{"page": 1, "printed_page": null, "text": "This is a reproduction of a library book that was digitized\nby Google as part of an ongoing effort to preserve the\ninformation in books and make it universally accessible.\n\nhttps://books.google.com\n\n"}
{"page": 2, "printed_page": null, "text": "B 1,081,272\n\n"}
{"page": 3, "printed_page": null, "text": "ER\n\nSI .\nTY\n\nOMFICHIG\n\nSI\n\nIVERS\n\nITY\n\nUN\n\nNIVERSI\nTY-\n\nI\n\nVER\n\nSIT .\nY\n\nN\nU\n\nUNIVERSIT\n\nTY\n\nVER\n\nSIT\n\nY\n\nUNIVERSITY UNIVERSIT\n\nE\n\nIV\n\nIV\n\nOMFICHIG\n\nY\nT\n\nIT.Y\n\nSI\n\nTY\n\nDE\n\nMI\nC\n\nTY\n\nN\n\nVERS\n\nITY\n\nU\n\nMICH\n\nIG\n\nUN\n\nER\n\nVER\n\nSIT\n\nVER\n\nSIT\n\nOF\n\nTY\nSI\n\nOMFIL\n\nOF\n・\nM\n\nN\n\nEGRS\n\nIV\n\nIT\n\nUN\n\nIT\n\nN\nU\n\n. Y\nT\nSI\n\nU\n\nYo\n\nO-MF ICHI\n\nOTYFMICHIGAN\n\nY-OMFICHIG の\n\nOMFICHIGAN\n\nOMFI\nC\n\nERS\n\nIVERS\n\nN\n\nIT\n\nOF\nMIC\n\nC\n\nI\n\nNIVERSIT\n\nN\n\nU\n\nY\n\nTY\nSI\n\nVERRS\n\nOMF\nI\n\nSCIENTIA\n\nERS\n\nUNIV\n\nUNIVERSI\n\nF-MIC\nH\n\nUNIVERSITY\n\nAMI\nOFC\n\nARTES\n\nE\n\n1837\n\nIV\n\nUN\n\nIGAN\nUNIVERS/\n\nSIT\n\nS\n\nUNIVER\n\nUNIVERS\n\nE\nIV ERSI\n\nUN\n\nY\n\nOFY・-MICH\nFR\n\nOF\nMI\n\nER\n\nA ER\n\nSI\n\nTY\n\nTY.\n\nSI .\nTY\n\nTY\n\nIV\n\nSI\n\nUN\n\nOYMFICHIGAN\n\nUNIVERSITY-\n\nVER\n\nER\n\nSH\n\nUNIVERSIT\n\nSIT\n\nY\n\nTY\n\nE ER\n\nIV\n\nSI\n\nUN\n\nTY\n\nUNIVERSITY\n\nE\nIV ERS\n\nUN\n\nIT\n\nY\n\nUNIVERSITY UNIVERSITY\n.\n\nUNIVERSITY\n\nNIVERSI\n\nVERRSI\n\nUNI\n\nF\n\nMFLICH\n\nUNIVERSIT\n\nF-MICH\n\nYOMFICH\n\nUNIVERSIT\n\nUNIVERSITY\n\nF-MICHI\nGAN\n\nOMF ICHIGAN F-MICH\nOMFICHIGAN\nO\n\nI\n\nER\n\nTY\n\nM\n\nSI\n\nUNIVERSITY\n\nF\n\nER\n\nC\n\nI\nN\nU\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nAN\n\nCHIG\n\nTY\n\nU\n\nMICHIGAN\n\nVER\n\nMICHIGAN\n\nMICHIGAN\n\nSI\n\nI\n\nN\n\nMICHIGAN\n\nN\n\nIGA\n\nUNIVERSITY UNIVERSITY\n\nF.MICHIGA\n\nMICHIGAN F.MICH\n\nMICHIGAN\n\nMICHIGAN\n\nF.MICHIGA\n\nMICHIGAN\n\nER\n\nA\n\nN\n\nIG\n\nMICHIGAN\n\nIV\n\nANUN\n\nN\n\nT\n\nUNIVERSIT\n\nER\n\nSI\n\nT\n\nUN\n\nN\nU\n\nM\n\nUNIVERSITY\n\nI\n\nIV\n\nUN\n\nIT\n\nUNI\n\nMICHIGAN\nTY\n\nTY\n\nUNIVERSITY\n\nUNIVERSITY\n\nI\n\nIV\n\nUN\n\nUNIVERSI7\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN MLICHIG\nAN\n\nIG\n\nSI\n\nMICHIGAN\n\nER\n\nIV\n\nSI\n\nY\n\nF\nM\n-\n\nWERS\n\nUNIVERSITY\n\nF\n\nUNIVERSIT\n\nMICHIGAN\nG\n\nSITY\n\nUN\n\nOF\n\nOMFICHIGAN\nOFMICHIGAN\n\nIVERS\n\nE ER\n\nIV\n\nUN\n\nEE\nIV RSIT\n\nER\n\nSI\n\nOMFICHIG\n\nUNIVERSITY\n\nUNIVERSITY UNIVERSITY\n.\n\nOFMICHIGAN\n\nT\n\nUNIVERSITY\n\nUN\n\nUN\n\nUNIVERSITY UNIVERSIT\n\nE ERSI\n\nIV\n\nUN\n\nOMFICHIGAN\nOFMICHIGAN\n\nN\nA\n\nE ER\n\nIG\n\nN\nA\n\nMICHIGAN\nN\n\nA\nG\n\nN\nA\n\nIVER\n\nA\n\ni\n\nN\n\nN\n\nM\n\nMICHIGAN\n\nMICHIGAN\n\nR\n\nN\n\nIGA\n\nCIRCUMSPICE\n\nSI QUA RISPENINSULAN-AMENAM\nTUEBOR\n\nU\n\nN\n\nMICHIGA\nC\n\nMICH\n\nIV\n\nA\n\nICHIG\n\nMICHIGA AN\n\nUN\n\nIG\nMICH\n\nF.MICHIGAN\n\nN\n\nMICHIGAN\n\nIVERSIT\n\nM\n\nF.MICHIGA\n\nMICHIGAN\n\nN\n\nA\n\nHIG\nA\n\nU\nM\n\nG\nMICHI\n\nMICHIGAN F.MIC\n\nUNIVERSITY\n\nN\n\nN\nA\n\nUNIVERSITY\n\nMICHIGAN\nN\n\nA\nG\n\nU\n\nHIG\n\nN\nA\n\nN\n\nMIC\n\nF.MICHIGA\n\nMICHIGAN\n\n+\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nCHIGE\nAN\n\nMICHIGAN\n\nAN\nG\nI\nH\nC\nI\nM\nY\nT\nI\nS\nR\nUNIVE OF\nLIBRARY VERITAS OF THE\n\nN\n\nA\n\nMICH\n\nN\n\nA\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nட்\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\n"}
{"page": 4, "printed_page": null, "text": "N\n\nIT\n\nY\nOF\n\nOMFICHIC\n\nUNIVERSITY\n\nT\n\nUNIVERSITY\n\nE ER\n\nIV\n\nF-MICHIGA\nN\n\nY.OMICF.HIGAN\n\nF-MICHIGA\nN\n\nSI\n\nTY\n\nF-MICH\nI\n\nGAN\n\nOMFICHIC\n\nUNIVERSIT\n\nIVER\n\nF-MICH\nI\n\nOMFICHIG\n\nJER\n\nSIT\n\nUN\n\nY\n\nER\n\nGAN\nOF\nM\n\nY\n\nT\n\nOF\n\nF-MICHI\nG\n\nOMFICHIG\n\nF-MICH\nIG\n\nV\nI\n\n.\nY\nT\n\nAN\n\nAN\n\nER\n\nVER\n\nUNI\n\nS\n\nUNIVER\n\nS\n\nUNIVERSITY\n\nINIVERSITY\n\nERS\n\nITY\n\nN\nU\n\nOMFICHIG\n\nE ERS\n\nUNIVERSIT\n\nER\n\nSI .\nTY\n\nY\n\nUN\n\nY\n\nNIVERS\n\nNIVERSIT\n\nN\n\nOF\nTMY-\n\nF-MICHIG\nA\n\nIT\n\nUNIVERS\n\nAN\n\nRS\n\nUN\n\nY\n\nUNIVERSI\n\nSI\n\nSIT\n\nIT\n\nOF\n\nIV\n\nSIT\n\nSI\n\nF-MICH\nIG\n\nT\n\nUNIVER\n\nUNIVERSITY\n\nOMFICHIGAN\nIOTMFYICHIG\nOFMICHIGAN\n\nY\n\nT\n\nSITY\n\n‫ח‬\n\nOMFICHIGAN\n\nOFA\n\nOFMICHIGAN\n\nOMFICHIG\n\nOFMICHIGAN\n\nOFMICHIGAN\n\nY\n\nOFA\n\nIV\n\nIT\n\nUNIVERSITY UNIVERSIT\n\nVER\n\nA\n\nIV\n\nUN\n\nER\nS\n\nUN\n\nOMFICHIGA\n\nUNIVERSIT\n\nINIVERSITY\n\nVERERSI\n\nUNI\n\nTY\n\nO- F\nM\n\nUN\n\nUNIVERSITY UNIVERSITY UNIVERSITY\n.\n\nO•MFICHIGAN\n\nITY\n\nIT\n\nERS\n\nIV\n\nY\n\nOFMICHIGAN\n\nUNIVERSITY UNIVERSITY\n.\n\nUNIVERSITY\n\nUN\n\nUNIVERSITY UNIVERSITY\n.\n\nIV ERS\n\nO\nMF\nI\n\nUNIVERSITY\n\nUNIVERSITY\n\nSIT .\nY\n\nUN\nO\nMF\n\nTY\n\nUNIVERSITY\n\nE ER\n\nIV\n\nUN\n\nUNIVERSITY\nE\n\nIV\n\nUN\n\nTY\n\nY\n\nGAN\n\nSI\n\nUNIVERSIT\n\nIV\n\nUNIVERSITY\n\nSI\n\nSIT\n\nY\n\nU\n\nOMFICHIGAN\n\nE ERSI\n\nUNIVERSITY\nY\n\nVER\n\nSIT\n\nI\n\nN\n\nTY\n\nUNIVERSITY\n\nER\n\nJER\n\nD\n\nN\n\nU\n\nSI\n\nER\n\nF-MICH\nIG\n\nTY\n\nF-MICH\nI\n\nSI\n\nOFMICHIGAN\n\nY\n\nIT\n\nUNIVERSIT\n\nUNIVERSITY\n\nIT\n\nER\n\nVER\n\nI\n\nVER\nS\n\nUNIVERSITY\n\nY\n\nSIT\n\nUNIVERSIT\n\nNIVERS\n\nV\n\nOF\n\n3\n\nUNIVERSITY\n\nOF\n・ M\nM\n\nIG\n\nVER\n\nOFMICHIGAN\n\nI\nN\nU\n\nV ERS\n\nE ER\n\nIV\n\nUN\n\nIV\n\nUNIVERSITY\n\nID\n\nUN\n\nUNIVERSITY\n\nVERS\n\nTY\n\nUNIV\nER\nSI\nTY\n.\n\nE\nE RSI\n\nIV\n\nUN\n\nMICH\n\nMICH\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN E.MICHIGAN\n\nN\n\nUNIVERSITY UNIVERSITY UNIVERSIT\n\nHICGA\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSITY UNIVERSITY\n\nM\n\nIG\n\nUNIVERSITY\nVER\nSIT .\nY\n\nN\n\nA\n\nN\n\nOF\n\nY\n\nD ERS\n\nE\n\nIV\n\nSIT\n\nVER\n\nUNIVERSITY\n\nMICH\n\nMICHIGAN\nUN\n\nIT\n\nIV\n\nMICHIGAN\n\nCHIG\n\nHIG\n\nMICHIGAN\n\nMICHIGAN\n\nMIC\n\nAN\n\nCHIG\n\n2\n\nOFMICHIGAN\n\nSIT\n\nIV\n\nUNIVERSITY\nUNI\n\nIT .\nY\n\nUNIVERSITY\n\nVER\n\nVERERS\n\nE ERS\n\nIV\n\nUN\n\nIC\n\nUN\n\nUN\n\nUNIVERSITY UNIVERSIT\n\nUNIVERSITY\n\nINIVERSITY\n\nMICH\n\nY\n\nN\n\nSIT\n\nOF\n\nUNIVERSITY UNIVERSITY\n.\nSIT\n\nMICHIGAN\n\nVER\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nMIC\n\nMICHIGAN\n\nMICHIGAN\n\nAN\n\nCHIG\n\nN\n\nA\n\nU\n\nC\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nF.MICHIGA\nN\n\nICHIG A\n\nMICHIGAN\n\nI\n\nIV\n\nUN\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nCHIGA\n\nG\nMICHI AN\n\nVER\n\nn\n‫نا‬\n\nMICHIGAN L\n\nMICHIGAN.\n\nN\n\nA\n\nMICHIGAN\n\nN\nA\n\nN\n\nA\n\nA\n\nMICHIGAN\n\nAN\n\nG\n\nC\nA\n\nIG\n\nMICHIGAN\n\nA\n\nA\n\nN\n\nCHIGA\n\nN\n\nMICHIGAN\n\nAN\n\nCHIG\n\nMICHIGAN\n\nMICHIGAN\n\nN\n\nCHIG A\n\nMI\n\nU\n\nMICHIGAN\n\nGAN\n\nCHI\n\n+\n\nMICHIGAN\n\nMICHIGAN\nHE\n\nAN\n\nCHIG\n\nN\n\nA\n\nG\n\nMICHIGAN\n\nN\n\nGA\n\nHI\n\nN\n\nCHIGA\n\nCHIG\n\nMICHIGAN\n\nMICHI\n\nAN\n\nCHIG\n\nN\n\nMICH\n\nMICHIGAN\n\nMICHIGAN MICHIGAN\n\nN\n\nCHIGA\n\nICHIGAN\n\nG\n\nIG\n\n"}
{"page": 5, "printed_page": null, "text": ""}
{"page": 6, "printed_page": null, "text": "127 N\n된\n\n.\n\n"}
{"page": 7, "printed_page": null, "text": ""}
{"page": 8, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n=\n\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\n\nSIXTY- SECOND ANNUAL MEETING\nHELD AT\n\nWASHINGTON, D. C.\n\nJUNE 29 -JULY 4, 1924\n\nVOLUME 62\n\n1924\n\nPublished by the National Education Association\n1201 Sixteenth Street N. W.\n\nWashington, D. C.\n\n"}
{"page": 9, "printed_page": null, "text": "MEMBERSHIP FEES AND PUBLICATIONS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nThe National Education Association has three classes of membership :\n\n1. The $2 membership entitles one to all the privileges of membership and\nto receive The Journal of the National Education Association for one year.\n(10 issues.)\n2. The $5 membership entitles one to all the privileges of membership and\nto receive for one year : ( a) The Journal of the National Education Asso-\n\nciation; ( b) The annual volume of Addresses and Proceedings ; ( c) The\nResearch Bulletin; ( d) Occasional bulletins and reports.\n3. The $100 life membership, which entitles one to the publications and\n\nprivileges of the $5 membership for life.\n\nMEMBERSHIP FEES AND PUBLICATIONS\nOF\n\nDEPARTMENTS OF THE NATIONAL\nEDUCATION ASSOCIATION\nSeveral departments of the National Education Association have separate\n\nmembership fees and issue departmental publications. One must be a member\nof the National Education Association before he can become a member of any\ndepartment of the Association. The payment of one of the membership fees\nof the National Education Association does not include membership in any\n\ndepartment having membership fee. The membership of the departments\nwhich issue publications follow :\n1. The Department of Superintendence-$5 membership entitles one to\nreceive for one year : ( a) The Yearbook of the Department of Superintendence ; ( b) The Official Report of the Winter Meeting; and (c) bulletins.\n2. The Department of Elementary School Principals-$2 membership entitles one to receive for one year : ( a ) The Yearbook of the Department of\n\nElementary School Principals ; ( b) The Bulletin of the Department of\nElementary School Principals issued in October, January, and April.\n\nThis volume of Addresses and Proceedings is sent to all members of the\nNational Education Association paying an annual fee of $5, or it may be\npurchased by non-members for $3. A space schedule for the departments\nwas adopted by the Executive Committee in Cleveland, February, 1923 . In\naccordance with this plan of space allotment the officers of the departments\nhave cooperated in deciding the selection of material for their respective\ndepartments .\n\nMembership fees of the National Education Association and its departments\nand inquiries concerning all publications should be sent to 1201 Sixteenth\nStreet Northwest, Washington, D. C.\n\n"}
{"page": 10, "printed_page": null, "text": "Foreword\nSince 1857 the National Education Association has been an integrating\nforce in American education. In the early days it brought together fewer\nthan a hundred leaders, pioneers struggling to lay the foundation for universal free education. It now brings together many thousands of educational workers, representing various branches of the profession. The\nsummer convention of 1924 was held amid the historic shrines of the\n\nNation's Capital, and brought significant messages dealing with moral\neducation, patriotism, and preparation for citizenship. Everyone who attended felt the inspiration of the occasion. Its spirit is preserved in the\nrecord in this volume.\n\nThe Association does much of its work through committees and departMore than one hundred pages are devoted to the reports of com-\n\nments.\n\nmittees and over half the volume to the departments. The Department\nof Visual Education, recently established, appears for the first time. For\neach department there has been added a brief historical note giving important facts relating to its establishment and growth.\nAttention is especially called to the more or less complete list of the Association's publications, from 1857 to date, which appears on page 1041, and\nto the list of educational books of 1923, which begins on page 1061. Sincere\nthanks are extended to all speakers on convention programs and chairmen\nof committees who have generously coöperated in furnishing the material\ncontained herein .\n\nThis book is Volume Sixty-two in an eight-foot shelf of educational\n\nliterature that is unexcelled. Its pages report present-day educational\nneeds and theories, cover the principal problems of organization and administration, contain valuable material on special phases of applied education, and preserve for the historian the educational programs and policies .\n\nof today. They reflect, moreover, the inspiring devotion of a large band\nof men and women to the public school. Their words of understanding\nsuggest that the love of education and not the love of money or power is\nthe cornerstone of American civilization.\n\nJOY ELMER MORGAN,\nDirector of the Division of Publications.\n\n"}
{"page": 11, "printed_page": null, "text": ""}
{"page": 12, "printed_page": null, "text": "Mood of Education\nFerent\n1-27-25\n.\n4\n\nContents\n\nINTRODUCTORY MATTER\nPAGE\n\nAct of Incorporation .\n\n1\n6\n\nBy-Laws...\n\nCalendar of Meetings .\n\n17\n\nOfficers in 1923-24 .\n\n19\n\nList of Committees, 1923-24 .\n\n23\n\nOfficers for 1924-25 .\n\n31\n\nProgram of General Sessions .\nProgram of Patriotic Pilgrimages .\nMinutes of Fourth Representative Assembly\n\n41\n\nReport of Committee on Resolutions .\n\n54\n\nReport of the Trustees .\nTreasurer's Report, June 1, 1923-May 31, 1924 .\nReport of the Executive Committee .\n\n68\n\n36\n\n45\n\n58\n\n73\n79\n\nMinutes of Executive Committee .\nMinutes of Board of Directors .\nSecretary's Report ....\nBusiness Division ..\nDivision of Records and Accounts .\nDivision of Publications .\nResearch Division .\nDivision of Classroom Service .\n\n90\n97\n\n116\n118\n120\n124\n\n126\n\nLegislative Service .\n\n128\n\nField\n\n131\n\nService .\n\nDepartment of Superintendence and Division of Administrative Service ..\n\n132\n134\n\nLife Memberships .......\nGENERAL SESSIONS\nWASHINGTON ADDRESSES\n\nThe Challenge to American Education-Smith .\nMoral and Religious Education-Gecks .......\nSpiritual Values in an Educational Program for Democracy-Goldrich ....\nOur Children's Neglected Inheritance-Knox .\nTeaching Business Morals-Forbush .\nFundamentals of Character Training-Starbuck .\nAddress of Welcome-Tigert .\nEducation in the Nation's Capitol-Ballou .\n\n137\n\nThe Nation's Teachers-Jones .\n\n172\n\nFunctions of the Representative Assembly-Newlon .\nThe Contribution to Education of Teacher, Principal, Superintendent, and\n\n189\n\n140\n\n144\n150\n157\n159\n165\n171\n\nParent:\n\nThe Parent-Reeve .\n\n192\n\nThe Principal-McSkimmon ..\nThe Citizen Teacher-Spooner .\nThe Superintendent-Sutton .\nRelationship of the Teacher to Democratic Ideals of Government-As a\nClassroom Teacher Sees it-Mooney .\n[v]\n\n195\n200\n205\n\n207\n\n"}
{"page": 13, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nvi\n\nNational Learning and National Life-MacCracken .\nAddress-Coolidge\nPatriotic Pilgrimages :\nTomb of the Unknown Soldier-O'Ryan .\nLincoln Memorial-Blair ...\n\n209\n\n213\n\n221\n225\n\nMemorial Continental Hall-Seerley .\nWalter Reed Memorial Hospital-Gwinn .\n\n232\n239\n\nTomb of Woodrow Wilson ....\n\n241\n\nHome of Frederick Douglass-Rhodes .\nNational Cemetery at Gettysburg, Pennsylvania-Graves .\n\n241\n244\n\nREPORTS OF COMMITTEES\n\nReport of Committee on the Problem of Retirement Allowances-Carlson .... 248\nReport of Committee of One Hundred on the Problem of Tenure-Hunter .. 251\n254\nReport of the Legislative Committee-Strayer ......\nReport of the Committee of One Hundred on Classroom Teachers' Prob265\nlems-Bradford\nReport of the Committee of One Hundred on Rural Teachers' Problems-Foght 269\nReport of the Committee on Coöperation with the World Federation of\nNational Education Associations- Thomas ..\n\nReport of the Joint Committee on Health Problems in Education-Wood ....\nReport of Committee on Character Education-Bennion ..\nReport of Committee on A Code of Professional Ethics for Teachers-Wade .\nReport of Illiteracy Commission-Stewart .\nReport of the Editorial Council-Bagley .\nReport of Committee on Visual Education-Finegan ,\nReport of Committee on Arithmetic Revision-Wilson .\nReport of Committee on English-Searson ..\n\n272\n\n274\n278\n\n285\n288\n290\n295\n311\n335\n\nReport of Committee on Classification of Educational Material-Briggs .\n\n336\n\nReport of Committee on Educational Nomenclature-Withers ...\nReport of Committee on Thrift Education-Chamberlain ..\nReport of Committee to Coöperate with the American School Citizenship\nLeague-Andrews\nReport of Committee on Necrology- Crandall .\n\n337\n338\n\n341\n347\n\nNATIONAL COUNCIL OF EDUCATION\nCHICAGO MEETING\n350\nSecretary's Minutes ...\nSimilarities Versus Differences as Bases for Educational Programs-Gwinn .. 352\n\nThe Work of the Bureau of Education in Alaska- Tigert ....\n\n355\n\nTests and Measurements of Character-Report of Sub-committee of the Character Education Committee-Starbuck ...\n\nReport of the Joint Committee on Health Problems in Education -Wood ....\nCoöperation in the Continuing Program of the Joint Committee on Health\nProblems-Dodson\n\nThe Health of the Teacher-Doherty.\nReport of the Committee on the Status of the American Woman TeacherForce\n\nThe Single Salary Schedule in Practice-Hosic.\nRecent Legislation Affecting the Status of the American Woman TeacherNorton\n\n357-\n\n361\n362\n\n364\n\n370\n371\n\n377\n\nCoördination in Part- Time Education-Alltucker .\n\n380\n\nReport on Summer Sessions in State Teachers' Colleges-Avent.\nFiscal Support of State Teachers' Colleges-Hamilton ...\n\n383\n389\n\n"}
{"page": 14, "printed_page": null, "text": "CONTENTS\n\nvii\n\nWASHINGTON MEETING\n\nSecretary's Minutes .....\nUnifying Administration of Education with the Educative Processes-Gwinn\nFinal Report of Committee on Teaching of Democracy- Yocum .......\nJunior High Schools in Washington-Ballou ...\nAn Illiteracy Program-McKenny .......\n\n394\n\n397\n400\n416\n423\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nSecretary's Minutes .\nTeaching World Economics in High Schools-Abstract-Durand ..\n\n429\n\nBusiness Arithmetic from a Vocational Point of View-Abstract-Bowman ..\n\n432\n\n430\n\nThe Vocational Need for Business Writing in the Junior High School and\nHow to Meet it-Miller ..\n\n433\n\nClassroom Helps in Training a Typist-Butts .\n\n435\n\nClassroom Helps for the Shorthand Teacher-Abstract- Campbell ....\n\n436\n\nBusiness English as a Part of Stenographic Training-Abstract-Taintor .... 436\nTeaching Bookkeeping so as to Realize its Most Important Education and\nVocational Values-Abstract-Jones ..\n\n437\n\nDEPARTMENT OF CHILD HYGIENE\n\nSecretary's Minutes .\nInteresting School Children in Health-Abstract-Littell.\n\n440\n\nNutrition of the School Child-Abstract-Clark ..\n\n442\n\nThe Education of Crippled Children-Abstract-Allen .\nDental Hygiene in the Schools-Juell .\n\n443\n\n439\n\n446\n\nMental Hygiene and the School Program-Abstract-Maxfield .\n\n449\n\nGames and Health-Raymond .\nWhat is Needed for Better School Medical Inspection and Health Service-\n\n453\n\nHowe\n\n456\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\nSecretary's Minutes .\n\n460\n\nConstitution\n\n468\n\nTeacher, Whither Goest Thou?-Keppel .\nDiscussion of N. E. A. Tenure Report-Hunter .\nSingle Salary Schedule-Morrison ...\n\n470\n475\n480\n\nReport of the Committee on Evaluation of Instruction of the Department of\nClassroom Teachers- Wilson ...\n\n486\n\nThe Classroom Teacher-Abstract-Blight .\n\n498\n\nDEPARTMENT OF DEANS OF WOMEN\nCHICAGO MEETING\n\nSecretary's Minutes ...\n\n500\n\nHow High Schools are Coöperating with Parents-Ferguson .\nIdeals Women Should Uphold in Politics-Fraser ..\n\n502\n\nWomen in Politics-Warren .\n\n511\n\n508\n\nRural School Demonstration Work in Lagrange and Johnson Counties in\nIndiana-Smith\n\n515\n\nThe Needs of High School Girls and How These Needs are Metby a Dean\nof Girls-McDonald\n\n520\n\n"}
{"page": 15, "printed_page": null, "text": "viii\n\nNATIONAL EDUCATION ASSOCIATION\n\nHow the Needs of the High School Girl are Being Met by the ParentHefferan\nThe Needs of the High School Girl and How They are Met by Social and\nPhilanthropic Organizations-Bingham .\n\n525\n\n528\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\nEducating the Public to Higher Standards of Textbook Making- Douglass ..\n\n537\n\n-Thomas ...\n\n541\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nCHICAGO MEETING\n\nSecretary's Minutes ....\nThe Right Relationship of Coöperation Between the Elementary- School Principal and Supervisors- The Chicago Plan-Madden .............\n\n545\n\n548\n\nWASHINGTON MEETING\n\nSecretary's Minutes .\n\n552\n\nReport of Educational Progress-Sargeant .\nThe School Library-Morgan .......\n\n553\n561\n\nDrill in Arithmetic-Abstract-Maxson .\n\n564\n\nDEPARTMENT OF HIGHER EDUCATION\nDEPARTMENT OF IMMIGRANT EDUCATION\n\nWASHINGTON MEETING\n\nSecretary's Minutes .....\nThe Outlook for Immigrant Education from the Standpoint of the United\nStates Bureau of Education- Tigert ..\n\n565\n\n567\n\nTypes of Important Racial Information which Teachers of Americanization\nShould Possess-Jenks\n\n569\n\nSome Attitudes of the Foreign-Born on Their Life in America-AbstractDrachsler\n\n570\n\nThe Patriotic Education League of Lynn, Massachusetts-MacLean ....\n\n570\n\nSubject-Matter Most Vital for the Adjustment of the Non-English Speaking\nWoman to American Life-Woodward .\n\n573\n\nLesson Materials in Reading and Writing for the Foreign-Born IlliterateAbstract-Ahlers\n\n576\n\nThe Citizenship Course for Naturalization Classes-Abstract-Clark........\n\n577\n\nScore Cards for Texts in Adult Immigrant Classes-Lewis .\n\n580\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\n\nSecretary's Minutes .\n\n583\n\nConditioning and Reconditioning-An Experimental Study in Child Behavior-Jones\n\n585\n\nThe Present State of Progress of the Committee Determining \"A Typical\nKindergarten Day,\" An Index of Kindergarten Work-Davis ........\nThe Need of Instruments to Measure Kindergarten Education-Reed ........\n\n590\n591\n\nDEPARTMENT OF MUSIC EDUCATION\n\nSecretary's Minutes .\n\n597\n\nThe Teaching of Music Appreciation as a Phase of Modern EducationMohler\n\n598\n\n"}
{"page": 16, "printed_page": null, "text": "ix\n\nCONTENTS\n\n. The Organization and Conduct of a School Orchestra-Abstract-Price ....\nSchool Music in 1836, 1886, 1911 , 1936—Clark .\n\n603\n603\n\nDEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES\n\nSecretary's Minutes ..\n\n613\n\nWorking Conditions Essential to Highest Efficiency and Economy-Maxwell .. 614\nThe Choice of Materials entering into the Curricula of Teacher-Training In624\n\nstitutions-Baker\n\n627\n\nA Critique of Educational Method-McCormack .\nDEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n637\n\nSecretary's Minutes .\nRural School Athletics-Abstract- Orem .....\n\n639\n\nAthletics and their Value for Citizenship-Abstract-Maloy .\n\n641\n\nGirls Athletics-Abstract-Perrin .\n\n643\n\nAthletics in High School-North .\nConstitution of the Department of School Health and Physical Education .....\n\n644\n\n647\n\nDEPARTMENT OF RURAL EDUCATION\nCHICAGO MEETING\n\nSecretary's Minutes ....\n\n:\n\n...\n\n651\n\nValue and Significance of Research in Rural Education-Ashbaugh ........\n\n656\n\nObjective Studies in Rural Schools-Cram.\n\n663\n\nDiscussion of the Report of the Committee on a Comparative Study of Instruction in Consolidated and One-teacher Schools-Favrot ..............\nReport of the Committee on Constructive Studies-Frost .\n\nThe Porter School : A New Vision of the Rural School in Country LifeHarvey\n\n667\n\n672\n\n674\n\nWhat Functions of a State Supervisor of Rural Schools are most Worth680\n\nwhile? Simpson\n\nHowto Get the Most out of a Short Course for County Superintendents685\n\nTrumper\n\nProblems Involved in the Administration of State Aid for Transportation689\n\nHoward\n\nHow to Raise the Standards of County Supervision Through a Research De693\n\npartment-Baer\n\nRaising the Standards of County Supervision Through Demonstration Teach698\n\ning-Moeller\n\nA Comparison of Small and Large High Schools-Roemer .\nRelation of Size to Cost of Operation in Certain Schools of Iowa-Holy ....\n\n702\n\n706\n\nWASHINGTON MEETING\n\nSecretary's Minutes .....\nThe Parent-Teacher Associations in Rural Schools-Cleaver .......\nA Brighter Future for the Rural Child-Cook ...\n\nThe Country-The Economic Basis of National Life-Galpin ...\nEducational Resources of Country Life-Butterworth .\n\n715\n716\n721\n726\n\n730\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\n\nSecretary's Minutes ..\n\n739\n\nShall School Boards be Independent of Municipal Government ?-Deffenbaugh 740\nShould the School Secretary be Under the Direction of the Superintendent ?Gerwig\n\n746\n\n"}
{"page": 17, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nX\n\nOutstanding Essentials of Modern School Architecture-Gompert ............ 749\nShould the School Secretary be Under the Direction of the SuperintendentDick\n\n750\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nSecretary's Minutes ...\n\n753\n\nScience for the Million-Slosson ..\n\n754\n\nScience in the Elementary School-Sperry ..\n\n761\n\nDevices and Methods in Junior High School Science-Shriner .\n\n768\n\nInvestigation of Demonstration versus Laboratory as a Method of Teaching\nNatural\n\nScience-Anibal ...\n\n771\n\nScience Instruction in Some European Schools-Downing .\n\n772\n\nDEPARTMENT OF SECONDARY EDUCATION\n\nSecretary's Minutes ......\n\n775\n\nOrganizing the High School and Classifying Its Pupils so as to Serve Each\n776\n\nEquitably-Wilson\nAlltucker\n\n779\n\nWays and Means of Accrediting Secondary Schools for College EntranceWhitman\n\n783\n\nMcLean\n\n784\n\nThe Relation of the Secondary School to Junior Employment-Stewart ...\nStark ....\n\nThe Future of the Comprehensive High School-Counts .\n\n791\n\n792\n796\n\nDEPARTMENT OF SUPERINTENDENCE\n\nSecretary's Minutes .\nResolutions of the Department of Superintendence.\nMoral Aims in the Training of Youth-Neumann .\nOpening Addresses .\nThe Greetings of Chicago-Dever ..\nNational Obligations in Education-Abercrombie .\n\n803\n813\n817\n\n819\n821\n\n823\n\nEncouragements-Lewis\n\n828\n\nNext Step in World-Peace-Allen .\nA Tribute to Warren G. Harding-Davidson .\n\n832\n\nA Tribute to Woodrow Wilson-Condon .\nMore Encouragements-McAndrew\n\n838\n\nEducational Expenditures Considered as an Investment-Hartwell .\n\n844\n\n836\n\n839\n\nEducational Fads Considered as Fundamental-Reed\n\n849\n\nRural\n\n854\n\nEducation- Graves ...\n\nThe Need and Hope of the City-Hopkins .\nHazards of the Superintendency and the Next Forward Steps in Reducing\nthem-Beveridge\n\n859\n\n864\n\nRelations of the' Superintendent of Schools to the Teaching Corps-Dorsey ..\nHigher Education : New Administrative Adjustments- Coffman .....\n\n876\n\n869\n\nSchool Board Organization and the Superintendent-Studebaker .\n\n882\n\nWhat Shall be the Nation's Part-Strayer ........\n\n888\n\nThe Reorganization of the Curriculum of the Elementary Schools-Bonser...\n\n890\n\nReorganization of the Elementary School to Meet Major Objectives- Spain ...\n\n897\n\nHow Shall we Select the Subject-Matter of the Elementary School Curriculum-Kilpatrick\n\n903\n\nThe Relation of Supervision to the Attainment of the Major Objectives of\nElementary Education-Hunter ......\n\n908\n\n"}
{"page": 18, "printed_page": null, "text": "CONTENTS\n\nxi\n\nSPECIAL TOPIC GROUPS\n\nCharacter Education :\n\nThe School a Training Ground-Burke .\nThe Senior High School-Bennion ..\n\n915\n916\n\nThe Obligations of Citizenship-Coffman ......\n\n916\n\nThe Value of Extra- Curricula Activities-Paul .\n\n917\n\nThe Right Spirit-Wright .\n\n917\n\nPhysical and Health Education :\nHealth Education in the Schools-Payne .......\n\nPhysical and Mental Unfitness in Children-Emerson .\nVisual Instruction in Education :\nThe Value of Visual Aids in Education-Freeman .\nVisual Aids-Weber..\n\n918\n\n918\n\n919\n919\n\nVisual Instruction in a City School System-Jones .\nVisual Instruction in a State School System-Abrams .\nValue of Visual Instruction-Hays ..\nMaterial for Visual Instruction-Dorsey .\n\n920\n\nVisual Aids-Crandall\n\n921\n\n920\n921\n921\n\nVocational and Part-time Education :\n\nThe Superintendent's Responsibility in Determining and Coördinating the\nMajor Policies of Vocational and Part-time Education-Hartwell .... 922\nVocational Guidance as an Essential Adjunct of Vocational Education922\n\nLeavitt\n\nImmigrant Education-Deming .\nThe School and The Community :\nParent, Teacher, and Schools-Moore ...\nCity Schools and Community Service-Stetson .\nA Rural School Community Program-Bush ..\n\n923\n\n925\n925\n927\n\nCITY, COUNTY, AND STATE GROUPS\nSuperintendents of Cities of Population Below 5000:\nDifferences of the Curriculum of Rural Elementary Schools for Grades\nOne to Six and with Those for Similar Grades in City Schools-Foote\n\n928\n\nDiscussion-Jones\n\n928\n\nTraining of Teachers-Hale ...\nTeacher Training-Wellman .\nDefinite Program Needed-Philhower .\nCurriculum of the Standard Four-year High School-Ramsey .\n\n928\n\nCurriculum-The Junior- Senior High School-Spencer ....\n\n931\n\nCoordination of Education Units for Maximum Efficiency-Hillegas ....\n\n931\n\n928\n929\n929\n\nSuperintendents of Cities of Population Between 5000 and 10,000 :\nWhat Service the School System Shall Render in the Small CommunityGates\n\nThe New Science of Public School Publicity-Spencer ...\nNotable Progress in Administration in Cities with a Population Between\n5000 and 10,000-Early ...\nSelecting New Materials-French ...\nThe Selection of Essentials by Job Analysis of Life Activities Involving\n\nthe Particular Subject-Kretsinger ...\n\n932\n933\n\n933\n934\n\n935\n\nThe Selection of Essentials by an Analysis of the Ideals Desirable in\n\nEvery Individual-Langworthy .\nThe Organization of Curriculum Materials for Instruction PurposesCorning\n\n935\n\n935\n\n"}
{"page": 19, "printed_page": null, "text": "xii\n\nNATIONAL EDUCATION ASSOCIATION\n\nSuperintendents of Cities of Population Between 10,000 and 25,000 :\n\nSome Uses and Abuses of Intelligence Tests-Risley ..\n\n937\n\nThe Beverly Industrial School-Chace ....\nTeaching Foreigners to Speak English-Rose .\nKeeping Things Checked Up-Sellew .\nA Method of Curriculum Making-Fillers .\n\n937\n\n938\n939\n940\n\nVocational Education in Small Cities-Gates ..\n\n940\n\nArt in the Public Schools Related to Life-Spencer .\nDeveloping the Individual-Cornell ..\nThe Validity and Future of the 6-3-3 -Plan-Horton ...\nExperience with a Single Salary Schedule-Converse ..\nThe Humanizing of the Grade-School Curriculum-Sipple .\nThe School Superintendent as a Salesman of Education-Merriam\n\n941\n942\n942\n943\n944\n944\n\nSuperintendents of Cities of Population Between 25,000 and 50,000 :\nPowers and Duties of the City Superintendent-Lewis .\n\n945\n\nPowers and Duties-Pickell ....\n\n946\n\nDuties of the Superintendent-Joyce ..\nSpelling, a Vital Factor in the Curriculum-Arnold .\nQualities to be Possessed by a Superintendent of Schools-Burke .\nComparison of the 6-3-3 -Plan and the 6-4-2-Plan-Cooper .....\nMerit Ratings of Teachers-Whitney .........\nThe Value of Teacher Organizations- Thalman ..\nSafety Teaching in Our Schools-Whitney ....\n\n946\n\nSuperintendents of Cities of Population Between 50,000 and 200,000 :\nCurriculum Practice-Bentley .\nImproved Methods of Supervision-Cooper .\nReorganizing Secondary Education-Pickell ...\nSecondary School Reorganization-Reavis .\nMaking the High School a Social Institution-Stetson .\nThe High School Building-Beveridge.\nBudget Planning-Pratt...\n\n947\n947\n948\n948\n949\n949\n\n950\n950\n951\n951\n952\n952\n953\n\nSuperintendents of Cities of Population Above 200,000 :\nBetter Trained Teachers-Hartwell .\n\n954\n\nBetter Organized Curricula-Newlon ..\nPossible Economies Through Organization-Washburne .\n\n954\n\nA Longer School Year- Corson ...\nEconomies in Instruction-Jones .\n\nCounty Superintendents :\nThe Superintendent's Relation to His Principals- Yawberg .\n\n954\n\n955\n955\n\n956\n\nThe County Superintendent's Relation to His Teachers-Kennedy ......\n\n956\n\nThe Superintendent's Relation to His School Directors-Bentz .\nVisiting Schools-Pittman ...\nEvening Schools in Our Rural Communities-Johnson .\nSchool Administration in St. Louis County-Barnes .\nLeadership-Harman\nA County-Wide Program of Extra-Curricula Activities-Pore ....\n\n957\n\nState Superintendents and Commissioners :\nModern Education-Butterfield .\n\nState School Support-Marrs ....\nState and Local Support- Trumper ....\nPrinciples Underlying School Support-Holloway .\n\n957\n958\n958\n959\n959\n\n960\n960\n961\n961\n\nDEPARTMENT OF VISUAL EDUCATION\n\nSecretary's Minutes ..\n\n963\n\nThe Relation of Visual Aids to Educational Objectives-Zirbes .\n\n964\n\n"}
{"page": 20, "printed_page": null, "text": "CONTENTS\n\nX111\n\nThe Value of Moving Pictures as an Aid to Teaching Languages and\nCitizenship to Adult Foreigners-Aiton ....\nThe Preparation of Teachers in the Use of Visual Aids-Balcom .\nVisual Imagery in Geography-Atwood .\nMaking the Highways and Byways Real to Children-Watson .\nHow to Reach the Masses with Health Education-Crampton .\n\n966\n971\n975\n976\n\n980\n\nYale Historical Films-Stephenson ....\n\n982\n\nA Summary of Visual Viewpoints-Hays .\n\n984\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nCHICAGO MEETING\n987\n\nSecretary's Minutes .\n\nAmalgamation of Vocational Education Organizations-Bennett ....\nKitson .\nColvin ...\n\n989\n989\n990\n\nPresent Trends and Friendly Enemies of Industrial Education-Edgerton 992\nProvisions for Industrial Education in the Public Schools-Briggs .....\n\n993\n\nWhat is the Place of Analysis in Vocational Curriculum-BuildingKitson\n\n995\n\nHow Does the Instruction in Vocational Schools Provide for Individual\n996\n\nDifferences-Rodgers\nThe Future of Industrial Education-Abstract-Smith .\nThe Relation of General to Vocational Education-Snedden .\n\n1002\n\n1003\n\nWASHINGTON MEETING\n\nSecretary's Minutes .\n\n1006\n\nThe Administration of a State Program of Apprentice Training in the\nBuilding Trades-Dennis ..\nOur National Construction Program-Sawyer .\nForestry as a Tool in Vocational Education-Abstract-Merrill .\nThe Fourth Representative Assembly.\n\n1007\n1008\n\n1013\n1015\n\nThe Education Bill ...\nThe Publications of the National Education Association .\n\n1033\n\nFifty Educational Books of 1923 ......\n\n1061\n\nSome 1923 Books of General Interest .....\n\n1069\n\n1041\n\n"}
{"page": 21, "printed_page": null, "text": ""}
{"page": 22, "printed_page": null, "text": "National Education Association of the\nUnited States\n1857-1870\nTHE NATIONAL TEACHERS ASSOCIATION\n\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPURPOSE-To elevate the character and advance the interests of the profes-\n\nsion of teaching and to promote the cause of popular education in the\nUnited States .\n\nThe name of the Association was changed at Cleveland, Ohio, on August\n15, 1870, to the \"National Educational Association.\"\n1870-1907\nNATIONAL EDUCATIONAL ASSOCIATION\n\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, \"National Education Association,\" which was\nchanged to \"National Educational Association,\" by certificate filed\nNovember 6, 1886.\n1907-\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the \"National Educational Association.\"\n\nThe charter was\n\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSECTION 1. That the following-named persons, who are now officers and directors and trustees of the National Educational Association, a corporation organized\n\nin the year eighteen hundred and eighty- six, under the Act of General Incorporation of the Revised Statutes of the District of Columbia, viz.:\nList of\nNathan C. Schaeffer, Eliphalet Oram Lyte, *John W. LanIncorporators\nsinger, of Pennsylvania ; Isaac W. Hill, of Alabama ; Arthur\nJ. Matthews, of Arizona ; John H. Hinemon, *George B. Cook,\nof Arkansas; Joseph O'Connor, Josiah L. Pickard, Arthur H. Chamberlain, of\nCalifornia; Aaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee, of Colorado ;\n•Deceased.\n\n[1]\n\n"}
{"page": 23, "printed_page": null, "text": "2\n\nNATIONAL EDUCATION ASSOCIATION\n\nCharles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware ; *J. Ormond\n\nWilson, William T. Harris, Alexander T. Stuart, of the District of Columbia ;\nClem Hampton, of Florida ; *William M. Slaton, of Georgia;\n\nFrances Mann, of\n\nIdaho; J. Stanley Brown, *Albert G. Lane, Charles I. Parker, John W. Cook ,\n*Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois ; *Nebraska Cropsey,\nThomas A. Mott, of Indiana; John D. Benedict, of Indian Territory ; John F. Riggs,\nAshley V. Storm, of Iowa; John W. Spindler, Jasper N. Wilkinson, *A. V. Jewett,\n*Luther D. Whittemore, of Kansas ; William Henry Bartholomew, of Kentucky ;\n*Warren Easton, of Louisiana ; *John S. Locke, of Maine ; M. Bates Stephens, of\nMaryland ; Charles W. Eliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts ;\nHugh A. Graham, Charles G. White, William H. Elson, of Michigan ; *William F.\n\nPhelps, *Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of\nMississippi ; *F. Louis Soldan, *James M. Greenwood, William J. Hawkins, of\nMissouri; *Oscar J. Craig, of Montana ; George L. Towne, of Nebraska; *Joseph E.\nStubbs, of Nevada; James E. Klock, of New Hampshire;\n\nJames M. Green, John\n\nEnright, of New Jersey; *Charles M. Light, of New Mexico ; *James H. Canfield,\nNicholas Murray Butler, *William H. Maxwell, Charles R. Skinner, Albert P.\nMarble, James C. Byrnes of New York ; James Y. Joyner, Julius Isaac Foust, of\nNorth Carolina; *Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson,\nJacob A. Shawan, Wells L. Griswold, of Ohio ; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma ; * Charles Carroll Stratton, Edwin D. Ressler, of Oregon ;\n\nThomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson,\nRobert P. Pell, of South Carolina ; Moritz Adelbert Lange, of South Dakota ;\n\nEugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas ; David H. Christensen,\nof Utah; *Henry O. Wheeler, Isaac Thomas, of Vermont, Joseph L. Jarman, of\nVirginia ; Edward T. Mathes, of Washington ; T. Marcellus Marshall, Lucy Robinson, of West Virginia ; *Lorenzo D. Harvey, of Wisconsin ; Thomas T. Tynan,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico ; Arthur F.\n\nGriffiths, of Hawaii ; C. H. Maxson, of the Philippine Islands; and such other\npersons as now are or may hereafter be associated with them as officers or members\nof said Association, are hereby incorporated and declared to be a body corporate\nof the District of Columbia by the name of the \"National Education Association\n\nof the United States,\" and by that name shall be known and have perpetual succession with the powers, limitations, and restrictions herein contained.\nSEC. 2. That the purpose and object of the said corporation shall be to elevate\nthe character and advance the interests of the profession of teaching and to promote the cause of education in the United States. This corporation shall include\nthe National Council of Education and the following departments, and such others as may hereafter be created by organiPurpose and\nDepartments\nzation or consolidation, to-wit: The Departments, first, of\n\nSuperintendence ; second, of Normal Schools ; third, of Elementary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education ;\n\nninth, of Secondary Education ; tenth, of Business Education; eleventh, of Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\n\nfourteenth, of School Administration ; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the number and names of these departments and of the National Council\n\nof Education may be changed or abolished at the pleasure of the corporation, as\nprovided in its by-laws.\nSEC. 3. That the said corporation shall further have power to have and to use\na common seal, and to alter and change the same at its pleasure; to sue or to be\n* Deceased.\n\n"}
{"page": 24, "printed_page": null, "text": "ACT OF INCORPORATION\n\n3\n\nsued in any court of the United States, or other court of competent jurisdiction ;\nto make by-laws not inconsistent with the provisions of this\nact or of the Constitution of the United States; to take or re-\n\nPowers of\n\nceive, whether by gift, grant, devise, bequest, or purchase, any\n\nCorporation\n\nreal or personal estate, and to hold, grant, convey, hire, or\nlease the same for the purpose of its incorporation ; and to accept and administer any trust of real or personal estate for any educational purpose within the\nobjects of the corporation.\n\nSEC. 4. That all real property of the corporation within the District of Columbia\nwhich shall be used by the corporation for the educational or other purposes of the\ncorporation as aforesaid, other than the purposes of producing income, and all personal property and funds of the corporation held, used, or\n\ninvested for educational purposes aforesaid, or to produce Property to be\nTax-Exempt\nincome to be used for such purposes, shall be exempt from\ntaxation; provided, however, That this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corporation; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\n\nSEC. 5. That the membership of the said corporation shall\nMembers\nconsist of three classes of members-viz., active, associate, and\ncorresponding-whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the by-laws of the corporation.\nSEC. 6. That the officers of the said corporation shall be a\n\nPresident, twelve Vice-Presidents, a Secretary, a Treasurer,\n\nOfficers\n\na Board of Directors, an Executive Committee, and a Board\nofTrustees.\n\nTheBoard of Directors shall consist of the President, the First Vice-President, the\n\nSecretary, the Treasurer, the Chairman of the Board of Trustees, and one additional\nmember from each State, Territory, or district, to be elected by the active members\nfor the term of one year, or until their successors are chosen,\nandof all life directors of the National Educational Association .\n\nBoard of\n\nDirectors\nThe United States Commissioner of Education, and all former\npresidents of the said Association now living, and all future\nPresidents of the Association hereby incorporated, at the close of their respective terms of office, shall be members of the Board of Directors for life. The\n\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrusted to the Board of Trustees ; and shall possess such other powers as shall be\nconferred upon them by the by-laws of the corporation.\nThe Executive Committee shall consist of five members, as follows : the President\nof the Association, the First Vice-President, the Treasurer, the Chairman of the\n\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\n\nThe said committee shall have authority to represent, and to\n\nExecutive\nCommittee\n\nact for the Board of Directors in the intervals between the\n\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\n\nDirectors for the term of four years, and the President of the Association, who\n\n"}
{"page": 25, "printed_page": null, "text": "4\n\nNATIONAL EDUCATION ASSOCIATION\n\nshall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation, at which they were elected, they shall elect one\ntrustee for the term of four years. All vacancies occurring in\n\nBoard of\nTrustees\n\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nnembership.\nSEC. 7.\n\nThat the invested fund now known as the \" Permanent Fund of the\n\nNational Educational Association,\" when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the\nPermanent\n\nsafekeeping and investment of such fund, and of all other\n\nFund\n\nfunds which the corporation may receive by donation, bequest,\nor devise. No part of the principal of such Permanent Fund\nor its accretions shall be expended, except by a two thirds vote of the active\nmembers of the Association present at any annual meeting, upon the recommendation of the Board of Trustees, after such recommendation has been approved by\n\nvote of the Board of Directors, and after printed notice of the proposed expenditure has been mailed to all active members of the Association.\n\nThe income of the\n\nPermanent Fund shall be used only to meet the cost of maintaining the organization of the Association and of publishing its annual volume of Proceedings,\nunless the terms of the donation, bequest, or devise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment\nDuties of\nof all bills approved by the Board of Directors, or by the\nTrustees\nPresident and Secretary of the Association acting under the\nauthority of the Board of Directors. When practicable, the\n\nBoard of Trustees shall invest, as part of the Permanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands of the Treasurer after paying the\nexpenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the\nensuing year.\nThe Board of Trustees shall elect the Secretary of the AssoElection of\n\nciation, who shall also be Secretary of the Executive Committee,\n\nSecretary\n\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\n\nSEC. 8. That the principal office of the said corporation shall be in the city of\nWashington, D. C.; provided, That the meetings of the corporaLocation of\nOffice\n\ntion, its officers, committees, and departments, may be held, and\nthat its business may be transacted, and an office or offices may\nbe maintained, elsewhere, within the United States, as may\n\nbe determined by the Board of Directors, or otherwise in accordance with the\nby-laws.\n\nSEC. 9. That the charter, constitution, and by-laws of the National Educational\nAssociation shall continue in full force and effect until the charter granted by\n\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new by- laws shall be adopted; and\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\nduties as such until the expiration of terms for which they\n\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt by-laws, to elect officers to succeed those whose terms have expired or\n\n"}
{"page": 26, "printed_page": null, "text": "ACT OF INCORPORATION\n\n5\n\nare about to expire, and generally to organize the \"National Education Association of the United States \" ; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\n\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\n\nthe District of Columbia and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\n\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Provided, That a verified certificate executed by the presiding officer and secretary of\nsuch annual meeting, showing the acceptance of the charter granted by this act by the\n\nNational Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided further, That\n\nin the event of the failure of the Association to accept the charter granted by this\nact at said annual meeting then the charter of the National Educational Association\n\nand its incorporate existence shall be and are hereby extended until the thirty-first\nday of July, nineteen hundred and eight, and at any time before said date its\ncharter may be extended in the manner and form provided by the general corporation of the District of Columbia .\n\nSEC. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or the payment of any sum\ndue or to become due, or any claim or demand, in any manner,\nor for any cause existing against the said existing corporation,\nbe released or impaired; and the corporation hereby incorporated\n\nRights of\nCreditors\n\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debt or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\n\nSEC. 11. The Congress may from time to time alter, repeal,\nAmendments\nor modify this act of incorporation, but no contract or individual\nto Charter\nright made or acquired shall thereby be divested or impaired.\nSEC. 12. That said corporation may provide, by amendment to its by-laws,\nthat the powers of the active members exercised at the annual\nCreation of\nmeeting in the election of officers and the transaction of business shall be vested in and exercised by a representative as- Representative\n\nsembly composed of delegates apportioned, elected, and gov-\n\nAssembly\n\nerned in accordance with the provisions of the by-laws adopted\nby said corporation.\n\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National EducationAssociation of the United States by the active members of the National Educa-\n\ntional Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\n\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 27, "printed_page": null, "text": "6\n\nNATIONAL EDUCATION ASSOCIATION\n\nBY- LAWS\n\n(Complete as amended at the Annual Business Meeting of the Representative\nAssembly, Washington, D. C., July 3, 1924. Amendments made at\nthe Washington meeting are in italics.)\nARTICLE I-MEMBERSHIP\n\nMembership\n\nSECTION 1. The membership of the National Education Association of the United States shall consist of three classes,\n\nDefined\n\nActive, Associate, and Corresponding, whose qualifications,\nrights, and obligations shall be as hereinafter prescribed.\n\nSEC. 2. Active members of the Association shall be those actively engaged in\nthe profession of teaching or other educational work at the time of their becoming\nmembers .\n\nSEC. 3. The annual dues of an active member shall be $2.00, which shall entitle\nhim to attend all meetings of the Association and its several departments, to\nreceive The Journal free, and, on application, to secure all publications of the\nAssociation at a price fixed by the Publication Committee, which\n\nObligations and shall be the approximate cost. By the payment of annual dues\nPrivileges\n\nof $5.00 an active member shall receive, in addition to The\nJournal, without application or other condition, the volume of\nProceedings and all other regular publications of the Association, including reports of committees and all special bulletins and announcements when issued.\nSEC. 4.\n\nAll life members and life directors shall have all\n\nLife Members\nand\n\nthe rights and privileges of active members without the payment\n\nof annual dues, and shall receive free without application or\nLife Directors\n\ncondition the publications of the Association.\n\nSEC. 5. Associate members of the Association shall be persons who are not\nactively engaged in the profession of teaching, but interested\nAssociate\nMembers\n\nin the promotion of education. The annual dues of an associate\nmember shall be the same as the dues of an active member,\nand he shall have the same rights and privileges excepting the\nright to vote and hold office.\nSEC. 6. Eminent educators not residing in America may be\nelected by the Board of Directors as corresponding members.\nCorresponding\nMembers\nThe number of corresponding members shall not at any time\nexceed fifty. They shall pay no dues and may receive free the\npublications of the Association.\nSEC. 7. The membership year shall be from September 1\nMembership\nto August 31. All membership dues paid during the mem\nYear\nbership year shall be credited to that year unless otherwise\nrequested.\nSEC. 8. The annual dues of members shall be sent to the\n\nPayment of\n\nSecretary on or before November 1. An active member failing\n\nDues\n\nto pay his dues as herein provided shall forfeit the privileges\nof membership and after being in arrears one half year be\n\ndropped from the list of members.\nSEC. 9. The Secretary of the Association shall furnish each\nMembership\nmember of the Association a Membership Card, declaring him\nCard\n\nto be a member of the National Education Association for the\n\nyear for which his dues are paid, and as such entitled to all the\nrights and privileges granted by the charter and by-laws of the Association.\nSEC. 10. The right to vote shall be limited to active members of the Association whose dues are paid. The right to hold office in the AssoRight to Vote\nciation or in any department shall be limited to active members\nwhose dues are paid. The right to vote and hold office in the\nCouncil shall be limited to members of the Council whose dues are paid. Each\nactive member shall have one vote.\n\n"}
{"page": 28, "printed_page": null, "text": "7\n\nBY- LAWS\n\nARTICLE II-ELECTION OF OFFICERS, REPRESENTATIVE\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\nSECTION 1.\n\nThe election of officers and transaction of busi-\n\nness at the annual business meeting shall be by a Representative\nAssembly composed of delegates apportioned, elected, and gov-\n\nElection of\nOfficers\n\nerned as hereinafter provided.\n\nSEC. 2. At the first Business meeting of the Representative Assembly on the\nsecond day of the annual meeting of the Association nominations for the following\nofficers shallbe made: President, Vice-Presidents, and Treasurer. Candidates for\nsaid offices shall be nominated from the floor upon roll call of the States. On the\nfirst day of the annual meeting of the Association, the delegates of each State, territory, and district of the United States shall nominate one person for member of\nthe Board of Directors and the name of such person shall be reported to the Representative Assembly at the first business meeting upon roll call of the States. On\nthe fourth day of the annual meeting officers shall be elected from the candidates\nby the delegates to the Representative Assembly, by ballot. Said ballot shall be\nprinted and shall contain the names of all nominees as provided above. Polls for\nvoting shall be open from 8 A. M. to 6 P. M., at such place or places as the President of the Association shall designate. The candidates for President, Treasurer,\nmember of Board of Directors from each State, territory, or district, respectively,\nand the eleven candidates for the office of Vice- President receiving the highest number of votes shall be declared elected. The President of the Association shall appoint tellers and complete all arrangements for carrying out the election. The\nresults of the election herein provided shall be announced at the final business\nsession of the Representative Assembly. The officers thus chosen shall continue\nin office until the close of the annual meeting subsequent to their election, and until\ntheir successors are chosen, except as herein provided. The Secretary and the\nTreasurer shall enter upon their duties at a date which shall be determined by the\nBoard of Trustees and which shall not be later than the first of October and shall\n\ncontinue in office during the term for which they are separately chosen and until\ntheir successors are duly elected. And that Article 6, entitled \" Committee,\" Section 2, be amended by striking out in lines four and five of this section the word\n\"Nominations\" ; that Section 3 of Article 6 be omitted, and that Sections 4, 5, and\n6 of Article 6 be numbered \"3, 4, and 5 \" respectively, and that anything in the\nBy-laws of the Association inconsistent with the provisions of these amendments is\nhereby repealed.\nSEC. 3. The State Teachers Association or Educational Association of a State,\nterritory, or district, may become affiliated with the National Education Association and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a State unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nAssociations\nto representation in the Representative Assembly as hereinafter\nprovided. The annual dues of an Affiliated State Association\nshallbe $10 for each delegate to which said State shall be entitled, with a maximum\n\nof$100. Said Association shall receive without application, or other condition, all\nregular publications of the National Education Association, including the volume\nof Proceedings, reports of committees, and all special bulletins and announcements\nwhen issued.\n\nSEC. 4. A local educational association or teachers' organization within a State,\nterritory, or district, may affiliate with the National Education Association and\nshall be designated an Affiliated Local Association. Each Affiliated Local Association shall be a local unit in the organization of the National\nEducation Association and as such shall be entitled to represen-\n\ntation in the Representative Assembly as hereinafter provided.\n\nAffiliated Local\nAssociations\n\nThe annual dues of an Affiliated Local Association shall be $5,\n\nwhich shall entitle said Association to receive without application, or other condi-\n\n"}
