables is astonishing. One boy of NOI. Q. has 34 known relatives listed either in Who's Who or Appleton's Cyclopedia of American Biography . Inthis connection two facts of serious portent should be mentioned. (1) The racial stocks most prolific of gifted children are from northern and western Europe, and the Jewish. The least prolific are the Mediterranean aces , the Mexicans, and the Negroes. (2) The fecundity of the family cks from which our gifted children come appears to be definitely on the ne. This is an example of the differential birth rate which is rapidly wuming evident in all civilized countries. It has been figured that if the present differential birth rate continues, 1000 Harvard graduates will at endof200years have but 50descendants,while in the same period 1000 Wuth Italians will have multiplied to 100,000. The differential birth rate is doubtless a social rather than a biological enomenon, and it is one that threatens the very existence of civilization . In the face of this threat the importance of discovering, conserving, and king the most of our resources of genius is self-evident. Yet the pedagogy gitredchildren is the " Darkest Africa " of education. We have been * much swayed by the all-American feeling for the fellow at the foot. We have too long taken as our motto the adage that if we look out for the must the foremost will look out for himself. I have emphasized the desirability of more rapid advancement of the 2 child. This is important. But grade skipping is far from an ideal omplete solution of the problem. The real need is for a differentiation carriculum and of methods such as will give to every child the type of daational diet from which he can derive the maximum nourishment. N. one would claim that in the education of gifted children we are yet of any such goal. Nevertheless, interesting and promising experi- are under way. I predict that within a decade or two something the three-track plan of Oakland, Berkeley, and Detroit, supplemented 158 NATIONAL EDUCATION ASSOCIATION by opportunity classes for the defectives and for the very gifted, will become the standard. Then, for the first time, will children above or below the average have what every child is entitled to: the opportunity to make the most of whatever ability he possesses. I have no patience with those who condemn this plan as undemocratic. The abandonment of the single-track, pre-high school curriculum is in fact the first necessary step toward educa- tional democracy. The single-track is a straight jacket which dwarfs the mental development of the inferior as well as the gifted. The educational sentimentalists who defend it, who fear mental tests and ignore or deny individual differences, are of a class with those who stake their life on a Coué formula, fear doctors, and deny the actuality of disease. THE FINANCING OF THE AMERICAN SCHOOLS GEORGE D. STRAYER , PROFESSOR OF EDUCATION , AND DIRECTOR , INSTITUTE OF EDUCATIONAL RESEARCH , TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY It has been suggested during the last year that we cannot afford, in the United States, to finance our present generous program of public education. Those who fear that we must retrench base their belief upon the large expenditures that are now being made. The contrast between the number of dollars spent in 1890 with the amount spent in 1920 is submitted as evidence. To understand the situation, it is necessary to contrast not simply the 140 million dollars spent for public education in 1890 with the thousand million dollars spent in 1920 for public schools, but we must also inquire concerning the number of days of schooling provided and the type of edu- cational program which prevailed then and now. It is only during the last generation that we have begun to enforce compulsory education. The increase in days of attendance in our public schools was 139 per cent from 1890 to 1920. Still more remarkable was the increase in high-school attendance from 200,000 to 2,000,000. It does not seem probable that we will rest satisfied with our present inadequate enforcement of compulsory education. We must look forward not only to an increase in attendance due to increase in population, but also to the increase in attendance which will come from the acceptance of compulsory education as essential to the well-being of the Nation . A large part of the increase in the amount of money spent for public edu- cation is clearly due to increase in attendance. An even larger factor is the decreased purchasing power of the dollar. If we may trust the index figures which have been derived, $1.00 in 1890 would purchase as much as $2.90 in 1920. The increase therefore in dollars spent does not mean an increase in support. If we measure support in terms of cost per pupil per day of atendance, and if we correct for the changed purchasing power of the dollar, it appears that the actual support provided for public education was less than one tenth more on a per capita basis in 1920 than in 1890. THE FINANCING OF THE AMERICAN SCHOOLS 159 But we cannot compare the cost of education in 1920 with the cost in 1800 without calling attention to the fact that a different sort of educational pportunity was provided in 1920 from that offered in 1890. It was during mis period of 30 years that our modern school system was developed. In meelementary school, we have added music, drawing, the household and adustrial arts. It is during this period that our work in physical education ! and health service has been developed. Practically all of the cost of special Jasses for the defective and delinquent have been added since 1890. Dur- ngthe latter part of this period, the junior high school has been developed and only during the past 20 years has the comprehensive senior high school ome into being. During this same period, continuation schools have been vablished, classes for the foreign-born and for the illiterates have been introduced, better training for teachers have been provided and buildings andequipment have been improved. One who proposes that we spend less for public education must at the She time suggest the part of our modern program which is to be omitted. There are those who speak of the subjects more recently introduced to our elementary school curriculum: music, drawing, household arts, and indus- 'rial arts, as ifwe canmaintain an adequate school system with these newer abiects omitted. It does not seem probable that our public, which has wisted uponthe introduction of these subjects, will be satisfied to see them en out of the curriculum. It is certain that their inclusion is the result a careful consideration of the needs of boys and girls in our modern weety. In the older subjects, sometimes referred to as the fundamentals , thereis much that we can teach that has little or no reference to the needs children in the twentieth century. It may well be argued, too, that music and art are quite as certainly required ifwe would have children make proper use of their leisure time as are reading, writing, and arithmetic. The household and the industrial arts are essential in a world in which these fundamental processes can be made zvadable for children only through the opportunities provided through stools. One who would argue against the program of physical education and ealth service must base his case upon the assumption that we do not receive anadequate return for the money invested in this field. It will be hard to -ake such a case, since whether we measure the work in physical education and wealth service, in terms of happiness of individuals, in terms of increased lectual achievement, or in terms of economic efficiency, the answer is erwhelming in favor of the work that the schools are doing. The argument against expenditures will certainly not find easier ground 1the cost of education for the defective and delinquent is attacked, or if retrenchment is suggested in connection with classes for the foreign-born or the illiterate. We of the profession, and the public who support our ls, are proud of the great opportunities which have come to boys and ... through the development of junior high schools and comprehensive or high schools. Surely we are not willing to return to the type of 7 160 NATIONAL EDUCATION ASSOCIATION secondary education which provided opportunity only for those going to college. Whether the problem be considered locally, or in the State, or in the Nation, those who argue for retrenchment must make their case against some part of the school system as it is now developed. If the public is fully informed, it does not seem probable that they will be willing to dispense with any of the educational opportunities now provided. If this expansion of the educational program is justified, and I, for one, believe that it is, then the increase in support per pupil per day in attendance is remarkably small. If this kind of educational program is to be carried forward throughout the country, it is perfectly clear that the thousand million dollars spent for public education in 1920 must be very greatly increased during the years which lie immediately ahead. But it is only fair that we inquire concerning the burden imposed upon our people through the support that is provided for public education. We spent in 1920, as a people, approximately one and one half per cent of our income for education. In 31 out of 48 States, less than 2 per cent of the income of the people of the several States was devoted to public education. In 17 States, more than 2 per cent of the income of the people was spent for this purpose. It is interesting to note that in the very wealthy and thickly populated States, the per cent of the income spent for public education was relatively low. For example, in New York, it was 1.18 per cent, in Massa- chusetts 1.22 per cent, in Illinois 1.36 per cent, Ohio 1.65 per cent, and in California 1.84 per cent. The larger percentages of the income of the people devoted to public education were found in the sparsely settled parts of the country, particularly in the Northwest. The percentage of the income of the people devoted to public education was 4.41 per cent in Montana, 4.02 per cent in North Dakota, 3.76 per cent in Utah, 3.43 per cent in Idaho, and 3.13 per cent in Arizona. There were no other States in which the per- centage of the income of the people devoted to public education exceeded 3 per cent. We are working in a period of increasing expenditures for all Governmen- tal purposes. Not only must we have more money for schools, but practically every other Governmental service requires more money if it is to be ade- quately maintained. Something of the change that has come about is indi- cated by the fact that in 1910 the per capita total State and local expendi- tures in the State spending the most money was $47.30 ; while in 1920, the per capita State and local expenditures for Governmental purposes reached $102.26 in one State. In like manner, the median State spent for all Gov- ernmental purposes in 1910 $ 18.86 per capita and in 1920 $39.98, while the State spending the least for Governmental purposes spent $5.45 per capita in 1910 and $2.13 in 1920. Expressed in percentage of the income of the people of the several States, those States spending the largest percentage of their incomes for all Govern- mental expenses may be listed as follows: Montana, 12.45 per cent; Utah, 11 per cent; Nevada, 10.92 per cent; Oregon, 10.69 per cent; Idaho, 10.59 per cent. THE FINANCING OF THE AMERICAN SCHOOLS 161 The States spending the smallest percentages of their income for all gov- ernmental purposes are as follows. Alabama, 3.22 per cent; Georgia, 3.29 per cent; Texas, 3.30 per cent; Virginia, 3.87 per cent; North Carolina, 4.22 per cent. Among thewealthy States, the percentages fall in between these extremes. These States spend for all Governmental purposes as follows: Illinois, 4.77 percent; New York, 6.12 per cent; California, 6.89 per cent ; Massachusetts, 1.99 per cent; Ohio, 7.58 per cent. Much of the anxiety concerning Governmental expenditures has been due to our antiquated revenue system. In meeting the cost of education, we need to consider the possibility of developing a revenue system which will equitably distribute the burden to be borne. The present practice of deriving the greater part of our revenues for education from taxation upon real estate , must be changed. It has been pointed out by students of taxa- con for many years that the ownership of real estate is not an adequate measure of the ability of the individual to pay taxes. In their report on a model tax system the Committee of the National Tax Association proposed, addition to the property tax, that every person having taxable ability should pay some sort of direct personal tax to the government under which he is domiciled, and from which he receives the personal benefits that gov- ernment confers. They proposed, as well, that business carried on for profit nany locality should be taxed for the benefits which it receives. The personal income tax has been accepted by 17 States. There is a con- Rantly increasing number of individuals who enjoy relatively large incomes I ho can be reached in no other way so satisfactorily as by the income tax. | Many doctors, lawyers, architects, and other professional men and women and many wealthy persons having large holdings of intangible property, ape taxation where the income tax is not imposed. This same committee proposes that personal exemptions be small- ar a single person, $600; for husband and wife, $1,200 ; and $200 for pendents; with a maximum family exemption of $1,800. It is proposed , aswell, in this report of the Committee of the National Tax Association, Hat the rates should be moderate and progress from not less than I per cent a maximum of 6 per cent. This form of taxation will undoubtedly be arpted sooner or later by all of the States. It is most desirable that this sonal tax, which cannot be shifted, and which brings home to the tax- paver his personal obligation for the support of the government under which lives, be utilized as a means of increasing the revenue necessary to amain governmental enterprises. Thebusiness tax has been levied in one form or another over a long period years. Licenses and fees have been exacted, and more recently a tax on income derived from business has been found effective and equitable. The Committee of the National Tax Association proposes that business taxes levied on the net income derived from business carried on within the levying the tax, and that it be proportional and not progressive. 162 NATIONAL EDUCATION ASSOCIATION The States which have made the greatest progress in the development of their revenue systems have created permanent tax commissions. No system of taxation will prove satisfactory unless the States place in the hands ot some permanent central authority the administration of taxes. This State tax commission should administer the income and inheritance taxes and should have supervisory authority with respect to the assessment of all property subject to local taxation. The National Committee proposes: ( 1 ) that local assessment districts be made large enough to justify the em- ployment of at least one permanent official in each such district; (2) that assessors be appointed, rather than elected; (3) that assessors serve for at least four years; ( 4) that assessors be subject to removal by the State tax commission. If reforms, such as have been proposed, are carried out, we shall be able to finance our schools. As a people, we do not lack economic resources. The difficulty is rather with our faulty tax system. The problem is not one of finding new sources of revenue, for there are none. It is rather one of devising suitable methods for tapping the resources that exist. Another factor in the development of an adequate system of financing the schools centers around the problem of the unit of school support. With the most equitable revenue system that it is possible to develop, we will still have within a single State, local communities, whether school districts, town- ships or counties, that are relatively very wealthy and other localities that will be very poor. It is only through State support based upon a sound revenue system that it will be possible, within the State, to equalize both the opportunity for education and the burden of taxation to be borne. In like manner, if we admit that the well-being of the whole country is determined by the education which is provided in every part of it, we cannot ignore the wide variation which exists among the several States in their ability to support public education. We have known for a long time from the estimates of wealth available, that the States vary greatly in their per capita wealth. A recent publication of the Bureau of Economic Research estimates most carefully the income of the people of the several States. From this report we find that the per capita income in the States showing the lowest income per capita are as follows: Alabama, $345 ; Mississippi, $352 ; Tennessee, $365 ; Arkansas, $379; North Carolina, $383 ; Kentucky, $392. Contrasted with these figures are those for the States in which the people enjoy a large income. These States show the following incomes per capita: Massachusetts, $788 ; Ohio, $789 ; Delaware, $792; New York, $874; California, $820 ; Nevada, $850. If education is essential to the well-being of the Nation and if we pro- pose to make good the promise of equality of opportunity, we shall be com- pelled to provide a larger measure of National support. To deny National support is to propose that some States spend twice as large a proportion of their income for education than do other States. To lay upon the people of one State double the burden which must be borne by those living in THE FINANCING OF THE AMERICAN SCHOOLS 163 another State for the accomplishment of a great national purpose involves the grossest injustices. Many of the poorer States are today carrying a heavier burden than the wealthier, in order that they may prepare boys andgirls for citizenship in our common country. Four out of the six States , the smallest per capita income-Alabama, Mississippi, Tennessee, and North Carolina-spend a percentage of their income for education equal ro or larger than the wealthier State of New York devotes to this purpose. While we ask for the support of our public schools with the increased revenues which must be provided, we are under the obligation to examine carefully our procedures in the administration of schools. Efficient adminis- trationrequires that inmany of our States we organize large units of admin- istration. Then an argument for local self-government, which originally brought into being the school district and school township unit no longer as weight. With the development of good roads and the coming of the sutomobile it is easier for the people of a county to act as a unit than it was originally for them to coöperate in the school district or township. We find today in the smaller school districts the highest cost and the lowest efficiency. I economy is to be effected, there should be no unit too small to employ a umpetent professional administrator. We need in all of our school systems in the United States more adequate acounting and budgetary procedure. It is only as we develop accounting ⚫hich enables us to discover the variations in costs which exist among the everal units of a single school system that we may hope to effect the econ- es which are possible. In those communities in which adequate cost acounting has been introduced it has been found possible to effect savings aschool supplies, inthe coal bill, in the cost of buildings, and the like. Itisjust as important that we adopt more commonly than is now the case siequate budgetary procedure. With unit cost on the one hand and a care- definition ofthe program of work to be carried on on the other, it should possible to propose a budget and to indicate clearly to the community st why the amount of money proposed is required to carry on the school Sistem It is only when such adequate information is available that the a-payer has an opportunity to vote intelligently with respect to the fiscal Tinistration of his school. None of us would claim that the present program of education is per- yadapted to the needs of our society. We shall continue to inquire verning the curriculum and we shall just as certainly make progress the organization of our schools. It is possible that we may save time and Phatwe shall effect economies. Expenditures for public education are properly thought of as operating replace capital which is being constantly used up. If no schools were "aintained over a period of a single generation, the effect on the economic of a people would be most disastrous. In the modern industrial society which we live, it is quite as important that we should provide capital in of educated men and women as it is that we should build railroads ratories. 164 NATIONAL EDUCATION ASSOCIATION The question of spending a larger percentage of our income for education is, in the last analysis, one of our scale of values. If the people of the United States believe that education is of greater importance than the other purposes for which they spend money, either through the Government or privately, then we can expect relatively larger expenditures for education to be voted by the people. If we believe that the American ideal which suggests that every individual should have an opportunity for making the most of himself is more important than amassing wealth, more important than any other Governmental enter- prise, then we shall certainly support our schools. It is the obligation of our profession to hold before the people of the United States this ideal of the founders of our Republic. We must seek to develop that standard of values which places opportunity for individual growth and development above any other good which can be secured. We must help our public to stand fast and to work, yes, even to sacrifice, in order that the day may " come in America when there shall be guaranteed to all a fair start and an equal chance in the race of life." THE TEACHER AS A STUDENT JAMES F. HOSIC, ASSOCIATE PROFESSOR OF EDUCATION IN CHARGE OF EXTRAMURAL COURSES, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY Aprofession, according to Palmer, is an occupation upon which one enters only after a long period of rigorous preparation. Judged by this standard teaching in America is still, for the majority of those employed in the com- mon schools, only a job. By comparison medicine is a long way in advance. The average physician is said to be about 37 years of age. He completed five years of college work. He earns over four thousand dollars a year. He has had eleven years of practical experience. Even the humblest of his colleagues was required to pursue a college course for at least one year before beginning his professional study, to say nothing of the professional training itself. The chances are at least equal that he is a member of the American Medical Association and he is certain to be a subscriber to one or more journals of medicine. Comparison with teaching is not complimentary. The majority of the teachers in our public schools entered upon their work with no professional training at all other than that acquired by being themselves pupils in the schools. The average salary earned by them is between six and seven hun- dred dollars. The average practical experience is less than five years. At least one teacher in nine is a beginner. Only a minor fraction of our teachers belong to the National Education Association or subscribe to a professional journal. The fact that it is the teaching population of the rural schools that brings the average down to such figures but serves to emphasize the gravity of the THE TEACHER AS A STUDENT 165 stuation. The inference to be drawn is obvious. A vast army of young persons enter upon the work of teaching year by year who are inadequately quipped for their task. If the lack is ever to be made up, it must be while they are in the service. But the necessity of study and improvement is not confined to the raw recruits. America is not a land where " custom slowly broadens down from precedent to precedent," but rather a country wherein " nothing constant * but ever change." The pace is rapid. Scientific investigation and experi- ment, together with the transformation of social conditions, is ever ushering n the New Education. The new school demands the new schoolmaster. The teacher and the school officer alike must invest new capital, no matter what degree he holds nor from what alma mater, each must still play the student. He can not justly say, " I have completed my preparation. Behold the finished educator! " This is now generally recognized. Since the turning of the century an amazing development has taken place. Summer schools are now as common blackberries and enormous in attendance. During the school term whole whool systems are organized into study classes. Extension departments rival residence apartments in enrolments. Lecturers go everywhere. Meetings i ltiply. There is a very fever of activity. The era of training in service wedno longer be prayed for. It is here. The problem of the hour is not to induce teachers to seek improvement; is rather to provide more effective means. Continuity-Programs of improvement are at present too spasmodic and * fragmentary. We live from day to day. We hold revivals. We run her the most advertised nostrums and lose balance and perspective. There ⚫confusion of values and cynicism sometimes follows upon a naive nthusiasm. Leaders must plan ahead. Instead of mass meetings, with miscellaneous Programs, each chairman vying with his predecessor in the brilliance and Fenety of imported " talent " which he secures, carefully unified programs uld be prepared in sequence from year to year. Serious study of educa- * nal problems and policies should replace the all too common annual brain- worm and periodical miscellany. This reform is needed at each stage, from the individual teacher's own Pan of self-improvement to the work of the National Association itself. Iwill venture but one definite suggestion-namely, how the State educa- ional association might function. Assuming that there is a central body of representatives, I would urge that these representatives with the help of perts and the coöperation of the State school officers, lay out a program st study and improvement for the year. This should be fully set forth and terpreted in the State educational journal. Here the specialists should i . A systematic follow-up should be instituted through district meeting and local circles. The State secretary and editor of the State journal has in ath ascheme an opportunity of leadership unlimited in its possibilities, as we have already demonstrated. 166 NATIONAL EDUCATION ASSOCIATION Orientation-We must strive to see education steadily and see it whole. In our eagerness for a technique which shall have a scientific sanction we must not neglect to cultivate an educational philosophy a central viewpoint, to which all details may be related and subordinated. Are children living or only preparing for life ? If they have now the right to life, liberty, and the pursuit of happiness, how shall that life be characterized ? How shall it be controlled ? And is the ideal of democracy so clear and so settled in the minds of all teachers that it needs no exposition ? We can not honestly say yes to all of those questions. Better orientation is everywhere needed, more emphasis on foundation principles, wider knowledge of the steps by which we have come out of the past into the present. Such knowledge can not be grasped early. It is " years that give the phil- osophic mind." Even in the more favored centers the normal colleges can hope to make only a beginning of orientation. The nature and purpose of education require life-long study. The newer educational psychology is comparatively simple, objective, and verifiable. Familiarity with it is, however, by no means universal, and even if it were, the application of it to the actual life of the school requires a long period of constant effort and experiment. Upon these two, philosophy and psychology, the theory of method must mainly rest. Without them method is but rule of thumb, unanalyzed habit, imitation, or a mere set of devices and procedures whose real value is unknown. Recently, moreover, the educational laboratories have developed a very considerable body of objective measures of ability and attainment. Their use is rapidly becoming general. What place should they in fact occupy? What use should the classroom teacher make of them? Precisely what significance should be attached to the results obtained by them. These are current ques- tions. They grow more troublesome every day; soon every teacher will feel obliged to face them. Add to all of this the ferment over the selection of subject matter and its embodiment in courses, books, and material which is always among us, a well as a constantly growing insistence on extra-curricular activities, and you have a truly serious and imposing task, which only such continuous policies as have been already suggested can cope with. Differentiation-But we must also differentiate ; more and more the teacher becomes a specialist. Side by side with the opportunity to master principles capable of general application must be created opportunity to gain a firmer grasp of the problems peculiar to pupils of different ages, different capacities, different interests, different environments. Nor should all teachers be lumped together as in need of the same instruc- tion, assistance, and opportunity for improvement. Recognition, as several have proposed, of ranks through which teachers might pass is at least worthy of trial. The beginner would thus be distinguished from the experienced worker. The master teacher or expert would rank still higher and might become an expert trainer of those less competent. Many school systems, THE TEACHER AS A STUDENT 167 many supervisors, and a few summer schools observe these distinctions, but thereis still too much herding in flocks regardless of actual needs. Balance of academic and professional study- In general, teachers are quite smuch in need of more scholarship as of better aims and better technique. The tendency on the part of teachers in service is clearly away from subject 1 matter courses. They want to study education, particularly method. Obvi- usly a person of limited experience with life is in no position to lead others nto a deep and rich experience with it. American teachers in general are undoubtedly clever and superficial rather than scholarly. Now that the need of professional training is widely teit and is rapidly becoming required, we can afford to stimulate renewed actention to subject matter. Failure to do this will certainly result in a harmful reaction against the study of the processes of education. Indeed, proper attention to the processes which the student himself employs in the tudy of history, geography, science, and the arts will often afford a better grasp of method than a more direct but isolated attack. Caution in commending the results of scientific investigation-Research the hope of the future. It alone can give us a science of education. But theway of science is long. Experiments must be tried again and again before wecanbe sure of their significance. Too many investigators in education Forget this. They rush into print at the first opportunity, not in a sober, scentific way, but with the zeal of reformers. Instead of reporting tentative nclusions for other scientists, they write propaganda for teachers. The effect is bad. Teachers are urged one year to teach no silent reading ntheprimary grades, while the next year they are advised to the contrary. Some of our young savants are too cocksure. If they had more practical experience, they would be more cautious. Those concerned with the improvement of teachers in service, however uch they may favor research, must help to check some of these young enthusiasts. Otherwise there will be confusion, waste, and reaction. Teach- 12will alwaysbe an art, and art requires imagination, sympathy, and skill born of long practice. It can never be reduced to a formula. Supervision, the chief agency-Of the numerous agencies for the improve- "ent ofteachers now in action supervision is far the most important. Indeed, nit depends in large measure the effectiveness of all the others. For e supervision is closest to the situation. He can best decide what help is needed. He can best provide for continuity and for individual needs. Above all, he canharmonize academic with professional interests and insure The putting of new equipment to good use. Fortunately supervision is becoming recognized as a separate and distinct ion. Its importance is generally conceded. It is becoming a profession definite qualifications are required for it. The technique demanded is of the same type and rests upon the same principles as the best of modern aching-namely, the technique of group management. The true supervisor is a leader. He arouses enthusiasm for the goal. Henspires and directs the search for the sure and direct road toward it. 168 NATIONAL EDUCATION ASSOCIATION The continued growth and well-being of his colleagues is his constant care, nor does he ever forget that example is more powerful than precept. Hence he is always himself the judicious student. Coöperation between teachers and supervisors and the wise use by them of books and periodicals, summer schools, extension classes, opportunities for travel and observation, conference, and investigation, these are the means by which the too general lack of maturity, scholarship, and professional train- ing among teachers of which we are all so conscious, shall be made up. The principal and supervisor are pivotal. The immediate future of teaching is largely in their hands. And even if we had all the training schools we could wish for, their work would needs go on. The question of academic degrees Recently many administrators have thought it wise to reward the attainment of academic degrees by salary increases. The practice involves grave perils, especially where degrees are given undue weight in determining the teacher's desert. Already we hear of young things from college going upon the schedule far in advance of mature teachers whose efficiency is unquestioned. This reflects a childlike faith in the value of college training as a preparation for teaching. At the least it passes on to the college the responsibility for judging the merit of the teacher. It certainly places the principal outside of the picture. Let us at least invoke the saving grace of the phrase, " other things being equal." It will certainly prove as unwise to rate teachers according to their academic standing as to classify wholly by an intelligence test. All existing factors must be taken into account. All the teacher's study will be vain if it does not deepen his devotion. Professor Palmer declared that he could afford to pay Harvard College for the privilege of teaching in it. Such loyalty alone can make the greatest teachers possible. Somehow we must commend our profession to the ablest in every community as a career. We must induce the choicest spirits among us to dedicate their lives to the work of education. And we must all of us year by year renew our vows. We must study to serve. EDUCATIONAL RESEARCH AND THE AMERICAN SCHOOL PROGRAM CHARLES H. JUDD, DIRECTOR OF SCHOOL OF EDUCATION , UNIVERSITY OF CHICAGO, CHICAGO, ILLINOIS Educational research has exhibited in recent years in the United States a most phenomenal development. Universities and colleges vie with one another in setting up departments and schools devoted to the cultivation and dissemination of the science of education. City school systems are coming to regard a department of reference and research as indispensable to their complete equipment. The Federal Bureau of Education and many of the State departments of education are preparing and publishing bodies of exact information on educational practices and results which exhibit a 1 EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM 169 **gh degree of perfection of the technique of scientific inquiry. The National Education Association has contributed to the movement by devoting a part of its resources to the erection of a department of educational research. There are some observers who look upon all of these efforts as distinct andseparate from the practical business of conducting schools. The teacher andthe principal charged with the responsibility of dealing directly with the complex personal problems that arise day by day in the classroom are metimes impatient of the remote generalizations of the research student. The member of the board of education and the taxpayer who feel the stress efpublic opinion are often doubtful about the expenditure of public funds or any purpose other than direct practical handling of routine problems . The tendency to stigmatize all research as mere theory is sometimes strong, especially whenthe results of investigation seem to demand the abandonment of traditional modes of procedure. The antithesis between theory and practice often becomes acute, and in not a few cases theory has ultimately found itself in the wrong. This paper sinno sense of the word aplea for the infallibility of educational research. Educational research, like every other American institution, is the product fAmerican genius, and as such exhibits the vigor and energy of an ardent ivilization pushing forward by every means at hand to the new and more i hopeful solution of social problems. One cannot overemphasize the fact that educational research, whatever tsshortcomings and whatever its failure in the past to coördinate its efforts with those of practical school officers, is the typical American method of viving the problem of school control. In the long run, American com- unities are willing to be guided by reason . They will not submit to i Actation from persons, but they will be guided by facts. The most impres- sve characteristic of our democracy is its substitution of the authority of cientifically verifiable findings for the authority of arbitrary powers. Iam sure that there can be no offense to our European neighbors if I use asthe means of showing the reason for the rapid development of the science ofeducation in the United States two incidents which illustrate the contrast between ourselves and the older civilizations across the water. In1913 I had the opportunity of spending some time in the schools of England and Germany. As I went about among the schools of England, ibecame aware that a strong hand reaching down from above was putting to the British schools a new system of physical education. Not a little ation was resulting. I was much interested in the pursuit of my study of cational organization to secure ultimately in London an interview ⚫ththe member of the central staff of the English Board of Education who responsible for the vigorous introduction into the schools of this new Pegram of physical education. I asked him, without making reference to servations, what his plans were and how they were succeeding. He "ad me inperfectly clear terms what his plans were. He had been taken "rom the army and told to make the nation a people physically fit to bear and he was doing it. 170 NATIONAL EDUCATION AssociatION To my obtuse American mind in 1913, the motives for such a procedure were not altogether obvious. After discussing some details of his plans and procedure, I asked the question which my mind naturally raised in terms of my American habits of thinking, " How do you know that the work is going well in the schools ? " This question brought the immediate re- sponse, My inspectors make reports to me." " But," I pointed out, " inspectors sometimes misestimate situations. Have you no tables of results, no charts or diagrams with which to check up the reports ? " This question seemed a little hazy to the head of physical education of England so I put the question bluntly : " How do you know that the inspectors are right ? " Now the question was understood and the answer was clear. He said: " Sometimes I go down myself. " The authority which is reflected in that remark is truly exhilarating. How satisfying it would be if we could at times descend from the center upon some recalcitrant peripheral school and tell that school what to do next. No one can fail to see that the immediate effect would be decidedly whole- some. Suppose, for example, one of us could go to some city where the board of education is quarreling with the superintendent or is issuing wasteful building contracts and could say what ought to be done. The immediate result would, I am sure, be improvement. The impressive fact is, however, that in America there is no such possibility. American communities have the inalienable right to do very much what their wisdom or ignorance dictates. They may have physical education or physical stupidity as they prefer. The American way is the local way. Slowly and inevitably there must emerge from our crude American way a new method of guidance. We have blundered often and are blundering today. We cannot appeal to authority. The time comes, however, and this is the reason for the American program of educational research when there will be a table of measurements prepared by somebody showing what is the result here of a good program in physical education and the result there of the absence of such a program and that table will assume sovereign control. America has been favorable soil for the growth of the science of education. No other civilized nation is so ill-equipped with central authorities in school matters as are we. No other nation has realized as we have the needs and possibilities of a science of education. We have borrowed methods from Europe and have studied the older social sciences as models for our science of education, but it has remained for us and for this newest civilization to give lavish support to this newest of the sciences. We have built up the science of education because it is the central authority and the source of controlling power in a democratic school system. I have a like incident reflecting the contrast between European thinking and American thinking. An inspector of German schools who was at the same time head of a teacher-training institution exhibited some curiosity about our crude methods of supervising