{"page": 29, "printed_page": null, "text": "8\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion, all regular publications of the National Education Association, including the\nvolumeofProceedings, reports of committees, and all bulletins and announcements\nwhen issued.\n\nSEC. 5. Each Affiliated Association, both State and local, shall be furnished a\ncertificate of membership and shall be entitled to the active assistance and sup-\n\nport of the National Education Association in promoting the interest of such\nAffiliated Association and its members in so far as such interest\n\nRelationships: come within the purpose and object of the National Education\nNational, State, Association as set forth in its charter. The Secretary of the\nand Local\n\nNational Education Association shall, with the advice and\n\napproval of the Executive Committee, make such arrangements\nfor mutual cooperation between the National Education Association and the State\n\nand Local Affiliated Associations as will promote the welfare of all and advance\ntheinterests of the teaching profession.\nSEC. 6. Each Affiliated State Association shall be entitled to elect one delegate\n\nand one alternate to the Representative Assembly for each one hundred of its members, or major fraction thereof, who are active members of the National Education\nAssociation, up to five hundred such active members, and thereState Delegates after one delegate and one alternate for each five hundred of\n\nits members, or major fraction thereof, who are active members\nof the National Education Association. Such delegates shall be designated State\nDelegates.\n\nSEC. 7.\n\nEach Affiliated Local Association shall be entitled to elect one delegate\n\nand one alternate to the Representative Assembly for each one\nLocal Delegates hundred of its members, or major fraction thereof, who are\nactive members of the National Education Association .\n\nSuch\n\ndelegates shall be designated Local Delegates.\nSEC. 8. Only active members of the National Education Association shall be\n\neligible to be delegates to the Representative Assembly, and to vote in the election\nof delegates in a State or Local Affiliated Association. An active member shall\nbe permitted to vote for the election of delegates in but one\nSelection of\n\nDelegates\n\nAffiliated Local Association. For determining the apportionment\nof delegates, an active member may be counted in two affiliated\nassociations, and no more; and that one of these shall be the\n\nState Association.\n\nSEC. 9. The officers of the National Education Association as named in the\n\ncharter and the State Superintendent or Commissioner of Education of each State,\nterritory, and district, shall be ex officio delegates to the RepreEx Officio\n\nsentative Assembly.\n\nDelegates\n\npreside at the annual meeting of the Representative Assembly,\n\nThe President of the Association shall\n\nand the Secretary of the Association shall keep the records\n\nthereof. In case of a tie the President shall cast the deciding vote.\nSEC. 10. Delegates shall file their credentials with the Secretary of the Asso-\n\nciation on blanks furnished by him for that purpose not later than ten days before\nthe beginning of the annual meeting. The Secretary shall turn over such credentials\nto the Credential Committee, when appointed, with such informaDelegates;\nCredentials;\nVoting;\n\nof the qualifications of delegates.\n\nFreedom of\n\nequal rights and each shall have one vote. Meetings of the\n\nFloor\n\nRepresentative Assembly shall be open to the active members\n\ntion thereon as may be obtained from the records of the Asso-\n\nciation. The Representative Assembly shall be the final judge\nThe delegates shall have\n\nof the Association who shall be privileged to address the\nAssembly on subjects pertaining to the Association. The Representative Assembly\nshall adopt rules of procedure which shall not conflict with the charter and by-\n\n"}
{"page": 30, "printed_page": null, "text": "BY-LAWS\n\n9\n\nlaws of the Association. It shall recommend an equitable plan for paying the\nexpenses of delegates to the annual business meeting of the Association.\nSEC. 11. The officers shall be permitted to hold meetings other than for business\npurposes and expenses therefor shall be provided.\nARTICLE III-DUTIES OF OFFICERS\n\nSECTION 1.\n\nThe President shall preside at all meetings of the Association, and\n\nshall perform the duties usually devolving upon the chief executive of such an\nassociation. In his absence, the ranking Vice-President who is present shall pre\nside; and in the absence of all Vice-Presidents a chairman pro\ntempore shall be elected. The President shall prepare the\nprogram for the general sessions of the annual meeting of the\n\nDuties of the\nPresident\n\nAssociation, and, with the approval of the Executive Committee, shall determine the time and place of the general meeting of the Associa\ntion and of the various departments not definitely fixed by these by- laws, and shall\nhave the power to require such changes to be made in the programs of the Council\n\nand the departments as will promote the interest of the annual meeting.\n\nThe\n\nPresident shall be a member ex officio of the Board of Trustees and Chairman of\n\nthe Board of Directors and of the Executive Committee. He shall sign all bills\napproved for payment by the Board of Directors, and all bills approved or authorized by the Executive Committee between the meetings of the Board of Di\n\nrectors. On the expiration of his term of office as President, he shall become\nFirst Vice-President for the ensuing year, and shall be chairman ex officio of the\nCommittee on Publication.\n\nSEC. 2. The Secretary shall keep a full and accurate record of the proceedings\nof the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the Association as provided in the articles of incorporation and the by-\n\nlaws, and, in all matters not definitely prescribed therein, shall\n\nDuties of the\n\nbe under the direction of the Executive Committee, and, in the\n\nSecretary\n\nabsence of direction by the Executive Committee, shall be under\nthedirection 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\napproved for payment by the Board of Directors, or by the Executive Committee\ninthe interval between the meetings of the Board of Directors, or on the approval\nof the President acting under authority of the Board of Directors, or Executive\nCommittee. The Secretary shall have his records present at all meetings of the\n\nAssociation, of the Board of Directors, and of the Executive Committee. He shall\nkeep a list of members and shall revise said list annually. He shall be Secretary\nof the Board of Directors, and a member of the Committee on Publication. He\nshall be the custodian of all the property of the Association not in charge of the\nTreasurer and the Board of Trustees. He shall give such bond for the faithful\n\nperformance of his duties as may be required by the Board of Trustees. He shall\nsubmit his annual report to the Executive Committee not later than July 1 prior to\nthe annual meeting of the Association, which report shall be transmitted to the\nBoard of Directors at its annual meeting. At the expiration of his term of office, he\nshall transfer to his successor all money, books, and other property in his possession belonging to the Association. The Secretary shall not print, publish, nor distribute any official report or other document without the approval of the Publication Committee.\n\nSEC. 3. The Treasurer shall receive from the Secretary and under the direction\nof the Board of Trustees shall hold in safekeeping all moneys paid to the Asso\n\n"}
{"page": 31, "printed_page": null, "text": "10\n\nNATIONAL EDUCATION ASSOCIATION\n\nciation; shall pay the same only upon the order of the Board of Trustees ; shall\nnotify the President of the Association and the Chairman of the\nBoard of Trustees whenever the surplus funds in his possession\nTreasurer\nexceed five hundred dollars; shall keep an exact account of his\nreceipts and expenditures, with vouchers for the latter; and\nsaid accounts, ending on the thirty-first day of May of each year, he shall render to\nDuties of the\n\nthe Executive Committee not later than July 1, and when approved by said committee they shall be transmitted by the committee to the Board of Directors at the first\nregular meeting of the board held during the week of the annual meeting and to the\n\nRepresentative Assembly at the annual business meeting. The Treasurer shall give\nsuch bond for the faithful performance of his duties as may be required by the\nBoard of Trustees. At the expiration of his term of office, he shall transfer to his\n\nsuccessor all moneys, books, and other property in his possession belonging to the\nAssociation .\n\nSEC. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 6 of Article I of these by-laws, shall elect members of the National\nCouncil of Education as provided in Section 3 of Article IV of these by-laws, shall\nhave power to fill all vacancies in its own body and in the\nDuties of\n\nBoard of Trustees ; shall recommend to the Executive Com-\n\nBoard of\n\nmittee the place for holding the annual meeting of the Associa-\n\nDirectors\n\ntion, the Council of Education, and the departments . The\n\nBoard of Directors shall approve all bills incurred under authority of the Board of Directors, the Executive Committee, or the President and\nSecretary acting under the authority of the Board of Directors or Executive Committee, shall appropriate from the current funds of the year the amounts of money\nordered by the Representative Assembly at the annual business meeting for the\n\nwork 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\ncondition of the Association (including the reports of the Secretary, the Treasurer,\nand the Board of Trustees ) to the Representative Assembly at the annual business\nmeeting, and shall do all in its power to make the Association a useful and honorable institution.\n\nSEC. 5. The Executive Committee shall assist the presiding officer in arranging\nfor the time and place of the annual meeting of the Association, of the National\nCouncil of Education, and of the various departments .\nThe Executive Committee shall recommend to the Representative Assembly at\nthe annual business meeting the appointment of special comDuties of\n\nmittees for investigation or research, the subjects for which may\n\nExecutive\nCommittee\n\nhave been suggested by the National Council or by the active\nmembership of the National Education Association or by any of\n\nits departments ; it shall recommend the amount of money to be\nappropriated for such investigations. When such special committees are provided\nfor and duly authorized by the Representative Assembly at the annual business\nmeeting, the Executive Committee shall have general supervision of them, shall\nreceive and consider all reports made by them, and shall print such reports and\npresent the same, together with the reports received from the Secretary, the Treasurer, and the Board of Trustees and the recommendations of the Executive Committee thereon, to the Representative Assembly at the annual business meeting.\n\nAll such special committees shall be appointed by the President of the National\nEducation Association.\n\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors, Board of Trustees ,\nand the office of Secretary.\n\n"}
{"page": 32, "printed_page": null, "text": "BY-LAWS\n\n11\n\nSEC. 6. The Board of Trustees shall require of the Secretary and Treasurer\nbonds of such amount as may be determined by said board for the faithful performance of their duties, shall make a full report of the finances\nof the Association to the Executive Committee not later than\n\nFurther\n\nJuly 1 prior to the annual meeting of the Association, which\nreport shall be transmitted by the Executive Committee to the\nBoard of Directors at the first regular meeting of the Board held\n\nDuties of\nTrustees\n\nduring the week of the annual meeting of the Association. It shall choose annually\nits own Chairman and Secretary.\nARTICLE IV-THE NATIONAL COUNCIL OF EDUCATION\n\nSECTION 1.\n\nThe National Council of Education shall discuss educational ques-\n\ntions 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\nmeeting on \"Educational Progress During the Past Year\" ;\n\nFunction of\nNational\nCouncil\n\nand in other ways use its best efforts to further the objects of the\n\nAssociation and to promote the cause of education in general.\nSEC. 2.\n\nThe National Council of Education shall consist of one hundred and\n\ntwenty regular members, selected from the active membership\nof the National Education Association. Any active member\nof the Association is eligible to membership in the Council and\n\nMembership\nin Council\n\neach member shall be elected for six years and until his successor is elected .\nSEC. 3.\n\nThe annual election of members of the Council shall be held at the\n\ntime of the annual meeting of the Association. The Board of Directors of the\nAssociation shall annually elect ten members and the Council\n\nten members, and each body shall fill all vacancies in its quota\nof members. No State, territory, nor district in the United\n\nElection of\nCommittee\n\nStates shall have at one time more than seven regular mem-\n\nMembers\n\nbers in the Council .\n\nSEC. 4. The annual meeting of the Council shall be held\nduring the week of the annual meeting of the Association.\n\nTime of Meeting\n\nSEC. 5. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership.\nPersons whose regular membership in the Council has expired shall be denominated honorary members of the Council during the time of their\nLoss of\nactive membership in the Association with the privilege of atMembership\ntending the regular sessions of the Council and participating\nin its discussions.\n\nA member who discontinues or forfeits his\n\nactive membership in the Association forfeits his membership in the Council.\nSEC. 6.\n\nThe officers of the Council shall consist of a President, a Vice-President,\n\na Secretary, and such standing committees as may be prescribed by its by-laws,\nall of whom shall be regular members of the Council. The\nCouncil\nSecretary of the Council shall, in addition to performing the\nOfficers\nduties pertaining to his office, furnish the Secretary of the\nAssociation a copy of the proceedings of the Council for publication.\n\nSEC. 7.\n\nThe National Council of Education is hereby authorized to adopt by-\n\nlaws for its government not inconsistent with the act of incorporation or the by-laws of the Association ; provided, That\nsuch by-laws be submitted to, and approved by, the Board of\nDirectors of the Association before they shall become operative.\n\nBy- Laws and\nPowers of\nCouncil\n\n"}
{"page": 33, "printed_page": null, "text": "12\n\nNATIONAL EDUCATION ASSOCIATION\n\nSEC. 8. The powers and duties of the Council may be changed or the Council\nabolished upon a two thirds vote of the Representative Assembly taken at the\nannual meeting of the Association ; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE V-DEPARTMENTS\n\nSECTION 1. The following departments are now ( 1924) in existence, to wit:\nThe departments, first, of Adult Education; second, of Business Education ; third,\nof Classroom Teachers ; fourth, of Deans of Women; fifth, of Educational Publications; sixth, of Elementary School Principals ; seventh, of\nList of\nKindergarten Education ; eighth, Library ; ninth, of Music EduDepartments\n\ncation; tenth, of Normal Schools and Teachers Colleges ; eleventh,\n\nof Rural Education ; twelfth, of School Health and Physical\nEducation ; thirteenth, of Secondary School Principals ; fourteenth, of Science Instruction; fifteenth, of Superintendence; sixteenth, of Visual Education ; seventeenth, Vocational Education. There is also the National Council of Education.\nSEC. 2. Each Department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business of\nthe department ; provided, Active members of the Association,\nMembers of\nand no others, shall be eligible to such department memberDepartments\n\nship, and provided also that all active members of the Asso-\n\nciation shall be permitted to attend the professional programs\nand discussions of any department.\n\nSEC. 3. Each department shall hold its annual meeting at the time and place\nof the meeting of the Association, except as the Executive Committee may approve\nother arrangements.\n\nSEC. 4. The object of the meetings of the departments shall be the discussion\nof questions pertaining to their respective fields of educational work.\n\nThe pro-\n\ngrams of these meetings shall be prepared by the respective Presidents in confer\nence with, and under the general direction of, the President of\nthe Association. Each department shall be limited to two\nObject of\nsessions, with formal programs, unless otherwise ordered by\nthe President of the Association, except that a third session of\nbusiness or informal round-table conference may be held at the\ndiscretion of the department officers .\nSEC. 5. The officers of each department shall consist of a President, a VicePresident, and a Secretary, who shall be elected at the last formal session of the\ndepartment to serve one year and until their successors are duly elected, and who\nshall, at the time of their election, be active members of the\nOfficers of\nAssociation. In case there is a vacancy in the office of President\nDepartments\nof any of the departments, it shall be filled by an appointment\nDepartment\nMeetings\n\nmade 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\nand assign to it any duties consistent with the purposes of the department, and the\ncharter and by-laws of the Association.\nSEC. 6. The Secretary of each department shall, in addition to performing the\nduties usually pertaining to his office, furnish the Secretary\nDepartment\n\nof the Association a copy of the proceedings of the meetings\n\nHeadquarters\n\nof the department for publication. Provided, No department\nshall establish an office outside of the general headquarters of\n\nthe Association without the consent of the Executive Committee of the Association.\n\n"}
{"page": 34, "printed_page": null, "text": "13\n\nBY-LAWS\n\nSEC. 7. All departments shall have equal rights and privileges, with the exception stated in Section 3 of this article. They shall be named in\nSection 1 of this article in the order of their establishment and\n\nshall be dropped from the list when discontinued. Each depart-\n\nRights of\nDepartments\n\nment may be governed by its own regulations in so far as they\nare not inconsistent with the act of incorporation or these by-laws .\nSEC. 8. A new department may be established by a two thirds vote of the\nBoard of Directors taken at a regular meeting of the Board, or by a two thirds\n\nvote of the Representative Assembly at any annual business meeting ; provided,\nThat a written application for said department, with title and\n\npurpose of the same, shall have been made at the regular meeting of the Board next preceding the one at which action is\ntaken, or at the preceding annual business meeting, by at least\n\nHow\n\nEstablished\n\ntwenty-five members engaged or interested in the field of labor in the interest of\n\nwhich the department is purposed to be established.\n\nA department already\n\nestablished may be discontinued by the Board of Directors\nHow\nupon a two thirds vote taken at a regular meeting, or by a\nDiscontinued\ntwo thirds vote of the Representative Assembly at any business meeting of the Association ; provided, That announcement\nhas been made of the proposed action at a regular meeting of the board the pre-\n\nceding year, or at the preceding annual business meeting. A department shall\nbe discontinued when it fails to hold a regular meeting for two successive years .\n\nSEC. 9. Any department, by a two thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association.\n\nSuch membership fees shall be paid to the\n\nSecretary of the department who shall transmit them monthly\n\nFees for\n\nto the Secretary of the Association. Such funds shall be added\nto the department's allowance from the Association and shall\n\nDepartment\nMembers\n\nbe used for the work of said department only, and shall be\ndisbursed upon the recommendation of the executive officers of the department in\nthe same manner as other funds of the Association are disbursed.\nARTICLE VI-COMMITTEES\n\nSECTION 1. At the regular meeting of the Board of Directors on the first day\nof the annual meeting, the president shall appoint an Auditing Committee consisting of three active members of the Association, no one of\nwhom shall be either a trustee or a director; to this committee\nshall be referred the report of the expert accountant, together\nwith the communication of the President transmitting the same,\n\nAuditing\nCommittee\n\nas provided in Section 6 of this article ; and the committee shall report its findings\nat the meeting of the Representative Assembly.\n\nSEC. 2. On the first day of the annual meeting of the Association, at such time\nand places as shall be designated on the annual program by the\nPresident of the Association, the State and local delegates from Delegates meet\neach State shall select one member for each of the following com-\n\nby States\n\nmittees: Credentials, Nominations, Resolutions, and Necrology.\nThe Committee on Credentials shall receive the official list of the delegates from the\nSecretary and report thereon to the Representative Assembly.\nSEC. 3. The Committee on Nominations shall meet on the third day of the\n\nannual meeting at 9.00 A. M., at a place designated by the President of the Association, and shall nominate persons for the following offices in the\nNominations\nAssociation, to wit: one person for President, eleven persons for\nVice-Presidents, one person for Treasurer, and one person from\n\neach State, territory, and district in the United States as a member of the Board\n\n"}
{"page": 35, "printed_page": null, "text": "14\n\nNATIONAL EDUCATION ASSOCIATION\n\nof Directors. It shall report to the Representative Assembly at the annual\nbusiness meeting.\nSEC. 4. The Committee on Resolutions shall report at the annual business meeting of Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said committee without discussion.\nResolutions\n\nThis\n\ncommittee shall receive and consider all resolutions proposed by\nactive members, or referred to it by the President; some time\n\nduring the second day of the annual meeting of the Association the committee shall\nhold a meeting, at a place and time to be announced in the printed program, for\nthe purpose of receiving proposed resolutions and hearing those who may wish to\nadvocate them.\n\nSEC. 5. The Committee on Necrology shall prepare for the\npublished Proceedings a list of the active and corresponding\nmembers that have died during the year accompanied by memorial sketches whenever practicable.\nNecrology\n\nSEC. 6.\n\nWithin thirty days prior to the time of the annual meeting of the\n\nAssociation, the President shall appoint a competent person, firm, or corporation\nlicensed to do business as expert accountants ; the accountants so appointed shall\n\nexamine the accounts, paper, and vouchers of the Secretary, the\nExamination of Treasurer, and the Board of Trustees, and compare the same,\nAccounts\n\nand shall also examine the securities of the Permanent Fund\n\nheld by the Board of Trustees. The report of said accountants\n\nshall be filed with the President before the opening day of the annual meeting of\nthe Association, and shall be by him submitted with such comments as he may think\nproper, to the Board of Directors, at their meeting held on the first day of the\nannual meeting of the Association.\nARTICLE VII-MEETINGS\n\nSECTION 1.\n\nA stated meeting of the Association, of the Council of Education,\n\nand of each department shall be held annually at such time and place as shall be\ndetermined by the Board of Directors or the Executive Com-\n\nMeetings to be mittee acting for the Board in accordance with these by-laws.\nHeld Annually\n\nAn annual meeting of the Association and its subordinate bodies\n\nmay be omitted for an extraordinary cause, upon the written\nconsent of two thirds of the directors of the Association, obtained by the Executive\nCommittee.\n\nSEC. 2. The annual business meeting of the Representative Assembly shall\nbegin on the second day of the annual meeting at 9.00 A. M. A regular meeting of\nthe Board of Directors shall be held on the first day of the annual meeting at\n10.30 А. м. The first regular meeting of the new Board of\nDirectors shall be held as soon as practicable and within twentyMeetings of\nfour hours after the close of the last session of the annual\nAssembly\nDirectors , and meeting, the place and time of the meeting to be announced in\nTrustees\nthe printed program. The Board of Trustees shall hold its\n\nannual meeting at some convenient time and immediately following the meeting of the new Board of Directors referred to above in this section.\nSpecial meetings of the trustees may be called by the chairman, and shall be called\non request of the majority of the Board of Trustees. Due notice of all meetings\n\nof the Board of Trustees shall be given to every member of the Board by the\nSecretary thereof.\n\n"}
{"page": 36, "printed_page": null, "text": "BY-LAWS\n\n15\n\nARTICLE VIII-PROCEEDINGS\n\nSECTION 1. The proceedings of the Association, the Council, the departments,\nthe commissions and committees, shall be published at the disPublication of\ncretion of and under the direction of a committee appointed by\nProceedings\nthe Executive Committee, provided, That in the opinion of the\nExecutive Committee the funds of the Association warrant the\n\npublication. Each member of the Association shall be entitled to a copy of the\nProceedings.\nSEC. 2. No paper, lecture, nor address shall be read before\nthe Association or any of the departments in the absence of the\n\nauthor, without the approval of the President of the Association,\nor of the departments interested, nor shall any such paper,\n\nAbsence of\nAuthor\n\nlecture, or address be published in the Proceedings without the approval of the\nPublication Committee.\nARTICLE IX- QUORUM\n\nSECTION 1. Representatives from twenty-five States and terri-\n\ntories shall constitute a quorum in all meetings of the Represent-\n\nQuorum\n\native Assembly and of the Board of Directors .\nARTICLE X-APPROPRIATIONS\n\nSECTION 1. Unless otherwise ordered by the Representative\nAssembly at the annual business meetings, not less than 10 per\ncent of the gross income of the Association each year shall be\nset aside for such educational investigations and studies as may\n\nLimit on\n\nInvestigations\n\nbe ordered in accordance with Section 5 of Article III.\nARTICLE XI -AMENDMENTS\n\nSECTION 1. These by-laws may be altered or amended at the annual meeting\nofthe Representative Assembly by unanimous vote, or by a two\nAmendments\nthirds vote of the Representative Assembly if the alteration or\nto By-Laws\namendment shall have been proposed in writing at the annual\nbusiness meeting next preceding the one at which action is\ntaken, and due announcement of the proposed action shall have been made in the\n\nofficial publication of the Association.\n\n"}
{"page": 37, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nCERTIFICATE\n\nof Acceptance of Charter and Adoption of By-Laws under the Act of Congress\napproved June 30, 1906.\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of.July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\n\nCongress entitled \"An Act to Incorporate the National Education Association of\nthe United States,\"\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted by-laws as\n\nprovided in said act and elected officers ; and the undersigned pursuant to said\nresolutions,\nDo hereby certify that the National Education Association of the United States\nhas duly accepted said charter granted by said act of Congress, and adopted by-\n\nlaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\n\nNATHAN C. SCHAEFFER, Presiding Officer\nIRWIN SHEPARD, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY 10, 1907\n\n1. Resolved, That the National Educational Association hereby accepts the charter\ngranted by an act of Congress entitled \"An Act to Incorporate the National Education Association of the United States,\" passed June 30, 1906, and that the President\nand Secretary of this meeting be authorized and directed to execute and file with\nthe Recorder of Deeds of the District of Columbia a verified certificate showing the\n\nacceptance by the Association of the charter granted by said act.\n2. Resolved, That the proposed by-laws of which notice was given at the annual\n\nmeeting of the Association held on July 6, 1905, which are printed in full in\nthe Journal of said meeting, be and the same are hereby adopted to take effect\nimmediately.\n3. Resolved, That the Association adopt as its corporate seal a circle containing\nthe title \"National Education Association of the United States,\" and the dates\n\"1857-1907 .\"\n\n4. Resolved, That the Association do now proceed to elect officers, and to organize under the charter granted by the act of Congress .\n\nFiled in the office of the Recorder of Deeds of the District of Columbia, September 4, 1907.\n[16]\n\n"}
{"page": 38, "printed_page": null, "text": "CALENDAR OF MEETINGS\n\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857- PHILADELPHIA, PA, (Organized)\nJAMES L. ENOS, Chairman.\nW. E. SHELDON, Secretary.\n1858- CINCINNATI, OHIO\nZ. RICHARDS, President.\nJ. W. BULKLEY, Secretary.\nA. J. RICKOFF, Treasurer,\n1859\n-WASHINGTON, D. C.\nA. J. RICKOFF, President.\nJ. W. BULKLEY, Secretary.\n\n1865- HARRISBURG, PA .\nS. S. GREENE, President.\nW. E. SHELDON, Secretary.\nZ. RICHARDS, Treasurer.\n1866- INDIANAPOLIS, IND .\nJ. P. WICKERSHAM, President.\nS. H. WHITE, Secretary,\nS. P. BATES, Treasurer .\n1867- No session .\n1868- NASHVILLE, TENN.\n\nC. S. PENNELL, Treasurer.\n1860-BUFFALO, N. Y.\n\nJ. M. GREGORY, President.\nL. VAN BOKKELEN , Secretary.\nJAMES CRUIKSHANK, Treasurer.\n\nJ. W. BULKLEY, President.\nZ. RICHARDS, Secretary.\nO. C. WIGHT, Treasurer.\n\n1869- TRENTON, N. J.\n\nL. VAN BOKKELEN, President.\nW. E. CROSBY, Secretary.\nA. L. BARBER, Treasurer .\n\n1861, 1862-No session.\n1863-CHICAGO, ILL.\n\nJohn D. PHILBRICK, President.\nJAMES CRUIKSHANK, Secretary.\nO. C.\n\n1870- CLEVELAND, OHIO\n\nDANIEL B. HAGAR, President.\nA. P. MARBLE, Secretary.\nW. E. CROSBY, Treasurer.\n\nWIGHT, Treasurer .\n\n1864- OGDENSBURG, N. Y.\nW. H. WELLS, President.\nDAVID N. CAMP, Secretary.\n\nZ. RICHARDS, Treasurer.\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1871-ST. LOUIS , MO.\nJ. L. PICKARD, President.\nW. E. CROSBY, Secretary.\nJOHN HANCOCK, Treasurer.\n1872\n-BOSTON, MASS.\nE. E. WHITE, President.\n\n- SARATOGA SPRINGS , N. Y.\n1883\n\nE. T. TAPPAN, President.\nW. E. SHELDON, Secretary.\nN. A. CALKINS , Treasurer.\n1884- MADISON,\n\nWIS .\n\nTHOMAS W. BICKNELL, President.\n\nS. H. WHITE, Secretary.\n\nH. S. TARBELL, Secretary.\nN. A. CALKINS, Treasurer.\n\nJOHN HANCOск, Treasurer.\n1873- ELMIRA, N. Y.\nB. G. NORTHROP, President.\nS. H. WHITE, Secretary.\nJOHN HANCOCK, Treasurer.\n\n1885- SARATOGA SPRINGS, N. Y.\nF. LOUIS SOLDAN, President.\nW. E. SHELDON, Secretary.\nN. A. CALKINS, Treasurer.\n1886-ТОРEKA, KANS.\n\n1874- DETROIT, MICH .\n\nS. H. WHITE, President.\nA. P. MARBLE, Secretary.\n\nN. A. CALKINS , President.\nW. E. SHELDON , Secretary.\n\nJOHN HANCOCK, Treasurer .\n\nE. C. HEWETT, Treasurer.\n1887- CHICAGO, ILL .\nW. E. SHELDON , President.\nJ. H. CANFIELD, Secretary.\n\n1875-ΜΙΝΝΕΑPOLIS, MINN.\nW. T. HARRIS, President.\nМ. К. Аввотт, Secretary .\n\nE. C. HEWETT, Treasurer.\n\nA. P. MARBLE, Treasurer.\n\n1888-SAN FRANCISCO, CALIF,\n\n18;6\n-BALTIMORE, MD,\n\nAARON GOVE, President.\n\nW. F. PHELPS, President.\n\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n1889- NASHVILLE, TENN.\nALBERT P. MARBLE, President.\nJ. II. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n1890- ST . PAUL , MINN .\nJ. H. CANFIELD, President,\nW. R. GARRETT, Secretary.\n\nW. D. HEN KLE, Secretary.\nA. P. MARBLE, Treasurer.\nLOUI\nSVILLE, KY.\n1877M. A. NEWELL, President.\nW. D. HENKLE, Secretary.\nJ. ORMOND WILSON, Treasurer .\n878-No session.\n\n1879-PHILADELPHIA, PA .\nJOHN HANCOCK, President.\n\nE. C. HEWETT , Treasurer.\n1891- TORONTO , ONT.\n\nW. D. HENKLE, Secretary.\nJ. ORMOND WILSON, Treasurer.\n1880- CHAUTAUQUA, N. Y.\nJ. ORMOND WILSON, President.\nW. D. HENKLE, Secretary.\nF. T. TAPPAN, Treasurer.\n\nW. R. GARRETT, President.\nЕ. Н. Соок, Secretary .\nJ. M. GREENWOOD, Treasurer.\n1892\n- SARATOGA SPRINGS , N. Y.\n\nЕ. Н. Сооk, President.\nR. W. STEVENSON, Secretary.\nJ. M. GREENWOOD, Treasurer.\n\nTAN - ATLANTA, GA .\nJAMES H. SMART, President.\nW. D. HENKLE, Secretary.\nE. T. TAPPAN , Treasurer.\n\n1893--CHICAGO , ILL .\n\n(International Congress of\n\n1882- SARATOGA SPRINGS, N. Y.\nG. J. ORR, President.\nW. E. SHELDON , Secretary.\nH. S. TARBELL, Treasurer.\n\nEducation.)\n\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary.\nJ. M. GREENWOOD, Treasurer.\n[17]\n\n"}
{"page": 39, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n18\n\n1894-ASBURY PARK, N. J.\nALBERT G.\n\nLANE,\n\nPresident.\n\nIRWIN SHEPARD, Secretary .\nJ. M. GREENWOOD, Treasurer.\n1895 - DENVER, COLO .\n\nNICHOLAS MURRAY BUTLER, Pres.\nIRWIN SHEPARD, Secretary.\nI. C. MCNEILL, Treasurer.\n\n1896-BUFFALO, N. Y.\nNEWTON C. DOUGHERTY, President.\nIRWIN SHEPARD, Secretary.\n\nI. C. MCNEILL, Treasurer.\n1897 - MILWAUKEE, WIS .\nCHARLES R. SKINNER , President.\nIRWIN SHEPARD, Secretary .\nI. C. MCNEILL, Treasurer.\n1898-WASHINGTON , D. C.\n\nJ. M. GREENWOOD, President.\nIRWIN SHEPARD, Secretary .\nI. C. MCNEILL, Treasurer.\n1899- LOS ANGELES , CALIF.\nE. ORAM LYTE, President.\nIRWIN SHEPARD, Secretary.\nI. C. MCNEILL, Treasurer.\n1900- CHARLESTON, S. C.\nOSCAR T. CORSON, President.\nIRWIN SHEPARD, Secretary.\nCARROLLG. PEARSE, Treasurer.\n\n1901-DETROIT, MICH.\nJAMES M. GREEN, President.\n\nIRWIN SHEPARD, Secretary.\nL. C. GREENLEE, Treasurer,\n1902- MINNEAPOLIS, MINN.\nWILLIAM M. BEARDSHEAR, President.\nIRWIN SHEPARD , Secretary.\nCHARLES H. KEYES, Treasurer.\n1903-BOSTON, MASS.\nCHARLES W. ELIOT, President.\n\nIRWIN SHEPARD, Secretary .\nW. M. DAVIDSON, Treasurer.\n1904-ST . LOUIS, MO.\n\nJOHN W. COOK, President.\nIRWIN SHEPARD , Secretary.\nMCHENRY RHOADS. Treasurer.\n\n1905-ASBURY PARK AND OCEAN\nGROVE , N. J.\nWILLIAM H. MAXWELL, President.\nIRWIN SHEPARD, Secretary .\nJAMES W. CRABTREE, Treasurer.\n1906-No session.\n\n1907- LOS ANGELES, CALIF.\nNATHAN C. SCHAEFFER, President.\nIRWIN SHEPARD , Secretary.\n\nJ. N. WILKINSON , Treasurer.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES, 19081908-CLEVELAND , OHIO\nEDWIN G. COOLEY, President.\nIRWIN SHEPARD , Secretary.\nARTHUR H. CHAMBERLAIN, Treas .\n1909-DENVER, COLO .\n\nLORENZO D. HARVEY, President.\nIRWIN SHEPARD , Secretary.\n\nARTHUR IH. CHAMBERLAIN, Treas .\n1910-BOSTON, MASS .\nJAMES Y. JOYNER. President.\nIRWIN SHEPARD, Secretary.\nARTHUR H. CHAMBERLAIN, Treas.\n\n1911-SAN FRANCISCO, CALIF .\nELLA FLAGG YOUNG, President.\nIRWIN SHEPARD. Secretary .\nDURAND W. SPRINGER, Treasurer.\n1912-CHICAGO , ILL.\nCARROLL G. PEARSE, President.\nIRWIN SHEPARD, Secretary.\nKATHERINE D. BLAKE , Treasurer.\n\n1913- SALT LAKE CITY , UTAH\nEDWARD T. FAIRCHILD, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\n1914- ST. PAUL, MINN.\nJOSEPH SWAIN, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\n1915-OAKLAND , CALIF.\n(International Congress of\nEducation)\nDAVID STARR JORDAN. President.\nDURAND W. SPRINGER. Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\n1916-NEW YORK, N. Y.\n\nDAVID B. JOHNSON, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n1917-PORTLAND , ORE.\n\nROBERT J. ALEY, President.\nDURAND W. SPRINGER, Secretary.\nTHOMAS E. FINEGAN , Treasurer.\n1918-PITTSBURGH, PA.\nMARY C. C. BRADFORD, President.\nJ. W. CRABTREE , Secretary.\nА. Ј. МАТТHEWS , Treasurer.\n1919-MILWAUKEE, WIS.\nGEORGE D. STRAYER, President.\nJ. W. CRABTREE , Secretary.\nA. J. MATTHEW'S , Treasurer,\n1920- SALT LAKE CITY, UTAH\nJOSEPHINE CORLISS PRESTON, Pres .\nJ. W. CRABTREE , Secretary .\nA. J. MATTHEWS , Treasurer.\n1921-DES MOINES , IOWA\nFRED M. HUNTER, President.\nJ. W. CRABTREE , Secretary.\nCORNELIA S. ADAIR, Treasurer.\n1922- BOSTON , MASS .\n\nCHARL ORMOND WILLIAMS , Pres .\nJ. W. CRABTREE , Secretary.\nCORNELIA S. ADAIR, Treasurer.\n1923-OAKLAND - SAN FRANCISCO\nWILLIAM B. OWEN , President.\nJ. W. CRABTREE, Secretary.\n\nCORNELIA S. ADAIR, Treasurer.\n1924-WASHINGTON , D. C.\nOLIVE M. JONES, President.\nJ. W. CRABTREE, Secretary.\nCORNELIA S. ADAIR, Treasurer .\n\n"}
{"page": 40, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nOFFICERS, 1923-24\n\nGENERAL ASSOCIATION\nPresident.\n\nOLIVE M. JONES .\nJ. W. CRABTREE .\nCORNELIA S. ADAIR .\n\nNew York City\nSecretary\n\nWashington, D. C.\nRichmond, Va.\n\nTreasurer .\n\nExecutive Committee\nWILLIAM B. OWEN ....\nWALTER R. SIDERS ....\nCORNELIA S. ADAIR .\n\nPresident ..\nVice-President ...\nChairman , Board of Trustees .\nTreasurer .\n\nCORA WILSON STEWART ..\n\nMember by Election ....\n\nOLIVE M. JONES .......\n\nNew York City\nChicago, I11.\nPocatello , Idaho\nRichmond, Va.\nFrankfort, Ky.\n\nBoard of Trustees\nWALTER R. SIDERS, Chairman ... Superintendent of Schools .\n.President..\nOLIVE M. JONES ...\nAGNES E. DOHERTY.\nTeacher, Central High School .\n\nTHOMAS E. FINEGAN ... 613 North Front Street.\nCARROLLG. PEARSE ....\n\n3209 Grand Avenue..\n\nPocatello, Idaho\nNew York City\nSt. Paul , Minn.\nHarrisburg, Fa.\n\nMilwaukee, Wis .\n\nVice-Presidents\nWILLIAM B. OWEN, President, Chicago Normal College .\n\nChicago , Il1 .\n\nBirmingham, Ala.\n\nC. B. GLENN, Superintendent of Schools .\n\nC. E. ROSE. Superintendent of Schools.\nANNIEG. GRIFFEY, Primary Supervisor ..\nMARY F. MOONEY, Vice- Principal, Washington School .\nANNA L. FORCE, 216 Sherman Street....\n\nC.F. GARRETT, Superintendent of Public Schools ....\nFLORENCE M. HALE, State Agent for Rural Education, State House .\nE. RUTH PYRTLE, McKinley School ...\nCARROLL R. REED, Superintendent of Schools ...\nR. O. STOOPS . Superintendent of Schools .\n\n...Tucson, Ariz.\nLittle Rock, Ark.\nSan Francisco, Calif.\nDenver, Colo.\nFairfield, Iowa\nAugusta, Maine\nLincoln, Nebr.\n\nAkron, Ohio\nYork, Pa.\n\nS. L. SMITH, General Field Agent for Rural Schools, Julius Rosenwald Fund, Nashville, Tenn.\nBoard of Directors\nDirectors Ex Officio\n\nOLIVE M. JONES, President, New York\n\nCORNELIA S. ADAIR, Treasurer, Richmond,\nVa.\n\nCity\n\nWILLIAM B.\nChicago, III.\n\nOWEN, First Vice-President,\n\nWALTER R. SIDERS , Chairman of the Board\nof Trustees, Pocatello, Idaho.\n\nJ. W. CRABTREE, Secretary, Washington, D. C.\n\nLife Directors\nALEY, ROBERT J., President of Butler College .....\nBRADFORD, MARY C. C., 1735 Bellaire Street ..\nBICKNELL, THOMAS W., 207 Boyle Avenue ...\nBOARD OF EDUCATION ..\n\nBROWN, ELMER ELLSWORTH, President of New York University.\nBUTLER, NICHOLAS MURRAY, President of Columbia University .\nCLAXTON, P. P., Superintendent of Schools ...\nCOCLEY, EDWIN G., Union League Club .\nCORSON, OSCAR T., R. F. D. No. 2 ....\n\nELIOT, CHARLES W. , President Emeritus of Harvard University.\nGRAHAM, H. A.....\n\nIndianapolis, Ind.\n.Denver, Colo .\nProvidence, R. I.\nNashville, Tenn.\nNew York City\nNew York City\nTulsa, Okla.\nChicago , Ill.\nOxford, Ohio\nCambridge, Mass .\nMt. Pleasant, Mich.\nOakland, Calif.\n\nHUNTER, FRED M., Superintendent of Schools .\nJOHNSON, DAVID B., President, Winthrop Normal and Industrial College ...... Rock Hill, S. C.\nCalif.\nJORDAN, DAVID STARR, President Emeritus of Stanford University .\nJOYNER, JAMES Y........\nMARSHALL, T. MARCELLUS .\n\n..... La Grange, N. C.\nStouts Mills, W. Va.\n[19]\n\n"}
{"page": 41, "printed_page": null, "text": "20\n\nNATIONAL EDUCATION ASSOCIATION\n\nOWEN, WILLIAM B., President of Chicago Normal College.\nPRESTON, JOSEPHINE CORLISS, State Superintendent of Public Instruction ..\n\nChicago, Ill.\nOlympia, Wash.\nMilwaukee, Wis .\n...Albany, N. Y.\nCarlinville , Ill .\nNew York, N. Y.\nSwarthmore, Pa.\nDecatur, I11 .\n\nPEARSE, CARROLL G., 3209 Grand Avenue ..\n\nSKINNER, CHARLES R.. Librarian , Legislative Library, Capitol Bldg.\nMOORE, ROBERT C. , Secretary, State Teachers Association .\n\nSTRAYER, GEORGE D. , Teachers College, Columbia University\nSWAIN, JOSEPH, Swarthmore College .\nTAYLOR, A. R....\nTEACHERS' INSTITUTE .\n\nTIGERT, JOHN J. , U. S. Commissioner of Education\n\nPhiladelphia, Pa.\nWashington , D. C.\nMenominee, Wis .\n\nWHITE, CHARLES G....\n\nWILLIAMS, CHARL ORMOND, Field Secretary, National Education Association, Washington, D. C.\nState Directors\nAlabama.\nAlaska..\n\nC. B. GLENN , Superintendent of Schools .....\n\nArizona ..\nArkansas ,\n\nConnecticut\nDelaware...\nFlorida.\n\nA. J. MATTHEWS, President, State Normal School ...\nANNIE G. GRIFFEY, Primary Supervisor ..\nWILLIAM P. DUNLEVY, 2924 Ash Street .\nH. B. SMITH, Secretary, Colorado Education Association ...... Denver\n.MiddletoWI\nEDWARD B. SELLEW, Superintendent of Schools .\nH. V. HOLLOWAY, State Superintendent of Public Instruction .... Dover\nAGNES BALLARD, Superintendent of Palm Beach County\n\nGeorgia .\n\nK. T. ALFRIEND, Department of Education and Psychology,\n\nCalifornia .\n\nColorado .\n\nLESTER D.\n\nBirmingham\nJuneau\nTempe\nLittle Rock\nSan Diego\n\nHENDERSON , Commissioner of Education .\n\nWest Palm\n\nSchools\n\nBessie Tift\n\nBeach\n\nForsyth\n\nCollege.\n\nIdaho.\nIllinois.\nIndiana .\n\nELILABETH RUSSUM , State Superintendent of Public Instruction... Boise\nRockford\nMRS . SARAH L. THOMAS, 401 Kishwaukee Street .\nH. LESTER SMITH, Dean of School of Education, Indiana\n\nIowa.\nKansas .\n\nMinnesota\n\nTHOMAS R. ROBERTS, Superintendent of Schools ........ Independence\nKansas City\nM. E. PEARSON, Superintendent of Schools .....\nR. E. WILLIAMS, Secretary, Kentucky Education Association .. Louisville\nNew Orleans\nLORETTA R. DOERR, 1323 North Rampart .\nJOSIAH W. TAYLOR, State Agent for Secondary Education ...... Augusta\nWILLIAM BURDICK, State Supervisor Physical Education ..\nBaltimore\nBrookline\nMARY MCSKIMMON, Principal of Pierce School .\n.T. E. JOHNSON, State Superintendent of Public Instruction .\nLansing\nW. H. SHEPHARD, North High School ..\nMinneapolis\n\nMississippi ....\n\nJ.\n\nUniversity\n\nKentucky .\nLouisiana .\nMaine..\n\nMaryland......\nMassachusetts\n\nMichigan.\n\nS.\n\nBloomington\n\nMoorhead\n\nVANDIVER .\n\nMissouri ..\n\nColumbia\nTHOMAS J. WALKER, Missouri State Teachers Association.\nButte\nA. H. DOUGLASS, 111 Montana Street ..\nGrand Island\nC. ROY GATES, Superintendent of Schools .\nNevada..\nE. L. MCKEOWN , Principal, Public Schools...\nCarson City\nKeene\nNew Hampshire ..... WALLACE E. MASON , Keene Normal School.\nNew Jersey ......\nTrenton\nCHARLES B. DYKE, Stacy-Trent Building.\nNew Mexico .\nISABEL L. ECKLES, State Superintendent of Public Instruction.. Santa Fe\nNew York .......\n..AMBROSE CORT, Principal, Public School No. 73 .....\nBrooklyn\nNorth Carolina ...... ROBERT H. WRIGHT, President, East Carolina Teachers\n\nMontana .\nNebraska.\n\nGreenville\n\nCollege\nNorth Dakota....\nOhio .\n\nM. E. McCURDY, North Dakota Education Association ...\nWashburn\nFRANK E. REYNOLDS , Secretary, State Teachers Association ... Columbus\n\nOklahoma.\nOregon.....\nPennsylvania .....\nRhode Island .....\n\nA. C. PARSONS, Superintendent of Schools .\nGEORGE HUG, Superintendent of Schools .\n\nOklahoma City\n.Salem\n\nJ. H. KELLEY, Secretary, State Education Association ........ Harrisburg\nWILLIAM O. HOLDEN, Head, Commercial Department, High\n.Pawtucket\n\nSchool\n\nBeaufort\nSouth Carolina ...... GEORGE HARRIS WEBBER, Superintendent of Schools .\nSouth Dakota.\nHAROLD W. FOGHT, President, Northern Normal and Industrial\nAberdeen\n\nSchool\n\nTennessee .\n\nS. L. SMITH, General Field Agent for Rural Schools, Julius\n\nTexas .\n\nRosenwald Fund for Rural Schools ...\nCATHERINE GORBUTT, \" The Wright\"\n\nUtah ....\nVermont\n\nVirginia .\n\nWashington .\n\n.Nashville\nEl Paso\n\nC. N. JENSEN , State Superintendent of Public Instruction, Salt Lake City\nDONALD W. MCCLELLAND, President, State Teachers Assn .... Bennington\nNorfolk\nS. A. MCDONALD, Principal, Ruffner School ...\n... MRS. JENNIE M. FRENCH, Principal, Point Defiance School...\nTacoma\n\nWest Virginia ....... J . H. HICKMAN , State Department of Free Schools ........ Charleston\nWisconsin.\n\nWyoming .\n\nJOHN F. SIMS, President State Normal School ...\nA. A. SLADE, Superintendent of Schools ..\n\nStevens Point\nCasper\n\nDistrict of Columbia .. HARRY ENGLISH, Head of Department of Mathematics, Franklin Building .\nHawaii.\n\nW. E. GIVENS, Superintendent of Public Instruction .\n\nPhilippine Islands .... LUTHER B. BEWLEY, Commissioner of Education ..\nPorto Rico .......\n\nJUAN B. HUYKE, Commissioner of Education ....\n\nWashington\nHonolulu\nManila\n\nSan Juan\n\n"}
{"page": 42, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\n21\n\nHEADQUARTERS STAFF\n\n1201 Sixteenth Street Northwest, Washington, D. C.\nJ. W. CRABTREE , Secretary\nDirectors of Divisions\nJOHN K. NORTON, Research\nHELEN T. HIXSON, Records and Accounts\nJ. O. ENGLEMAN, Field Secretary\nJOY ELMER MORGAN, Publications\nHAROLD A. ALLAN , Business\nAGNES WINN, Classroom Service\nCHARL ORMOND WILLIAMS, Legislative Secretary\nS. D. SHANKLAND, Administrative Service and Secretary, Department of\nSuperintendence\n\nNATIONAL COUNCIL OF EDUCATION\nPresident\nVice President\n\n.J. M. GWINN , Superintendent of Schools ...... San Francisco , Calif.\nHENRY LESTER SMITH, Dean of School of Education,\nBloomington, Ind.\nIndiana University .\n\nADELAIDE STEELE BAYLOR, Federal Board for VocaSecretary\ntional Education ...\nWashington, D. C.\nExecutive Committee ... ANNA LAURA FORCE, Principal Lincoln School ..\n.Denver, Colo .\n(term expies 1924)\n\nDAVID B. CORSON, Superintendent of Schools\n\n... Newark, N. J.\n\n(term expires 1925 )\n\nA. J. MATTHEWS, President, Tempe Normal School.... Tempe, Ariz .\n(term expires 1926 )\n\nOFFICERS OF DEPARTMENTS\n\nBusiness Education\nPresident\n\nFREDERICK G. NICHOLS, Graduate School of Education , Harvard University\nCambridge, Mass.\n\nVice-President ...... FREDERICK R. BEYGRAU, Evander Childs High School . New York City\n........ HELEN M. PRICE, South Philadelphia High School\nfor Girls..\n... Philadelphia, Pa.\n\nSecretary\n\nChild Hygiene\nPresident\n\n........... WILLIAM A.\n\nHOWE, State Medical Inspector of\n\nSchools....\n\nE. A. PETERSON, Public Schools.....\n\nVice-President\nSecretary\n\n.Albany, N. Y.\nOhio\n.........Cleveland,\n\n...... CHARLES H. KEENE, Director, Bureau of Health Education, State Department of Public Instruction\n\n....... Harrisburg,\n\nPa.\n\nClassroom Teachers\nPresident\n\n.......... IDA CHRISTINE IVERSEN, Hotel Trinity .......... Los Angeles , Calif.\nVice-President ... LUCY M. HOLT, 121 West Twenty-eighth Street ....... Norfolk, Va.\nSecretary\n\n....ANNA RIDDLE, 217 North Thirteenth Street ........ St. Joseph, Mo.\n\nOther members of the\nExecutive Committee..JULIA E. SULLIVAN, 9 Marion Street ..\nANNA M. THOMPSON, Haddon Hall,\n\nCharlestown, Mass .\nLinwood &\nKansas City, Mo.\nJULIA SPOONER, 331 Chamber of Commerce Bldg .... Portland, Oreg .\nTracy.....\n\nDeans of Women\nPresident\n\n.......... AGNES E. WELLS, Dean of Women, Indiana University\nBloomington, Ind.\n\nFirst Vice-President ...ANNA V. DAY, Dean of Women, Milwaukee-Downer\nCollege\n\n...Milwaukee, Wis.\nSecond Vice-President ... MARY ROSS POTTER, Dean of Women, Northwestern\nUniversity\nEvanston, III.\nSecretary ..............\n\n............FLORENCE KELLOGG ROOT, Dean of Women, The College of Wooster ...\n\nTreasurer .....\n\nWooster,\n\nOhio\n\nMARY HOOKER JOHNSON, Dean of Girls, Washington\nIrving School ......\n\nEducational Publications\n\nElementary Education\n\n.... New York City\n\n"}
{"page": 43, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n22\n\nElementary School Principals\nPresident\n\n...... W. T. LONGSHORE, Greenwood School .\nKansas City, Mo.\nFirst Vice-President ...J. D. WILLIAMS, Woodlawn School .\n.. Birmingham, Ala.\nSecond Vice-President .. ELI. ABETH BATES, Sixty- Sixth Street School ..... Los Angeles, Calif.\nThird Vice-President\nGEORGE A. BEERS, Clarke School .\n..Chicago , III .\nSecretary\nGrand Rapids , Mich.\n.MRS. JESSIE M. FINK, Palmer School ..\nTreasurer\nNorfolk, Va.\nCOURTLAND V. DAVIS, J. E. B. Stuart School ...\nPittsburgh, Pa.\nExecutive Committee ... JOHN W. ANTHONY, Franklin School .\n(term expires 1924)\n\nBrookline, Mass .\n\nMARY MCSKIMMON , Pierce School ....\n(term expires 1925)\nANNA LAURA FORCE, Lincoln School .\n\n.Denver, Colo .\n\n(term expires 1926)\nLUISE KRAUSS, Gratton School ....\n\n.. San Francisco, Calif.\n\n(term expires 1927)\n\nHigher Education\nImmigrant Education\nPresident\n\nCHARLES M. HERLIHY, Supervisor of Adult Alien\nEducation\n\nBoston, Mass.\n\nVice-President ......... FLORA D. SMITH, Director of Immigrant Education..\n\n.... Los Angeles, Calif.\n.. ROBERT C. DEMING, Director of Americanization .... Hartford, Conn.\n..ELLA THORNGATE, Supervisor of Americanization .....Omaha, Nebr.\n\nSecretary\nTreasurer\n\nKindergarten Education\nPresident\nVice-President\n\nSecretary\n\n...MARION B. BARBOUR, 4928 Third Street...\n\n....\n\nChico, Calif.\n\n::: .. Cleveland,\nGRACE BROWN, School of Education .\n........ CATHARINE R. WATKINS, Director of Kindergarten,\n1720 Oregon Avenue ..\n\nOhio\n\n..Washington, D. C.\n\nLibrary\nPresident\n\n...... W. H. KERR, Librarian, State Normal College ....... Emporia, Kans.\n. ELLA MORGAN, Librarian, Lincoln High School ... Los Angeles, Calif.\n\nVice-President\n\nMusic Education\nPresident\n\n..MRS. ELIZABETH CARMICHAEL, Butler Apts ....... Fort Dodge, Iowa\nIthaca, N. Y.\nLAURA BRYANT, 403 East Seneca Street ....\n\nSecretary\n\nNormal Schools and Teachers Colleges\nPresident\nVice-President\n\n..MANFRED HOLMES, Illinois State Normal University .... Normal . Ill .\n......\n\nSecretary\n\nPresident\n\nROY L. SMITH, State Normal School .\n\n...... North Adams, Mass.\n\nNew York City\n\n...NED H. DEARBORN, 509 W. 121st Street ......\n\nPhysical and Health Education\n.J. B. NASH Supervisor of Physical Education of the\nPublic Schools ..\n\nVice-President\nSecretary\n\nOakland, Calif.\n\n. WILLIAM BURDICK, M. D. , State Supervisor of\nPhysical Education, 7 E. Mulberry Street .... Baltimore, Md.\n........ CHARLES H. KEENE, M. D. , Director , Bureau of\nHealth Education, State Department of Public\nInstruction\n\n..... Harrisburg, Pa.\n\nRural Education\nPresident\n\nVice-President\nSecretary\nTreasurer\n\nBaton Rouge, La.\nJOHN M. FOOTE, State Dept. of Education ...\n....... N. R. BAKER, Superintendent of Jefferson County\nSchools\nBirmingham, Ala.\nMABEL CARNEY, Teachers College, Columbia University..\nNew York City\n...... MRS . A. F. BEVERLY, Principal of the Farm Life\nSchool\n\nWhitmell , Va.\n\nExecutive Committee,\n\nmembers-at- large\n\n..... ERNEST BURNHAM , Western State Normal School . Kalamazoo, Mich.\n\nCHARL O. WILLIAMS, Field Secretary, National Education Association\n\nWashington, D. C.\n\nLEE L. DRIVER, State Department of Education ...\n\nHarrisburg, Pa.\n\nMACY CAMPBELL, State Teachers' College .... Cedar Falls, Iowa\n\n"}
{"page": 44, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\n23\n\nSchool Administration\nPresident\n\n.........\n\nSecretary\n\n.....\n\n... CHARLES EVANS, President, Board of Education, Oklahoma City, Okla.\n.. WILLIAM C. BRUCE, Editor, American School Board\nJournal\n.... Milwaukee, Wis .\n\nScience Instruction\nPresident\nVice-President\n\n......... W. L. EIKENBERRY, State Normal School ... E. Stroudsburg, Pa,\n.. THOMAS J. MCCORMACK, Principal, La Salle-Peru\n..La Salle, Ill.\nTownship High School ....\n..... ARTHUR H. FRENCH, California School of Mechanical\nArts\n.... San Francisco, Calif.\n\n....\n\nSecretary\n\nSecondary Education\nPresident\nwwePresident\nSecretary\n\n..C. L. BIEDENBACH, Principal, Berkeley High School, Berkeley, Calif.\n......\n\n..MARY\nHARRIS, Cent al High School\n.. LILLIAN JOHNSON, Lincoln High School\n\nMinneapolis,\nMinn.\n.. Seattle, Wash.\n\nSuperintendence\nPremient\n\n..WILLIAM MCANDREW, Superintendent of Schools ...... Chicago, Ill.\n... PAYSON SMITH, State Commissioner of Education .... Boston, Mass.\n\nFirst Vice-President\n\nSecond Vice-President ..JOHN J. MADDOX, Superintendent of Schools ......\n\nSt. Louis , Mo.\n\nExcutive Secretary ... S. D. SHANKLAND, 1201 Sixteenth Street N. W .. Washington , D. C.\nrecutive Committee ... RANDALL J. CONDON, Superintendent of Schools .... Cincinnati, Ohio\n(term expires 1925)\n\nFRANK W. BALLOU, Superintendent of Schools ... Washington, D. C.\n(term expires 1926)\n\nF. D. BOYNTON , Superintendent of Schools .\n\nIthaca, N. Y.\n\n(term expires 1927)\n\nM. G. CLARK, Superintendent of Schools ....... Sioux City, Iowa\n(term expi.es 1928 )\n\nVisual Instruction\nPresident\nwe President\nSecretary\n\n..H. B. WILSON, Superintendent of Schools ....... Berkeley, Calif.\n...\n\n..A. W. ABRAMS, State Department of Education ...... Albany, N. Y.\n.... DUDLEY GRANT HAYS, Director of Visual Education,\nCity Schools .....\n..Chicago , III.\nVocational Education\n\nPresident\n\n........... . JOHN N. GREER, Assistant Superintendent of Schools,\nMinneapolis, Minn.\n\nkwePresident ......... J . G. COLLICOTT, Superintendent of Schools ........ Columbus, Ohio\neretary\n\nCARL COLVIN , State Department of Education ...... SpringGeld, III.\nWider Use of Schoolhouses\n\nPresident\n\nVue President\n\n. JOSEPHINE CORLISS PRESTON , State Superintendent of\nPublic Instruction...\nOlympia, Wasn.\nJAMES T. MULROY, Director of the Extended Use of\n\nSecretory\n\nEUGENE C. GIBNEY, Director of Extension Activities ,\n\n.........\n\nPublic\n\nSchools .\n\nBoston, Mass .\n\nBoard of Education .\n\nNew Yok City\n\nCommittee of One Hundred on Classroom Teachers' Problems\n(AUTHORIZED BY THE EXECUTIVE COMMITTEE )\n\nMIS. MARY C. C. BRADFORD, Chairman, State Superintendent of Public Instruction, Denver,\nColorado\n\nZALA HALL, Birmingham, Ala.\n\nWATA DEXTER, Prescott, Ariz.\nBess EVANS, Little Rock, Ark.\nANNA MORRIS, Hot Springs, Ark.\nFONA WHITE, Piedmont, Calif.\nPERNICE BANTER, Oakland, Calif.\nLOSA COTREL, San Francisco, Calif.\n\nLULE A. SHELTON, Oakland, Calif.\n\nJ. H. RISLEY , Pueblo, Colo .\n\nAMY DICKINSON, Sterling, Colo.\nEMILY GRIFFITH, Denver, Colo .\n\nJESSIE A. MACWILLIAMS, New Haven, Conn.\nHARRIET K. STORER, New Haven, Conn.\nMARGUERITE H. BURNETT, Wilmington, Del.\nEMMA A. JENSEN , Washington, D. C.\nHARRY ENGLISH, Washington , D. C.\n\nALBERT HARWELL, Berkeley, Calif.\nWILLIAMC. SHUTE, Denver, Colo .\n\nJ. H. WORKMAN , Pensacola , Fla.\n\nMIS. MARY ENOCH WARMING, G and Junc-\n\nJESSIE MUSE , Atlanta, Ga.\n\nton, Colo.\n\nINGA OLLA HELSETH , Tallahassee, Fla.\nCLARA RECTOR, Pocatello, Idaho\n\n"}