the curriculum and methods of 66 teaching. I am told," he said, " that you change superintendents every few years and sometimes very suddenly." Mindful of some of the kaleido- EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM 171 scopic changes I have observed, I admitted that the statement was no over- tatement ofAmerican flexibility of organization. " Does this not seriously affect the stability of the schools? " asked the German inspector. The best I could do was to try to reflect in carefully chosen phrases some of our American enthusiasm for that unstable equilibrium which is favorable to Forward movement. Converts though we may be to a rough-and-ready disregard for traditions, Iam sure that you and I must recognize that the throwing away of a stability based on past practices makes inevitable the cultivation of a science which shall guide practice into more productive channels. There are two ways of weiding social chaos; one is to adhere tenaciously to those traditions which have made survival thus far possible; the other is to find new ways through theexercise of intelligence. TheAmerican school system isunique in its decentralized control and its Tobility. The American school system is unique in the energy which it hasput into the cultivation of the science of education. The two statements elong together. He who thinks of educational research as a thing apart, asdivorced from practice, as unfriendly to the daily routine of school life, a'stosee that in the fundamental character of our school system is imbedded at seed of scientific control which is growing so rapidly into marvelous muition. There is no possibility on an occasion like this of adequately reviewing the progress ofAmerican educational research. One may think of some of theearly attempts at intelligent democratic control which in the light of dern methods must be denied the title " scientific." Horace Mann and " HenryBarnard made school surveys at a time when the term survey" had been applied to social situations. The frank and ruthlessly honest criti- ns of these early surveyors were resented as have been later revelations 50: butthese pioneers were true exponents of the American idea that school ntrol must come through a full knowledge of results. Later came that historic effort to interest teachers and parents in a study dren, the child-study movement led by G. Stanley Hall. Crudity of thod and inadequacy of observation on the part of those who attempted exploit this movement led to its early collapse. The enthusiasm that e movement generated and its disruption of traditions are, however, sub- atal contributions to the history of American educational research . The brilliant statistical analyses of Thorndike and Ayres, the measure- "ent of results initiated by Rice and carried forward by a host of workers, the arduous applications of tests to the organization of the work of public chool systems by Courtis and others, the study of exceptional children by Ierman, Whipple, and others, the newer work on the curriculum by Setand Charters, the laboratory analyses of handwriting and reading colleagues, and other lines of work, ought to be discussed at greater h thanthis occasion permits if they are to be adequately evaluated. There are two forms which educational research has taken on in this trantrywhich must be made subjects of special comment even if our cursory 172 NATIONAL EDUCATION ASSOCIATION review omits the mention of many workers of prominence and of many of their notable achievements. These two forms are the school survey and tests of general intelligence. The early school surveys grew out of conditions of stress. One thinks of the New York survey and of the surveys of Portland and Springfield. In these cases school costs had been soaring, and the taxpayers or their representatives asked for evidence that they were receiving value for the money which they were expending. The surveys utilized such methods of scientific investigation as were at hand and attempted to supply the grounds for impartial and impersonal judgments on the situations. The results of these early surveys were not always happy. Controversies arose as to the adequacy and impartiality of the methods of investigation employed; and such adverse judgments regarding the school systems as the surveyors felt obliged to express were bitterly resented as personal attacks on the school officials. The early surveys rendered, however, a great service in furnishing an opportunity to refine scientific method. They gave opportunity to try out rapidly on a large scale and under the fire of direct practical criticism, scientific methods in education which could not have been matured in a generation under the conditions of ordinary routine. What Hanus and Cubberley and Ayres accomplished in New York, Portland, and Springfield was much more than to show these respective cities how to evaluate their school systems; they contributed to the develop- ment of methods of scientific investigation, which have come to be recognized as having universal application. The survey movement in its early days was ambitious in the most unlim- ited degree. It attracted the services of the ablest students of the science of education and it made sweeping recommendations. The movement reached its climax in the Cleveland survey. Since the completion of that survey there has been an obvious tendency to carry on these undertakings more as a part of the ordinary routine. The conduct of surveys has been referred increasingly to such constituted public organi- zations as the Bureau of Education, the General Education Board, State departments of education, and the like. Furthermore, there has appeared a tendency to break up the general survey into surveys of particular aspects of school situations as illustrated by Strayer's work on school buildings. The advantage of the special survey of a particular aspect of school work is that it is much easier to assimilate a few direct recommendations relating to a limited phase of the educational program than it is to try to accom- plish a wholesale reform on the basis of a hundred sweeping criticisms. To summarize, the survey movement began about a decade and a half ago and with astonishing rapidity matured to the point where any community which wishes to avail itself of the services of experts can arrange to do so and can through these experts have the advantages of a body of scientific methods which a generation ago were hardly dreamed of. EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM 173 The tests of general intelligence have been prominently before the reading public during the last twelve months. The science of psychology has been hardatwork for three quarters of a century trying to devise ways of securing an exact and useful measure of human traits and human abilities. The organization of the American army in 1917 furnished an opportunity for the psychologists to apply on a vast scale the methods which the laboratory hasproduced. Since the war the problem of carrying over the lessons of the army tests into peace conditions has absorbed much attention and given rise to many disagreements. Some there are who have recklessly asserted for tests possibilities which every careful student of human nature knows to be pre pusterous. There is an intoxication of enthusiasm which is sometimes as inconvenient for the public as other forms of unbalanced irrationality. That tests have been advertised for purposes to which they were and are nadequate is certainly true. The time is coming rapidly, however, when tests will be understood, when their limitations and their virtues will be equally known, and when schools will find that general intelligence tests are indeed no panacea for all ills but useful additions to the ordinary devices used in classifying students and organizing school work. Up to this point I have attempted to sketch in the barest outline the history of agreat movement. In a period so short that the memory of many of us reaches back to its beginnings, the science of education has developed asthe natural expression by a democratic people of their determination to be gu.ded by reason and by reason alone. No one can forget that just a few years ago there was doubt in our midst about the possibility of directing school procedure through the measure- ment of results. Full well do we recall that historic occasion when the National Council spent a session listening to the attack of conservatives 22anst the progress of educational science. The details of our science are by no means worked out, but the major victory is won. There can be no doubt that universities and colleges will 20 on developing the resources of departments of education, that State and National governments will go on supporting research in this field, and that city systems will increasingly organize bureaus of investigation. The time has now come when this movement must define itself with suffi- Gent clearness to attract to its support adequate resources. Industrial con- ens no longer begrudge to chemistry and physics the funds necessary for *emaintenance of elaborate investigations, because industry has learned hat research is the source of all its new masteries of physical materials. Communities no longer begrudge to those who provide sanitary water and utilities the funds necessary to perfect on a vast scale the engineering .pment necessary for these sources of human well-being. It is our rs and our opportunity to show the public of the United States and of the world that education can be organized in such a way that it will make at indant returns on all of the investments which are made in carrying it forward. 174 NATIONAL EDUCATION ASSOCIATION There may at first sight seem to be inconsistency between the optimistic statements which have been made about the successes achieved by the science of education and the plea for increase in resources which is voiced in the foregoing paragraph. Success, however, has brought its problems and they are grave. It is no longer possible, through the isolated efforts of individuals or through the uncoördinated efforts of institutions and school systems, to carry on the extensive researches which are required in order to direct the next steps to be taken in American education. We are living in a period when the eight-year elementary school and the four-year high school and the four-year college need to be welded into a single continuous educational unit. How shall this be done ? No individual, however generously endowed with genius, can supply the formula for this new organization. No single school system can try out the necessary experiments and test the devices which must be perfected before reconstruction is completed. What we need at this time is coöperation and the best possible methods of scientific evalua- tion of many experiments. The successes of the past have brought us to the point where only vast resources will make possible the complex investi- gations that will result in clear vision as to the next steps to be taken. Again, there is need of a new conception of the duty of the community toward its individual members. It was the belief of the older aristocratic States that knowledge and its attendant power were the exclusive property of the upper class. The educational program of the schools was constructed with a view to supplying that which the single class most needed. We are coming to recognize that in a democratic State it is advantageous to prepare all those who share in the duties of citizenship for their manifold and diverse duties. Education must undertake the dissemination of types of intellectual material which formerly were not included in the work of the school. It must cultivate skills which were formerly left to the chance imitations of ordinary life. The reorganization of the content of instruction thus demanded cannot be worked out on any petty scale. It must not be worked out in the spirit of partisan preference for industrial education on the one side and literary education on the other. The science of education, with its impartial view of the needs of the pupils, must devise methods of critical evaluation of educational content and educational methods and must solve the problem of a new curriculum for American schools. Again it is apparent that this is not the task of isolated individuals or uncoördinated institutions. Other problems could be described which are maturing at this time and involve readjustments of a magnitude which call for large extensions of the science of education if it is to fulfill its mission of supplying America with reasoned control of public education. We are led, therefore, to the ques- tion: How are provisions to be made for the proper development of a science of education to present-day demands. The answer is to be found, first, in a union of all of the educational forces of this country and, secondly, in an enlistment of the power of the Federal Government in the pursuit of educa- tional research. EDUCATIONAL RESEARCH AND AMERICAN SCHOOL PROGRAM 175 This National Education Association should be convinced by its own istory that it can be a real power in America only as it becomes a source of sound and scientific pronouncements on educational policy. There are those whohave attempted to dominate this organization by political methods, and from time to time they have succeeded for a period. There have been days when it looked as though the boss system, so well known in American life, were to be the form of control of this Association. Each time that bossism 25 appeared, however, it has demonstrated its inadequacy and has thus lent powerful aid to the cause of educational science. There will ultimately be nly one way to secure leadership in this Association. That will be through appeal to reason. The National Education Association is able to organize educational research on an enormous scale if it will direct its efforts to constructive scientific studies rather than petty politics. In the past it has been impotent whenever it has failed to develop as its chief product clear Making and scientific foundations for its recommendations; it has been trong when it has sought facts and dealt critically with its findings. Itis true of American education in general that science is its only true ontrol, and the one legitimate end of this organization is the production atbroad educational policies through impartial scientific inquiry. The Association can indeed become a greater power in directing the velopment of American education if it will hold to a program of scientific radership, but this Association must have the coöperation of the Federal yartments. Our government has been learning in recent years the same son that we have learned in education. Governmental power of the TrueAmerican type springs, not from arbitrary central exercise of authority, but from informing leadership. The Department of Agriculture is a Feat leader of the American people, because it develops knowledge that no ther agency is extensive enough in its reach to secure. The Department of Commerce is a guide to industry, not because it can boss the activities of ammerce, but because it is supplying out of its laboratories knowledge which absolutely indispensable to the guidance of modern undertakings. There is urgent need of a great National center in our Federal Govern- et for the cultivation of scientific information about schools. Many of do not realize it, but our U. S. Bureau of Education supplies by far the Tt elaborate and reliable reports on schools that are to be found anywhere the world. The reports of our Bureau are the envy of European students education. The Bureau thus exhibits today the beginnings of the kind of Federal support for investigation which needs to be cultivated on a much arger scale. What we ought to seek is an immediate extension of the range of Federal support for educational researches and reports. For one, I favor amearch department of education after the pattern of agriculture and merce. We urgently need a central consolidating agency in the Federal Gurrament, able, as the U. S. Bureau of Education never has been, to sup- and foster Nation-wide scientific investigations. My plea to this Association is that it make itself the center for the pro- on of the one type of control that can find a permanent home on this ent-namely, control through research. My plea is for a union of 176 NATIONAL EDUCATION ASSOCIATION forces in the careful study of our school problems, for a formulation of prin- ciples of organization and methods of work through coöperative inquiry, for the presentation of a solid front to Congress and to the people of the United States in the request for a Federal department equipped to make scientific studies and to supply that coördination and reinforcement which are the greatest needs of our present-day science of education. PARENT POWER—A SCHOOL AUXILIARY MRS. A. H. REEVE, PRESIDENT, NATIONAL CONGRESS OF MOTHERS AND PARENT- TEACHER ASSOCIATIONS , PHILADELPHIA, PENNSYLVANIA The idea of the Parent-Teacher Association has been on the market for twenty-seven years, but it has not yet been sold to the average educator, while only five hundred and fifty thousand of the average parents have recognized its National importance and its sound business value. Among the many marvels developed during the last half century, by no means the least remarkable has been the evolution of education. Two thousand years ago there were educators second to none who have followed them, but to few is granted contact with such master-minds, and inAmerica today we are dealing with the average millions rather than with the favored few. In a day not too far distant to be touched by the other end of the lives of many of us, the three R's were not only the basis but also the superstructure of public instruction. To them were first added the three H's-the training of the head, the hand, and the heart, and they were extended as time went on to include the three C's-conduct, character, and citizenship, in the school curriculum, while today the overburdened teacher feels that to all these have been added the three B's-body, brains, and bringing-up. We are dealing in averages now. While there are many high marks of encouragement, it must be admitted that according to the general report, when the average mother-the average father is only just beginning to count as a factor in education-has brought her children through the early years, has fed and clothed and " done for " them according to her knowl- edge and ability, she welcomes the approach of school age with a feeling that now teacher " will work out a magical solution of the small prob- " lems which have somehow eluded the parental comprehension and that she will return the children to the home fitted to become new and harmonious fractions of the family life. It is just here that a particular phase of the evolution of education is making itself felt. The Italians, with their language so closely akin to the unerring accuracy of the Latin, have expressed it better than we who are more easily satisfied with broad sweeping effects and are more careless ،، of detail in speech as in other matters, when they class as instructed," the childwho is sent to school and is taught the wisdom of books, and reserve the term "educated" for those who have also had the social training and the broad preparation which would fit them for the contacts of life. PARENT POWER--A SCHOOL AUXILIARY 177 Inthe past twenty-five years we have been awakening to a general con- cusness that after all, a fraction is a part of a unit, and must always be so, Ese itwould cease to be a fraction at all, and that it is necessary to know what kind of a fraction it is and from what sort of unit it came if it is to hedealt with intelligently and successfully worked into new combinations. Sothe unit that was formerly the family had developed into the unit that in the community, and the child of today even the average child-is g considered less and less as the personal property of its parents, and more and more as belonging to the State, and it is being recognized that bad we training and environment result not only in a family failure but also *anundesirable citizen, who will not contribute to civic improvement. Aquarter of a century ago and more, the new idea took root, in what 25 considered at the time as a beautiful sentiment, admirable in its place, but in its place, which was defined as the home. And there the idea did belong, until it should gain strength to spread. It was necessary to awaken 1the average parent a sense of responsibility, a recognition of the fact that prents are made, not born, and that the profession of parenthood, second none in importance in the progress of mankind, is an all-the-year round which takes no vacation, and in which the mistakes cannot be buried sinthe medical profession. As a business proposition it did not exist. The mother who went out of her home even to a Mothers' Club was a untradiction. She was neglecting her job, in which knowledge was sup- posed to come by doing. We dealt solely with mothers in those days, for iren then were administratively half-orphaned, and it was necessary demonstrate that children were as worthy of study and as interesting, as were the pigs and calves and chickens whose breeding and feeding manded and received the best care and thought of the specialists who Devoted their lives to securing the survival of the fittest live stock. When vision of a possible intelligent parenthood began to dawn upon the sternal parent, with it came the realization that her child was none the her child because the door of the schoolhouse had closed behind it, but hat new tests and pressures applied to it only increased the need to study nd understand the more complicated problem it presented. She learned great truth-that home is where the child is in the sense that its care and dance are not confined to the four walls once supposedly limiting home fence, but must follow the child beyond them to the school, and then to "atstillmore powerful educational institution, the school of the street. The 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 Geral places almost simultaneously, and today has reached perhaps its satisfactory expression in the Parent-Teacher Association, an abso- tely non-political, non-sectarian, democratic body, meeting in that civic , the public school, and from it reaching forward into the relationships ofthe community and backward into the life of the home. Like all great movements, it is still subject to improvement, but the fact that more than alt a million parents, teachers, and lovers of children are united in an 178 NATIONAL EDUCATION ASSOCIATION effort to reach a higher standard of efficiency, and that many thousands more, detached and floating, are pointed in the same direction, would seem fair proof that they at least have realized the opportunities and advantages of coöperation between home and school. As the doctor who prescribes for a patient without knowledge of con- ditions is no true physician, so the educator today who applies education with a one-sided knowledge of the pupil is no true educator; he is merely an instructor, while the parent who shifts to the shoulders of the teacher the burden of the mental and moral development of the child is shirking the responsibility undertaken with the founding of a home. In all well-balanced programs the advantages should be, and in this case they are, about evenly divided. The parental debit account stands somewhat thus : First, a better perspective. In the home we have too many close-ups. The child looms very large; its background is limited; its contacts are very few and there is an exaggerated perception of both faults and virtues, with a strong tendency not only to tolerate but to intensify personal peculiarities as the inevitable consequences of the law of heredity. In times past, the domestic tyrant was sent forth into the unknown world of the school, and, returning with tales of injustice and oppression, was met by maternal sympathy or by paternal indifference to the common lot of boyhood. It was necessary for the parents to follow the child to school in order to realize that he was being rounded and polished, not crushed, by the friction of public opinion as represented by teachers and fellow pupils. To thousands of parents the first visit to school has been a distinct shock, somewhat akin to that which they would experience on seeing their boy plunge into deep water when they had not known that he could swim. The great machine of which he has become a part, the system, the routine, the large groups, the life so remote from their own, seem to have made their child a citizen of another world in which they, the father and mother, are aliens. The parent owes much to the open schoolhouse for the opportunity to see their child as others see him, to be able to recognize the differing relation- ships, the fresh impressions, the wider range of thought and interest which are enriching his life, and in this new life to study him with the frank admission that never again can he be the same, but that he is still their child, and that in order to stay with him, they must go forward also, educating themselves in this new science of parenthood. To this movement the parent owes a knowledge of the teacher. Now there is as much variety in teachers as there is in parents and in children ; one and all we are like the famous " little girl that had a little curl." There are teachers who teach because they have to; there are some who teach until they can find " something better to do," and there is, fortunately, a vast army of devoted men and women who teach because they love their work and must do it in spite of every obstacle. These educators are welcoming more and more cordially the coöperation of school patrons, as the patrons them- selves are becoming educated to the realization that they are in the school to make the most of an opportunity to observe their children from a new angle, to see that they have every advantage obtainable, and to profit by conference PARENT POWER-A SCHOOL AUXILIARY 179 i with those who see a side of them which seldom, if ever, appears in the home. Through this contact the parent learns the fundamental requirements of a pil, and awakens to the fact that the greatest result to be secured by home and school cooperation is the scholar who goes to school prepared to be ught. Obedience, thoroughness, concentration, observation, a good vocabu- arv-the child bearing these gifts to his teacher ceases to become a problem ard has himself become an opportunity. The wise educator will grasp with both hands this opportunity to train theparents ofhis pupils to be efficient collaborators. In these school groups will find a ready soil in which to plant the seed of understanding of the school and its needs, its system, its demands upon the scholar, its curriculum, and his aims and hopes for its future, and in which to cultivate that fine Hower of friendship. He will realize that when parents and teachers are riends, before and after the children enter school, the problems of succeed- ng years will be met and solved as between friends instead of between rival workmen, and will become matters of coöperation rather than of contention. Nohealthprogram however complete is working on more than two cylinders whenit takes hold of a child over six years of age and has to correct as well 2s construct, in a few hours a week, a system which is out of commission all The restofthe time. Character education which begins in the school begins ixyears too late. It was a wise teacher who said " Give me the child ntil he is seven years of age, and I care not who has him afterward ." Character education must go back farther even than the child in the home; must begin with the parent. If the home teacher has not the same ideals honor, justice, truth, and civic righteousness as the school teacher, what ondofideal can we expect in the child who is being educated by such double tandards ? The taxpayer in the home is wasting his money when he culti- ares defects for the school to eradicate. In these classes of student-parents-as the Parent-Teacher Associations may 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 phase of the educational situation today is causing more anxiety, outside afew large centers, than the deplorable falling off between the eighth rade and the high school. The idea in the mind of young America seems be to escape with the minimum, rather than to acquire the maximum, mount of knowledge. While it is admitted that there is much room for provement in the curriculum of high schools and colleges, an improvement reshadowed by the increasing variety and scope of electives, yet we cannot without higher education until it has attained our ideal, and our children should be brought up to ask " How much can I get in the way of training, " read of " How little can I get away with ? " When going without the course of education is felt to be as great a deprivation as going without He usual supply of food and sleep, when parents have been brought to a zation that an undernourished mind is as much a sign of neglect as an nourished body, then, and then only, will the lamentably small per cent present those who fail to go through the high school instead of those who graduate from it. 180 NATIONAL EDUCATION ASSOCIATION Parent-power is an advantage which school men and women all over the country have been slow to appreciate. Your work is absorbing, intensive ; you have dwelt in a world of your own ; your duty has been the serious one of educating America's youth, and you have performed your task with a whole- hearted devotion that is beyond praise. But in your very absorption in your work, in your fear lest outside contacts should interfere with it you have been unconsciously " killing the goose that lays the golden egg." You are striving for greater advantages for the children, for modern buildings, larger appropriations, higher salaries for better teachers. But whence come all these necessities ? From the people! And we Americans, who spend lavishly, even recklessly, for the things we want, must want a thing before we will buy it. Education has never been properly sold to the public. In order to appreciate it, the people must understand it, must see it in operation, must know its cost, and its value as compared to other attractions such as luxuries and amusements on which we squander millions gladly every year. At these great conventions of educators, the value of learning is eloquently set forth, but the hearers are largely those who are already convinced. Only in those gatherings of laymen and women, the meetings of Parent- Teacher Associations, is it possible to reach the minds and hearts and pocketbook of theAmerican citizen, who alone can pay the bill, and who will do it cheerfully if he can be made to see the value of his purchase. The Parent-Teacher Association is no longer a group of idle critics seeking out the faults of a system, no longer a body of philanthropists supply- ing to the schools those advantages of equipment which they cannot or will not otherwise procure. It is the greatest known asset of the Department of Public Instruction, in the village and the city, in the State, and in the Nation. The voice of the people says where and how the public money shall be spent, and when intelligent parents and citizens both demand and supply the best education for the children of the community, then may we look for the dawn of a tomorrow when all Americans shall not only be born free and equal, but when all shall be equally equipped to secure their inalienable right to life, liberty, and the pursuit of happiness. THE AMERICAN SCHOOL PROGRAM FROM THE STANDPOINT OF THE NATION ELLWOOD P. CUBBERLEY, DEAN OF THE SCHOOL OF EDUCATION STANFORD UNIVERSITY, CALIFORNIA The first of the National educational problems that I shall select for brief presentation, then, is the need for our developing much better educational machinery than we now have for the assimilation of our foreign-born peoples, and those additional immigrants who may in the future come to live among us. While there are many forces in our National life that help in this process of assimilation, it is after all largely a problem of education SCHOOL PROGRAM FROM STANDPOINT OF THE NATION 181 and one that our schools must take the lead in solving. New peoples coming among us must be initiated into the language, traditions, hopes, and aspira- tons of our people if we are to preserve our National character. Between 1820 and 1914 over thirty-two millions of foreign-born peoples came to our shores to find new homes, and eleven and three quarter millions ame during the four years preceding the World War. Had not the out- breakofthis conflict checked the foreign flood it is hard to conjecture where wemighthavebeen today. No such vast movement of peoples has ever been known before in history. Since 1900 foreign peoples of widely diverse National stocks have come to this country so fast that we could not assimilate them. Our National digestive organs broke down, and when the World War began we realized, all too painfully, how vast was the number of toreign-born peoples who had settled in our midst but had not become one with us in language or thought or spirit. When we called the young men utthese peoples to our military camps for preparation for foreign service, wehad first to put them to school to teach them to understand the English speech. About one in ten of our people still profess no allegiance to the and of their adoption, and a large percentage of this number cannot read urwrite in English. The problem which still faces the United States is that of assimilating into our National life and citizenship these millions of reign-born and foreign-thinking peoples. The new immigration laws, enacted since the close of the World War, which limit those who may come to certain small quotas of those already here, and thus place a selective premium on northern and western Europeans and hose ofTeutonic and Anglo-Saxon stocks, if they can be maintained in the ace ofthe demands of industry for a flood of cheap labor, promise to give us abreathing spell. This is an opportunity which we should improve by the elopment of a carefully supervised system of day and evening schools and citizenship classes, National in spirit and English in language, which will reach the homes and supplement the work of the day school with the ildren of these peoples, and which shall aim to produce a literate and an English-speaking Nation, American in thought and spirit. The work is Large and needs doing and will cost much money, but I place it first in the American school program for the decade that lies ahead. The difficulties the way are large but they are not insurmountable, though they have recently been materially increased by the almost incomprehensible decision the United States Supreme Court, declaring unconstitutional the laws at the different States requiring all schools to be taught in the English anguage. How the Court could conclude that such an important national- Ing requirement interfered with the guaranteed individual and family Freedom in religious worship passes my understanding. Asecond National problem of large significance for the future of our National stock is the general provision of a good system of health education our people. While this problem has awakened somewhat general interest atly, many societies have been organized for different forms of health- rk propaganda, and much good work has been done by school systems here 182 NATIONAL EDUCATION ASSOCIATION and there, much important work still remains to be done and the whole needs better integration and direction than has up to now been given it. We of today possess a wealth of knowledge as to disease and remedial procedure which former generations did not have, and this should be made the common property of our people. Every year we lose by death, from purely prevent- able diseases, five times as many of our people as our entire losses due to our participation in the World War, while the preventable loss in industry of time and earnings from largely preventable illness would pay for a National health service beyond our fondest dreams. Our problem, then, is to train our children in good health habits; to dis- seminate sound ideas as to child hygiene and physical welfare among our people; to train our adults to recognize the importance of remedial pro- cedures and to give early attention to danger signals; to expand the play activities of children into a well-organized plan for physical development ; and to connect all such instruction with the daily life of our people as expressed in nutrition, sanitation, ventilation, physical care, food, clothing, sleep, and health habits generally. What we need, as a Nation, is better and more intelligent care for the children we have, rather than an unrestricted and an unintelligent increase in the population. The problem involves the changing of life habits and the uprooting of prejudices, and because of this it is well to include health education among important National educational problems. A third large problem, or rather a group of problems, that is National in character and promises to call for much close thinking in the decade that lies ahead, is that group of problems involving a material reorganization and redirection of our school curricula, both urban and rural, that we may the better adapt our schools to the changing conditions and needs of our National life. I often think that the problems surrounding curriculum reorganization promise to be the great problems of the coming decade, dis- placing pedagogical tests, mental tests, and statistical procedure as the important new thing in our educational work. I haven't time tonight to do more than merely enumerate what probably the more important lines of this curriculum reorganization will be, but perhaps a mere enumeration will be sufficient to indicate to you something as to the importance and National scope of the problem. In the first place, we shall still further overhaul our courses of study and revise our textbooks, with a view to the elimination of all that does not serve to prepare our young people for useful living in the years that are to come. The needs of the home and the shop will figure larger in our instruction in the future than they have in the past. The present absurd emphasis upon uniform courses of study and textbooks will be replaced by a more intelligent procedure that will make the unit of supervision the unit for course of study and textbook control. Health instruction and plav activities will be organized as integral parts of our regular school work. The value of money and the intelligent use of leisure will need to be taught better than at present. A new emphasis will be placed on studies that train SCHOOL PROGRAM FROM STANDPOINT OF THE NATION 183 in definiteness in thinking and accuracy in work, with a view to correcting something of the present wide-spread inaccuracy and inattention to details on the part of an astonishingly large percentage of our young people. New forms of citizenship training to develop a larger personal sense of responsibility in both individual and civic matters are much needed. These willcall for a combination of forms of training that will both develop indi- aal initiative and impose a personal discipline that at times will take precedence over personal initiative and liberty of action. Weneed also to so reshape our school training as to more deeply influence and direct the deeper sources of the life of our people, that the best of our National characteristics will be brought out in their daily lives because our chools have instilled into every child the National traditions and concep- *ons and attitudes that it is desired to see shine forth. We must train our eople to assume new burdens, to shoulder new tasks, and to subordinate National jingoism and personal and sordid motives to the greater ideas of nternational right and justice, peace and good-will, sterling National worth, and service to mankind. This redirection of our instruction will call for many changes in emphasis, for the organization and introduction of new social studies, and for a Reorganization and redirection of the history instruction in our schools. Especially in the high schools do we need to replace the usual instruction in National and political history by instruction that emphasizes civic institutions, ggestions in economics and government, and the organization and interre- atons of modern political and industrial society. It is important, too, that our young people should know more concerning physical world in which they live, and this calls for an increasing empha- ss on science and its applications to the occupations and trades and welfare andhappiness of people in a modern industrial world. So much for some of the main lines of course of study reorganization ; let me now turn to another phase of the same problem . A decade and a half ago we were surprised by results then. published whichshowed the large amount of retardation and elimination among pupils nour elementary schools, and within recent years the new studies of the elligence of our school children have revealed nothing of more funda- mental importance to us as a people than the tremendous waste we now make **he ability of our gifted children. Taught in classes along with slow and attrage children, following the same single-track course of study, given few pportunities to show what they are capable of doing, held back in school en they ought to be pushed ahead, and never learning what work to apacity means, we are today training our brightest and most capable children personal inefficiency when we ought to be training them, in dozens of *47% for leadership in our democratic life. Sofar as intelligence testing has, within recent years, led us to adapt our suction to the needs of any class in our school population, it has been atzels for those at the lower end of the intelligence scale. Yet one bright may easily be worth more to the National life than thousands of those 184 NATIONAL EDUCATION ASSOCIATION of low mentality upon whom we have up to now bestowed our chief attention and our largest per capita expenditure. If the results of intelligence testing means anything to us when applied to school organization and administra- tion, they mean larger school units and differentiated classroom instruction, that the slow, the average, and the gifted may each find classes in our schools adapted to their needs and intended to bring out their full capacities for usefulness and service. The differentiation of our courses of study, then, into different type courses, suited to the needs of children of differing intel- lectual capacities, is another phase of curriculum reorganization that should enlist our serious attention. Another important educational problem is the reorganization of rural education to fit the rural school to minister better to the needs of rural life and rural people. Tied up closely as the rural-school problem is with the great rural-life problem, the provision of a better type of instruction for the children in the rural districts of this Nation is one of fundamental impor- tance for the future of life on our farms. Despite all that special laws, farm land banks, irrigation projects, coöperative marketing associations, the church, the grange, the similar undertakings and organizations may do to improve life on the farm, the problem after all is primarily an educational problem, and its solution will rest largely with the school. If we are to prevent the development in America of a stratified peasantry on our farms , we must reorganize and redirect our rural education so as to make our rural schools such as to satisfy the demands of the more intelligent classes of country people. If we do not they will leave the country and go to town to secure better educational advantages for their children. This problem I have traced at length elsewhere, and I have no time now to detail the remedies needed further than to say that we must apply to the rural educational problem the same methods that have proved so successful in the administration of our city schools-namely, large units of organization, graded and differentiated instruction, expert professional supervision and the substitution of professional competency for politics in the selection of those who are to organize and direct our rural schools. This calls for the gradual subordination and elimination of the district system of school organization and administration; the substitution therefor of some larger unit, preferably the county, except possibly in the Northeastern section of the country; and the placing of the supervision of rural education on as high a professional basis as is the best of our city school administration today. As it is now, the district system of school organization and adminis- tration, except in sparsely settled regions; the popular election of county superintendents, always from among the local electorate; uniform State courses of study and textbooks, selected with the needs of the city child primarily in view; and the support of rural schools largely by local taxa- tion-these are the best of possible devices for keeping rural schools poor and for preventing the children of rural people from ever sharing in those larger opportunities and advantages which city children today enjoy. SCHOOL PROGRAM FROM STANDPOINT OF THE NATION 185 Closely connected with the problem of rural educational reorganization sanother National problem of yearly increasing importance that of a much Ture general equalization of both the advantages and the burdens of a good ducation than is now enjoyed by the people of this Nation. Public educa- on has today become a more important State and National interest than have forest supervision, concrete highways, fish propagation, game preserves, ofthe control of cattle tick or bovine tuberculosis, all of which we today accept as proper State and National functions. We also generally accept daythe principle of an equalization of advantages and burdens throughout nde areas by ordering common railway rates ; common charges for electric ghtand power, water, gas, and telephone services; common costs for health andagricultural services, and in many other ways that need not be mentioned here. Ifeach city, to cite but one example, paid only the cost to it of tele- phone or electric light or gas service within its corporate limits, and no more, the cost for such services to small towns and to rural districts would prohibitive. It is only by a pooling of costs on a large scale, as expressed n a common service rate, that common and universal service can be pro- ded. All of these new services have come recently, after better ideas as equalization have come to prevail, and we accept an equalization of costs or them as perfectly proper. Education began much earlier, and in the 41s of little things and local effort, and we often fail today to see that the sate principle of equalization should apply. Every struggle for common county or State taxation for schools has been truggle toward better equalization of both the burdens and the advantages education. In many of our States but little in this direction has as yet accomplished, though all recent studies have shown the great impor- Ice of as large and as wide a pooling of costs as is possible in providing what is for the common good of all. The tax rate of a few is increased ; burdens of many are reduced. If one may judge by the present activity **ax-payers' associations, and the attitude of a few reactionary governors and custodians of wealth, the next great battle in American education is kely to be fought out on this question of equalization, and with about the ame line-up of conservatives and reactionaries on the one side and the dvocates of better public education on the other, as in the days of Stowe Lewis, Galloway and Pierce, Carter and Stevens, Mills and Swett, adMann and Barnard. We cannot consider this question of better equalization, either wholly "Tfrom a State point of view. The far-reaching National changes of the two decades, the new National needs that have today come to be felt, general breakdown of the property tax as a means for governmental Port, and the new consciousness that education has become the great ructive tool of modern nations, have all alike contributed to evolve problem of equalization into a truly National problem, and sooner or later *Must be faced by our people as such. There is no hope that certain of our will ever be able, unaided, to provide a good educational system for children. What Minnesota or California can do with ease, Missis 186 NATIONAL EDUCATION ASSOCIATION sippi or Colorado cannot do at all. The same is true of other pairs of States that might be cited. We have clearly recognized the responsibility of the National Government for aid in the establishment of the Appalachian Forest Reserve, in the drainage of our rivers, and in the building of high- ways, in the harbor and lighthouse service, in the creation of irrigation pro- jects, in the promotion of agriculture, and in many other ways that do not need to be mentioned now. Important as these services may be to the States, none are more important than the education of our people, and one item in any American school program of today ought to be that of making the Congress of these United States so see it. Another point in aNational educational program that ought to be included here is that of securing a better educated and trained teaching force for the schools of this Nation. With education expanding so rapidly in scope and importance and changing so thoroughly in character as it has done during the past decade, with the many new problems of National importance that our schools are today being called upon to aid the Nation in solving, and with the curriculum reorganizations I have previously indicated as ahead of us and the changes in educational procedure they will entail, the demand for both better educated and better trained teachers for our schools was never so great in all our history as it is at present. We cannot do the work that is to be done in this Nation with the type of poorly educated and often totally untrained teacher that we still have far too often to employ. In some of our States conditions are pitiable, and largely inexcusable. Any strong National consciousness as to the importance of public education in such a democratic type of government as ours would not permit such con- ditions to continue to exist. What we need, as a Nation, is a well-educated and well-trained teacher in every school room in this broad land. This can be had if we once decide to make such provision. It is almost wholly an economic question. Proper salary schedules and working conditions will produce the needed supply tor teacher training, and an adequate number of adequately supported teacher- training institutions in our States will in time give us the properly educated and professionally trained teaching body our schools need today. That public education will then cost much more than we now spend for it goes almost without saying. We are now spending approximately one billion of dollars per year for the schools we now maintain, and recent studies seem to indicate that the general provision of the type of teacher needed in the school rooms of this Nation may cause our schools to cost twice this sum, or even more. It is wholly a question for our people to decide as to how soon they desire to provide properly educated and trained teachers for their children; that such a type of teacher can be produced in training institutions we know. The six most important items in any forward-looking American school program, covering at least the next decade of work and service, are: ( 1 ) A comprehensive educational program to aid in the assimilation of the foreign-born we have among us; (2) the general provision of a good system SCHOOL PROGRAM FROM STANDPOINT OF THE NATION 187 thealth and development education; ( 3) such a reorganization of our fool curricula as will adapt our schools better to new conditions and needs our National life; (4) the reorganization and redirection of rual educa- Son; (5 ) a much more general equalization of both the advantages and the rdens of education than we now enjoy; and (6) provision for the placing can adequately educated and an adequately trained teacher in every class- min the United States. Five of these six are at bottom economic prob- ms in that the necessary additional funds must be provided by our people ore much can be done by educational workers to give effect to the pro- als; only one that of curricula reorganization-is primarily an educa- *onal problem. All of the six are primarily National in scope and import- ce, and call for National coöperation in their solution. In closing, let re add one more, and one which may easily become the major problem them all. We have slowly changed education, in the conceptions of the people of Nation, from a local and a personal affair to a State affair, in which all ve a common interest. During the last half century this idea has been itupinthe minds of our people, and today we conceive of education, in "cory at least, as something maintained by the State and as maintained as exercise of the State's inherent right to preservation and improvement. **problem of the next quarter of a century, perhaps, will be similarly ablish public education in the minds of our people as a great National adertaking, in which the States coöperate to provide something of funda- nral importance for the welfare of the Nation as a whole. I cannot state new position that the Nation should assume toward public education er than to quote from a recent address by one of our foremost opponents the specific provisions of the Smith-Towner and Sterling-Towner bills. peaking on the question of National participation, at a Harvard Teachers' Association conference, Professor Judd said : We have reached the state in the evolution of our American school wem when narrow local control and support, and even centralized State otrol and support, must be supplemented by a broader National participa- anin educational organization. A National educational agency should be eatedwhich can both encourage and compel progressive improvement in *al schools. To this end a National Department (of education) should created and endowed with supervisory powers, and the obligation of each te as a party to the National educational policy should be made clear." Education today has become the great constructive tool of modern civili- n. A hundred years ago the school was of but small importance in the d the State; today its proper maintenance has become the prime essen- * to good government and National progress. In this hundred years the has been transformed from a little district institution for the teach- of the simplest tools of learning into a great State undertaking for the rvation and advancement of the intelligence of the people and the pro- ionof the welfare of the Nation. Under a democratic form of govern- such as ours, with the many new problems-internal and external 188 NATIONAL EDUCATION ASSOCIATION confronting it, the education of the people in a series of State schools, animated and directed by a National purpose, becomes the greatest of all constructive undertakings for the promotion of the National welfare, and it is from this broad National point of view that our people must next be made to see the school. Adding, then, to the six items I have previously enumerated, the nationali- zation of education in the minds of our people as a seventh, with some intelli- gent form of National aid in school support to stimulate the States to greater activity and to insure a better equalization of burdens and advantages, these seven constitute what seem to me to be the most important items in my forward-looking American school program covering at least the coming decade. THE AMERICAN SCHOOL PROGRAM FROM THE STANDPOINT OF THE STATE THOMAS E. FINEGAN, FORMER STATE SUPERINTENDENT OF PUBLIC INSTRUCTION FOR PENNSYLVANIA There is not an important problem in public education under consideration in any part of the country today which is not a leading educational issue in nearly every one of the forty-eight States in the Union. The problems in State education administration therefore are the educational problems of the Nation itself. Under the practices inherent, however, in our form of government and under the accepted policy of American education the State is the govern- mental agency which is primarily responsible for the administration of public education. Each of the forty-eight States in the Union has from its very beginning not only accepted this responsibility but has under the authority of constitutional mandates and legislative enactments organized and established a State system of public education. Under the initiative of the State, educational programs have been formulated, general directory and administrative powers over edu- cational affairs have been exercised, facilities for education as the country has grown and expanded have been increased and the benefits accruing from education have been made available to all the children of the land. The American policy in public education may therefore be stated to be " that the educational affairs of the country shall be controlled and adminis- tered by the respective States of the Union." Speaking tonight from an experi- ence of more than thirty years' association in the direction and administration of education in the two leading States of the Union, I desire to express the unqualified opinion that our National education policy not only has been, but still is a sound one. Furthermore, I wish to express the judgment that it is desirable that the entire country should be made to understand that the educational workers of the Nation stand squarely upon this platform and that no action by them SCHOOL PROGRAM FROM STANDPOINT OF THE STATE 189 *contemplated which shall destroy it. The educational atmosphere of the entire country will be clarified if this Association shall again set forth in unmistakable terms in its declaration of policies its irrevocable belief in and adherence to this sound fundamental policy that public education is a func- ion of government reserved to and to be exercised by the respective States uttheUnion. No issue now before the country should be misrepresented or obscured through false or misleading propaganda upon the attitude which this great association has taken toward the continuance of the policy of State control and State administration of public education. Inmeasuring the effectiveness of an educational system or in promulgating Plans which contemplate its modification or expansion it is necessary to visual- re the State as an economic and social organization and to understand its vntributions to our progress and prosperity through its social and historical development. Looking at my own State from this viewpoint I see it as one sittedthroughout with great industrial centers, with extensive and valuable wning sections, with rich agricultural regions thickly populated, and with ast mountainous stretches of waste and barren land. I also see a State rich in historical achievement in the development of the advancing civilization of mankind; a State which has made significant con- utions to the field of art, music, literature, architecture, invention, science, philosophy, religion, and government; and a State which has exercised a com- "-nding leadership in the commercial and industrial affairs of the country. Wehin its boundaries are nine million people, two million of whom are of wool age. These people represent every Nation of the earth. Among these army of four hundred thousand adults who are not able to read or write I Language and this number does not include the vast throng of near illiter- These people are here because of their belief that larger opportunities be afforded them and their children in this free land than in any other 1 stry of the world. They have made a great contribution to the progress development of the country and have generally become law-abiding, strious and patriotic citizens. Notwithstanding all this they have added customs and traditions, the hatreds and jealousies, and the racial and ⚫itical prejudices of all peoples to the social and political problems of our National life. • Conditions similar to these described as prevailing in the State which I resent could be presented here tonight by a representative of each of the eight States of the Union. All of the elements which I have described ! are avital bearing upon the power, influence, and life of the State and must efore be considered in measuring or determining the needs, and ambitions, ons and the aspirations of its people. These factors are the foundations which an educational system must be constructed. Inthe expansion and development of educational programs we must think andplan in terms of present-day advancement and progress, and of our nt philosophy of life and government. We are living today in a new wsofthought, philosophy, and political action. The adoption of prohibi 190 NATIONAL EDUCATION ASSOCIATION tion in this country was no mere accident. Its enactment represents a new day in the social order of American life-a movement to raise mankind from a self-debased condition to a self-respecting and self-controlled status. Every schoolroom in the land and every teacher employed therein, will in the dis- charge of their obligations strengthen the conviction and determination of the American people that one of the first requirements of good citizenship is respect for and obedience to the laws of the land. The extension of the right of suffrage to women is another example of the advanced political thought and philosophy of our times. It is not to be regarded as a clever piece of strategy in the game of practical politics but rather as the enlarged outlook in life and the firm conviction of the American people that justice and equality under the law shall be accorded all citizens. These two examples of our advanced philosophy of life and of political thought and action are in harmony with the general advanced ideas and methods in all departments of life and human endeavor. The old forms of practice and procedure in all social, industrial, and political affairs have been superseded by the modern methods introduced through the forces revealed by the inventive, electrical, and industrial revolution which has swept over the civilized world during the last quarter of a century. Great trunk lines belt the continent and penetrate every community while extensive modern steani- ship routes traverse all the great water highways. Through these modern agencies all sections of our own country have been bound together and the whole world has been brought into cordial relations and intimate contact. The achievements in scientific research and experimentations in physics, chemistry, and biology have also moved our progress along by leaps and bounds. With this background of our social and industrial status, with the clear understanding that the great aim and purpose of education is to train men and women for service for citizenship and with our knowledge of the educa- tional situation in the country today from the standpoint of the interest, obligation, and responsibility which the State has therein, is it not pertinent to inquire: Are the public schools rendering fully and squarely the service which our economic and political necessities require ? Are they furnishing that training and affording those opportunities which are essential for the preparation of the great majority of the Nations' twenty-five million boys and girls for the service of citizenship in our democracy ? Speaking from my own experience I wish to record my testimony in support of the declaration that the public schools of the Nation are rendering a finer, better, more efficient and patriotic service to America today than at any previous time in the history of the Republic. The teaching force ofthe Nation represents a higher standard of qualification and devotion to duty. The pro- grams of study conform more adequately to the needs of our present social order. The practices in classroom work and in general administration policies are meeting more nearly the principles which experience and scientific investi- gation and research have shown to be wise and sound. The potency of edu- cation in building character, in developing initiative in individuals as well SCHOOL PROGRAM FROM STANDPOINT OF THE STATE 191 as in expressing group responsibility, and in effectively influencing great moral, social, and political questions is manifest upon every hand. At no time has the returns in dividends on each dollar invested in public education been so large as in the year 1923. I have no sympathy whatever withthe thoughtless but constant criticism of the young people of the present day. They possess their faults as did each preceding generation, but America neverbefore possessed a generation of boys and girls so well prepared to face the battle of life, so responsive to the moral and spiritual needs of the hour, full of hope and courage and so promising in successful achievement. It * our obligation, fellow-teachers, to repel these wicked assaults upon our ows and girls and give them the encouragement that comes from an expres- son of confidence in their character and power. While conditions generally are gratifying and encouraging every leader and student of educational administration recognizes the limitations in educa- ional facilities and opportunities which are available for the boys and girls ! oftoday and which are essential to the future peace and prosperity of our ountry and the perpetuation of the ideals and institutions of our National te. This association has set forth in its platform the minimum standards of ducational facilities which should prevail throughout the Nation. These wandards have been accepted as the goal toward which I have endeavored to direct educational system of a great State, but there is not a State in the Union which has provided these clear necessities in educational opportunity. In nlarging and expanding our educational programs to enable us to discharge obligations to the children of the Nation a great fundamental principle + democracy must be observed. Equal justice must be accorded every child the land. Opportunities should not be provided for some which are denied thers. In a free democratic State education must be administered on a plane and in aspirit which shall open to all the children of each State the door of pportunity upon an equal footing. Thegreatmajority of children of America leave before they are fourteen ars of age. We are annually sending into industrial slavery a million of hese helpless victims because our social and economic conditions are not Zanized upon a basis which gives them the opportunity to prepare for a 4ger and more efficient service. School terms must be lengthened and equal- red Every child in the land must be given the opportunity to attend school ra full day during the entire school period. Sanitary and comfortable dings which are found in large numbers all over the country should me the accepted type of building wherever a public school is maintained. Motern supplies, equipment, and tools should be as common in the class- mas are such essentials in the factory or upon the farm. Training chil- drentopractice the simple rules of right living which develops the physical and moral powers, increases the mental alertness and brings joy and sun- *einto every soul should be regarded as essential as teaching English, weathers, or any other subject. Through the development and extension of 8 192 NATIONAL EDUCATION ASSOCIATION the junior high school all children must be held in school for longer periods and afforded the opportunity through an enriched and varied curriculum of educational activity to discover their individual development and aptitudes. The school should be an agency in every community which challenges the low resorts and places of amusements for young people by providing those forms of recreation and amusements which young people desire and will obtain. These may be provided through playgrounds, gymnasiums, reading- rooms, libraries, and other agencies. Through the public school a swift blow should be struck at illiteracy with a determination that within a decade the population of America should become literate. Notwithstanding all the skillful and scientific planning that is given to the administration of public education there is one great factor upon which its success depends and that factor is the teacher. The slogan of this Association has been for years a " trained teacher in every classroom." The public must be enlisted in the fight to improve the teaching force. The teacher is the real power of a school system. She should possess a liberal education, she should have opportunity to develop her cultural and uplifting powers in order that she may influence properly the developing character and the ambitions of thosewhom she instructs. She must feel secure in her tenure, receive adequate compensation, and be able to make those contacts in life which increase her human sympathies and her power of inspiration. I like the expression of Dr. H. A. L. Fisher, Great Britian's great minister of education, who said that a teacher receiving a " sweated wage " and carry- ing the " illiberal cares of life " could not do satisfactory teaching. The teacher must be contented, happy, free from distressing cares and able to enjoy life if she is to render that service in the classroom which she desires to perform. The teacher-training institutions of a State are the backbone of a public- school system. The standards of these institutions are an index to the standards of a school system. I know of no State in the country which possesses adequate teacher-training facilities. There is not a State in America which is providing adequate financial support for its teacher-training insti- tutions. A legislative body, a legislative leader, or an executive who seeks to cripple these institutions by withholding or decreasing appropriations for their support is striking a vital blow at the very heart of a public-school system. There is need of a great National campaign for the development of adequate support for State normal schools and other teacher-training insti- tutions. Timewill not permit me to consider all of the great problems which a State administrator must face. The solution of these problems requires a greater public appreciation of the value and power of education and of the service which good modern schools render. Communities have an appreciation generally of the value and service rendered by a modern improved highway extending through it. The public must be led to realize that modern schools afford their boys and girls oppor- tunities for the preparation for life which are of even greater value and service SCHOOL PROGRAM FROM STANDPOINT OF THE STATE 193 to the community than modern highways. The modern highway serves the comfort, the convenience, and the physical needs-administers to the material things of life ; while a modern school serves not only the material but the moral and intellectual needs-administers to the spiritual affairs of life. The whole country needs leadership in education. The masses need the same type of leadership in educational affairs which the National Education Association has given in recent years to the teachers and superintendents of theNation. There is not an administrative officer or a classroom teacher in the land whose burden has not been lightened, whose heart has not been cheered, whose courage has not been strengthened, and whose success has not been enlarged because he has been conscious that the ideals in education torwhich he has been striving has the professional support of the Association. Similar leadership which shall be bold and courageous is needed in every State, county, city, and school unit of administration. Such leadership must beprovided in these divisions by the responsible leader of education therein. State administrators, city and county superintendents, principals and teachers zenerally must be students of our great social, economic and industrial problems, must possess clear conceptions of the aims and purposes of educa- on andmust be familiar with the needs, practices and procedure in modern educational policies, and thus be able to develop public sentiment favorable toeducationwhich will guarantee that financial support and favorable action sential to the advancement of progressive modern schools. I predicated this discussion with a brief statement of the American policy edication to be that educational affairs are to be controlled and admin- stered by the State. Thus far I have presented one viewpoint which every State administrator must possess. That has been the viewpoint within the Mates. We must of course view this problem from the needs, conditions, and social and historical development of each State. The State must under- tand, appreciate and discharge its obligations in these affairs. This view- Pont is the narrow outlook which we are bound to possess. There is how- ver a larger, broader viewpoint which the State administrator must obtain beis to attain the great achievements which must prevail in this land. He must look out of his State and survey the needs and obligations of the re Nation. Traveling across the continent from one ocean to the other ; asing through fifteen or twenty of these great American commonwealths ; bserving the material development of the country, ascertaining the thought, The aims the ideals of the people; and in fact looking at our American prob- hrough the eyes of forty-eight States will give to us a vision of the real, great outstanding objective which must be reached through the work of the Pic schools of the Nation. When we have this vision of education we - possess a more accurate appreciation of our responsibilities in such hip as the schools possess. We shall also then have that larger vision **therelations ofthis Republic to other nations of our obligation to the great walworldproblems and the power and influence which education is capable "endering in the establishment of world peace and the honorable and zane adjustment of all world problems. 194 NATIONAL EDUCATION ASSOCIATION My position must not therefore be interpreted to mean that the National Government has no concern in public education. While the States must con- trol and administer educational affairs, the National Government must express its interest in public education. The ends to be attained in America through educational processes can never be accomplished until the Federal government extends to educational leadership the weight of its power and influence and until it supplies financial support to aid in the equalization of educational opportunity. The country needs the influence and benefit which would accrue to education through a great clearing-house in educational enterprises at the seat of the National Government. I know of no more potent influence or effective service that could be rendered education in all parts of the country than the enactment by Congress of a measure similar to the Towner-Sterling Bill. A department of education in the National Government would afford a unifying influence throughout the land which would stabilize and promote educational activities in every State in the Union and would in no way interfere with well-established State or local rights and privileges or decrease or minimize the influence of a single State in its educational affairs . Time after time when I have endeavored to promote some educational reform within my official province within a State, or to effect legislative results which would improve the opportunities of boys and girls, I have felt the need of the power and influence which can be supplied through a Federal department of education. Having a viewpoint of the State administrator, as I have worked in such capacity all my life, I have no fears whatever of a National department of education interfering with the prerogatives of a State office responsible for the supervision of education in a State or of decreasing the influence of such officer with his State constituents. On the other hand, I believe such a department would increase greatly the dignity, the power for usefulness and the prestige in every way of an official responsi- ble for the leadership of education in one of our American States. As the National Education Association itself has influenced the professional side of education in every section and corner of the land so would a National Department of Education influence the legal, the constitutional, the financiai, the official side of public education not only in every State and school district of the country, but also in the eyes of the world. Each State and the Nation itself must join in giving to every boy and every girl in the land the oppor- tunity of obtaining the education which will best fit them for the service of the Republic. SCHOOL PROGRAM FROM STANDPOINT OF THE CITY 195 THE AMERICAN SCHOOL PROGRAM FROM THE 1 STANDPOINT OF THE CITY i WILLIAM L. ETTINGER, SUPERINTENDENT OF SCHOOLS NEW YORK CITY The leading cities of our country are remarkable not only for their rapid growthbut also for their political and social influence. As distinct from rural communities they may be called the ganglia of our vast body politic. They re highly energized and unstable centers of human energy, receiving, trans- orming, and sending afar stimuli that determine the character of our National life. The citywhich I have the honor to represent is perhaps the most striking templification of such truths. Within a space of little more than three hun- fred years the island with its adjacent lands, where lurked the redman and the surrounding waters where glided his birchbark canoe, have become the me of approximately six million people who wield tremendous power in The field of industry, commerce, and finance. The Leviathan has replaced hecanoe and aeroplanes soar high over that marvelous cathedral of com- Terce, the Woolworth Building, the golden spires of which are emblematic pot only of present accomplishments but of our aspirations for the future. Cities, whether they be New York, Chicago, St. Louis, or San Francisco, ave proved to be a striking feature of our National growth. By the close of The Civil War pioneer life, symbolized by the covered wagon, had blazed thewayfor rural communities and while they, in turn, have not been super- eded, they have been affected by the growth of our great cities. The intro- action of coal, petroleum, steel, concrete, and steam power, the invention of the steamboat, the railroad, and various types of labor-saving machinery, pplemented by the influence of a policy of protective tariff, led to the rapid velopment of cities after 1825. Since that time our cities have been con- Candy growing at the expense of the suburban or rural areas, so that today, var vast National population of approximately 105,000,000 people, one Warter of the entire population lives in 68 cities, of 100,000 inhabitants or Mare. This constant drainage of rural areas by cities is still progressing, endencedby the fact that during the last decade in the northeast and the *rth-central States, the increase of urban population has exceeded the growth Paral population by 27 per cent. In short, the great migratory movement ward, that has hitherto characterized the growth of our country, has rased andbecause of the potent attractiveness of our cities, those vast centers adustry and culture, of degradation and refinement, of gross materialism , well as inspiring spirituality, the theoretical center of population which ** since colonial days has been shifting westward, has begun to swing *2stward as an index of the massing of population in such great manufactur- centers as New York, Pennsylvania, Ohio, and Illinois. These facts have a direct relevancy to the discussion of the part that our Theshave played and still play in the development of educational policies. Thes, as well as the Federal and the State government, have been strong, 196 NATIONAL EDUCATION ASSOCIATION persistent, beneficial influences in the development of educational service, and as the cities grow in number, in wealth, and in power, they will inevitably exert an influence and a control over the development of our school program that will be as beneficial and as stimulating in the future as it has been in the past. The crowding of people into industrial centers, which began during Jackson's administration, immediately thrust to the front the prob- lem of the proper education not only of the poor and of those affiliated with religious agencies, but of all, irrespective of wealth, religion, or social status. The need of education for the masses, which was readily ignored when the population was thinly and widely scattered over rural areas, became a problem of paramount importance in relation to intelligent, decent, honest living, as soon as our people began to live under conditions such as ordinarily exist in great industrial centers. The evils incident to the herding of our cities in industrial communities led to the rapid displacement of the conception of education as a religious or philanthropic activity, to be carried on by private enterprise and endowment for the benefit of the indigent by the sounder modern conception of a free, tax-supported, compulsory education as the chief means adopted by the Nation, the State, and the municipality, to insure not only the development of the individual, but also the type of social and political life and service necessary for the maintenance and the advancement of the State. The excel- lent work of the various public school societies after 1806, operating the Lancastrian system of instruction in the growing cities of the East, eventually prepared the way for the education of large groups of children, in graded classes, in specially constructed buildings, with trained teachers, at a reason- able per capita cost. In other words, the proverbial little red schoolhouse, well fitted to serve the rural community of its day, was supplemented by the more complex type of school organization developed to meet the needs of city conditions. In like manner, the city environment not only determined the elimination of the small ungraded school, with its narrow three-R curriculum, but also compelled a reconstruction of the entire life of the school. The denial of experiences in the woods, meadows, hayloft, barnyard, kitchen, the black- smith's shop or the grist-mill, led finally to the enrichment of the curriculum by the introduction of such subjects as physical training, nature study, manual training, and domestic science, subjects unknown in the older type of country school. The denial of play space to the child of the tenements led to the introduction of playgrounds, both within and without the school. More- over, in order properly to house our vast army of pupils and to afford facil- ities for such liberalized education, a special type of school architecture con- sistent with the high ideals of beauty, sanitation, and safety, was rapidly devised. The pressure of public opinion and criticism born of intimate knowledge of the type of education to which their children were subjected, led the public to demand that teachers be trained for their work and that they be paid salaries adequate to attract and to hold competent men and women. Just SCHOOL PROGRAM FROM STANDPOINT OF THE CITY 197 as cities have been a vital influence in relation to the industrial, the com- mercial, and the political life of the Nation, so also have they exerted a con- nuous, stimulating, and constructive influence in the development of our chools. In suggesting typical present-day problems in our large cities I will touch briefly upon certain city school problems the solution of which is fraught with much difficulty, but which, when effected, will represent additional contributions made by our large cities to the cause of education. Perhaps one of the most important and most perplexing problems is the determination oftherelationofthe board of education to the municipality on the one hand, and to the State on the other. While the generally accepted legal theory, as expressed in statutes and decisions, is to the effect that education is a State function, carried on chiefly by means of funds provided by the city, the fact remains, as evidenced by controversies countrywide, that arise over the attempts of well-intentioned municipal authorities to treat and to control ducational funds, educational policies, and educational administration as dentical with those of city departments, that there is a wide zone of disputed authority that should be made the subject of professional study and statutory gulation. As long as States make but meagre contributions to the funds required