{"page": 45, "printed_page": null, "text": "24\n\nNATIONAL EDUCATION ASSOCIATION\n\nMRS. ALICE COSGROVE, Pocatello, Idaho\nCARRIE MAGEE, East St. Louis, Ill.\nCORA MULL, Chicago, Il1 .\nFRANCES E. HARDEN, Chicago, Ill.\n\nCHRISTOPHER PRESTOPINO, New York City\nLENA B. STINSON , Mt. Vernon, N. Y.\nMARTHA WILSON, New York City\n\nFRANK PAIN, New York City\n\nH. C. MUTH, Rockford, Ill.\n\nEDWARD W. STITT, New York City\n\nELEANOR BAPTIST, Hammond, Ind.\n\nCLAIRE LATHROP, Wilmington, N. C.\nM. BEATRICE JOHNSTONE, Grand Forks, N. D.\n\nESTELLE SWEN , Cedar Rapids, Iowa\nA. J. BURTON , Des Moines, Iowa\nELIZABETH GRAVES, Mason City, Iowa\nEULA BRIDGER, Kansas City, Kans .\n\nJULIA B. DAVIS, Topęka, Kans .\nMRS. OTTIE NICKELL, Ashland, Ky.\nELLA LEWIS, Leitchfield, Ky.\nANNIE T. BELL, Baton Rouge, La .\nMRS. FRANCES BOYD , Fort Fairfield, Maine\nHELEN M. KING, Portland, Maine\n\nBERTHA RUESS, Mansfield, Ohio\n\nEDNA JOSEPH, Elyria, Ohio\nJESSIE D. NEWBY, Oklahoma City, Okla.\nJOSEPHINE DUVALL, Ponca City, Okla.\nVIOLA ORTSCHILD, Portland, Ore.\nJULIA SPOONER, Portland , Ore.\n\nJESSIE A. SKINNER, Portland, Ore.\nWILL G. CHAMBERS, State College, Pa.\nBERTHA B. WAGNER, Watsontown, Pa.\nCHARLES E. DICKEY, Pittsburgh, Pa.\n\nOLIVE MOUNT, Mt. Airy, Md.\n\nELLA LOUISE KING , Central Falls, R. I.\n\nGEORGE FOX , Annapolis, Md.\nADA E. CHEVALIER, Brookline, Mass .\nANNIE C. WOODWARD. Somerville, Mass .\nANNIE G. SCOLLARD, E. Braintree 84, Mass .\nMRS. DESALEE RYAN DUDLEY, Battle Creek,\n\nMRS. EDITH BEAUMONT, Pierre, S. Dak.\n\nMich.\n\nANNIE TUCKER, Grand Rapids, Mich,\nJOHN L. BRACKEN, Duluth, Minn.\n\nLILIAN STERRETT, Minneapolis, Minn.\nHELEN E. BLAISDELL, Minneapolis, Minn .\nEDITH A. KLEIN, St. Paul, Minn.\nMARY LEE BOYD, Jackson, Miss.\n\nJESSIE BURRALL, Columbia, Mo.\nANNA RIDDLE, St. Joseph, Mo.\nMARTHA HAINES, Glasgow, Mont.\nMISS MERLE BEATTIE, Lincoln, Nebr.\nOLIVE BAYLES, Omaha, Nebr.\nEVA TIMMONS, Ely, Nev .\nJ. AGNES CONNORS, Portsmouth, N. Η.\nHARRIET J. OUTWIN, Paterson, N. J.\nL. HILDA ROSE, Newark, N. J.\nMRS. LENA B. SEXTON, Las Cruces , N. Mex.\n\nFANNIE F. MACDONALD, Providence, R. I.\nR. C. BURTS, Rock Hill, S. C.\nMILDRED E. ENGLISH, Nashville, Tenn.\nMISS CHARLIE M. NOBLE, Fort Worth, Tex.\n\nMRS . OTHO HANSCOM, Denton, Tex.\nORA JOHNSON, San Antonio, Tex.\nHERMESE PETERSON, Provo, Utah\nCAROLINE S. WOODRUFF, St. Johnsbury, Vt.\nROBERT M. NEWTON, Franklin, Va.\nNANNIE W. THOMPSON, Richmond, Va.\n\nALICE MACY, Spokane, Wash.\nNELLIE B. STERRETT, Seattle, Wash .\nMRS. ETHEL HILL, Huntington, W. Va.\nANTHONETTE DURANT , Platteville, Wis.\nW. A. CLARK, Stevens Point, Wis.\nETHEL GARDNER, Milwaukee, Wis .\n\nANNA YOUNGQUIST, Sheridan, Wyo.\nLESTER D. HENDERSON, Juneau, Alaska\nEMILY EWALIKO, Hilo, Hawaii\nAGNES WINN, consulting member, Washing.\nton, D. C.\n\nCommittee of One Hundred on the Problem of Retirement Allowances\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nPHILIP E. CARLSON, Chairman , 2547 10th Avenue, Minneapolis, Minnesota\nMRS. MARY M. DAVIS, Ensley, Ala.\nC. B. GLENN, Birmingham, Ala.\nNINA CHRISTIAN, Little Rock, Ark.\n\nA. B. HILL, Little Rock, Ark.\nA. J. MATTHEWS , Tempe, Ariz .\nHELEN LAMB, Flagstaff , Ariz.\nCARRIE DALEY, San Francisco, Calif.\nJAMES FERGUSON , Chico, Calif.\nHANNAH C. BYNON, Fresno, Calif.\nMARGUERITE VINEYARD , Oakland, Calif.\nWILHELMINA VAN DE GOORBERG, Los Angeles,\nCalif\n.\n\nJOHN J. JOHNSON, Gunnison, Colo.\nMRS. GRACE SHOE SMITH, Denver, Colo.\nJANET M. PURDUE, New Haven, Conn.\nHAROLD E. CHITTENDEN , Naugatuck, Conn.\nH. V. HOLLOWAY, Dover, Del.\nEDITH LOUISE GROSVENOR, Washington, D. C.\nS. M. ELY, Washington, D. C.\nRUBY LORANCE, West Palm Beach, Fla .\n\nA. C. CLEVELAND, Valdosta, Ga.\n\nADELAIDE FINCH, Lewiston, Maine\nMRS. PHEBE A. MATHEWS, W. Somerville,\nMass.\n\nE. W. BROOME, Rockville, Md.\nMOLLIE R. HOBBS, Baltimore, Md.\nA. E. WINSHIP, Boston , Mass .\n\nELLEN F. O'CONNOR, Boston, Mass .\nE. C. WARRINER, Mt. Pleasant, Mich.\n\nMARGARET STRAHAN, Grand Rapids, Mich.\n\nELLA M. PROBST, Minneapolis, Minn.\nCHARLES L. RICHARDSON , Minneapolis , Minn.\nETHEL EMERSON, Kansas City, Mo.\n\nELLA V. DOBBS, Columbia, Mo.\nMINA PETRASHEK, Helena, Mont.\n\nDR. FREEMAN DAUGHTERS, Missoula, Mont.\nO. L. WEBB, David City, Nebr.\nCOSIMA ZACK, Columbus, Nebr.\nB. D. BILLINGHURST, Reno , Nev.\nLIBBY C. Bоотн , Reno, Nev.\nW. ERNEST BUTTERFIELD, Concord, N. H.\n\nSARAH L. THOMAS, Rockford, III.\n\nCATHERINE A. DOLE, Keene , N. H.\nJOHN ENRIGHT, Trenton, N. J.\nELLEN HERRON, Roswell, N. Mex.\nMAGNUS GROSS , New York City\n\nHELEN DOTY, Evansville, Ind.\n\nGEORGIA ALEXANDER, New York City\n\nELIZABETH RUSSUM, Boise, Idaho\nD. WALTER POTTS, East St. Louis , Ill.\nM. G. CLARK, Sioux City, Iowa\n\nISABEL A. ENNIS, New York City\n\nLUCY HOBBS, Sioux City, Iowa\nJ. J. MAXWELL, Kansas City, Kans.\nANNA RANDLES, Kansas City, Kans .\n\nMRS. R. A. CARLS, New York City\nGRACE GILLETTE, Albany, N. Y.\nJULE B. WARREN, Raleigh, N. C.\n\nANNIE M. YOUNG, Louisville, Ky.\nC. E. LABORDE, Marksville, Ia.\n\nGEORGE HOWARD, JR. , Raleigh, N. C.\n\nP. H. GRIFFITH, Baton Rouge, La.\n\nGERTRUDE HOAG, Fargo, N. Dak.\nMILTON NUGENT, Larimore, N. Dak.\n\n"}
{"page": 46, "printed_page": null, "text": "COMMITTEES FOR 1923-24\n\n.M. EMMA BROOKES, Cleveland, Ohio\nJOSEPHINE HAMMOND, Steubenville, Ohio\nHARRY E. HAZEL, Cleveland, Ohio\nE. D. MURDAUGH, Edmond, Okla .\n\nMARGARET J. MITCHELL, Norman, Okla.\nC. E. FERGUSON , Portland, Ore.\nBELLE BISHOP, Gladstone, Ore.\nOLIVER P. CORNMAN, Philadelphia, Pa.\nLUCY W. GLASS, Harrisburg, Pa.\nJOSEPH SWAIN , Swarthmore, Pa.\nWILLARD H. BACON, Westerly, R. I.\nMRS. MARY M. NUGENT, E. Providence, R. I.\nR. C. BURTS, Rock Hill, S. C.\n\nBEULAH DAVIDSON, Beaufort, S. C.\nSARA JOHNSTON, Rapid City, S. Dak.\nLYDIA LEISTEKOW, Aberdeen, S. Dak.\n\n25\n\nW. E. GARNETT, College Station, Tex.\nMELVIN WILSON , Payson , Utah\nFRANCES QUALTROUGH, Salt Lake City, Utah\nMILDRED SPOONER, Brattleboro, Vt.\nA. H. HILL, Richmond, Va.\nLUCY M. HOLT, Norfolk, Va.\nARTHUR L. MARSH, Seattle, Wash .\n\nMYRA L. SNOW, Seattle, Wash .\nELSIE MAXAM , Tacoma, Wash.\nMARGARET RICHARDSON, Spokane, Wash.\nMRS. ETHEL HILL, Huntington, W. Va.\nMRS . C. H. HAMILL, Elkins, W. Va.\nE. G. DOUDNA, Madison, Wis .\nELIZABETH MCCORMICK, Superior, Wis.\nE. B. SKINNER, Madison, Wis.\nANNA YOUNGQUIST, Sheridan, Wyo .\n\nKATHARINE INGRAHAM , Bolivar, Tenn.\n\nIDA MACDONALD, Honolulu, Hawaii\n\nR. L. JONES , Memphis, Tenn.\nMAMIE BASTIAN, Houston, Tex.\n\nJOY E. MORGAN, consulting member, Washington, D. С.\n\nCommittee of One Hundred on the Problem of Tenure\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nFRED M. Hunter, Chairman, Superintendent of Schools, Oakland, California\nJOHN W. ABERCROMBIE, Montgomery, Ala.\nC. C. DENNY, Conway, Ark.\nANNIE G. GRIFFEY, Little Rock, Ark.\nEMMA BROSAM , Phoenix, Ariz.\n\nJORN D. LOPER, Phoenix, Ariz.\nMARK KEPPEL, Los Angeles, Calif.\nMRS. EMMA A. DACRE, San Francisco, Calif.\n\nETHEL RICHARDSON, Sacramento, Calif.\nW.D. BLAINE, Glenwood Springs, Colo.\nEDWARD B. SELLEW, Middletown, Conn.\nFLORENCE E. MEACHAM , Glastonbury, Conn.\n\nCLARA MENDEN HALL, Wilmington, Del.\nJAMES S. RICKARDS, Fort Lauderdale, Fla.\nMRS. JANE A. DAVIS, Tampa, Fla.\nJULIA PRENTISS, Fitzgerald, Ga.\nETHEL REDFIELD, Boise, Idaho\nFLORA EDDY, Rockford, III.\n\nMARGARET MURPHY, Carlinville, III.\nM. R. MCDANIEL, Oak Park, Ill.\nH. LESTER SMITH, Bloomington, Ind.\nKATHERINE MAUTH, Fort Dodge, Iowa\nCLARA JOHNSTON, Topeka, Kan.\nL. A. LOWTHER, Emporia, Kan.\nR. E. WILLIAMS, Louisville, Ky.\n\nMISS REID POTTER, Bowling Green, Ky.\nLORETTA DOERR, New Orleans, La.\nNICHOLAS BAUER, New Orleans, La.\nW. B. WOODBURY, Skowhegan, Maine\nC.W. BICKFORD, Lewiston, Maine\nMIS. ELIZABETH POISAL, Ellicott City, Md.\nSTELLA E. BROWN, Frederick, Md.\nW. K. KLINGAMAN, Frederick, Md.\n\nJ'LIA SULLIVAN, Charlestown, Mass.\nJEREMIAH E. BURKE, Boston, Mass.\nMILDRED M. HARTWELL, Greenfield, Mass.\nR. W. WARD, Mount Clemens, Mich.\nELIZABETH MCCRICKETT, Ypsilanti, Mich.\nMARGARET KING, St. Paul, Minn .\nNORA BARRON, St. Paul, Minn.\nHELEN SHOVE, Minneapolis, Minn.\nCHARLES A. LEE , Jefferson City, Mo.\nA. G. CAPPS , Columbia, Mo.\n\nMas E. L. KENT, Winona, Miss.\nR. J. CUNNINGHAM , Bozeman, Mont.\nJCILE HOEHNE, Beatrice, Nebr.\n\nCLIFTON A. TOWLE, Exeter, N. H.\nJ. AGNES CONNORS, Portsmouth, N. H.\nIDE SARGENT, Paterson, N. J.\n\nHILDA ROSE, Newark, N. J.\nISABEL ECKLES, Santa Fe, N. Mex.\nJACKSON GALLUP, Rochester, N. Y.\nJOHN F. HARRIS, Brooklyn, N. Y.\nMRS. BRIDGETT C. PEIXOTTO, New York City\nBEULAH SEARING, Brooklyn, N. Y.\nA. J. HUTCHINS, Asheville, N. C.\nSUE NASH, Salisbury, N. С.\nMINNIE J. NIELSON , Bismarck, N. Dak.\nM. E. MCCURDY, Washburn, N. Dak.\nA. T. CARR, Cleveland, Ohio\nA. L. EYLER, Norwood, Ohio\nANNA L. PETERSON , Cincinnati, Ohio\nETTA DALE, El Reno, Okla.\nA. L. IVES, Apache, Okla.\nNELL DAVISON, Astoria, Ore.\nADDIE M. CLARK, Portland, Ore.\n\nH. W. DODD, Allentown, Pa.\nJESSIE GRAY, Philadelphia, Pa.\nJOHN ADAMS, Pittsburgh, Pa.\nCHARLES CARROLL, Providence, R. I.\nHERBERT W. LULL, Newport, R. I.\nDAVID B. JOHNSON, Rock Hill, S. C.\nA. H. SEYMOUR, Aberdeen, S. Dak.\nSARA JOHNSTON, Rapid City, S. Dak.\nO. H. BERNARD, Springfield, Tenn.\nMRS. L. S. GILLETINE, Murfreesboro, Tenn.\nMRS. LUCY WALTON, El Paso, Tex.\nR. B. COUSINS, Houston, Tex.\nW. KARL HOPKINS, Ogden, Utah\nCLARENCE H. DEMPSEY, Montpelier, Vt.\nMILDRED E. SPOONER, Brattleboro, Vt.\nMRS . ALICE W. LOVETT, Richmond, Va.\nHANNAH COHN, Richmond, Va.\nSTEPHEN L. DWAN, Seattle, Wash .\nDORA HERREN, Seattle, Wash.\nELMER L. BRECKNER, Olympia, Wash.\n\nBESS J. ANDERSON, Parkersburg, W. Va.\nJOSEPH ROSIER, Fairmont, W. Va.\nMETA JONAS, La Crosse, Wis.\nFRANK LONGANECKER, Racine, Wis.\nF. O. HOLT, Janesville, Wis.\nMRS. KATHARINE A. MORTON, Cheyenne, Wyo.\n\nFLORENCE CASE, Kearney, Nebr.\n\nANNE GODING, Washington, D. C.\n\nD. E. PORTER, Omaha, Nebr.\n\nJ. A. WILSON, Honolulu, Hawaii\nMARGARET M. ALLTUCKER, consulting member,\nWashington, D. C.\n\nW. W. ANDERSON , Tonopah, Nev.\nMAS. ALICE ROSE, Battle Mountain, Nev.\n\n"}
{"page": 47, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26\n\nCommittee of One Hundred on Rural Teachers' Problems\n(REPLACING THE COMMITTEE OF THE COUNCIL ON RURAL EDUCATION)\nHAROLD W. FOGHT, Chairman, President, Northern Normal and Industrial School,\nAberdeen, South Dakota\n\nBESSIE WELLS, Ensley, Ala.\nN. R. BAKER, Birmingham, Ala.\nA. B. HILL, Little Rock, Ark.\nW. E. HOLBROOK, Little Rock, Ark.\nMRS. EVA EHRENFELD, Hillside, Ariz.\nLOUISE B. LYND , Tempe, Ariz.\nSAM H. COHN, Sacramento, Calif.\nCAROLYNE M. WEBB, Sacramento , Calif.\nE. C. CASH, Pueblo, Colo.\nC. G. SARGENT, Fort Collins, Colo.\nMRS. GRACE CUMMINGS, Delta, Colo.\nA. B. MEREDITH, Hartford, Conn.\nRUSSELL F. LUND, Glastonbury, Conn.\nH. V. HOLLOWAY, Dover, Del.\n\nEDITH LATHROP, Washington, D. C.\nCHARLES M. FISHER, Miami, Fla.\nGERTRUDE MCARTHUR, Tallahassee, Fla .\nW. G. SCOTT, Atlanta, Ga.\nWALTER B. HILL, Atlanta, Ga.\nMARGARET SWEET, Lewiston, Idaho\nFANNIE SPAITS MERWIN , Havana, I11.\nHARRIETT BIRMINGER, Allendale. Ill.\nJASPER L. MCBRIEN , Terre Haute, Ind.\n\nHILDA M. HUGHES, Lagrange, Ind.\nMACY CAMPBELL, Cedar Falls, Iowa\n\nAGNES SAMUELSON, Cedar Falls, Iowa\nBERTHA TYLER, Orient, Iowa\nOLIVE THOMPSON , Kansas City, Kans .\n\nMRS. MARY MULLIGAN STROUD, Bunker Hill,\nKans.\n\nFLORA GUETHLIN , Lyons, Kans.\nJ. V. CHAPMAN, Frankfort, Ky.\n\nF. C. BUTTON, Frankfort, Ky.\nJOHN M. FOOTE, Baton Rouge, La.\nW. C. ROATEN , De Ridder, La.\nWALTER J. RIDEOUT, Dover-Foxcroft, Maine\nEVELYN HODGDON , Gorham, Maine\nRUTH HOLGATE, Lewiston, Maine\nRUBY HAYMAN, Rock- a-walkin' , Md.\nJENNIE JESSOP, Towson, Md.\nHARRY H. LOWRY, Lexington, Mass.\nDAVID MALCOLM, Hinsdale, Mass .\nFRED C. FISCHER, Detroit, Mich.\nLELA M. MCDOWELL, Kalamazoo, Mich.\nERNEST C. BURNHAM, Kalamazoo, Mich .\nAMALIA M. BENGSTON, Olivia, Minn.\nANNA SWENSON , St. Paul, Minn.\n\nMABEL HONDO, Minneapolis, Minn.\nV. JOSEPHINE FITTS, Natchez, Miss .\nJ. T. CALHOUN, Jackson, Miss.\nGRACE M. SHEPHERD, Maryville, Mo.\nW. T. CLAYSTON, Pineville, Mo.\n\nG. H. WILLMAN, Chinook, Mont.\nLYLE GUYER, Blair, Nebr.\n\nIDA B. SHUMAN, Fairbury, Nebr.\nG. C. DILWORTH, Virginia City, Nev.\nMRS, FLORENCE LOWRY, Golconda, Nev.\nSAMUEL S. BROOKS , Winchester, N. Η.\n\nWILLIAM K. ENGLISH, Walpole, N. Н.\nJ. M. ARNOLD, Trenton, N. J.\n\nJOHN ENRIGHT, Trenton, N. J.\nA. MONTAYA, Albuquerque, N. Mex.\nR. W. FOARD, Santa Fe, N. Mex.\nMABEL CARNEY, New York City\nCARTER ALEXANDER, New York City\nGEORGE W.\n\nWORKS, Ithaca, N. Y.\n\nILA JOHNSTON , Asheville, N. C.\nN. W. WALKER, Chapel Hill, N. C.\nA. C. BERG, Bismarck, N. Dak.\nAGNES JONES, Hettinger, N. Dak.\nCATHERINE CULLETON, Wapakoneta, Ohio\nE. O. McCOWEN, Portsmouth, Ohio.\nA. G. YAWBERG, Cleveland, Ohio.\nJ. C. MUERMAN , Durant, Okla.\nH. E. WATSON , Olustee, Okla.\nMAUDE NORTHCUTT, Norman, Okla.\nMRS. ALICE M. BACON, Grants Pass, Ore.\nJ. A. CHURCHILL, Salem, Ore.\nLEE L. DRIVER, Harrisburg, Pa.\nMARY\nJohnstown, Pa.\nC. MURPHY,\nPa.\nSNYDER, Perryopolis,\nJ. BUELL\nIRVING C. MITCHELL, Valley Falls, R. I.\nLILLIAN E. KNOWLES , Narragansett Pier,\nR.\n\nI.\n\nD. L. LEWIS, Columbia, S. C.\nRONNIE MARTIN, Pierre. S. Dak.\n\nSUE M. POWERS, Memphis, Tenn.\nNORMAN FROST, Nashville, Tenn.\n\nM. E. MOORE, Beaumont, Tex.\nTAYLOR BROCKBANK, Murray, Utah\nCAROLINE S. WOODRUFF, St. Johnsbury, Vt.\nROBERT M. NEWTON , Franklin, Va.\n\nMRS. R. C. BEVERLY, Whitmell, Va.\nMRS. MINNIE G. BEAN, Tacoma, Wash.\nΖ. MAY ΜΕEIGHEN , Chehalis, Wash.\nA. S. BURROWS, Seattle, Wash.\nI. D. MULDOON , Charleston, W. Va.\nELSIE HILDEBRANDT, Schofield, Wis.\nO. M. NEALE, Stevens Point, Wis.\nJOHN F. SIMS, Stevens Point, Wis.\nMAY HAMILTON, Casper, Wyo .\n\nH. M. WELLS, Hamakaupoko, Maui, Hawaii\nCHARL O. WILLIAMS,\nWashington, D. C.\n\nconsulting member,\n\nCommittee on the American Program of Education\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nWILLIAM B. OWEN, Chairman, Chicago Normal College, Chicago, Illinois\nSTANLEY H. HOLMES , New Britain, Conn.\nJOHN W. WITHERS, New York City\nGEORGE D. STRAYER, New York City\n\nWILLIAM C. BAGLEY, New York City\nE. L. THORNDIKE, New York City.\nFRANKLIN BOBBITT, Chicago, Ill .\nELLWOOD P. CUBBERLEY, Stanford University,\nCalif.\n\nCHARLES H. JUDD, Chicago, Ill.\nA. B. MEREDITH, Hartford, Conn .\n\nBENJ . J. BURRIS, Indianapolis, Ind.\n( 1. B. WILSON, Berkeley, Calif.\n\nE. E. CORTRIGHT, Bridgeport, Conn.\nE. M. SIPPLE, Burlington, Iowa\nFRANK CODY, Detroit, Mich.\nHERBERT S. WEET, Rochester, N. Y.\n\nGEORGE N. CHILD, Salt Lake City, Utah\nMARGARET NOONAN, New York City\nMAY TRUMPER. Helena, Mont.\n\nMARGARET P. RAE, Brooklyn, N. Y.\nROSE PESTA. Chicago , Il1.\nHELEN PARKHURST, New York City\nETHEL I. SALISBURY, Los Angeles, Calif.\n\n"}
{"page": 48, "printed_page": null, "text": "COMMITTEES FOR 1923-24\n\n27\n\nCommittee on Arithmetic Revision\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nGUY M. WILSON, Chairman, Boston University, Boston, Massachusetts\nMARGARET E. NOONAN, New York City\nRUBY MINOR, San Diego, Calif.\nETHEL SALISBURY, Los Angeles, Calif.\nR. G. CONDON, Cincinnati, Ohio\nH. S. WEET, Rochester, N. Y.\nJ. M. GWINN, San Francisco, Calif.\n\nE. C. HIGBIE, Madison, S. Dak.\nKATHERYN BURGGRAF, Albion, Idaho\nCLIFFORD WOODY, Ann Arbor, Mich.\n\nW. S. MONROE, Urbana, Ill.\n\nS. A. COURTIS, Detroit, Mich.\nCLIFFORD B. UPTON, New York City\nJOHN H. COOK , Greensboro, N. C.\n\nR. M. TRABUE, Chapel Hill, N. C.\nJ. W. STUDEBAKER, Des Moines, Iowa\nJOHN S. ROBERTS, New York City\nJ. O. ENGLEMAN, consulting member,\nWashington, D. C.\n\nCommittee on Character Education\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nMILTON BENNION, Chairman, Dean, School of Education, University of Utah , Salt Lake\nCity, Utah\nSARAH LOUISE ARNOLD, Boston, Mass .\n\nMRS. FANNIE FERN ANDREWS, Boston 17,\nMass.\n\nMIS. MARY D. BRADFORD, Wilmington, Del .\nTEREMIAH E. BURKE. Boston, Mass.\nIRA L. CAMMACK, Kansas City, Mo.\nOLIVE M. JONES, New York City\nJOHN R. KIRK, Kirksville, Mo.\nI W. SEARSON, Lincoln, Nebr.\nEDWIN D. STARBUCK, Iowa City, Iowa\nWILLIAM H. KILPATRICK, New York City\n\nH. B. WILSON , Berkeley, Calif.\nA. DUNCAN YOCUM, Philadelphia, Pa.\nCHARLES E. RUGH, Berkeley, Calif.\nE. O. SISSON, Berkeley, Calif.\n\nT. W. GALLOWAY, New York City.\nMRS. SUSAN M. DORSEY, Los Angeles, Calif.\nEFFIE MACGREGOR, New York City\n\nJ. L. MERIAM , Los Angeles , Calif.\nMARGARET RAE , New York City\nS. D. SHANKLAND, consulting member,\nWashington, D. C.\n\nARTHUR L. BEELEY, Chicago, Ill.\nCommittee on the Classification of Educational Material\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nTHOMAS H. BRIGGS, Chairman , Professor of Education, Teachers College, Columbia\nUniversity, New York City\nB. R. BUCKINGHAM, Columbus. Ohio\nSTUART A. COURTIS. Detroit, Mich.\nALBERT S. COOK, Baltimore, Md.\n\nW. F. RUSSELL, Iowa City, Iowa\n\nJ. W. STUDEBAKER, Des Moines, Iowa\n\nLUCY GAGE. Nashville, Tenn .\nJOHN K. NORTON, consulting member, Washington, D. С.\n\nCommittee to Coöperate with American School Citizenship League\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nMRS. FANNIE FERN ANDREWS, Chairman, 405 Marlborough Street, Boston 17, Massachusetts\nJOSEPH SWAIN , Swarthmore, Pa.\nMRS. JOSEPHINE C. PRESTON , Olympia, Wash.\n\nMARY MCSKIMMON, Brookline 46, Mass.\nH. B. WILSON, Berkeley, Calif.\nJAMES F. HOSIC, New York City\n\nMAE E. FRANCIS, Des Moines, Iowa\nELLA M. PROBST, Minneapolis , Minn.\nFRANK A. REXFORD, New York City\nAGNES WINN, consulting member, Washingington, D. С.\n\nCommittee to Coöperate with General Federation of Women's Clubs\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nMRS. MARY C. C. BRADFORD, Chairman, State House, Denver, Colorado\nSARAH LOUISE ARNOLD, Boston, Massachusetts\nMAMIE S. BASTIAN, Houston, Texas\nBELLE M. RYAN , Omaha, Nebraska\n\nANNA LAURA FORCE, Denver, Colorado\n\nKATHARINE A. MORTON , Cheyenne, Wyo .\nNINA C. VANDEWALKER, Washington, D. C.\n\nCommittee to Coöperate with Conference on the Limitation of Armaments\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nHUGH S. MAGILL, Chairman, 5 South Wabash Avenue, Chicago, Illinois\n\nKATHERINE D. BLAKE, New York City\n\nJ. А. С. СHANDLER, Williamsburg, Va.\n\n"}
{"page": 49, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n28\n\nCommittee on Coöperation with the World Federation of National\nEducation Associations\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nAUGUSTUS O. THOMAS, Chairman, State House, Augusta, Maine\nJAMES F. HOSIC, New York City\n\nKATHERINE D. BLAKE, New York City\nCHARLES H. WILLIAMS, Columbia, Mo.\nJOHN H. FINLEY, New York City\nSTEPHAN B. DUGGAN , New York City\n\nH. D. SHOWALTER, Cheney, Wash.\nROBERT H. WRIGHT, Greensville, N. C.\nABBY PORTER LELAND, New York City\nW. K. DWYER, Anaconda, Mont.\n\nJAMES W. GOWANS, Hutchinson, Kans .\nARTHUR J. MATTHEWS, Tempe, Ariz.\nANNIE C. WOODWARD, Somerville, Mass .\n\nFLORENCE HOLBROOK, Chicago, Ill.\nJEANNETTE JACOBSON, LOS Angeles, Calif.\nARCHIBALD J. CLOUD , San Francisco, Calif.\nJ. W. STUDEBAKER, Des Moines, Iowa\nCHARL O. WILLIAMS, consulting member,\nWashington, D. C.\n\nEditorial Council\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nWILLIAM C. BAGLEY, Chairman, Teachers College, Columbia University, New York City\nSARAH LOUISE ARNOLD, Boston, Mass .\nKATHERINE D. BLAKE, New York City\n\nJOHN A. Η . ΚΕΙΤΗ, Indiana, Pa.\n\nJAMES C. BOYKIN, Washington, D. С.\n\nJAMES H. KELLEY, Harrisburg, Pa.\nFLORENCE MANN , Seattle, Wash.\n\nKENYON L. BUTTERFIELD, Amherst, Mass.\nARTHUR H. CHAMBERLAIN, San Francisco,\n\nM. V. O'SHEA, Madison, Wis .\n\nCalif.\n\nLOTUS D. COFFMAN, Minneapolis, Minn.\nMRS. SUSAN M. DORSEY, Los Angeles, Calif.\n\nJESSE II . NEWLON, Denver, Colo ,\nCHARLES F. PYE, Des Moines, Iowa\nW. CARSON RYAN , JR. , Swarthmore, Pa.\nHAZEL B. STEVENS, Salt Lake City, Utah\n\nMRS. JANE A. DAVIS, Tampa, Fla.\nLEE L. DRIVER, Harrisburg, Pa.\n\nGEORGE L. TOWNE, Lincoln, Nebr.\n\nMRS. JESSIE M. FINK, Grand Rapids, Mich.\n\nJESSIE B. COLBURN, New York City\nJOY E. MORGAN, consulting member, Wash\n\nH. E. WILLIAMS, Columbus , Ohio\n\nCARLETON H. GIBSON , Savannah, Ga.\n\nFRANK P. GRAVES, Albany, N. Y.\nIDA C. IVERSEN , Los Angeles, Calif.\n\nington, D. С.\n\nCommittee on Educational Nomenclature\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nJOHN W. WITHERS, Chairman , Dean, School of Education, New York University,\nNew York City\nJ. R. MCGAUGHEY, New York City\nFRANKLIN BOBBITT, Chicago, Ill .\nFRANK G. PICKELL, Cleveland, Ohio\nW. W. THEISEN , Milwaukee, Wis .\n\nWILLIAM H. KILPATRICK, New York City\nW. W. CHARTERS, Pittsburgh, Pa.\nJOHN K. NORTON, consulting member, Washington, D. С.\n\nELIZABETH HALL, Minneapolis, Minn.\n\nCommittee on English\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nJ. W. SEARSON, Chairman, University of Nebraska, Lincoln, Nebraska\nHOWARD R. DRIGGS, New York City\nEMMA BECK, Berkeley, Calif.\nR. W. PENCE, Greencastle, Ind.\n\nE. H. KEMPER MCCOMB , Indianapolis, Ind.\nHERBERT E. FOWLER, Bellingham, Wash .\n\nO. B. SPERLIN , Rolling Bay, Wash.\nALLAN ABBOTT, New York City\nJ. P. SIMMONS, Austin, Tex.\n\nC. C. CERTAIN, Detroit, Mich.\nHARDIN CRAIG, Ames , Iowa\nJOHN R. MACARTHUR, Pasadena, Calif.\n\nCORA VAUGHN, Winfield, Kan.\n\nRUSSELL SHARP, Kansas City, Mo.\nORTON LOWE, Harrisburg, Pa.\nHENRIETTA PRENTISS, New York City\nHARRY G. PAUL, Urbana, Ill.\n\nO. B. STAPLES, Baton Rouge, La.\nANGELA KEYES, Brooklyn, N. Y.\nTHEDA GILDEMEISTER, Winona, Minn,\nCECIL A. KIDD, New York City\nJOY E. MORGAN, consulting member, Washington, D.\n\nС.\n\nIlliteracy Commission\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\nMRS. CORA WILSON STEWART, Chairman , Illiteracy Commission, Frankfort, Kentucky\nA. H. CHAMBERLAIN, San Francisco, Calif.\nJOHN II . FINLEY, New York City\n\nJOHN V. CONWAY, Santa Fe, N. Mex.\nMINNIE JEAN NIELSON , Bismarck, N. Dak.\n\nMRS. MARY C. C. BRADFORD, Denver, Colo.\nM. L. BRITTAIN , Atlanta, Ga.\n\nMISS WILL LOU GRAY , Columbia, S. C.\nTHOMAS E. JOHNSON, Lansing , Mich.\n\n"}
{"page": 50, "printed_page": null, "text": "COMMITTEES FOR 1923-24\n\nS. K. MARDIS, Athens, Ohio\nAUGUSTUS O. THOMAS, Augusta, Maine\nMRS. JOSEPHINE C. PRESTON, Olympia, Wash.\nT. G. BENNETT, Centerville, Md.\nELIZABETH ASH WOODWARD, Albany, N. Y.\n\n29\n\nETHEL RICHARDSON, Sacramento, Calif.\nEDWARD W. STITT, New York City\nCHARL O. WILLIAMS, consulting member,\nWashington, D. C.\n\nCommittee on Racial Well-Being\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nHELEN C. PUTNAM, M. D., Chairman, 312 Laurel Avenue, Providence, Rhode Island\nMRS. SUSAN M. DORSEY, Los Angeles, Calif.\n\nCARROLL G. PEARSE, Milwaukee, Wis.\n\nCommittee for the Revision of the Departments of the National Education\nAssociation\n(AUTHORIZED BY THE BOARD OF DIRECTORS )\n\nJAMES H. KELLEY, Chairman, 10 South Market Square, Harrisburg, Pennsylvania\nCORELG. PEARSE, Milwaukee, Wis.\nMANCALL J. CONDON, Cincinnati, Ohio\nORAMELL, Chicago, Ill.\n\nMAS. JESSIE M. FINK, Grand Rapids, Mich.\n\nAGNES WINN, consulting member, Washing .\nton, D. C.\n\nS. D. SHANKLAND, consulting member, Washington, D. С.\n\nResearch Advisory Committee\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nJESSE H. NEWLON, Chairman, Superintendent of Schools, Denver, Colorado\nVIRAL E. DICKSON , Oakland, Calif.\nJHN А. Н. KEITH , Indiana, Pa.\nF. S. EVENDEN , New York City.\nGEORGE MELCHER, Kansas City, Mo.\nELGESE NIFENECKER, New York City\n\nRUTH PYRTLE, Lincoln, Nebr.\nMARY MCSKIMMON ,\n\nBrookline 46,\n\nMass.\n\nJOHN K. NORTON , consulting member, Wash.\nington, D. С.\n\nJoint Committee on Health Problems in Education\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nTHOMAS D. WOOD, Chairman, Columbia University, New York City\n\nRHERT J. ALEY, Indianapolis, Ind.\nNATHERINE D. BLAKE, New York City\nMas. MARY C. C: BRADFORD, Denver, Colo .\nWILLIAM H. BURNHAM, Worcester, Mass .\n1. B. DRESSLAR, Nashville, Tenn.\n\nCLARK W. HETHERINGTON, New York City\nF. KEATING, Pueblo, Colo.\nCHARLES H. KEYES, Saratoga Springs, N. Y.\n\nWILLIAM B. OWEN, Chicago, Ill .\nMas. JOSEPHINE C. PRESTON, Olympia, Wash.\n\nHOMER H. SEERLEY, Cedar Falls, Iowa\nJOHN J. TIGERT, Washington, D. C.\nALBERT E. WINSHIP, Boston, Mass .\nMARY MURPHY, Chicago, Ill.\nEMILY GRIFFITH , Denver, Colo.\nRUTH PYRTLE, Lincoln, Nebr.\nWILLIAM A. HOWE, Albany, N. Y.\nJ. B. NASH, Oakland , Calif.\n\nJ. O. ENGLEMAN, consulting member, Wash\nington, D. С.\n\nLegislative Commission\n1\n\n(\nAUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nGEURGE D. STRAYER, Chairman, Teachers College, Columbia University, New York City\nMARY C. C. BRADFORD, Denver, Colo.\nA. C. CHANDLER, Williamsburg, Va.\nRANDALL J. CONDON, Cincinnati , Ohio\nLIAM M. DAVIDSON, Pittsburgh , Pa.\n\nTHOMAS E. FINEGAN , Washington, D. C.\nCOOPER, Towson , Md.\nWLLARD E. GIVEN, Honolulu, Hawaii.\nINOMAS E. JOHNSON, Lansing, Mich.\n\nD. B. WALDO, Kalamazoo, Mich.\nWILL C. WOOD, Sacramento, Calif.\nPAYSON SMITH, Boston, Mass .\nIDA CHRISTINE IVERSEN , Los Angeles, Calif.\nW. T. LONGSHORE, Kansas City, Mo.\nARTHUR C. PERRY, JR. , New York City\nCHARL O. WILLIAMS, consulting member,\nWashington, D. C.\n\n"}
{"page": 51, "printed_page": null, "text": "30\n\nNATIONAL EDUCATION ASSOCIATION\n\nCommittee on Thrift Education\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nARTHUR H. CHAMBERLAIN, Chairman, 933 Phelan Bldg., San Francisco, California\nL. B. ALDERMAN, Washington, D. C.\nFLORENCE BARNARD, Brookline, Mass.\n\nJ. A. BEXELL, Corvallis, Ore.\nKATHERINE D. BLAKE, New York City\n\nMRS. HENRIETTA W. CALVIN, Philadelphia, Pa.\nH. R. DANIEL, New York City\nC. H. DEMPSEY, Montpelier, Vt.\n\nHOMER H. SEERLEY, Cedar Falls, Iowa\nS. W. STRAUS, New York City\nA. E. WINSHIP, Boston, Mass .\nEMMA A. JENSEN, Washington, D. С.\nEDNA COTRELL, San Francisco, Calif.\nANNA M. THOMPSON, Kansas City, Mo.\nMAY TRUMPER, Helena, Mont.\n\nJ. M. GWINN, San Francisco, Calif.\n\nHELEN SHOVE, Minneapolis, Minn.\n\nFRED M. HUNTER, Oakland, Calif.\nJESSE H. NEWLON, Denver, Colo.\nWILLIAM B. OWEN, Chicago , Ill.\n\nBESSIE EVANS, Little Rock, Ark.\nAGNES WINN, consulting member, Washing.\nton, D. C.\n\nCommittee on Visual Education\n(AUTHORIZED BY THE REPRESENTATIVE ASSEMBLY)\n\nTHOMAS E. FINEGAN, Chairman, Transportation Bldg., Washington, D. C.\nARTHUR G. BALCOM, New Providence, N. J.\nLORA L. CLARK, Los Angeles , Calif.\n\nJAMES J. WALSH, New York City\n\nDUDLEY GRANT HAYS, Chicago, I11.\n\nH. B. WILSON, Berkeley, Calif.\n\nEDWIN H. REEDER, New York City\nDAVID GIBBS, Meriden, Conn.\nA. W. ABRAMS, Albany, N. Y.\nCHARLES H. JUDD, Chicago, Ill.\nELIZABETH BRECKENRIDGE, Louisville, Ky.\nERNEST L. CRANDALL, New York City\nMRS. SUSAN M. DORSEY, Los Angeles, Calif.\n\nJOE COFFMAN, Atlanta, Ga.\nJ. V. ANKENY, Columbia, Mo.\n\nELIZABETH HALL, Minneapolis, Minn.\n\nCARROLLG. PEARSE, Milwaukee, Wis.\nARTHUR C. WATKINS, Washington, D. C.\nH. A. ALLAN, consulting member, Washington, D. C.\n\nngo\n\n"}
{"page": 52, "printed_page": null, "text": "National Education Association\nOFFICERS FOR 1924-25\n\nJESSE H. NEWLON, President, Superintendent of Schools .\n1. W. CRABTREE, Secretary, 1201 Sixteenth Street N. W\".\nCORNELIA S. ADAIR, Treasurer, 3208 Hawthorne Avenue .\n\n.Denver, Colo.\n........ Washington, D. C.\n\nRichmond, Va.\n\nEXECUTIVE COMMITTE\nJESSE H. NEWLON, President ..\n\n.Denver,\n\nOLIVE M. JONES, Vice-President, Principal, Public School No. 120........\n\nNew York City\n\nColo .\n\nWALTER R. SIDERS, Chairman, Board of Trustees, Superintendent of Schools ..Pocatello, Idaho\nCORNELIA S. ADAIR, Treasurer, C208 Hawthorne Avenue ...\nRichmond, Va.\nILLAC. IVERSEN, Member by Election, 215/\n½ So. Catalina Ave......\nAve.............Los Angeles, Calif.\nBOARD OF TRUSTEES\n\nWALTER R. SIDERS, Chairman ......\nJESSI H. NEWLON, President..\nAGNES E. DOHERTY, 2078 Summit Avenue .\nTHOMAS E. FINEGAN, 350 Madison Avenue .\n\nPocatello , Idaho\nDenver, Colo .\nSt. Paul , Minn.\nNew York City\n\nCARROLLG. PEARSE, 3209 Grand Avenue, Apartment C9 .\n\nMilwaukee, Wis .\n\nVICE-PRESIDENTS\n\nOLIVE M. JONES ....\n\nNew York City\n\nALBERT S. COOK, State Superintendent of Schools .\nHAROLD W. FOGHT, President, Northern Normal and Industrial School\nJ. M. FOOTE, State Rural Supervisor .\nFLORENCE M. HALE State Agent for Rural Education .\n1. O. MARBERRY, 409 S. First Street ...\nMARY F. MOONEY, 251 Missouri Street .\nHELEN B. SHOVE, 3116 Clinton Ave....\nR. M. SEALEY, State High School Inspector\n\nBaltimore, Md.\nAberdeen, S. Dak.\nBaton Rouge, La.\n\n..Augusta, Me.\nRockford , I11.\nSan Francisco, Calif.\nMinneapolis, Minn.\nTallahassee, Fla.\nCasper, Wyo .\nTerre Haute, Ind.\nGlobe, Ariz .\n\nA.A. SLADE, Superintendent of Schools ..\nCORA STEELE, 300 Potomac Avenue.\n\nF. E. WEBB, Superintendent of Schools.\nBOARD OF DIRECTORS\nDirectors\n\nEx Officio\n\nJESSE H. NEWLON , President ...\n\nDenver, Colo .\nNew York City\n.Richmond, Va.\nPocatello , Idaho\n\nOLIVE M. JONES Vice-President .\nCORNELIA S. ADAIR Treasurer .\n\nWALTER R. SIDERS. Chairman, Board of Trustees .\nJ. W. CRABTREE, Secretary ...\nLife\n\nWashington, D. C.\n\nDirectors\n\nROBERT J. ALEY, President of Butler College .\n\nIndianapolis, Ind.\n\nTHOMAS W. BICKNELL, 207 Boyle Avenue ..\n\nProvidence, R. I.\nNashville, Tenn.\nDenver, Colo .\nNew York City\nNew York City\n\nBOARD OF EDUCATION ..\n\nMARY C. C. BRADFORD, State Supt. of Public Instruction .\nELMER ELLSWORTH BROWN, President of New York University.\nNICHOLAS MURRAY BUTLER, President of Columbia University .\nP. P. CLAXTON, Superintendent of Schools .\nOSCAR T. CORSON , R. F. D. No. 2 .....\nCHARLES W. ELIOT, President Emeritus of Harvard University.\nH. A. GRAHAM ..\n\n..Tulsa, Okla.\nOxford, Ohio .\nCambridge, Mass .\nMt. Pleasant, Mich.\nOakland, Calif.\n\nFRED M. HUNTER, Superintendent of Schools .\nDAVIDB. JOHNSON, President, Winthrop Normal and Industrial College ...... Rock Hill, S. C.\nNew York City\nOLIVEM. JONES, Principal, Public School No. 120.\nCalif.\nDAVID STARR JORDAN, President Emeritus of Stanford University\nAMES Y. JOYNER ......\nT. MARCELLUS MARSHALL...\n\nWILLIAM B. OWEN, President of Chicago Normal College .\nCARROLL G. PEARSE, 3209 Grand Ave..\n\n.. La Grange, N. C.\nStouts Mill, W. Va.\nChicago, Ill .\nMilwaukee, Wis .\n\nJOSEPHINE CORLISS PRESTON, State Superintendent of Public Instruction ...... Olympia, Wash.\n\nCHARLES R. SKINNER, Librarian, Legislative Library, Capitol Building ..………\n\n.Albany, N. Y.\n\nSTATE TEACHERS' ASSOCIATION OF ILLINOIS, Robert C. Moore, Secretary ....... Carlinville, Ill.\nGEORGE D. STRAYER, Teachers College, Columbia University .\nNew York, Ν. Υ.\n[31]\n\n"}
{"page": 53, "printed_page": null, "text": "32\n\nNATIONAL EDUCATION ASSOCIATION\n\nJOSEPH SWAIN\nA. R. TAYLOR ......\nTEACHERS'\n\nSwarthmore, Pa.\nDecatur, Ill.\n\nINSTITUTE .\n\nPhiladelphia, Pa.\nJOHN J. TIGERT, U. S. Commissioner of Education, Bureau of Education.. Washington, D. C.\nCHARLESG. WHITE ....\nMenominee, Wis,\n\nCHARL ORMOND WILLIAMS, Field Secretary, National Education Association, Washington, D. C.\nState Directors\nAlaska...\n\n...LESTER D. HENDERSON, Commission of Education.\n\nAlabama.\n\n..P. W. HODGES Secretary, Certification and Placement, State\nMontgomery\nDepartment of Education..\nPrescott\nSUTTON H. MARTIN, Superintendent of Schools .\nLittle Rock\nANNIE G. GRIFFEY, 2110 Battery Street....\n.San Diego\n.W. P. DUNLEVY, 2924 Ash Street ..\n.H. B. SMITH, Secretary, Colorado Education Association,\nDenver\n520 Commonwealth Building..\n\nArizona .\nArkansas .\nCalifornia.\nColorado .\n\nConnecticut .\n\nJuneau\n\nEVERET E. CORTRIGHT, Superintendent of Schools\n...Bridgeport\nH. V. HOLLOWAY, State Superintendent of Public Instruction, Dover\n\nDelaware...\n\nDistrict of Columbia .....HARRY ENGLISH, Secretary, Board of Examiners, Franklin\nSchool Building\nFlorida .\n...W. S. CAWTHON , State Superintendent of Public\nTallahassee\n\nInstruction\n\nGeorgia\n\n..KYLE T. ALFRIEND, Dean, Bessie Tift College.\nForsyth\nWILLARD E. GIVENS, Superintendent of Public Instruction.. Honolulu\n\nHawaii .\nIdaho .\nIllinois .\n\n...ELIZABETH RUSSUM, State Superintendent of Public Instruction,\nBoise\nRockford\n\nIndiana..\n\nSARAH L. THOMAS, 401 Kishwaukee Street .\nH. LESTER SMITH, Dean, School of Education, Indiana\n\nIowa..\nKansas .\n\nTHOMAS R. ROBERTS, Superintendent of Schools ...... Independence\n\nBloomington\n\nUniversity\n\nM. E. PEARSON, Superintendent of Schools...\n\nKentucky .\n\nKansas City\n\nLouisiana .\nMaine..\n\nR. E. WILLIAMS . Secretary, Kentucky Education Association,\nLouisville\n319-320 Starks Building .\nNew Orleans\nLORETTA R. DOERK, 1323 North Rampart...\nJOSIAH W. TAYLOR, State Agent for Secondary Education..Augusta\n\nMaryland...\n\nWILLIAM BURDICK, State Director of Physical Education,\n\nMassachusetts ....\n\nMARY MCSKIMMON , Principal Pierce School, 20 Clinton\n\nBaltimore\n\n7 East Mulberry Street ....\nRoad\n\nMinnesota\n\nMississippi .\n\nBrookline\n\nLansing\n..THOMAS E. JOHNSON, State Superintendent of Schools .\n.W. H. SHEPHARD, 1115 Thomas Avenue...\nMinneapolis\n\nMichigan.\n\nJOSEPH N. POWERS, State University .\n\nUniversity\n\nMissouri.\n\n.THOMAS J. WALKER, 800 Conley Street .\n\nMontana .\nNebraska .\nNevada ..\n\n.A. H. DOUGLAS, 820 West Mercury Street .\n\nColumbia\nButte\n\nNew Hampshire .\n\n•FLORENCE HEWITT,\n\nNew Jersey .\n\nCHARLES B. DYKE, Superintendent of Schools ......\nISABEL L. ECKLES, State Superintendent of Public\n\n.Lincoln\n.M. C. LEFLER Superintendent of Schools..\nMAUDE FRAZIER , Deputy, State Department, Fifth District, Las Vegas\n\nNew Mexico ........\n\nPortsmouth\nShort Hills\n\n112 Highland..\n\nInstruction\n\nNew York .....\nNorth Carolina ....\nNorth Dakota...\nOhio...\nOklahoma .\n\nOregon...\n\nPennsylvania ........\n\nSanta\n\nFe\n\nBrooklyn\nSARA L. RHODES, Principal, Public School 28 ...\nR. H. WRIGHT, President, East Carolina Teachers College .. Greenville\nM. E. MCCURDY, Secretary , State Teachers Association..Washburn\nNiles\nR. J. KIEFER, Superintendent of Schools .\nA. C. PARSONS , Superintendent of Schools.\nOklahoma City\nPortland\nW. L. VERRY, 520 East 10th North .\nJAMES H. KELLEY, Secretary, Pennsylvania State Education\nHarrisburg\nAssociation, 10 South Market Square .\n\nPorto Rico ...\n\nLUTHER B. BEWLEY, Commissioner of Education .....\nJUAN B. JUYKE , Commissioner of Education .\n\nSan Juan\n\nRhode Island.\n\nWILLIAM O, HOLDEN, 46 Gooding Street ...\n\nPawtucket\n\nPhilippine Islands .\nSouth\n\nCarolina\n\nSouth Dakota..\n\nGEORGE HARRIS WEBBER, Superintendent of Schools ..\n\n..Aberdeen\n\n.S. L. SMITH, General Agent, Julius Rosenwald Fund, Commercial\nClub Bldg.\n\nTexas .\n\nUtah...\nVermont .\n\nVirginia.\n\nVirgin Islands .\nWashington .\nWest Virginia.\nWisconsin.\n\nWyoming ..\n\n....Beaufort\n\nHAROLD W. FOGHT, President, Northern Normal and Industrial\nSchool\n\nTennessee .\n\nManila\n\nCATHERINE GORBUTT, \"D, \" The Wright ...\nW. KARL HOPKINS , Superintendent of Schools .\nERNEST A. HAMILTON , Superintendent of Schools .\nS. A. MCDONALD, Principal, Ruffner School .\nARTHUR E. LINDBORG , Director of Education ..\n\nNashville\nEl Paso\n\nOgden\nNewport\nNorfolk\n.... St. Thomas\n\nMRS. JENNIE M. FRENCH, Principal, Point Defiance School. Tacoma\nJ. П. ПІСКMAN, Ass't State Superintendent of Schools ... Charleston\nJOHN F. SIMS, President, State Normal School.\nStevens Point\n..A. A. SLADE, Superintendent of Schools ..\nCasper\nNATIONAL COUNCIL OF EDUCATION\n\nPresident.......\n\nJ. M. GWINN, Superintendent of Schools.\n\nSan Francisco, Calif.\n\nVice-President ......... HENRY LESTER SMITH, Dean of School of Education,\nIndiana University\n....... Bloomington, Ind.\n\n"}
{"page": 54, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\n33\n\nSecretary\nADELAIDE STEELE BAYLOR, Federal Board for Vocational\nEducation\nWashington, D. C.\nExecutive Committee .... DAVID B. CORSON, Superintendent of Schools (term expires 1925) ...\n.Newark, N. J.\nA. J. MATTHEWS, President Normal School of Arizona\n(term expires 1926)\n.Tempe, Ariz.\nANNA LAURA FORCE, Principal Lincoln School (term expires 1927) ....\n..Denver, Colo\n\nOFFICERS OF DEPARTMENTS\n\nAdult Education\n... CHARLES M. HERLIHY, Supervisor of Adult Alien Educa...Boston, Mass.\ntion, State Department of Education ....\n..... FLORA D. SMITH, Director of Americanization .... Los Angeles, Calif.\nROBERT C. DEMING, Director of Americanization, State\n\nPresident\n\nVicePresident\nSecretary\n\nDepartment of Education ..\n\nHartford, Conn.\n\n..ELLA THORNGATE, Supervisor of Americanization ...... Omaha, Nebr.\n\nTreasurer\n\nBusiness Education\n........ L. L. JONES, High School of Commerce ....\nCleveland, Ohio\nIRVING R. GARBUTT, Director of Commercial Education\nand Penmanship, Woodward High School ...... Cincinnati, Ohio\n\nPresident\nVice\n-President\n\nSecretary ....... J. O. MALOTT, Commercial Department, Yeatman High\n..... St.\n\nSchool ....\n\nLouis, Mo.\n\nClassroom Teachers\nPresident\n\n............. JULIAA. SPOONER, Box 188, R. No. 3, Lents Station... Portland, Ore.\nFue-President ......... EULA F. HUNTER, 1324 E. Morphy Street ........ Fort Worth, Texas\n\nSecretary\n\n...ROSE M. BURMASTER, 217½ W. Main Street .\nMuncie, Ind .\nOther members of the\nExecutive Committee ..JULIA A. SULLIVAN, 9 Marion Street .\nCharlestown, Mass .\nΑΝΝΑ Μ. ΤHOMPSON, Haddon Hall, Care of Linwood\n& Tracy..\nKansas City, Mo.\n\nJEAN L. SOULES, 2003 W. First Avenue .\n\nSpokane, Wash..\n\nDeans of Women\nPresident\n\nSecretary\nTreasurer\n\n....\n\n..... AGNES E. WELLS, Dean of Women, Indiana University\n..... Bloomington, Ind.\n... MARTHA DOAN, Earlham College ......\nRichmond, Ind.\n..MARY HOOKER JOHNSON, 512 W. 123d Street\nNew York City\n\nEducational Publications\n\n.........\nPresident\nSecretary\n\nJ. W. SEARSON, University of Nebraska.\n\n...... Lincoln, Nebr.\n\n..C. W. TABER, Western Manager of Lippincott & Co ...... Chicago, Ill.\n\nElementary School Principals\nPresvient\nIstVice-President\n\n.. MRS. JESSIE M. FINK, Principal, Palmer School ..Grand Rapids, Mich.\n\nadVice-President .\n\n..ARTHUR S. GIST, Principal, B. F. Day School .\n\n.. SARA L. RHODES, Principal, Public School 28\n\nVice-President ........ H. B. NORTON, 7922 Underwood Avenue .\n\n....\n\nBrooklyn, N. Y.\n\nSeattle, Wash.\n.Birmingham, Ala.\n\nIDE G. SARGEANT, Principal, Public School 10 ........ Paterson, N. J.\nSecretary\nTreasurer\n..COURTLAND V. DAVIS, Principal, J. E. B. Stuart School .. Norfolk, Va.\nExecutive Committee .... MARY MCSKIMMON, Principal, Pierce School (term expires 1925) ....\n\n.. Brookline, Mass .\n\nANNA LAURA FORCE, Lincoln School (term expires 1926) ,\nDenver, Colo.\nLUISE KRAUSs, Gratton School (term expires 1927) .....\nSan Francisco, Calif.\n\nW. T. LONGSHORE, Greenwood School (term expires\n1928) .......\n\nKansas City, Mo.\n\nKindergarten Education\nPresident\n\n.......... EDNA DEAN BAKER, President, National Kindergarten\nand Elementary College ...\nIll.\nVice-President ........ MARGARET\nHOLMES, Assistant Director of Kindergartens .Chicago,\n.\nSecretary\n\nNew York City\n.......... FANNIE A. SMITH, Principal, Fannie A. Smith Training\nSchool\n... Bridgeport, Conn.\n\n"}
{"page": 55, "printed_page": null, "text": "34\n\nNATIONAL EDUCATION ASSOCIATION\n\nMusic Education\nNOTE-Last year's officers . These officers will serve as a committee to appoint\nofficers for 1924-25.\n\nPresident\n\n............Mrs. ELIZABETH CARMICHAEL, Butler Apartments ... Fort Dodge, Iowa\n\n.........\n\nSecretary .............. LAURA BRYANT, 403 East Seneca Street...\n\n....... Ithaca, N. Y.\n\nNormal Schools and Teachers Colleges\nPresident\n\n...... GEORGE W. FRASIER, President, Colorado State Teachers\nCollege\nGreeley, Colo.\nVice-President ......... THEDA GILDEMEISTER, Department of Education, State\nTeachers College .\n\nSecretary\n\nWinona, Minn .\n\n..... NED H. DEARBORN, Formerly Director of Training\nSchool, State Normal School, Oswego, N. Y. , I\nEast 57th Street ...\n\nNew York City\n\nRural Education\nPresident\n\nMACY CAMPBELL, State Teachers College\n.Cedar Falls, Iowa\n.Hartford, Conn.\n.N. SEARLE LIGHT, Department of Education.\nMABEL CARNEY, Teachers College, Columbia Univer-\n\nVice-President\n\nSecretary\n\nNew York City\n\nsity\nTreasurer\n\nMARY E. HOWE, Detroit Teachers College.\n\nExecutive Committee\n\nDetroit, Mich.\nYpsilanti, Mich.\n... Ithaca, N. Y.\nJULIAN E. BUTTERWORTH, Cornell University .\nNashville, Tenn.\nNORMAN FROST, George Peabody College ..\nMAY TRUMPER, State Superintendent of Public Instruc-\n\n.M. S. PITTMAN, Normal College .\n\nHelena, Mont.\n\ntion\n\nFort Collins, Colo.\nC. G. SARGENT, College of Agriculture...\nCHLOE BALDRIDGE, Superintendent of Nance County\n.. Fullerton, Nebr.\n\nSchools\n\nBaton Rouge, La.\nJOHN M. FOOTE, Department of Education .\nCORA PEARSON, County Supervisor of Elementary\nSchools\nMontgomery, Ala.\n\nJ. S. HOFFMAN, Superintendent of Hunterdon County\nSchools\n.Flemington, N. J.\nRICHARD J. LIBBY, Department of Education\nAugusta, Maine\nERNEST BURNHAM , Western State Normal School .. Kalamazoo, Mich.\nCHARL O. WILLIAMS, Legislative Secretary, National\nWashington, D. C.\nEducation Association .\nLEE L. DRIVER, Department of Public Instruction....Harrisburg, Pa.\nKATHERINE M. Cook, Bureau of Education ....... Washington, D. C.\nJ. L. MCBRIEN, Department of Rural Education, State\nNormal School .....\n.. Terre Haute, Ind.\n\nSchool Health and Physical Education\n..... CHARLES H. KEENE, Director, Health Education, State\nDepartment of Public Instruction.\nHarrisburg, Pa.\nVice-President\n.... MELVILLE STEWART, State Supervisor of Physical Education\nWheeling, W. Va.\nSecretary- Treasurer ..... Dr. KATHARINE H. K. WOLFE, Director of School Health,\n\nPresident\n\nBoard of Education ..\n\n.Lincoln, Nebr.\n\nScience Instruction\nPresident\n\n...... Galesburg, Ill.\nEMMA M. GRIEBEL, Head of General Science Depart.Portland, Ore.\nment, Lincoln High School .....\n\nVice-President\n\nGEORGE W. HUNTER, Knox College ......\n\nSecretary\n\nSecondary Principals\nPresident\nVice-President\n......\n\nSecretary\n\nJAMES TAYLOR, Principal, Denfield High School\nDuluth , Minn .\nLILLIAN V. JOHNSON, Girls' Advisor, Lincoln High\nSchool\n.. Seattle, Wash.\n\nSuperintendence\nPresident\n\nWILLIAM MCANDREW, Superintendent of Schools ...\nChicago, III .\nPAYSON SMITH, Commissioner of Education ...\nBoston , Mass.\nJOHN J. MADDOX , Superintendent of Schools .\n..... St. Louis, Mo.\n\nIst Vice-President .....\n2d Vice-President .....\nSecretary\n..... S. D. SHANKLAND,\n\n1201 Sixteenth Street N. W.... Washington, D. C.\n\n"}
{"page": 56, "printed_page": null, "text": "OFFICERS OF DEPARTMENTS\n\n35\n\nExecutive Committee .... RANDALL J. CONDON, Superintendent of Schools (term\nexpires 1925) ..\n..Cincinnati, Ohio\nF. W. BALLOU, Superintendent of Schools (term expires\n1926)..\nWashington, D. C.\nF. D. BOYNTON, Superintendent of Schools (term ex... Ithaca, N. Y.\npires 1927)\nM. G. CLARK, Superintendent of Schools (term expires\nSioux City, Iowa\n1928) ..\n\nVisual Instruction\nPresident\n\nVice-President\nSecretary\n\nERNEST L.\n\nCRANDALL, Director of Lectures, Public\nSchools\nNew York City\n........ DUDLEY GRANT HAYS, Director of Visual Education,\nPublic Schools .\nChicago, Ill.\n.... А. W. ABRAMS, Chief of Visual Instruction, State Dement of Education .\n.Albany, N. Y.\n\nOther members of the\n\nExecutive Committee .. A. G. BALCOM, Assistant Superintendent of Schools....Newark, N. J.\nBerkeley, Calif.\nH. B. WILSON, Superintendent of Schools\n.\nVocational Education\nPresident\n\nVice-President\n\nSecretary\n\n........... JOHN N. GREER, Assistant Superintendent of Schools...\nMinneapolis, Minn.\nBENJAMIN W. JOHNSON, University of California ..... Berkeley, Calif.\n...J. D. BLACKWELL, State Director of Vocational Education\n..... Baltimore, Md.\n\n"}
{"page": 57, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nWASHINGTON, D. C.\n\nJune 29-July 4, 1924\n\nGENERAL PROGRAM\n\nSunday Morning, June 29\nServices were conducted in the churches of Washington, many clergymen\nhaving arranged to make education their theme for the morning services.\n\nSunday Afternoon, June 29, 4 o'clock\nSteps of the Capitol, East Front\nVesper Service\nMusic by the United States Army Band-Captain I. G. Sherman, Commanding Officer ; Warrant Officer W. J. Stannard, Band Leader.\nCOMMUNITY SINGING-Hymns. Conductor-George H. Gartlan, Director of Music,\nNew York City.\nO Worship the King\nO God, Our Help in Ages Past\nAmerica, the Beautiful\nINVOCATION\n\nADDRESS-The Challenge to American Education.\nPayson Smith, State Commissioner of Education, Boston, Mass.\nHYMN- Day is Dying in the West.\n\nSunday Evening, June 29, 7:30 o'clock\nStadium, Central High School, 13th and Clifton Streets Northwest\nMusic by the United States Marine Band-William H. Santelman, Leader ;\nTaylor Branson, Second Leader.\nCOMMUNITY SINGING-Hymns. Conductor-George H. Gartlan.\nOnward, Christian Soldiers\nNow the Day is Over\nCome, Thou Almighty King\n\nMoral and Religious Education\nMORAL AND RELIGIOUS EDUCATION\n\nMathilde C. Gecks, Director of Primary Department, Harris Teachers College,\nSt. Louis, Mo.\n\nSPIRITUAL VALUES IN AN EDUCATIONAL PROGRAM FOR DEMOCRACY ( Twenty\nMinutes)\n\nLeon W. Goldrich, Executive Director, Hebrew Sheltering Guardian Society,\nPleasantville, N. Y.\n[36]\n\n"}
{"page": 58, "printed_page": null, "text": "37\n\nPROGRAM OF WASHINGTON CONVENTION\n\nOUR CHILDREN'S NEGLECTED INHERITANCE ( Twenty Minutes )\n\nMargaret Knox, Principal, Public School 15, Borough of Manhattan, New\nYork City.\nTEACHING BUSINESS MORALS ( Fifteen Minutes )\n\nWilliam Byron Forbush, The University Society, New York City.\nFUNDAMENTALS OF CHARACTER TRAINING (Fifteen Minutes )\n\nEdwin D. Starbuck, Professor of Philosophy, State University of Iowa, Iowa\nCity\n.\n\nPlatform Guests : Vice-Presidents of the Association; Chairmen and Presi-\n\ndents of National groups organized for moral and religious education.\n\nFirst Day-Monday Morning, June 30, 8:30 o'clock\nAuditorium, Central High School\nMusic Program\nChairman-Florence M. Hale, State Agent for Rural Education, Augusta Maine.\nConductor-George H. Gartlan, Washington Teachers Choral Club.\nA Midsummer Night......\nThe Landing of the Pilgrims .\n\n...Bliss\n..Coerene\n\nThree Great Professional Problems\nPresiding Officer-Olive M. Jones, President of the Association.\nRETIREMENT ALLOWANCES : REPORT AND DISCUSSION ( Sixty Minutes )\nLeader- Philip E. Carlson, Principal, Roosevelt High School, Minneapolis,\nMinn.; Chairman of Committee of One Hundred on Retirement Allowances .\n\nTENURE: REPORT AND DISCUSSION ( Sixty Minutes )\nLeader-Fred M. Hunter, Superintendent of Schools, Oakland, Calif.; Chairman of Committee of One Hundred on the Problem of Tenure.\n\nTHE EDUCATION BILL: REPORT AND DISCUSSION ( Sixty Minutes )\nLeader-George D. Strayer, Professor of School Administration, Teachers\nCollege, Columbia University, New York City; Chairman of Legislative\nCommission .\n\nANNOUNCEMENTS In order to be included, all announcements should be given to\nthe Secretary of the Association in advance of the opening of the session.\n\nMonday Evening, June 30, 7:30 o'clock\nStadium, Central High School\n\nFormal Opening Session\nMusic by the United States Navy Band-Charles Benter, Director.\nPresiding Officer-William B. Owen, Past President National Education Association.\n\nADDRESS OF WELCOME\n\nJohn J. Tigert, U. S. Commissioner of Education, Washington, D. C.\nEDUCATION IN THE NATION'S CAPITAL\n\nFrank W. Ballou, Superintendent of Schools, Washington, D. C.\nTHE NATION'S TEACHERS\n\nOlive M. Jones, Principal, Public School 120 and Annexes, Probationary Schools,\nNew York City; President of the Association.\n\n"}
{"page": 59, "printed_page": null, "text": "38\n\nNATIONAL EDUCATION ASSOCIATION\n\nPlatform Guests : Past Presidents of the National Education Association.\n\nFollowing the program there will be a general reception in the Ballroom of the\nNew Willard Hotel. This reception has been arranged by the teachers of the\nDistrict of Columbia and the State of Virginia in honor of the present officers and\npast presidents of the Association. All members and friends of the Association are\nwelcome.\n\nSecond Day-Tuesday Morning, July 1, 8:30 o'clock\nAuditorium, Central High School\nMusic Program\nChairman-Jesse H. Newlon, Superintendent of Schools, Denver, Colorado.\nSTATE SONGS-Conductor-George H. Gartlan.\n\nFirst Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\nChairman of the Committee on Rules and Official Parliamentarian-William B.\n\nOwen, President, Chicago Normal College, Chicago, Ill.\nREPORT OF COMMITTEE ON CREDENTIALS\nREPORT OF COMMITTEE ON RULES\nADOPTION OF ORDER OF BUSINESS\nADOPTION OF MINUTES OF OAKLAND MEETING\n\nCLASSROOM TEACHERS' PROBLEMS ; REPORT AND DISCUSSION ( Thirty Minutes)\nLeader-Mrs. Mary C. C. Bradford, State Superintendent of Public Instruction,\nDenver, Colo.; Chairman of Committee of One Hundred on Classroom\nTeachers' Problems .\n\nRURAL TEACHERS' PROBLEMS : REPORT AND DISCUSSION ( Thirty Minutes )\nLeader-Harold W. Foght, Northern Normal and Industrial School, Aberdeen,\n\nS. Dak.; Chairman of Committee of One Hundred on Rural Teachers '\nProblems .\n\nWORLD FEDERATION OF NATIONAL EDUCATION ASSOCIATIONS : REPORT AND DISCUSSION\n\n(Thirty Minutes )\n\nLeader-Augustus O. Thomas, State Commissioner of Education, Augusta,\nMaine ; Chairman of Committee on Coöperation with the World Federation\nof National Education Associations .\n\nHEALTH PROBLEMS IN EDUCATION : REPORT AND DISCUSSION ( Ten Minutes )\nLeader-Thomas D. Wood, Columbia University, New York City ; Chairman\nof Joint Committee on Health Problems in Education.\n\nCHARACTER PROBLEMS IN EDUCATION : REPORT AND DISCUSSION ( Ten Minutes)\nLeader-Effie MacGregor, Teacher, Longfellow School, Minneapolis ; Member, Committee on Character Education, Milton Bennion, chairman.\nA CODE OF ETHICS FOR TEACHERS : REPORT AND DISCUSSION ( Ten Minutes)\nLeader-May Wade, Teacher, Emerson School, Berkeley, Calif.\nILLITERACY : REPORT AND DISCUSSION ( Ten Minutes)\nLeader-Mrs . Cora Wilson Stewart, Frankfort, Ky.; Chairman of Illiteracy\nCommission.\nANNOUNCEMENTS\n\n"}
{"page": 60, "printed_page": null, "text": "PROGRAM OF WASHINGTON CONVENTION\n\n39\n\nTuesday Afternoon, July 1\nMeetings of Departments and Allied Organizations\n\nTuesday Evening, July 1, 7:30 o'clock\nStadium, Central High School\nMusic by the United States Army Band-Captain I. G. Sherman, Commanding\nOfficer; Warrant Officer W. J. Stannard, Band Leader.\nPresiding Officers-W. T. Longshore, President, Department of Elementary School\nPrincipals, Kansas City, Mo.; Ida Christine Iversen, President, Department\nof Classroom Teachers, Los Angeles, Calif.; William McAndrew, President,\n\nDepartment of Superintendence, Chicago, Ill.\n\nThe Contribution to Education of Teacher, Principal,\nSuperintendent, and Parent\nTHE PARENT (Fifteen Minutes)\n\nMrs. A. H. Reeve, President, National Congress of Parents and Teachers,\nPhiladelphia, Pa., introduced by W. T. Longshore.\nTHE PRINCIPAL ( Fifteen Minutes )\nMary McSkimmon, Principal, Pierce School, Brookline, Mass., introduced by\nW. T. Longshore.\nTHE CITIZEN TEACHER ( Fifteen Minutes )\n\nJulia Spooner, Classroom Teacher, Portland, Oregon, introduced by Ida\nChristine Iversen.\n\nTHE SUPERINTENDENT ( Fifteen Minutes )\n\nWillis A. Sutton, Superintendent of Schools, Atlanta, Georgia, introduced by\nIda Christine Iversen.\n\nPlatform Guests : Executive Committees of the three departments .\n\nThird Day-Wednesday Morning, July 2, 8:30 o'clock\nAuditorium, Central High School\nMusic Program\nChairman-Minnie Jean Nielson, State Superintendent of Public Instruction, Bismarck, North Dakota.\n\nConductor-J. Francis MacNichol, State Supervisor of Music, Augusta, Maine.\n\nSecond Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\n\nEDITORIAL COUNCIL: REPORT AND DISCUSSION (Twenty Minutes)\nLeader-William C. Bagley, Teachers College, Columbia University, New\nYork City; Chairman of Editorial Council.\n\nVISUAL EDUCATION : REPORT AND DISCUSSION ( Twenty Minutes )\nLeader-Thomas E. Finegan, Education Division, National Transportation\nInstitute, Washington, D. C.; Chairman of Committee on Visual Education\nand Coöperation with the Motion Picture Producers.\nARITHMETIC REVISION : REPORT AND DISCUSSION (Ten Minutes )\nLeader-Guy M. Wilson, Professor of Education, Boston University, Boston,\nMass.; Chairman of Committee on Arithmetic Revision.\n\n"}
{"page": 61, "printed_page": null, "text": "40\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE PROBLEMS OF ENGLISH TEACHING: REPORT AND DISCUSSION ( Ten Minutes)\n\nLeader-J . W. Searson, Professor of English, University of Nebraska, Chairman of the Committee on English.\nSOCIAL STUDIES : REPORT AND DISCUSSION ( Ten Minutes)\n\nLeader-Lida Lee Tall, Principal of the Maryland State Normal School,\nTowson, Md.\nCLASSIFICATION OF EDUCATIONAL MATERIAL : REPORT AND DISCUSSION (Ten Minutes )\nLeader-Thomas H. Briggs, Teachers College, Columbia University, New\nYork City; Chairman of Committee on Classification of Educational Material.\n\nEDUCATIONAL NOMENCLATURE : REPORT AND DISCUSSION ( Ten Minutes )\nLeader-John W. Withers, Dean, School of Education, New York University,\nNew York City; Chairman of Committee on Educational Nomenclature.\n\nTHRIFT PROBLEMS : REPORT AND DISCUSSION ( Fifteen Minutes )\nLeader-Arthur H. Chamberlain, Secretary, California State Teachers' Association, San Francisco, Calif.; Chairman of Committee on Thrift Problems .\nAMERICAN CITIZENSHIP LEAGUE : REPORT AND DISCUSSION ( Ten Minutes)\nLeader-Mrs. Fannie Fern Andrews, Boston, Mass.; Chairman, Committee on\nCoöperation with the American School Citizenship League.\nANNOUNCEMENTS\n\nFourth Day-Thursday Morning, July 3, 8:30 o'clock\nAuditorium, Central High School\n\nMusic Program\nChairman-Albert E. Winship, Editor, Journal of Education, Boston, Mass .\nSTATE SONGS-Conductor, George H. Gartlan.\n\nThird Business Session of the Representative Assembly\nPresiding Officer-President of the Association.\nREPORT OF COMMITTEE ON NECROLOGY, 1923-24.\n\nErnest L. Crandall, Director of Lectures and Visual Education, Public Schools,\nNew York City; Chairman of Committee on Necrology.\nREPORT OF THE TREASURER\n\nCornelia S. Adair, Teacher, Junior High School, Richmond, Va.; Treasurer\nof the National Education Association.\nREPORT OF SECRETARY\n\nJ. W. Crabtree, Secretary, National Education Association.\nREPORT OF BOARD OF TRUSTEES AND EXECUTIVE COMMITTEE\n\nWalter R. Siders, Superintendent of Schools, Pocatello, Idaho; Chairman of\nCommittee on Audit and Budget; Chairman of Board of Trustees.\nUNFINISHED BUSINESS\nNEW BUSINESS\n\nREPORT OF COMMITTEE ON RESOLUTIONS\n\nREPORT OF COMMITTEE ON NOMINATIONS\n\n"}
{"page": 62, "printed_page": null, "text": "PROGRAM OF WASHINGTON ConventION\n\n41\n\nThursday Afternoon, July 3\nMeetings of Departments and Allied Organizations\n\nThursday Evening, July 3, 7:30 o'clock\nStadium, Central High School\nMusic by the United States Army Band-Captain I. G. Sherman, Commanding\nOfficer; Warrant Officer W. J. Stannard, Band Leader.\nPresiding Officer-President of the Association.\n\nRelationship of the Teacher to Democratic Ideals of Government\nAS A CLASSROOM TEACHER SEES IT\n\nMary F. Mooney, Vice-Principal, Washington School, San Francisco, Calif.\nTHE DUTY OF THE TEACHER CONCERNING POLITICS, CITIZENSHIP, AND WORLD PEACE\n\nMrs. Carrie Chapman Catt, Honorary President, League of Women Voters,\nNew York City.\nADDRESS-Invited.\n\nSamuel Gompers, President, American Federation of Labor, Washington, D. C.\nNATIONAL LEARNING AND NATIONAL LIFE\n\nJohn H. MacCracken, President, Lafayette College, Easton, Pa.\nPlatform Guests-Presidents of all Departments; State Directors ; and Chairmen\nof all Committees .\n\nFifth Day-Friday Morning, July 4, 9:30 o'clock\nStadium, Central High School\nMusic by the United States Navy Band-Charles Benter, Director.\nSinging by 1000 Washington School Children.\nAmerica, the Beautiful\nSweet and Low\n\nOld Folks at Home\n\nBattle Hymn of the Republic\nLove's Old Sweet Song\nOnward, Christian Soldiers\nStar Spangled Banner\n\nPresiding Officer- President of the Association.\nADDRESS-\n\nHonorable Calvin Coolidge, President of the United States .\nPATRIOTIC PILGRIMAGES\n\nFriday Afternoon, July 4, 2:30 o'clock\nThe Tomb of the Unknown Soldier\n\nChairman, Ambrose Cort, State Director, National Education Association, New\nYork City\n\nSpeaker, John F. O'Ryan, Major General, Officers Reserve Corps, New York City\nInArlington Cemetery is the tomb of the Unknown Soldier-a soldier unknown\n\n"}
{"page": 63, "printed_page": null, "text": "42\n\nNATIONAL EDUCATION ASSOCIATION\n\nin name, but known in the hearts of the people as the embodiment of all that stands\nfor service, self-sacrifice, loyalty, patriotism, and valor. When standing by this\ntomb, we are touching, as it were, the heart of America-the America that is\n\never ready to respond to the call of the highest ideals. Indeed, we are touching\nthe heart of the World, whose appreciation of America's sacrifices in the cause of\nliberty in the recent war is clearly manifested by the tributes constantly placed\nat this sacred shrine. The influences which have made America great are largely\n\ndue to its educational institutions, and it therefore seems fitting that teachers\nshould visit the tomb of this Unknown Hero and thereby gain added inspiration\nfor the further advancement of the high ideals which underlie our Government.\nThe Lincoln Memorial\n\nChairman, R. E. Williams, State Director, National Education Association, Louisville, Kentucky\n\nSpeaker, Francis G. Blair, State Superintendent of Public Instruction, Springfield,\nIllinois\n\nThe Lincoln Memorial, in Potomac Park, is striking in its simplicity, and is a\nfitting tribute to the leader whose character was typified by clearness of vision\n\nand singleness of purpose. The architect was Henry Bacon, and the sculptor\nof the statue, Daniel Chester French.\nMemorial Continental Hall\n\nChairman, Mrs. Anthony Wayne Cook, President General, Daughters of the\nAmerican Revolution\n\nSpeaker, Homer H. Seerley, President, Iowa State Teachers College, Cedar Falls,\nIowa\n\nPerhaps the most beautiful building ever erected by women for women, is the\nnational headquarters of the Daughters of the American Revolution at Seventeenth and D Streets Northwest. In 1921 the building was turned over to the\nState Department for use by the Conference on Limitation of Armaments. The\n\ngreat audience hall has been the scene of some of the most momentous discussions\nof modern times.\n\nThe American Red Cross\n\nChairman , Mary McSkimmon, Brookline, Massachusetts\nSpeaker, R. G. Jones, Superintendent of Schools, Cleveland, Ohio\n\nNational headquarters of the American National Red Cross, Seventeenth and\nE Streets Northwest, is a worthy shrine.\n\nThe beautiful white marble building\n\nstands as a memorial to the heroic women of the Civil War-North and South.\n\nIt is a treasure house of historic momentos, intimately interwoven with the spirit\nof Independence Day. An exhibit has been especially arranged for the National\n\nEducation Association, exemplifying the varied contributions of the American\nNational Red Cross to American education.\n\nWalter Reed General Hospital\nChairman, Hon. Hubert Work, Secretary of the Interior, Washington, D. C.\n\nSpeaker, Joseph M. Gwinn, Superintendent of Schools, San Francisco, California\nWalter Reed General Hospital, located at Takoma Park, near the northern limit\n\nof the District of Columbia, is a monument to the memory of Major Walter Reed,\nMedical Corps, U. S. A. , a noted surgeon, sanitarian, and bacteriologist, especially\nnoted for his investigations and researches in typhoid fever, cholera, and yellow\nfever.\n\nIt is also an unfinished monument to the Medical Department of the\n\nArmy, whose aim ultimately is to make it not only a place equipped for the\ncare of all classes of patients, but an educational center for the advancement of\n\n"}