for urrentexpenditures for educational service within the municipalities, it is Tore thandifficult to meet the well-sustained arguments of advocates of home de and particularly to withstand the demand of members of succeeding ptical administrations responsible for rising tax rates, for a controlling ricewith reference to school funds raised by tax levy. State supervision and control of education in large cities are a legislative theory rather than an actuality. A related problem resulting in wide divergence of opinion is the method ofcreating boards of education. Some communities adopt the method of direct appointment by the mayor; others, the antithetical method of direct lection by the people; and others, a middle ground method of appointment arepresentative commission. All plans are being tried with varying degrees success, but we have still to develop a formula or a method which will reboards of education which will recognize their joint responsibility both the State and to the municipality. Identical plans of organization are and successful in some communities and wanting in others. A smilar problem arises in relation to the size and the powers of the board *education when created. The general tendency countrywide in large cities **oward the creation of small boards, preferably of seven or more members , powered to formulate but not to administer educational policies. The Barness of a board of any size, however, is conditioned not so much by the or as by the personality of its members. Increasingly we find men and unen of fine attainments, rich experience, and splendid civic ideals accepting pointment to boards of education not to fatten on patronage or to don a antle of brief authority, but to render to the city and to the State the noblest 198 NATIONAL EDUCATION ASSOCIATION type of public service possible-namely, vigilant guardianship and inspiring guidance of our richest inheritance, the children of today, the citizenship of tomorrow. The problem of financing educational service is one of ever-increasing and ever- recurring difficulty. Constitutional tax and debt limits binding upon the administrative officers of the municipality and therefore limiting the financial support that may be extended to the schools, tend toplace the schools in severe competition with city departments, in the attempt to secure the moneys necessary for efficient management and healthy growth. The situation becomes dangerously acute when the State aid is inadequate, as it is in most instances, despite the accepted theory of education as a State function. Perhaps an extreme illustration may give additional significance to my remarks. Greater New York-like Athens of old is really a city-state containing 54 per cent of the population of the entire State. The wonder city of the East has a population of approximately 5,000,000 and a school population of 922,000 pupils. This school population is approximately equal to the combined total population of Arizona, Wyoming, Nevada, and New Mexico ; or, to use a different illustration, is approximately equal to the com- bined school population of Philadelphia, Baltimore, Cleveland, Cincinnati, Detroit, and St. Louis. For the current expenditures of such a gigantic system the city spends approximately $90,000,000, out of a total tax levy of $353,350,000, which, according to the U. S. Bureau of Education, equals the total amount of money expended for educational purposes by sixteen States during the year 1920. In other words, New York City expends annually, with little aid from either the State or the Federal government, a sum equal to the aggregate educational expenditures of Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Idaho, Maine, Mississippi, New Hampshire, New Mexico, Nevada, Rhode Island, South Carolina, Vermont, and Wyoming. The enormous expenditures for education might be made an excuse for a learned discussion of the erroneous conclusions recently reached by Presi- dent Pritchett, of the Carnegie Foundation. Such reactionary conclusions are as firebrands in the hands of the demagogue who seeks to destroy the institu- tional life for which we have sacrificed untold lives and treasures. A Nation dedicated to the development of a cosmopolitan civilization founded upon self-government cannot afford to place the almighty dollar above the interests of the child. Is it not a conviction of our people that the race between civil- ization and political catastrophe is being waged not only during the halcyon days of peace but also during the turbulent days of war and that education alone will determine the issue, when, as in 1920, of a total National income of 56 billion dollars the Nation spend approximately $1,192,000,000, or 2.13 per cent of the National income for school purposes, is it debatable that we should advocate in the interests of childhood, not retrenchment, but more liberal expenditures ? Scrap your navies, disestablish your military organizations, if you will, but such actions constitute a National peril unless the moneys thus saved SCHOOL PROGRAM FROM StandpOINT OF THE CITY 199 re expended in the promotion of an educational service which will make very son and daughter of our Republic an intelligent and reverent guardian our noble heritage. The World War was for naught if it did not prove atthe moral and intellectual fibre of a nation is more significant than any degree of material prosperity, and that its quality is the fruitage of a sound and adequate educational system. Not the last line, but rather the first line detense, isour public-school system, for the battles of tomorrow are being on in the schools of today. However, the financial problem in our great cities in which constitutional as and debt limits exist, which place the city school system in competition th city departments, has become acute within the last few years and calls wher for new modes of taxation to increase the general revenues or for the 1 emption of school moneys from such constitutional limits. Do you wonder that constitutional provisions and tax laws of olden days, raling with property rather than production and earnings, fail to meet such aextraordinary situation, and that the administrative authorities of both He city and the school system are inclined to ask if it is not probable that **e city, especially in view of its transient immigrant population, is shoulder- a financial burden that should be borne to a greater degree by both the State and the Federal governments. Uninteresting as may be these large problems of city school administration, which I have referred, namely, the legal status of boards of education, the ode of creating, and the size of such boards, and the financial difficulties encounter, it should be understood that they absolutely determine the zode of administration of school systems. It would be folly to assume that there is any well established, satisfactory theory and practice with reference hem. Indeed, their solution must be patiently wrought out in the conflict and controversy of great cities and their solution will mark an additional ntribution made by American cities to the cause of education. I am rdined to think that experienced schoolmen will concede that the problem : •Federal aid and supervision is in the present moment entirely secondary a clearer definition of the purely internal problems to which I have ferred. If, in amoment of pious aspiration, we may assume that such difficulties Pave been solved, what plans and specifications may we, as social engineers, down as controlling ideas for the future development of our city school wcem ? Permit me to refer to the most obvious need which, is most frequently red. We must properly house our children, not in ancient buildings , ficient in number and defective as regards safety, sanitation, and archi- tural beauty, and deficient in the equipment needed for real living on the part of the child. Rather must we provide sufficient modern schoolhouses n accordance with well-conceived city plans, to enable each child to receive Il-time schooling in buildings which, from the standpoint of safety, sanita- , and equipment, conform to the highest standards of notable buildings Ir through private enterprise. Above all must our schools be enriched 200 NATIONAL EDUCATION ASSOCIATION by those architectural features and types of equipment needed to make them, from the children's standpoint, real houses of golden windows, in which they may live and discover unto themselves, in an ideal social environment, the talents God has given them. Unless we concentrate on our school build- ing program, the same careful planning and artistry that we lavish upon our modern hospitals, theaters, churches, and the chosen marts of commerce and industry, we fail to do justice to the latent beauty, dignity, and worth of our children. Need I argue that if we do not supply play space for clean, wholesome recreation, we will have to supply jail space, and also that as long as our children play in the peril of the gutter their spontaneous play instincts intent only on the passing moment, will mean their mutilation or death under the chariot wheels which throng our cities of dreadful streets. Another thought I would emphasize is that democracy demands for her children an education commensurate with the diversity of their talents and the versatility of their genius. Not only must the range of educational service extend continuously through the kindergarten, the six-year elementary, the junior high, the senior high schools of different types, the vacation, the con- tinuation, evening schools of elementary and high-school grade, but also through the college and possibly the university. In every stage of the pupil's career, despite the economic necessity of mass instruction, the child must be individualized through the application of intelligence and achievement tests, so that he will neither strive without succeeding nor succeed without striving. To every child according to his ability, whether he be a physical or a mental defective or a precocious youngster of superb vitality and sur- passing talent, every opportunity must be extended. We must assure to each an equality of opportunity to attain his place in the sun. The myth of the so-called average pupil has been driven forth as a pariah from our midst, never to return. That such ideals are abroad in the land, especially in ou: city systems, is abundantly proved by the general extension of the kinder- garten, the introduction of the junior high, continuation, summer, vocational, and evening high school, and innumerable classes for all types of exceptional children, whether mentally defective, precocious, blind, crippled, anæmic, tubercular, or cardiopathic, and above all, by the use of intelligence and achievement tests as the basis of a system of scientific grading. Furthermore, there must be a radical reconstruction in our present encyclo- pedic, uniform, devitalized curriculum so as to provide for children of vary- ing types of ability and rates of achievements, and to provide for a more social- ized, humanized type of content, with a definite community value, so that the learned will know and feel that he is in and of the community rather than an expectant bystander. But there can be no finality about our procedure. Catch phrases and their implications, such as project method, apperception, method wholes, culture epochs, will each, in turn, add to our modicum of knowledge and then pass into desuetude, but let us welcome them as indica- tions of a divine discontent with present procedure and technique and as evidence of a commendable freshness of vision and zest for honorable achievement. SCHOOL PROGRAM FROM STANDPOINT OF THE CITY 201 Butwe would deceive ourselves if we were to ignore the fact that in the ast analysis the teacher and the pupil are the polar and the ultimate aspects of the teaching situation and that therefore future progress in education in ar cities and elsewhere is absolutely conditioned by the social and economic carus of teachers in the various communities. Am I too optimistic when Ipredict that no longer will teachers be regarded as pawns on a political tessboard and that teaching and administrative positions will no longer be regardedas political spoils. Is it too much to assume that in the near future herewill be no large city in which teachers are not appointed from merit sts and granted permanent tenure after a reasonable probationary period 1two or three years' service ? As educational progress depends primarily pon the competency of the classroom teacher and while it does appear that ractically one half of the 657,000 teachers in the United States are nadequately trained, it is beyond denial that our city school systems are lead- ng the advance and establishing high conditions of eligibility that justify the lam of teaching to rank as one of the learned professions. As those charged with the sacred responsibility of fashioning character, we are in duty bound perfect our technical knowledge so as to justify our claim to rank among elearned professions. But the salaries paid largely condition the kind of wacher obtainable. While it is true that the median salary paid in large ties is approximately $1,500 per annum, several of the leading cities have aimpted mandatory minimum salary schedules which mark a new epoch in 1 public recognition of the value of teachers' service. Nor is the selection of Peachers on the basis of a merit system and adequate salary schedules all that ⚫needed in the city of the future to insure an efficient corps. Neither tenure or salaries has done more to stabilize the teaching profession and to insure apermanent body of teachers of mature skill, than the establishment of eacher pension systems on the sound financial basis of joint contributions the teacher beneficiary and by either the State or the municipality. Dis- ty and superannuation have lost their terrors among teachers in New York City since the establishment of the teachers' retirement system in 1917, and I forecast that the day is not far removed when teachers in every city roughout the land will enjoy the benefits of a similar retirement system . The last but not the least imperative problem that I am confident city hools systems will effectively solve is that of supervision. Too long has administration of our schools been characterized by either benevolent cracy or petty despotism. Supervision has too long meant narrow- soned dictation and strait-jacketed response. Supervision has been based on domination rather than inspiring leadership upon fearful individual ompliance rather than whole-hearted group coöperation. Indeed, one might well evaluate a city school system not by the achievements of pupils but by degree to which teachers, individually and collectively, have an interest and avoice inthe determination and the execution of its policies. The spirit, rather than the mechanism, is the matter of real importance. Such coördi- mated power need not resemble a turbulent torrent rushing down a glen, rather those quiet underground streams that make fertile the pleasant valley. 202 NATIONAL EDUCATION ASSOCIATION THE AMERICAN SCHOOL PROGRAM FROM THE STANDPOINT OF THE RURAL SCHOOL FLORENCE M. HALE, STATE AGENT FOR RURAL EDUCATION AUGUSTA , MAINE In my estimation no greater honor could be conferred upon any person in educational work than to be asked to act as spokesman for the greatest of all our National education problems-that is, the program of American education from the standpoint of the rural school. Perhaps no better indica- tion of the progress being made along rural school lines can be found than in the placing of the rural school interests on a program of this character. We have by no means solved the problem of rural education in the United States but we are awake to the importance of our problem and we are already beginning to achieve some results looking toward a partial solution at least. Last year over two million people left the farms for urban life. Some were driven thence by financial conditions ; others were lured by the greater attractiveness of social life in the larger places, but probably a considerable proportion were influenced to go to the cities because of their great desire to give their children the best possible educational advantages-advantages not to be found in the meager conditions of too many of our country school communities. However dazzling our cities and splendid their records of accomplishment; it is a foregone conclusion that these cities cannot exist without having behind them a solid and high type of rural citizenship. The cities of the United States are much more dependent upon the rural sections for their successful existence than are the country people dependent upon the cities for their social attractions . Not only in education but in all economic lines this Nation is awaking to the fact that the welfare of the country people financially, socially, and educationally must be safeguarded and increased in order to keep these millions of people in their country homes and to make the foundation of National welfare secure. In California, the fruit growers; in the south, the tobbacco raisers ; and in my own State of Maine, the potato growers ; all are being organized into coöperative societies, often times with outside assistance, in order to safeguard the interests of our agricultural people. And all over the country educators are seeing more than ever before that a great responsi- bility rests upon associations like the N. E. A. to better the conditions of rural education in order that the country people, as their economic conditions grow better, shall not have to move to large centers, just because their children cannot secure an equal education in the schools of the rural neigh- borhood. The National Education Association and our university exten- sion courses and rural educators have been making strenuous efforts to better rural school conditions. I believe they are succeeding to a great extent, although much still remains to be done. Two problems present themselves in connection with this rural school betterment : ( 1 ) Helping the immediate situation in the present rural school of the ordinary community. ( 2) The ideal program for future betterment of the entire rural school situation . SCHOOL PROGRAM FROM STANDPOINT OF THE RURAL SCHOOL 203 Two types of rural schools are now being much discussed in relation to these problems. First, we are considering the one-room rural school which iswithus inlarge numbers and will continue to be for some years to come. Second, the consolidated school, of which there are many splendid examples here andthere over the country. Those of us who have been annual attend- ants at the National Education Association meetings have little disagree- ment as regards the efficiency of the consolidated school compared with that of the one-room school in most instances. The program of this association for some years has been destined to bring the matter of consolidation with all its benefits vividly before the people of the country. We rejoice to see the increase in the number of these splendid schools, and we believe that their growth hasbut just begun. Allwho are familiar with actual rural school conditions recognize the ncreased opportunity for social intercourse, healthy competition in work and greater advantages both from a physical and professional standpoint. How- ever, all over this land there are still one-room rural schools and we must tace the fact-while working toward our program of consolidation. We Tast recognize too that there may possibly be some communities where the one-room rural school has a distinct mission and is doing a good work. It snot the purpose here to argue for the advantage of either of these two spes of schools, but rather to accept the facts as they are and while working tor that which seems ideal, at the same time to have belief and ambition to make the very most possible out of conditions as they exist in our own particular rural work. Our program then calls for attention to the betterment of rural educa- bon as stated in the first suggested topic. It is not enough to disparage whatwe have to deal with today and leave the matter there when we cannot mediately obtain the ideal— Hearken why !- The common problem, yours, mine, every one's, Is not to fancy what were fair in life Provided it could be-but, finding first What may be, then find how to make it fair Up to our means : a very different thing. The school life of the usual rural child is only about eight years in length. Ifwe wait for the ideal during three or four or five years, without improve- ng the immediate present, however fine our achievement then may be-we savepractically robbed the present school population of at least half of its whool life. Personally I believe it is a healthy habit to establish to regard ne situation in life as impossible nor as an excuse for failing to try for morovement. We who supervise in the rural schools need most of all to astil a spirit of pluck and good courage into our rural teachers, for first and foremost the advance of rural education depends more upon the individ- al teachers than upon buildings, equipment, or aught else. Given the mal teacher " all these things shall be added unto thee." We may talk to od boards and tax-payers about the crying needs for all these material things but let us spend our time with our teachers themselves in showing 204 NATIONAL EDUCATION ASSOCIATION them how to make the most of the school they have instead of rendering the situation hopeless by spending too much of our time with them in dwelling upon the poor conditions that exist. Nothing is impossible in any situation to the person of resource and vision. The teacher who makes a success of her work in the school she is in will have a greater influence in bringing about the ideal situation than any amount of bulletins, lectures, and resolu- tions from eminent educators outside the particular community. Our fore- fathers were not necessarily satisfied with the barren conditions they found on our New England coast, nor were these western pioneers insensible to the drawbacks of their situation but they were men of vision and undaunted courage and they knew the only way to future comfort and benefits was to wrest, then and there, every possible thing out of the barren conditions they encountered. The glory of our wonderful nation today built upon their endeavors is an argument for the soundness of their philosophy. The rural schools directed by one of our young superintendents who had attended some meetings of rural educators were found to be making no progress but rather going backward. When questioned as to this the young man said, " Why! At the meeting it was the consensus of opinion of all the eminent educators that it is impossible to do anything at all with a poorly equipped one-room rural school, so why should I spend my time attempting the impossible ? " We must be careful how we spread a spirit of discouragement among our younger superintendents and teachers. The greatest need ofAmerican rural education then is to build up a rural school profession all over the country. In Maine we have been endeavoring to do this by means of a very definite plan for improving teachers in service. Due to the efforts of our State superintendent our State law enables us each summer to select a group of not over one hundred of our best rural teachers who are normal graduates. To these we give-free of all expense of travel, board, etc. a six weeks course for rural leaders. They then go back to their towns and act as helpers to assist the untrained or inexperienced teachers in service. They teach their own school for observation purposes as well as going about one day a week to advise and assist in other schools. The work of these helping teachers has been so successful, and rural com- munities have been so influenced for better things that this summer, in response to a demand, we are able to take a second class of teachers free of expense for similar training. This second class is made up of rural teachers in service who will not act as helping teachers but who have evinced a great desire to attend and to learn how to do better the work of teaching their rural schools. Perhaps our greatest need today to secure a strong rural teaching pro- fession is to create a public sentiment which shall make it possible for our teachers to have attractive and comfortable boarding places. A survey of conditions, I believe, would show that a large percentage of the teachers who refuse rural schools do so, not because of the actual school conditions, but because of the hardships of daily life. Rural educators need help in solving this problem. The teacherage is the solution in some localities- and awakened public conscience may effect it in others. ADDRESS OF WELCOME 205 Along with the establishment of a real rural teaching profession our program for rural education calls for better schoolhouse conditions, expert supervision, and adaptable courses of study. An extract from my own State's rural program for next year perhaps summarized these needs from the National standpoint as well. The essential points of rural school efficiency are as follows : ( 1 ) A well-trained and adequately paid teaching force; ( 2) Well built schoolhouses with suitable grounds and with a reasonable equipment of all the tools of education ; ( 3 ) Pro- fessional guidance under expert and business-like supervision ; (4) A simple and definitely arranged course of study; ( 5 ) Community interest, coöperation, and sup- port; and (6) Reasonable consolidation of the smallest schools, under conditions thatwill promote the educational welfare of the pupils concerned. ADDRESS OF WELCOME WILLIAM W. CAMPBELL, PRESIDENT- ELECT, UNIVERSITY OF CALIFORNIA BERKELEY, CALIFORNIA I consider it a splendid privilege and a high honor that my first public address after assuming the office of President of the University of Cali- fornia should be one welcoming the members of the Association and its foreign representatives to the campus of our institution. We have looked forwardto your coming into our community from all parts of our own State and our Nation and from a great number of other Nations. We had hoped that your organization or some of its many sections would desire to hold meetings in our buildings and that we could assist effectively in some way in making your ambitious and worthy program a success. If there are methods which my colleagues on the faculties or in the administrative offices of the University can render further assistance in the way of providing facilities for meetings, or otherwise, we desire to be of service. Speaking of the members of the Association, you are representatives of the hef function of the forty-eight States, the District of Columbia, and the catlving territories, of their counties, their cities, and towns-the educating of heirchildren, the educating of their young men and young women. Should anyone fail to realize the predominating position of educational service in our Commonwealth and local governments I recommend that he study the allotments of our tax returns to the different public services or that he com- pare the school buildings throughout our several States with the buildings devoted to any government service, or to all other government services combined. Weare thinking this morning of educational problems and results in two of their aspects; we are thinking of their benefits conferred upon the people, andfurther concerning their promise for the improvement of international relationships. The welfare of our democratic Nation, the success of our form d government, demand that education within our borders be universal. teracy in any region, large or small, is a misfortune and a threat of trouble. The illiteracy of individual voters has its bad effects, sometimes of 206 NATIONAL EDUCATION ASSOCIATION a very definite and regrettable character. On this anniversary of our Inde- pendence Day, we can do nothing finer for our beloved country than to pledge our efforts in behalf of Nation-wide education. No locality should be permitted to be so backward intellectually and governmentally as to be without school facilities for every boy and girl, up to a liberal age limit, and attendance should be enforced. We should endeavor to stamp out and pre- vent illiteracy through eternal vigilance and constant effort, very much as, but more completely than our excellent health services are stamping out and preventing yellow fever, malaria, typhoid fever, and other scourges. As a Nation, we have in the last quarter-century felt responsible for the education of the children in Porto Rico, in the Hawaiian Islands, in the Philippines. We look with pride upon the results obtained. We, as a people, are unselfishly interested in the welfare of the inhabitants of those islands. If you could have witnessed with me at Honolulu last November eleventh, Armistice Day, the procession of many thousands of school children, Chinese, Japanese, American, native Hawaiian, European, all under the banners of their schools, all wearing clothing of immaculate cleanliness, all showing faces clean and, we might say, polished, faces attentive and radiantly happy, your hearts would have been bursting with pride, and many eyes would have shed tears of joy. Now, our desire for the welfare of the people of Cuba, of the other islands of the seas, near and far, of other nations wherever situated, is equally sincere. We marvel at the educational progress made by Japan in a few decades, and are glad. We admire the progress of education in China, reported to us in recent days by her delegates. We have been gratified to learn from their representatives as to the excellent educational conditions developing and existing in Mexico, in Chile, in Czecho-Slovakia, and in other nations. We desire to maintain with each and all of the nations the same peaceful relations which have endured between the United States and our neighbor on the north, Canada, through eleven decades, and this wish is synonymous with our interest in the educational advantages of those countries. But though universal study is desirable and essential, is it sufficient to insure peace or to encourage us in hoping for enduring peace ? By no means. Other conditions are necessary. The greatest war of all time was fought by the most highly educated nations. Neglecting fewer than a half-dozen of the smaller nations, such as Norway, Sweden, Denmark, and Switzerland, containing perhaps not more than fifteen million people, the highly educated world, embracing hundreds of millions of inhabitants, was engaged in the life and death struggle. Germany was the most intellectual of all on the list. In Germany the percentage of illiteracy was perhaps lower than in any other country. But the German schools, the elementary and secondary schools, and the universities, through several decades were glorifying war, were developing the military spirit, were, in effect, teaching militarism. The government was in the hands of the military party. The sword was the symbol of Germany's might. And in the same way today, any nation whose ADDRESS OF WELCOME 207 government is in the hands of the military party, no matter if every man, worran, and child be well educated as to intellectual matters, that nation isathreat to the peace of the world. In my opinion, the schools should teach peace with justice, peace with respect for the rights of other nations, peace without reference to a nation's resources in men, guns, submarines, and air- planes. The point I desire to make is this: universal intellectualism is not enough. Our educational system should strive to develop consideration for other nations and peoples. Our textbooks of history, particularly those chapters which describe our military struggles with other countries, should bewritten and selected with the utmost care, in order that they may be based ponthe truth and that they may teach nothing but the truth. It is unworthy agreat and powerful nation such as ours, that any school textbook should contain a single statement reflecting unjustly on other nations. If I were asked to name the most striking fact in American educational history, my answer would be this: the tremendous growth of attendance in our high schools and colleges and universities during the last quarter-century. While the population of the United States has increased less than fifty per sentinthe twenty-five years, the number of students in our high schools and niversities has been multiplied by three or more. Similar developments in Tostother activities of life would be considered as revolutionary. The time has not come to determine its effects upon sociological and economic ques- tions,butwe may be sure that the cause described will produce an effect. We ought to survey the situation and try to see whither we are tending. We sometimes hear the question: Are we attempting to educate too many in our * igh schools, colleges, and universities ? My own answer to this interesting and important question is simple. My answer is : No, we are not, if the zh schools and universities are really educating them. Yes, we are, if the high schools and universities are not succeeding in their efforts. I am inclined suspect that the pendulum has been swinging too far, and that many stu- dents -I do not know how many or what percentage-are misfits in our ucational institutions and should not be there. The taxation costs of mains taining secondary and higher educational systems have increased enormously, and inmy opinion, taxpayers should not be assessed for the maintenance of ncapables or the unambitious in secondary school and college. This taxation wer of injustice, is, however, the minor one. The chief misfortune concerns the incapable student himself, and the general economic conditions of the public at large. The educational system should not be expected to carry the incapable very far. The capable student who can do his work but will not apply himself, the student who is not ambitious, should be shunted to other felds ofactivity where he will not be in the way of worthy students, and where his success and happiness will be more complete. It standards are too low in our schools and colleges, we encourage the development of bad habits in the students. If standards are high, the num- hers who pass through the high schools and universities will not be too a. High standards are, then, the sieve which will separate those who ld remain in school from those who ought to go into other pursuits. 208- NATIONAL EDUCATION AssociatION We do not know where great ability and great ambition will come from. The fisherman's son, the banker's son, the janitor's son, the clergyman's son, the farmer's son, may possess these qualities. The opportunities of the high- school system should be and are open on equal terms to all who desire them. To those who make good in the secondary schools, the opportunities of the university should be available. High standards, in my opinion, are the pan- acea for any ills threatening from the enormous enrolments in the high schools and universities of the present day. I am wondering if the standards are actually as high now, under the conditions of rapid growth and large attendance, as they were twenty-five years ago, when the numbers of students were vastly smaller. I am interested in finding the correct answer to that question. I commend the subject to you as one of great importance. It is worthy of your thoughts on this day when all good citizens are considering the welfare of the Nation. May I express the hope that the delegates and all those members who have undertaken long journeys in order to attend the meetings of the National Education Association in our Bay cities, will be rewarded intellectually and socially beyond their utmost expectations, and that when another general meeting of the Association will be held, their faces will again be turned toward the Golden State . CITIZENSHIP THROUGH EDUCATION WILL C. WOOD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION SACRAMENTO , CALIFORNIA One hundred and forty-seven years ago today the forefathers of our republic in Congress assembled, adopted a solemn declaration dissolving the political bonds which had united them to the mother country, and declaring “ that the thirteen American commonwealths, are and of right ought to be free and independent States." Coupled with their bold assertion of National independence was a statement of political philosophy no less bold, consider- ing the time and circumstances. " We hold these truths to be self-evident, " reads the great declaration-" that all men are created equal; that they are endowed by their Creator with certain inalienable rights, among which are life, liberty, and the pursuit of happiness ; that to secure these rights, govern- ments are instituted among men, deriving their just powers from the con- sent of the governed." By this solemn declaration the forefathers committeed the Nation they founded to the principles of democracy; they bound them- selves to establish upon this continent under the ægis of America " a Gov- ernment of the people, by the people, and for the people." It was a mighty task our forefathers undertook. No government based on the consent of the governed had ever been successful. Political philoso- phers of every age had decried democracy on the ground that the people lack political wisdom. To deserve the support and loyalty of a people any government must possess, among other things, this attribute of wisdom. CITIZENSHIP THROUGH EDUCATION 209 Early inthe history ofAmerica it became apparent that the political philoso- prers were at least half right-that government by the people must fail .nless knowledge is generally diffused. James Madison, in one of his justly tamous political letters, declared that a satisfactory plan for primary educa- *on is a vital desideratum in a republic. "A popular government," he said, "without popular information or the means of acquiring it, is but a prologue to a farce or tragedy, or perhaps, both. Knowledge will forever avern ignorance; and a people who mean to be their own governors must am themselves with the power which knowledge gives." Washington also recognized education as a prime necessity in a republic. In his Farewell Address to the American people in 1796 he enjoined the maintenance of a ،، zeral system of education-" Promote then," he said, as an object of primary importance, institutions for the general diffusion of knowledge. Inproportion as the structure of a government gives force to public opinion, itis essential that public opinion should be enlightened." It is therefore ingularly appropriate that this great congress of teachers whose duty is to pass on and promote the great American tradition and lead the people into waysot knowledge and wisdom, should give a part of this National anniver- sy to consideration of the problem of making our schools serve more the ideals of American citizenship. Upon the teachers of America rets the responsibility for making the American people fit to govern them- vives: for realizing the principle of equality of opportunity in American te; and for making secure the inalienable rights to life, liberty, and the suit of happiness. We are special trustees of the ideals of the Declaration Independence. While the early statesmen of America had great faith in education as a Jeans for realizing the purposes of democracy, they were somewhat indefi- treastoways in which education was to serve these purposes. Washington, Jefferson, and Madison had faith in knowledge but were not specific as to the ond of knowledge to be inculcated in the minds of Americans to fit them or civic responsibilities. Nowhere do we find in the early State papers *America any direct reference to specific education for civic duties. Our foretathers it seems assumed that good citizenship is a by-product of educa- on and that the specific study of institutions in preparation for citizenship unnecessary. It was not until 1822, that a textbook in American history eared, nor until 1828, that a brief catechism on the Constitution of the United States found its place in the schools. Until quite recently, specific Peparation for citizenship in the United States was represented almost s by a rather dry analysis of the Federal and State constitutions—a andof governmental anatomy as it were. Preparation for citizenship was nsidered satisfactory if the individual had a good general education, a arwledge of the history of the United States with emphasis upon military pits and chronology, and a knowledge of the structure of American ernment. The theory that citizenship is a by-product of education seems to have medtairlywell during the early decades of the life of the Republic. The 210 NATIONAL EDUCATION ASSOCIATION reason for this is fairly obvious. The population of our Nation up to com- paratively recent times was quite homogeneous. The forefathers of America were descended from Northern Europeans, most of them from the Anglo- Saxon stock. With common traditions to build upon, our forefathers expe- rienced no great difficulty in meeting the governmental problems of their time without specific training for citizenship. Moreover, American govern- mental institutions of a hundred years ago were not complex, being designed chiefly for the protection of life and property and for common defense in a land devoted for the most part to agriculture. A knowledge of such insti- tutions and their workings could be passed on without specific training for citizenship in the schools. The early Americans believed with Jefferson that the best form of government is that which governs as little as possible ; they were extremely jealous of any extension of Federal governmental powers over the State and were moreover inclined to limit the powers of the State governments to a minimum. As for municipal governments, the vast majority of the people were untouched by them. Until after the Civil War, American government was so simple, comparatively speaking, that the Nation was hardly conscious of any need for specific training for citizenship. Brief courses in American history and civil government sufficed to meet the need. Toward the end of the last century, however, the American people awoke to the need of the better and more specific training for civic duties and responsibilities. The reasons for this awakening are various and by no means obscure. Out of a total population of one hundred million people in 1920, approximately fifteen millions were born in foreign lands. A large propor- tion of the foreign born, especially those who had come since 1880, had immigrated from countries differing vastly from ours in language, ideals , customs, and institutions. There were many millions more, born in America of foreign parents, who had not grasped the principles underlying American institutions. Moreover a great change had come in the domestic life of America. Whereas, the census of 1790, showed only 3 per cent of the American people living in cities and towns, the census of 1920 showed more than 52 per cent in cities and towns. Whereas, the population of the Repub- lic of Washington's time was almost wholly agricultural, the Republic of our own time is chiefly industrial and commercial. Whereas, our fore- fathers being farmers, were for the most part economically independent, the people of our own time, through the operation of the principle of division of labor, are socially and economically dependent upon one another to a remarkable degree. Whereas, America in 1790 was an isolated state; America in 1922 is one of the world's great powers. All of these factors have tended to make American institutions of today vastly more complex than the institutions of our forefathers' time. The successful working of these institutions depends upon a reasonable understanding of them by those who are entrusted with the responsibility for government. No governor can successfully manage a governmental machine which he does not under- stand. Inasmuch as the governors of America are the people themselves, greater complexity of institutions makes specific training for citizenship a CITIZENSHIP THROUGH EDUCATION 211 prime necessity. We must, therefore, present a twentieth-century program oftraining for citizenship to meet the needs of twentieth-century America. In determining what shall be offered as training for citizenship, it is necessary to consider what are the duties and responsibilities for which we are training. We must apply to citizenship some of the principles of job analysis so useful in industry. What are some of the things that one should know and be able to do in order to be a good American citizen ? It is impossible, at this time, to offer a complete analysis, but there are certain thingswhich are obviously a part of the good citizen's equipment. It is obvious, for example, that no man liveth to himself alone. From the hour of birth, the individual is a member of a community. His first social contact is with the family, the oldest and most fundamental of all human institutions. When he develops powers of locomotion, he widens his sphere, making contacts with the members of the neighborhood, particu- larly with other children. At the age of five or six he enters the school where he enlarges his social contacts and gets a wider vision of his place in the world. Schooling completed, he takes up his share of the world's burden ofespousing a vocation or means of livelihood, thus relating himself to industry. When he emerges into full manhood, he becomes a member ofthe local body politic, with the right to a part in directing the civic activi- ties of the community. The individual is first of all a citizen of the com- munity in which he lives and with which he will have his closest contacts Proughout life. Into this life he must be fitted in order that he may prop- erlyserve and be served. As he grows in social contacts, he must be given anunderstanding of the life about him, so that he may adjust himself to it. When the community was simple in organization and our population homogeneous, the knowledge necessary for good citizenship in the com- cunity might be handed down from generation to generation as incidents tamily and community life. But the modern community is by no means ple in organization. In the city, the congestion of population has forced he development of community enterprises unknown to our forefathers. The close contacts of great bodies of citizens in a city are fraught with dangers which must be guarded against. In every community health, for raample, is a prime essential. In cities especially, eternal vigilance is the price of health. The modern city must have its street-cleaning brigades, quarantine agencies, its sanitary inspectors, its sewer system, its super- vision of water supply, its smoke controlling ordinances, and its food inspec- *ors, if community health is to be maintained. Safety, too, is a matter of vital concern. For the protection of life and roperty against violence and theft, a police department is necessary. For protection against accidents, traffic regulations and traffic squads to enforce em must be provided. Hospitals and ambulances must be maintained to care for victims of accident. A fire department must stand ready to cent emergencies. Authoritative agencies to maintain and control all of bese community functions must be established at public expense and with remunity sanction. Inasmuch as the people govern these agencies, they 212 NATIONAL EDUCATION ASSOCIATION must be intelligent about them if they are to be made to function efficiently. It is becoming apparent more and more, however, that the best authorita- tive governmental agencies are unable to meet the vast swarm of dangers in our cities. Policemen alone cannot prevent crime, nor can firemen alone prevent fire. We must supplement authority with public coöperation if our lives and property are to be made safe. Only by educating people generally to keep their homes clean, to be careful about combustibles, to avoid contagion, to guard against carelessness while on the streets and so on, can we maintain life in our cities on a reasonably wholesome plane. Knowledge of the community and its multiform activities, and training in coöperation in community life-these constitute the hope of the American city where more lives are needlessly sacrificed each year than were lost by America during the great World War. Community civics must therefore be given a prominent place in our training for citizenship. It is also obvious that the citizen maintains close relations with industry inthe community, the State, and the Nation. The good citizen is a worker, a contributor to the common weal. He has a vocation in which he earns his way in the world. He should understand the relation of his job to the whole great world of industry. He should also have a reasonable under- standing of economic and social facts and principles underlying industry generally, inasmuch as those facts and principles give rise to political action in which he shares. The very interdependence of mankind renders an understanding of economic principles necessary for the proper exercise of the citizen's prerogatives. To illustrate, the power necessary for indus- try was formerly developed in the immediate neighborhood from coal or water wheels. Today power generated in the mountains is transmitted long distances and distributed through vast complicated systems. Our cities are dependent for their very life upon the efforts of power-plant operators and linemen. Water is impounded in mountain valleys and conveyed along canals to fields hundreds of miles from the source of water. The success of this whole enterprise depends upon coöperation. A vast network of rail- roads has been built up to transport the Nation's produce. Recently we found to our sorrow how striking railroad workers might affect the lives of people in whole regions. Marketing is no longer local, the produce of the Pacific Coast being offered in the cities of the Atlantic Coast, and the manufactured goods of the Atlantic seaboard being sold on the Pacific slope. Great trusts have evolved during the last forty years with power to affect life in every community in America. Labor organizations have grown tremendously in recent years, with power to affect the processes of production and distribution throughout the Nation. The political issues of our time center chiefly about transportation, railway rates, marketing, labor problems, the regulation of trusts, the control of public utilities and taxation. All of these problems involve economic and social principles. They cannot be settled off hand by resolutions or laws. Their solution depends upon a knowledge of the economic principles involved and of governmental agencies available to cope with the problems. Problems of CITIZENSHIP THROUGH EDUCATION 213 this nature can be solved only by intelligent action. American citizens whose voices determine the course of action whether by State or Nation, to meet these problems must therefore be acquainted with the economic and social principles involved. They must also understand the principles of National and State Government in order to select the means for effective control or regulation. The growing complexity of modern life and the increasing interdependence of our people demands governmental organiza- tion adequate to handle the problems these things bring. America is to day a member of the great family of nations a leader of the nations. The American people have established such economic relations with the rest of the world, that we cannot but be interested in the affairs ofthe rest of the world. America has become a great selling nation and her sales abroad will increase with the years. America has also become a great manufacturing nation, requiring raw material produced in South America and in the Orient. The last century of American life concerned itself largely with domestic affairs; the present century will concern itself largely with foreign affairs, because even our domestic affairs are being affected more and more by our foreign relations. The foreign relations of America, ander our form of government, will be determined finally by the voters of America. They cannot be settled on a basis of provincialism. If we have close relations with our neighbors, we should take pains to know something of our neighbors their history, their institutions, their traditions. Pru- dence and self interest dictate that Americans shall devote more time to the study of the history and customs of other nations, with which we have dea.ings. It is necessary for the maintenance of trade relations. It is also necessary for the peace of America and of the world. Wars are due chiefly to misunderstanding between nations, and misunderstanding between nations is due usually to lack of understanding of one another. World peace and concord hence depend upon the elimination of provincialism and the study the history and institutions of our neighbors. Finally, the citizens of America must develop an understanding, an appre- ciation of American ideals. A study of the history and institutions of foreign countries should not be allowed to dim our eyes to the glory of America and American ideals. I have no sympathy with any movement which would subordinate American ideals to those of a colorless and char- acterless internationalism. Coöperation with other nations to preserve peace does not necessitate the surrender of our peculiar ideals. In literature and history, in song and story, we should strive to keep alive the peculiar National purposes of America. The ideals of the Declaration of Inde- pendence, of the Constitution, of Washington's Farewell Address, of Lin- coln's inaugural and Gettysburg speeches, of Theodore Roosevelt's powerful appeals for righteousness, and of Woodrow Wilson's famous messages-all of these deserve ahigh place in the training of our future citizens. My plea is for greater emphasis on the teaching of the social sciences our schools. We are fast approaching a time when the great majority American citizens will have at least a high-school education. Upon such 214 NATIONAL EDUCATION ASSOCIATION a basis we may build a course of training for citizenship. During the first six years of the twelve-year course, our citizenship training should center about National holidays, hero tales, and moral training. Specific training for citizenship should, I believe, begin with a two-year course in community civics in the seventh and eighth years. In the high school proper, three years of social science in preparation for citizenship should be required to meet the extended needs of our time. At least one year should be given to world history with emphasis on modern times, particularly on industrial economics and social movements as a basis for understanding of international relations. One year should be devoted to American history with the same emphasis on economic and social factors. The third year should be devoted to a study of civics, economics, and problems of American democracy. Equipped with a knowledge of these subjects, and with experience in citizen- ship such as one should get through proper school organization, our young people should go out into the world with reasonable preparation to meet the problems of American democracy. America still has faith in government by consent of the governed; in the inalienable rights of man to life, liberty, and the pursuit of happiness ; in equality of opportunity ; in government of the people, by the people, and for the people. But America's problems multiply. We must see that the ideals of America are not lost in the clouds and that the clouds themselves are dispelled. There is that which will dispel the clouds and at the same time reveal anew the glory of the ideals of America. The mystic power that drives away the mists and resolves the difficulties of the hour is light. What America needs; what the whole world needs is light-the light which reveals humanity to itself and makes democracy something more than a shibboleth. THE PLACE OF THE JUNIOR COLLEGE IN PUBLIC EDUCATION SUSAN M. DORSEY , SUPERINTENDENT OF SCHOOLS LOS ANGELES , CALIFORNIA It is generally conceded that the contribution of the junior college to public education should be in two general directions. It should, of course, carry on the training of our young people from the levels of the secondary school to those of the university and the professional school; and in the second place it should furnish a variety of training peculiarly responsive to the needs of the region in which the junior college is located, both of a socializing and vocational nature so that the community requirements may be met in a willing if not generous spirit. Certain advantages possessed by the junior college as the training institu- tion for the first years of college work have been repeatedly pointed out. It makes possible the extended education of many young people who by reason of home conditions or financial limitations could not attend a remote university. It keeps large numbers of the younger college students not only nearer their homes and consequently under the oversight of friends but also PLACE OF THE JUNIOR COLLEGE IN PUBLIC EDUCATION 215 in smaller academic groups, thereby lessening the physical strain, while greatly increasing the individual opportunity of the student for instructional and social contact with the members of the faculty. Life in the junior college is simpler than in the great universities because ofthe fewer numbers; it is less stimulating, more conducive to an apprecia- tion of the serious business of an education provided at the expense of all the citizens. Discount as we may the acid criticisms passed by certain magazine writers upon the over-populated campus of our universities, grant that the exaggerated accusations of frivolty, empty-headedness, and social License are for the most part baseless, there still remains the fact that the simpler life of the small junior college group is conducive to more serious occupation with those matters for which educational opportunities are provided. Of those advantages possessed by the junior college over the university 2s aplace oftraining for the first two college years, none is so significant as the better opportunity for instruction offered in the smaller institution. Removed from the atmosphere of research and from the ever-present urge to train experts that prevails in the university, the junior college teacher iswithout excuse, who does not function primarily as an instructor; while the individual student cannot escape those close class contacts which, if the teacher is at all capable, serve the double purpose of holding the student more constantly responsible for the doing of each day's work each day and at securing actual face to face instruction. Of this latter, there is far too little in our schools of higher learning; there is too much of remote treat- ment, too much of perfunctory assigning of tasks for which no adequate account is ever rendered by the student, too little opportunity for the inter- play of thought and opinion, which is the soul of instruction. Asthe training school for the senior college, it goes without saying that the work of these earlier years should be of a character to make it possible for students to continue in the larger institution without a sense of deficiency. In fact the output of the junior college should be superior in point of horoughness and acquired student power. Quite naturally the transfer to the senior school with its great numbers and intense physical strain and its ever-present distractions may make adjustments necessary, but once these are complished, it should be found that the student moves on with assurance and success . The junior college as the training school for the university and for pro- nal colleges is a no more significant and important institution than it sbound to become when it shall function as the community school for advanced study and vocational opportunity. In this role, it should be the Fast useful school in our system, dividing honors, if at all, only with the anior high school and that because of the greater numbers benefited by the Matter. So obsessed have educators in America been with the idea that college raining should be adapted primarily to the preparing of young people for prozessional or highly specialized business careers that we have been unable to 216 NATIONAL EDUCATION ASSOCIATION see the increasing opportunities for serving society and improving our civili- zation by a more intelligent and generous adaptation of the educational advantages of our colleges to the actual needs of community life. The constant cry of business and industry for trained helpers has met with no commensurate response in educational circles, not to speak of the handicap to the young life of our country in being forced to enter occupations for which no adequate preparation could be had. The lost motion incident to this maladjustment of education to community needs undoubtedly accounts for some of our most serious weaknesses as workers; it certainly does account in large measures for the inferior quality in point of workman- ship of much of our industrial output. That anyone could just pick up the master work in bank, factory, or office without specific training has been a fatal fallacy while it has been conceded that preparation must be had for professional callings. The adaptation of the junior college to the educational needs of the com- munity is only a wise provision against an utter dearth of master workmen for the general business of life. Let the university function exclusively in the making of experts and professional people, but where shall the master workers come from ? They, too, need training of a high order and the community needs their services. One illustration of how a junior college adapted its training to community needs may be in point. This college is located in an agricultural region where intelligent workers along several specialized lines are needed, such lines being the citrus industry, dairying, and the growing of deciduous fruits. This school has its own orange grove, dairy farm, and deciduous orchard; it conducts classes giving practical in- struction in citrus culture, economic entomology, animal husbandry and in the growing of certain deciduous fruits. The specialist instructors go into other orchards than those belonging to the college and give demonstrations in pruning, spraying, and thinning of fruit. When one thinks of the wrecked hopes of many an ambitious young man in this State, who has attempted without training to carry on in some agricultural pursuit only to find that ignorance was fatal, one asks in the name of that equality of opportunity about which we prate so much and of which we realize so little, that the junior college shall adapt its instruction to the ever-widening and intensifying needs of community life. Other illustrations of wise and useful adaptation might be given, for new demands are being made articulate and must be met. Adaptations, however, are still too infrequent and are not likely to come in so useful a form as the one cited, unless the community urge com- pels this educational coöperation. The heavy hand of academic inertia upon us must loosen in a world that clamors for educational opportunities adapted to its needs. This training is not to be of a puerile and inconsequential character beneath the dignity of a school of advanced study; far from it. It is to be such as will fit young men and women for the real business of living-it must be more than vocational ; it must be replete with academic possibilities, rich in informational and thought material, for it must make all-round PLACE OF THE JUNIOR COLLEGE IN PUBLIC EDUCATION 217 men and women who know many things and a few very well, who are ntelligent, capable, full of human understanding, because through these young men the wheels of community life will turn; they will be the ones largely responsible for the producing of wealth and in large measure will direct its spending. Not the least advantage in this adapted training is the possibility of assurance that communities may keep their own youth by making an opportunity for their activities within their own borders through the right type of education. The virility, cultivated common sense, industry, and respectability of these young people should savor the whole life of the community. One caution must be given. The junior college should set itself bravely 66 against yielding to the temptation of snap courses." Adaptation must never mean a lowering of the standards of accomplishment. No menace to sound scholarship and genuine character is comparable to that of the snap course. Any educational discipline whatever, whether it be derived from the study of Latin, the mastery of stenographic symbols, or the study of auto mechanics, has real value, but the dawdling over snap courses in which the student has little interest save that of gaining credits or satisfying the tamily ambition for a college education is destructive of moral and mental fibre. For those who do not respond readily and quickly to one of life's vocations , who cannot make an early decision as to their future work and who, there- bore, make motiveless choices out of the wealth of educational offerings to be bad in our colleges, one thing is of supreme importance and that is that ،، they do not emasculate their intellects and consciences by easy stuff" programs. Of great importance is it to the community and the entire Nation that the enior college shall become conspicuous for training that will develop leaders and those capable of assuming public trusts. Our public men are for the most part accidents, their exaltation to office and places of greater or Less responsibility being due to a dearth of official material, to the apathy ut the public that takes small interest in seeking out and working for the promotion of the fit, or to some lucky chance that brings the aspiring appli- cant to the front just at the opportune time. The marvel is that there are mot more often hopeless fumbles and even malfeasance in public business in view of the persistence with which our schools refuse to recognize this portant type of service as one for which definite preparation should be Sven . Education alone cannot create acceptable public workers but educa- ten that takes cognizance of the great numbers needed to carry on such work, and that makes conscious effort to provide the fundamentals of train- ng for such service, that inculcates persistently the doctrines of honesty, elity, and efficiency in all work, is rendering a real benefit. The junior ilege should at least make it possible for the promising youth of a com- mity to know the vocational possibilities in public life. More than this anbe done in the larger centers of population, where courses in political --e and economy might be planned providing for practical coöperation 218 NATIONAL EDUCATION ASSOCIATION with the local governmental business and with welfare agencies so that quite definite preparation might be had for some lines of public service. Education alone cannot make good citizens or great men. Intelligence not sanctified to high purposes, isolated from human sympathy, without a vision of human needs and a sense of duty to the community, is actually to be dreaded. The junior college should aim to develop citizens who have this sense of social obligations and who will be willing to participate actively and continuously in public affairs. For instance, one capable man with the respect of the community who, if he cannot serve himself, is willing to interest himself and others in securing the right sort of board of education is a public asset. The apathy of capable men -I hope the same will not be true of women-in elections, their indifference to the kind of persons appointed to public trusts, their unconcern about any measure that does not immediately affect themselves or their affairs, is proof that public education must be remedied. We are proud of our National achievements and of our long life as a Republic, but we must hold fast our crown nor ever part with our heritage of self direction, for it is possible that a nation tired of petty politics, disgusted with the small trickeries and abuse of public life, wearied with incessant campaigns and elections and with propaganda agitations over many measures good and bad, may grow indifferent to the public weal and perish by default. There have been cases of such spiritual dissolution. The love of liberty and self-direction has sometimes disappeared suddenly and most unexpectedly in a nation. Such was the case with Prussia after 1870 when the great middle and professional classes allowed themselves to become the serfs of military and monarchial government. Lapsing with amazing suddenness into a condition that saved them from the trouble of thinking for themselves and from economic struggle, they surrendered their birthright of self-direction for a mess of imperialistic paternalism. In our Republic it is true that we " muddle along." It is a struggle always, a strug- gle to keep the cleaner, better forces at work and in the ascendancy. Our public schools must recognize this struggle as a necessary condition of representative democracy and bravely undertake the training of youth to a sense of their citizen responsibility while giving inspiration to service and some clear knowledge of how to serve. So only can we be sure that suc- cessive generations will take up cheerfully the struggle to maintain liberty, and with loyal, determined hearts hold fast the priceless treasure of self- direction, while at the same time they advance the standards of social justice under constitutional law yet a little farther toward the goal of more perfect liberty and more perfect law. HEALTH ASPECT OF THE WORLD'S CHILDREN 219 THE CLASSICAL INVESTIGATION-ABSTRACT ANDREW F. WEST, DEAN , GRADUATE SCHOOL, PRINCETON UNIVERSITY PRINCETON , NEW JERSEY The classical investigation, now closing, has been running for two years. The results will be ready early next year. It is the largest and most search- ing inquiry into any secondary-school study ever attempted in our country. It is in charge of a general Advisory Committee, with the help of eight Regional Committees, the U. S. Bureau of Education, the College Entrance Examination Board, and other general agencies, three special investigators , some fifty professors of education and psychology, and over eight thousand reachers. Ourpurpose is to ascertain and improve the condition of Latin and Greek teaching in all the secondary schools; for it is these schools more than the olleges, which mainly determine our standards of liberal education. If they wabble, the colleges wabble. We are having elaborate statistical Les made, tests for determining the character and validity of the various bjectives and for showing how far they are being realized and by what arprovements they may be better realized. This very important phase of Twork has called for the creation of well-constructed scientific tests, the -plying of these tests accurately on a large scale, and also the arranging tor controlled experiments and coöperative studies and for collecting the Pons of successful teachers and all for one end, namely, to evaluate * objectives, content, and method of classical teaching with a view to scovering the way to secure the best results. We are also informing our- es as to the most recent developments in other countries-Great Britain , France, and Germany. It would take a book to describe the work in detail. It is too early to speak of the results; they will be known next year. One fact, however, is already clear-namely, that whatever the faults in our classical teaching may be, the record of success is greater than in most other subjects. The key to success here and everywhere is better teachers and *ereby better teaching for the more valuable subjects of study.. HEALTH ASPECT OF THE WORLD'S CHILDREN RAY L. WILBUR, PRESIDENT, STANFORD UNIVERSITY, CALIFORNIA The need ofthe world is a universal rise in the standards of human living with amore uniform distribution of the products of human energy. With arising standards there must go increased consumption and increased ‫ة‬ ty to produce. The future of civilization depends primarily upon the reaning of its children. These children will require more and more education " it into this gradually enlarging scheme, but above all they will need Fealth education so that they can gain personal comfort and release from attering and have a longer period of productive life after the necessary pronged period required for adequate mental training. 220 NATIONAL EDUCATION ASSOCIATION Each country must study its own geography and other unchangeable conditions in order to guide human lives along the lines that will give them the greatest protection from their inevitable microscopic enemies, which may bring them disease, and to remove those factors leading to abnormal physical hardship or moral danger. Like a piece of steel the human mind and the human body require some friction and some difficulty to bring out a cutting edge. All plans for world harmony and for the development of that human coöperation requisite for the control of known and unknown forces must be forward-looking and be worked out by brains now immature and dependent largely upon the state of the bodies carrying them about. The problem is largely a social one. It will take at least another generation before a majority of us in any land can even think biologically. We cannot hope to control many eugenic factors so that our efforts must be largely directed to changing the environment of the human animal. We must build up those factors favorable to animal growth and moral welfare, and fight those malign influences known to harm the young. Simply to seek for great wealth and material prosperity as an end in itself wouldbe folly, for human experience has shown that too great prosperity like too great poverty has the tendency to pull down the moral and physical plane both for the woman and her child. On the one hand there is deterioration from luxury, on the other, degeneration from poverty. We need the widest possible distribution of that happy mean where all work, where all have responsibility, and where the child grows up with gradually expanding powers and duties. Every effort must be made to have the human body developed to fit its special task in that particular part of the world in which it finds its habitat. I see no no way out of the present tangle in which the human race finds itself because of its inability to coöperate and its failure in mutual under- standing, except through the education and physical care of the child. The services of our fellow American, Herbert Hoover, in feeding millions of children in the war-torn parts of Europe has done more to ensure world peace and world safety than any other single factor in recent years. If we are to have a future world peace it must come through the efforts of the children of today when they are grown men. In so far as these children have had in sufficient food and have had to go through abnormal experiences with disease or mental shock, it is inevitable that some lasting degeneration, both of body and mind, has been produced. The control of the places where human beings swarm is a problem of all nations. The children of a city debauched by war must pay a fearful price. The destruction by war of material objects produced by man, the destruc- tion of the adults of both sexes is entirely a secondary matter in the long history of the world to the damage that has come to children through war's demoralizations and devastations . If we are to have clear vision and salutary action by the statesmen of the world they must have back of them adult populations that have grown HEALTH ASPECT OF THE WORLD'S CHILDREN 221 maturity with sound minds and healthy bodies. With the changes mat have come about in our methods of living the importance of physical education and physical training is pre-eminent. When the child obtained apart of his bodily development from work about the home and the farm, when physical coördination was early learned, and healthy habits developed byregular exercise, this problem was not so important. But now, with the long stretch of time required for adequate mental training, the natural raining of the body in more primitive life has largely ceased and we must definitely make plans for the physical growth of the child at the same time thatwe are seeking for mental training and development. Proper food, adequate exercise and sufficient sleep, and a control in so far as it is possible etdisease, aremuch more important for the child than the type of curriculum, biect matter of so-called courses, and the other elements that go to make what we call an education. In fact, with all of the opportunities for ducation, we would find that a large part of our population would acquire oneway or another if they had normal bodies and followed that natural man curiosity for the new and the unknown that is at the basis of all mental training. Our whole effort must be a two-fold one. On the one hand, * eliminate gradually as far as we can all of those elements in the environ- hent that damage human beings, throwing them out as we would the weeds in the garden, and on the other hand, to build up the human body so that it an meet its responsibilities and resist the infections and the temptations hat inevitably surround it. Ir the spread of the benefits of civilization over all parts of the world can anticipate success only if we bring those benefits directly into the of the child. The success of the medical missionary indicates that bodily Wirt and bodily comfort are requisites to moral and religious development. That the future of the world depends upon the average morality of the world child is evident. Experience shows us that this morality depends rzely upon bodily health and that where we have the wholesome reactions the growing period, where the boy seeks to become manly and girl * anly, a high general tone can be maintained. I: I had the problem of elevating the general moral and mental tone of ckward community I would seek the services of the public health worker, nitarian, and the personal physician even before those of the teacher. Health education must go forward hand in hand with that of the mind. Fortunately, scientific medicine has advanced enough so that it can offer Tust untold benefits to any group, nation, or race. In particular, it can ake these benefits applicable from the prenatal period clear through to " of maturity. Diminishing death rates for infants and increased lume of child health follow inevitably where we meet those biological ninons that science has demonstrated as a requisite for health. No am of world peace nor of world education can hope to succeed until ** an it the human being in any given part of the world into his environ- and give him the opportunity for normal healthy bodily development τ. 222 NATIONAL EDUCATION ASSOCIATION The world's progress is indicated by the gradually expanding status of woman. Except perhaps in the most savage races, there has always been a deep sentiment for the mother and her child and a profound respect for the maternal instinct. Our forward advance in the future in the moral and in the political fields will inevitably depend upon this expanding power of women demonstrated in the field of child health, child protection, and child education. Above all, as educators, we must keep in mind our double function and see that the education of the mind and the development of the body are given equal importance. More human sympathy and mutual human under- standing can be brought about by a spread of the benefit of medical science in child health than by mere spread of the increased knowledge that has come to the human race. Throughout we must realize that while the child has no adequate method of demanding help or health, Mrs. Browning was right in her poetic statement " But the child's sob in the slums curses deeper than the strong man in his wrath." THE HOPE OF THE NATIONS M. SAWAYANAGI, PRESIDENT OF THE JAPANESE IMPERIAL EDUCATION ASSOCIATION , ΤΟΚΙΟ Though several years have elapsed since the World War, no one can be able to assert positively the result of the war. But I think, one can discern a change is going on over ideals of nations and their activities. Before the war, in every country, most people thought it was absolutely necessary to maintain as strong a military preparation as national resources afford, because it was considered as the only way to secure independence of the country and to promote its prosperity. It was also taken for granted every- where that no diplomacy could attain its aim, and no economic development overseas could be carried out without the support of a powerful armed force. Therefore, every nation was doing her utmost in strengthening her military and naval power even at the risk of great financial difficulties. Although there have been some who preached the uselessness of such forces, they could not convince the majority of the people. Germany was regarded as the only country in the world that believed in military supremacy, because there was no other nation which was so deliberately and systematically planning militaristic preparation as she did. But as a matter of fact, every other nation was doing her best for military preparedness, both on land and sea, though not to such extreme as Germany. It was only a difference in degree. Such being the case, it may be said that the whole world, at large, was controlled by the principle of militarism. If Germany was to be con- demned as militaristic, every other nation must have to share the equal blame to some extent. But before the war, every nation was not to be blamed. because its militaristic preparation was in accordance with ideals of nations. Even though it was grievous, the people shared the unbearable burden of enormous expenses of army and navy as indispensable for the development THE HOPE OF THE NATIONS 223 their country. In other words, it was absolutely necessary for any nation etore the war to have not only sufficient force for defense, but also for gressive purposes. Since the war, all nations began to doubt the validity of such a policy of arons. Suppose in future a case occurs where a nation should seek to rutend its territory either by annexation, through mutual understanding, through purchase. It is true that every nation is entitled to do its best fits own prosperity and development as before, but the means of attain- ½this aim must be sought in totally different direction other than through litary force. Thus, if there happens to be a nation, though I do not inkthere is or will be, which tries to be prosperous by means of military wer as before, then that nation will undoubtedly confront great calamity, trary to its expectations. This is, I believe, the great change which has 'iken place in our National ideal. At present this change is not so clear and tact that no one will fail to recognize it. But one can say safely that e countries which adhere to the old ideals have already disappeared. To state it more definitely, there is no nation today which spends a stu- endous sum of money for military purposes as was done previous to the war. The Washington Conference was wonderfully successful from this point of , but had such a conference been held before the war it would have Houbtedly failed, because the old ideals were contrary to the reduction forces. The success of the Washington Conference is evidence of the hangewhich has taken place in the national ideal. In order to make this point clearer I would like to consider it from her viewpoint. The peace of pre-war period was called an armed peace. was so framed that when the balance of power was lost even to the thest degree, nations were thrown immediately into battles; and this bevery reason why every nation did her utmost to be prepared. Armed prace is peace supported by arms, but peace hereafter should be such that needs no armed support. I do not mean that peace has satisfactorily ablished itself already, because in order that peace may stand by itself, and must be cultivated beforehand, so that the roots of peace may spread ly and widely. The peace before us may be of questionable nature, nations being not yet at ease. However, the permanent peace which has en dreamed of for a long time by philosophers, is not to be established so denly and so easily. Indeed, human history is a succession of wars. Derefore, if we say that the World War has brought about permanent Paceso soon, it is to ignore history. So, although I am confident there has era a change, we must still insist on the necessity of constant endeavors to rereal peace. Many educators and clergymen have been advocating peace for a long The but I regret to say that their efforts have not been sufficiently rewarded, arrount of the strong trend power of militarism prevailing. The war Feredopportunity for such a change in the ideals of nations, which educa- " s and clergymen have been pleading for for a considerable time. Their Deavors to promote peace in the past were not in vain. Earnest desires ១ 224 NATIONAL EDUCATION ASSOCIATION and hopes for true peace now begin to be realized. By way of illustration take the case of Japan. Post-war Japan might be said to be quite different from pre-war Japan. Such a difference is not a superficial but a fundamental one . The spirit of a democracy growing gradually since the restoration of 1868, has made remarkable progress since the war. Internationalism has become deeply rooted in the minds of the younger and more intelligent classes. Such a change is not only to be seen in Japan, but it may be observ- able in other countries. Henceforth, educators of the world may assume their responsibility to bring about better good-will among nations with greater chances of success. Fortunately, the efforts of promoting peace from now on, will be very hopeful and fruitful; they will no longer be retarded by militarism as before. The educators are now expected to do their best for the peace and the happiness of mankind. I would like to present some of the ways that we, as educators, can accom- plish such aims. In the first place, teachers of every nation should impress deeply upon the souls and minds of the rising generation the highest prin- ciple that the welfare of the world at large must be considered equally as important as the welfare of their own nation. I believe all nations of the world will unite one day to form a great confederation. So far as our present generation is concerned, all nations should become more intimate, socially and morally. For that purpose, it is important to implant in the minds of children the idea that men are brothers, and nations are a family of nations. Such an idea of brotherhood has been found both in the Occident and in the Orient from earliest times, although till now it has not been extensively taught. From now on, we must maintain this idea as the most vital and fundamental. It must be taught thoroughly and constantly to children and be treated as are the principles of honesty, justice, and kindness. In this way, each child should be trained to become a worthy citizen of his country and at the same time become a good citizen of the world. Nationalism must be reconciled with internationalism, and patriotism must be harmonized with humanism. Nationalism which does not harmonize with internationalism should not be tolerated, nor patriotism not in accord with humanism. In order to carry out this idea more effectively, we should have a common textbook for moral instruction in schools of every country. The compilation of such a textbook is not an easy task, but it can be done by organizing com- mittees in such a world conference as this, and leaving the matter in their hands. The draft worked out by the committees should not be considered as final; it will be sent to every nation for a thorough criticism and further review. Thus committees again may modify the original draft in the light of criticisms and suggestions coming from nations and submit the modified draft to the World Conference for final agreement. In this way, within a few years we will be able to have one textbook common to all nations. The teaching of this international textbook which would comprise moral instructions applicable to all nations, is a most effective device for pro- moting good-will, mutual understanding, and respect. But of course this THE MEANING OF THE WORLD CONFERENCE 225 isnot the only way. There are many other things to be done. Among | others the thing which seems to me important and desirable is to have an international auxiliary language. If we are to have an international auxil- ary language, we will very likely adopt Esperanto. If so, Japan and China will be at the greatest disadvantage, because the Japanese and Chinese Languages have no relation to Esperanto at all. However, I believe that this snot the time to think of only of one's own convenience. Esperanto is easy to learn for the people of the United States, Great Britain, France, Italy, Germany, Spain, and many other countries. It can be mastered within a few weeks or in a few months at the most. If an international wxiliary language is adopted, it should be included in school curricula. Through this medium people may be able to understand customs, traditions, I and characteristics of other countries; and misunderstandings and ignorance 1 ofother countries, which have always been a grave hindrance in international intercourse, will be done away with. It is very desirable to include many acts relating to other nations in the textbooks of every nation, and it seems to me that no other country in the world has so many other countries described and explained as they are in the Japanese school textbooks. : But there is a limit, no matter how anxious we are to take material for our extbooks from other countries, therefore, I believe it is necessary to have an international auxiliary language which will be included in the curriculum at schools. In short, in order to promote good-will and mutual understand- ing among all nations without regard to color or creed, we must look to education for assistance. Neither the League of Nations nor the International Court can be suc- cessful unless the common moral ideals and sentiments are soundly and firmly cherished among the people of every nation. The awakening and fostering, in the minds of children, of these principles of justice, humanity, rew ideals of nations, and so forth, is the noble task of the teachers. Teaching the child is moulding the world of tomorrow. Thus, the teacher the mightiest spiritual factor in determining the destiny of the world. In hehands ofthe teacher lies the key which opens the door to the new hope e nations. THE MEANING OF THE WORLD CONFERENCE E. J. SAINSBURY, PRESIDENT, NATIONAL UNION OF TEACHERS OF ENGLAND AND WALES The National Union of Teachers of England accepted the invitation to ake part inthe World Conference, being fully impressed with the urgency Importance of establishing amity and concord among the Nations of the world through education. Wewould gladly welcome a federation of teachers with a view to accom- ishing that end, and it appears to us that the time is opportune for such aderation on really international lines. 