{"page": 64, "printed_page": null, "text": "43\n\nPATRIOTIC PILGRIMAGES\n\nknowledge of the different branches of the Medical Department. It is here that\n\nthe disabled soldier of the World War, through the splendid work done in the\ndepartment of Occupational Therapy, is helped to find himself and function again\nas a whole man-physically, socially, educationally, and economically.\nTomb of Woodrow Wilson\n\nChairman, Anna Laura Force, Principal of Lincoln School, Denver, Colo.\nSpeaker, James Y. Joyner, La Grange, N. C., and Mrs. Mary C. C. Bradford,\nState Superintendent of Public Instruction, Denver, Colo.\nIn the crypt of Bethlehem Chapel of the National Cathedral at Mount St.\nAlbans, lies Woodrow Wilson, great War President, truly a soldier of the World\nWar, that war into which he carried the lofty idealism which never failed him\nin this most awful crisis from which he emerged with \"World Peace\" as his\nown great dream.\nMount Vernon\n\nChairman, Mrs. Horace Van Deventer, Vice-Regent, Mount Vernon Ladies Association, Knoxville, Tennessee\nSpeaker, J. A. C. Chandler, President, College of William and Mary, Williams-\n\nburg, Virginia, and John J. Maddox, Superintendent of Schools, St. Louis, Mo.\nOn a crest overlooking the Potomac River, sixteen miles south of Washington,\nis Mount Vernon, the home and tomb of George Washington.\n\nThe estate is main-\n\ntained as a National memorial by the Mount Vernon Ladies' Association, which\nin 1859 purchased it by a popular subscription. Mount Vernon is reached by\nan hour's trolley ride over the Washington-Virginia Railway, or by boat down\nthe Potomac on the Steamer Macalester.\n\nThe Frederick Douglass Memorial Home\nChairman, M. Grant Lucas, President of the Columbia Educational Association,\nWashington, D. C.\n\nSpeakers, Garnet C. Wilkinson, Assistant Superintendent of Schools, Washington,\nD. C., and Sara L. Rhodes, President, New York Principals' Association, New\nYork City.\n\nThe Frederick Douglass Memorial Home is situated on Cedar Hill, Anacostia,\nD. C., overlooking the picturesque Eastern Branch of the Potomac. It is the home\nof Frederick Douglass who, though born a slave, became one of America's\ngreatest orators, statesmen, and defenders of human rights. The home was\npurchased and set apart as a permanent historic shrine, symbolizing, as nothing\nelse could do, the great ideals of American democracy and American opportunity.\nIn this beautiful colonial structure are preserved many mementos connected\n\nwith the history of the anti-slavery struggle, the history of the Negro race and\nthe history of the struggle for Women's Suffrage in America.\n\nDouglass' life\n\nfurnishes much to stimulate the ambitious American youth of present and future\ngenerations. Occupying the highest positions of honor and trust, nevertheless,\nhe was always approachable to the humblest child. The home on Fourteenth and\nW Streets Southeast is about twenty minutes' ride from the Capitol.\n\nNational Cemetery, Gettysburg, Pennsylvania\nChairman, William M. Davidson, Superintendent of Schools, Pittsburgh, Pennsylvania.\n\nSpeaker, Frank P. Graves, State Commissioner of Education, Albany, New York\nNatural beauty, man's artistic planning, and reverential care make the National Cemetery at Gettysburg a shrine worthy of the men who gave their lives\n\n"}
{"page": 65, "printed_page": null, "text": "44\n\nNATIONAL EDUCATION ASSOCIATION\n\nhere. The ride to Gettysburg from Washington is over country sacred in our\nNation's history and beautiful to look upon.\nWashington Monument\n\nChairman, Mrs. Josephine Corliss Preston, State Superintendent of Public Instruction, Olympia, Washington\n\nSpeaker, John J. Maddox, Superintendent of Schools, St. Louis, Missouri\nThe Washington National Monument is a gleaming, white shafted, marble obelisk, the highest work of masonry in the world-over 555 feet high, from floor to\napex. It is visible from every point of the compass around Washington. The\n\nview from the top includes all the other National memorials in Washington, as\nwell as a circle of level country of from fifteen to twenty miles. The meeting\nplace for this Pilgrimage is the Sylvan Theater in the southeast corner of the\nMonument grounds .\n\nThe Home of Thomas Jefferson\nChairman, Frank Cody, Superintendent of Schools, Detroit, Michigan\nSpeaker, Charles G. Maphis, Dean, University of Virginia, Summer Quarter\nA program under the joint auspices of the Thomas Jefferson Memorial Foundation, the University of Virginia, and The National Education Association, will\nbe held at Monticello, the home of Thomas Jefferson, near Charlottesville, Virginia, an aristocratic establishment of the best Colonial traditions , magnificently\nsituated upon a mountain-side in the center of a large estate.\n\nCharlottesville,\n\nseat of the University of Virginia, the college home of Edgar Allen Poe and Woodrow Wilson, is one hundred twelve miles from Washington.\n\n"}
{"page": 66, "printed_page": null, "text": "MINUTES OF THE WASHINGTON CONVENTION¹\n\nWashington, D. C., June 29-July 4, 1924\nFirst session-The first session of the annual meeting was called to order by the\n\nPresident, Miss Olive M. Jones, Monday morning, June 30, 1924, in the auditorium\nof the Central High School, Washington, D. C. Miss Jones explained that according to the provision of the By-laws, the first regular business session of the\nRepresentative Assembly would occur on Tuesday morning, July 1, beginning with\nthe report of the Credentials Committee, and that during the present session reports\ncould be received but not acted upon.\nMiss Jones introduced Miss Florence M. Hale, State agent for rural education,\n\nMaine, to preside over the first part of the exercises. A musical program was\nrendered by the Washington Teachers Choral Club, under the direction of Mr.\nGeorge H. Gartlan, director of music, New York City. In a brief speech Miss\nHale called attention to the historic setting of the convention and bespoke for its\nsessions a unity, devotion, and vision worthy of this rich setting and a spirit\nworthy the great teaching forces of the Nation represented in its assembly.\nMiss Jones then introduced Mr. Philip E. Carlson, principal of the Roosevelt\nHigh School, Minneapolis, Minnesota, chairman of the Committee of One Hundred\non the Problem of Retirement Allowances, to present the report of that Committee,\nwhich had been printed and distributed to delegates.\nMr. Carlson introduced to the Representative Assembly Mr. Herman L. Ekern,\n\nAttorney General of Wisconsin, who was Commissioner of Insurance in Wisconsin\nwhen the first system of teacher retirement was established in that State. Mr.\nEkern described the effort to obtain the first retirement law in Wisconsin and ex-\n\nplained the subsequent revision which placed it on a sound basis, acceptable both\nto the teachers and public. Mr. Carlson then resumed his report, calling attention\nto the various planks in a sound retirement platform by means of charts, which he\nexplained.\n\nMr. Fred M. Hunter, superintendent of schools, Oakland, California, chairman\nof the Committee of One Hundred on the Problem of Tenure, presented the report\nof that Committee, which had been printed and distributed to delegates, explaining\nthe purpose of the Committee's work and the various points in the report. Opportunity was then given for discussion of the report. The following are among those\nwho participated in the discussion: Mr. Davidson, of Brooklyn, New York ; Mr.\n\nA. H. Chamberlain, of San Francisco, California; Mr. Tanner, of Los Angeles ;\nMiss Outcault, of Cincinnati, Ohio ; Miss Jessie Colburn, of New York City; Miss\nHouseman, of Hoboken, New Jersey; Miss McKane, of Pennsylvania; Miss Reeder,\nof Chicago, Illinois; Miss Holladay, of West Virginia ; Mr. Cranston, of California.\n\nDr. Payson Smith, State commissioner of education for Massachusetts, was then\nintroduced and with appropriate reference to its high significance, presented the\nAssociation with a gavel to be used at the session on July 4, 1924, the session at\nwhich the President of the United States would speak. The gavel contained this\ninscription:\n1775-1924. The head of this gavel is made from the wood of the original North Bridge,\nConcord, Massachusetts, by boys of the Concord High School, and presented to the National\nEducation Association by the Concord Public Schools.\n\nThis is a brief statement of the business sessions at the sixty-second annual meeting\nof the National Education Association, as prepared by the Secretary. The complete copy\nof the notes taken by the Reporter is in the Secretary's Office.\n[45]\n\n"}
{"page": 67, "printed_page": null, "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\nMiss Jones accepted the gavel on behalf of the Association and then introduced\n\nDr. George D. Strayer, chairman of the Legislative Commission, who presented\nthe report of the Commission, which had been printed and distributed to delegates,\nand ably explained its provisions urging all teachers to read the Bill carefully.\nAmong those who took part in the discussion that followed are : Miss Agnes\n\nDoherty, of St. Paul, Minnesota ; Mrs. Mary C. C. Bradford, of Denver, Colorado; Miss Hamilton, of Denver, Colorado ; Mr. Davidson, of New York ; Mr.\nAmbrose Cort, of New York ; Mr. William T. Longshore, of Kansas City; Mr.\nRaybold, of Los Angeles ; and Miss McDermott, of San Francisco, California.\nAnnouncements were then made by the Secretary. A motion to adjourn was made\nand carried and President Olive M. Jones declared the meeting adjourned at\n12:40 o'clock P. M.\nFIRST BUSINESS SESSION\n\nOF THE REPRESENTATIVE\n\nASSEMBLY\n\nTuesday morning, July 1 , 1924\n\nThe first business session of the Representative Assembly was held in the\nAuditorium of the Central High School , Washington, D. C., Tuesday forenoon,\n\nJuly 1, 1924, beginning at 8:30 o'clock, with Mr. Jesse H. Newlon, superintendent\nof schools, Denver, Colorado, in the chair.\nMr. Newlon introduced Mr. George H. Gartlan, who had charge of the music.\n\n\"America the Beautiful\" and \"Old Folks at Home\" were sung by the audience,\nfollowed by the singing of State songs by delegates from California and Texas.\nMr. Newlon then made an address on the functions of the Representative As-\n\nsembly of the National Education Association, after which Miss Jones took the chair.\nMr. Downey, of Illinois, chairman of the Committee on Credentials, was introduced, and reported for the Commtitee that the Credentials of 835 delegates had\n\nbeen submitted, passed on, and accepted, and recommended that any delegates reporting later than June 30, whose credentials were satisfactory to the Credentials\nCommittee, be properly seated. A motion was made and carried to adopt the\nreport of the Committee.\nThe President then introduced Mr. William B. Owen, principal of the Chicago\nNormal College, Chicago, Illinois, chairman of the Committee on Rules, who\npresented the report of that Committee. The Rules were adopted as printed on\npage 6 of the Official Manual for Delegates .\nMiss Jones announced that the adoption of the order of business as contained\nin the Official Program would be the next considered. The order of business was\n\nadopted as printed.\nMiss Jones then called for the minutes.\n\nThe Secretary, Mr. J. W. Crabtree,\n\nexplained that the minutes of the Oakland meeting were in the Manual which\neach delegate had received, beginning on page 40, and moved that they be adopted.\nThe motion was carried.\n\nMiss Jones introduced Mrs. Mary C. C. Bradford, State superintendent of public\n\ninstruction, Denver, Colorado, past president of the National Education Association, and chairman of the Committee of One Hundred on Classroom Teachers'\nProblems . Mrs. Bradford explained the report of the Committee, which had been\nprinted and placed in the hands of delegates. Mrs. Bradford introduced Mr.\nShoup, of Denver, Colorado, a member of the Committee, who emphasized the\nfact that where teachers are well organized the problems of the classroom teacher\nare least.\n\nMrs. Bradford introduced another member of the Committee, Miss Harding,\n\nof Chicago, Illinois, who stated that the most serious problem of the classroom\nteacher is the problem of interruptions. Among other problems mentioned by\nMiss Harding were the overcrowded schoolroom, too much clerical work, teacher\n\n"}
{"page": 68, "printed_page": null, "text": "MINUTES OF WASHINGTON CONVENTION\n\n47\n\nrating, lack of tenure, low salary, and lack of organization. A motion to adopt\nthe report of the Committee was then carried.\n\nMiss Jones then introduced Mr. Harold W. Foght, president of the Northern\nNormal and Industrial School, Aberdeen, South Dakota, chairman of the Committee of One Hundred on Rural Teachers' Problems, who explained the report\nof that Committee, which had been printed and placed in the hands of delegates.\nReferring to the present economic stress among rural people, Mr. Foght said :\n\n\"\nWe have one equation of National life in the United States. It has two members, like all equations. The rural is one member, the other is the city member.\nThrow one out of balance and they both suffer.\"\n\nMiss Jones next introduced Dr. Augustus O. Thomas, State commissioner of education, Augusta, Maine, chairman of the Committee on Coöperation with the\nWorld Federation of National Education Associations, who presented the report\nof that Committee. Dr. Thomas emphasized the importance of sound edu-\n\ncation as the foundation of right world relationships and proposed the adoption\nof three recommendations: ( 1) That the president of the Association be authorized\nto appoint delegates to the meeting of the World Federation, in Edinburgh, Scotland, in July, 1925 ; (2) That the National Education Association continue its\nmembership in the Federation ; ( 3 ) That the Committee be continued. Each of\nthe three propositions contained in the report was voted on separately and carried,\n\nfollowing which, a motion was made to adopt the report as a whole, which was\ncarried.\n\nMiss Jones called for the Report of the Joint Committee on Health Problems in\n\nEducation. In the absence of the chairman, Dr. Thomas D. Wood, the report was\npresented by Dr. William B. Owen, who referred to the 162-page printed report,\nwhich had been placed in the hands of delegates . Dr. Owen reported that the\nJoint Committee was appointed in 1911 on the request of the American Medical\nAssociation and complimented the work which the Committee had done since that\n\ntime. He then moved the adoption of the Committee's report and the continuance\nof the Committee.\n\nThe motion was carried.\n\nMiss Jones called for the Report of the Committee on Character Education.\nIn the absence of the chairman of the Committee, Mr. Milton Bennion, of Salt\nLake City, Utah, the report was discussed from the viewpoint of the classroom\nteacher by Miss Effie MacGregor, of Minneapolis, who moved the adoption of\nthe printed report and the continuance of the Committee. Following a brief dis-\n\ncussionby Miss McVey, of New York, the motion was carried.\nMiss Jones then introduced Miss May Wade, a classroom teacher of\nBerkeley, California, who presented a report on Ethics on behalf of the State\nCouncil of Education of California. Miss Wade moved the acceptance of this\nreport and the appointment of a committee to formulate a code of ethics for teachers.\n\nThe motion was carried.\n\nMiss Jones then introduced Mrs. Cora Wilson Stewart, chairman of the Illiteracy Commission, who stated that the printed report in the hands of delegates\nwas the fourth report that the Illiteracy Commission had prepared during the\nsix years of its existence. Mrs. Stewart called attention to ten points against\nilliteracy that were adopted by the National Illiteracy Conference held in Washington, in cooperation with the General Federation of Women's Clubs, the American Legion, and the United States Bureau of Education. A motion to adopt the\nreport was made and carried.\n\nMiss Jones next introduced Dr. James Y. Joyner, of North Carolina, a past\npresident of the National Education Association of 1910, for a word of greeting,\nexplaining that he had not been able to be present at the preceding evening session,\nwhenpast presidents were called upon. Secretary J. W. Crabtree made announcements. A motion to adjourn was made and carried. The Assembly adjourned\nat12:20 o'clock, P. M.\n\n"}
{"page": 69, "printed_page": null, "text": "48\n\nNATIONAL EDUCATION ASSOCIATION\n\nSECOND BUSINESS SESSION OF THE REPRESENTATIVE ASSEMBLY\n\nWednesday forenoon, July 2, 1924\n\nThis session was called to order by the President, Miss Olive M. Jones, Wednes-\n\nday morning, July 2, 1924, at 8:30 o'clock, in the auditorium of the Central High\nSchool, Washington, D. C.\nMiss Jones introduced Mr. Glenn H. Woods, of California, who conducted the\n\nmusical services of the morning. The audience sang \"The Battle Hymn of the\nRepublic\" and \"Just a Song at Twilight.\" Delegations from Illinois, Oregon,\nMinnesota, and Iowa sang their State songs.\nMiss Jones then introduced Mr. Frank E. Reynolds, secretary of the Ohio State\nTeachers' Association, who moved that recognition be made of President Coolidge's\nbirthday, the Fourth of July. The motion was carried and a committee appointed,\nwith Miss Charl O. Williams as chairman.\n\nMiss Jones introduced Dr. Thomas H. Briggs, professor of education, Teachers\nCollege, Columbia University, New York City, chairman of the Committee on\nClassification of Educational Material, who gave the report of that Committee,\nwhich had been printed and placed in the hands of delegates.\n\nHe recommended\n\nthat the publication of index cards of all educational books and most important\nperiodicals be undertaken by the National Education Association, to be issued to\nsubscribers . Mr. Newlon, of Denver, Colorado, moved that the report be adopted\nand that the Committee be continued.\n\nThe motion was carried.\n\nMiss Jones then introduced Dr. William C. Bagley, professor of education,\nTeachers College, Columbia University, New York City, chairman of the Editorial\nCouncil, to present the report of that Council. Referring to the report of the\n\nManaging Editor, Mr. Joy E. Morgan, as printed on pages 26, 27, and 28 of the\nSecretary's Report, Dr. Bagley stated that the Editorial Council wished to submit\n\nthe statements of editorial policy contained therein as its report, following which\nhe gave an able discussion of the purpose of The Journal.\n\nHe referred to the scant attention given education by the National nominating\nconventions in contrast with the courteous treatment of the Association's representatives at the hands of the President and Congress, and declared that it was\nclear that teachers should play a larger part in the selection of candidates for\noffice and of delegates to conventions. Among those who took part in the discussion of the report of the Editorial Council were Mr. A. H. Chamberlain, of California, Mr. MacCracken, of Pennsylvania, Mr. Sims, of Wisconsin, and other\ndelegates. A motion to adopt the report was made and carried.\nMiss Jones then introduced Dr. Thomas E. Finegan, chairman of the Committee\non Visual Education, who presented the report of that committee, which had been\nprinted and placed in the hands of delegates. He discussed the five recommendations of the Committee, including one that the present committee be discharged\n\nand another committee appointed by the incoming president to carry out such\nwork as may be desirable. On motion the report of the committee was adopted.\nMiss Jones introduced Mr. Guy M. Wilson, professor of education, Boston\nUniversity, and chairman of the Committee on Arithmetic Revision, who presented the report of that Committee, which had been printed and placed in the\n\nhands of delegates. The report was discussed by Mr. Samuels, of Wisconsin, and\nother delegates. A motion was made to adopt the report and to continue the\nCommittee.\n\nMotion carried.\n\nMiss Jones introduced Miss Lida Lee Tall, principal of the Maryland State\nNormal School, Towson, Maryland, chairman of the Committee on Social Studies,\nwho presented the report of that Committee, and moved that it be adopted and\nthe Committee continued.\n\nMotion carried.\n\nMiss Jones then introduced Miss Mary McSkimmon, principal of the Pierce\nSchool, Brookline, Massachusetts, who presented the report of the Committee on\n\n"}
{"page": 70, "printed_page": null, "text": "MINUTES OF WASHINGTON CONVENTION\n\n49\n\nCooperation with the American School Citizenship League in the absence of Mrs.\nFannie Fern Andrews, chairman of that Committee. Miss McSkimmon referred\nto the printed report in the hands of delegates and moved that it be adopted and\nthe Committee continued for another year. Motion carried.\nMiss Jones then introduced Mr. Arthur H. Chamberlain, secretary of the California State Teachers Association, and chairman of the Committee on Thrift\nEducation, who presented the report of that Committee, explaining that inasmuch\n\nas the report was based on a conference just concluded in Washington, it could not\nbe printed in time for distribution to the Representative Assembly. Following\ndiscussion by Mr. Hunter, of California, and Mr. Seerley, of Iowa, a motion to\nadopt Mr. Chamberlain's oral report was carried.\nMr. Francis G. Blair, of Illinois, suggested that each committee make a recommendation as to whether the work of the committee should be continued, leaving\n\nto the Assembly the question of whether the committee itself should remain in\ncharge of it.\nFollowing announcements by the Secretary, Miss Jones declared the meeting ad-\n\njourned, at 11:00 o'clock, A. Μ.\nTHIRD BUSINESS SESSION OF THE REPRESENTATIVE ASSEMBLY\n\nThursday forenoon, July 3, 1924\n\nThis session was held in the auditorium of the Central High School, Washington,\nD. C., Thursday forenoon, July 3, 1924. The session was called to order at 8:30\no'clock by Miss Minnie J. Nielson, State superintendent of public instruction, Bismarck, North Dakota. Under the direction of Mr. Maupert and Mr. Gartlan, the\n\naudience rose and sang \"America\" and \"The Long, Long Trail.\" One of the\nHawaiian delegates sang Hawaiian songs in the native language. The following\nState delegations sang their State songs: Colorado, Pennsylvania, North Carolina,\nAlabama, North Dakota, and Hawaii.\nMiss Nielson then asked Mr. Gartlan to say a few words about music. Mr.\nGartlan emphasized the important place which music should have in the public\nschools as a cultural and creative element in the development of the child.\n\nMiss Nielson made a brief speech in which she stated: \"It has been my privilege\nand pleasure to have attended a number of the National Education Association\nmeetings, and I am sure I am voicing the feeling of all of you present this morning\n\nwhen I say that there has never been a more hopeful, more inspiring, more profitable meeting than we have had here at this sixty-second annual convention of the\n\nAssociation. The appointments have been. beautifully carried out in every way,\neverything has been done for our comfort, everything anticipated for our wants\nhas been fulfilled, and the wonderful night meetings have been most convenient. \"\nMiss Olive M. Jones then took the chair and explained the arrangements that\nhad been made for the reception of the President of the United States in the\n\nStadium on the following morning.\nThe chairman of the Committee on Necrology, Mr. Ernest L. Crandall, of New\nYork City, was introduced and presented the report of that Committee, which is\nprinted elsewhere in the Proceedings. At this point a basket of flowers was presented to Miss Jones, with a card bearing the inscription: \"Greetings to the National Education Association from Oregon. \"\n\nThe Treasurer of the Association, Miss Cornelia S. Adair, was next introduced\nand explained the printed report of the Treasurer, which was in the hands of\n\ndelegates. Miss Adair referred particularly to the chart on the first page of the\nreport, and to the summary of expenditures on the last page. She stated that the\nreport had been audited by the Association's official auditors , Marwick, Mitchell\nand Company, of New York, and that it had been approved by the Association's\nAudit Committee. Miss Adair urged the prompt payment of dues as one means\n\n"}
{"page": 71, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n50\n\nof improving the finances of the Association. The report of the Treasurer is printed\nin the Volume of Proceedings . On motion it was adopted by the Representative\nAssembly.\n\nMiss Jones explained, \"You have listened to the Treasurer's Report. Before\nthe Treasurer's Report is adopted it is essential that you hear the Auditor's report,\n\nso that the two may be considered together. I therefore call upon Mr. Carter,\nof Missouri, chairman of the Audit Committee.\"\nMr. Carter explained that the Audit Committee had examined the books of the\nAssociation and the report of the Treasurer and found them to be correct. A\nmotion was made to adopt the report of the Audit Committee and the Treasurer .\nFollowing discussion, the motion was carried.\n\nMiss Jones then introduced Mr. Crabtree, secretary of the Association, to present\nthe report of the Secretary, which had been printed and placed in the hands of\n\ndelegates. Mr. Crabtree explained that the report had been presented to the\nExecutive Committee and also to the Board of Directors , and that these boards\n\nwould bring before the Representative Assembly for consideration such items as\nthey deemed proper.\nfile.\n\nHe then moved that the report be received and placed on\n\nThe motion was carried .\n\nMiss Jones next introduced Mr. Walter R. Siders, chairman of the Board of\nTrustees, member of the Executive Committee, and chairman of the Budget Committee, explaining that the Budget Committee consisted of persons named by the\n\npresidents of the three leading departments, a State Association Secretary, a State\nDirector, a past president, and Mr. Siders. Mr. Siders presented the report of\nthe Trustees and the Executive Committee, which were printed and in the hands\nof delegates. This report appears in the Volume of Proceedings. Mr. Siders\ncalled especial attention to the three funds of the Association : First the.permanent\nfund, which is an endowment and of which only the interest can be used. Some\nof this fund has been invested in property on M Street. Second, the regular fund\n\ncontaining moneys which are expended during the year. Third, a revolving fund\nof $ 15,000, from which the current expenses of the Association are paid. The\nSecretary makes expenditures from the revolving fund and presents vouchers to\n\nthe officers of the Association, who reimburse the fund as the vouchers are approved. A motion to adopt the Report of the Trustees as approved by the Auditors\nwas carried.\n\nMr. Siders next took up the report of the Executive Committee, including the\nBudget Committee, which was in the hands of delegates and which appears in the\nVolume of Proceedings. After explaining the report, Mr. Siders moved its adoption. Among those who took part in the discussion of the motion were Mr. F. G.\nBlair, of Illinois ; Mr. Fred M. Hunter, of California ; Mr. T. Marcellus Marshall,\nof West Virginia ; Mr. Arthur H. Chamberlain, of California; Mr. McNamara ,\nof Pennsylvania ; Dr. Davidson, of New York ; and Mrs. Mary C. C. Bradford, of\nColorado. After considerable discussion the previous question was moved and\ncarried. A motion to adopt the report was then carried. Mr. Davidson, of New\nYork, moved a vote of thanks and confidence in the Budget Committee and the\nfinancial authorities of the Association.\n\nMotion carried.\n\nMiss Jones explained : \"On Monday we listened to three reports. We could\nnot adopt these reports on Monday because it was not a regular business session.\nI will now recognize Mr. Carison, chairman of the Committee on Retirement Allowances.\" Mr. Carlson introduced Dr. Joseph Swain, of Swarthmore, Pennsylvania, formerly chairman of the Association's Committee on Salaries, Tenure,\nand Pensions, who moved the adoption of the report, and the continuance of the\n\nCommittee . There was discussion by Mr. Blair, of Illinois ; Miss Harding and\nMiss Duggan, of Chicago ; and Mr. Reynolds, of Ohio. On motion the previous\nquestion was adopted and the motion to adopt the report was voted on and carried.\n\n"}
{"page": 72, "printed_page": null, "text": "MINUTES OF WASHINGTON CONVENTION\n\n51\n\nMr. Hunter, of California, chairman of the Committee on Tenure, was then introduced and moved the adoption of the report of that Committee. Motion carried.\n\nDr. George D. Strayer, chairman of the Legislative Commission, moved the\nadoption of the report of that Commission. The motion was carried. There was\ndiscussionby Miss Isray, of Illinois ; Mr. Marshall, of West Virginia ; and other\ndelegates.\n\nMiss Jones announced that the next order of business was the consideration of\nproposed amendments to the Association's By-laws as found on pages eight and\nnine of the Official Manual. She explained that she had asked the persons interested in those amendments to form a committee to go over them and report to\n\nthe Representative Assembly, introducing Mr. Reynolds, of Ohio, chairman of the\nCommittee.\n\nThe Committee recommended that the first amendment as printed in the Official\nManual be voted down. The amendment was accordingly rejected on motion.\nThe Committee recommended that the second amendment, proposed by Miss\nBlake, of New York, be not adopted. On motion the amendment was rejected.\n\nThe Committee also recommended that the amendments proposed by Superintendent Callahan, of Wisconsin, be not adopted. There was discussion by Mr.\n\nMarshall, of West Virginia; Mr. Fred M. Hunter, of California ; Mr. Thomas, of\nMaine; Mr. Tanner, of California; Miss McReady, of Illinois ; and other dele-\n\ngates. The debate was closed by the adoption of the previous question, after\nwhich on motion the amendment was rejected.\n\nMr. Reynolds next called up the amendment proposed by Mr. B. F. Stanton, of\nOhio, relating to the election of officers. The committee recommended the adoption of this amendment. Those participating in the discussion were Mr. Reynolds,\n\nof Ohio ; Mr. Fred M. Hunter, of California ; Mr. Van Dyke, of Minnesota ; Mr.\nCort, of New York ; Mr. Wilson; Mr. Hale, of Indiana; Dr. Owen, of Illinois ;\nMiss Blake, of New York; and Mr. Marshall, of West Virginia. Miss Jones\nthen put the question on the amendment to the amendment proposed by Mr. Cort\nand printed on page nine of the Official Manual. The amendment to the amendment was voted down.\n\nThe discussion of the main amendment was then resumed, the following participating: Mr. Walker, of Missouri ( opposing ) ; Mr. Marshall, of West Virginia\n(favoring) . Following the passage of a motion for the previous question, the\nproposal to adopt the amendment was carried. The amendment is as follows :\nAmend Article 2, Section 2, of the By-laws, entitled, \"Election of Officers, Representative\nAssembly and Affiliated Associations,\" to read as follows: \" At the first business meeting of\nthe Representative Assembly on the second day of the annual meeting of the Association\nnominations for the following officers shall be made: President, Vice- Presidents, and Treasurer .\nCandidates for said offices shall be nominated from the floor upon roll call of the States . On\n\nthe first day of the annual meeting of the Association, the delegates of each State, territory,\nrectors and the name of such person shall be reported to the Representative Assembly at the\n\nand district of the United States shall nominate one person for member of the Board of Difirst business meeting upon roll call of the States.\n\nOn the fourth day of the annual meeting\n\nofficers shall be elected from the candidates by the delegates to the Representative Assmbly,\nby ballot. Said ballot shall be printed and shall contain the names of all nominees as provided above. Polls for voting shall be open from 8 A. M. to 6 P. M. , at such place or places\nas the President of the Association shall designate. The candidates for President, Treasurer,\nmember of Board of Directors from cach State, territory , or district, respectively, and the\neleven candidates for the office of Vice-President receiving the highest number of votes shall\nbedeclared elected. The President of the Association shall appoint tellers and complete all\narrangements for carrying out the election. The results of the election herein provided shall\nbe announced at the final business session of the Representative Assembly . The officers thus\nchosen shall continue in office until the close of the annual meeting subsequent to their electhon, and until their successors are chosen, except as herein provided.\n\nThe Secretary and the\n\nTreasurer shall enter upon their duties at a date which shall be determined by the Board of\nTrustees and which shall not be later than the first of October and shall continue in office\nduring the term for which they are separately chosen and until their successors are duly\n2,. he amended by striking out\ntected.\" And that Article 6, entitled \" Committee,\" Section 2\nin lines four and five of this section the word \" Nominations\" ; that Section 3 of Article 6\nbe omitted, and that Sections 4. 5, and 6 of Article 6 be numbered \"3. 4, and 5.\" respectively,\nand that anything in the By-laws of the Association inconsistent with the provisions of these\namendments is hereby repealed.\n\n"}
{"page": 73, "printed_page": null, "text": "52\n\nNATIONAL EDUCATION AssociatiON\n\nMr. Reynolds then asked the unanimous consent to amend Section 3, Article 5,\nwhich reads: \"Departments shall hold annual meetings at the time and place of\n\nthe Association, except as the Executive Committee may approve other arrangements.\"\n\nOn motion the amendment was adopted.\n\nMr. Reynolds called up the last amendment on page nine of the Official Manual.\nThere was discussion by Dr. Owen, of Illinois ; Mr. Marshall, of West Virginia;\nDr. Kelley, of Pennsylvania, and others.\nDr. William B. Owen, parliamentary advisor, reported that since the amendment had not been before the Association for a year, it could be adopted only by\nunanimous consent. Miss Jones then asked for unanimous consent, which was\n\nrefused. She then ruled that the amendment must lie over for a year. The\namendment which is to come before the Representative Assembly in 1925 follows :\n\"That in Section 8, of Article 5, of the By-laws of the Association relating to\nthe formation of new departments, the words 'two hundred fifty\n' be substituted\n\nfor the words 'twenty-five' and that following the phrase 'proposed to be established there be added the clause 'provided that no group shall be admitted to\ndepartmental status until it shall have held constructive meetings for at least three\nsuccessive years. \"\n\nMiss Jones then called for new business. Mr. J. M. Gwinn, of California,\nspeaking for the National Council of Education, asked that the President of the\nAssociation appoint a committee on the teaching of democracy to continue the\n\nwork done by the Council's Committee under the chairmanship of Dr. Yocum,\nof the University of Pennsylvania.\n\nIt was voted that the Committee be appointed.\n\nMr. Reynolds, of Ohio, moved that it be the sense of this delegate body that all\ncommittees be ready to make their reports next year. The motion was carried.\nMr. Kelley, of Pennsylvania, chairman of the Committee on the Revision of\n\nDepartments , then moved the adoption of the report of that Committee. There\nwas discussion by Mr. Thatcher and Mr. Cort, of New York.\n\nMr. Kelley reported that a joint committee of the departments having to do with\nhealth and physical education recommended that it be merged under the name of\nSchool Health and Physical Education. The motion to adopt the report was\ncarried .\n\nDr. William B. Owen then announced the following amendment to lie on the\n\ntable for consideration in 1925 : Amend Article 4, Section 2, of the By-laws, by\nadding the following words : \"In addition to the 120 members thus selected from\nthe active membership, the National Council may in its by-laws provide for the\n\nadmission to membership of representatives from the several Departments of the\nAssociation on the basis of equal representation from each Department.\"\n\nMiss Jones then introduced Dr. Chandler, president of the College of William\nand Mary, Williamsburg, Virginia, chairman of the Committee on Resolutions ,\nwho presented the report of that Committee. The various items in the report of\n\nthe Resolutions Committee were discussed and voted upon, item by item, following\nwhich the report as a whole was adopted.\n\nMr. Muller, of Oakland, California, moved that the Association extend its appreciation to President Jones for her work in organizing and presiding over the\nmeeting. The motion was put by Dr. Owen and unanimously adopted by a rising vote.\n\nMiss Jones then resumed the chair and presented Mr. Uel B. Lamkin, president\nof State Teachers College, Maryville, Missouri, who read the report of the Committee on Nominations.\n\nThe report of the Committee was adopted and the Secre-\n\ntary instructed to cast the unanimous ballot of the Association for the persons\nwhose names were recommended by the Committee. The Secretary cast the ballot\nand Miss Jones declared the officers duly elected.\n\nMiss Jones then introduced the newly-elected president, Mr. Jesse H. Newlon,\n\n"}
{"page": 74, "printed_page": null, "text": "MINUTES OF WASHINGTON CONVENTION\n\n53\n\nsuperintendent of schools, Denver, Colorado, who expressed his appreciation of the\nhonor and his determination to measure up to its responsibility. Miss Jones explained that the convention did not end until after the speech by President Coolidge\non July 4 and declared the meeting adjourned at 1:50 o'clock, P. M.\nFriday morning, July 4, 1924\n\nDelegates to the Representative Assembly, members of the National Education\nAssociation, and friends, gathered in the Stadium of the Central High School,\nFriday morning, July 4, 1924. Miss Olive M. Jones presided.\nAsong service was conducted by Mr. Gartlan, of New York, and Mr. Woods,\n\nof California. Miss Jones spoke as follows : \"Fifty-two years ago the guest of\nhonor of the National Education Association was born on the Nation's birthday.\nIthappens that there are fifty-two States and territories of the United States who\nhave sent representatives to this great National Convention. In honor and rec-\n\nognition of the significance of this fact, the National Education Association in\nconvention assembled yesterday appointed a committee consisting of representatives\nof Vermont, Massachusetts, and the District of Columbia to give the President\nof the United States a slight token of our appreciation of his great services to us.\"\nAt this point Mr. Jesse H. Newlon, of Colorado, presented a basket of flowers to\nPresident Coolidge. Miss Jones continued :\n\"One hundred and forty-eight years ago a new Nation was born. The leaders\nin that great history-making declaration of July 4, 1776, foresaw and emphasized\nthe inseparable, inescapable relationship of education to the equality of man. In\nmy hand I hold a gavel which fittingly typifies this relationship. It was made by\nschool boys of Concord, Massachusetts , from the wood of that rude bridge which\narched the flood where once the embattled farmers stood and fired the shot heard\n\nround the world. Today a citizen of that State represents the spirit of democracy\nthere established, and in the Capital of that Nation born July 4, 1776, are assembled to hear him speak the teachers on whose consecration to duty the preservation of true democracy must forever depend.\n\"Ladies and Gentlemen, the President of the United States.\"\nThe President's speech, which appears in the volume of Proceedings, was received with enthusiastic applause. Following the speech of President Coolidge\nMiss Jones announced that \"at the conclusion of the Patriotic Pilgrimages this\nafternoon the sixty-second annual Convention of the National Education Association will adjourn .\"\nThe audience then rose and sang the \"Star Spangled Banner,\" after which, at\n11:25 o'clock, A. M. , the meeting adjourned.\nOLIVE M. JONES,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\n"}
{"page": 75, "printed_page": null, "text": "REPORT OF COMMITTEE ON RESOLUTIONS\nJ. A. C. CHANDLER, PRESIDENT, WILLIAM AND MARY COLLEGE\nWILLIAMSBURG, VIRGINIA, CHAIRMAN\n\nThe Education Bill-We, the members of the Representative Assembly\n\nof the National Education Association, assembled in the National Capital\nreaffirm our devoted and unqualified support of the Education Bill now\npending in Congress. We believe that Federal leadership as provided by\nthe creation of a Department of Education with a Secretary in the President's Cabinet is essential to the development of the highest degree of\nefficiency in the schools of the Nation. We know that the Federal Government has an obligation to support research and investigation, and to\ndisseminate information with regard to public education comparable to\nthat undertaken by other Federal departments. We are convinced that\nthe Nation should contribute to the development of a Nation-wide program for the removal of illiteracy, the Americanization of the foreignborn, the training of teachers, the development of a program of physical\neducation, and the equalization of educational opportunity. This leadership, to be provided by a Secretary of Education in the President's Cabinet\n\nand the Federal aid required to promote the program of education on a\nbroad scale, can and should be accomplished without any interference on\nthe part of the Federal Government in the constitutional rights of the\nStates to organize, administer, supervise, and control their own schools.\nIt is gratifying to note that the two great political parties have in their\nplatform recognized that education is one of the chief concerns of the\nNation, and that the President of the United States is favorable to the es-\n\ntablishment of a new department emphasizing the importance of education.\n\nPrivate institutions-The National Education Association, while recognizing the American public school as the great nursery of broad and\ntolerant citizenship and of a democratic brotherhood, acknowledges also\nthe contributions made to education by private institutions and enterprises,\nand recognizes that citizens have the right to educate their children in\neither public or private schools, when the educational standards of both are\napproved by the State educational authorities .\nProfessional ethics-We believe that the time has come in the development of the teaching profession for the preparation of a professional code\nof ethics to govern the general attitude of teachers to teachers and to\n\nschool officials as well as their general relation to society. In this we\nshould be following the practice found so necessary and beneficial to the\ngreat professions of medicine and law. To this end we suggest that the\nSecretary of the National Education Association correspond with the\nofficials of the various State associations to encourage them in the preparation of professional codes, and we recommend that a special committee be\n1These resolutions were passed by a unanimous vote of the Representative Assembly, Washington meeting, July 3, 1924.\n[54]\n\n"}
{"page": 76, "printed_page": null, "text": "COMMITTEE ON RESOLUTIONS\n\n55\n\nappointed to prepare a national code of ethics for the teaching profession .\nStatus of teachers-The security of the professional status of teachers .\n\nand supervisors has not been adequately provided for. Too often are\nteachers, principals, and superintendents dismissed without due notice or\nany adequate statement of the cause of such action. In the last year\nthere have been reported numerous instances of teachers, principals, and\nsuperintendents who have failed of reappointment in utter disregard of\nprofessional and lay public opinion for no other than political reasons.\nThe teachers of America were shocked at the action of the New York\n\nCity Board of Education in failing to reappoint the faithful and efficient\nsuperintendent of schools of that city though he was practically unanimously\nendorsed for reëlection by parents' associations and other civic bodies, and\nby the teachers, principals, and district superintendents. We believe the\ntime has come when this association should have definite and systematic\ninvestigations made of such cases by the Tenure Committee in order that\nthis body may be in a position to recommend such remedial measures as will\ntend to take the schools of the country out of politics.\n\nWe recommend that the Tenure Committee of the National Education\nAssociation be empowered to give its active support to the association of\nany State in which there is pending legislation for the protection of teachers and supervisors and for the promotion of the efficiency of the service.\nWe again deplore the tendency of some States to reduce appropriations\nfor teacher-training institutions and for the support of the public high\nand elementary schools. We call upon the State teachers' associations to\nexert every effort to improve standards of teacher-training institutions.\nIf the schools are to be what the American people desire, better trained\nteachers must be secured, adequate salaries must be paid, and teachers must\nbepromoted on merit, and not because of political influence.\nThe teachers' retirement systems must be improved in order that a\nteacher shall receive annuity that will be based upon living conditions.\nWe believe that there should be no discrimination in the schools as to\n\nsex, but that men and women teachers should be on the same basis-equal\nqualification, equal service, equal salary.\nThe teaching of the Constitution and the history of public educationTeachers welcome the coöperation of the American Bar Association and\nsimilar agencies in a task with which the schools have always been vitally\nconcerned-\" to establish and maintain the Constitution of the United States\n\nand the principles and ideals of our government in the minds and hearts of\nthe people.\" We believe therefore that the Constitution should be taught\nin all the upper grades of the elementary schools .\nWe further maintain that in the schools instruction should be given in\n\nthe history and ideals of our public-school system.\nCharacter education-Our boys and girls are the greatest assets of the\nNation. It is essential that they shall receive proper character training.\n\nHonesty, integrity, and truthfulness should be emphasized in all the work\nofthe schools. We believe, however, that the responsibility for character\n\nbuilding must fall primarily upon the home. At the same time, teachers\nmust by precept and example do everything possible to develop the highest\n\n"}
{"page": 77, "printed_page": null, "text": "56\n\nNATIONAL EDUCATION ASSOCIATION\n\ntype of character in the boys and girls under their influence. We believe\nthat religious education is fundamental in the development of character.\nHolding to these views, we urge that the school, the home, and the church\ncoöperate fully in the training of our youth.\nThe day has come when parents, teachers, and leaders in religious, moral,\n\nand educational work must coöperate for the protection of our boys and\ngirls of high-school age. Manners and morals today need safeguarding and\ndirection. Many forms of recreation now prevailing should be eliminated\nand all recreation should be supervised. We recommend as a preliminary\nstep to this end that efforts be made to secure for high-schools teachers whose\nsole duty shall be to give moral and social guidance to pupils, and to confer\nwith parents and teachers regarding such forms of recreation as will\nprove wholesome.\n\nEverything should be done to inspire in our children a love for and\nsympathy with the children of other nations.\n\nWe therefore endorse the\n\nefforts to secure help through the American children for the destitute and\norphan children of foreign lands.\nNational Conference on Outdoor Recreation-The National Education\nAssociation heartily endorses the National Conference on Outdoor Recreation and believes it will furnish a wholesome opportunity for the proper\ndevelopment of our youth physically and morally.\nLiteracy tests-We believe that the reading and writing of English\nunderstandingly should be a qualification for citizenship and also a qualification for voting.\n\nWe, therefore, urge upon Congress and the President the wisdom of\nadding the ability to read and write English understandingly, as an ad-\n\nditional qualification for citizenship and that such a test be administered\nby existing federal agencies in conjunction with the Bureau of Education.\nWe further recommend to such States as are not already provided with\na literacy test for voting that they adopt such a test of reading and writing\nEnglish understandingly, to be administered by the educational authorities\nof the State.\n\nInternational relations-The National Education Association is opposed\nto war except as a means of national defense. We strongly urge that our\nnation shall take steps to prevent any more wars. We ask that by agreement and coöperation, the American Government shall lead in securing\nfrom the civilized world a complete denunciation of war as a means for\nthe settlement of international differences. For this purpose our Government should endeavor to secure the establishment of coöperative tribunals\nto regulate international relations.\n\nChild-labor amendment-Believing in Governmental responsibility, we\nendorsed in our last Convention an amendment to the Constitution em-\n\npowering Congress to make laws regarding child labor. We now advocate\nthe prompt ratification by the States of the Child Labor Amendment passed\nby the present Congress and urge the members of this Association to make\nevery effort to obtain its ratification by the legislatures of their respective\nstates at the earliest possible date.\nNarcotic education service-We give our hearty endorsement to the\nBureau of Education for having agreed to establish a Narcotic Education\n\n"}
{"page": 78, "printed_page": null, "text": "COMMITTEE ON RESOLUTIONS\n\n57\n\nService recognizing that in narcotic addiction, especially in the spread of\n\nthe use of heroin among the youth, there is a grave peril to the boys and\ngirls of America. We urge the National Education Association and the\ndepartments and boards of education of States, counties, and municipalities\nto coöperate fully with this service.\nLaw enforcement-We regret that in many communities there has developed a spirit of disregard of laws, especially those dealing with per-\n\nsonal conduct. This attitude is reacting unfavorably upon the youth of\nAmerica by causing laxness in respect for and enforcement of law. Teachers everywhere should endeavor to inspire respect for law and should\nadvocate strict enforcement thereof. We refer in particular to National\nand State laws, forbidding the liquor traffic and the distribution of obscene\nliterature, posters, and pictures. This is equally true with regard to the\nenforcement of laws in many States forbidding the sale of cigarettes to\nchildren.\n\nAmerican Education Week-In order to bear in upon the consciousness\nof all citizens the importance of education in our national life, we urge\nthe widest observance of American Education Week in the schools,\nchurches, and civic centers of all communities.\n\nThe Territories of Alaska and Hawaii-The National Education Association recommends to the Congress of the United States that the teachers\nin the territories of Alaska and Hawaii be not required to pay Federal\nincome tax.\n\nSchools of the District of Columbia-The National Education Association reaffirms the resolution passed at the Oakland-San Francisco meeting\nof 1923 relative to the schools of the Nation's Capital. We heartily endorse the action of the present Congress of the United States in passing a\nsalary schedule providing increases for officials, teachers, and other employees of the public schools of the District of Columbia. The National\nEducation Association urges that Congress, at its next session, pass legislation which will enable the educational authorities of Washington to institute and carry to completion an adequate program of school buildings.\nResolution of thanks-We express our sincere apprecation of the\ncourtesy and hospitality extended to the members of the Association by the\nteachers, the civic organizations, and by private citizens of Washington, of\n\nthe State of Virginia, and other near-by States. We acknowledge the great\nservice rendered to the teachers and the cause of education by the intel-\n\nligent and public-spirited reports on our deliberations, published not only\nby the local press but by many other great papers of the Nation. We\nheartily thank our Government for its generous assignment of band music\ntothe many occasions when the teachers met in convention.\n\nWe are deeply sensible of the honor conferred upon the Nation's teachers by the President of the United States in consenting to address their\nrepresentatives on the Nation's birthday. We feel that such public rec-\n\nognition of the dignity and importance of the profession of teaching by our\nChief Magistrate at this and future conventions of the National Education Association would give inspiration and stimulus to teachers in their\ngreat endeavor.\n\n"}
{"page": 79, "printed_page": null, "text": "REPORT Oof the trustees FOR THE FISCAL YEAR,\nJUNE 1, 1923, TO MAY 31, 1924\n\nTo the Executive Committee, to the Board of Directors, and to the Representative Assembly :\n\nThe Board of Trustees herewith submits the Annual Report on the\nfinances and property of the Association.\nTHE FUNDS OF THE ASSOCIATION\n\nThe Permanent Fund is the money which has been put into a reserve\nfund. The income from this fund pays for repairs, upkeep, insurance, etc.,\non the property in which part of this fund is invested. The balance goes\ninto the Regular Fund for current expenses. The Permanent Fund is in-\n\nvested in Stocks, Mortgages, Bonds, and Real Estate.\nThe Regular Fund is the money received from memberships, from the\nsale of volumes and pamphlets, from commercial exhibits, advertising, etc.\nThe Revolving Fund is a part of the moneys of the Regular Fund\n\nplaced in the hands of the Secretary to pay salaries and current bills. The\nSecretary presents vouchers for the money he expends. The Revolving\nFund is reimbursed monthly from the General Fund.\nDetailed information follows.\n\nRespectfully submitted,\nBOARD OF TRUSTEES.\n\nREPORT OF THE AUDITOR\n\nMiss OLIVE M. JONES, President,\nNational Education Association of the United States,\nWashington, D. C.\nDEAR MADAM :\n\nIn accordance with instructions received, we have made an examination\nof the cash receipts and disbursements of the National Education Association of the United States for the year ended May 31, 1924, and now\nsubmit our report thereon.\n[58]\n\n"}