226 NATIONAL EDUCATION ASSOCIATION This conference therefore appears to indicate to us these desirable aims so that joint action may be taken throughout the world to secure peace through the education of the children. Such an aim will impose a severe task and serious obligations upon the teachers of the world, for judging by what happens in my own country, politicians and statesmen are not always prepared to give credence to what teachers may teach when that teaching infringes or seems to infringe on the world of politics. It would seem that our task is therefore duplicated, and we must endeavor to lead both children and democracy to a sane view in this matter. This is an essential duty, for in the last resort public opinion is the decisive factor in all matters, and persuasive permeation is the task we must set ourselves to carry out. The future of the world will depend largely upon the extent to which the peoples of the world will be prepared to temper national feeling and national egoism by the larger considerations of international well being. This must be assisted by teachers, and we should stress what we believe to be really essential for the creation and establishment of unity, peace, and good-will among the nations of the world. That is the view of my Union as to the meaning of this conference and we desire to make every effort to bring about this condition in the interests of the citizens of the world. The task is not an easy one, for the building up of the international mind must be a slow process and patience and perseverance will be required. The failure to educate people in international affairs has produced and will produce evil results. A good understanding and a feeling of trust must be engendered among the nations and this is possible, in the long run, only by laying the foundations in the schools for " The world is saved by the breath of school children," says the Talmud. Whatever therefore we wish to see introduced into the life of the people must first be introduced into the schools. The influence and coöperation of a strong body of teachers throughout the world, actuated by the same motives, and advancing to the same ideals is undoubtedly necessary to accomplish this. In this way and with strong faith in the principles of freedom and equity they should be able to win the whole world to the cause of truth, moderation, and justice. Teachers have a strong desire for peace and for some more national method of insuring it, than the merely blind workings of physical force. Force will never insure peace but will only help to develop mutual distrust which will render permanent security and development impossible. Nothing but mutual good-will and mutual agreement can produce the desired result. Our duty then is to create a good understanding between nations and the schools offer the most complete opportunity for doing this. We should regard any efforts made for the cause of peace and good-will as duties imposed upon us in the common cause of humanity and these duties can be excelled in value and importance by no others. THE MEANING OF THE WORLD CONFERENCE 227 Education is first in importance among the citizens of the world, and itissad to reflect that scientific discoveries have been regarded as important largely from their utility in war. Teachers must produce a different out- look and direct attention to their usefulness in the constructive field and in the cause of human progress. Our aim also must be to remove causes of suspicion and mistrust-without doubt important causes of the last war- andthe root of the evil condition now existing in the Ruhr district. A teeling of confidence must be substituted, and the training and preparation for this must be made in the schools. Human progress will be impossible unless wars cease, indeed civilization doomed and must cease. All the generous impulses of youth must be directed and developed aright and not suppressed. Education will still be national but it must not exclude the wider and more comprehensive view, ncluding the international one. To achieve our end, broad sympathies and mutual good-will must be inculcated and these ideas are the basis of 1 this world conference. The educators of the future citizens of the world must endeavor to bring freedom to the human race-freedom from war. A great coöperative move- went is necessary to accomplish this coöperation among the teachers of theworld, for in this way alone lies safety, and it is to be hoped that the Dovement begun at this conference may become a living reality. The forces representing education need to be properly arrayed and their efforts properly coördinated a mighty undertaking demanding determined and persistent efforts. We must endeavor to supplant the appeal to arms, which is the last ort of the diplomat, by an appeal to reason; to substitute for the feeling dislike and distrust among nations a feeling of humanity. A bold and Nute foundation should be laid upon a national basis, free from hindrances however and prejudices and thus establish a high standard of morality on ternational affairs. Tousthis is in outline the meaning of this World Conference, and behind thatis the feeling that the true solution of the world's difficulties is the zation of a real commonwealth of teachers which shall develop the idea a real commonwealth of nations. No lasting peace can be assured to the world without the enlightened and stual good-will of its citizens, and no body of citizens can help the growth at this movement of international good-will and fellowship so much as the achers of the various countries of the world. Let us realize that it is our duty to take our full share in promoting this nderation of mankind through the educators of the world and thus to pwide the only effective antidote to war and the only real guarantee of the Tantenance and progress of world civilization. Thus we shall assist in bringing about that time of which the poet Tenny- onwrote- When the war drum throbs no longer and the battle flag is furled Inthe parliament of man, the federation of the world. 228 NATIONAL EDUCATION ASSOCIATION WOMEN IN EDUCATION PRINCESS SANTA BORGHESE, ROME, ITALY Women have been given by Nature the mission of education. Women and mothers within the family have ever been the educators of the human race. Throughout the centuries within the home, women have been the center of moral life, the center of material life. They have taught the chil- dren and been beyond the limits of the world, in a certain way, within the home. Women were able in educating their children to listen to the harmony of the world rather than to the disharmony of the world, and they were able to teach their children the better elements, the deeper meaning of life. The fact of being educators within the home never in history prevented women from taking part in social life, from taking part in public life ifcondi- tions of their particular nature led them to act in that way. Throughout his- tory, queens, teachers in universities, social workers, have shown again and again that a woman can reconcile her public and her private life; can act great deeds in public life and at the same time be an educator at home and raise children who will be in their turn great men and women. In modern times, modern conditions of life are bringing women in masses into public life. That condition of equality which was recognized in theory even by Aristotle, is now being, or is about to be experienced, in regard to sex. Aristotle said, " In the most constitutional States the citizens rule and are ruled by turns, for the idea of a constitutional State implies that the nature of citizens is equal and does not differ at all." The definition which was only theory in Aristotle's time, is coming to be true at the present time. Women are to be found everywhere nowadays in social and in public life throughout the world. The schools are, we may say, in the hands of women. There are over three million women throughout the world who are teachers outside the home, in schools. Elementary educa- tion in the world is now in the hands of women almost exclusively and it is a thing which makes you think when you realize that the small children of all the world, the children between six and ten, besides the children before they enter school, are taught by women, by women who are not in politics, by women who mostly have not been in public life, by women therefore who carry with them in their school life those same ideas which they have been educated in within their homes. In other fields of public work women are now numerous. Social life is led mostly by women. Women throughout the world are being drawn gradually day by day into more direct participation in political life. In many countries women already have the vote; in other countries they will soon have it. But women are certainly going to participate in public life throughout the world. Soon every woman, according to her capacity, according to her condition, will be an active part of the community in which she lives, and an active part not only within the home, as she has always been, but an active part outside the home. WOMEN IN EDUCATION 229 Isolated from the world, as I say, within the home as mother, wife, ughter-woman has always somehow been able to keep in mind and actuate the deeper sentiments, the deeper principles involved in human existence. Womenhave never been away by revolutionary theories. A healthy con- ervatism has always gone along side in their nature with that understanding atprogressive ideas which is necessary for the progress of race and of a maton, and therefore of humanity. Womenhave always been balanced as masses, balanced as a part of human- 7. Now, drawn into public life, public life which is naturally and neces- srly so rich with diversion, so rich with different opinions, women may, I teel, lose this deep instinct, this healthy vision which until now has, I ink, contributed so greatly in saving the human race and civilization. Theunderstanding of this fact, I think, gives all the more importance to themission ofthe woman educator, whether it be within the home or school. Allthe more important is the understanding of her mission, which ultimately **rough the education of society is to bring about world peace. Each one of us women who has been present at this world conference has alized, I am sure, in a way never realized before, the meaning that the mis- on of the woman educator can have in furthering that ideal of world peace which has brought us together at this time. Those of you who have followed the newspapers the development of this world conference will have grown more able, I am sure, to realize in a clearer fashion through this meeting * men and women from all over the world, what the mission of an educator anbe, and what education can mean to the world if it takes as its aim world peace. I think that it will not be useless, perhaps, to turn for one moment to the weaning of education, to the process of education within society. When we have done this, we shall realize better what the mission of the woman cator can be, if she keeps within her mind clearly and plainly those things ach are the highest necessities of the human race. Education in its highest sense is, I think, the activity displayed by each dividual that he may attain Truth, live in harmony with it, and lead other "en up to the same Truth and harmony of life. Truth, as you know, ladies gentlemen, is international. Education is the activity displayed by each individual in order that he may quire a higher consciousness of his own humanity and this he realizes in Angpart in the education of self, of the community in which he is a part, nd through its means of all humanity. The individual is not within himself a nucleus of society. An individual if #were to stand alone would not live. The individual needs another individ- and therefore family, home, is the first nucleus of society. The home *thegreatestschool in the world. When a man and woman meet in order to and a family, to lay the foundations of a family, they leave, in a certain youth. They leave dreams, they leave capacity for building up hopes atideals, outside reality. They are no longer allowed only to dream. 230 NATIONAL EDUCATION ASSOCIATION When a man and woman meet in order to lay the foundations of a family, they must organize their affections, they must lay before them a line of conduct with firmness of soul, and they have to impose upon themselves a discipline. They are, as I say, no longer allowed only to dream. They are no longer allowed only to hope and shape ideals, but they must attempt to realize these ideals which they have formed in youth. The discipline of the family, the need of continuous creation within the family, allows an individual never to fall back into egotism, and therefore family is the first nucleus which develops altruism through which alone we can come to understand other human beings, and later on, other nations- humanity. Yet the family in itself is not sufficient. As in the economic world, exchange is a condition of prosperity, so within families there must be an exchange of relationship, not only in the economic field but in the educational field too. Therefore, from family we gradually spread to community, to nation, to the human community at large. The discipline which we have learned and understood within the small boundaries of the family we can gradually enlarge and can apply to our relationships within our community, within our nation, within humanity. When we have understood this discipline, when we have understood the humble position of each individual within the community, we feel part of this community, and naturally from within us arises a feeling of voluntary coöperation . We are part of the community; we feel that we have our duty as well as our right within this community. We are part of it. We feel that we must work for it. The better we understand discipline and voluntary cooperation within the family, the better, I think, we shall be able to understand it when we come to consider general conditions of human life, of nations, to what- ever part of the world they belong. This, ladies and gentlemen, I think, is the element that the woman educator ought to keep in mind always, whether she actuates her educational work within the family or whether she actuates it in the schools, or in any other sphere of social or public life. It is only in that way, I think, that one day the saying of the Bible will be realized, that our sons may grow up as young trees and our daughters as the polished cornerstones of the Temple-this not in a material sense but in the deeper, higher sense of the word. I feel that it is only through the highest, the most complete development of the individual within the family, within the nation, within the general com- munity, that general principles of understanding and of peace will ever come forth into the world. This seems to me to be the connection, the necessary connection between the work of every woman in whatever condition of life she may be. We have met in this city educators from all countries, educators from all parts of the world. We have met with the sincere wish to establish the foundation of an organization which will through education one day bring peace to the world. The aim, a high one, is probably the highest that men can set before their eyes in life. INDIA AND THE WORLD 231 + But although that aim is so high and seems so distant, I feel sure that through individual work through all the centers and small communities I throughout the world, this work and this aim will be attained. One argument I am going to give you, one argument of hope. This world conference has met in this city, this city which is dedicated to St. Francis ofAssisi, who was one of the greatest lovers of the human race, one of the greatest messengers of good-will and friendship among men. This, Iam sure, is an omen of great hope. INDIA AND THE WORLD HEMENDRA K. RAKHIT, INDIA 1 India is generally known to Europe and America as a country teeming with peoples of diverse castes and creeds, a country of contending religions and races, clamoring at this moment in a hundred different tongues their desireto attain national independence-a thing, we are told, the people of India never tasted before, and which is altogether foreign to the land. This is the popular view of India. Add to this the other beliefs that the estire people are given to a sort of religious pessimism, that fatalistic doc- Thes of life sway the passions of men, that ignorance and superstition are the order of the day, and that the dear mothers of India cheerfully throw their babies into the Ganges so that the crocodiles may not miss their usual early breakfast. In fact, India is believed to possess an entirely different "ype of mentality which the people of Europe and America find it hard to rathom. East and West are supposed to be the negative and positive poles ofhumanity. But India is not what the western Indologists, save a few, would have you imagine. An impartial evaluation of India's culture history-her ndustry, commerce, science, politics, art, and philosophy will yield a record worthy of any nation. It is of great moment, therefore, for India as well 2 for other countries, that the achievements, aims, and aspirations of the 120 million people of India should be known aright and in proper per- spective, if humanity is to be spared unnecessary calamities. The notion is current in the West that Europe and America represent "energism," " life," " science," " progress," while India typifies " inactiv- :. indolence," " superstition," and " thought," which at best is only -istical. The human and secular achievements of India therefore find no Face in the curricula of the educational systems of Europe and America. The East continues to be" mysterious." Yet, mystery is born of ignorance and should have no place in the mind of man today. Arapid glance at the comparative political history of Europe and India atl the French Revolution will show a parallel development of events, even slightly in favor of India. Basing his conclusions on data acceptable to the methodology of historical researches in Europe and America, Pro- or B. K. Sarkar in his book. The Political Institutions and Theories 232 NATIONAL EDUCATION ASSOCIATION of the Hindus," finds that ancient and medieval India passed through the same institutional and political experiences such as city, states, republics, jury system, despotism of kings, which Greece and Rome and medieval Europe and other countries of Asia have gone through. The people of “ India at times even enjoyed the right to fine, in case of delinquency, the elected officials of the rural commune." It is sometimes necessary to glance back a little. Ancient history is valuable to us only in so far as it explains the present and restores self- confidence. One is surprised to learn the organizing ability of the Maurya Emperors ( B. C. 323-125 ) whose territory exceeded the undivided Roman Empire at its zenith and who maintained a standing army of half a million men as compared to Rome's highest figure of 115,000. Under Chandra Gupta, who checked and defeated the Greek advance to India, this vast army, according to Pliny, was on daily pay. The generalissimo of the Maurya Empire drew the handsome salary of 48,000 panas or $ 12,000 dollars a year. The national finance system was equal to meet the cash drain on the imperial treasury. Amidst the benevolent military despotisms of India, life went on and we find vast sums of money spent on irrigation, roads, arts and architecture, gardens, pageants, festivals, ship building, mines, hospitals, academies of literature, and universities. Public citizens coöperated with the government. We find General Usavadatta of Southern India in 100 A. D. maintaining an institution of learning with hundreds of scholars. We find her sons crossing the oceans and founding colonies in the islands of the seas. We find other sons of other countries flocking to the universities of Taxila, Ujjain, Nalanda, Vikramashila, and Odantipuri, just as did the students of Europe who journeyed amidst untold privations to that great university of Paris where that most beloved of men, Abelard taught. So far as the rights of citizenship or ideals of monarchy are concerned, " there was practically nothing to choose between the East and the West. Rather this whole period of India was the heart and brain," remarks Professor Sarkar, " of the whole of Asia-a position the like of which was not occupied by any people in Europe." Sukracharya on politics, Kautilya in his Arthasastra embodying principles of government and administrative details, and Manu on social organization, present a formidable group of scholars equal to their European compatriots. Later on in the early modern periods we notice in Europe the political vicissitudes of the Welsh, Irish, and Scotch wars of England, the Hundred Years War between England and France, the wars of the Hapsburgs, the wars of the innumerable German baronies, the feuds and wars of the Italian Republics, the English Civil War, the Fronde, the " meteoric brilliance '" ofGustophus Adolphus, the expansion of Turkey, and the achievements of Peter the Great, Frederick the Great, and the French Revolution. Com- pared to this India presents a picture of comparative calm with achievements as great under the creative geniuses of Samudra Gupta, Harshavardhana Dharmapala, Krishna Raya, Akbar, Sajahan, and Sivaji the Great. The INDIA AND THE WORLD 233 aploits, successes, and failures of the rulers of India till the nineteenth entury measure well with those of their brother sovereigns of Europe. The litical philosophy of Hindu emperors from Chandra Gupta to the last of he Moguls-with the exception of the great Asoka, was the political philosophy of the Hindu Machiavelli, Kautilya-not the mystic or religious philosophy of the Upanishads. With Napoleonic egotism they also shouted : What are a million men to a man like me ? " As late as the nineteenth century India was known to the West as the gorgeous East. Did Europe coin this phrase in a religious or mystic sense ? Isitnot a fact of history that Europe was dazzled by the material splendor India? The traders and travelers from the West left glowing accounts etthe magnificence of the " courts," " palaces," " gardens," "monuments," " "cites," festivals lasting for months." And it is the material wealth * India that led to the eventful discovery of America. And yet we are taught to interpret the evolution of Hindu civilization in terms of thought and religion-in terms of Vedantas, Tripitakas, or Gitanjali. If India sto be understood, she must be studied whole, not in fragments. India is ly proud of her philosophic, religious, and sociological attainments. These are her humble contribution to the stock of world knowledge. But 'n assume that Indian culture is mainly if not wholly spiritual, is to deny history. Intelligent coöperation between nations is not possible unless nations are known to each other in their true perspective and in the full- ness of their life. How then has this one-sided view of Hindu culture gained its ground in the West? " The extraordinary nature of such history " writes Mr. Pargiter, " may be perceived if it were suggested that European History d be constructed merely out of theological literature. What would rase a smile if applied to Europe has been soberly accepted when applied ‫ر‬ India." What are the reasons ? No one did it consciously. You know the great Romantic Movement of Germany in the eighteenth and the ars partofthe nineteenth centuries. It was primarily a philosophic move- ent. The Romanticists and their founders, the brothers Schlegel, Tieck, Novalis, Ruckert, dreamed and thought of lifting the suffering world to a region ofhappiness and divine beauty. They thought that their ideal would xa reality if only the misguided world would discard the crude absurdities atthe present and accept the ways of the Ancients. They sang in glorifica- in of the " good old times." They travelled far and wide in search of ales, stories and romance. These young philosophers, guided by their nient and medieval preferences, groped their way through the " corridors time " and discovered " India's golden blessings." Frederick Schlegel's grat work " The Language and Wisdom of the Hindoos," made the wience of comparative philosophy possible. They dived deep into the vast dot Hindu philosophy and religion, Jataka stories and literature. But The secular branch of the Sanskrit literature remained unknown to them. it came to pass that only the religious and philosophic attainments 'tthe Hindus were popularized in Europe. The Historians that followed 234 NATIONAL EDUCATION ASSOCIATION the Romanticists naturally began to treat the whole historical growth of India in terms of religion and philosophy. India is a melting-pot of many races, religions, and culture. Contrary to popular belief, therefore, her growth was not an isolated phenomena. From the West, from times immemorial came the robust traders in search of precious stones, spices, fabrics, and muslin. They sailed away laden with these commodities only to return. Imagine the happy face of the interna- " tional exporters of India when they marked their shipments. Precious stones to Amalfi," " Muslin to Venice," or Spices to Lisbon." Imagine also the chargin in their face when they heard that Venice was to put a tax on any one who buys muslin. From Persia, China, and Japan and from the Archipelago traders came ; came also the scholars by land and by sea to trade in ideas. And they too plodded homeward with burdens of learned manu- scripts on their tired backs. Some, like the Pathans, Sythians, and Moguls, came to stay even as conquerors, and merged themselves into the melting- pot. This constant interchange in commerce and thought, this untrammelled cultural intercourse, lasting through centuries, left their indelible mark on Hindusthan and trained her, exclusive of the Brahmins notwithstanding, to view humanity's march with dignity and calm. The geographic, climatic, racial, and cultural diversity of India trained her also to ponder with respect ideas, conceptions, and attitudes of her brother man of other lands. Hindu civilization today is a synthesis of Hinduism, Buddhism, and Mohammedanism. Philosophic tolerance is the watchword, a tolerance not born of indifference, but of an extraordinary hospitality to new ideas, eagerness to hear all sides and a delight in the " interchange of forceful and significant thought. " We find this attitude reflected most clearly in the heterogenous religious life of India. All religions have met here. None has to flee. A land of many religions we find her singularly free from religious warfare, such as Europe once suffered. Religions here have flourished side by side. We see Hindu Rajas donating funds to build Mohammadan churches and today the Christian churches in India are partially supported out of the taxes of the Hindus and Mohammadans. We have come to learn through bloody experiences that the apparent diversities of India is in truth " a fertile source of strength and wealth." The destructive and inhuman policies of exterminating diverse elements to form a national unity is not compatible to the genius of India. That can be attained only through coöperation. The presence of so many languages in India is indeed a drawback to the rapid development of the nation as a whole. Hindusthanee, however, may be said to serve as a lingua franca of India. But the fact of cardinal importance is not the language, but the ideas expressed in it. The languages of India do not disseminate hostile aims and conflicting traditions as is the case in Europe. We see before our eyes that nations which have inherited the same language fight with each other while the trilingual Switzerland prospers in peace. We see the Thirteen Colonies tear themselves away by force of arms from their mother country. We see the North fight the South in this continent. More impor- tant than language to the peace and harmony of the world, therefore, is the INDIA AND THE WORLD 235 Meal. When ideals clash, language as an agent of peace melts as mist fore the morning sun. It is therefore refreshing to know that in spite the diversity of tongues, the art and literature of India today are mpressing thoughts and feelings common to all India. India is a unit- pographically, culturally, and spiritually. It is unfortunate for India that the world has failed to appreciate the efforts of India in harmonizing and wying a land as large as all Europe west of Russia, with at least as many tes, creeds, races and culture. The coming of Europe to India-with its science, its " precision," to use 1Bergsonian term, its perfect technic, added another necessary element to the melting-pot of Hindu culture. When India, in the nineteenth century, nd herself losing her vital impulse to create, and suffering from a sort mental inertia, this " impact of European civilization," writes Mr. Ara- nda Ghose, " revived the dormant intellectual and critical impulse. It habilitated life and awakened the desire of new creation. It put the iving Indian spirit face to face with novel conditions and ideals and the urgent necessity of understanding, assimilating, and conquering them." This rebirth of the Hindu intellect, this outburst of new hope and new " fanned to a high pitch of the world events of 1905-the year of Japan's enomenal victory over Russia, the liberal uprisings in St. Petersburg, the ising of the little Boers against the British, and the tense political Station in India herself this renaissance did not lead India to a reac- mary path. She realized thoroughly that the fusion and assimilation of European culture was essential to insure her own growth. She only wanted treedom, a freer national life to gain this end, since all that is beautiful and allthat is serious can only come from freedom. This renewed activity of Hindu life is reflected also in her economic Program to lift the country up from the mire of economic poverty. It is so abundantly reflected in the new educational movements such as the Gurukula of the Arya Samaj, Dr. Tagore's Bolpur School, Fergusson College of Poona, Decau Educational Society, The Mohammadan College *Aligarh, D. Av. College of Lahore, Bengal National Council of Educa- Hindu Students Homes at Madras and Calcutta, and the recent Hindu Iarversities at Benares. The chief motive underlying all these institutions **o cultivate the Hindu educational ideal the development of personality nd social responsibility as against the current system in India of mere quisition of knowledge without any aim, which is, according to the Hindu Ar Critic Dr. Coomarswamy " breaking the threads of tradition and creat- anondescript and superficial being deprived of all roots a sort of **lectual pariah who does not belong to the East or to the West, the past the future." The best minds of India were grappling with the intricate problems of mics, politics and education, when tearing asunder the pretended calm *Furopean peace came the Great War. It at once had a strong political t on her. She sent a million men to the various war fronts. Her francial gifts to England were even greater. The war ended. India happy 236 NATIONAL EDUCATION ASSOCIATION in her staggering sacrifice, longed for freedom. The young poetess, Sarajini Naidu, sang of India: Is there ought you need that my hands withhold, Rich gifts of raiments or grain or gold ? Lo, I have flung to the East and West Priceless treasures torn from my breast, And yielded the sons of my stricken womb To the drum-beats of duty, the sabres of doom. Gathered like the pearls in their alien graves, Silent they sleep by the Persian waves, Scattered like shells on Egyptian sands They lie with pale brows, and brave broken hands. They are strewn like blossoms mown down by chance On the blood-brown meadows of Flanders and France. When the terror and tumult of hate shall cease And life be refashioned on anvils of peace, Remember the blood of my martyred sons. India was full of hope. The free and frequent circulation of the war aims of the Allied Nations, the wide publicity given to President Wilson's four- teen points, the release of new political conceptions, all these, and her own vital contributions to the Allied cause, made her restless. The Montague- Chelmsford Reforms, conceived in good faith, failed to allay the aspirations of the resurgent India. A subject nation herself, which fought to liberate other subject nations, India demanded freedom for herself. The tragedy of Amritsar stiffened this demand. The triumphant emergence of Mahatma Gandhi, with his message of love, infused the plain people of India with dig- nity, self- respect, pride, and honor. In the pregnant atmosphere of India today, thanks to Gandhi, there is the spirit of sacrifice, tolerance, social con- sciousness, a boundless love for all humanity. And there is the undying conviction that true freedom can only be won-not through the agencies of brute in man, warfare and violence-but through love and sympathetic understanding. Whether this policy will triumph, whether the culture and the temper of the world is equal to appreciate its significance, only the future can tell. But it depends largely on the attitude of the outside world, toward it. No idea, no plan, no policy, no matter how noble, can be brought to any effective realization unless the whole world, or at least the major part of it, lend its helping hand. But India goes on experimenting, as she has always done, sometimes, as we find, at the cost of her very freedom of existence. If conflicting national interests have done much to prevent humanity from coming to a common understanding, false ideas have done still more. Human emotions and human cravings and human failures and successes have no geographical limit. Stages of national evolution are pretty nearly the same all the world over. According to a famous saying, " liberty is ancient, it is despotism that is new." Attempts at regaining this liberty were equally discernible in Europe and in India. They did not gain ground until the industrial revolution in Europe solidified the basis of western democracy. If Europe and America are in the foreground today in thought, action, and EDUCATION AND WORLD PROGRESS 237 science, it is only so since the industrial revolution of the ninetenth century. Indiadidnot take part in this movement, and to that extent remained behind. I have made an attempt in this short paper to explain that there is no fundamental difference between the European and the Asiatic character. Itis one of those delusions we are all conspiring to keep up to the inevitable berriment of human progress. The East and the West alike desire the coming of better conditions of life when the whole world will again learn that the object of human life is not to waste it in a feverish anxiety and ace after physical objects and comforts, but to use it in developing the mental, moral, and spiritual powers latent in man." India seeks the coöpera- ton ofAmerica and Europe-America in particular for she looks both ways, to the Orient as well as to Europe. But before they can lend us their help, they must know India as she is India with her human passions both sordid and sublime, India of creative energies expressing herself alike in the field ofmatter and of spirit, but always mindful to apply abstract theories of her digion and philosophy to practical life. India joins the World Conference Educators in the spirit of coöperation and with her heart wide open. ke the Chitra of Tagore's drama she stands before you to say, " I am India. No goddess to be worshipped. Nor yet the object of common pity to be brushed aside like a moth with indifference. I am not beautifully per- ..... I have my flaws and blemishes. My garments are dirty, and my feet arebleeding with thorns. The gift that I proudly bring to .... 