{"page": 80, "printed_page": null, "text": "59\n\nREPORT OF THE TRUSTEES\n\nINCOME AND EXPENSES\n\nThe following is a summarized statement of the income and expenses\n\nfor the period under review, further details being submitted in Exhibit\n\"A\" :\nIncome\n\n$292,625.73\n\nLess Expenses :\nBoard of Trustees .\nExecutive Committee ....\nGeneral Secretary's Office .\n\n$1,405.98\n4,967.88\n\nHome Office ..\n\n26,163.38\n8,239.77\n1,963.38\n1,428.35\n8,894.69\n\nInstitutional Expenses ..\nWorld Conference on Education .\n\nRepresentative Assembly Expense .\n\nExpense inCollecting Membership Dues .....\nPublicity Expenses, etc...\nN. E. A. Journal .\nVolume of Proceedings .\nResearch Bulletin .\n\n19,777.92\n\n20,044-34\n\n96,017.32\n9,010.32\n\nDivision of Records and Accounts .\nDivision of Field Secretaries .\n\n7,692.83\n16,139.83\n14,736.69\n25,563.89\n\nDivision of Business ..\n\n20,419.43\n\nDivision of Publications .\nDivision of Research .\n\n13,866.03\n17,020.48\n\nDivision of Classroom Service ....\n\n7,100.94.\n\nDivision of Administrative Service .\n\n2,654.85\n\nSpecial Appropriations .\n\n323,108.30\n\nDeficit for the year.......\n\n$30,482.57\n\nThe total income for the year is $34,411.96 in excess of that of the\nprior year, but this was offset by an increase in the total expenditures of\n\n$52,660.38. Thus, the operations for the year have resulted in a deficit\nof $30,482.57, as shown above, compared with a deficit for the previous\nyear of $ 12,234.15. The size of the membership now is such that probably the income will be stationary in future; consequently we are of the\nopinion that, in preparing the expenditure budget for 1924/5, the 1923/4\nincome should be used as a basis, and not on an estimated further growth\n\nof membership which may or may not materialize. These expenditures\nshould be made so as to have a substantial margin each year to create a\nreserve for any emergencies which may happen in future years.\n\nDuring the past two years various changes have been made in the classification of the accounts, and it is impracticable, at this time, to make comparisons with prior years.\n\nThe Surplus Account as at May 31, 1923, has been changed to a deficit\nof $5,461.47 at May 31, 1924, as under :\n$28,634.54\nSurplus as at May 31, 1923 ...\nAmount due to Department of Superintendence and Elementary\nSchool Principals as at May 31, 1923, written back...\n3,613.44\n\nAdjusted Surplus as at May 31, 1923.....\nDeficit for Year ended May 31, 1924 .....\n\n$25,021.10\n30,482.57\n\nDeficit as at May 31, 1924...\n\n$5,461.47\n\n"}
{"page": 81, "printed_page": null, "text": "60\n\nNATIONAL EDUCATION ASSOCIATION\n\nRECEIPTS AND DISBURSEMENTS\n\nThe following is a summary of the cash receipts and disbursements of\nthe Treasurer's account for the year:\nCash Balance as at May 31, 1923 ....\n\n$12,696.65\n\nReceipts:\n$292,625.73\nIncomes as per Income and Expenses Statement .\n6,494.75\nAccounts and Notes Receivable as at May 31, 1923 .......\n..\n\n$299,120.48\n\nLess Accounts and Notes Receivable unpaid as at May 31 ,\n1924\n\n10,070.34 .\n\n$289,050.14\n\nDepartments of Superintendence and Elementary\nSchool Principals :\n\nAs at May 31, 1923 ...\n\nAs at May 31, 1924 ......\n\n$3,613.44\n4,854.71\n1,241.27\n\n$290,291.41\nLoan from Continental Trust Co .....\n\n7,500.00\n297,791.41\n\n$310,488.06\nDisbursements :\n\nExpenses as per Income and Expenses Statement ........ $323,108.30\n1923 bills paid during current year ......\n\n12,280.67\n$335,388.97\n\nLess :\n\nBills Unpaid as at May 31, 1924.\n$31,068.58\nDepreciation-Office Furniture and Fixtures ...\n2,505.20\n33,573.78\n\n$301,815.19\nFurniture and Fixtures Purchased during Year .........\n\n4,984.44\n\nOffice Stationery and Supplies, etc., on Hand May 31, 1924\n\n1,271.73\n308,071.36\n\nExcess of Cash Receipts over Cash Expended ........\n\n$2,416.70\n\nAccounted for as follows :\n\nRevolving Fund:\nIn Bank\n\n$38.68\n\nTransfer from Continental Trust Co. Regular Account\nto Reimburse Fund\nOn Hand\n\nContinental Trust Co. Regular Account overdrawn ......\n\n14,947.05\n14.27\n\n$15,000.00\n12,583.30\n$2,416.70\n\n"}
{"page": 82, "printed_page": null, "text": "61\n\nREPORT OF THE TRUSTEES\n\nWe examined the cash receipts after making an investigation of the\nmethods of handling the income derived from memberships, subscriptions\nto the Journal of the National Education Association, advertising and\nsundry income, and so far as the system permitted, we satisfied ourselves\nthat all the funds received have been properly accounted for.\nVouchers in support of cash disbursements were examined and found in\norder, but a few receipts were missing for payments made toward the end\nofMay, 1924, which had not been returned to the Treasurer's office at the\ndate of our visit.\nASSETS AND LIABILITIES\n\nThe following is a statement of the assets and liabilities as at May 31 ,\n1924, as shown by the books :\nAssets\n\nCash:\n\nSecretary's Fund-In Bank, on Hand and to be reimbursed from Regular Account .\n\n$15,000.00\n12,583.30\n\nRegular Account (Overdrawn)\n\n2,416.70\nPermanent Fund\n\n6,773.38\n9,190.08\n9,991.61\n\nAccounts Receivable .\nNotes Receivable :\nLife Members .\n\n$1,650.00\n78.73\n\nOthers\n\n1,728.73\n\nStationery, Supplies, Stamped Envelopes, etc..\n\n1,271.73\n500.00\n\nOld Volumes of Proceedings .....\nSecurities at Book Value ( Schedule \"I\")\nReal Estate :\nAt Cost Price....\n\n110,428.80\n$153,000.00\n\nImprovements and Alterations during Year-M Street\nProperty\n\n16,089.13\n169,089.13\n\nLess Mortgages and Loan ..\n\n83,000.00\n\nFurniture and Fixtures :\n\n86,089.13\n\nExpenditures to May 31, 1923 ....\n\n$25,051.94\n\nExpenditures during Year to May 31 , 1924 ....\n\n4,984.44\n\n30,036.38\n$249,236.46\nLiabilities\n\nAccounts Payable\nNotes Payable\n\nDepartment of Superintendence.\nDepartment of Elementary School Principals .\nReserve for Depreciation on Furniture and Fixtures .\nTrust Fund-Permanent Investment .\n\nDeficit as at May 31, 1924\n\n$31,068.58\n7,500.00\n\n3,972.85\n881.86\n\n6,333-33\n204,941.31\n\n5,461.47\n\n$249,236.46\n\nWe verified the secretary's fund partly by count and partly by certificate\n\nobtained from the depository. The overdraft on the regular account represents floating checks; we reconciled the Cash Book with the bank state\n\n"}
{"page": 83, "printed_page": null, "text": "62\n\nNATIONAL EDUCATION ASSOCIATION\n\nment and verified the balance with the bank as shown by the latter, by\ncertificate obtained from the depository. We also verified the balance in\nthe Permanent Fund by the Report of the Trustee.\nCertain of the accounts receivable appear to us to be doubtful, and we\nrecommend that all accounts be examined and that those ascertained to be\n\nuncollectible be charged off or a reserve established.\nThe notes receivable on hand were examined by us and found in order.\n\nThe stationery, supplies, stamped envelopes, etc., on hand are book figures,\nsupported by lists, which we examined. The values are stated at cost.\nThe old volumes of proceedings are carried on the books at the same\n\narbitrary value of $500.00. This stock is added to each year, and there\nappears to be a fair demand for these publications. At the present time\nthis item represents over 18,000 volumes, dating from prior to 1917, which\n\nwould indicate that this asset is placed at a conservative valuation, providing there is a continued demand for these publications.\nWe inspected vouchers for all the additions to the furniture and fixtures\nduring the year, and found the amounts proper charges to that asset.\nWe made a sufficient check to satisfy ourselves that all known liabilities\nare shown on the books.\n\nThe notes payable amounting to $7,500.00 comprise two demand notes\nof $5,000.00 and $2,500.00 dated September 4 and 24, 1923, respectively,\ndue to the Continental Trust Co. We confirmed these amounts by letter\nreceived from the company.\nPERMANENT FUND\n\nWe have audited the receipts and disbursements of the Permanent Fund\nand have inspected the securities in the custody of the Trust Officer of the\nContinental Trust Co., Washington, D. C. There was no change in the\nsecurities from our previous report, and a detailed list is attached hereto\nas Schedule \"1\" showing the par and cost values. The market values were\nnot ascertained at this time.\n\nAll income from investments was received\n\nduring the year. The old mortgage of $29,500.00 was paid off during the\nyear by $4,000.00 from the Permanent Fund Cash and $25,500.00 from the\nproceeds of a new real estate loan of $45,000.00 from the Continental\nTrust Co. The balance of this loan remaining, i. e., $19,500.00, as per\nTrustees' resolution of November 13, 1923, was to provide for the installation of a new heating plant and alterations of the recently acquired property\nat M Street. At May 31, 1924, the amount spent was (as per Balance\nSheet ) $ 16,089.13, leaving a balance of $3,410.87.\nThe following statement shows the changes in the Permanent Fund\nduring the year :\nBalance as at May 31, 1923 ..........\n\n$201,466.31\n\nAdded during year :\nCash received for Life Members' Fees\n\n$3,200.00\n\nNotes accepted for Life Members' Fees .........\n\n275.00\n3.475.00\n\nBalance as at May 31, 1924\n\n...\n\n....\n\n.$204,941-31\n\nΓ\n\nL\n\n"}
{"page": 84, "printed_page": null, "text": "63\n\nREPORT OF THE TRUSTEES\n\nMade up as follows :\nCash\n\n6,773.38\n1,650.00\n110,428.80\n\nNotes receivable (Life Members)\nSecurities\n\n16,089.13\n\nImprovement at M Street .\nReal Estate, less Mortgage Loans thereon .\n\n70,000.00\n\n86,089.13\n$204,941.31\n\nThe income from the investments and the disbursements for the period\nmay be summarized as follows :\nReceipts:\n\nInterest from Securities Owned ( Schedule \" I \")\n\n$4,725.00\n\nRentals Received from Real Estate Owned ....\n\n10,071.25\n\n14,796.25\nDisbursements :\n\nInterest on Mortgages ..\n\n$5,417.14\n899.01\n\nRepairs to Buildings, etc.....\nLegal Expenses re New Loan .....\n\n109.95\n995.17\n7,500.00\n\nTrustees' Commission ..\n\nLoan Repaid.\n\n14,921.27\n\nExcess of Expenditures Over Receipts .\n\n$125.02\n\nThe receipts were properly accounted for and vouchers were produced\nin support of all disbursements.\n\nGENERAL\n\nAs in former years, no examination was made of the monies received and\n\ndisbursements made by the Departments of Superintendence and Elementary School Principals.\n\nWe shall be glad to furnish any further information that may be desired, relative to the accounts.\n\nYours truly,\nMARWICK, MITCHELL Co.\n\n"}
{"page": 85, "printed_page": null, "text": "64\n\nNATIONAL EDUCATION ASSOCIATION\n\nExhibit \"А\"\n\nINCOME AND EXPENSE\n\nFor the Year ended May 31, 1924\nIncome :\n\nMemberships from Secretary's Office .\n\n$100,625.00\n\nMemberships from Annual Conventions.\nN. E. A. Journal :\n\n7,374.50\n\nSubscriptions (Part of Membership Dues )\n\n$90,927.00\n58,028.60\n14.65\n\nAdvertising\nSales\n\n148,970.25\n\nSales of Proceedings .\n\n1,060.50\n\nSales of Special Reports .\n\n495.77\n\nCommercial Exhibits ..\nResearch Bulletin :\nSubscriptions\n\n16,412.79\n3,774.00\n\nSales\n\n874.16\n\n4,648.16\nHonorariums\n\n3,000.05\n2,123.75\n\nRentals\n\nInterest and Discount Earned .\n\n169.59\n156.66\n\nCash Sales .\nNet Income transferred from Permanent Fund .\n\n7,374.98\n\nSundry Income ....\n\n213.73\n\nTotal Income\n\n$292,625.73\n\nExpenses :\nBoard of Trustees ......\nExecutive Committee :\n\n1,405.98\n\nPresident :\n\nDr. Owen ..\n\n$349.36\n\nMiss Jones\n\n2,560.34\n\nFirst Vice-President .\n\n228.86\n\nTreasurer\n\n738.78\n837.83\n\nChairman, Board of Trustees .\nMember by Election :\nMr. Hunter .\nMrs. Stewart ...\n\n66.63\n186.08\n\n4,967.88\nGeneral Secretary's Office :\n\nGeneral Expense ( Clerical Service, Travel-\n\ning, Stationery, etc.)\n\n$11,613.92\n\nSalary of Secretary ....\n\n8,164.00\n19,777.92\n\nHome Office :\n\nGeneral Expense\nExpress and Freight .\nTelephone Service .\nCarried forward ..\n\n$719.91\n834.86\n2,249.18\n\n$3.803.95\n\n$26,151.78\n\n"}
{"page": 86, "printed_page": null, "text": "65\n\nREPORT OF THE TRUSTEES\n\nBrought forward ................\nTelegrams\n\n$3,803.95\n\nRepairs Office Furniture and Fixtures ..\n\n498.56\n365.12\n\nDepreciation-Office Furniture and Fixtures\n\n2,505.20\n\nInterest and Discounts Allowed .\n\n1,238.24\n\n$26,151.78\n\n210.00\n\nSurety Bonds\nInsurance\n\n390.25\n\nAudit Fee, etc.....\nPhysical Plant Expenses :\n\n737.96\n\nRent\n\n$10,085.00\n1,674.95\n\nLight and Power .\nHeat\n\n1,210.26\n1,970.18\n\nJanitor Service\nMaintenance, etc....\n\n1,473.71\n\n16,414.10\n\n26,163.38\nInstitutional Expenses :\nAnnual Conventions :\n\nDepartment Expenses .\n\n632.50\n1,475.31\n\nState Directors .\n\nRegistration\nStenographic Service\nPublicity\n\n1,642.84\n\nPrinting-Programs and Miscellaneous .\n\n2,442.16\n\n990.26\n141.57\n\nExpress and Freight.....\nTelephone and Telegrams .\n\nMiscellaneous Expenses ( Speakers, etc. )\n\n18.25\n76.86\n740.36\n79.66\n\nAmerican Education Week .\n\n8,239.77\n1,963.38\n1,428.35\n8,894.69\n18,769.39\n726.91\n245.08\n302.96\n\nBadges\nWorld Conference on Education .\n\nRepresentative Assembly Expense .\nExpense in Collecting Membership Dues\nPublicity in Anticipation of Membership .\nGeneral Publicity .\n\nSpecial Committee appointed by the President .\nN. E. A. Journal ( Printing and Distribution)\n\n96,017.32\n\nVolume of Proceedings ..\n\n9,010.32\n\nResearch Bulletin (Printing and Distribution)\n\n7,692.83\n\nSpecial Appropriations :\nNomenclature Report ......\nCommittee on Character and Citizenship ...\nCommittee on Foreign Relations .\n\n$595.02\n351.21\n182.02\n\nCommittee on Health Education .\n\n2,362.86\n\nIlliteracy Commission .\nLegislative Commission .\n\n2,650.29\n\nCommittee on Rural Education .\nCommittee on Standardization of\n\n1,934.43\n331.13\n\nSchool\n\nHouse Planning\nCommittee on Salaries, Tenure and Pensions\nCommittee on Thrift Education ......\nCommittee on Reorganization of Elementary\nEducation\nCommittee on\n\n68.50\n2,436.29\n260.00\n\n748.31\nCoördination\n\nof\n\nResearch\n\nAgencies\nDepartment of Classroom Teachers .......\n\nFinancing Delegates, etc...\n\n75.04\n\n4,126.12\n18.61\n\n16,139.83\nCarried forward.\n\n$221,745.99\n\n"}
{"page": 87, "printed_page": null, "text": "66\n\nNATIONAL EDUCATION ASSOCIATION\n\n$221,745.99\n\nBrought forward ..\nDivision of Records and Accounts :\n\nGeneral Expenses ( Salaries, Stationery, etc.)\n\n14,736.69\n\nDivision of Field Secretaries :\n\nLegislative Secretary\nField Secretary .\n\n15,469.71\n10,094.18\n\n25.563.89\nDivision of Business :\n\nGeneral Expenses\nStationery, etc.)\n\n( Salaries,\n\nTraveling,\n\nMultigraphing Section\n\n9,668.86\n1,522.68\n2,870.91\n632.73\n\nAddressographing Section .\n\n5.724.25\n\nTyping Section\nMailing Section\n\n20.419.43\n\nDivision of Publications :\n\nGeneral Expenses ( Salaries, Stationery, etc. ) ) ........\n\n13,866.03\n\nDivision of Research :\n\nGeneral Expenses ( Salaries, Traveling, Stationery, etc.)\n\n17,020.48\n\nDivision of Classroom Service :\n\nGeneral Expense ( Salaries, Traveling, Stationery, etc. )\n\n7,100.94\n\nDivision of Administration Service :\n\nGeneral Expenses ( Salaries, Stationery, etc.)\n\n2,654.85\n\n...\n\nTotal Expenses ....\n\n323,108.30\n\nDeficit for the Year .\n\n$30,482.57\n\nSECURITIES ON HAND\n\nAs at May 31, 1924\nSchedule \"I\"\n\nValue\nPar\n\nBook\n\n$1,000.00\n\n$1,000.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\n3,000.00\n\n3,000.00\n\n150.00\n\n10,000.00\n\n9,500.00\n\n350.00\n\n10,000.00\n\n10,000.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n10,000.00\n\n9,600.00\n\n400.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n9,500 00\n\n400.00\n\nIncome\n\nMunicipal and School Bonds :\nClearwater, Kansas, Water\nBonds, 5 per cent due :\n1930\n1931\n1932\n\n}\n\nWorks\n\nNos. 18 to 23 ..........\n\n{\n\n$50.00\n\nKansas City, Mo., School District 32 per\ncent Bonds due 1925 : Nos. 3127, 3128,\n3129, 3133, 3135, 3136, 3190, 3191, 3192,\nand 3200\n\nSalt Lake City, Utah, Water Bonds, 4½ per\ncent due 1934: Nos. 310 to 319 ..\n\n....\n\nSeattle, Washington, School Bonds, 4½ per\ncent due 1931 : Nos . 586 to 595 ............\nRailroad Bonds:\n\nAtlantic Coast Line R. R. Co. Ist Cons. Mtge.\nBonds 4 per cent due 1952 : Nos. 5130,\n6494, 11638, 11639, 14335, 14339, 17579,\n24001, 37565, 50251 ...\nBaltimore & Ohio R. R. Co. ( Pittsburglı,\n\nLake Erie & West Virginia System) Ref.\nGold Bonds 4 per cent due 1941 : Nos .\n13496 to 13500, 21236 to 21250 ,\nChicago, Indiana & Southern Ry. Co. 4 per\ncent due 1956 : Nos . 11,385 to 11394 and 13786\nCarried forward ....\n\n$76,000.00\n\n$74,808.80\n\n$3,150.00\n\n"}
{"page": 88, "printed_page": null, "text": "67\n\nREPORT OF THE TRUSTEES\n\nValue\n\nBrought forward .\n\nPar\n\nBook\n\nIncome\n\n$76,000.00\n\n$74,808.80\n\n$3,150.00\n\nManhattan Railway Co. Cons Mtge. Gold\nBonds 4 per cent due 1990 : Nos . 2043, 6522,\n16083, 16087\nOregon Short Line R. R. Co. Ref. Gold\nBonds 4 per cent due 1929 : Nos. 4013 to\n4017. 4025 to 4027, 4976, 13810 ...\n\n4,000.00\n\n3,900.00\n\n160.00\n\n10,000.00\n\n8,895.00\n\n400.00\n\n1,750.00\n\n1,443-75\n\n105.00\n\n5,250.00\n\n4,331.25\n\n210.00\n\n15,000.00\n\n15,050.00\n\n600.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\nSt. Louis & San Francisco R. R. Co. Ad-\n\njustment Bonds 6 per cent due 1955 : Nos .\n\nM14552, D845 , ¥1033\nSt. Louis & San Francisco R. R. Co. Prior\n\nLien Mortgage Bonds 4 per cent due 1950 :\nNos . M56051 to 56055, Y1527 . . . . . .\nTerminal R. R. Association of St. Louis,\nGen. Ref. Sink. Fund Gold Bonds 4 per\ncent due 1953 : Nos. 16311 to 16325 ......\nCorporation Bonds :\nMaine Real Estate Title Co. Ist Mtge. Gold\n5per cent due 1932 : Nos. 151-152 ........\nTotal\n\n$114,000.00 $110,428.80 $4,725.00\n\n"}
{"page": 89, "printed_page": null, "text": "TREASURER'S REPORT\nFROM JUNE 1, 1923 ΤΟ MAY 31, 1924\nDeficit Brought Forward from Treasurer's Report for Year ended\nMay 31, 1923 ...\n\n$2,303.35\n\nReceipts :\n\nFrom Annual Meetings :\nOakland Meeting\nChicago Meeting\n\n4,194.50\n\n3,180.00\n7,374.50\n3,972.85\n\nFor Account-Department of Superintendence ( Net ) .\n\nFor Account-Department of Elementary School Principals ( Net) ....\n\n881.86\n\nFrom Secretary's Office during the Year :\nMembership Fees\n$100,625.00\nSubscriptions to the Journal of the National Education Association\n\nSubscriptions to Research Bulletins .\nSale of volumes of Proceedings .\nSale of Journal of the National Education Association\nSale of Special Reports ......\nSale of Research Bulletins ...\n\n90,927.00\n3,774.00\n\n1,060.50\n14.65\n652.43\n874.16\n\n197,927.74\n7,500.00\n\nFrom Income on Permanent Fund .\n\nFrom Commercial Exhibits (Net)\nFrom Advertising-Journal of the National Education\nAssociation (Net)\n\n16,412.79\n\n58,028.60\n\nFrom Interest and Discounts Earned .\nFrom Rentals Received .\n\n2,123.75\n\nFrom Honorariums ( Field and Legislative Secretaries )\n\n3,000.05\n\nFrom Miscellaneous Income (Exchange, etc. ) .\n\nFrom Sundry Income (Sale of Scrap, Paper, etc. ) .....\nFrom Loan Continental Trust Co......\n\n169.59\n\n173.06\n40.67\n\n7,500.00\n292,876.25\n\n$305,105.46\nExpenses :\n\nBoard of Trustees-Expenses .\n\n1,405.98\n\nExecutive Committee :\n\nPresident ( Dr. Owen)\nMiss Jones)\n(\n\n349.36\n\n2,560.34\n\nFirst Vice- President\n\n228.86\n\nTreasurer\n\n738.78\n\nChairman, Board of Trustees ....\nMember by Election (Mr. Hunter)\n(Mrs. Stewart)\n\n837.83\n66.63\n\n186.08\n4,967.88\n\nCarried Forward\n\n6,373.86\n[68]\n\n"}
{"page": 90, "printed_page": null, "text": "69\n\nREPORT OF THE TREASURER\n\n$6,373.86\n\nBrought Forward\n\nExpenses, continued:\nOffice of General Secretary :\n\nGeneral Expense ( Clerical Service, Traveling, and\nstationery)\n\n$11,613.92\n\nSalary of Secretary .\n\n8,164.00\n19,777.92\n\nHome Office :\n\nGeneral Expense\nExpress and Freight\nTelephone Service\nTelegrams (General)\nRepairs-Office Furniture and Fixtures\n\n719.91\n834.86\n\n2,249.18\n498.56\n365.12\n\nInterest and Discounts Allowed .\nSurety Bonds\n\n1,238.24\n210.00\n\nInsurance\n\n390.25\n\nAuditing Accounts of Association\n\n737.96\n\nPhysical Plant:\n\nRents, Light, Heat, Power, and Janitor Service .....\nFire Loss\n\n16,196.26\n217.84\n\n23,658.18\n\nInstitutional Expense:\nAnnual Conventions :\n\nDepartmental Expenses\n\n632.50\n\nState Directors\n\n1,475.31\n\nRegistration Bureau\nStenographic Service\nPublicity\nPrinting:\nPrograms\nMiscellaneous\n\n990.26\n141.57\n\n1,642.84\n\n$2,179.36\n262.80\n\nExpress and Freight ......\nTelephone and Telegrams ....\n\nMiscellaneous Expense ( Speakers, etc. ) ..\nBadges\n\n2,442.16\n18.25\n76.86\n740.36\n79.66\n\n8,239.77\n\nWorld Conference in Education ...\n\n1,963.38\n\nRepresentative Assembly Expense .\nExpense in Collecting Membership Dues ...\nPublicity in Anticipation of Membership\n\n1,428.35\n\nGeneral Publicity\nSpecial Committees appointed by the President .....\nAmerican Education Week ..\n\n8,894.69\n18,769.39\n726.91\n245.08\n302.96\n\nNational Education Association Journal (Printing and\nDistribution)\nVolume of Proceedings ( 1923 )\n\nResearch Bulletin (Printing and Distribution)\n\n96,017.32\n9,010.32\n7,692.83\n153,291.00\n\nCarried Forward\n\n$203,100.96\n\n"}
{"page": 91, "printed_page": null, "text": "70\n\nNATIONAL EDUCATION ASSOCIATION\n\n$203,100.96\n\nBrought Forward\nSpecial Appropriations :\nNomenclature Report\n\n$595.02\n\nCommittee on Character and Citizenship.\nCommittee on Foreign Relations ..\n\n182.02\n\n351.21\n\nCommittee on Health Education .\n\n2,362.86\n2,650.29\n\nIlliteracy Commission\nLegislative Commission\nCommittee on Rural Education .\nCommittee on Standardization\n\n1,934.43\n331.13\n\nof\n\nSchool\n\nPlanning\nCommittee on Salaries, Tenure, and Pensions .\n\nHouse\n68.50\n...\n\nCommittee on Thrift Education.\n\n2,436.29\n260.00\n\nCommitte on Reorganization of Elementatry Education\n\n748.31\n\nCommittee on Coördination of Research Agencies .....\nDepartment of Classroom Teachers ....\n\n4,126.12\n\n75.04\n\n15.50\n\nFinancing Delegates\nKindergarten\n\n3.11\n\n16,139.83\nDivision of Records and Accounts :\n\nGeneral Expense ( Salaries, Stationery, Etc. ) ..\n\n14,736.69\n\n......\n\nDivision of Field Secretaries :\n\nLegislative Secretary-General Expense\n( Salaries,\nStationery, Etc.)\nField Secretary-General Expense ( Salaries, Stationery, Etc.)\n\n15,469.71\n\n10,094.18\n\nDivision of Business :\n\nGeneral Expense ( Salaries, Stationery, Etc. )\nTyping Section\n\n9,668.86\n\nMailing Section\n\n1,522.68\n2,870.91\n\nMultigraphing Section\nAddressographing Section\n\n5,724.25\n\n632.73\n\n10,750.57\n\nDivision of Publications:\n\nGeneral Expense ( Salaries, Stationery, Etc. )\n\n13,866.03\n\nDivision of Research:\n\nGeneral Expense ( Salaries, Stationery, Etc. )\n\n17,020.48\n\nDivision of Classroom Service :\n\nGeneral Expense ( Salaries, Stationery, Etc. ) ...........\n\n7,100.94\n\nDivision of Administrative Service :\n\nGeneral Expense ( Salaries, Stationery, Etc.) ..\nPurchase of Office Furniture and Fixtures .\n\nPurchase of Library Books ..\nPurchase of Stamps and Stamped Envelopes ( on Hand ) ..\n\nPurchase of Stationery and Supplies (on Hand ) ..........\nDepreciation on Furniture and Fixtures .....\n\n2,654.85\n4,984.44\n9.21\n272.55\n989.97\n\n2,505.20\n\n$329,364.47\n\n"}
{"page": 92, "printed_page": null, "text": "71\n\nREPORT OF THE TREASURER\n\nSummary of Expenditures\n$295,790.69\n\nCurrent Expenses and Equipment .\nDepreciation Reserved ..\nExpenses Unpaid ( Vouchers Payable)\n\n2,505.20\n\n31,068.58\n\n$329,364.47\n\nTotal\n\nCash Summary\n$305,105.46\n\nReceipts for the Year....\nOverdraft\n-May 31, 1923\n\n2,303.35\n\n$302,802.11\nDeduct\n:\n\nDeficit on Permanent Fund Income Account (Net) ......\nCash applicable to Accounts Receivable ..\nDepartments of Superintendence and Elementary School\nPrincipals, May 31, 1923, included above ...\n....\n\n$125.02\n3,575.59\n3,613.44\n7,314.05\n$295,488.06\n\nDisbursements for Current Year ...\n\n295,790.69\n\nDisbursements for Previous Year's Operations ......\n\n12,280.67\n\n308,071.36\n\nCash Overdraft as at May 31, 1924 ...\n\n$12,583.30\n\nSummary\n$12,583.30\n\nRegular Fund ( Overdraft)\nRevolving Fund\n\n15,000.00\n\nTotal Cash ( Treasurer)\n\n$2,416.70\n\nCertificate of Auditors\nTo the President of the National Education Association :\n\nWe have audited the accounts of the National Education Association and of the Treasurer,\nand of the Secretary, for the year ended May 31 , 1924, and certify that the foregoing statement of Income and Expenses is correct and is in accordance with the books of the Association .\nThe Secretary's Revolving Fund of $ 15,000 has also been verified by us.\nMARWICK, MITCHELL & Co.\n40 Exchange Place, New York, June 26, 1924.\n\nSUPPLEMENTARY TREASURER'S REPORT\n\nThe Treasurer's Report opens with a deficit of $2,303.35 , although there\nwas in the revolving fund on May 31, 1923, the sum of $12,696.65 .\n\nThe total income for the year 1923-24 is $34,411.96 in excess of that\nof the preceding year, but this was offset by an increase in the total expenditures of $52,660.38 . It is necessary, therefore, for the Association to increase its income or cut down its expenses. A budget committee, authorized\nby the Executive Committee and Board of Directors, will offer a solution.\n\n"}
{"page": 93, "printed_page": null, "text": "72\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe question of increase of income by increase in membership lies largely\nin the hands of the Board of Directors, the chairmen of departments, and\nthe delegates. They alone are closely in touch with the sources of membership.\n\nThe Treasurer wishes to urge upon the Chairmen of Committees and\nDepartments the necessity for wisdom in expending their appropriations\nin order to give the greatest service to the Association. Several departments-notably those of Superintendence, Elementary School Principals,\nand Rural Education-have opened up a wider field of service within their\ndepartments by levying departmental dues. These dues are paid into the\ntreasury of the Association and paid out upon the order of the proper\ndepartmental authority.\nThe Treasurer also wishes to urge the prompt payment of dues, or the\nnotification that they will not be paid. One of the greatest sources of\nloss to the Association is the continuance of services, such as The Journal ,\n\nto those who do not renew their membership. (See By-Laws.) Much of\nthe expenses of dues collection would be avoided by the adoption of a\nBudget Plan by every local association.\nIn conclusion, the Treasurer wishes to thank the members of the Asso-\n\nciation and the members of the Headquarters Staff for their ready and\n\nJoofurnal\nteovertyhe\nmembNe.rE.A\n.\n\nefficient coöperation during the past year.\nRespectfully submitted,\nCORNELIA S. ADAIR, Treasurer .\n\n2.79\nTGREUNS ER\nTE A\nECXOENCTRE L\nUTIOL\nA\nU\nCOMDITI VE\nNG\n,\n\nHOW THE $2 IS SPENT\nSecret S Du\nare e\nSala y'Icsnusroinf osf\nne\n\nra\n\nl\n\ntion\nOpera ion ngHeadquar-of\nct di\nColle Builttheers\n\nETC\n\nGe\n\ne27 xp&enosteshremireeosmfbNJearnswituorrangce\nOf\n\nfi\n\nce\n\nand\nRent\n\netc.\n\nService\n\n8\n\n34\n% .1\n\n85\n\n67\n\n401%\nDirect Service toProfession\nDepartment & Committee Service\nReseareh Service\nLegislative Service\n\nConventions~\nPublications\n\nHeadquarters Service\n\nEducational\n\nField Service\n\nPublicity\n\n"}
{"page": 94, "printed_page": null, "text": "REPORT OF THE EXECUTIVE COMMITTEE FOR THE\nBOARD OF DIRECTORS TO THE REPRESENTATIVE ASSEMBLY\n\nThe Executive Committee submits for consideration the following report and\nrecommendations :\nREPORT OF THE BUDGET COMMITTEE\n\nBUDGET FOR JUNE 1, 1924, BO MAY 31, 1925\n\nThis budget is based on the actual income for the last fiscal year, namely, froin\nJune 1, 1923, to May 31, 1924.\nReceived during the year .....\n$292,625.73\nReceived from Accounts and Notes Receivable previous\nyears\n\n6,494.75\n\nTotal ....\n\n$299,120.48\n\nLess Accounts and Notes Receivable unpaid as at May\n31, 1924\n\n10,070.34\n\n$289,050.14\nCash on hand May 31, 1924 .\n\n2,416.70\n\nTotal ...\n\n$291,466.84\nThere is also in the hands of the treasurer monies\n\nbelonging to:\nThe Department of Superintendence .\nThe Department of Elementary\nPrincipals\n\n$3,972.85\n\nSchool\n881.86\n\n$4,854.71\n\nThis money is not available for Budget purposes\nof the General Association.\nLess .......\n4,854.71\n\n$286,612.13\nThe Association Owes :\n\nCurrent Accounts Payable .\n\n$31,068.58\n\nNotes Payable\n7,500.00\n\nLess\n\n38,568.58\n\nNetAmount Available for Budget.\nAmount Expenditures requested\n\n$248,043.55\n299,290.97\n\nNeeded to Balance Budget....\n$ 51,247.42\nNOTE-This entire report was submitted to the Board of Directors on July 1, 1924,\nwho voted to authorize the Executive Committee to reduce the expenditures requested in such an amount as will reduce the deficit by one third of the same each\nyear for the next three years.\n\nThe schedule adopted for this fiscal year will take $ 18,725 from the deficit this\nyear. The Executive Committee is authorized by vote of the Board of Directors,\n[73 ]\n\n"}
{"page": 95, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n74\n\nsubject to the approval of the Representative Assembly, to borrow such an amount\nthis year as will cover the remaining deficit, and to borrow next year such an\namount as will cover the remaining one third of the deficit.\n\nThe amount to be\n\nborrowed will be lessened by the amount in which the revenues can be increased.\nSCHEDULE OF EXPENSES\n\nAs Amended by the Executive Committee on Vote of the Board of Directors\nSchedule\n\nPurpose of Expense\n\nExpenses\n\nBudget\n\n1923-24\n\n1924-25\n\n1 Board ofTrustees ....\n\n$1,405.98\n\n$900.00\n\n2 Executive Committee\n\n4,967.88\n\n3,840.00\n\n3 General Secretary's Office ....\n\n19,777.92\n\n4\n\n14,736.69\n\n18,340.56\n14,236.69\n\n5 Legislative Secretary\n\n15,469.71\n\n14,719.71\n\n6 Field Secretary\n7 Division of Business .\n8 Division of Publications\n\n10,094.18\n20,419.43\n13,866.03\n\n16,516.00\n12,366.03\n\nDivision of Records and Accounts\n\n1,450.00\n\n9\n\nDivision of Research .\n\n17,020.48\n\n14,907.00\n\n10\n11\n\nDivision of Classroom Service..\nDivision of Administrative Service .\n\n7,100.94\n\n5,950.09\n\n2,654.85\n\n1,904.85\n\n12\n\nPlant-1201 16th Street .\n\n19,917.21\n\n18,250.00\n\n3,740.97\n\n5,067.96\n5,378.00\n\n13 Home Office Expense .\n14 Institutional Expense\n15\n\n11,631.50\n27,664.08\n\nCollection of Dues .\n\n22,164.08\n\n96,017.32\n9,010.32\n\n86,300.00\n\nResearch Bulletin\n\n7,692.83\n\n4,150.00\n\n19 Special Appropriations\n20 Financial Delegates\n21 General Publicity\n\n16,672.37\n726.91\n\n16,500.00\n10,000.00\n300.00\n\n5,193.65\n\n1,000.00\n\n16 Journal of the National Education Association.\n17 Volume of Proceedings .\n18\n\n22\n\n15.50\n\nOffice Furniture\n\n7,325.00\n\n$325,796.75 $281,565.97\n\nTotals\nDETAIL OF SCHEDULE\n\n1 Board of Trustees .\n\n$1,405.98\n\n$900.00\n\n(For 3 members.)\n2 Executive Committee :\nPresident ( 1922-23 )\n\n349.36\n\nPresident ( 1923-24)\n\n2.560.34\n\nFirst Vice-President\nTreasurer\n\n228.86\n\nChairman, Board of Trustees .\nMember by Election ( 1922-23 ) .\nMember by Election ( 1923-24)\n\n837.83\n\nTotal\n\n738.78\n\n66.63\n\n186.08\n\n$4,967.88\n\n$3,840.00\n\n3 General Secretary's Office:\n\nSalaries and Clerical Services (for six employees ) ..\n\n$ 17,018,26\n\nTraveling Expenses\n\n837.36\n\nStationery and Office Supplies .\nStamped Envelopes and Cards .\n\n634.40\n\nTelegrams\n\n113.90\n\nMiscellaneous Printing\n\n428.55\n\nTotal\n\n745.45\n\n$19,777.92\n\n$18,340.56\n\n"}
{"page": 96, "printed_page": null, "text": "75\n\nREPORT OF EXECUTIVE COMMITTEE\n\nItem\n\nSchedule\n\nExpenses\n\nBudget,\n\n1923-24\n\n1924 25\n\n4 Division of Records and Accounts :\n\nSalaries and Clerical Services (for eight employees ) .\nStationery and Office Supplies ..\nPostage and Stamped envelopes .\nTotal\n\n$ 13,915.42\n737.91\n\n83.36\n\n$14,736.69\n\n$ 14,236.69\n\n5 Legislative Secretary:\n\nSalaries and Clerical Services (for three employees )\nTraveling Expenses\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n$ 11,557.93\n1,884.09\n191.29\n590.38\n\nTelegrams\n\n340.48\n\nGeneral Expense\n\n905.54\n\nTotal\n\n6 Field Secretary : Discontinued after August 1, 1924.\nSalary and Clerical Service ( for one employee ) ....\nTraveling Expenses\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams\nTotal\n\n7 Division of Business :\nSalaries and Clerical Service .\n\n(for 3 employees )\nTraveling Expenses\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams\nGeneral Expense\nMiscellaneous\n\n$15,469.71\n$7,573.90\n2,479.00\n3.00\n13.75\n24.53\n\n$10,094.18\n\n464.11\n\n308.02\n258.48\n26.77\n2.85\n11.50\n\nTyping Section\n\n1,522.68\n2,870.91\n\nTotal\n\n$1,450.00\n\n$8,597.13\n\nMailing Section\n\n(for 2 employees )\nMultigraphing Section\nAddressographing Section\n(for 6 employees )\n\n$ 14,719.71\n\n632.73\n\n5,724.25\n\n$20,+19.43\n\n$ 16,516.00\n\n8 Division of Publications :\nSalaries and Clerical Services.\n\n(for 6 employees )\nStationery and Office Supplies .\nPostage and Stamped Envelopes\nTelegrams\nGeneral Expense\n\nSundry Publications\nReprints\n\nPhotographs and Prints .\nTotal\n\n$12,812.24\n232.06\n418.05\n69.27\n69.25\n38.00\n189.66\n37.50\n\n$13,866.03\n\n$12,366.03\n\n"}
{"page": 97, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76\n\nItem\n\nSchedule\n\n9\n\nDivision of Research :\nSalaries and Clerical Services .\n\nExpenses\n\nBudget,\n\n1923-24\n\n1924-25\n\n$15,354.12\n\n(for 8 employees )\nTraveling Expenses\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n37.31\n\nGeneral Expense\n\n314.22\n\nDivision of Classroom Service:\nSalaries and Clerical Service .\n\n(for 3 employees )\nTraveling Expenses\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams\nTotal\n\n11\n\n$17,020.48\n\n$ 14,907.00\n\n$6,315.09\n460.47\n\n110.95\n168.03\n46.40\n\n$7,100.94\n\n$5,950.09\n\nDivision of Administrative Service :\nSalaries and Clerical Service\n\n(for 1½ employees)\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nGeneral Expense\nTotal\n\n12\n\n463.49\n404.07\n\nTelegrams\n\nTotal\n\n10\n\n447.27\n\nPlant- 1201 Sixteenth Street :\nTelephone Service\n\n$2,533.27\n74.50\n46.24\n.84\n\n$2,654.85\n\n$1,904.85\n\n$2,249.18\n\n(1 operator and tolls)\nTelegrams\n\n498.56\n\nRepairs-Office Furniture and Equipment .\n\n365.12\n\nInsurance\n\n390.25\n\nPhysical Plant :\nRents\n\nLights and Power .\nHeat\n\n1,210.26\n\nJanitor Service\n\n1,970.18\n\nMaintenance\n\n1,255.87\n\nFire Insurance Indemnity .\nTotal\n\n13\n\n10,085.00\n1,674.95\n\n217.84\n\n$19,917.21\n\n$ 18,250.00\n\nMiscellaneous :\n\nGeneral Expense\n\n$459.64\n\nSubscriptions to Journals .\n\n36.84\n\nPurchased Books and Pamphlets .\nRefunds of Membership .\n\n48.93\n\nPurchase of Back Volumes .\n\nExpress and Freight .\n\n140.00\n34.50\n834.86\n\nInterest and Discounts Allowed¹ .\nSurety Bonds\n\n1,238.24\n\nAuditing Accounts of Association .\n\n737.96\n\nTotal\n\n210.00\n\n$3,740.97\n\n$5,067.96\n\n1\n\nInterest item will be increased on account of money borrowed for deficit.\n\n"}
{"page": 98, "printed_page": null, "text": "77\n\nREPORT OF EXECUTIVE COMMITTEE\n\nSchedule\n\nItem\n\nExpenses\n\nBudget,\n\n1923-24\n\n1924-25\n\n14 Annual Convention :\nDepartment Expenses\n\n$632.50\n\nState Directors\n\n1,475.31\n\nRegistration\n\n990.26\n\nStenographers & Typing .\nPublicity\nPrinting-Programs\nPrinting-Miscellaneous\nExpress & Freight..\nTelephone & Telegrams .\n\n141.57\n\nMiscellaneous\n\nBadges\nWorld Conference on Education .\n\nRepresentative Assembly Expense .\nTotal\n\n1,642.84\n\n2,179.36\n262.80\n18.25\n76.86\n740.36\n79.66\n\n1,963.38\n\n1,428.35\n\n$11,631.50\n\n$5,378.00\n\n15 Collection of Dues :\n\nExpense in Collecting Membership Dues .\nPublicity in Anticipation of Membership .\nTotal\n\n16 Journal:\nPrinting and Distribution .\nMaterial for Contents .\nClerical Services\n\n8,894.69\n18,769.39\n\n$27,664.08\n\n$22,164.08\n\n$95,785.84\n97.63\n\n133.85\n\n:..\nTotal\n$96,017.32 $86,300.00\nNOTE-The September and October issues will be combined into a September-\n\nOctober number.\n\n17 Volume of Proceedings :\n$9,010.32\n$7,325.00\nPrinting and Distribution .\nNOTE-The numbre printed will be determined by the five-dollar memberships.\n18 Research Bulletin :\n\nPrinting and Distributing .\nNOTE-Reduced to 4 numbers each year.\n19 Appropriations for Committees :\n\n$7,692.83\n\nEducational Nomenclature\nJoint Health Committee .\n\n$4,150.00\n\n$200.00\n500.00\n\nCharacter Education\n\n100.00\n\nClassification Educational Material .\n\n300.00\n50.00\n\nEnglish\nLegislative Commission\n\n1,000.00\n\nOne Hundred on Retirement Allowances .\nOne Hundred on Classroom Teacher Problems .\n\n500.00\n600.00\n\nArithmetic\n\n100.00\n\nIlliteracy Commission\n\n1,800.00\n\nVocational Education\n\n100.00\n\nCoördination of Departments .\n\n75.00\n\nAmerican Education Week ...\n\n25.00\n\nStandardization of School House Planning .\n\n400.00\n\nOne Hundred on Teacher Tenure ..\n\n250.00\n\nThrift Education\n\n300.00\n\nDepartment of Classroom Teachers .\nKindergarten Department\nAmerican School Program .\n\n7,000.00\n\nDepartment of Elementatry School Principals .\n\n2,000.00\n\n200.00\n500.00\n\nOne Hundred on Rural Teacher Problems .\nTotal\n\n500.00\n\n$16,672.37\n\n$ 16,500.00\n\n"}
{"page": 99, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78\n\nSchedule\n\nItem\n\n1923-24\n\n1924-25\n\nExpenses\n\nBudget,\n\n20 Financing Delegates :\nFinancing Delegates ( 1922-23 .\n21 Special Publicity :\nGeneral Publicity\n\n$15.50\n\n$ 10,000,00\n\n$726.91\n\n$300.00\n\n$5,193.65\n\n$1,000.00\n\n22 Fixed Assets : ( Office Furniture and Fixtures purchased under this head become part of assets . )\nOffice Furniture and Fixtures .\n\nNOTE-Building is well furnished and equipped, with comparatively few additional requirements.\n\nRespectfully submitted,\n\nBudget Committee:\nWALTER R. SIDERS\n\nE. M CARTER\n\nCLARA L. JAHNKE\n\nCORNELIA S. ADAIR\n\nS. D. SHANKLAND\n\nJ. W. CRABTREE\n\nIDE G. SARGEANT\n\nMRS. JENNIE M. FRENCH (appointed, but not present)\nSubmitted by the Executive Committee to the Board of Directors, July 1, 1924.\nFRED M. HUNTER\n\nSubmitted by the Executive Committee to the Representative Assembly, July 3,\n1924.\n\nCommittee for the ensuing year-The Executive Committee recommends the continuance of the following as active committees of the Association for the year 1923-24 :\n\nLegislative Commission : Character and Citizenship ; Foreign Relations ;\nSalaries; Tenure; Pensions: Expenses of Delegates; Coördination of Research Agencies; English ; Arithmetic; Illiteracy; Health Problems ; Thrift\n\nEducation; Racial Well-Being; High School Libraries ; Coöperation with\nAmerican Legion; Coöperation with General Federation of Women's Clubs ;\n\nCoöperation with American School Citizenship League ; Coöperation with\nConference on Limitation of Armaments; County Superintendents' Problems; Editorial Council ; Visual Education; American School Program, and\nSources of Revenue.\n\nAlso all other Committees mentioned in list of\n\nSpecial Appropriations .\nSecretarial help for departments, committees, State directors-The Ex-\n\necutive Committee recommends that the policy outlined by the Executive\nSecretary to render much needed assistance to departments and special\ncommittees carrying a heavy burden of work as a part of the program of\nthe Association be the recognized policy of the Association and that the\nSecretary be authorized to render such assistance as he and the Executive\n\nCommittee deem necessary and to make such special assignments of heads\nof executive departments or special secretaries of the headquarters staff\n\nfor this purpose as the work may, in his judgment, demand.\nRecommendations for coöperation with the American Legion-The Executive Committee recommends that the Americanism and Education program of the American Legion in coöperation with the Association be\napproved.\n\nThe Executive Committee requests the authority of the Representative\nAssembly to redistribute the amounts assigned by this budget where an\namount remains after the completion of the work to which the sum was\nbudgeted, or where the best interests of the Association demand a readRespectfully submitted,\njustment.\nEXECUTIVE COMMITTEE\n\n"}
{"page": 100, "printed_page": null, "text": "SUMMARY OF THE MINUTES OF EXECUTIVE\nCOMMITTEE FOR THE YEAR, 1923-24\nMONDAY, TUESDAY, AND WEDNESDAY, OCTOBER 1, 2, AND 3, 1923\nHeadquarters, Washington, D. C.\n\nThe meeting of the Executive Committee of the National Education Association\nwas held at headquarters, 1201 Sixteenth Street, Northwest, Washington, D. C.,\nOctober 1, 1923. The meeting was called to order at 10:15 A. M. by the Chairman,\nMiss Jones. The following members were present: Cornelia S. Adair, Treasurer ;\nMrs. Cora Wilson Stewart, member elect; Walter R. Siders, Chairman, Board of\n\nTrustees; William B. Owen, first Vice-President. Dr. Thomas, of Maine, and\nDr. Kelley, of Pennsylvania, were present on request. Miss Adair moved that this\nand other meetings of the Executive Committee be joint meetings with the Board\nof Trustees and the heads of Divisions. The motion was seconded and carried,\nChairman Siders of the Board of Trustees extending a similar invitation to members of the Executive Committee and heads of Divisions to attend the meetings of\nthe Board of Trustees .\n\nThe minutes of the last meeting were approved and a request was made that\nthey be put on record. Miss Jones appointed the following committee to go over\nthe salary recommendations with the Secretary and report later : Chairman Walter\nR. Siders; other members , Mrs. Stewart, Miss Adair, Miss Doherty, and Dr.\nFinegan.\n\nThe plan to have standardized letter-heads for the National Education Association and its various departments was approved. The letter-head now in use was\napproved as a satisfactory form.\nAt this point Dr. Ballou, superintendent of the Washington public schools, extended the invitation for the 1924 meeting in behalf of the Washington school\npeople. He stated that he would meet with the Board of Directors of the Wash-\n\nington Chamber of Commerce on Thursday evening, October 4, for final approval\nof the plans. He gave assurance that satisfactory arrangements could be made.\nDr. Finegan moved that if the report made by Dr. Ballou on the Washington\nChamber of Commerce is satisfactory to the President of the National Education\n\nAssociation, that she be designated to appoint Washington as the meeting place for\n1924. The motion was seconded and carried. The matter of coöperation with the\nBureau of Education and American Legion for the observance of American Edu-\n\ncation Week, was brought to the attention of the committee.\nMiss Jones next called on each of the heads of divisions for reports, and each-\n\nMrs. Hixson, Mr. Allan, Mr. Norton, Mr. Morgan, Miss Winn, Mr. Shankland ,\nand Miss Williams-touched on the high spots of their work in a most interesting\n\nand enlightening way. All these reports were approved by common consent. In\nconnection with Mr. Shankland's report, the Secretary recommended that so far\nas the National Education Association work is concerned, it be called the Division\nof Administration Service. For the purpose of simplifying bookkeeping, Dr. Owen\nmoved that Mr. Shankland's National Education Association work be called a\n\nDivision of Administration Service.\n\nThe motion was seconded by Mr. Siders and\n\nunanimously carried. It was impossible for Dr. Engleman to be present because\nof engagements in the field. He had sent a telegram to the Chairman, which was\nread at this time.\n\nThe Secretary called attention to a copy of a letter written by\n[79]\n\n"}
{"page": 101, "printed_page": null, "text": "80\n\nNATIONAL EDUCATION ASSOCIATION\n\nCommissioner Dempsey, of Vermont, in which he highly praised the work of Dr.\nEngleman in his State.\nOn motion, the committee adjourned to meet at 4 P. M. at headquarters .\n\nThe meeting was called to order promptly at 4 P. M. by the Chairman, with the\nsame number in attendance as at the morning session. The Board of Trustees and\nheads of Divisions were also present. Miss Williams continued her report and\nalso outlined her work for the next few months. Dr. Thomas was called upon to\n\nreport for the World Federation of National Education Associations, and Dr.\nKelley to report on the Reorganization of Departments .\nA motion was made by Dr. Owen, covering the duties of the Committee on\n\nForeign Relations and the relation of the National Education Association to the\nWorld Federation of National Education Associations. After discussion and amend-\n\nment, the motion was passed by unanimous vote in the following form: That the\nCommittee on Foreign Relations be discontinued and that it be reconstituted as a\ncommittee to coöperate with the President of the World Federation of National\n\nEducation Associations, with a view toward consideration of questions on admissions, constitution, finances, and future relations of the National Education Association to the World Federation.\n\nOn motion, the committee adjourned to meet at headquarters, Tuesday, at\n10 А. м.\n\nThe meeting was called to order by the Chairman, Tuesday at 10 A. M. , with all\nmembers present. The Board of Trustees and heads of Divisions were also\npresent.\n\nMr. Siders moved that the President be authorized to take out a membership for\nthe Association in the American Council on Education.\n\nSeconded and carried.\n\nIt was explained that Dr. Bagley, editor-in-chief of The Journal, had not\naccepted compensation for his work, although his editorials and his connection with\nthe paper were of invaluable importance in giving high standing to The Journal.\nA motion was passed instructing the Secretary to notify him of the unanimous\ndesire of the Committee to have him remain as editor-in-chief, and to fill out a\nvoucher for $500, certifying to the services rendered, and to see that a check is\nsent to Dr. Bagley as soon as funds will permit.\nThe committee then went into Executive session for the purpose of considering\n\nquestions pertaining to committee work. After coming out of Executive session,\nthe committee announced that there was no report to be made at this time.\nOn motion, the committee adjourned to meet again at headquarters at 3 P. M.\n\nThe meeting was called to order at 3 P. M by the Chairman, all members being\npresent. The Board of Trustees were present, as were also the heads of Divisions,\n\nexcept during the discussions of salary recommendations for 1923-24.\nA request was read from Dr. J. O. Engleman for definite instructions concerning\nthe matter of charging his traveling expenses to the organizations securing his\nservices for addresses. After a discussion of the question, it was agreed that in\npaying the salary of the Field Secretaries, the Association does its full share and\nthat the locality favored with an address should pay its part of traveling expenses.\nOn the recommendation of Miss Adair, who had been appointed as Chairman of\na sub-committee to report on the name for Miss Winn's Division, a motion was\n\n"}
{"page": 102, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n81\n\npassed authorizing the Secretary to change on the records the name of Division of\nElementary School Service to the Division of Classroom Service.\nMr. Siders presented the following resolution, which after discussion was adopted\n\nby a unanimous vote of the committee: \"Resolved, That the Secretary is instructed\nto economize and standardize supplies for the Association; to furnish the same\n\nonly on requisition, and to effect every economy in administration which is consistent with efficiency; that all claims against the Association shall be itemized and\nreceipts for all items shall be presented therewith; that a standard form of\nvoucher and receipt shall be prepared for general use, and all persons authorized\nto incur expenses shall be required to use the same.\"\n\nAfter a discussion of the request of the Chairman of the Illiteracy Commission,\nMrs. Cora Wilson Stewart, for an increase in the appropriation for the Commission, a motion was passed to increase the appropriation from $1,000 to $1,500, and\nthat the additional $500 be used for a conference on Illiteracy in Washington in\n\ncooperation with other National organizations and the Bureau of Education, and\nthat the funds be expended in consultation with the Secretary. The Secretary was\ninstructed to render such other help as he considers necessary for the success of the\nconference.\n\nOn motion, the allowance for the Committee on Character Education was increased from $200 to $400, and an allowance of $600 was voted to the Committee\non Tenure and $600 for the Committee on Retirement allowances .\nThe sub-committee on salaries of the headquarters staff, after having given consideration to the schedule of salaries for 1923-24 prepared by the Secretary, recommended its adoption as amended by the committee. The report of the sub-committee was presented by the Chairman, Mr. Siders. It was adopted by the follow-\n\ning vote on roll call: Miss Adair, Dr. Owen, Mrs. Stewart, Mr. Siders, and Miss\nJones, all members of the committee being present and voting in the affirmative.\nThe Secretary was authorized to appoint temporary help as needed and to fill\nplaces on the permanent roll only on the approval of the Executive Committee.\n\nAmotion was passed authorizing the Secretary to incur any necessary expense\nfor the Division of Legislation in promoting the passage of the Educational Bill,\ncharging the expenses to the Division or to the account of the Legislative Commission.\n\nOn motion, the committee adjourned to meet at headquarters, Wednesday, at\n10 A. M.\n\nThe meeting was called to order by the Chairman at 10:30 А. м., Wednesday,\nOctober 4.\n\nAfter a general discussion of plans for increasing the income of the Association\nand for economizing in the use of funds, attention was called to the need of increasing the number of pages of advertising, if the 64-page Journal is to be continued.\n\nIt was the belief that the rates should be increased in due time.\n\nThere being no further business to be transacted, a motion was passed to ad-\n\njourn and the President authorized to call a meeting at the time of the Chicago\nmeeting of the Department of Superintendence.\n\nThis meeting was then declared\n\nadjourned by the Chairman, Miss Jones .\nOLIVE M. JONES,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\n"}
{"page": 103, "printed_page": null, "text": "82\n\nNATIONAL EDUCATION ASSOCIATION\n\nSATURDAY AFTERNOON , FEBRUARY 23 , 1924\nCongress Hotel, Chicago, Ill .\n\nThe meeting of the Executive Committee announced in the program of the Department of Superintendence was called to order by the President, Miss Olive M.\nJones, Saturday, February 23, 1924, at 2:00 P. M., in the Florentine Room in the\nCongress Hotel, Chicago, Illinois. The Chairman announced that arrangements\nhad been made to hold this as a joint meeting of the Executive Committee and the\n\nBoard of Trustees. The following were present : Miss Adair, Mrs. Stewart, Mr.\nOwen, Mr. Siders, Mr. Pearse, and Miss Jones, the Chairman. Miss Doherty was\nabsent owing to sickness, and Mr. Finegan was delayed in reaching Chicago on\naccount of sickness in his family. Mr. Morgan, Mr. Engleman, and Miss Williams\nof the headquarters staff were present.\nThe minutes of the meeting of October 1 to 3 were approved as given in the\nSecretary's report.\nMiss Williams, the Legislative Secretary, reported on the recent hearings before\nthe Educational Committees of the Senate and House. She gave an account of the\ngrowth of sentiment for the Educational Bill throughout the country during the past\nyear. There was general approval of the report, but no formal action was taken.\n\nThe Secretary called attention to the fact that the railroads had granted the\nround trip rate of one and one-half fares for the Washington meeting, without\nallowing stop-overs and without granting the other concessions which had been\nrequested. He was authorized to make a fight for diverse routings and for stopover privileges for the summer.\nMr. Engleman then gave a report on his work in the field, indicating the territory visited and the nature of his addresses on various occasions. He outlined his\npurposes and plans and dwelt on the importance of this type of field work. He had\ncollected from places visited funds to cover all traveling expenses of his division\n\nto date. There was approval and discussion, but formal action was not necessary.\n\nOn motion, an adjournment was taken to Thursday morning, February 28, 8:00\no'clock, at the club room of the Auditorium Hotel.\n\nTHURSDAY MORNING, FEBRUARY 28 , 1924\nAuditorium Hotel, Chicago, Ill.\n\nThe joint meeting of the Executive Committee and Board of Trustees was continued at the Club Room of the Auditorium Hotel, eight o'clock A. M. Thursday,\nFebruary 28. In order to save time, the officers arranged to have breakfast\ntogether in this room and to hold the business session in connection therewith.\nAll members of both the Executive Committee and Board of Trustees were present.\nMembers of the headquarters staff and others were present on the request of the\nExecutive Committee .\n\nAfter roll call, the Chairman, Miss Jones, called on Mr. H. B. Wilson, president\nof the new department on Visual Instruction, who presented the constitution and\nby-laws of the department for adoption.\nOn motion, the by-laws were approved, and the department was authorized to\nhave a program at the Washington meeting and to proceed with its work as other\ndepartments of the Association. The roll was called and all members voted \" aye.\"\nThe Chairman then called on Mr. Marsh, secretary of the State Teachers' Association of Washington, who desired to bring before the joint committee a resolution concerning the matter of equalizing the amount spent on roads and schools\n\n"}