1 is the heart of a woman. Here have all pains and joys gathered the topes and fears and shames of the daughter of the dust; here love springs ap struggling toward immortal life." That is India. We hope that the educators assembled here in this great gathering will realize that training the heart of man is more fundamental an the development of mere intellect. We hope that the civilization of theworld will soon be based, not on the basis of politics, but on cultural Pass. And we look forward for the day when the influence of the teachers break through the four walls of the school-room and become the dom- nant civilizing force of the whole community. The politicians and states- when, as Dr. Sainsbury, of England, has emphasized in this conference, have made a mess of the world. Now let teachers be the kings and queens of the world, and the world will be the better for it. EDUCATION AND WORLD PROGRESS AUGUSTUS O. THOMAS , CHAIRMAN OF COMMITTEE ON FOREIGN RELATIONS AUGUSTA , MAINE I am satisfied the world is growing better, for we have half as many here *enight as witnessed the brutal exhibition of Jack Dempsey and Tom Gibbons Wednesday andthat is going some! I think the largest audience that ever thered in the United States gathered to witness a prize fight two years I hope to see the time when just as large an audience will gather in Theinterests of education. 238 NATIONAL EDUCATION ASSOCIATION There was a time, and I can almost remember it but not quite, when people used to have a barn-raising, and then they blacked each other's eyes and blooded each other's noses, and it was a coward who refused to figlit. Your fathers and mothers will tell you of those days. Only a few generations ago men fought out their differences with their sidearms and slew each other in the name of honor. Men do not do it now ; courageous men will not fight as they used to fight. A generation or two hence, men will think longer and more seriously before they fight out their differences on the field of battle. It was not in the minds of those who called this conference that wars have ceased. No matter how much we might hope and pray for that day when the Prince of Peace should come and peace perpetually should reign over the face of the earth it has not yet come. We do not deceive ourselves. So long as there is hatred or malice or jeal- ousy and revenge in the human heart, we shall find it in the heart of nations. So long as we find it in the heart of nations, we are liable to find men and nations clashing upon the battlefield. Leagues of nations, world courts, reduction of armament conferences and peace treaties are greatly to be admired and greatly to be desired in order that there may be a better understanding among the peoples of the earth. But before we can confirm and establish the principles which will make those effective, we must have the spiritual values in order to back them up, and in order to get the spiritual values to back up these great movements we must await the longer processes of education. No great movement, no great reform affecting the people vitally and eternally has ever been wrought out in one generation. In order, therefore, to change the ideals of the nations we must begin with the child when he first becomes teachable, because the child is unpreju- diced, and as we lead him up through the winding path of education and experience we gradually instill into him our own prejudices. But if we can begin with childhood and teach the common origin of mankind and the com- mon destiny, and teach that all men now must associate together, that no part of the world can live independently, we can do much at least to lengthen the intervals between wars, until finally we hope that wars may cease. The world is not wanting brains today. All we need to do is to look about us and on every hand we see the discoveries and inventions that startle us, for we live in a miracle age. All we need to do is to think of something and it is done. But there is one thing the world needs more than it needs brains. A young man starts out in life and seeks a job. The man to whom he applies tells him that he must seek an indemnity bond, and he goes to the bonding company and the bonding company bets the employer that the young man is honest. If the young man defaults, the bonding company pays the debt. It becomes necessary today, therefore, where men are employed in responsible positions, that they should guarantee to their employer that they are honest, that they have integrity; in other words, that they have character. EDUCATION AND WORLD PROGRESS 239 Therefore, I say that today the world needs character more than it needs brains, and the formation of that character comes largely through the instruction of the home and school working together. We have in this conference brought together the nations of the earth. Thirty-two distinct racial groups have been deliberating here in this beautiful city for ten days, trying to find a way to carry a message to the child heart hat will cause that child to grow up in unprejudiced way, with a better understanding of his neighbors both in his own nation and in other nations, that they may have better coöperation through that understanding. The keynote and the spirit of this conference has been coöperation and friendship. Here we have met these men and women from the uttermost parts of the earth. We have looked into their faces and we have taken them by the hand. We find they think as we do; we find they have aspirations and aims as we have. We find they are looking for improvement, as we are; we find they have vision of a better day the same as we have, and we have been surprised tofindhow much there is in common among the peoples of the earth. Webelieve that if the five million teachers of the world teaching the more hantwo hundred million children, can have some common principles which may be universally applied, and teach ideals of respect for neighbors and for if, that we can have a deciding vote in the future of the world; that if we could analyze and select a group of ideals and if it were possible thereafter to teach those ideals effectively to the children, we could shape the destiny of tomorrow. This very hour the statesmen and financiers of the world are endeavoring settle the debt of the past. This group of men and women here have been endeavoring to settle the debt of the future. It was your own minister of cation, Mr. Sainsbury, when the men were fighting with their backs to the wall, who stood up in Parliament and said that education is the debt maturityto youth; that it is a debt eternal. When we gather here for the Purpose of determining what this generation owes to succeeding generations, and endeavoring to discharge that obligation, we are settling the debt of thefuture. I believe out of this conference will go a spirit world-wide which will have an influence upon all of the nations, that eventually they may know more about each other and understand each other better and have greater pathy for each other. Therewas a day when a person was simply a citizen of his locality, and possibly of his country. There was a day when communication was difficult, when they waited long in order to get information about what was being *Pansacted or what was transpiring within the country and between countries. Buttoday we receive the news from London and interpret it with as much readiness as we receive the news from Washington. We receive the dis- parches from points in Asia and begin to understand them just as thoroughly we understand those things which transpire within our own country. Today the citizen must be a citizen of the world. He must know the world, what is transpiring in the world, and know how to interpret that in 240 NATIONAL EDUCATION ASSOCIATION the language of the relationship of the world. Therefore, the children of today must receive that larger viewpoint and that larger understanding. That understanding and viewpoint must come through the teachers of the schools of our country. My heart swells within me whenever I visit Washington and stand on the marble steps and look out over our capital city, out over those great stone buildings that house the Department of State ; out over the Potomac and see the white columns of Arlington. As I view that magnificent scene, my heart swells within me and thrills with pride, and I think of the power and the magnificence and the glory of my country. As I go about I see the Supreme Court dispensing righteousness. I see Congress working upon great problems. I go down to the White House and I see the President bending over his mighty task, and I think it is a great country. During war days I have gone out to Fort Myer, and watched the young men, the stalwart young men of our country, the rich young blood, the hope of life, marshalled there upon the field, being trained for officers for the war. I said, " They are a great group of young men, and we have a great army." I went down to the seaside and watched the great battleships as they were there in the harbor, and I said, " We have great battleships and a great navy." Then I came home, and not many months ago on one of my visits to a country place as I came along the way, I came upon a little schoolhouse. It was one of those little, single-teacher schools that stands by the roadside in many of our States. It was standing there in the trees and looking out a little distance over a beautiful, shining lake, and the scene was attractive. I stopped, as I always do when I pass those little institutions, and said, " I want to go in and see the teacher and see the children at their work and offer a word of greeting and encouragement." Just as I came to the school- house the door opened and there stood the teacher in the doorway. Her face was lined ; her hair was gray. She had given her life for the cause she loved. As she stood there, there came a little lad and she buttoned his coat about him in order to protect him from the cold, and gave him a loving look. Another boy, stalwart and strong, and she said, " I will see you tomorrow, John." Then she took a little girl in her arms and tucked her cloak about her so that she would be properly prepared for going out into the weather. As the children passed they smiled upon her and she smiled back at them. I said, " After all, it is a magnificent country, a splendid capital, a mag- nificent scene at Washington, a strong government. And yet, the strength of our country rests not in our courts, not in our Congress, nor yet in our President, powerful as these sometimes are; nor in our armies or our navies. But the strength of a free government lies in the hands of the teachers who train the young and rising army for the duties and responsibilities in citizen- ship and in their relation to their neighbors throughout the world. Out of this conference will grow the spirit that will help the nations of the world some way to solve some of those most difficult problems which now confront them. Reports of Committees REPORT OF COMMITTEE ON SALARIES ' E. S. EVENDEN , TEACHERS COLLEGE, COLUMBIA UNIVERSITY NEW YORK CITY, CHAIRMAN The Committee on Teachers' Salaries and Salary Trends in 1923 presents toyou the following report: It consists of two parts. Part one is the Research Bulletin, Volume 1, No. 2, of the National Education Association, published inMarch; and Teachers' Salaries and Salary Trends in 1923, published by the National Education Association in July. The only justification for my aking a moment of your time is to interest every delegate and every teacher of America in this remarkable report. Very unfortunately, Mr. Evenden 18nothere to present to you his enthusiasm and his splendid leadership. Iwant to read to you two paragraphs from our Secretary concerning this report. ( Speaker read paragraphs four and five of the Research Bulletin, beginning, " the inquiry," and closing, " these data." ) Most reports date back several years in information and material gathered. Notice that this is a report of the actual salaries paid in 1923. It doesn't brave us uncertain as to where we are. Iwant tocall your attention just for a moment to the data here that will beof interest to you. It is a striking fact that though this investigation was egun in 1923 and there have only been a few months for the work, we have The report of 964 cities. Let me say the investigation and data were gathered by three processes : first, questionnaires to all city superintendents ; second, by a report from superintendents who have rural districts or rural teachers; third, by the daracollected by the U. S. Bureau of Education. Themost important part of this report, to my mind, is the determination atthe principals for three things : for studying the salaries of teachers, for aterpreting them, and for salary campaigns. I cannot take time to read from the principals' reports. Oneunfortunate thing has been the comparison of the teacher's salary with hat of certain wage carners. The basis is different; there is a professional superiority and she gets a salary. Far more important than either is that theday will come, I think, when the remuneration of the teacher will be called an honorarium, for the reason that there is an economic ratio, a mathematical ratio between the cost of the house and the salary paid the carpenter. Nobody can find an economic ratio between the teacher's work andher output. Is the absence of the chairman, this report was made by C. E. Rugh, Professor of Education, Tomaty of California, Berkeley, California. In addition to the chairman, this committee win the members listed on page 25. [241] 242 NATIONAL EDUCATION ASSOCIATION Therefore, salary investigations should be made on the basis of an hon- orarium. It might add to the remuneration the teacher gets in the way of honor also, and that is probably just as important as the other aspects of it. As to the comprehensiveness of the report, I call your attention to the fact that while there are possible reports of sixty-nine cities of over a hundred thousand, there is in this report a list of the actual salaries paid in sixty cities of that grade. The salaries of 175,000 teachers are represented-22,000 rural teachers, about 10,000 principals, etc. I mention just three features to which I call your special attention. One of the most significant interpretations of this data by Mr. Evenden-and it has been by Mr. Evenden. I should also pay great credit to John K. Norton. He doesn't need any praise from me; his work stands for itself. I point out one feature in the trend. The unfortunate thing was making the comparison of the teacher's remuneration with wages. In that comparison, in that study is presented the increased cost of living as a feature and factor in determining salaries with what results ? With this result, that it takes as much food and clothing for an eighteen-year old girl teaching in Milpitas, say, as it does for a superintendent, with the result that in the salary readjustments the lower salaries have been very much raised, and the upper salaries have not, with this result, that there are girls in the United States-dare I say it-receiving more than they are worth. No, not more than they are worth, but they are receiving more to teach than they could get for any other service. The actual fact in this report shows that superintendents are getting less than they did before the war, considering the purchasing power of the dollar. The significance lies in the fact that the leadership in the educational world in the United States needs to be considered in terms of its relation to the whole salary schedule. I merely point it out. Elements in the trend-That is a remarkable chapter that every person interested in a salary campaign should study. I mention merely the five features considered by the committee. First, it is important to determine what time unit shall be considered in relation to the number of dollars. That is yet to be determined. The yearly salary is a bad unit. Whether the week or the month or the day is the correct unit is yet to be determined. The purchasing power of the dollar should also be taken into account. The purchasing power of the dollar is as one to two and nine tenths. Third, the increasing professional standards is a feature that must be taken into this study. Then the increasing length of the school term; and last but not least, the most important thing in my mind in this whole salary of comparison is forgetting that from 1913 up to the present time we have had three or four economic shifts, and that era is so uncertain and unstable that a different method of comparison in terms of time unit ought to be investigated. A chapter on the adequacy of school salaries is of great importance. I plead for your study and interest. Are teachers adequately paid? At present there are three prevailing attitudes in the United States concerning the REPORTS OF COMMITTEES 243 adequacy of teachers' salaries. First, in order to justify the present scale and schedule you have and have it raised we must increase teaching and school ervice. The school people must deliver the goods. There is in a good many Jenters a tendency to lower the teaching salary. The third tendency repre- sented by a number of cities, by the report of the superintendents and super- vising officers, is to curtail school service, cut out music, etc. These are the three attitudes toward the present situation. I hope by alling your attention to the fact that what the richest and wisest parents and communities demand for their children, that the United States must and for all children. To carry out that program, you must get the school money where wealth is, and spend it where the children are. Democracy has been defined as the progress of all through all, under the : adership of the wisest and best. The first principle of determining a salary whedule is, under all circumstances, to pay that amount of money to those rachers that will get the best and wisest leadership for the children of America. REPORT OF COMMITTEE TO COOPERATE WITH THE MOTION PICTURE PRODUCERS ' CHARLES H. JUDD, CHICAGO, ILLINOIS, CHAIRMAN Atthe Bostonmeeting of the National Education Association, Will H. Hays asked for the coöperation of educators in developing motion pictures 12 such away that they may become more serviceable to classroom teachers andmay contribute in the most wholesome way to the entertainment of the idren of the Nation. The National Education Association had become wware, before Mr. Hays asked for coöperation, of the need of a better ganization within the Association of those educators who have special wrerest in visual education. The question of organizing a Department of sual Education had been before the executive officers, and programs on sual education had been prepared and presented at various meetings. Anumber of school systems had undertaken to use motion pictures and had ncountered difficulties which made it evident that coöperative efforts are recessary if problems in this field are to be adequately dealt with. The Association accordingly provided at the Boston meeting for a committee to wal with all problems related to visual education. The committee which now submits its report has been at work during vear. It has derived financial support for its operations from the Motion Picture Producers and Distributors of America. That corporation Franced a meeting in New York which brought the committee into direct ract with the representatives of the producers. It also provided the committee with $5000 to carry on the investiga- as the results of which are presented in later sections of this report. Inas sent one of its executive officers, Mr. Courtland Smith, secretary Ition to the chairman, this committee includes the members listed on page 24. 244 NATIONAL EDUCATION ASSOCIATION of the Producers Corporation, to this meeting, and finally it provided for the meeting of the committee at which this report was prepared. By agreement reached at the joint meeting in New York a program of inquiry was adopted. For immediate study two lines were taken up as follows: First, a series of films taken from the vaults of the producers have been inspected by committees of teachers selected by Mr. Crandall from the New York public schools. The purpose of this inspection was to discover what portion of these films are available for classroom use. Lists have been prepared as a result of these investigations and have been transmitted to the producers . Second, Dr. F. Dean McClusky, of the faculty of the University of Illinois, Miss A. Loretta Clark, of the Public School System of Los Angeles, and Mr. Charles Roach, of the Extension Division of the Univer- sity of Iowa, were employed by the committee to visit various public-school systems, universities, and museums which are actively engaged in promoting the use of motion pictures and other forms of visual education. These agents of the committee were directed to investigate the administrative methods adopted at these centers for securing, distributing, and using films and other visual material. The purpose of this inquiry was to ascertain the extent of present use of films and the problems of administration which affect their employment for educational purposes. In addition to these direct lines of inquiry which were taken up becau e they seemed appropriate as matters of equal interest to producers and educators, the committee has collected material which may be described as somewhat more remotely related to the interests of the producers. The committee has acquainted itself with the scientific investigations which have been made in various universities and school systems on the methods of using pictures and has prepared for its own use abstracts of the reports of these inquiries. Such scientific studies will have to be carried much further it visual materials, including films, are to be properly adapted to school work. The committee has also considered other problems such as the effect of entertainment films on the minds of pupils, and the methods by which new educational pictures can best be produced. The committee is prepared at this time to report on certain lines of action which it believes that the National Education Association should consider, and it is convinced that the Association should adopt certain plans of action which are outlined in subsequent sections of the report. The first concrete item on which the committee begs to report is the item of legislation. The fire risks connected with the exhibition of motion pictures are so great that drastic laws seem necessary. The legislation which aims at fire protection is complicated by the desire of the theater owners to protect themselves so far as possible from competition arising from the use of films by non-theatrical exhibitors such as churches, lodges, schools, and the like. There are two kinds of films, one the ordinary commercial type known as the inflammable film, and another which is REPORTS OF COMMITTEES 245 more expensive, less satisfactory and less commonly manufactured, known as the slow-burning or non-inflammable film. Legislation has been pro- posed debarring from interstate commerce the inflammable film. This would be disastrous from the point of view of the producers. Another proposal is that the inflammable film be restricted to use by licensed persons andby exhibiting houses fully equipped with fire-proof booths. This would givethe theater people the type of control which they deem necessary for the distribution of entertainment films. All educational films would then beproduced on the non-inflammable stock and the use of such stock could be freed from the restrictions which now commonly limit the use of films inschool. It is the belief of the committee which renders this report that some such division of the field is expedient and to be encouraged. It recommends hat this Association recognize the general principle that the use of inflam- mable films should be restricted to licensed persons and exhibition places fully equipped with fire protective devices. It further recommends that the manufacturers of non-inflammable films be encouraged to perfect this type ofstock because it is the most desirable for use in the making of educational pictures. The action thus recommended to this Association is in agreement with the action already taken by the National Association of American Fire Under- writers and by the Producers Association. The second matter on which this committee is prepared to recommend action relates to the organization of those who are interested in visual edu- cation. It is not at this time evident that a permanent group or department should be set apart to discuss problems of visual education. The com- mittee therefore recommends that a special program be organized to be conducted at the time of the next meeting of the Department of Superin- tradence with a view to testing the interest in visual education and trying out the possibilities of organizing a department. It is recommended that the organization of this special program be assigned to the committee hereinafter commended. Third, it is recommended that the committee rendering this report be scharged and that a new committee be appointed by the president of Association to carry forward certain lines of activity which the pre- ding and subsequent paragraphs of this report set forth. It is recommended that this new committee be specifically instructed not to attempt to organize any plan of picture censorship, and that the mmittee be instructed not to give its approval directly or indirectly to ans projecting apparatus or any film or any plan for the preparation of scenarios or films. The experience of the year has shown the unqualified wisdom of the restrictions here recommended. The present committee been literally besieged by promoters of all kinds of plans for the pro- ron of projectors and particular films. It is the belief of the com- tre reporting that much careful study of the type which it suggests in 246 NATIONAL EDUCATION ASSOCIATION subsequent paragraphs must be completed before anyone is prepared to render judgments which it would be proper for this Association to sponsor. The positive definition of the functions which the new committee might properly take up grows naturally out of a review of the findings which the present committee has reached. Before turning to the full report on findings the committee reporting recommends that the new committee, if created by the Association, be com- mended to the Executive Committee for such an appropriation for operating expenses as the Executive Committee of the Association may find feasible and that the new committee be authorized to accept for its investigations other funds, if such become available, provided the acceptance of such funds in no way limits the freedom of the committee in the pursuit of its inquiries or in the publication of its findings. The experiences of the present committee during the past year have been most happy ; the Producers Association has coöperated cordially and has left the committee absolutely free in all its operations. During the past three months Dr. McCluskey and his associates visited on behalf of the committee most of the localities where important work in visual education is being carried forward. In all, 42 centers were visited, and of these about half were city school systems, while the others were universities, normal schools, State educational departments, museums, and Federal departments working through divisions of Extension Education. A summary statement of the results of the study would be that the investi- gators found that the work of visual education in this country is being carried forward by people who have genuine enthusiasm for what they are doing, receive entirely inadequate financial support, are forced to rely largely on National advertisers for their films because such material is supplied free, and who have almost no means of knowing what is being done elsewhere, what methods others are using, or how their work may be most effectively organized and administered. The amount of money actually expended by school systems for motion pictures is surprisingly limited. In most divisions of visual instruction a major part of the annual appropriation is spent for slides and stereopticon work, and only small sums for films. Figures from 14 centers show that during the past year the amounts expended for the rental of motion picture films ranged from $500 to $5000, with an average of $2800. These centers included such important school systems as those of Chicago, Cleveland, Pittsburgh, Detroit, and Newark. Since the directors of these divisions are financially unable to buy or rent many films, they are forced to rely in the main on industrial firms and other commercial agencies which distribute advertising films without expense to the users. One result of this is that these films must usually be shown in auditoriums, before large groups of children, because the dis- tributing agencies are only willing to supply the films on condition that they are seen by relatively large numbers of people. This requirement often operates to reduce the educational value of the work. REPORTS OF COMMITTEES 247 Industrial films of the type discussed are multiplying rapidly in the absence of a sufficient number of educational films. If they are depended upon by the schools to supply material for visual instruction there will be developed a fundamentally false economic basis for visual instruction in chools. It is not beyond the possibilities also that industrial films will anduly influence the work of schools in directions not selected by school I authorities. The committee believes that this is a matter of major impor- rance and that the committee which succeeds this should take up the ques- honshere raisedfor further investigation. : There is no means of ascertaining how many non-theatrical motion picture machines there are in the schools of the country, and it is difficult #vento estimate how many there may be in churches, lodges, and private Junes. It seems probable that the entire number of non-theatrical pro- ecting machines is less than 15,000, of which possibly half are in schools. Itis still less possible to estimate how frequently these machines are used, the study already made indicates that many are used only occasionally, andthat there are many schools which are equipped with booths and screens, I have no machines. One fact which stands forth with entire clearness is that there is no iformity ofpractice in the administration of visual education. Apparently rach center does it differently from all the others, and there exist no means by which any worker can tell what procedures have proved productive sewhere, nor is there anybody of recorded experience to which he can peal for an opinion as to the probable wisdom of any suggested innovation. In some cities the slides and films are made up in lesson sets and sent 10 &circuit of several schools which use them in turn and pass them on to the next school. In other cities the principal requests the material that he wants, and it is sent as soon as it is available, after which it is returned to the central office. Some systems employ messengers or trucks to carry the Materials to the schools, while in others the teachers must get and return them personally. In many, if not in most, city school systems only part 1 of the schools using films secure them directly from the Division of Visual Instruction. Other schools prefer to make their own independent arrange- wents with film exchanges and industrial firms, and to purchase and operate "vir own equipment. In some cities, and in some University Extension Bureaus, films are wat out without expense to the users, while in others they are rented, and some cases even the school children are urged to contribute a cent at each owing to helpdefray the cost of the films. Similar diversities exist in the matter of the operation of the picture machines. Some systems employ ned operators, others instruct the teachers in the methods of doing it, andin still others the work is done by the older boys. With all this diversity in the administration of visual instruction, it is onis natural to find that the educational aims and procedures in the use **motion pictures are of the most varied sorts. There are few films in istence which were created with the definite purpose of using them as 248 NATIONAL EDUCATION ASSOCIATION adjuncts in the teaching of specific lessons in the conventional school subjects. It is probably true that a considerable majority of the educational motion pictures used in the schools could be classified under the heads of geography, history, and industrial processes. Most of the geography films were origi- nally produced as " scenics " for use in theaters. The history films are largely pictorial versions of historical novels, and those relating to industrial proс- esses are mostly advertising films. In addition to such pictures, the schools show a considerable number of recreational and amusement films, and in a good many cases these are pretty frankly employed as a sort of sugar-coating to make the diet of advertising films somewhat more palatable. It is not surprising that under existing conditions but little progress has been made in working out the best peda- gogical methods of using the films in classroom instruction. The central bureaus administering the work have no resources for experimentation or skilled observations of results. There is great pressure to have the largest possible number of children see the pictures, for this makes possible favorable reports of low per capita costs, and facilitates the securing of free industrial films. This pressure for numbers tends to increase the number of auditorium showings, and this in turn involves bringing together the children of different grades and ages and makes most difficult any correlation between the regular classroom work and the use of pictures. Two conclusions emerge from a consideration of existing conditions as they have been described in outline. The first conclusion is that much work needs to be done in educational experimentation and research having for its purpose the discovery and development of the best methods for using motion pictures in teaching. In this field a start has been made, but the work has not yet reached the point where the results are getting back to the classroom teacher. The second conclusion is that a clearing-house for information is greatly needed. Each center engaged in the administration of the materials of visual instruction has acquired useful knowledge and developed methods that others could helpfully use. What is needed is a central agency having for its object to make available to each the experience of all. The new committee recommended in a foregoing paragraph might properly be expected to serve, at least temporarily, as such a clearing-house. As stated in the introductory paragraphs of this report the committee found that a number of investigations are now under way which aim to test the effectiveness of various types of films as instructional materials and the relative success of various methods of using these films. It has been found in general where tests have been carefully carried out that some verbal discussion of the matters to which the films relate, either oral or through reading matter presented to the pupils, results in fuller comprehension by the pupils than does the mere exhibition of pictures. These findings refute the frequently repeated statement which has been carelessly made by over-enthusiastic advocates of visual education that the REPORTS OF COMMITTEES 249 se of pictures is destined to supersede the use of textbooks in schools . I is quite certain that pictures require the aid of verbal exposition . The points at which pictures have most clearly shown themselves to be useful in instruction are in the acquisition of certain skills. Where children are to be taught how to hold their pencils in writing or where they are to be taught the art of weaving, pictures add so materially to verbal instruction that it is evidently desirable that the schools should make useof them. It is also evident that in exhibiting to pupils parts of the world which thes have never seen or activities which cannot be witnessed directly, pictures are very useful. The investigations which have been made show further that in many cases the kind of picture which is the most useful in any instance must be determined, not by enthusiasm for the spectacular character of the picture, but by a careful measurement of the results obtained. Often still pictures or des have been found to be better than motion pictures. Enough has been said by way of review of the investigations which have *een collected by the committee to justify the statement that the outlook the field of visual education must be broad, and the selection of pictures "ust be made with the highest degree of discrimination if teachers are not be misled. Motion pictures will in the long run be most advantageously developedas means of teaching if they are inserted only at those points where mey are superior to all other instruments of instruction. Farthermore, wherever they are introduced it is found that they must beproperly constructed. For example, some work has already been done the problem of placing legends and on the proper formulating of such ends as are used. The results of such inquiry as has been made show * heneed ofmuch more investigation along these lines. Investigations of the construction and use of pictures must be coupled with. investigations of another type which are being taken up by this Asso- canon through other agencies, but should be participated in by the Com- rittee on Visual Education-namely, investigations of the curriculum. There are points in the school curriculum where visual material is as appropriate as it was in the days of Comenius. The discovery of points nthe curriculum where pictures can be used and the production of pictures To satisfy the need call for much coöperative work which a committee of &National association could well supervise. Finally, the meaning and proper means of entertainment are by no ans clearly defined in our present-day educational thinking. Teachers are sometimes so anxious to be sure that all school exercises contribute in meconventional way to the improvement of children's minds that they troy the very proper entertainment value of a picture by a pseudo- @relation of entertainment experiences with study. The teachers of thes country have legitimate interest in the type of entertainment offered the children of the country. A careful study of the effects of various kinds ut pitures and of the relation of any exhibition of pictures to ordinary 250 NATIONAL EDUCATION ASSOCIATION class work is a legitimate field of investigation. At present there is only the most meager information on the methods and results of entertainment as an adjunct to school work. In recommending the creation of a committee to pursue actively investi- gations of the administration of visual education and of the methods of production and use of pictures, the present committee is convinced that there are important services to be rendered. There is a widespread interest in visual education, and it will not disappear even if this Association neglects it. If the Association sees the opportunity of dealing with the matter in the scientific and systematic way which is appropriate for a body of edu- cators, the Association may, we believe, assume leadership in the field. The producers of motion pictures are sure that it is possible to realize through their coöperation important improvements within and without the schools in the means and methods of education. The present com- mittee has gone far enough to establish in the minds of its members the conviction that it is the duty of this Association to provide a committee which can coöperate with all the agencies that are prepared to promote visual education. The peculiar contribution of this Association should, we believe, be the systematic study of the problems of visual education so that the future development of this field shall be based on sound prin- ciples scientifically established. In summary then it is recommended : ( 1 ) That the present committee be discharged; (2) That the Association express to the Motion Picture Producers and Distributors of America appreciation for support given to the committee; ( 3) That this Association recognize the desirability of legislation regulating the use of inflammable films and making more readily available to schools the non-inflammable films; (4) That a program on visual education be arranged for the next winter meeting to include all dis- cussion of this subject at that meeting; and (5) That a committee be appointed by the president of the Association to carry on studies of the administrative and instructional methods which are employed and should be employed in the introduction of visual materials into the school cur- riculum. REPORT OF COMMITTEE ON CHARACTER EDUCATION MILTON BENNION , DEAN , SCHOOL OF EDUCATION , UNIVERSITY OF UTAH , SALT LAKE CITY, UTAH , CHAIRMAN The success of any plan of character education in the schools will depend primarily upon the native ability, general education, moral character, and professional training of the teaching staff. Teaching as a life's work must be made attractive to high-school graduates who have teaching personality- that is physical and intellectual vigor, attractive social qualities, ambition for social service, and enthusiasm for realization of the highest ideals. 