{"page": 104, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n83\n\nout of the various reserve funds. After hearing his report that the schools had\n\nnot been receiving their fair share in the State of Washington, a motion was\npassed approving of the principle of equal distribution of these funds. The motion\nwhich was made by Mr. Pearse, seconded by Miss Adair and passed, was as\nfollows\n:\n\nResolved, That the Executive Committee and the Board of Trustees of the\n\nNational Education Association approve the enactment by the Congress of legislation to provide that the 25 per cent of the revenues from Forest Reserves now\nreturned to the States in which such revenues originate, be divided in such manner\nthat not less than 50 per cent of such returned revenues shall go to the public\nschools of such State.\n\nAtthis point the Chairman called on Mr. Smith, a representative of the National\n\nAssociation of Secondary School Principals, who desired to get information for\nhis organization on the matter of affiliation. There was a desire to affiliate with\nthe National Education Association, but he was uncertain whether they could\ncontinue certain activities in which they were greatly interested under the by-laws\nas an affiliated unit. Mr. Morgan was appointed by the Chairman to go over the\nconstitution and by-laws of both organizations with Mr. Smith and determine\nwhat, if any, changes would need to be made in order to affiliate. It was stated\nthat Dr. Owen had extended an invitation to the Secondary School Principals to\nbecome a department last year, when he was President. Miss Jones renewed the\ninvitation, and the Secretary was instructed to arrange for a meeting of the\n\nSecondary Principals at Washington, to complete arrangements for affiliation if a\nsatisfactory agreement is reached.\nOn the suggestion of the Chairman, a resolution was passed by a unanimous\nvote congratulating Commissioner Payson Smith, president of the Department of\nSuperintendence, on the close coöperation between the department and the general\nAssociation, and commending him for his part in bringing about the present\nsatisfactory relationship.\nThe Chairman next called on Dr. Thomas, chairman of the Committee on\nForeign Relations, who presented a report on the World Federation of National\nEducation Associations. The following is Item No. 1 of the report :\nINTERPRETATION OF CONSTITUTION OF WORLD FEDERATION\n\nThe wise plan seems to be to accept one nation-wide association of general character from each country to voting membership ; to accept other organizations to\naffiliated membership with the right to be present in conference and discussion, but\nnot to vote. Each federated organization to send special delegates to make up\nthe delegate assembly with power to vote. The delegate assembly will probably\nbe composed of about 300 delegates .\nThe discussion centered around Item No. 1, the question of construing the bylaws to mean that only one nation-wide association could be accepted to membership\ninthe World Federation from any country. The chairman of the committee, Dr.\nThomas, explained that as president of the World Federation, he would take that\nview. Both President Showalter and Dr. Williams, members of the Foreign Relations Committee, stated that they believed it was the understanding of those who\nframed the by-laws that membership in the Federation would be limited as far as\npossible to one nation-wide all-inclusive association.\n\nThe comments on the recom-\n\nmendations of the committee were favorable, but it was agreed that the decision\non the question of affiliated membership should be deferred until the meeting of\nthe World Federation in 1925.\n\nIt was moved by Mr. Siders, and seconded by Mr. Owen, that it is the sense of\nthisjoint meeting of the Executive Committee and Board of Trustees that member-\n\nsnip in the World Federation be limited to the most representative and outstanding\n\n"}
{"page": 105, "printed_page": null, "text": "8+\n\nNATIONAL EDUCATION ASSOCIATION\n\nnational education association in each country and that the decision on the question of affiliated membership should be deferred to the meeting of the World\nFederation in 1925. The vote was taken on roll call, all members voting \" aye.\"\nA motion was made by Dr. Finegan, and seconded by Miss Adair, to authorize\nthe Secretary to take the necessary steps to make the Association a member of the\nWorld Federation, and to make available for the use of said Federation the mem-\n\nbership fee of $ 1,000. The vote was taken on roll call. Those voting aye: Miss\nAdair, Miss Doherty, Dr. Finegan, Dr. Owen, Mr. Pearse, Mr. Siders, Mrs.\nStewart, and the Chairman, Miss Jones. Those voting no, none.\nOn suggestion of Miss Jones, a motion was passed to convert the Committee on\nForeign Relations into a Committee on Coöperation with the World Federation.\nThe Chairman stated that the membership of this committee would be announced\nlater.\n\nPhilip E. Carlson, chairman of the Committee of One Hundred on Retirement\nAllowances, then presented a report setting forth the need of immediate effective\nwork by his committee. Following an interesting discussion of the question for an\nhour or more, the following motion was made by Dr. Finegan, and seconded by\nMr. Siders :\n\n1. That Mr. Carlson, as chairman of his committee, shall be authorized to go\n\nto Washington and to make such additional trips as may be necessary to confer\nwith Mr. Norton, and that through them a bulletin be prepared and submitted to\nthe Executive Committee for approval, which shall set forth the reasons why\nteachers themselves should be in favor of an annuity system.\n2. That these bulletins shall also set forth the necessary argument to convince\nthe public and legislative assemblies of the need of annuity allowances for teachers\nand of the soundness of the system.\n3. That these bulletins shall set forth the fundamental principles of a sound\nannuity plan.\n4. That on the approval of the Secretary and President of the National Education Association such expert services as may be necessary for the preparation of\nthese bulletins shall be authorized.\n\nOn roll call all members voted \" aye.\"\n\nMiss Adair then reported the basis of the distribution of the $10,000 appropriated\nby the Representative Assembly to apply on the expenses of delegates. It was\nexplained that the complete report would be printed in the April number of The\nJournal. A motion was passed approving of the plans. The vote was taken on\nroll call, all members voting \" aye.\"\nOn motion, the joint meeting adjourned to meet at 4:00 o'clock in the afternoon.\n\nTHURSDAY AFTERNOON , FEBRUARY 28, 1924\nClub Room, Auditorium Hotel, Chicago, Ill.\n\nMeeting called to order by the President, Miss Jones, as a continuation of the\n\njoint meeting of the Executive Committee and the Board of Trustees .\n'The Secretary reported that the special committee, consisting of Miss Adair,\n\nMiss Doherty, and himself, recommended that the name of Miss Winn's division\nbe changed to the Division of Classroom Service. After discussion, a motion was\npassed to make the change.\nA motion,, made by Dr. Owen and seconded by Mr. Siders, was passed, authorizing the Secretary to permit the Committee on Schoolhouse Planning to use the\n\nplates for its report in printing a supplementary edition, paying for the same out\nof funds provided by the General Education Board.\n\n"}
{"page": 106, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n85\n\nThe following statement was submitted for the approval of the Executive Committee by Dr. Thomas D. Wood, chairman of the Joint Committee on Health :\n1. Recognition of the importance and desirability of a comprehensive program of research\nin Health Education to follow the publication in July, 1924, of the General Report on Health\nEducation, presenting the statement of general principles in this field.\n2. Requestby the Joint Committee on Health Problems in Education of Teachers College\ntoconduct a program of research, with funds to be obtained and expended by the College, with\nthe purpose of securing data to be presented by the Joint Health Committee as a report to the\nNational Education Association.\n\nAmotion was passed approving of the request, with the understanding that the\nAssociation would not be called upon to finance this research work.\nItwas reported that several amendments to the by-laws would be considered at\nthe next meeting of the Representative Assembly, and it was pointed out that measures could not easily pass the Assembly unless members understood the issues\n\ninvolved beforehand. In order to give those a chance who are urging important\namendments, the President of the Association was authorized as follows :\nThe President shall call into consultation the persons interested in all the pending amendments and arrive at recommendations to be made in regard to them, so\nthat they may be prepared for consideration by the delegate assembly and decision\narrived at.\n\nOnmotion, the meeting adjourned until 8:00 o'clock in the evening.\n\nThe Executive Committee and Board of Trustees resumed the joint session at\n8:00 o'clock, Thursday evening, February 29, with all members present except\nMr. Pearse, who failed to receive notice of the place of meeting.\nThere was a general discussion of the financial conditions of the Association.\n\nIt was generally believed that the income would cover the expenses of the year,\nbut that it would hardly be possible to lay aside a reserve fund. It was agreed\nthat the Secretary should relieve Mr. Allan of a portion of his other duties, so\nthat he might devote himself to advertising, neglecting other matters rather than\nthose pertaining to advertising. The suggestion of not printing a September number of The Journal met with the approval of those who spoke on the question. It\nwas stated that the Managing Editor made the proposal.\n\nThe Secretary recommended against reducing the number of pages in The\nJournal at present. He promised that the rate of advertising would be increased\nand an effort made to increase the number of advertising pages. He also stated\nthat a certain type of reading matter would hereafter be run into the advertising\nand that all advertising secured would be used, even at the sacrifice in amount of\nreading matter.\n\nIn going over the last financial statement it was found that the expenses were\ngenerally held well within the budget allowance. Miss Doherty suggested that a\nmore extensive use of diagrams be used in the financial reports. Dr. Owen called\n\nattention to the value of charts showing comparative income with last year, month\nbymonth.\n\nThe question was raised as to whether Mrs. Hixson's division should not, in the\n\ninterest of the financial side of her work, be divided. The Secretary was advised\nto aid in organizing this division for a 48-hour service.\n\nNo formal action was\n\ntakenon any of these points.\nMrs. Cora Wilson Stewart here made a report of the Illiteracy Conference held\ninWashington recently.\nThe chairman of the Board of Trustees, the President of the Association, and\n\nthe Secretary were appointed as a committee to report any necessary changes in\nthe organization and management of the office which would count for economy and\n\n"}
{"page": 107, "printed_page": null, "text": "86\n\nNATIONAL EDUCATION ASSOCIATION\n\nefficiency. This committee was authorized in harmony with the action of the\nRepresentative Assembly to make adjustments in the budget before the end of the\nyear.\n\nOn motion, the meeting adjourned to meet on call of the president of the\nExecutive Committee and chairman of the Board of Trustees.\n\nOLIVE M. JONES,\n\nJ. W. CRABTREE,\nSecretary\n\nPresident\n\nFRIDAY, JUNE 27, 1924\nHeadquarters, Washington, D. C.\n\nMeeting called to order by the President, Miss Olive M. Jones. The following\nmembers were present : Miss Adair, Mr. Siders, Mrs. Stewart, and Miss Jones.\nDr. Owen absent.\n\nThe minutes of the Chicago meetings were approved as prepared by the\nSecretary.\n\nThe annual report of the Secretary was presented in printed form. It was\nreceived and referred to the Board of Directors, with approval. Motion by Mr.\nSiders. Seconded by Miss Adair. Carried.\n\nA motion was passed ratifying the appointment of the Budget Committee.\nMotion by Mrs. Stewart. Seconded by Miss Adair. Carried.\nA motion was passed accepting the recommendation of Dr. Hale to discharge the\n\nJoint Committee on Grammatical Nomenclature, the work of the committee having\nbeen completed. Motion by Miss Adair. Seconded by Mr. Siders. Carried.\nA motion was passed ratifying the action of the Executive Committee (by mail)\nin accepting the manuscript of Dr. Roberts of New York City on the life of Dr.\nHarris. Motion by Mr. Siders. Seconded by Mrs. Stewart. Carried.\nAfter discussing the question of appointing delegates to the American Council\non Education, it was decided that the appointments should be made and that the\nPresident of the Association should be one of the three. Motion by Mr. Siders.\nSeconded by Miss Adair. Carried.\nAfter reading a membership invitation from the Association for the Advancement\n\nof Science, and after learning the purpose of the organization, the Secretary was\nauthorized to accept the invitation and to pay the affiliation fee. Motion by Mr.\nSiders. Seconded by Mrs. Stewart. Carried.\nIt was decided informally that there should be a meeting of the Executive Com-\n\nmittee on Saturday, July 5, to take the place of the meeting usually held in\nOctober. Members were requested to arrange matters so as to remain long enough\nto complete all business.\nThe Secretary presented the formal resignation of Dr. J. O. Engleman as Field\nSecretary. The resignation was accepted, to take effect August 1. The Secretary\nwas instructed to prepare a statement for the Executive Committee expressing appreciation of the good work of Dr. Engleman, and to send the same to him. On\nthe recommendation of the Secretary, it was decided not to fill the vacancy for the\ncoming year. Motion by Mr. Siders. Seconded by Miss Adair. Carried.\nOn motion, the committee adjourned to meet Saturday morning, June 28, at 9:00\no'clock at the headquarters building.\nThe meeting was called to order at 9:00 o'clock Saturday, June 28, with the following members present : Miss Adair, Mrs. Stewart, Mr. Siders, and Miss Jones .\nDr. Owen wired that his train had been delayed by a storm and that he would\nnot arrive until the next day. During the session, Mr. Pearse and Dr. Finegan\nof the Board of Trustees arrived. Miss Doherty wired from New York that she\nwould reach Washington on Sunday.\n\nMrs. Stewart presented a report for the Illiteracy Commission. On her recom-\n\n"}
{"page": 108, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n87\n\nmendation, the resolutions in a communication from Commissioner Tigert were\nadopted. Motion by Mrs. Stewart. Seconded by Mr. Siders. Carried.\nThe statement on peace, which had been prepared by Dr. A. O. Thomas at the\nrequest of Miss Jones, was read. The Secretary was instructed to turn it over to\nthe Committee on Resolutions, with the advice that the statement meets the approval of the Executive Committee and with the recommendation that it be considered by the Committee on Resolutions .\nThe Secretary stated that complaint had been made by several members and by\n\nDr. Winship in particular to the effect that minor departments and individual\nofficers had given out endorsements which are being used as representing the views\nof the Association. Miss Jones told of her own knowledge of the situation. The\nSecretary was instructed to present the matter to the Board of Directors.\nOn motion, the officers were authorized to borrow $ 10,000 from the bank immediately, to be used in payment of part of the expenses of delegates. The officers\nwere instructed to make and sign the usual formal statement. The Secretary\nexplained that he had turned $2,100 into the account and was authorized to draw\nanote for the same. Motion by Mr. Siders. Seconded by Mrs. Stewart. Carried.\nMrs. Hixson was authorized to transfer the necessary funds from the regular\naccount to this special account and to give checks out to delegates over her own\nsignature. Motion by Miss Adair. Seconded by Mrs. Stewart. Carried.\nThe Secretary was instructed to write a letter to Mr. Gompers expressing a\ndesire for a member of the Association to have a place on the next program of the\nAmerican Federation of Labor. Motion by Mr. Siders. Seconded by Miss Adair.\nCarried.\n\nItwas explained that the plan for accepting a bequest for a Home for Retired\n\nTeachers had been accepted by a vote of the committee ( by mail ) and that it would\nbe in order to ratify that action and make it a part of the minutes. On motion\nof Mr. Siders, seconded by Mrs. Stewart, the action was ratified.\n\nThe Secretary showed a new form of membership blank and explained briefly\nplans for securing new members for next year.\n\nOn motion, the committee adjourned to meet Monday morning, 10:00 o'clock,\nJune 30, in the Music room, Central High School.\nThe meeting of the Executive Committee was called at 10:00 o'clock Monday\n\nforenoon, June 30. The following were present: Miss Adair, Mrs. Stewart, Mr.\nOwen, Mr. Siders, and Miss Jones.\nThe reports of the treasurer, Board of Trustees, and the Auditor's report were\nexamined and approved for presentation to the Board of Directors.\nOn being asked about absence in the staff because of sickness and for other\ncauses, the Secretary stated that there was on file a complete record of everyone\nat the central office and that he would be pleased to show it to officers. The\nrecord is made by the head of the division, who is responsible for those in his\ngroup. The number of absences on account of sickness is very low, the average\nbeing less than five days in a year. The other absences, unless made up in overtime work, count against the vacation allowance.\nAfter discussing the progress made by the Budget Committee informally, and\nafter instructing Mr. Kelley, chairman of the Committee on the Revision of Departments, to present his report to the Board of Directors with the approval of the\nExecutive Committee, the committee adjourned to meet Tuesday noon.\nThe meeting of the Executive Committee was called at 12:00 o'clock, Tuesday\n\nafternoon, July 1. All members of the committee were present ; Miss Jones, the\nPresident, presided.\nThe Budget Committee reported that it had gone over matters carefully, attempting to reduce the budget allowances for next year so that they would come\nwithinthe estimated income. The estimated income was placed at the same figure\n\nas the income of last year. It had gone over the appropriation for committees\n\n"}
{"page": 109, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\nwith the chairmen of the various committees and with the heads of divisions in\n\nthe headquarters staff, but had found itself unable to keep the budget within the\nestimated income. The amount needed to balance the budget is $51,247.42. It was\nrecommended that one third of this be taken out of the proposed expenditures each\nyear for the next three years. This proposal to be subject to the action of the\nBoard of Directors and of the Representative Assembly.\nThe Secretary and all members of the committee considered it necessary in some\nway to bring the budget down to that figure. Since it would take much time to go\nthrough studying the various items, the question naturally arose as to whether it\nwould not be best to subtract the amount from the total and leave the readjustment\nin the various items to the Secretary and Executive Committee. But since it was\nthe general understanding that the budget should be given in detail this year, it\nwas decided to make tentative reductions now, leaving the matter of further ad-\n\njustment of items in the hands of the Executive Committee. This view prevailed,\nand the following budget was adopted for the consideration of the Board of\n\nDirectors and incorporated in the report of the Executive Committee to the\nRepresentative Assembly, printed on page 73.\nThe motion for adopting the report was made by Dr. Owen, seconded by Miss\nAdair, and carried. It was understood that the Secretary would enforce the\nbudget as adopted unless changes should be made by the Executive Committee.\nA motion was made by Dr. Owen, seconded by Mr. Siders, and passed, instructing the Secretary to get and to hold the copyright on the report of the Committee\non Schoolhouse Planning and Construction, soon to be published.\nOLIVE M. JONES,\n\nJ. W. CRABTREE,\nSecretary\n\nPresident\n\nSATURDAY MORNING, JULY 5 , 1924\nHeadquarters , Washington, D. C.\n\nA meeting of the Executive Committee was held at the Headquarters Building,\nWashington, D. C., Saturday morning, 9 o'clock, July 5, 1924. The meeting was\ncalled to order by the Chairman, with the following members present :\nMiss Adair, Miss Iversen, Miss Jones, Mr. Siders, and the Chairman, Mr.\nNewlon. No absences . The following members of the Board of Trustees were\nalso present : Miss Doherty, Mr. Pearse, and Dr. Finegan.\nThe following members of the headquarters staff reported on the work of their\ndivisions for the past year, indicating plans for the coming year and answering\nquestions on the proposed budget for their divisions :\n\nMr. Morgan, of the Publications Division ; Mrs. Hixson, of the Division of\nRecords and Accounts ; Mr. Allan, of the Business Division ; Mr. Norton, of the\nResearch Division; Miss Winn, of the Division of Classroom Service ; Miss\nWilliams, of the Legislative Division; Mr. Shankland, of the Administrative\nDivision.\n\nA motion was passed instructing Mr. Morgan and Mr. Allan to look up the\ncosts of paper which could be used in The Journal and to report by August 1 on\nthe advisability of using a cheaper paper. Motion made by Miss Jones. Seconded\nby Miss Adair. Carried.\nThe Secretary was instructed to inform committee chairmen that all committee\nreports are hereafter to be published by the Division of Publications of the central\noffice. It was made clear that reports published elsewhere would not be paid for\nout of the Association funds. Motion made by Miss Jones. Seconded by Miss\nAdair.\n\nCarried.\n\n"}
{"page": 110, "printed_page": null, "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n89\n\nThe Secretary was authorized to notify the chairmen of all committees that the\nreports to be presented at the next meeting of the Association must be ready for\npublication and in the hands of the Secretary by March 25, 1925. The motion was\nmade by Miss Jones, seconded by Mr. Siders, and, after discussion, carried by a\nunanimous vote.\n\nA motion was passed authorizing Miss Jones to go ahead investigating ways\nand means for carrying out the plans for a Home for Retired Teachers. Miss\n\nJones was instructed to make a written report to the Executive Committee for\nadoption.\nAmotion was made by Miss Jones authorizing the Chairman to appoint a com-\n\nmittee to consider the plan proposed by Henry J. Ryan for an organization of\ncitizens to coöperate with the National Education Association and to report back\nto the Executive Committee its recommendations. The motion was seconded by\nMiss Adair, put, and carried. This action was taken after Mr. Ryan had outlinedhis plan.\nThe Chairman was authorized to appoint a committee on standards, requirements, and credits of teachers in service and to word the name of the committee\nas he may desire.\nAt 12:30 a motion was passed to take a recess until 1:30 for lunch. The meeting reconvened at 1:30, with all members present.\nThe Secretary was instructed to inform committee chairmen that the appropriations for committees are not to be used to pay traveling expenses unless emergencies\narise, in which case the President shall make the decision. He was also instructed\nto keep committee chairmen informed as to the amounts remaining in their appro-\n\npriation. Bills are not to be incurred beyond the amount of the appropriation.\nHe was further instructed to notify committees of the policy of the Association to\nfinance its own committees except in cases where action has been taken by the\nRepresentative Assembly to accept other funds.\nThe President of the Association was authorized to appoint members of all com-\n\nmittees. He was instructed to make changes in the membership as he may desire\ninall committees holding over from last year.\nIt was decided informally that a statement should be made and printed in The\nJournal informing members that the policy of the payment of a portion of the\n\ndelegates' expenses will be continued, provided the income of the Association\njustifies it.\nAmotion was made to continue the services of members of the staff on the permanent list at present salaries, except in the case of Mr. Norton, whose pay shall\n\nbe at the rate of $2,000 a year for one third time, beginning September 1, and Miss\nAlltucker, who , beginning with September 1, during the absence of Mr. Norton,\nshall have $58.332 a month added to her present salary. In view of the authority\ngiven to the Executive Committee to redistribute the budget, the Secretary was\ndirected to prepare recommendations and submit the same before August 1 to the\ncommittee for consideration. It was understood that back bills, not considered by\ntheBudget Committee, would be paid out of funds secured through a loan and not\n\nout of the budget allowance. Motion by Miss Jones, seconded by Miss Adair.\nCarried by a unanimous vote.\n\nItwas understood that the Secretary would look after the temporary help as\nduring previous years, keeping the number down as low as possible.\nThe Secretary was instructed to have copies of the budget printed after the\nAugust 1 revision and to send them out in letters to officers, committees, and mem-\n\nbers. Motion by Mr. Siders, seconded by Miss Iversen. Carried.\nThe Secretary was authorized to certify to the proper statements in securing the\nloan for current expenses in harmony with action taken by the Executive Committee and to record the statements as part of the minutes .\n\n"}
{"page": 111, "printed_page": null, "text": "90\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe President was instructed to investigate accommodations at Indianapolis and\nsuch other places as he desires and to recommend a place for the next Convention\nas soon as possible. Motion by Miss Jones, seconded by Mr. Siders. Carried.\nMr. Siders suggested that a loud speaker be required in future convention halls.\nThe Secretary was instructed to report on what the cost would be to carry out\nwishes of Dr. Bicknell in putting the suggested gold or silver plates on faces of the\ngavel presented by him to the Association. He was instructed to write Dr. Bicknell\na letter for the Association expressing appreciation. He was also instructed to\nwrite a letter of appreciation to the Concord donors of the gavel presented by\nthem to Miss Jones.\nA motion was made to advance Miss Spooner one hundred dollars for purchasing\noffice equipment.\nAfter discussion, the question of a membership secretary and of dividing the work\nof the Division of Record and Accounts, and of making other changes in the present organization of the headquarters office, a motion was made to appoint the\nPresident, the Secretary, and the Chairman of the Board of Trustees a committee\nto consider the wisdom of creating a division on membership, and the committee\nwas given power to act in the reorganization of the existing divisions. The motion\nwas madeby Miss Jones, seconded by Miss Adair, and after discussion carried.\nIt was decided to hold a meeting of the committee early in August. The President\nwas authorized to call a meeting of the Executive Committee in the fall if he\nconsiders it necessary.\n\nMiss Jones, the Vice-President, and the Secretary were authorized to decide on\nthe amount of time to allow Miss Lillian Wheelock, an assistant in the Division of\nPublications, who has been very sick for several weeks. Mr. Siders was directed\nto investigate the plan of purchasing health insurance for members of the staff\nand to make a written report to the Executive Committee.\nThe Secretary was authorized to ask committees not to incur expenses before\nSeptember 1. It was ordered that the report of the Committee on Schoolhouse\n\nPlanning be printed by the Association, the Secretary to safeguard the rights of\nthe Association.\n\nA motion was passed to adjourn, subject to the call of the Chairman.\nJESSE H. NEWLON,\n\nJ. W. CRABTREE ,\nSecretary\n\nPresident\n\nMINUTES OF THE BOARD OF DIRECTORS, CENTRAL HIGH SCHOOL, WASHINGTON, D. C.,\nJUNE 28, 1924\n\nThe Board of Directors met at 2:00 o'clock Saturday afternoon, June 28, 1924,\nin the Library Room, Central High School, Washington, D. C., with the President,\nMiss Olive M. Jones, in the chair, and with the following answering to roll call :\nFred M. Hunter, California ; Mary C. C. Bradford, Colorado ; H. V. Holloway,\nDelaware ; Harry English, Dist. Columbia; Elizabeth Russum, Idaho ; Walter R.\nSiders, Idaho ; Mrs. Sarah L. Thomas , Illinois ; Thomas R. Roberts, Iowa ; H. L.\nSmith, Indiana ; R. E. Williams, Kentucky; Mrs. Cora W. Stewart, Kentucky;\nJosiah W. Taylor, Maine Mary McSkimmon, Massachusetts ; C. L. Goodrich,\nMichigan; M. H. Shepard, Minnesota ; Thomas J. Walker, Missouri; Charles B.\nDyke, New Jersey ; Ambrose Cort, New York; Olive M. Jones, New York ; Robert\nH. Wright, North Carolina ; George W. Hug, Oregon; Frank E. Reynolds, Ohio ;\nJames H. Kelley, Pennsylvania ; William O. Holden, Rhode Island ; George Harris\n\nWebber, South Carolina ; Catherine Gorbutt, Texas ; Cornelia S. Adair, Virginia ;\nS. A. McDonald, Virginia ; Clara L. Jahnke, Washington ; J. H. Hickman, West\nVirginia ; C. G. Pearse, Wisconsin ; J. W. Crabtree, Wisconsin; W. E. Givens,\nHawaii.\n\n"}
{"page": 112, "printed_page": null, "text": "MINUTES OF BOARD OF DIRECTORS\n\n91\n\nEach member who was representing one who could not attend the meeting indicated the same on a slip of paper which was handed to the Secretary. On motion,\nthe resignations of absentees were accepted, and those representing them were declared directors .\n\nThe presiding officer then called attention to the work of the year. On her request\nthe Board of Directors expressed approval of the plans of work as outlined by\nMiss Jones and took action approving of the appointment of all committees listed\nin the manual.\n\nMrs. Cook, of the Bureau of Educatioh, was recognized by the chair and extended an invitation to all directors to visit the Bureau of Education during their\nstay in Washington. She called special attention to the exhibits and moving\npictures.\nHenry J. Ryan, who was present, was asked to outline a plan which he advocates for calling to the aid of the schools the more active support of the laity. A\nmotion was passed to appoint a committee to consider Mr. Ryan's plan and to\nreporton the same. Director English was appointed as chairman and authorized\nto select two others to constitute the committee.\n\nThe presiding officer, Miss Jones, again called attention to the program for the\nweek. She asked State Directors to see that their delegates attended not only\n\nthe programs but the social functions, the official reception, and the patriotic\npilgrimages. She called attention to the attacks made during the year on the\nAssociation and its officers. She had paid no attention to personal attacks. She\ndevoted her time to constructive work for the Association rather than to a\n\ndefense of herself or the Association. She regretted that Dr. Pritchett and Dr.\nButler had taken positive stands against the public schools. Her remarks,\nincluding her estimate of those who had attacked the women presidents of the\nAssociation, met with the heartiest approval of the directors.\nThe Secretary stated that a committee should be appointed to recommend candidates for vacancies in the National Council. The Chairman appointed Mr. Sims\nchairman, Mr. Foght and Miss McSkimmon.\nMr. J. H. Kelley presented the report of the committee on the revision of\ndepartments, of which he is chairman. The recommendations, under VI in the\nreport, were considered item by item and then approved as a whole. The prin-\n\nciples given under VII were approved, as were the items under Procedure VIII,\nexcept the figure 1,000 was changed to 250. Approval was also given for IX.\nAmotion was then passed approving of the report as changed and authorizing\nthe Chairman of the committee to present it to the Representative Assembly, with\nthe endorsement of the Board of Directors .\n\nThe following is the report as approved by the Board of Directors :\nVI. RECOMMENDATIONS-\n\n1. Since the Department of Child Hygiene and the Department of Physical and Health\nEducation are now considering a constitution for a Department of Health, we recommend\nsuch a merger as most desirable.\n\n2. We recommend the merging of the Department of Secondary Education with the\nNational Association of Secondary School Principals.\n3. We recommend that the Department of Elementary Education be dropped as its place\n1stakenby the Department of Classroom Teachers .\n\n4. Since there appears to be an unnecessary duplication in the work of the Department\nof Normal Schools and Teachers Colleges and that of the American Association of Teachers\nColleges, we recommend an amalgamation under some such title, as ( 1) Department of Teacher\nTraining, or (2) Department of Teachers Colleges.\n5. Since there are no officers of the Department of Higher Education this year and\nasvery little interest has been shown for the past few years in this department, we recommend\nthat it be discontinued but that provision be made for academic instructors of collegiate rank\n15 the organization of a Department of Colleges and Universities by the appointment of a\ncommittee to consider this problem.\n6. Since the Department of Educational Publications has no officers and has shown but\n\nfutle interest for some time, but since it seems undesirable to merge this department with\nthe Educational Press Association, we recommend that a committee composed of members of\nthe Department of Educational Publications be appointed to work with a sub- committee of\n\nthis Committee on Revision for the purpose of strengthening the work of the Department of\nEducational Publications .\n\n"}
{"page": 113, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n92\n\n7. Since the Department of School Administration overlaps the Department of Superintendence, we recommend that the Department of School Administration be discontinued after\nthe summer meeting of 1924.\n\n8. Since the Department of Wider Use of Schoolhouses seems largely to have served its\npurpose, we recommend that it be discontinued and that in its stead there be created a Committee on Community Relations.\nVII . PRINCIPLES FOR THE REVISION OF THE DEPARTMENTS OF THE NATIONAL EDUCATION\nASSOCIATION-The committee believes:\n\n1. That department should correspond with the permanent branches of educational\n\nservice represented in the Association such as, classroom teachers, principals, superintendents,\nand workers in rural education.\n\n2. That department should not be organized on the basis of subject matter, unless the\ngroup is well established and the interest clearly defined, as for example, English, mathematics,\nand science.\n\n3. In passing on the applications of groups of educational workers for departmental\nstatus the following tests should be applied:\n\na. Has the group enlisted the permanent interest of a thousand members?\nb. Has it conducted well-attended meetings with constructive programs for at least\nfive years ?\n\nc. Can it finance its own special activities?\nd. Does it represent a general educational need as indicated by existence of similar\ngroups in a considerable number of State or local associations?\n\nVIII. PROCEDURE-In support of the preceding recommendations, the committee recommends an amendment of Section 8 of Article V of the By- Laws pertaining to the admission\nofdepartments, so that it will read as follows:\nArticle V, Sec. 8. A new department may be established by a two-thirds vote of the\n\nBoard of Directors taken at a regular meeting of the Board, or by a two-thirds vote of the\nRepresentative Assembly at any annual business meeting: Provided, That a written application for said department, with title and purpose of the same, shall have been made at the\nregular meeting of the board next preceding the one at which action is taken, or at the pre\nceding annual business meeting, by at least two hundred fifty members engaged or interested\nin the field of labor in the interest of which the department is purposed to be established,\nprovided that no group shall be admitted to departmental status until it shall have held ton\nstructive meetings for at least five successive years. A department already established may be\ndiscontinued by the Board of Directors upon a two-thirds vote taken at a regular meeting, or\nby a two-thirds vote of the Representative Assembly at any business meeting of the Association; provided, That announcement has been made of the proposed action at a regular meet\ning of the Board the preceding year, or at the preceding annual business meeting. A depart\nment shall be discontinued when it fails to hold a regular meeting for two successive years.\nThe new matter in the above section is in italics.\nIX . CONTINUANCE OF THE COMMITTEE ON REVISION-If the work of the Committee on\nRevision of Departments commends itself to the Board of Directors and the Representative\n\nAssembly, we recommend that it be continued for another year in order that we may con\ntinue our work with certain organizations and recommend desirable readjustments in their\nrelation to the National Education Association.\n‫ةعم‬\n\nA motion was passed directing State Directors to invite the Secretaries of State\nAssociations to attend the meetings of the Board and to participate in the discussions.\n\nOn motion the Board of Directors adjourned to meet Monday forenoon at 10:30\no'clock.\n\nA meeting of the Board of Directors was called to order Monday morning, June\n\n30, 1924, 10:30 o'clock, in Library Room, Central High School, Washington, D. C.\nMiss Jones presiding, with the following answering to roll call :\nAnnie G. Griffey, Arkansas ; Mary C. C. Bradford, Colorado ; H. B. Smith,\n\nColorado ; H. V. Holloway, Delaware ; Harry English, District of Columbia;\nElizabeth Russum, Idaho ; Mrs. Sarah L. Thomas, Illinois ; William B. Owen,\nIllinois ; H. L. Smith, Indiana ; Thomas R. Roberts, Iowa ; A. J. Stout, Kansas ;\nLoretta R. Doerr, Louisiana ; Josiah W. Taylor, Maine ; Mary McSkimmon, Mas-\n\nsachusetts; C. L. Goodrich, Michigan ; M. H. Shephard, Minnesota; Thomas J.\nWalker, Missouri ; M. C. Lefler, Nebraska; Charles B. Dyke, New Jersey; Ambrose Cort, New York ; George W. Hug, Oregon ; Ezra Lehman, Pennsylvania ;\nWilliam O. Holden, Rhode Island ; George Harris Webber, South Carolina ; Harold\nW. Foght, South Dakota; S. L. Smith, Tennessee ; Catherine Gorbutt, Texas ;\n\nC. N. Jensen, Utah , J. H. Hickman, West Virginia ; John F. Sims, Wisconsin ;\nC. G. Pearse, Wisconsin; A. A. Slade, Wyoming ; W. E. Givens, Hawaii.\nThe minutes of the meetings of the Board at Oakland were adopted as prepared\nby the Secretary.\nThe report of the Secretary was presented in printed form and was placed on file.\n\n"}
{"page": 114, "printed_page": null, "text": "93\n\nMINUTES OF BOARD OF DIRECTORS\n\nThe Chairman explained that the Budget was not ready for adoption. A motion\nwas passed to adjourn to 12:00 o'clock, Tuesday noon, and to meet at that time\nfor the consideration of the Budget and such other items as may be presented.\n\nA meeting of the Board of Directors was held in the Library Room, Central\nHigh School, Washington, D. C., at 12:15 o'clock, Tuesday afternoon, July 1, 1924,\nwith the president, Miss Olive M. Jones, in the chair and the following members\nanswering to roll call:\nAnnie G. Griffey, Arkansas ; H. B. Smith, Colorado ; Mary C. C. Bradford,\nColorado; Harry English, District of Columbia ; H. V. Holloway, Delaware ;\nW. R. Siders, Idaho , Elizabeth Russum, Idaho ; William B. Owen, Illinois ;\nH. L. Smith, Indiana ; Thomas R. Roberts, Iowa; A. J. Stout, Kansas ; R. E.\nWilliams, Kentucky; Mrs. Cora Wilson Stewart, Kentucky; Loretta R. Doerr,\nLouisiana ; Josiah W. Taylor, Maine ; Mary McSkimmon, Massachusetts ; C. L.\nGoodrich, Michigan ; W. H. Shephard, Minnesota ; Thomas J. Walker, Missouri ;\nM. C. Lefler, Nebraska ; Charles B. Dyke, New Jersey ; Ambrose Cort, New York ;\nRobert H. Wright, North Carolina ; George W. Hug, Oregon ; D. B. Johnson,\n\nSouth Carolina; George Harris Webber, South Carolina ; Harold W. Foght, South\nDakota; S. L. Smith, Tennessee ; Catherine Gorbutt, Texas ; S. A. McDonald,\nVirginia; Clara L. Jahnke, Washington; J. H. Hickman, West Virginia; John F.\nSims, Wisconsin; C. G. Pearse, Wisconsin ; W. E. Givens, Hawaii.\nMiss Adair presented the Treasurer's report, which, on motion, was adopted.\nSee page 68 for full report.\nThe Chairman of the Budget Committee, Mr. Siders, outlined the plan of the\nCommittee. A motion was passed instructing the Committee to print the report\nholding the budget within the limits of last year's income and to present the same\nto the Representative Assembly with the endorsement of the Board of Directors .\nMotion by Dr. Owen; seconded by Mr. Pearse ; carried.\nThe report of the Budget Committee is on page 73.\n\nThe Budget Committee was instructed to give in its report facts and figures\nin detail so that the report may be the beginning of a budget plan on a historical\nbasis. Motion by Mrs. Bradford. Seconded by Mrs. Stewart. Carried.\nThe Executive Committee was given full power to act on all budget matters as\n\nrepresenting the Board of Directors. Motion by Mr. Pearse.\n\nSeconded by Mr.\n\nHolloway. Carried.\nAmotion was passed to form budgets so as to do away with the deficit in three\nyears. Motion by Miss Griffey. Seconded by Mr. English. Carried.\nAfter discussion, the Secretary was instructed to combine the September and\nOctober issues into one number and to mail it during the last days of September.\nMotion by Mr. Sims . Seconded by Mr. Foght. Carried.\nThe resignation of Dr. Engleman was read and it was stated that the Executive\n\nCommittee had accepted it. The action of the Executive Committee was approved\nand the Committee instructed not to fill the vacancy in the Field Secretaryship.\nMotion by Mr. Owen.\n\nSeconded by Miss Gorbutt.\n\nCarried.\n\nThe report of the Board of Trustees was presented by its chairman, Mr. Siders,\nand, after explanation and discussion, approved by vote. Motion by Mr. Holloway. Seconded by Miss Doerr. Carried.\nThe full report is printed on page 58.\n\nA motion was passed authorizing the Executive Committee to investigate the\nadvisability of making the membership year coincide with the calendar year. Motion by Mr. Pearse. Seconded by Mr. Johnson.\n\nCarried.\n\nThe meeting adjourned subject to the call of the Chairman.\nOLIVE M. JONES,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\n"}
{"page": 115, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n94\n\nMINUTES OF THE BOARD OF DIRECTORS (NEW)\nWashington, July 3, 1924\n\nA meeting of the new Board of Directors was held in the Library Room, Central High School, Washington, D. C., at 2:30 o'clock, Thursday afternoon, July 3,\n1924. The meeting was called to order by President-elect Jesse H. Newlon, with\nthe following directors answering to roll call:\nSutton H. Martin, Arizona ; Annie G. Griffey, Arkansas ; Fred M. Hunter,\n\nCalifornia; Wm. P. Dunlevy, California ; H. B. Smith, Colorado ; Harry English,\nDistrict of Columbia; Elizabeth Russum, Idaho ; W. B. Owen, Illinois ; Mrs. Sarah\nL. Thomas, Illinois ; Robert J. Aley, Indiana; H. L. Smith, Indiana ; A. J. Stout,\nKansas ; R. E. Williams , Kentucky ; Loretta R. Doerr, Louisiana; Josiah W.\nTaylor, Maine ; Thomas W. Pyle, Maryland ; Mary McSkimmon, Massachusetts ;\n\nC. L. Goodrich, Michigan ; Helen B. Shove, Minnesota ; Thomas J. Walker, Missouri ; M. C. Lefler, Nebraska ; Charles B. Dyke, New Jersey; Robert H. Wright,\nNorth Carolina ; R. J. Kiefer, Ohio ; Geo. W. Hug, Oregon ; W. L. Verry, Oregon ;\n\nJ. H. Kelley, Pennsylvania ; William O. Holden, Rhode Island ; George Harris\nWebber, South Carolina ; Harold W. Foght, South Dakota ; S. L. Smith, Tennessee ;\n\nLeah Dennis, Texas ; E. A. Hamilton, Vermont ; C. S. Adair, Virginia ; S. A.\nMcDonald, Virginia ; T. Marcellus Marshall, West Virginia ; J. H. Hickman, West\nVirginia ; Clara L. Jahnke, Washington ; John F. Sims, Wisconsin ; A. A. Slade,\nWyoming.\n\nMr. W. C. Smith, of the Department of Immigrant Education, presented the\nrequest of the department to change the name to \"Department of Adult Education. \"\nThe Chairman announced that the change could be made by a unanimous vote\nof the Board of Directors, whereupon the following motion was passed :\nThat the name of the Department of Immigrant Education be changed to the \"Depart\nment of Adult Education. \" It is understood that the functions of the new department shall\ninclude the activities in the field of education for those native and foreign born adults who\n\nneed instruction in the fundamental elementary subjects. Motion by Mr. Dunlevy. Seconded\nby Miss Griffey. Carried by an unanimous vote.\nThe Chairman announced that the next in order would be the election of a\n\ntrustee to succeed Trustee Finegan, whose term expired at that time. A motion\nwas made by Mr. Hunter, seconded by Mr. Smith, to elect a trustee and a member of the Executive Committee by ballot. The motion was carried. The Chairman stated that the vote would first be taken to fill the vacancy on the Board of\nTrustees. Mr. Kelley then nominated Mr. Finegan to succeed himself. Mr.\nHunter then moved that the Secretary cast the ballot for Mr. Finegan. The motion\nwas seconded, put, and carried. The Secretary then cast the ballot of the Board\nof Directors for Mr. Finegan and he was declared elected to succeed himself.\nMiss Ida C. Iversen having been nominated for membership on the Executive\nCommittee to succeed Mrs. Cora Wilson Stewart, Mr. Wright moved that the\nSecretary cast the ballot of the directors for her. The motion was seconded. It\n\nwas carried by a unanimous vote. The Secretary cast the ballot and the Chairman declared Miss Iversen elected member-elect of the Executive Committee for\n\nthe ensuing year.\nThe Committee to report on filling vacancies in the National Council submitted\nthe following report, which was adopted :\nYour Committee to which was referred the filling of vacancies in the member-\n\nship of the National Council of Education, to be supplied by the Board of Directors\nof the National Education Association, begs leave to report as follows :\n1. The following to succeed themselves, terms to expire in 1930 :\nC. E. Beach, Superintendent of Schools, Enumclaw, Wash.\n\nM. C. Brittain, President, Georgia Institute of Technology, Atlanta, Ga.\nE. W. Butterfield, State Commissioner of Education, Concord, N. Η.\n\nH. W. Foght, President, Northern Normal and Industrial School, Aberdeen,\nS. Dak.\n\n"}
{"page": 116, "printed_page": null, "text": "MINUTES OF BOARD OF DIRECTORS\n\n95\n\nC. B. Glenn, Superintendent of Schools, Birmingham, Ala.\nL. N. Hines, President, State Normal School, Terre Haute, Ind.\nCharles S. Meek, Superintendent of Schools, Toledo, Ohio.\nThomas A. Mott, Superintendent of Schools, Seymour, Ind.\nHelen C. Putnam, M. D., American Academy of Medicine, Providence, R. J.\nThe following new members :\nS. L. Smith, General Agent for Rural Schools, Nashville, Tennessee (to succeed F. C. Blair, Superintendent of Public Instruction, Springfield, Ill.,\nwhose membership has lapsed.\nJ. A. Churchill, State Superintendent Public Instruction, Oregon; term to\nexpire in 1927, to succeed L. H. Minkel, Fort Dodge, Iowa (membership\nlapsed).\nEmily Griffith, Opportunity School, Denver, Colorado ; term to expire in\n1926, to succeed Dr. J. G. Crabbe (deceased) , Greeley, Colorado.\nRespectfully submitted,\nJOHN F. SIMS.\nH. W. FOGHT.\n\nMARY MCSKIMMON .\n\nThe motion for the adoption of the report was made by Mr. Sims, seconded by\nMr. Aley. Carried.\n\nThe Committee to report on membership plans of Mr. Ryan, of which Mr.\nEnglish is Chairman, made the following recommendation :\nIn view of the foregoing, the Committee recommends that, as in the case of \"Education\nWeek,\" which is such a pronounced success, the National Education Association as soon as\n\ntossible take up this matter with the American Legion, so that acting conjointly they may be\nable to bring to pass that which Mr. Ryan so ardently desires to be done.\n\nAmotion was passed to refer the question to the Executive Committee.\nA motion was passed authorizing the Executive Committee to make any neces-\n\nsary changes in amounts under items in the budget. Motion by Mr. Owen. Seconded.\n\nCarried .\n\nOn motion of Mr. Walker, the president was authorized to appoint a commit-\n\ntee to study plans for an all-inclusive membership arrangement for National, State,\nand local associations .\n\nOn the recommendation of Miss Jones, the president was authorized to appoint\na committee on relationships as outlined in the Secretary's annual report.\nThe following motion was made by Mr. Pearse, seconded by Mr. English, and\ncarried:\n\nWhereas, it is manifestly improper both from an ethical and from a business standpoint\nthat the National Education Association should become a selling agency for any commercial\narticle; and whereas the Association or its departments or its committees are not infrequently\nlicited to give such endorsements or listings as will promote the sale of articles of this\nLaracter; Therefore\n\nBeit resolked, that it is against the policy of this Association either as an Association or\nrough its departinents or committees to endorse or list as \"approved\" any text or reference\nbook or piece of apparatus or article of school supplies;\nResolved, that any such approval or listing which may have been, or may be given, is\ndisavowed as against the policy of the Association and not permissible ;\nResolved, that the Secretary of the National Education Association supply a copy of these\nresolutions to the officers of each department and to the Chairman of each Association and\nDepartment Committee.\n\nAmotion was passed expressing appreciation for the work of Mr. Siders, Mr.\nOwens, and Mr. Crabtree for putting improved financial plans and for installing\nan up-to-date budget plan. The members of the Budget Committee were commended for their excellent report.\nInvitations for the next annual meeting were declared in order. Director Aley\nextended an invitation for Indianapolis and, after discussion, moved that the\n\nBoard of Directors declare its preference for Indianapolis for the next meeting.\nMotion was seconded.\n\nCarried.\n\n"}
{"page": 117, "printed_page": null, "text": "96\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Executive Committee was then authorized to investigate conditions at Indianapolis and other places and to decide on the place for the next convention.\nOn motion of Mr. Kelley, the Departments of Child Health and Physical Educa-\n\ntion were merged into one department, that of School Health and Physical Education, and the Secretary was instructed to make the change in the records of the\nAssociation.\n\nOn motion, the Executive Committee was authorized to permit the change of\nDepartment of Secondary Education to that of Department of Secondary School\nPrincipals . Motion by Mr. Owen. Seconded. Carried.\nA motion was passed authorizing the Secretary to drop from the list of departments the Department of Elementary Education, the Department of Wider Use of\n\nSchool Houses, the Department of Higher Education, and the Department of School\nAdministration. This was followed by passing a motion authorizing the Executive Committee to make changes, if it so desires, in the organization of the Depart-\n\nment of Normal Schools, Department of Publications, and to pass on other points\nin the report of the committee on the revision of departments in harmony with\nthe action of the Representative Assembly.\nThe resignation of Directors was now acted upon and their places filled. The\nlist of State Directors for next year is on page 32.\nRespectfully submitted,\nW. W. LAMKIN , Chairman.\nJOSEPH ROSIER, Secretary.\n\nThe following motion was made by Mr. Walker, seconded by Mr. Owen, and\npassed:\nThat the president be authorized to appoint a committee for the purpose of\n\nrecommending such revision of Articles I and II of the By-Laws of the National\nEducation Association as shall provide for co-inclusive membership in local, State\nand National teachers associations .\n\nThe meeting then adjourned subject to the call of the president.\nOLIVE M. JONES,\nPresident\n\nJ. W. CRABTREE,\nSecretary\n\n"}
{"page": 118, "printed_page": null, "text": "THE REPORT OF THE SECRETARY OF THE\n\nNATIONAL EDUCATION ASSOCIATION\nJ. W. CRABTREE, SECRETARY\n\nIt again becomes a pleasant duty to make a report on the growth,\nactivities, and ideals of the Association, and to present policies and\nplans for its continued growth and improvement. We are following the\nplan of previous years in presenting the report first to the Executive Committee and to the Board of Directors, presenting to the Representative\nAssembly only such recommendations as are approved by both the Executive Committee and Board of Directors. As usual, however, copies of the\n\nreport will be included with the material given out to delegates for their\ninformation and use. Included as a part of this report are carefully pre-\n\npared statements by heads of divisions, outlining objectives, showing what\nhas been accomplished, setting forth needs and suggesting improvement in\nthe service.\nGROWTH AND SIXTY- SEVEN YEARS' SERVICE\n\nThe Association was organized in 1857. Its active membership increased gradually from less than 100 in 1857 to about 8000 in 1917 .\nDuring the year 1918 and the five years following the enrollment increased\nby leaps and bounds. In this time it has gone beyond the 100,000 mark.\nWhile the unprecedented growth of the Association has been due to a\nWhytheassociation number of causes, all readily see that such marvelous\nhas grown\n\ndevelopment must have resulted from something much\nmore fundamental than simply moving to Washington and the other\n\ncauses usually mentioned.\nWe begin to realize now more than we could realize in 1918 that the\nreconstruction in education had begun even before the end of the World\n\nWar. All at once we discovered new needs to be met and found the protession challenged by a new set of demands. The Association met the\n\ntest and immediately took hold of the problems of the hour. Had it not\ndone so, some other organization would have assumed that responsibility.\nThe same conditions which created these demands gave the opportunity\nfor the growth and increased service which has been rendered. The reorNew opportunity\n\nganization of the Association was more largely the result\n\ngrasped\n\nthan the cause of the growth. The membership had more\nthan doubled before the reorganization was accomplished in 1920. The\nreorganization was necessary for the enlarged Association and contributed\n\nmaterially to its continued growth and effectiveness . The membership had\nmore than doubled before The Journal was started. The vision and wise\n[97]\n\n"}
{"page": 119, "printed_page": null, "text": "98\n\nNATIONAL Education ASSOCIATION\n\nplanning of the officers and the faithful and efficient work of members of\nthe staff have been contributing factors in recent prosperity. But back of\nthis was the opportunity which resulted from the new conditions following\nthe war. The enlarged Association is, therefore, due first of all and fundamentally to sensing and taking advantage of an opportunity.\n\nThe enlarged and reorganized Association is meeting remarkably well\nthe varied demands which are made on the profession, considering the\nhandicaps always encountered in blazing the way for great advances and\nnew steps of progress. It will do well to meet present needs just as the\nsmaller Association met the demands made upon it. The membership in\nthe Association during the years before the changed conditions was composed almost exclusively of leaders in education and those in administrative positions. The history of the activities of the Association during its\nLong record of\nfirst half century will always stand as a marvelous record.\nnotable service\nNo educational organization in any other country can\nbe cited as a parallel.\n\nWith this substantial foundation the new Associa-\n\ntion with its larger policy of participation should be all the more effective.\nWhile we take honest pride in what has been accomplished during the\npast decade, it cannot be said that the Association is meeting the problems\nof today more effectively than it met the more limited but equally important\nproblems of earlier years.\n160000\n\nNational Education Association\n150000\n140000\n\nActive and Associate Members\n130000\n420000\n\n1911 - 1923\n110000\n100000\n\nCourtmade atend of each calendar year\n\n90000\n80000\n70000\n60000\n50000\n40000\n\n30000\n20000\n10000\n0\n\n1911 1912 1918 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923\nHARRYTT A CHAN\n\nFIG. 1.\n\nACTIVE AND ASSOCIATE MEMBERS, 1911-1923 .\n\nACTIVE MEMBERSHIP\n\nREPRESENTED BY THE BLACK PORTION OF THE COLUMN AND\n\nASSOCIATE MEMBERSHIP BY THE LIGHT PortIoN\n\n"}
{"page": 120, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n99\n\nACTIVE AND ASSOCIATE MEMBERS\n\nThe membership count is made at the end of each year. That has been\nthe practice for many years .\n\nThe count for the past year, 140,191 , was\n\nmade December 31 , 1923. About one fourth of this number were unpaid\nat that date. If the count had been made in September about three fourths\nof the number would have been unpaid. Many of those unpaid on Decem-\n\nber 31 have paid since that date. There were 5,292 withdrawals last year\nand 12,931 who permitted membership to lapse. The number who are\nwithdrawing or permitting membership to lapse during the year 1924 is\nASSOCIATE MEMBERS\n\nASSOCIATE MEMBERS\n(\nNO VOTE)\n\nACTIVE MEMBERS\n\n(NO VOTE)\n\nAFFILIATED LOCAL ASSOCIATION'S\n\nAFFILIATED STATE ASSOCIATIONS\n\nSTATE DELEGATES\n\nMEET BY STATES TO ELECT\nCOMMITTEE MEMBERS\n\nPER 100 MEMBERS TOSOO\n\nNOMINATIONS\n\nCREDENTIALS\n\nHEADQUARTERS ORGANIZATION\n(\nSECRETARY'S OFFICE)\n\nAND\n\nRECORDS AND\n\nLOCAL DELEGATES\n\nN.E.A. OFFICERS\n\n4PER 100 MEMBERS\n\nSTATE SUPERINTENDENTS\n\nRESOLUTIONS\n\nNECROLOGY\n\nREPRESENTATIVE ASSEMBLY\nTRANSACTS BUSINESS AND\nRECEIVES REPORTS\n\nDIVISIONS\n\nFIELD\n\nCORRESPONDING MEMBERS\n\n(BY CHARTER)\n\nLIFE DIRECTORS\nNAT'L . COMMISSIONER\n\nLEGISLATIVE\nSTATE\n\n44 VICE-\n\nDIRECTORS\n\nPRESIDENTS\n\nTREASURER\n\nPRESIDENT\n\nFIRST VICE - PRESIDENT\n\nPUBLICATIONS\n\nDENTS\n\nRESEARCH\n\nBUSINESS\n\nBOARD OF DIRECTORS\nINENTARY SCHOOL SERVICE\n\nNATIONAL COUNCIL\nBOARD OF TRUSTEES\nPRES EX OFFICIO\n\nEXECUTIVE COMMITTEE\n\n4MEMOTAS\n\nPRESIDENT\n\nFIRST VICE-\n\nPRESIDENT\n\nCHAIRMAN\n\n4 YEAR TERM\n\nELECTED\n60 BY DIRECTORS\n60 BY COUNCIL\n\nBOARD OF TRUSTEES,&\n\nPERMANENT FOND\nELECTS SECRETARY\n\nONE MEMBER ELECT\n\nCOOPERATIVE\nAGENCIES\n\nSPECIAL COMMITTEES\n\nDEPARTMENTS\nSUPERINTENDENCE\n\nDER USEOF\nEL HORSES\n\nELEMENTARY\nEDUCATION\n\nMUSIC\n\nVOCATIONAL\nEDUCATION\n\nKINDERGARTEN\n\nHIGHER\n\nDEANS OF\n\nCLASSROOM\n\nEDUCATION\n\nEDUCATION\n\nWOMEN\n\nTEACHERS\n\nPHYSICAL\nEDUCATION\n\nRURAL\nEDUCATION\n\nBUSINESS LIBRARY\n\nELEM SCHOOL\nPRINCIPLES\n\nIMMIGRANT\nEDUCATION\n\nSCIENCE PUBLICATIONS\n\nSECONDARY\nEDUCATION\n\nSCHOOL\n\nCHILD\n\nADMINISTRATION\n\nHYGIENE\n\nNORMAL SCHOOLS\n\nADMINISTRATIVE\n\nAND SUPERVISORY\n\nCOOPERATIVE AND ADVISORY\n\nFRLPARED BY RESEARCH DEPARTMENT. DEIKIT PUBLIC SCHOOLS\n\nFIG. 2.\n\nALWALD IODATE BY HARRILII IL CHAJE\n\nORGANIZATION OF THE ASSOCIATION\n\nmuch greater owing to discouraging conditions in various parts of the\ncountry. Figure 1 shows the growth of the Association since 1911 .\nORGANIZATION OF THE ASCOCIATION\n\nThe organization of the Association is more easily understood by a glance\nat the provisions in the Charter and By-laws as shown in the chart on this\n\n"}
{"page": 121, "printed_page": null, "text": "100\n\nNATIONAL EDUCATION ASSOCIATION\n\npage. A study of the chart shows the democracy, logic, and soundness of\nthe organization. Relationships are definite. Authority is distributed but\ncomes directly from the Representative Assembly and all action goes back\nto it for approval. The whole scheme of organization is displayed remarkably well in this outline. The chart was carefully prepared a few years\nago for the Association by the Research Department of the Detroit Public\nSchools under the direction of Dr. Courtis. It is revised and brought up\nto date each year by a member of the staff.\n\nThere should be added to the\n\nchart the new Department of Visual Education, which meets this year\nfor the first time.\nHEADQUARTERS ORGANIZATION\n\nThe provisions in the charter and by-laws make it possible to secure the\nsavings and efficiency which come from a carefully thought-out plan of\ncoöperation between the different divisions, between the divisions and the\n\nNATIONAL EDUCATION ASSOCIATION\nREPRESENTATIVE\n\nASSEMBLY\n\nCOMPOSED OF STATE AND LOCAL DELEGATES\n\nBOARD\nBOARD OFTRUSTEES.\nFUNDS, ELECT SECRETARY\n\nOF\n\nDIRECTORS\n\nEXECUTIVE COMMITTEE\nBUSINESS\n\n23\n\nDEPARTMENTS\n\nHEADQUARTERS ORGANIZATION\n(SECRETARY'S OFFICE )\n\nJ.W.CRABTREE , SEC.\n\nMISS CHASE, ASS'T TO SEC.\n\nDIVISIONS\n\n1 RECORDS AND ACCOUNTS\n\nN\n\nHELEN T. HIXSON , DIRECTOR; MISS WRIGHT, ASST.\n\nJOY E. MORGAN, DIRECTOR; MISS ROBBINS, ASS'T\n\nRESEARCH\n\nFIELD\n\nΠ\n\nPUBLICATIONS\n\nFIELD WORK ,\n\nJ. O. ENGLEMAN , DIRECTOR\nLEGISLATIVEWORK, CHARL O WILLIAMS, DIRECTOR\nMISSWALDRAN , ASS'T\n\nJ. K. NORTON , DIRECTOR; MISS ALLTUCKER ASS'T\n\nVI ELEMENTARY SCHOOL SERVICE\nAGNES S.WINN, DIRECTOR; MRS. HAND, ASS'T\n\nIII\n\nBUSINESS\n\nH.A.ALLAN , DIRECTOR; MISS SLYER , ASS'T\n\nHEADQUARTERS\n\nVII\n\nDEPARTMENT OF SUPERINTENDENCE\nSUBDIVISIONS\nSHIPPING\n\nTYPING\n\nW.P. REILY\n\nMABEL E. WHEELOCK\n\nS.D.SHANKLAND, EXECUTIVE SECRETARY; MISS SOMDAL,ASS'T TO SEC.\n\n18 SPECIAL COMMITTEES\n\nASSISTED BY DIVISIONS\nROMAN NUMERALS REPRESENT THE ORDER IN WHICH\nADMINISTRATIVE AND SUPERVISORY\n\n23\n\nDEPARTMENTS\n\nASSISTED BY DIVISIONS\nDIVISIONS WERE ESTABLISHED\nCOOPERATIVE AND ADVISORY\nHARRIETT M CHASE\n\nFIG. 3.-HEADQUARTERS ORGANIZATION\n\n"}
{"page": 122, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n101\n\ndepartments, and between divisions and the standing committees. The\nheadquarters scheme stands the test of analysis, and the work stands the\ntest of expert inspection and investigation. All who visit the central\noffice are impressed with the daily volume of work turned out and with the\nspirit of work and coöperation in each division. Words of commendation\nfor the heads of divisions, their first assistants, and other help in previous\nreports are not half so convincing as actually to see the work in progress\nand to witness with one's own eyes what is being accomplished. The\nReasons for head- group contains men and women of exceptional ability\nquarters efficiency who are unusually well fitted for the responsibilities in each\ndivision. That which attracts most attention, however, and which counts\nfor greatly increased efficiency is the spirit of coöperation which even a\nstranger observes in spending a short time at headquarters.\nFigure 3, showing the headquarters organization and its relationships ,\nwas used in the October, 1923 , Journal. The following changes have been\nmade since that time: Elementary School Service changed to Classroom\nService; and Miss Troxel and Miss Saunders in place of Miss Slyer in the\nBusiness Division .\nTEACHERS AND THEIR PROFESSION\n\nTeachers are quick to act in doing things for other people. They are\nslow in actually doing things to promote their own welfare. The leaflet\non the Fight to Reduce School Privileges was mailed to every principal\nand superintendent of schools in each of the States. It was placed in the\nhands of 200,000 teachers.\nTeachers are slow\n\nin promoting the\nwelfare of the\n\nprofession\n\nEvery one who read it realized that it set forth\n\na situation which should be met at once in order to prevent great harm to the profession. Each one appreciated\nthat the Association saw and pointed out the danger.\nMany wrote letters of appreciation expressing the hope\n\nthat the Association would leave no stone upturned in its efforts to avert\n\ndanger. Only a few of these 200,000, however, did their part to make it\npossible for an organized profession. About 15,000 took hold and did effective work. They secured membership enlistments. They impressed upon\ntheir associates the needs of the hour. They aided in organizing to meet\nthe opposition locally. They saw the parents and citizen friends of the\nschools were provided with reliable information.\n\nWhat did the others do? They had good intentions. They promised\nto do telling work next year and thousands are likely to make good in\nNot next year\nbut now\n\ntheir promise.\n\nBut teachers are slow.\n\nHow will we\n\narouse them to do the thing now instead of waiting\nuntil next year? Almost every delegate of last year's convention was\nin the list of the 15,000 workers. Let every delegate at the Washington\nmeeting return home determined to see that their people respond immediately to the call of the profession.\nLet us tell our associates so that it will ring in their ears, that it\nrequires a solidarity in the profession never before experienced and harder\n\n"}
{"page": 123, "printed_page": null, "text": "102\n\nNATIONAL EDUCATION ASSOCIATION\n\nwork than has ever before been attempted to cope with present economic and\nDetermination\npolitical conditions. It requires additional wisdom,\nenergy, and numbers to meet the onslaughts which are\nbeing made to reduce school costs and privileges. Let us insist that they\nput their shoulders to the wheel not next year but now. Will you not be\nresponsible for additional success in your community ? Such determination\nand only such will meet the present situation.\nnecessary\n\nHOW CONDITIONS AFFECT\n\nMEMBERSHIP\n\nThe economic conditions are much worse in many sections of the country\nthan people in favored places know about. This letter is only one of many\nwhich show an alarming situation throughout large areas of our country.\nState of New Mexico\nDEPARTMENT OF EDUCATION\n\nIsabel Lancaster Eckles, Superintendent\nTimoteo C. Luna, Assistant Superintendent\nSanta Fe\n\nJune 13, 1924.\nMR. J. W. CRABTREE,\n1201 Sixteenth Street , Washington , D. C.\nDEAR MR. CRABTREE :\n\nBefore leaving for Washington for the National Education Association Meeting, I wish to write you about the falling off in enrollment in the National Educational Association here in New Mexico.\n\nThis cannot be helped in any way, though I regret it very deeply. You can\nhave no conception of what this State has been up against this year. Thirty-eight\nbanks have failed and school funds have been tied up in every direction. The\nteachers too have all lost personally in these failures and it has been just as much\nas they could possibly do to make ends meet.\nI wish to assure you that this falling off in attendance is not from a lack of\ninterest or professional spirit. It is simply the result of a condition which is deplorable in the extreme.\n\nYours very truly,\nISABEL LANCASTER ECKLES .\n\nILE/NBL\n\nThe first impulse of teachers after such discouragements is to withdraw\ntheir membership in all associations, or at least to postpone the payment\nof membership dues. Thousands of members have not paid dues for\n1923-24 as a direct result of discouraging conditions. This does not\nmean that these unpaid members lack in loyalty to the profession or\nto the Association.\n\nIt only means that they are dis-\n\nThe first impulse\n\nheartened temporarily. The members of other professions and those engaged in business enterprises respond in exactly the\nsame way to a disastrous situation .\nThe next reaction will be to take a more philosophical view of the situ-\n\nation and to consider ways and means for improvement. Labor, business,\nand the professions have exactly the same experiences with adverse con-\n\n"}
{"page": 124, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n103\n\nditions. These 30,000 unpaid members will be moved by a second impulse,\nnot only to pay their membership dues but to enlist more\nThe reaction\nheartily for work as never before for the betterment of\n\nthe schools and for enhancing the interests of the profession. Especially is\nthis true if these teachers have wise leadership locally.\n\nStill we must realize that many good teachers in New Mexico and in a\nscore of other States are for bread-and-butter reasons leaving the profession. Who will take their places ? The fact that the enlistment and\nwork of the profession is weakened in broad areas of the country makes\nheavier demands on the members of the profession who live in the more\nfavored places. Let each of us resolve at this convention, as the active\n\nmembers resolved in 1918 when facing the emergency problems of that\nNeed of\n\nday, to return home and see to it that there is in our town\n\nunited effort\n\ncommunity a complete enlistment of the profession .\nThere was a great revival spirit at that meeting in 1918. Inspiration\nwent out from it into many thousand communities. The response was\n\ncertain and immediate. The membership doubled during the following\nyear. The service rendered by the Association was also more than\ndoubled in the same period of time. History will repeat itself. Let every\ndelegate get the facts while in Washington and return to acquaint the\nhome people with conditions and needs and inspire them to volunteer their\nservices in the cause of education.\nOPPOSITION\n\nTO SCHOOLS\n\nAND\n\nASSOCIATION\n\nIn the annual report of the Secretary for 1923, attention was called to\nan organized effort to reduce school privileges. Reference was made to\nthe influence of the annual report of the Carnegie Foundation by its\npresident, Dr. Henry S. Pritchett. Instances were given showing that\na part of the plan was to attack outstanding leaders in public school educaAttack on public\ntion. The year has added materially to the certainty of\nschools continued a united opposition to the further development of the\nschools. The president of the Carnegie Foundation has again repeated his\ncriticism of the work of the public schools. Many a leader has during the\nyear felt the force of well-organized attacks on his program and policies .\n\nNicholas Murray Butler, of Columbia University, whose life record\nas to lack of knowledge or appreciation of the common schools of the\n\nNation is much the same as that of Dr. Pritchett, has gone out of his way\nto discredit the work of the schools.\n\nIn an address before the Ohio Bar\n\nAssociation, he made the amazing statement that, \"It would surprise a great\nThe schools and\n\nmany excellent persons to be told that the school upon\n\nlawlessness\n\nwhose maintenance they are pouring out almost unlimited\nsums raised by public tax were doing all they reasonably could to implant\na spirit of lawlessness in those who came under their influence.\"\n\n\"And\n\nyet,\" says Dr. Butler, \"that is the sober truth.\" This address was read\n\ninto the Congressional Record by a Massachusetts Congressman and has\nbeen mailed out to all parts of the country under his frank.\n\nThe fact\n\n"}
{"page": 125, "printed_page": null, "text": "104\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat Dr. Butler's statement is erroneous and the fact that he is not recog-\n\nnized as a spokesman for the public schools by those who represent the\nschools, will not prevent laymen from being influenced by it. Whether\nthis address is widely distributed to injure the public schools or to disseminate Dr. Butler's views in opposition to the prohibition amendment, also\na feature of the Ohio address, it is certain that those who are fighting the\nschools seek, by quoting Dr. Butler, to prove that the schools are responsible\nfor lawlessness throughout the country.\nIt is now surmised that some of the heartless interests who are opposing\n\nthe further development of education largely to keep taxes down to the\nminimum are making catspaws of some of those who offer objections from\na religious point of view. This particular opposition fears the rights of\nCatspaws\nparents are being taken over by the schools and that the\ncosts of schools and school buildings are beyond reason. These people are\n\nled to oppose a Department of Education because it will develop unduly\nthe costs of education and increase the tendency to give the schools greater\nauthority over children. If true that there is a connection of this kind and\n\nthat an element is \"being used\" it will be definitely known in due time and\nthe connection will immediately become ineffective. Tax dodgers will\nbear watching. They are choking the life out of the schools in more than\none community.\n\nThere is no fight directed toward the private or religious schools. There\nshould be none. These institutions have their place and receive the\nencouragement of this Association.\n\nThere are thousands of teachers in\n\nprivate schools in the membership of the Association. These schools\nshould have the respect of public-school authorities. Great contributions\nto human betterment are made by both religious and secular private\nschools as well as by our great system of public education. Our children\nand youth need these schools and many more. The big interests work\ngreat injury to private schools in attempting to prejudice them against\nPrivate and\nthe public schools. The teachers of private schools and\npublic schools\nall other teachers realize that in a democracy the foundaare friends\ntion for success is a democratic education. The public\n\nschools are admirably adapted to give that training; the private schools\nought to teach in harmony with the same ideas. There is no fight on\nbetween these forces themselves. Nine-tenths of our public-school teachers\nappreciate the mission and importance of our private educational enterprises and nine-tenths of our private school teachers value and understand\nthe necessity of public-school education. These big interests should not be\npermitted to drive the wedge which might separate them.\nGreat credit is due to wealthy men and women who have contributed\n\ngenerously to the support of worthy school enterprises and projects. There\nis a class, however, composed of the money-hearted rich and an arrogant\naristocracy, which is violently opposing the adequate support of the\nschools. This element is now receiving unexpected help. It has the active\n\n"}
{"page": 126, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n105\n\nhelp of a fault-finding group. The opposition to the policies of the Association, as well as to the progress of the public schools, therefore comes\nfrom both extremes in society. These radical fire-eating factors not only\nattack policies, but they question motives and reflect on the good name of\nRadicals and tax\n\nofficers of the Association and of certain leaders in the\n\nreducers attack\n\nprofession.\n\nIt is always a question as to whether such\n\neducation\n\ncriticism should receive attention or whether it should\n\nbe ignored. It is certainly embarrassing when small group gossip is permitted to serve as the foundation of widely circulated criticisms. Perhaps the view of Miss Nielson, State superintendent of public instruction\nof North Dakota, that \"the more you step on mud the broader it becomes\"\nis the wiser view to take. Where statements are clearly libelous in character it may not be an easy matter for the officer to take this view. As a\nrule, to ignore is the severest blow that can be dealt the type of critic who\nlives only on opposition and who unduly craves the thrill of notoriety coming from it all.\nCAUSES OF THE DEFICIT\n\nDuring the past few years the load carried by the central office has been\nheavy, considering the amount of annual income. Because of emergency\nneeds, the officers and the Representative Assembly have each year ordered\nexpenditures beyond the amount of income of the preceding year, hoping\nthat the increase in membership and advertising would provide the additional\nReasons for\nfunds. The emergency needs justified the risk which was\nheavy expenses\ntaken each year. In view of the fact that membership will\neventually reach the saturation point, the expenditures for the coming year\nshould hereafter be based on the income of the past year. Will it not be\nwise in 1924-25 to get along on less than was used for the year 1923-24 ?\nThe time has come when we must in some way provide a margin for safety,\neven though an emergency of considerable magnitude continues to call for\nfunds.\n\nThere was a deficit in the current funds of the Association June 1. It\nis much larger than that of last year. Owing to heavier daily receipts since\nJune 1, the amount of the deficit may now be somewhat less than at that\nCauses ofdeficit\ndate. This deficit is due to a number of causes, but mainly\nto the following :\n1. A portion of this amount was used to pay the deficit of the previous year.\nMuch of the rest was used to meet necessary but unusual expenses, such as those\nmentioned in items 4, 5, and 6.\n2. Owing to reduction in teachers' salaries in places and threatened reductions\n\ninother places, a larger number of members than usual had not by June 1 paid\nmembership dues. The same conditions prevented thousands from becoming\nmembers. Many of the unpaid members will find some way of paying dues later.\nThe first effect of a reduction is to dishearten and cause one to cancel member.\n\nship. The second is to lead him to realize the need of a solidified profession.\n\n3. During the past few years the officers and Representative Assembly, owing\nto emergency needs in the profession, have used from $20,000 to $60,000 each year\nof the income from the advanced payment of dues, income properly belonging to\n\n"}
{"page": 127, "printed_page": null, "text": "106\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe following year. Since membership is nearer the saturation point, there are\nfewer new members who pay dues in advance and hence the current year is having\nless and less help from the coming year.\n4. Owing to the threatened reduction in teachers' salaries immense amounts of\nliterature and information were, during the year, sent out to teachers and to\nschool authorities .\n\n5. Extensive repairs were made in the headquarters building.\n\nThese expenses\n\nwere paid out of the permanent fund, but the equipment made necessary came out\nof the current funds and added to the amount of the deficit.\n\n6. All of the expenses of the World Conference at San Francisco and the heavy\nexpenses of the Oakland meeting because of distance for officers and members\nof the staff to travel were paid out of the income of the year just ending. The\nexpenses of the Washington meeting, which will be much less, are to come out of\nthe income for 1924-25 and will show in the financial reports of the meeting a\nyear hence.\nTABLE 1.-CURRENT INCOME AND CURRENT EXPENSE, 1921 το 1924\n1922\n\n1921\nPer\n\n1923\n\n1924\nPer\n\nPer\n\nAmount\ncent\nAmount\ncent\nAmount\nIncome from Membership\n$ 107,738.00 84.0 $ 167,991.12 72.9 $ 174,391.97\n\ncent\n\nPer\n\nAmount\n\ncent\n\n69.0 $202,700.504 70.4\n\nIncome from Advertising\nIncome from Commercial Exhibits\nAll Other Income .....\n\n5,180.83\n\n4.1\n\n41,489.12\n\n18.0\n\n50,033.47\n\n19.8\n\n54,233.04\n\n18.8\n\n9,921.97\n\n7.7\n\n11,303.67\n\n4.9\n\n14,514.72\n\n5.8\n\n15,912.79\n\n5,407.08\n\n4.2\n\n9,769.48\n\n4.2\n\n13,641.45\n\n5.4\n\n15,097.81\n\n5-5\n5-3\n\nTotal Income\n$ 128,247.88 100.0 $230,553.39 100.0 $252,581.61 100.0 $287,944.14 100.0\n270,447.92\n192,885.73\n323,108.30\nCurrent Expense ...... 127,416.64\nDifference .\n\n$831.24\n\n....\n\n$37,667.66b ...\n\n$ 17,866.31c ...\n\n$35,164.16d ....\n\naDoes not include Life Membership Income which goes directly to permanent\nfund.\n\nb This profit on the year's transactions does not agree with the \"surplus\" given\nin the auditor's report as the balance of $385.30 which belonged to the Department\nof Elementary School Principals at the end of the year is subtracted. This was\nNational Education Association money only in a bookkeeping sense. If this sum\nis subtracted from the auditor's \"surplus,\" $38,052.96 for this year the loss on the\n\nyear's transactions given here, $37,667.66, results .\nThis loss on the year's transactions does not agree with the \"deficit\" of the\nauditor's report for this year since in calculating income for this year the balances\ndue the Department of Superintendence and the Department of Elementary School\nPrincipals ( $4,124.42 and $1,507.74 respectively) were not included. They constituted income only for purposes of bookkeeping. When these amounts are added\nto the \"deficit\" of the auditor's report ( $ 12,234.15) the loss on the year's transactions given here ( $ 17,866.31) is attained.\nd This loss on the year's transactions does not agree with auditor's \" deficit\" as\ncorrections affecting income similar to those described in notes a, b, and e have been\nmade. A change in accounting procedure from a \"cash\" to an \"income\" basis,\n\nmade during the last fiscal year, also prevents an exact agreement with the auditor's\nreport.\n\nThis is a part of the data to aid the budget committee in formulating\nits recommendations. The committee will have before it facts and suggestions submitted by the treasurer, Miss Adair; the assistant treasurer,\n\n"}
{"page": 128, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n107\n\nMrs. Hixson; the auditors, Marwick, Mitchell & Co.; Mr. Allan, the\nbusiness manager; and by Mr. Norton, who has been requested to go over\nthe reports and work out special tables, make suggestions, and report\nconclusions. Table 1 is a part of the study made by Mr. Norton. It puts\nin the hands of officers and delegates some of the material prepared to\nassist the Budget Committee in making its report, which will later be\npresented for the consideration of the Representative Assembly.\nRECOMMENDATIONS\n\nCONCERNING BUDGET\n\nThere are places where expenditures should be increased, but there are\nother places where the service can be decreased or portions of it discontinued, temporarily at least. The needs are so great that three times\nwhat was expended last year could be used to advantage during the coming\nyear. But, however intense the need, the expenses must be kept within\nthe income, and in order to build for the future the expenses must be less\nthan the annual income. We have been living a little too close to the\ndanger point for real comfort.\n\nIf another epidemic such as the siege of\n\nAu in 1919 were to sweep the country, if there were to be a drouth extending over large areas, if the Nation should suffer a general business depresReasons for\nsion as in 1907, or if anything else should transpire to\nlimiting expense\nmake it impossible to collect membership dues, the Association would be forced to discontinue all lines of important service at\n\nthe time of greatest need. The effect of failures to pay teachers on time\nand the reduction of salaries has approached such a situation this year.\nThe emergency needs were greatest during and following the World War .\nItwas the duty of the officers to use every cent of income to do the work\nofthe hour and even to draw on the future, as has been done.\n\nWhile the\n\nneeds of today are pressing, no one will maintain that they are as imperative as those immediately following the war . The time has come when\nitiswise to put a portion of each year's income into a reserve fund or into\nthe permanent fund, because the continued success of the Association\ndepends in the last analysis on the certainty of its financial resources and\nits ability to go through periods of depression.\nThe Budget Committee will likely recommend slightly lower appropriations than were made last year in places where this can be done, aiming\nto bring the total appropriation below the total income of last year. At\nLower appropriation the same time the office is organizing for a membership\nrecommended\ndrive which ought to meet with success. It is also forming plans for increasing the income from advertising. If these recommendations and plans are accepted by the Representative Assembly, it is\nbelieved that the present efficiency of work in every line will be maintained\nand there is the possibility for a good beginning in the accumulation of a\nreserve fund.\n\nAmong the recommendations to go before the Representative Assembly\nif acceptable to the Executive Committee and the Board of Directors are\nthefollowing:\n\n"}
{"page": 129, "printed_page": null, "text": "108\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. On the advice of the Editor, to combine the September and October\nnumbers of The Journal.\n\nIt has been found that The Journal issued\n\nearly in September fails to reach a large number of the members and that\n\nOctober 1 is about as soon as teachers expect the paper. It seems necessary to reduce the number of issues for the year. The present size of The\nJournal should be retained, provided the income from advertising can be\nincreased to cover more nearly the printer's bill.\n2. To get along with one field secretary. During the last two years\nthe Association has had two field secretaries, one assigned to field work\nproper and one to the legislative program and work with lay associations.\nWhen the number was increased from one to two it was expected that\nfunds would be received from lay sources to pay the salary and expenses\nof one field secretary. Had these funds materialized, there would be no\ndeficit; but they did not materialize. It is seldom wise to count on outside help or even to ask for it.\n\nThe two field secretaries cannot be con-\n\ntinued on present sources of income without affecting the efficiency of the\nwork in other divisions in the headquarters office. The change can be\nmade at this time because one is resigning to accept a position paying a\nbetter salary. The field secretary assigned to matters of legislation and\nother members of the staff can do field work in connection with other\n\nduties. The Department of Superintendence is willing for its secretary\nto give a portion of his time over to this work. The State associations\n\nhave become larger and more powerful, making field work by this Association less necessary. It is recommended that no action be taken for a year\nat least to fill the vacancy.\n\n3. To abandon for the present the payment of delegates' expenses by\nthe Association. Any amount which the Association can afford to pay is\nso small that its distribution will always be unsatisfactory to the larger\nnumber of delegates. It is much easier for State and local associations to\nincrease membership dues to provide for the expenses of delegates than\nfor the National Education Association to increase dues so that it could\n\npay such expenses. The amount appropriated for this meeting was $ 10,000.\n4. To make fewer and smaller appropriations for committees. To\nlimit the amount used for meetings of committees. By avoiding some\n\nduplications between committees and the Research Division, a slight saving can be made. Members of committees and officers of the departments\nand of the Association should continue to keep expense bills down to the\nminimum. A few of the committees will complete their work at the Wash-\n\nington meeting and not ask for appropriations for next year. It may be\npossible to save a few thousand dollars here because committees can now\nhave much of the work done in the Research Division. Make appropriations every second year instead of every year except in the case of three\nor four of those on fundamental problems.\n\n5. To have all unexpended balances in appropriations for committees and\nfor other purposes lapse at the end of the fiscal year and to appropriate a\n\n"}
{"page": 130, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n109\n\nlump sum for the new year to care for outstanding bills. This will not\nonly afford a slight saving, but it will simplify keeping the records.\n6. To permit the director of the Research Division to work on one-\n\nthird or one-half time during the coming year only, thus releasing the\nlarger part of his salary for other purposes. The director of the division\ndesires to complete his work for the doctor's degree, which he can do on\nthe part-time basis. The Association, while paying for part-time services,\nwould receive full-time benefit. His work for the degree will be along research lines of great value to the Association, having been definitely planned\nfrom that standpoint. It will require only slightly more clerical help to\ndo the work following this plan than for last year. The director would\nkeep in close touch with the work and would actually do a good part of it.\n7. The broadcasting for American Education Week was done last year.\nMuch less will be demanded of the Association this year. There would\nnaturally be a saving of a few hundred dollars on this item.\n8. To stop The Journal to unpaid members with the December or\nJanuary number. This year the February number was sent. Changes of\nthis kind can be made by the Executive Committee. The Journal is too\nexpensive to be sent to an unpaid member after he has had a fair chance to\nremit dues.\n\n9. Less will be needed for furniture and equipment than last year. The\nmain items of furniture for each division were supplied during the last two\nyears.\n\n10. To make no reduction in the costs of operating any division which\nwill hamper it in rendering the service for which established. A few\nincreases in appropriations will be necessary though these amounts will be\n\nsmall as compared with the savings to be made.\nThe details of the budget and the proposed savings will appear in the\nreport of the Executive Committee, which will be presented to the Representative Assembly for consideration. This report only makes suggestions\nof a general nature. The auditor's report is needed to check details.\n\nIt\n\nwill be completed in time for the meeting of the Budget Committee, June\n26. The treasurer, the assistant treasurer, and a committee of the staff are\nat work getting facts to serve as helps for the committee, which holds its\nfirst meeting on June 26.\nThe plan of appointing a Budget Committee in advance of the Convention, instituted this year by Miss Jones, commends itself to officers and\ndelegates.\n\nThis committee is composed of representatives of the three\n\nlargest departments recommended by the presidents of the departments,\nand of others appointed by the president of the AssociaA new budget\ncommittee\ntion because of their official connections. Mr. Siders,\nchairman of the Board of Trustees, is chairman of the Committee.\n\nThis\n\nis a responsible committee and it should be selected with care. Itshould\nbe representative. When a new president takes office the whole program\nis mapped out. The budget is prepared. Appropriations are made.\nPolicies are adopted. The new president's duties and responsibilities are\n\n"}
{"page": 131, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n110\n\nthus outlined in great detail. Very properly the duties are purely administrative in harmony with the wishes of the Representive Assembly. Realizing this, Miss Jones is starting the plan, which will doubtless be continued,\nto see that the most careful consideration is given to the question of budget\nand expenditures, upon which the success of any administration fundamentally depends.\nThis year when the President and Secretary observed the effects of\neconomic and other conditions on membership and realized how this affected\n\nthe estimated income for the year, there were few places to check expenditures. They influenced some committees to use less than was appropriated\n\nto them. They kept the cost of the Secretary's office several thousand dollars below the amount of the appropriation. That was about all that could\nbe done. Both because the present situation presents difficulties and because\nTABLE 2.\n\nCURRENT EXPENSES ANALYZED AS TO PURPOSE\nProporAmount\n\nPurpose\n\nexpended\n\nPer\n\ntion of\n\ncentof\ntotal\n\nmember-\n\neach $2\nship expended\n\nGeneral Control-\n\n(Total of Trustees , Executive Committee , State Directors , and Auditing) .\nGeneral Secretary's Office(Total from Trial Balance) ...\nOperation of Headquarters Building(Total of items so charged) ...\nCollection of Dues-\n\n(Total of items so charged)\n\n$8,587.13\n\n2.7\n\n$0.05\n\n19,777.92\n\n6.2\n\n.12\n\n26,787.76\n\n8.4\n\n.17\n\n27,664.08\n\n8.5\n\n.17\n\nJournal-\n\n(Total of items so charged) .\n\n109,225.88\n\n34.1\n\n.68\n\n128,560.33\n\n40.1\n\n.81\n\n@$320,603.10\n\n100.0\n\n$2.00\n\n1\n\nService to Profession-\n\n(Total of the items given just below:) .\nProportion of\nPer\n\nPurpose\n\nAmount\n\neach $2\n\nexpended\n\ncentof\nmembertotal\n\nship expended\n\nDepartment and\nCommittee Service\nField Service......\n\nLegislative Service .\nHeadquarters\n\n$27,336.94\n10,094.18\n16,320.74\n\n8.5\n\n$0.17\n\n3.2\n5.1\n\n.07\n.10\n\n28,503.79\n\n8.9\n\n.18\n.04\n\n.08\n\nServ-\n\nice\n\nEducational\nlicity\n\nPub6,139.22\n\n1.9\n\nConventions\n\n12,556.74\n\n3.9\n\nVolume ofAddresses\nand Proceedings..\nResearch Service...\n\n9,703.62\n\n3.0\n\n.06\n\n17,905.10\n\n5.6\n\n.11\n\nTotal.......\n\n$128,500.33\n\n40.1\n\n.81\n\nTotal of Expenses ......\n\naTo this sum should be added $2505.20 expended for furniture, but not included in the trial balance used as a basis of these calculations.\n\n"}
{"page": 132, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n111\n\nthe interests of the larger Association should be guarded in every possible\nway, it was thought that the new Budget Committee would be acceptable.\nThen the Executive Committee needs the help. The ground work for this\naction was laid a year ago when provision was made for putting the budget\non an historical basis. The Committee on this new basis will do well,\n\nhowever, to observe the economies and secure the efficiency which resulted\nfrom the way in which matters have been handled in the past .\n\nTable 2 gives the answer to the question, \"Where does my $2 go ?\"\n\nIt\n\nalso shows in summary form the relative amounts expended for various\npurposes. The expenditures will appear in greater detail in the Treasurer's and Auditor's reports. All these will in due time be placed in the\nhands of delegates. This table was also prepared by Mr. Norton .\nQUESTION ABLE USE OF ASSOCIATION'S NAME\n\nThe Association has adopted a definite platform which states in a general way the big objectives of the organization. It has year by year\nadopted resolutions expressing its views on outstanding problems. Officers,\nmembers of the staff, departments, and committees are expected to act in\nharmony with the platform and with motions and resolutions passed by the\nExecutive Committee, Board of Directors, and Representative Assembly.\nAdditional\n\nThe question has arisen as to whether a formal state-\n\nment of policies and relationships should not be formulated to control the activities and authority of the various factors in the Association ? There is also need of the adoption of a\npronouncements\nneeded\n\nprofessional code.\n\nUntil a statement of relationships is worked out there will be misunderstanding and confusion. Resolutions passed by departments and endorsements given by sub-committees and individual officers of departments may\ncontinue to be used by commercial agencies as representing the action of\nthe National Education Association. Statements of officers of the general\nAssociation both before and after election may be, in a few instances, used\nin the same manner.\n\nWhether these sub-committees and officials mean\n\ntheir action to be construed as that of the Association or not, the com-\n\nmercial agency cannot fail to see financial advantage in taking that view.\nPoints of relation- The sub-committee or an official may endorse a piece of apship undefined\nparatus or a book or pass judgment on an issue not knowing but that the statement could stand for that of the Association, because\npoints of relationship between departments and the Association, between\ncommittees and the Association and departments, between sub-committees\nand committees have never been definitely defined.\nThe efforts which agencies, commercial and others, make to secure Association endorsement is a sincere recognition of its high place in the minds\nof members of the profession and of the public in general. Its great name\nmust not be tarnished through questionable use by commercial concerns .\n\nNeither has it been made clear in any formal manner the extent to which\n\n"}
{"page": 133, "printed_page": null, "text": "112\n\nNATIONAL EDUCATION ASSOCIATION\n\nofficers can speak for the Association. Our Association has coöperative\nrelations with other national organizations. What does coöperation\nmean ? Because of coöperative relations on a particular point does that\nentitle the other association to use the name of ours in its letter-head ?\n\nA statement of policy along this line would prevent mistakes and give the\nSecretary authority to see that the regulations are complied with.\nThere is a demand for the adoption of a professional code. The States\nare giving time and attention to this matter at the present time. Many\ncities have committees on codes appointed, and some cities have already\nadopted codes. It might be wise for the Association to look forward to\nthe future adoption of both a statement of relationships and a professional\ncode. Eventually there should be, besides the platform and the series of\nresolutions, a statement of relationships and a professional code. It is\nrecommended that provision be made at the time of the Washington meeting for the appointment of a committee on policies and relationships and\nPlatform\nresolutions\n\nanother on a professional code. Neither committee\nshould be asked to report immediately. The first could\n\nrelationships\n\nbring in a report at the next annual meeting, but the\ncommittee on professional and ethical standards should\ncontinue its work over a period of years. This will make possible the\nformulation of a code of ethics representative of the highest ideals of the\nwhole profession. There will also be time to gain the adherence of all\nprofessional code\n\nprofessionally-minded teachers to this code. The standards which it will\n\nreflect may be expected to function in action as well as in thought.\nAMERICAN\n\nEDUCATION WEEK\n\nAmerican Education Week was observed last year in practically every\ncommunity in the United States and in many places in territories and possessions . The success of the week is now more than temporarily estab-\n\nlished. It has become a National institution. Its importance is appreciated by the public as well as by the schools. The American Legion takes\nthe greater pride in doing the work in which it is genuinely interested,\nbecause the Legion was first to propose working jointly with the Associa\ntion in the interests of the public schools, it was first to\nIts importance\nappreciated\nsuggest that an educational week be established and it was\nfirst to think of the name \"American Education Week.\"\n\nThe Bureau\n\nof Education and the National Education Association are deeply interested\nbecause it is their paramount duty to promote education and because they\nrealize what it means to have the whole-hearted coöperation of the American Legion in this field.\n\nIt has cost the Association several thousand dollars to do its part in\nestablishing American Education Week on a permanent basis throughout\nthe country. The annual cost will be much less hereafter. The general\nbroadcasting has been done. Other agencies now understand the needs\nand are rendering valuable assistance . No funds spent by the Association\n\n"}
{"page": 134, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n113\n\nhave meant more for the betterment of the schools and especially in implanting in the hearts of the people a more permanent foundation for the\npublic-school idea.\n\nThe future success of the movement is assured, provided the high ideals\nwhich led to the decision to devote a week to the promotion of education con-\n\ntinue to guide in carrying out the plans which have been adopted. The most\nserious danger comes from the persistent effort of agencies to use the week\nfor getting propaganda betore the schools and before\nMain purpose to\nbe safeguarded\nthe public, regardless of its relevancy to the primary\npurpose of the week. The week should not be used even for such worthy\nends as promoting safety or collecting funds for the use of the Red Cross,\nand certainly it should not be used to promote causes of less value and importance. Nothing should be permitted to turn the thought away from\nthe main purpose, to acquaint the public with what the schools are doing\nand with their actual needs. The purpose is not so much to urge the\npublic to decide and take action as to give all citizens that genuine interest\nand inspiration which can only come from first-hand knowledge and information.\nOTHER\n\nACTIVITIES\n\nAND\n\nRELATIONSHIPS\n\nThe activities of the Association are intimately connected with the\ninterests of State and local associations.\n\nMany of the State associations\n\nhave programs of work similar in character and results to those of the\nNational Association. Important pieces of research work are under way\nin several of the States.\n\nThe local associations have not shown the same\n\ndegree of development. Both the National and State Associations would\nprofit from giving encouragement and inspiration to the development of\nthese local units. Only a limited number attempt to make any continuous\nstudy of local problems. It is only when the National, the State, and the\nlocal associations are at the same time working on imLocal, State and\nNational\nportant problems that the biggest results are to be\nAssociations\n\nobtained.\n\nThink what it will mean to have what is sure\n\nto come in the near future, all minds in the profession centered on fundamental issues and problems. Let officers of local units realize the importance of study and work on local, State, and National problems. The\n\nJournal will contain proposed programs for local study next year.\nState directors and the secretaries of State associations know of the effort\n\nto get stop-over privileges on the round-trip tickets for the Washington\nConvention. This effort costs both time and money. It resulted in getting\n\nstop-over privileges for the territory of the Southeastern Passenger AssoIdentification\nCertificates\n\nciation only. This comprises the States south of the\nPotomac and Ohio Rivers and east of the Mississippi\n\nRiver. Members are not aware of the cost to the Association to get and\ncarry out plans for reduced rates. The railroads require the Association\nto pay for the identification certificates. They require the office to keep a\n\ncareful record of every certificate that goes out. All of one person's time\n\n"}
{"page": 135, "printed_page": null, "text": "114\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor three months is needed for sending out these certificates and attending\nto the correspondence in connection with the work.\n\nMiss Jones, the President, has the permission of the Executive Committee and Board of Trustees to accept a bequest of approximately $40,000\nwilled to the Association by a lady whose name has not been made known,\nthe sum to be used in founding a Home for retired\nHome for\nretired teachers\nteachers, where they may find intelligent companionship\nand care without the traditions usually associated with old people's homes.\nThe Ella Flagg Young Club has already expressed a desire to assist in this\nproject if it is undertaken. Miss Jones has been informed of other agencies\nand individuals who desire to participate in this movement.\nDr. John S. Roberts, district superintendent of schools, New York City,\n\nhas, through the President, Miss Jones, presented to the Association his\nmanuscript for a book on the philosophical and educational views of Dr.\nW. T. Harris, who for many years was U. S. Commissioner of Education .\nIt has been accepted by the Executive Committee. He requests that all\nincome from the sale of this valuable work be put into\nW. T. Harris\nMemorial Fund\nsuggested\n\nthe permanent fund of the Association. In case a W. T.\nHarris Memorial Fund for promoting the scientific study\nof education and for the continued improvement of teaching in the public\nschools should now or hereafter be established, he wishes the income from\nthis book to become a part of such memorial fund. The Nation has been\n\nwaiting for this book. It is well written. It is scholarly and reliable. It\ncomes up to the highest expectations for such a work.\nIt is still unwise to think of increasing the membership dues. It could\nnot be done without affecting the success of departments that have arranged\nunder the by-laws to charge departmental dues. The Department of\nDepartment dues in Superintendence, the Department of Elementary School\n\nplace of increased Principals, and the Department of Rural Education\nmembership dues\nalready charge departmental membership dues. The\nDepartment of Classroom Teachers has appointed a committee to report\non the wisdom of charging a departmental fee at the Washington meeting.\nIf each leading department arranges for departmental dues to cover its\nown special activities, the present $2 fee for the general Association ought\nto be adequate. The departments with special fees are entirely on a selfsupporting basis.\n\nRead in the Manual for Delegates what is said about life memberships\nand see the list of those who have already become life members. The\nthought in establishing this $ 100 life membership was that members would\ntake it out as much to help create an adequate permanent fund as to help\nthemselves.\n\nThere has been some thought of amending the plan, but since the movement under the present scheme is meeting with a degree\nand the Permanent of success, will it not be best to wait at least another year\nFund\nbefore considering amendments to this plan? Let each\nLife Memberships\n\ndelegate do what he can to secure life memberships during the year.\n\n"}
{"page": 136, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n115\n\nWhy not accept contributions from foundations and from other sources\n\nfor the permanent fund and for research and field work ? There should\nbe no objection to receiving contributions to aid in worthy educational\nmovements.\nThe Association could not afford to accept funds undesirable\nfrom any agency seeking as a result of the gift to shape policies. Large\ncontributions sometimes have provisions attached to them, designed to\ncarry out the ambitions and selfish purposes of the donor, but more often\nto carry out the whims and designs of those who happen to be responsible\nfor the distribution of the funds. As a rule, the purFoundation funds\npose of the one directly providing funds or establishing\nacceptable if\nwithout conditions\na foundation 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\nfounder. There has been sufficient desire to control policies, to promote\npreconceived notions, and to gain selfish ends in these large gifts to arouse\nsuspicion and create a deep-seated prejudice. The foundations and the\nrich who are unselfishly working to improve citizenship through education\ncould render their best service by making contributions without any such\n\nconditions. High-class agencies are more and more seeing that the democracy of the profession can be trusted, and more and more coming to the\nview that if contributions are made they should be made without conditions\nfurther than to be used for a specified purpose.\nTHE FIELD SECRETARY\n\nDr. J. O. Engleman, field secretary, presents his resignation with the\nrequest that it take effect August 1. He is resigning to accept the superintendency of the Public Schools of Terre Haute, Indiana, at a substantial\nincrease in salary over what he is receiving from this Association. The\n\nposition came to him without application or solicitation. The following\nstatement, which was made to the Executive Committee, is repeated here\nfor the delegates :\nMr. Engleman is a scholar of recognized ability.\n\nHe is a leader in educational\n\nthought. He was rated high as a city superintendent. He is a man of pleasing\nand impressive personality. He goes out into the field to bring about a better\nunderstanding between the public and those who administer the schools. His\n\nheart is in the work. His messages are inspiring and constructive. His is a remarkably great service.\n\nThere is no way of measuring the value of his two years' work for the\nAssociation. The officers would not be willing to accept his resignation\nwere he not leaving to accept a better position. The Secretary would be\nunwilling to recommend that the resignation be accepted were he not convinced that the new position is more satisfactory to Dr. Engleman himself, for his leaving is a distinct loss to the Association.\nThe following is the letter of resignation which will be placed before the\n\n"}
{"page": 137, "printed_page": null, "text": "116\n\nNATIONAL EDUCATION ASSOCIATION\n\nExecutive Committee at its Washington meeting, with the recommendation\nthat the request be granted :\nTHE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nWASHINGTON, D. C.\nDIVISION\n\nOF\n\nFIELD SERVICE\n\nJ. O. ENGLEMAN, DIRECTOR\nJOLIET, ILLINOIS\n\nMay 25, 1924.\nMY DEAR MR. CRABTREE :\n\nThe letters I wrote you and Miss Jones weeks ago are perhaps all that is\nnecessary, but I am merely complying with the terms of my contract with the\nNational Education Association in making formal request for release August 1,\n1924. At the proper time you will please present this request to the Executive\nCommittee for its action.\n\nIn offering my resignation I want to pledge again my fealty to the N. E. A.,\nand my desire to do all I can in my new field to strengthen it and extend its helpful influence upon the schools of the Nation. It has long been a great professional\nleaven, initiating and accelerating progressive steps in education, standardizing\nthe best measures, methods and aims, and creating national respect for teachers\nand teaching. It is destined to do much more in the future.\nAppreciating your fine personal attitude towards me and the work I've done,\n\nand heartily congratulating the N. E. A. upon the fact that it has your organizing\ngenius, your devotion, and a great staff infused with your spirit, I am\nSincerely yours,\nJ. O. ENGLEMAN.\nJOE*L\n\nREPORT OF THE BUSINESS DIVISION\nHarold A. Allan, Director\n\nThe following report summarizes the work of the Business Division\n\nfor the year ended June 30, 1924 :\nThe activities of the Business Division may be divided as follows: ( 1)\nOffice management, including : ( a) purchasing (b) approval and distribution of accounts (c) employment (d) general typing and clerical service\n(e) shipping and mailing. (2) Business arrangement for printing and\npublications, including multigraph service. (3) Journal advertising. (4)\nconventions, including: ( a) organization (b) business details (c) commercial exhibits. (5) Property supervision.\nOFFICE MANAGEMENT\n\nPurchasing-All purchases are handled through a system of requisition\nand purchase order. Material of common use is carried in a general stock\nwhich is distributed as the institutional requirements arise. Stock and ma-\n\nterial is charged against the division or activity to which it is issued.\nApproval and distribution of accounts-Bills rendered to the Association\n\nare examined and approved in the Business Division. All expense for the\nyear has been distributed under the several heads recommended in the\nauditors' report, thus giving complete details and distribution which may\nserve as a guide in budgeting.\n\n"}
{"page": 138, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n117\n\nThe form and method of submitting bills have been improved during the\nyear.\n\nRecommendation is made that the purposes for which funds are appropriated for committees and departments be more clearly defined and that\nbills for committee and department expenses be rendered in greater detail.\nEmployment-There has been a close coördination of the activities of\nthe divisions and a reduction of the problem of employment in the temporary staff.\n\nGeneral typing and clerical service-A system of requisition and work\norderhas been installed to cover service given in the typing section. Charges\nfor such service have been properly distributed. The same situation holds\ninthe matter of service rendered in the multigraph and the addressograph\nsections.\n\nShipping and mailing-Improvement of facilities has made this section\nmore effective.\nPRINTING SERVICE\n\nEstimates and bids are obtained for publications of the Association. On\nlarger projects such as The Journal and the Annual Proceedings, formal\ncontracts are made. Printing costs compare favorably with those of preceding years when consideration is given to the amounts involved. The\n\nprinting cost of the 1923 Volume was $4,027.35 less than that for 1922 .\nSmaller forms, envelopes, and circular letters are printed in the multigraph section.\nADVERTISING\n\nThe problem of advertising is most important.\n\nThe director of the\n\nBusiness Division has consistently endeavored to give it his best thought\n\nand maximum effort. The employment of an assistant who assumes responsibility for all details and who will assume added responsibility in\ngiving direct assistance in the development of new business has greatly\nincreased the effectiveness of the division.\n\nAdvertising rates are moderate. Many elements, however, enter into the\nconsideration of an increase. Conditions within the year have been such\nthat an increase in rates has not been practicable.\nCONVENTIONS\n\nOrganization and business details-The preliminaries of convention\norganization are entrusted to the Business Division. Assistance is given\nin preparations for local committee organization, in arranging meeting\nplaces, exhibits, State headquarters, registration, housing and printing,\nand responsibility is taken for many minor business details.\nCommercial exhibits-Successful commercial exhibits were held in Oak-\n\nland and Chicago.\nPROPERTY SUPERVISION\n\nAs authorized by the Board of Trustees extensive alterations and repairs\nhave been made to the property of the Association. The three-story brick\nbuilding at 1541-43 M Street and the two-story frame building at 1537-39\n\n1\n\n"}