1In addition to the chairman, the committee includes the members listed on page 23 REPORTS OF COMMITTEES 251 Teachers possessing these qualities as a foundation may utilize all the knowl- edge and skill that science can provide in furthering human development ; their being able to supplement science with love of humanity and devotion to moral ideals make their possible achievements almost limitless. Itis the opinion of this committee that superintendents of schools, princi- pals ofhigh schools, and teachers generally, should use every legitimate means at so dignifying their profession in the eyes of youth as to inspire those who aremost fit to teach with ambition to make careful preparation for it. Teacher-training institutions may coöperate in this effort to improve the personnel of their student bodies by raising their own standards, both of entrance and of graduation. These standards should not be confined to tests of knowledge alone-native intellectual ability and moral character should ceive weight. Free tuition or other scholarships provided by the State or by endowment should be available-not as a matter of charity but as honor award to those best endowed to serve as teachers. The contention will be made at once that the plans suggested above can- notbe realized until teachers are better paid. A reasonable living income of course, indispensable; but, this assured, the type of person most wanted nthe schools is more responsive to an appeal to do something eminently worthwhile than to an opportunity to accumulate wealth. In recognition of the fact that the teacher is the prime factor in character education, this committee has outlined a plan for teacher-training. This plan asbeenwidely distributed among all varieties of teacher-training institutions nthe United States and is published in School and Society, June 30, 1923 . While the committee recognizes the necessity of scholarship in the subjects tobetaught, it is also endeavoring to emphasize another kind of scholarship : knowledge of human nature and of all the means that science has developed for the more complete analysis of character and the means of influencing it tor good. The committee recognizes the value of the " case method " in both profes- vonal and academic study and recommends that this method be applied to hestudy of the school child as well. The " behavior clinic " should be as crat a factor in general education as is the surgical clinic in the general field medicine. Accurate analysis of all the factors that determine child avior, together with prescription for treatment that will bring about the best results in individual and social improvement is complex and difficult at decidedly worthwhile. Theopinionofthe committee that" behavior clinics " should be established nteacher-training institutions and school systems is not an abstract theory. This work is already well developed in some of our juvenile courts, in Geral American cities, and in several schools and school systems. Its fur- Het development is being very actively promoted through the Commonwealth Find Program for the Prevention of Delinquency. The National Com- ttee for Mental Hygiene has undertaken a Nation-wide campaign for the ablishment of child behavior clinics in cities with a population of more "an one hundred thousand, and is authorized to make liberal expenditures at the Commonwealth Fund in promotion of this work. 252 NATIONAL EDUCATION ASSOCIATION Any school of education or teachers' college having well established depart- ments of physical education and hygiene, psychology, sociology, and ethics, as well as of education, may with great profit utilize the resources of these " departments in the establishment of a behavior clinic." It would, of course, be necessary in addition to employ a director highly trained in those phases of social administration and psychiatry that bear directly upon the problems of child behavior and treatment. This systematic effort to study individuals in a scientific way should not be confined to the professional staff of the clinic. Every teacher should be trained to participate in these individual studies, to interpret results of tests, and to carry out appropriate treatment. To this end the committee recommends that courses in physical and mental hygiene, psychology, sociology, and ethics -all with emphasis upon the study of behavior and means of controlling conduct-be required of all teachers in preparation. In connection with these studies clinical practice should be provided. This clinical practice is as essential to this phase of teacher-training as is supervised teaching to the preparation for the usual classroom work. Thus far the behavior clinic has been used primarily in the study of delin- quents and near-delinquents. There is no reason why every child should not be made the object of such careful study and individual treatment with a view to obtaining maximum results in character development. Society has thus far been more prone to spend ten dollars on a delinquent or defective child than to spend one dollar on a normal or supernormal child. The committee's recommendations concerning studies in behavior are not meant to discount the possibilities of character training through classroom instruction. Recent scientific studies, including that of Dr. Voelker made at Teachers College, Columbia University, confirm the popular judgment that ideals and attitudes can be taught to groups in ways that secure good results from individual members of the group. This is not solely a matter of direct instruction since the ideals and attitudes of the teacher are con- tagious the more so in case of a personality that is strong and attractive. Much of the treatment prescribed for the betterment of conduct must come through the activities of the school under expert supervision. In this connection, among the various activities to be utilized is that of self-govern- ment, organized and carried on at various levels appropriate to the age and social development of each group. The success of the "Junior Republic," established by William R. George in 1895, and of other self-government plans, has put the great moral value of self-determination in any group beyond the realm of mere speculation. Similar good results have been obtained elsewhere both with adults and with youths, with delinquents, and with normal individuals. This is but one instance illustrative of the rôle of responsibility in the development of character-an instance, however, that lends itself readily to experimental determination. Organization of the curriculum and of all the activities of the school for character education calls for a clear conception ofthe objectives to be attained. The committee approves as a basis of the moral life: belief in and devotion to moral ideals joined with an attitude of good-will toward mankind. This REPORTS OF COMMITTEES 253 standard will provide the foundation upon which all morality may be built, andindicates the means by which the sources of all wrongdoing such as selfishness, ignorance, and thoughtlessness-may be overcome. Of these enemies of the moral life selfishness is the most difficult to conquer. With- out self-sacrificing love it cannot be overcome. But until it is overcome, intellectual ability and attainment may contribute nothing to moral character. Feeling for moral ideals and human welfare must, of course, be supple- mented with as much intelligence and thoughtfulness as it is possible to develop. The course of study should be so planned as to develop to the maximum the kind of knowledge and the habits of mind that will contribute most to the making of a thoroughly socialized individual. The activities of the school should be so regulated as to develop a maximum of moral thought- tulness and of moral imagination. Development of moral imagination and its use in social relations may be a factor for moral progress comparable to the use of the scientific imagination in the realms of mechanical invention and scientific discovery. DR. YOCUM'S THREE REPORTS ON CHARACTER EDUCATION OBJECTIVES Dr. Yocum has presented to the committee two reports on character edu- cationobjectives and is submitting a third report at this session. The first Dconstitute a highly technical and complex analysis of education outcomes andprocedures. Dr. Yocum insists that since life is complex and civilization technical, the formulas through which life can develop character must be aleast as complex as those of chemistry, and the procedures through which civilization can result in the common welfare, as technical as the making of BigBerthas and U-Boats. Love, faith, and strength of character which the analysis finds basal for all other qualities essential to character are simple only in the superficial wese inwhich selfishness, materialism, and fear are simple. With them once developed a child need not err in the road to which they point the way. But tisonlybecause man ismade in the image ofGod himself, that he can know nough andbe able enough to make these qualities controlling. Life is not moral and civilization democratic, less because men are morons, than because moral instruction is too simple and therefore remains a game of Bance. Inthe report presented at the present session, it is shown how character lucation must transform love, faith, and strength as simple logical objec- nes or moral abstractions, into education outcomes which because they are 'complexes," are strong enough to control individual and social conduct. These" complexes," unlike those of Freud, are not past experiences which havehappened to gain control over man, but elements selected and developed rough education which in combination with each other give man control her his experiences. Education is a complex because it must develop these plexes. 254 NATIONAL EDUCATION AssocIATION The analysis of " love " in the first report and of " equivalent return" in the second, shows both this complexity of outcome and the complexity of procedure through which it is to be made controlling. Love, faith, and strength in general, each has or is a controlling complex of ten or twenty elements, with every one of their elements having further elements of its " own. Each essential element has beyond this, " contributory combinations of elements different for different individuals, types or groups, periods, environments, and achievement levels, and so on, as the report says, "Like the house that Jack built. " If each of the hundreds of qualities which can be included among desira- ble moralities were to be separately developed in this fashion, man would have to be a Methusaleh or the Wandering Jew to acquire them. But through this very complexity, comes simplicity. Many moral characteristics are merely types of love, faith, or strength. For example, strength as a standard includes : independence, bravery, self- respect, self-control, justice, generosity, cheerfulness, pleasantness, and self- sacrifice. Many other moral characteristics are subordinates under these types. Justice, for example, as including both the yielding of rights and of equities, has as its subordinates : obedience, truthfulness, honesty, and responsi- bility ; and similarly analyzed bravery includes fearlessness, determination, and hope, while determination involves decision and perseverance. Still other qualities represent the vocabulary of moralities, types, and sub- ordinates, and become controlling if the words which express them are made familiar and are realistically comprehended as the moralities themselves become controlling. For example, if truthfulness and honesty are made con- ،، trolling, such words as prevarication, " " evasion," " petty larceny," and " maligning, " being realistically understood and familiarly used, the forms of untruthfulness or dishonesty which they express tend to disappear. Other moralities or desirable human qualities are merely composites ot love, faith, and strength or of their various types, subordinates, and forms of expression. To illustrate, even democracy is essentially love of the com- mon welfare, faith in the ability of the ordinary individual to learn to sacri- fice all liberties conflicting with the common welfare, and strength enough to measure up to any standard of strength in its social and political forms. Even happiness, aside from incidental pleasures, reduces itself to love, faith, and strength. The outcomes of many moralities are key- outcomes which, developed for one morality, are made controlling for others and sometimes for many others. Take the habit of looking upon the bright or pleasant side of things, except where wrongs or unpleasantnesses should be remedied. It is essential to a love of other nationalities and social groups, to cheerfulness and pleasantness as standards of strength and elements in a democratic social intercourse, etc. But the most fundamental simplicity after all is the final simplicity in technique of instruction, which comes through the fact that the forms of control and control elements themselves are interdependent, and that the development of control through one usually means partial control for others. REPORTS OF COMMITTEES 255 Asense of affection, for example, is necessary to a realization of the love of thers for us and of an attitude of love for them, while such an attitude is he motive for attaining standards of loving self-sacrifice. The vocabulary love strengthens loving feeling, and so on through the whole gamut from veing loved to having love for all. In short the three reports insist that super-threats to civilization and Democracy require a super-education that is necessarily complex; but that **rough its very complexity, the character education which makes a few tues controlling, will through the interdependence of one virtue upon another, insure the control of all; and through this interdependence in their ements teach morality through religion, religion through morality, and : emocracy through both. REPORT OF COMMITTEE ON THE REORGANIZATION OF ELEMENTARY EDUCATION OLIVE M. JONES, PRINCIPAL, PUBLIC SCHOOL NO . 120 NEW YORK CITY , CHAIRMAN I am here today only in the capacity of an assistant and a representative ta person who is unable to be present, Mrs. Margaret McNaught who is ww in Europe. The Committee on the Reorganization of Elementary lucation was formed several years ago. It was really formed by Mrs. Mary C. C. Bradford, when she was president of the National Education | Association. Mrs. Ella Flagg Young was the original chairman. She was mediately appointed to war work in Washington, and her death followed In after that. An interim followed after which Mrs. McNaught was appointed to act as chairman of this commission. The important work of the commission has taken the form of a number *reports, several of which have been placed in your hands in previous years. Two of the most important of all of the reports are in the envelopes which received when you were given your credentials as delegates to this i assembly. : The committee cannot conclude its work without speaking in the most appreciative terms of the assistance and coöperation given to it by Mr. Mor- and Mr. Crabtree, of the headquarters office in Washington. Without The assistance and knowledge and advice in regard to publication given by Mr Morgan, I doubt if we would have been able to complete our work all . In 1920 the committee really began its work that is, it was then given definite work of organization. The committee found that the problems presented to it in connection with the reorganization of elementary educa- tion were large. They were beyond the power even to grasp. We sent at aquestionnaire and the answers to that questionnaire at that time proved noclusively that the majority of teachers of America were interested partic- larlyin the solution of problems of a special character. They felt there was 10 256 NATIONAL EDUCATION ASSOCIATION no use to try to reorganize the teaching of English and arithmetic and geog- raphy or any other of our academic subjects, unless the big, special problems which were obstructing classroom teaching, were removed or at least solved for those classroom teachers . Consequently, in the organization of that commission, Mrs. McNaught gave her attention first to the various types and problems of special educa- tion, including particularly the question of classroom discipline, the big dis- cipline problem which classroom teachers generally acknowledge to be the difficulty that lies in their way before they can do anything in the way of teaching English or any other academic subject. A preliminary report on that subject was presented to the National Edu- cationAssociation in 1921. In 1922 a report taking up the second question, the best means of classifying children, was presented and was distributed to you at that time. That report, prepared by Lewis M. Terman, of Stan- ford University, was distributed in Boston, and copies are now available. but unfortunately owing to the size of that report and the great cost of printing it, it cannot be distributed free. The price, I think, is fifty cents- not more than seventy-five. The report is called, " The Classification of Children, " by Dr. Terman. The price simply covers the cost of production. At the same time, a preliminary report on the teaching of English was also presented, by Miss Theda Gildermeister. It is not yet printed, because it is not yet complete. The members of her committee have not yet completed their research work. This year, 1923, two completed reports of great value are ready for your perusal. One is a report on the teaching of the blind, the crippled, and the defective children, problems which are obstructing elementary education wherever those children are found in the same classes as the average and the normal child. That report was prepared under the direction of Miss Anna Laura Force, of Denver, Colorado. It has been placed in your envelopes and I urge that you give it a most careful reading. Not only does that report give us an outline of what has been done all over the United States in the handling of these great problems of handi- capped children, but it also makes recommendations of a definite character as to what may be done in various communities and under various conditions. In the same envelope you will find a report on the education of the immi- grant including the adult and the infant child. Special attention has been given in that report to the education of the adult immigrant, the non-English speaking adult that is found especially in our very large cities. That report was prepared under the direction of Miss Elizabeth Wood- ward, of the Department of Immigrant Education, the State Department of Education, Albany, New York. The report includes a statement ofwhat has been done on the subject of immigrant education in all of the large communities where non-English speaking immigrants are found in large numbers. That report has been published in part in various Journals pre- viously. It is now complete up to January 1, 1922. It contains alarge num- ber of statistics and a great many recommendations, showing what has been REPORTS OF COMMITTEES 257 done in daytime care, in night schools, in special Americanization classes, andin home teaching classes, for the immigrant mother. I urge particularly that you read carefully that report, especially those ofyou who come from sections of the country where the problem of teach- ing the child who comes from a non-English speaking home constitutes one at our great difficulties. I speak feelingly on that subject, from a personal point of view, because we often say that we are not teaching English in our schools, we are teaching a foreign language. Consequently, we urge that you give careful attention to this report which contains most valuable suggestions, and since its distribution at this meeting has already received a great deal of recognition and commendation from Thosewho are in a position to speak with authority. There are also three sub-committees of that commission still at work : one on the teaching of English to which I have referred ; one on the teaching ofmathematics; and one on the teaching of the so-called social studies, includ- ing geography, history, and civics. It is therefore recommended to you now that the original commission be discharged from its work; that the Committee on Publication be discharged trom its duties; that all matters of publication of reports of these committees hereafter be left with the publication of the National Education Association. It is also recommended that the three sub-committees on English, mathe- matics, and social studies be continued, but that they take the position of mmittees of the National Education Association, and not sub-committees ofacommission that had a general problem to solve, and feels that its work is completed. REPORT OF THE EDITORIAL COUNCIL ' WILLIAM C. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN This report is necessarily brief. The Council regards its duty as that of sisting the editorial staff of The Journal in only the most general way i not by interfering in the slightest degree with the details of editorial Tanagement which are now being carried out with such notable efficiency Mr. Joy E. Morgan and the headquarters editorial staff at Washington. The Council has met twice during the year, in Cleveland and again this arek in Oakland. It has been in constant touch with the managing editor at The Journal; has been consulted repeatedly on matters of editorial pcy and has expressed itself frankly and frequently; and is glad to take rall responsibility for what has been done. The Journal speaks for itself, and speaks impressively. Doubtless this assembly knows it, but it is important to remember it. The Journal is one of the finest appearing periodicals of any kind published in America Is the absence of the chairman, the report was made by W. Carson Ryan, Professor of i - Swarthmore College, Swarthmore, Pa. In addition to the chairman, the committee strs the members listed on page 23 . 258 NATIONAL EDUCATION ASSOCIATION today. Typographically it is surpassed by few; editorially it has set a new mark in educational journalism. The Council offers no apology for the excellent form in which The Journal appears and the expense that this entails. In a very real sense The Journal is the National Education Association; it is the one contact all members have with the Association as a whole; it is the one thing that represents the Association not only with its own members but with other teachers and with the general public. The National Education Association is now the largest publisher of educational literature in the world, and The Journal is the one general medium through which all of its publications focus. A policy of cheapness cannot be tolerated with it. It must be the best. Last year at Boston, it will be remembered, Professor Bagley, as chair- man of the Council, asked and received instructions from the representative assembly whereby The Journal should take an aggressive stand for any policies officially adopted by the National Education Association. This was a turning-point as far as The Journal was concerned. It was decided once for all that The Journal was not to be a milk and water concoction but should stand for something. You will recall that last year the issue was over advocacy of the policy of a Federal Department of Education and National aid for education. The pages of The Journal will show with what effectiveness it has carried out this commission given at Boston. This year the issue is even more clearly that of adequate financial support for public education and defense of those leaders of American education. Many of us have come to this convention determined that no one shall doubt where we stand on this issue; that we shall be unafraid in the face of demands to retrench ; that we shall be militant in behalf of adequate expenditures for public schools and specifically in behalf of educational leaders like Will C. Wood, of California, and Thomas E. Finegan, of Pennsylvania; that we shall show by our support of such men that we realize what the issue is and intend to stand by our guns. The Council regards it as one of the immediately urgent tasks of The Journal to keep hammering at this issue ; to fight, editorially speaking, to the last ditch for a recognition ofAmerican education that will put it far beyond the power of any man or group ofmen to weaken or destroy it. One unforeseen result of The Journal's amazing success has been the part it has played in educating non-professional American public opinion. From the first its policy has been, not to be simply another educational journal, not to do anything already being well done by any existing agency, not merely even to represent the Association and the profession of teaching ; but to interpret to the members of the National Education Association and of the American public itself the fundamental issues in American education. The Journal has literally thousands of readers not directly connected in any way with the profession of teaching-citizens who read it because they seek to be informed. This is a service almost beyond measure. The noteworthy improvement in reporting of educational conventions by the daily press-not only in quantity but in quality-as evidenced at Cleveland and conspicuously here in Oakland and San Francisco, is almost directly REPORTS OF COMMITTEES 259 due to the work of The Journal of the National Education Association and the distribution of educational information that has gone with it. This is aservice of tremendous importance. The Council takes no glory for it, other than of having the foresight to encourage the broad editorial policy thathas made it possible. The Council believes that The Journal can and should, without in the least interfering with its other duties with the Association and the profession, increasingly dedicate itself to the task of making the American public so thoroughly believe in the significance of publiceducation to American life that there can be no turning back. REPORT OF THE COMMITTEE ON HEALTH PROBLEMS IN EDUCATION¹ THOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN The Committee on Health Problems in Education of the National Education Association with the continued cordial and effective coöperation of the corresponding committee of the American Medical Association con- nues its work with a sustained interest in the committee program and a steady demand for the reports which have been issued by the Joint Com- mittee. Educational and health officials, child welfare organizations, Red Cross workers, and other individuals and organizations in this and in other coun- ries are looking to your committee in increasing numbers for health stand- ards, charts, and literature. This Committee on Health Problems was created as a committee of the National Council of Education at the meeting in San Francisco in 1911 at the suggestion and request of the American Medical Association whichwas in session at the same time in Los Angeles. At the meeting of the National Education Association in Des Moines, Jak, 1921, this committee was formally adopted as a committee of the National Education Association. Atter a careful survey of the general field the committee decided to give vention first to the health problems of rural schools. The first report of the committee was a valuable bulletin entitled Country Schoolhouses " prepared by Fletcher B. Dresslar, a member of ur committee. This report was printed and distributed in 1912 by the [ S. Bureau of Education. Unfortunately this bulletin is out of print. The committee literature still being distributed in original or repeated ditions includes the following: 1 . Minimum Health Requirements for Rural Schools." Three editions * 800,000 copies of this report have been distributed. Unprejudiced evi- cence from many places shows that this report has exerted a major share influence in the marked improvement in rural-school sanitation in the Na afstion to the chairman, this committee includes the members listed on page 24. 260 NATIONAL EDUCATION ASSOCIATION United States during the last eight years. Several States have adopted this report as the standard for rural schools. The cost of printing the very large introductory edition ( 750,000 copies) of this report was covered by a gift of over $3000 from the Elizabeth McCormick Memorial Fund of Chicago . (This public-spirited organization has given generous, repeated assistance in money and expert service to the Committee on Health Problems, which should be known to all the members of the National Education Association.) 2. " Health Essentials for Rural-School Children " was printed in 50,000 copies. This first edition was exhausted and a second revised edition is now being distributed. Most of the copies of this report have been used as supplementary texts on health in the training of rural-school teachers in the normal schools, and as practical hand-books by rural-school teachers and supervisors. 3. " The Health Chart Report." The first edition of 10,000 copies of the illustrated Health Chart pamphlet was soon exhausted and a second edition of 10,000 is now being distributed. This pamphlet not only serves to illustrate and explain the health charts, but is being extensively used for health instruction in both city and country schools and also as a guide in making health posters and scrap books. 4. The " Health Chart Set " comprises 58 charts, each 22x 28 inches. Over 1000 complete sets of the health charts ( over 60,000 individual charts) have been distributed in our own and in foreign countries. Many orders for individual charts have been received. One State Department of Health ordered 2400 copies of additional charts. 5. " The Teacher's Part in Social Hygiene " was published in 192 with the coöperation of the American Social Hygiene Association, and this coöperating Association presented the Joint Health Committee with 5000 copies of this valuable bulletin. This report, containing a very carefully selected bibliography, has supplied a valuable bulletin for many teachers. Amoderate number of copies of this valuable report are still available for free distribution. Constructive coöperation between organizations and committees is a prominent part of the policy of the Joint Health Committee. 6. " Health Improvement in Rural Schools," published in 1922, was in careful process of preparation for several years. Important work in the introductory assembling and organization of material for this report was done by several well-trained and experienced teachers and supervisors of rural schools whose names are mentioned in the report. The bulletin was finally revised and completed through the substantial coöperation of the staff of the Elizabeth McCormick Memorial Fund. This report com- pleted for the time being being the introductory plan of the committee to pro- mote the entire health program of the rural schools. ،، 7. Health Service in City Schools of the United States " is the report of a survey, conducted by our committee in 1922, of the health work which is being done in the city school systems of this country. Six hundred and twenty-two six-page questionnaires were sent out to city superintendents of schools. Filled-out questionnaires containing much valuable information REPORTS OF COMMITTEES 261 carrent accomplishment were received from 340 (54.6 per cent) of the uperintendents. The Executive Officer of the National Health Council, Dr. D. B. Arm- strong, said of this report a few weeks ago : It covers in a most adequate and thorough-going way more vital questions with reference to school health work than have to my knowledge been assembled under one cover before. " Your committee expresses here sincere appreciation of the splendid help and cooperation from the 340 superintendents who responded so promptly. The above-mentioned bulletins and the health charts are being sold by the committee at the bare cost of printing. 8. "Daylight in the School Room" is the title of a valuable report on hool lighting which was prepared in 1921 by a sub-committee under the airmanship of Dr. Edward Jackson, eminent opthalmologist ofDenver and amember of our Joint Committee. This report has been printed in several scientific and educational maga- roes It is being reprinted for wider distribution. " 9. A partial report on Ventilation of School Buildings " has been pared by a sub-committee of which Dr. R. W. Corwin, of Pueblo, Colorado, is chairman. Further work on this study is being conducted ander the leadership of Mrs. Ira Couch Wood, of Chicago, another member or this sub-committee. This special report will be printed and ready for istribution at an early date. 10. Appointment of Committees on Health Problems in Education in the veral States. At the meeting of the House of Delegates of the American Medical Association in New Orleans in May, 1920, it was voted to urge upon ach of the State medical societies that a committee of five physicians, rembers of the society, be appointed to coöperate with a similar committee the State Teachers' Association as a joint committee on " The Health Problems in Education " in that State. It will be recalled that at the meeting of the National Education Association held in Des Moines, Iowa, July, 1921, this action of the American Medical Association was heartily dorsed and each State teachers' association was urged to appoint such committee in response to the request of the State Medical Society. All tfive of the forty-nine State medical societies have appointed such State mittees of physicians and have reported their personnel to the secretary the Council on Health and Public Instruction of the American Medical Asociation. Our committee urgently requests every State Teachers' Asso- arion to appoint a like committee of teachers to coöperate with the medical mittee. While our Joint Health Committee of the National organizations of rachers and physicians can propose material and secure data of great e and can recommend measures which would secure better health Prions in the public and other schools of the country, it is obvious tar if such measures are to be generally adopted and put into practice 262 NATIONAL EDUCATION ASSOCIATION it must be through the efforts of many groups dealing with these activities in the several States and communities. Our committee will find one of its most effective fields of usefulness in serving as a medium of intercommunica- tionbetween, and coördination of, these several State committees. The coöperating medical group of our committee has initiated the custom of holding the annual Conference at the time of meeting of the American Medical Association, of the members of the committees of the several State medical societies. Our committee recommends that a similar plan be instituted for the committees of the State Teachers' Associations and that our committee be authorized to arrange for such a conference at each annual meeting of the National Education Association. The inter- change of information regarding progress in the several States in solving health problems in education, together with the opportunity for discussion and suggestion which such a conference would afford, could not fail to be helpful in promoting this great movement. 11. Preparation of a program of Health Education for Public Schools and Teacher-Training Institutions. At the annual meeting of the Joint Health Committee on February 28, 1922, in Chicago, unanimous support was given to a resolution that a committee should be appointed to prepare a program of health education for public schools and teacher-training institutions of the country. This is by far the most extensive and important project which your committee has yet undertaken. This wave of intense interest in, and intensive development of health work in the schools, accompanied by unprecedented stimulation of interest in health by voluntary organizations outside of the schools; and contribu- tion to the schools of a fascinating and confusing mass of material and devices for health work and health teaching from many outside sources. makes it all the more desirable and necessary that the educational forces within the school should study, interpret, and coördinate the materials and methods in the field of health education so that the schools of the country may be provided with an educationally sound program of health teaching and training. So active was the interest manifested by the members of the committee in this plan that on April 22, 1922, seven members of the Joint Committee met in Pittsburgh at their own expense, and spent two days in developing the plan for this program of health education. This program of the committee involves the work of several years and during this period of thorough investigation and consideration of the multitude of problems involved, our committee plans to issue a prelim- inary report within a year or eighteen months to provide the best available guidance to the schools of the country relative to health teaching in the immediate future. Following the committee meeting in Pittsburgh, the plan developed there has been carried out as follows : It has been decided at this meeting that the proposed program of health education could be most satisfactorily prepared by appointing and organizing a technical committee of special REPORTS OF COMMITTEES 263 sts, the function of which would be to initiate and organize a tentative iraft of the report and to submit it to the Joint Committee, which would then act as a reviewing committee before submitting the report to the i Representative Assembly of the National Education Association. Accordingly, a Technical Committee of twenty-seven specialists has been appointed, and organized into seven sub-committees as follows : 1 1) Sub-committee of Educators ( 9 members ) : Frederick G. Bonser, Department of Education, Teachers College, Columbia University, New York City. Julia Wade Abbot, Specialist in Kindergarten Education, U. S. Bureau of Education, Washington, D. C. Helen S. Watson, Assistant Superintendent of Schools, Los Angeles, California. 1 Alexander Inglis, Professor of Education, Harvard University, Cambridge, : Massachusetts. H. H. Ryan, Principal, Blewett Junior High School, St. Louis, Missouri. Lucy L. W. Wilson, Principal, South Philadelphia High School for Girls, Philadelphia, Pennsylvania. John W. Withers, Dean, School of Education, New York University, New York City. Ambrose L. Suhrie, Dean, School of Education, Cleveland, Ohio. George H. Black, President, Washington State Normal School, Ellenburg, Washington. 2) Sub-committee of Physicians ( 3 members ) Dr. W. S. Rankin, State Health Officer, State Board of Health, Raleigh, North Carolina. Dr. Walter B. Cannon, Dept. of Physiology, Harvard University, Cambridge, Massachusetts . Dr. Haven Emerson, Professor of Public Health Administration, College of Physicians and Surgeons, Columbia University, New York City. 3) Sub-committee of Educational Psychologists (3 members ) Mrs. Leta S. Hollingsworth, Associate Professor of Education, Teachers Col- lege, Columbia University, New York City. Bird T. Baldwin, Director, Iowa Child Welfare Research Station, University of Iowa, Iowa City, Iowa. E. A. Kirkpatrick, State Normal School, Fitchburg, Massachusetts. 4) Sub-committee of Dentists (3 members) Dr. Arthur Davenport Black, Dean, Northwestern University Dental School, Chicago, Illinois. Dr. Max Giesecke, c/o The Smedley Dental Group, California Building, Denver, Colorado. Dr. Harvey J. Burkhardt, Director, Rochester Dental Dispensary, Rochester, New York. 5: Sub-committee of Nutrition Experts ( 3 members ) Edna N. White, Director, Merrill- Palmer School, Detroit, Michigan. Anna E. Richardson, Dean, Home Economics Dept., Iowa State College of Agriculture and Mechanic Arts, Ames, Iowa . Dr. Mary Swartz Rose, Professor of Nutrition, Teachers College, Columbia University, New York City. 264 NATIONAL EDUCATION ASSOCIATION (6) Sub-committee of Physical Educators ( 3 members) Ruth V. Atkinson, Assitant Professor of Physical Education, University o Southern California, Los Angeles, California. Dr. Laurence S. Hill, Director of Physical Education, Albany City Schools Albany, New York. Dr. William Burdick, State Supervisor of Physical Education, Baltimore Maryland. ( 7) Sub-committee of Biological and Public Health experts Emma Dolfinger, Associate Director, Health Education Division, American Child Health Association, 370 Seventh Avenue, New York City. George T. Palmer, Director, Division of Research, American Child Health Association, 370 Seventh Avenue, New York City. E. P. Lyon, Dean, Medical School, University of Minnesota, Minneapolis Minnesota. Each sub-committee is so organized that its membership includes a repre sentative specialist, or specialists, for each of the three age groups: elemen tary-school age, high-school age, normal-school age. All material prepared by this Technical Committee is therefore approved from two standpoints (a) Its appropriateness for the respective age groups in relation to the complete health education program for that age group, e. g., elementary high school, or normal school. (b) Its appropriateness from the technica point of view of authorities in the respective fields of education, medicine psychology, dentistry, nutrition, physical education, biology, and public health. The organization of the Technical Committee was begun in October 1922, and because of its large size was not completed until January, 1923. The work of the Technical Committee up to the present time has included. among others, the following items : ( 1 ) A preliminary questionnaire to determine the best organization of the report and to outline its scope ; ( 2 ) Detailed consideration of selection and gradation of subject matter ; ( 3 ) Definition of terms; (4) Tentative statements regarding the health habits appropriate for each age group ; (5 ) Tentative statement of what should be included in the teachers' training in preparation for health education (6) Tentative statements from four of the seven sub-committees regarding the fundamental principles in their respective special fields, by which a program of health education should be guided. The work already done by the majority of the technical sub-committees represents a very important and substantial contribution from eminent authorities to this committee program. In fact, for these contributions the National Education Association as well as your Committee on Health Problems has already been placed under a considerable weight of appreciation and gratitude; ( 7 ) Collection and study of material which is now being used in health education. About 750 requests for such material have been sent to school superintendents, normal schools, etc. Over 100 responses have been received so far from cities conducting health education programs of modern type, and replies are still coming in. The material so collected is studied and carefully catalogued, and record is made of the most useful and valuable suggestions. REPORTS OF COMMITTEES 265 All material prepared so far is, of course, subject to revision, and there ainmany other problems to be considered. The work involved in preparation of material by such a large committee as this Technical Committee ( 27 members) and in the approval of the material by the Joint Committee (21 members) makes the progress on this report necessarily slow. Three general methods are used : (1) Questionnaires are prepared at the central office and are sent to ammittee members. Upon return of the questionnaire, its contents are 1 tabulated, and any points upon which the decision of the committee is not dear are referred to the members again in a following questionnaire. (2) The purely technical material is first prepared by the sub-committees athe various technical fields, and sent to the central office. There it