{"page": 139, "printed_page": null, "text": "118\n\nNATIONAL EDUCATION ASSOCIATION\n\nM Street have been remodelled and connected with the main building at\n\n1201 Sixteenth Street, Northwest.\n\nThis remodelling has provided two\n\nlarge double rooms well adapted for office purposes, one room offering\nan excellent arrangement for the addressograph section, and a room\n\nsplendidly located for the mailing section, all of these in the brick building.\nThe frame building serves for light storage purposes and for desirable\njanitor's quarters.\n\nA steam heating plant installed in the Sixteenth Street building heats\nthe remodelled property and the north half of the main building. The\nmain building at 1201 Sixteenth Street has been painted and refinished\nthroughout.\n\nDetails of expenditures on the above may be found in the report of the\nBoard of Trustees.\n\nThese alterations have increased the value of the\n\nproperty beyond the amount expended. The readjustment of division offices\nand the improved facilities for the service sections have increased the effectiveness of the work of the headquarters staff.\nREPORT OF THE DIVISION OF RECORDS AND ACCOUNTS\nHelen T. Hixson, Director\n\nI am pleased to submit herewith a brief survey of the work of the Department of Records and Accounts for the fiscal year 1923-24. I shall\nnot go into detail or make comparative tables on the finances of the Asso-\n\nciation as shown by my books, as the receipts and expenditures covered by\nthe current year will be clearly set up in the Treasurer's Report, which\nwill be freely distributed for inspection and information, and the classification and comparison of certain detail items will be presented in the report\nof the General Secretary .\nCLASSIFICATION\n\nOF ACCOUNTS\n\nGeneral purpose-Touching first upon the handling of the finances of\nthe Association-we have now completely installed our new system of accounting and business methods, which was only partly in operation at the\nissuance of our last report. This system was outlined for us by Mr.\nJohn B. Tanner, Certified Public Accountant, of Chicago, and while it\ndoes not go into elaborate detail, it has given us a flexible system, which\nit appears will be entirely adequate for the needs of the Association for all\ntime, as a complete equilibrium can now be maintained between the various\ndivisions and functions of the Association, and furthermore, it enables the\nofficers of the Association to judge intelligently regarding the itemization\nand segregation of costs under the proper classification for each department\n\nor activity, from month to month, and wisely plan for future operations.\nIt also provides accounts which now properly reflect the responsibility for\nexpense-namely, the accounts not only record how much expense has been\n\nsustained, but more important than this-it classifies the expense according\n\n"}
{"page": 140, "printed_page": null, "text": "119\n\nTHE SECRETARY'S REPORT\n\nto the division, department, or function which is directly responsible\ntherefor.\n\nData regarding accounts-The accounts are now classified as follows :\nDaily Cash Record, Cash Receipts and Cash Disbursements Record,\nVoucher Register, Ledger, Journal and Accounts Receivable Register. A\nnumbering system is now used, which makes the system more elastic and\nsuitable to the needs of the enlarged classification. The Asset, Liability,\nand Reserve classifications are substantially the same as before, while the\nIncome and Expense classifications are more elaborate and provide for the\nautomatic distribution of income and expense to the various functions and\ndepartments.\n\nAt the end of each month a trial balance and financial state-\n\nment is prepared, which give in detail the monthly distribution of income\nand expenses for each division and department, and a copy is sent to each\nmember of the Executive Committee and Board of Trustees, as well as to\n\nthe heads of the several divisions at the headquarters office, so that they\nmay at all times be correctly informed regarding various operations, not\n\nonly in their own divisions, but may have first knowledge of all costs and\nresults.\n\nBudget-This new classification of income and expense now makes a\nbudget system highly desirable and easily obtainable, as there is sufficient\ndetail and correct distribution of income and expense to furnish the data\n\nfrom which the budget can be prepared. Of course, the amount of\nrevenue for the current year should be the basis of the estimated income\nfor the coming year, and likewise, the new budget of expense must be\n\nbased upon the new budget of anticipated income. This, I believe, quite\nbriefly but thoroughly covers our revised system of accounting.\nMEMBERSHIP\n\nThe membership records show a steady gain over last year, which has\nmaterially increased the work of preparing and filing the record cards and\n\naddressing plates, but each year we have endeavored to eliminate as many\nunnecessary operations as possible until we believe that we have now\n\nestablished a commendable and satisfactory system of handling this work,\nwhich is operating with greater ease than ever before.\n\nIt has been our\n\nchief aim and desire to keep our membership records and addressing plates\nrevised to date, so that there will be no unnecessary delay in sending out\nThe Journal and other material to our members.\n\nIn order to accomplish\n\nthis we have sent out thousands of reply postals to members whose material\nis reported as undeliverable, and this method, together with the assistance\nrendered us by the postal authorities in giving changes of address, has\nenabled us to keep our records comparatively clear. During the past year\nwe have recorded approximately 2,500 changes of address sent in by mem-\n\nbers, 14,000 sent in by the postoffice department, and 3,233 letters sent to\nmembers under two-cent postage have been returned as undeliverable.\n\n"}
{"page": 141, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n120\n\nThis covers an expense which of necessity must be borne by the Association each year, but we are trying to reduce it to a minimum.\nCollection of membership dues-The collection of membership dues, as\nwill be noted from the balance sheet, still remains a large item of expense.\n\nThe budget system of handling dues has been recommended and is being\nadopted in one community after another. We find that during the fall\nmonths a large percentage of our membership dues was transmitted to us\nunder this system, and we believe the general adoption of this method will\nsave many thousands of dollars .\n\nAddressograph plates and records-This department, which coöperates\n\nwith and is a part of the membership.department, is now installed in our\nnew annex, which gives us a commodious, light room, and adds greatly to\nthe comfort of the clerks and operators, and has also materially aided in the\nspeedy and accurate handling of this important work. With the added\nequipment which was provided during the past year, we are now in a\n\nposition to handle the work of this division without much additional\nexpense .\nFUTURE DEVELOPMENT\n\nWe do not at this time anticipate the need of additional clerical service\nor equipment, but to successfully carry on the work of the divisions based\non our present membership, we must maintain our present working force\nof fifteen people, and in doing this we will be rendering maximum service\nat a minimum expenditure.\nCONCLUSION\n\nIt has been wisely said that the success of any business organization depends not alone upon its high business standards but also upon the efficiency\nof its business management, and the accuracy with which all of its departments function.\n\nWhile we are made conscious at times of failure to\n\nmeasure up to all the requirements of our large and ever-increasing mem-\n\nbership, yet it is ever our aim to render the best service possible. The\nclerks who handle this great membership account are most untiring in their\nefforts to adjust every problem which presents itself, and they are at all\ntimes most conscientious in the discharge of their duties. The work has\n\nbeen most interesting and gratifying, and our enlarged quarters will add\ngreatly to the efficiency of the work during the coming year, which we look\nforward to with happy anticipation.\nREPORT OF THE DIVISION OF PUBLICATIONS\nJoy Elmer Morgan, Director\n\nThe service of the Division of Publications for the year ended June 30,\n1924, is summarized herein under the following heads : ( 1 ) The Journal,\n(2) Proceedings and Other Publications, (3) Publicity, and (4) Summary.\n\n"}
{"page": 142, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n121\n\nTHE JOURNAL\n\nThe establishment of a journal was contemplated early in the history\nof the Association as indicated by a proposal which came up in 1859 in the\nform of a committee report recommending the creation of a monthly journal\nto be called The National Teacher. The first issue of the present Journal\nappeared in January, 1921. With but twenty pages and cover it was unimpressive as compared with the sixty-four-page magazine now issued, but\nthe effect on the profession was immediate and the response most encourag-\n\ning. By January, 1922, The Journal had reached its present size and had\nwon a well-recognized place in the work and extension of the Association .\nThe year when The Journal grew most rapidly in size and richness of\ncontent was the year of largest membership increase. Were it possible to\nmake still further improvements in The Journal and to increase its size to\n\nninety-six pages and cover it is likely that there would be a correspondingly\nstrong appeal to both members and advertisers .\nWide correspondence and the deliberations of the Editorial Council\nand of the officers of the Association have defined for the Editorial Staff\n\nthe principles around which The Journal may be built, as well as its limitations.\n\nMembers of the Staff in their selection and treatment of material\n\nhaveever inmind that The Journal is the organ of a great and responsible\nnational association, whose primary duty is to deal with the broader problems of education which affect all teachers alike and which are vitally related to the welfare of the Nation and its children.\n\nIf it is to maintain\n\nits broad general field and to render the maximum service in the solution\nof large educational problems in which every teacher and every citizen is\ninterested, there are certain things which The Journal cannot do.\nDepartmentalization to be avoided-For example, suggestions sometimes\ncome to headquarters that The Journal should be departmentalized-that\nspace shouldbe assigned to superintendents, or principals, or classroom teachers as such.\n\nIn that direction lies division and weakness.\n\nPursued to its\n\nlogical conclusion it would make The Journal an aggregation of departnaental publications, a collection of special appeals, which would leave the\nreader somewhat confused as to the central purposes of the Association.\nMaterial is included which relates to the various departments of the organization, but it is included primarily because of its appeal to the profession as\nawhole.\n\nFixed editorial responsibility essential-It is sometimes suggested that\ncertain types of material be edited by some committee outside the central\noffice. The Journal's great strength has been in the centralization of responsibility and in the coördination of suggestions received from many\nurces.\nNo material should go into The Journal which the editorial\nstaff, in consultation with the Secretary and other officers of the Association does not believe to be the best material that could be obtained and in\n\nentire accord with the Association's adopted policies as indicated by the\nminutes of the Representative Assembly and other bodies. The Journal\n\ndoes not aim primarily to express the views of the editor, of the Editorial\n\n"}
{"page": 143, "printed_page": null, "text": "122\n\nNATIONAL EDUCATION ASSOCIATION\n\nCouncil, or of the other officers. It is the official mouthpiece of our Asso-\n\nciation, which has a recognized program. By promoting this program The\nJournal can render its greatest service to the profession .\n\nNot a methods magazine-As the membership of the Association increases, including larger and larger numbers of elementary school teachers\nand principals, the suggestion is sometimes made that material on methods\nand devices be included in increasing quantity. Here it would seem that\n\nthe line should be clearly drawn, leaving to private enterprise the development ofjournals to supply this classroom material. In this day of specialization were The Journal to embark on a policy of publishing methods material\nit would be difficult indeed to maintain its general appeal to the profession\nas a whole.\n\nPersonalities and local issues to be avoided-Another of the problems of\n\nthe editorial staff concerns the treatment of material relating to localities\nor the work of individuals. It being the function of The Journal to speak\nfor the Association, it cannot deal in personal compliment and praise and in\ncertain materials of local appeal in the same way that would be allowable\nand desirable for a journal privately issued. It cannot accord to one member privileges that would not be available to all members. Every item that\nis included must meet the test of its interest to the whole profession and its\n\nintrinsic merit as a suggestion to educational workers throughout the\ncountry in the improvement of professional practice. Here there is a\nclear lesson from the experience of official organs in other countries, which\nhave been so filled with material of narrow, personal, or local interest\nthat they have largely lost their broad general appeal and their power as\norgans of national organizations responsible to the entire profession. As\nthe spokesman of a national organization The Journal must deal with\nprofessional materials which concern all teachers and the Nation as a\nwhole, in a spirit and with an emphasis which will unite and strengthen\nthe forces that must be integrated if education is to have its proper place\nin the life of all of our people.\nPROCEEDINGS AND OTHER PUBLICATIONS\n\nSince 1857, the Proceedings of the National Education Association have\nappeared as impressive annual records of educational progress and professional purposes. They now constitute an eight-foot shelf of educational\nliterature, unrivalled for excellence, variety, and comprehensiveness. To\nthis rich source students of education everywhere turn for information and\n\ninspiration. A casual analysis of it suggests cycles of professional advancement which would be well worth study and comparison with cycles of financial, economic, and political growth.\nUntil the Association moved its headquarters to Washington in 1917 its\npublications consisted chiefly of the Proceedings, Reports of Committees,\nand programs . The period since then has been one of rapid expansion.\nSince the Division of Publications was established in August, 1920, there\nhave been added The Journal, the Bulletins and Yearbooks of the Depart\n\n"}
{"page": 144, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n123\n\nment of Elementary School Principals, the Yearbooks of the Department\nof Superintendence, Research Bulletins, and an increasing number of Committee Reports and special bulletins, giving a total printed output of more\nthan a hundred million pages annually.\nPUBLICITY\n\nThe publicity which the Association has been able to obtain has shown\na marked increase during the year. This is partly the cause of and partly\nthe result of the increasing public interest in popular education. So great\nis the amount of newspaper publicity inspired by the activities of the Association that it is not feasible to attempt to keep clippings of it. Merely\nthe editorial comment on the 1924 meeting of the Department of Superin-\n\ntendence at Chicago as clipped from newspapers throughout the United\nStates fills three large scrap books. The aim of the publicity activities of\nthe Association has been to supply newspapers and magazines with the\n\nraw materials or with information as to possible sources, leaving them to\nmake their own interpretations and to do their own writing. This policy\n\nhas the advantage of training each year a considerable number of newspaper and magazine writers in the art of handling educational material in\napopular way.\n\nA feature of the year's publicity work has been the use of radio. A\nletter addressed to the State superintendents and commissioners of education\ninthe various States in October showed that, excepting a few States, comparatively small use was then being made of radio. But since that time\nthere has been a great increase in popular interest and in the use of radio\nas ameans of bringing the schools closer to the people. Radio addresses were\nbroadcast in connection with the Oakland-San Francisco meetings and\nagain in connection with the meeting of the Department of Superintendence\nin Chicago. Since November, 1923, the director of this division has furnished one speaker each week on some phase of public education from Station WRC, the Radio Corporation of America, at Washington, D. C.\nSUMMARY\n\nThis report merely suggests the importance of the Association's extensive\npublishing activities. The Proceedings are evidence of the sweep and power\nof its annual meetings. Its Research Bulletins show the force of facts\nmade useful by prompt collection and expert interpretation. Its departmental bulletins and yearbooks indicate the broadening scope and specialization of the Association's activities. The reports of commissions and com-\n\nmittees testify to the enlarging interest of the masses of teachers in the\nproblems of the profession. The Journal, dedicated to the elevation of the\nprofession as a whole and to the improvement of education on a nation-\n\nwide scale, stands at the base of the Association's publications and worksupporting, interpreting, uniting, coördinating, calling to every member\n\nof the great professional army to lay his bit of personal interest and fi\n\n"}
{"page": 145, "printed_page": null, "text": "124\n\nNATIONAL EDUCATION ASSOCIATION\n\nnancial support upon the common altar of earth's noblest profession to the\nend that sound and universal education may contribute its share toward\nthe security and advancement of the Nation and the world.\nREPORT OF THE RESEARCH DIVISION\nJohn K. Norton, Director\n\nThe Research Division was established a little over two years ago.\nThere has been time in which to define its objectives with exactness and to\nmake some progress in the direction of their attainment.\nOBJECTIVES AND ACCOMPLISHMENTS OF THE RESEARCH DIVISION\n\nThe objectives of the Research Division, together with indications of the\nprogress made in their attainment during the past year, follow:\n1. Conduct studies vital to the improvement of public-school legislation\nand financial support.\n\nTwo major studies have been completed in the field of school finance\nduring the past year, one dealing with teachers' salaries and the other\nwith city school costs in general. The results of these studies have been\n\nwidely used by teachers and administrators in dealing with the problems\nof school finance. Another major study assembled data valuable in the\nconsideration of educational legislation. This material was given wide\ncirculation during American Education Week and following that week.\n2. Furnish information to Association members and affiliated organizations for use in advancing the welfare of the teaching profession .\n\nMany specially prepared tables based upon the data made available by\nthe salary and city school cost study have been furnished individual members and affiliated organizations of the Association. In addition several\nhundred minor studies have been conducted so that special information\nneeded by Association members might be made available.\n3. Coördinate the research work of the Association's committees and\ndepartments.\n\nThe Division has participated in the work of most of the active com-\n\nmittees and departments.\n\nMajor pieces of work have been carried on\n\nunder the direction of the following committees and commissions : Retire-\n\nment, Salaries, Tenure, and Legislative. Service was rendered the Department of Superintendence in connection with the preparation of the Second\nYearbook entitled \"The Elementary School Curriculum. \" Special pieces\nof work were also conducted for the Department of Elementary School\nPrincipals and the Department of Visual Education.\nThe close touch which the Division has maintained with committee and\n\ndepartmental work has enabled it to coördinate the large amount of work\n\ncarried on under Association auspices and in many cases to prevent duplication.\n\n4. Supply special material needed by the Association's headquarters staff.\nA total of 27 pages of material prepared by the Research Division has\nappeared in The Journal during the past year. Much data has been col\n\n"}
{"page": 146, "printed_page": null, "text": "THE SECRETARY's REPORT\n\n125\n\nlected for the Legislative Division and Legislative Commission for use in\nthe Hearings on the Education Bill before the Senate and House Com-\n\nmittees. This material appears in the Hearings now available in printed\nform. The following special pamphlets in support of the bill were also\nprepared: \"Who is Supporting the Education Bill and Why ?\" and \"Why\nthe Education Bill Should Receive Your Support.\"\n\n5. Serve as a clearing-house for studies in the field of educational\nresearch.\n\nProgress has been made in establishing close coöperation with 84 bureaus\nof educational research scattered throughout the country. Exact information concerning these bureaus as to personnel, functions, and publications\nis available in the Division. The active coöperation of many of these\nbureaus was secured by the Division in organizing the exhibit of educational research activities at the Chicago meeting of the Department of\nSuperintendence. The contacts made with these bureaus and the splendid\n\ncooperation received have made it possible for the Research Bureau to\ntake some practical steps toward coördinating work in the field of educational research.\n\n6. Collect and disseminate current facts for the promotion of education .\n\nLay organizations and prominent laymen interested in the advancement\nof education are calling upon the Research Division in increasing numbers\nfor special educational information, articles, etc. In responding to these\ndemands the Division is able effectively to promote the cause of public\neducation.\n\nSpecial information has been placed in the hands of officers of State and\n\nlocal teacher associations and has been used in advancing their educational\nprograms.\n\n7. Fill each issue of the Research Bulletin of the National Education\n\nAssociation with timely information.\nIn the Research Bulletins issued to date have been concentrated the\n\nresults of the investigations carried on by the Division. There are indications that the material they contain has been of definite value to members\nofthe profession and to the lay public. Owing to the reduction of teachers'\nsalaries in a few places and the threatened reduction in other places, there\nhas not only been a demand for facts concerning salaries and school costs,\nbut the Division has felt the need of getting this necessary information\ninto the hands of teachers and school authorities.\nThe Bulletins listed below include all those issued since the establishment of the Division :\nFacts on the Cost of Public Education and What They Mean, Bulletin One,\n\nJune, 1922. 64 pp.\n\n(Out of print.)\n\n10,000 issued.\n\nFacts for American Education Week, Bulletin Two, November, 1922.\n\n40 pp.\n\n26,000 issued.\n\nFacts on State Educational Needs, Vol. 1, No. 1, January, 1923.\n\n6+ pp.\n\n10,000\n\nissued.\n\nCan the Nation Afford to Educate Its Children?\n72 pp. 12,000 issued.\n\nVol. 1, No. 2, March, 1923 .\n\n"}
{"page": 147, "printed_page": null, "text": "126\n\nNATIONAL EDUCATION ASSOCIATION\n\nTeachers' Salaries and Salary Trends in 1923, Vol. 1, No. 3, May, 1923. 118 pp.\n10,000 issued .\n\nFive Questions for American Education Week, Vol. 1, No. 4, September, 1923.\n56 pp. 23,000 issued.\nFacts on the Elementary School Curriculum, Vol. 1, No. 5, November, 1923.\n48 pp. 7,000 issued.\nCurrent Facts on City School Costs, Vol . 2, Nos. 1 and 2, January and March,\n1924. 64 pp. 10,000 issued.\nBUDGET FOR 1924-25\n\nThe budget estimate, which has been recommended by the Division and\nplaced in the hands of the Secretary and Executive Committee, has been\nprepared after a careful study of the budgets and expenditures of the Divi-\n\nsion for the two previous years. In its preparation two facts have been\nkept in mind, namely : ( 1) the need of maintaining the Division's present\nstandard of efficiency and (2) the desirability of exercising economy in the\nAssociation's expenditures during the coming year .\nFUTURE\n\nPOLICY\n\nIt is believed that the Division may render the greater service to the\n\nAssociation during the coming year by moving forward in the direction\nof a more complete attainment of the objects stated above. While the\nstaff works toward a fuller realization of these objectives it should look\nforward to larger fields of service and accomplishment which will be possible as the personnel and equipment of the Division increases. The oppor-\n\ntunities for service offered by our great Association with its many active\ndepartments, commissions, divisions, and affiliated organizations are unlimited.\n\nThe Division should strive to set a standard for skilled and timely\n\nwork in the field of educational research. It should endeavor to exercise\nan influence in connection with all research work carried on under the\n\njurisdiction of the Association that will make it deserving of the fullest\nconfidence.\n\nREPORT OF THE DIVISION OF CLASSROOM SERVICE\nAgnes Winn, Director\n\nHerewith is a brief summary of the activities of the Division of Classroom Service during the past year. The primary work of this division, as its\nname implies, is to render service to the classroom teachers of the country.\nAlthough other activities have developed since the organization of the division two years ago, service to the teacher has always been kept in the foreground. The work of the division for the year just closed may be sum-\n\nmarized under the following heads : ( 1 ) Classroom Teacher Service, ( 2)\nDepartments, Allied Organizations, and Committees, ( 3) The Journal and\n\nother publications, (+) American Education Week, (5) Annual Meeting,\n(6) Information Service, and (7) Growth and Expansion.\nClassroom teacher service-The service rendered to the classroom teach-\n\ners has been carried on (a) through the Department of Classroom Teachers,\n\n"}
{"page": 148, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n127\n\n(b) through establishing contacts with local organizations of teachers, (c)\nthrough correspondence with individuals, and (d) through local publications of teachers' organizations. The director has kept in touch with the\npresident and other officers of the Department of Classroom Teachers and\nunder their direction has carried on much of the clerical work of the\n\nDepartment, including correspondence with the seven hundred local\naffiliated organizations of classroom teachers. Assistance has been given\nto the officers of this Department in carrying out their plans for the summer\nmeeting and its regional conferences. Assistance in working out professional programs has been given to local organizations. Progress of organization work has been carefully followed through local publications and\nclose relationships with large groups of teachers have been established.\nNo opportunity has been lost to emphasize the advantages of membership\nin the National Association .\n\nDepartments, allied organizations, and committees-In keeping with the\npolicy recommended by the Secretary of having members of the headquarters staff assigned to look after interests of the departments, the work\nhas been divided between this division and the Division of Administrative\n\nService. It has been my pleasure and duty to give secretarial help to\nseventeen departments, a number of allied organizations, and several committees. The aim has been to assist the officers in carrying on special\nprojects and in preparing their summer programs . It is my conviction that\nin the future the growth of the Association will depend to a large extent\non the sustained interest of these groups. As consulting member of a num-\n\nber of N. E. A. committees, I have assisted the chairmen in gathering information, compiling reports, and planning for conferences .\nThe Journal and other publications-This division has worked closely\n\nwith the division of publications in the preparation of material for The\nJournal of interest to classroom teachers and has prepared articles on the\nactivities and professional program of the Association for other publications. The Report of the World Conference on Education at San Francisco last summer was compiled and widely distributed.\nAmerican Education Week-Perhaps no part of the Association's professional program has served to arouse and consolidate the sentiment of the\nAmerican people toward their greatest investment, the education of their\nchildren, as has the celebration of American Education Week during the\npast four years.\n\nThis year a brief survey of the observance of the week\n\nthroughout the State was made. The information collected will be included in a bulletin to be issued for use during American Education Week.\n\nAnnual meeting-Many of the pre-convention activities have been carned on in this division, including the following : ( a) assisting the President\n\nwith the general program and plans ; (b) taking care of the forty group\nprograms and assisting with the local arrangements for their meetings ;\n\n(c) preparing the material for the Official Program; and (d) working\nwith the local organization committees.\n\n"}
{"page": 149, "printed_page": null, "text": "128\n\nNATIONAL EDUCATION ASSOCIATION\n\nInformation service-Hundreds of requests for special information have\nbeen handled promptly. The collection of information for a single\nrequest often involves hours of work, but this is time profitably spent, for\nservice of this kind to individuals and organizations should mean much to\nthe future of the Association .\n\nGrowth and expansion-With the development of this division have\ncome new responsibilities and these have been cheerfully assumed. There\nare now two permanent helpers, both of whom have given valuable and\nefficient service. Much of the detail work is carried by these assistants.\nOne of our aims has been to organize our files in such a way that we can\nbe of service to the other divisions of the headquarters staff. A card\ncatalogue file of classroom teachers is kept, local publications are kept on\nfile, and a comprehensive list of the seven local classroom organizations\naffiliated with the Association has been worked out. Our division is look-\n\ning forward to a year of increased usefulness to the Association in furthering the cause of education .\nREPORT OF LEGISLATIVE SERVICE\nCharl Ormond Williams, Director\n\nThe National Education Association has been greatly interested during\nthe past year in two pieces of National legislation-the Education Bill and\nthe Child Labor Amendment to the Federal Constitution. The campaign\nfor this amendment came to a dramatic close at ten o'clock the evening\n\nof June 2 when the Senate of the United States passed the following\namendment with a vote of 61 to 23 :\n\nSection 1. The Congress shall have power to limit, regulate, and prohibit the\nlabor of persons under 18 years of age.\n\nSection 2. The power of the several States is unimpaired by this article except\nthat the operation of State laws shall be suspended to the extent necessary to give\neffect to legislation enacted by Congress.\n\nThe Senate adopted the wording of the House Resolution 184, which\nwas passed by the House of Representatives, April 26, 1924, by a vote of\n297 to 69. Although the measure was supported by every well-known\npublic-spirited organization in the country, its passage was delayed and\nat the last numerous amendments were proposed the purpose of which\nwas to defeat or nullify the intent of the resolution.\n\nIt must be ratified\n\nby 36 States before it becomes a part of the Constitution. Vigorous and\ninsidious opposition is already being waged in the States, and it behooves\nevery teacher to be on guard prepared to strike a blow in its defense.\nThe ratification of the amendment followed by appropriate Federal\nlegislation makes it all the more necessary that the Education Bill be\npassed by Congress, for 1,000,000 children will be taken out of labor and\n\nplaced in schools already overcrowded and undertaught in many instances .\nExtended Federal coöperation in education is the logical outcome of this\n\n"}
{"page": 150, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\nlegislation and it was so regarded by many of its supporters.\n\n129\n\nFor this\n\nfurther reason it merits the support of the teachers' organizations throughout the States and local communities.\n\nThe legislative secretary was employed to \"develop lay support for the\nprogram of the National Education Association and to promote in par-\n\nticular the Education Bill.\" Believing that the way to do successful legislative work was to do it, the secretary has, with the approval of the Executive Committee, confined her activities largely to the National Capital,\nmaking trips into the field only when they proved of immediate advantage\nto the legislative work.\n\nIn developing support for the Education Bill 43,617 pieces of literature\nwere distributed, 2,680 personal letters sent out. In addition 1,340 letters.\nwerewrittenin answer to requests for information on the Bill, 9,521 form\nletters in 32 sets were sent out to various coöperating groups, 36 meetings\nof the two sub-committees of the Women's Joint Congressional Committee\nsupporting the two measures were attended, 105 individuals of prominence\nwere interviewed, 4 large group conferences were held, 21 addresses were\nmade to educational and lay groups in 11 States, 7 national conventions of\nallied organizations were attended and endorsements of five new national\norganizations were secured. A detailed account of these activities will be\nfiledwith the secretary and officers of the National Education Association\nand the Legislative Commission.\nThe Education Bill known as the Towner-Sterling Bill was reintroduced\n\nin the 68th Congress, without amendment, by Senator Thomas Sterling\nof South Dakota, and Congressman Daniel A. Reed of New York on\nDecember 17, 1923. Hearings on the bill have been held before three\ncommittees of Congress. The Senate Committee on Education and Labor\nheld its hearing January 22 to January 25, 1924. The proponents of the\nbill filed a clear and unmistakable protest against a Department of Education and Welfare before the Committee on the Reorganization of the\n\nExecutive Departments on January 25 and 26, 1924. In spite of this\nprotest this committee, on June 3, 1924, made its report to Congress and\nrecommended a Department of Education and Relief different only in name\nfrom the other plan. According to Secretary Work, of the Department\nofthe Interior, who is also opposed to a Department of Education and Welfare, \" relief\" is even more offensive than \"welfare. \" A supplemental\nreport signed by Senator Harrison, of Mississippi, and Congressman Moore,\nof Virginia, in which further study of this particular department was\nadvised, was also filed. Before the 1st day of August every teacher should\nnotify her own Congressman that the incorporation of \"Relief\" into the\nDepartment of Education is objectionable to all persons, both lay and\nprofessional, who are deeply interested in education. If that is done\npromptly and effectively, there will be no difficulty in disposing of this\nplan when Congress reassembles in December.\nIt is the firm conviction of the Legislative Secretary that members of\n\nCongress want to do the thing for education that is considered best by the\n\n"}
{"page": 151, "printed_page": null, "text": "130\n\nNATIONAL EDUCATION ASSOCIATION\n\ngreatest number of well-informed people in this country. The profession\nis derelict in its duty if it does not act at once.\n\nThe House Committee on Education began its hearing on February 20,\n\nand the committee met every Wednesday with two exceptions until June\n4, when the hearing was closed. Every shade of opinion was expressed by\nthe witnesses who spoke at these hearings. The incident that will linger\nlong in the memory of those privileged to be present was the appearance\nbefore the House Committee of three grown people from South Carolina\nwho had in the past five years learned to read and write. The ex-service\nman of twenty-five years of age, who had offered his life for his country,\nby his simple testimony gripped the hearts of his hearers; the grandfather\noffifty-two, strong and stalwart, evoked the admiration of the group when\nhe said that \"he had never looked a man in the eye that he thought was a\nbetter man than he was,\" but the grandmother of sixty-four, the mother\nof ten children, stirred our emotions to their depths when she told of her\nlonging for the learning that would enable her to write to her children\nand of her heroic efforts to obtain it.\n\nThe volume of the Senate hearing numbers 402 pages and the House\nhearing will probably number 1,000 pages . The Research Department\nof the National Education Association prepared 26 charts on the various\nneeds and weaknesses of our educational systems which were reproduced\nin the Record. Altogether an exceedingly strong case has been made and\nit now remains for us to educate public opinion in the 435 congressional\ndistricts of the United States.\n\nThis is the immediate task and it must be\n\ndone this summer while Congressmen are at their homes. Delegations,\npersonal letters, and petitions must be sent to them. Special work must\nbe done with the education committees of both Houses to have the bill\n\nreported out early in the short session. Here is a challenge for every\nindividual teacher and for every organization of teachers. Who will fail\nto meet it?\n\nThe one argument that must be met is that \"the bill will mean Federal\n\ncontrol of the schools.\" No individual or group of individuals is seeking\nFederal control. Congress is likewise opposed to it. Who, then, will impose it? A study of the bill itself is the best answer-but the answer must\nbe made and the 700,000 teachers in the country must make it. The support for the bill grows day by day, both in and out of Congress. Five\nnew national organizations have endorsed this bill and two new bills for\na Department of Education have been introduced in this Congress-one\nby Congressman Watkins, of Oregon, and one by Senator Owen, of Oklahoma.\n\nNo doubt other similar bills will be introduced in the short session.\n\nThe opposition is organized and at work. They have made known to\nCongress their objections, which will not in the final analysis stand because\n\nthey are based on wrong assumptions. The members of Congress want\nto know and have a right to know that a wholesome majority of their constituents are eager for the passage of this bill.\n\n"}
{"page": 152, "printed_page": null, "text": "THE SECRETARY's REPORT\n\n131\n\nAfter all the campaign for the bill resolves itself into a very simple matter. If each advocate of the Education Bill, the teacher in particular, does\nbus part, the passage of the measure will be assured in the short session of\nthe 68th Congress.\nREPORT OF FIELD SERVICE\nJ. O. Engleman, Director\n\nThe following statement of my work in the field the past year as Director of the Division of N. E. A. Field Service I have made as brief as\n\npossible, in compliance with your request.\nAims of the work-There are many evidences that the N. E. A. has\njustified itself and is adding today to its membership by virtue of the fact\nthat it is rendering real service to the teaching profession and the cause of\neducation throughout the Nation. I have attempted, therefore, to commend the N. E. A. to the profession, not so much by pleas for members, as\nby telling the story of its major achievments of the past, its various types\nof service at present, and its possibilities for needed service in the years to\ncome if organized effort and financial support may be continued.\nThrough an exposition of the actual work of the present-day schools and\nthrough addresses directed against shortsighted policies of retrenchment\nand decreased school support, I have endeavored to promote public-school\ninterestsbefore a score and more of civic organizations in a dozen States.\nSeven county institutes in Maine; thirty-one meetings of city teachers\nin ten different States; seventeen teachers colleges and universities in\n\n| eleven States; and eighteen State teachers associations or large divisions of\nState associations in fifteen States were addressed one or more times, some of\nthem from three to six times.\n\nBefore most of the larger groups just named, an effort was made to\nstimulate interest in the bearings of education upon character, conduct,\ncitizenship, and national and international relationships and needs. Scores\nof addresses were given of a practical sort, dealing with the immediate\ninterests and problems of the group to which I was assigned, including\nrections in English, Primary, Principals, City Superintendents, County\n\nSuperintendents, College, School Boards, Parent-Teachers, and High\nSchool groups.\n\nFour commencements, several churches, many high school and junior\nhigh assemblies, and other miscellaneous gatherings offered an opportunity\nfor educational addresses suited to the occasion .\n\nThe Sterling-Reed Bill-In promoting this bill I have coöperated with\n\nMiss Williams and the Legislative Commission as fully as possible. This\nhas been done through addresses as requested, through correspondence,\nthrough newspaper articles, through personal conference with workers in\nthe field, and through hearings before the committees of the House and\nSenate in Congress .\n\nStatistical The field work has been done in twenty-seven States ; in\n\n"}
{"page": 153, "printed_page": null, "text": "132\n\nNATIONAL EDUCATION ASSOCIATION\n\nevery geographical section of the country from Maine to California, and\nNorth Dakota to Texas, inclusive. It has reached an aggregate audience\nof seventy-five thousand, and has required nearly forty thousand miles of\ntravel.\n\nFinancial-Detailed reports of receipts and expenses in the field have\nbeen sent to the Executive Secretary from month to month, examined, approved, and made a matter of record. It is gratifying to be able to report\nthat a total of $3196.23 has been turned in since the Oakland-San Francisco\nmeeting, and that this amount has covered the aggregate expense of the Director, including railway, pullman, hotel, meals, postage, telegrams , and\nstenographic help, leaving a negligible balance.\nRecommendations-Though I have offered my resignation, asking that\nit take effect August 1, for reasons already known, I recommend that the\nwork be continued.\n\nBut the value of the field service as conducted since\n\nNovember 1, 1922, can be learned from others. Any request, therefore,\nfor a continuance of this type of service can come with much better grace\nfrom others than from me.\n\nIf the service is continued more satisfactory financial relations must be\n\nestablished between the N. E. A. and its affiliated units. Many members\nhave assumed that their membership in the N. E. A. and in an affiliated\nassociation entitled them to such service as this division gives, without\neven a thought of their incurring any obligation in receiving it. A few\norganizations have expressed surprise, and a very few, indignation, that they\nwere expected to bear the field expense, even if the N. E. A. did supply\nthe worker and pay his salary.\nSome requests for service were canceled, and others, doubtless, were\nnever extended, merely because of objection to the method or principle that\nwas involved in the arrangement that has prevailed between the Ν. Ε. Α.\nand its affiliated units. A just and satisfactory arrangement needs to be\nworked out, and then given the widest publicity, so that institutions and\norganizations using the field secretary will understand and approve the\nterms in advance of the field service.\n\nIn conclusion, may I add that the consciousness of doing something to\npopularize and universalize ideals of scholarship; of scientific and coöperative study of educational questions ; of knowledge, morality and religion as\n\"a way of life,\" whether of the individual or of the State, has been the\nlargest compensation for the work. This has been freely, supplemented\nby the pleasure that has come from contact with the staff at headquarters\nand with representative men and women at work throughout the country.\nREPORT OF DEPARTMENT OF SUPERINTENDENCE AND\nDIVISION OF ADMINISTRATIVE SERVICE\nS. D. Shankland, Executive Secretary\n\nThe Department of Superintendence-The formal report and list of\nmembers of this Department for the calendar year 1923 was published in\nthe Second Yearbook, which was distributed at the winter meeting in\n\n"}
{"page": 154, "printed_page": null, "text": "THE SECRETARY'S REPORT\n\n133\n\nChicago. The financial statement for the year ended December 31, 1923,\nshowed receipts of $14,507.26 and expenditures of $14,231.42, leaving a\nbalance on hand of $275.84. The receipts from membership fees were\n$9,640. By mutual agreement, the profits from the commercial exhibit\natthe winter meeting are divided equally between the Department and the\nparent Association, each organization thus deriving funds for convention\nexpenses. At Cleveland the department received $4,267.40 from this source.\n\nThe Second Yearbook dealt largely with problems of the curriculum.\nIt included a general analysis of present elementary school curriculum\npractice, together with several valuable articles on topics relating to the\ncurriculum. By vote of the Department, this study will be continued\nduring the present year by the Commission on the Curriculum .\nAn official report of the Chicago Convention was distributed to members\n\nsoon after adjournment. Special circulars are issued as occasion requires.\nThe Department of Elementary School Principals-This Department\nhas made remarkable progress since it was first recognized at the Des\nMoines Convention in 1921.\n\nIt enrols over two thousand members .\n\nThe president of the Department, Mr. W. T. Longshore, of Kansas City,\nMissouri, has wisely administered its affairs. He has provided excellent\nprograms, both for the summer and winter meetings. Every session of this\nDepartment at Chicago attracted a capacity crowd. A quarterly bulletin,\nwhich deals constructively with the problems of the elementary school\nprincipal, is issued under the editorship of Mrs. Jessie M. Fink, Grand\nRapids, Michigan. The yearbooks of the Department have been in great\ndemand. The Third Yearbook, just published, is a study of the Status\nof the Elementary School Principal. The editor is Mr. Arthur S. Gist,\nof Seattle, Washington, and all of the contributors are principals of elementary schools .\nThe Division of Administrative Service-A member of the headquarters\n\nstaff at Washington is assigned to care for the interests of each of the\nallied departments and organizations of the National Education Association. These naturally consist of two groups, one particularly interested\nin classroom problems and one in questions of administration. The administrative group has been assigned for my attention, under the title\nofDivision of Administrative Service. This work includes aid in making\nconvention plans, information service to individuals and organizations,\nand assistance in the solution of special problems which arise from time to\ntime.\n\nAn appreciation-The most cordial relations have existed between the\nofficers of the Department of Superintendence and of the National EducationAssociation. The various allied departments and organizations have\n\ncooperated fully. The necessity for united action has been felt deeply by\nall. This Department has sought diligently to do its share, not only for\nthe good of the Association but that the children of the Nation may be\nbetter served.\n\n"}
{"page": 155, "printed_page": null, "text": "LIFE MEMBERSHIPS\n\nThere are three kinds of life memberships in the National Education\nAssociation : ( 1) A group of life members created under the old By-Laws\nbetween 1884 and 1898 ; (2) a group of all living past presidents, who,\nunder the By-laws, become life members; and (3) those who have enlisted\nunder the plan adopted at the Des Moines meeting in 1921, which provides\nthat upon the payment of one hundred dollars a person may be granted\na life membership, which will entitle him to receive throughout his lifetime\nthe publications of the Association, including The Journal and the volume\nof Proceedings. Fees paid for life memberships go into the permanent\nfund and add to the financial security of the Association.\nLife Members (First Group)\nAlumni Association, State Normal School ,\n\nHarvey, George I. , 215 North K Street,\n\nMilwaukee, Wis .\n\nMuskogee, Okla.\n\nAthenaeum Society, State Normal School,\n\nHayward, Emily A. , 1437 Glenarm Street,\n\nPlatteville, Wis .\n\nDenver, Colo .\n\nBartholomew, William Henry, 426 East Gray\nStreet, Louisville, Ky.\n\nBeloit City School Board, Beloit, Wis.\nBingham, Robert, R. D. No. 5, Asheville,\n\nHutton, Andrew J. , 200\nEast Waukesha, Wis .\n\nCollege Avenue,\n\nKlock, James E. , 309 E. Jackson Street, Orlando, Fla.\nMiller, J. H. , Fayetteville, Ark.\n\nN. C.\n\nBoard of Education, Abilene, Kan.\nBoard of Education, Dodge City, Kan.\nBoard of Education, Janesville, Wis.\n\nMorris, Harriet N., 4040 George St. , Uni-\n\nBoard of Education, La Crosse, Wis .\n\nMilwaukee Principals Association , Milwau-\n\nversity Heights, San Diego, Calif.\n\nBoard of Education, Independent School District No. 3 , Northfield, Minn.\nBoard of Education, Oshkosh, Wis.\nBoard of Education , Ottawa, Kan .\n\nkee, Wis.\n\nNew York State Library, Albany, N. Y.\nNye, Charles H., 2 Harrison Street, Viola,\nWis.\n\nBoard of Education, Sedgwick, Kan.\nBoard of Regents, State Normal Schools ,\n\nParkinson, Dr. John Barber, 516 Wisconsin\n\nMadison, Wis .\nBoard of School Directors , Milwaukee, Wis.\n\nPhiladelphian Society, State Normal School,\n\nClark, Frank Howard, Y. M. C. A. Bldg. ,\n\nPublic School Teachers of Janesville, Wis.\nRichmond, Sarah E. , 603 Evesham Avenue,\n\nTacoma, Wash .\n\nClark, Lewis Herbert, Hanford, Wash .\nClassen, Augusta W. Hobe, R. D. Box, No.\n163, Menlo Park, Calif.\nCity Superintendents and Supervising Prin-\n\nAvenue, Madison, Wis .\nPlatteville, Wis.\n\nGowans , Md.\n\nRoach, Thomas Watson, Salina, Kan.\nRoop , C. Y. , 2310 Bowditch Street, Berkeley,\nCalif.\n\ncipals Association of Wisconsin, Merrill,\n\nRose, George E., Rosedale, Kan.\n\nWis.\n\nCole, William H., Sabina, Ohio.\n\nSawhill, Thomas A. , Concordia, Kan.\n\nCounty Teachers Association of Milwaukee\nCounty, Milwaukee, Wis.\nDavidson, Charles C. , 59 West Ely Street ,\n\nShawan, Jacob Albright, De Graff, Ohio.\nSpero, Anna Kalfus, 1912 Virginia Street,\n\nAlliance, Ohio .\n\nBerkeley, Calif.\n\nStanley, Edmund, 1813 University Avenue,\n\nEden, Philip, 202 N. Pinckney Street, Apt.\n\nWichita, Kan.\n\nT, Madison, Wis.\nEmery, John Q. , R. D. No. 2, Edgerton , Wis.\n\nState Historical Society of Wisconsin, Madi-\n\nEnglish , Rebecca F. , 35 South 5th Street,\n\nState Normal School, Platteville, Wis.\nStern, Menco , 119 East 78th Street, New\n\nSan Jose, Calif.\n\nson, Wis.\n\nEvans, Charles Henry, 3715 Olive Street,\nYork City.\n\nSt. Louis , Mo.\n\nForbes, Alexander, Box 663, Mt. Holly, N. J.\nGratz, Simon , 1919 Spruce Street, Philadelphia, Pa.\n\nStewart, Sarah A., Ladysmith , Wis.\nThompson , Langdon Shook , 22 Fairview\n\n[\n134]\n\nAvenue, Verona, N. J.\n\n"}
{"page": 156, "printed_page": null, "text": "135\n\nLIFE MEMBERS\n\nLife Members-Past Presidents\nAley, Robert J. , President, Butler College,\nIndianapolis, Ind.\n\nBicknell, Thomas W. , Secretary and Registrar, National Society of Sons and Daughters of the Pilgrims, Providence, R. I.\nBradford, Mary C. C., State Superintendent\nofPublic Instruction, Denver, Colo .\nButler, Nicholas Murray, President, Columbia University, New York City.\nCorson, Oscar T., Oxford, Ohio .\n\nEliot, Charles W. , President Emeritus, Harvard University, Cambridge, Mass.\nHunter, Fred M. , Superintendent of Schools ,\nOakland, Calif.\n\nJohnson, David B., President, Winthrop Normal and Industrial College, Rock Hill,\nS. C.\n\nJones, Olive M. , Principal, P. S. 120, New\nYork City.\n\nJordan, David Starr, President Emeritus ,\nStanford University, Palo Alto, Calif.\nJoyner, James Y. , La Grange, N. С.\n\nOwen, William B., President, Chicago Normal College, Chicago, Ill.\nPearse, Carroll G. , The F. E. Compton Co.,\nMilwaukee, Wis .\n\nPreston, Mrs. Josephine Corliss, State Superintendent of Public Instruction, Olym•pia, Wash.\nSkinner, Charles R., Librarian, Legislative\nLibrary, Albany, N. Y.\n\nStrayer, George D., Teachers College, Columbia University, New York City.\nSwain, Joseph, Swarthmore College, Swarthmore, Pa.\n\nWilliams, Charl Ormond, Legislative Secretary, National Education Association,\nWashington, D. C.\n\nLife Enlistments Under Current Plan\nAbbott, Amanda, Grafton, W. Va.\n\nArmstrong, Dorothy M. ,\n\n1150 Esplanade,\n\nChico, Calif.\n\nAydelotte, Frank, President, Swarthmore College, Swarthmore, Pa.\nBagley, William Chandler, Teachers College,\nColumbia University, New York City.\nBaker, George M., Superintendent, Fayette\n\nCounty Schools, Lexington, Ky.\n\nCrabtree, James W. , Secretary, National Education Association, Washington, D. C.\nCranston, J. A. , Superintendent of Schools ,\nSanta Ana, Calif.\n\nCromwell, Agnes , 169 East 74th Street, New\nYork City.\n\nDavidson,\n\nWilliam M. ,\n\nSuperintendent of\n\nSchools, Pittsburgh , Pa.\nDelzell, W. N. , Executive Dean, State Nor-\n\nState\n\nmal School and Teachers College, Peru,\n\nNormal School, Clarion, Pa.\nBedel, R. B., Superintendent of Schools, Ash-\n\nDillingham, James D. , Principal, Newtown\n\nBecker,\n\nCharles\n\nFrederick,\n\nClarion\n\nland, Nebr.\n\nNebr.\n\nBednar, Christine, Principal, Sherwood School,\n\nHigh School, Elmhurst, Long Island, N. Y.\ndu Pont, Pierre Samuel, President, du Pont\n\nChicago, Ill.\nBingham, Robert W.,\n\nPowder Plant, Wilmington, Del.\nEddy, John M. , Principal, Puunene School,\n\nlisher,\n\nPresident and Pub-\n\nCourier Journal,\n\nThe\n\nLouisville\n\nTimes, Louisville, Ky.\n\nBoard of Education of Perry Township,\nPerryopolis, Pa.\n\nBolenius, Emma M., 46 S. Queen Street,\nLancaster, Pa .\n\nBowen, Wayne F. , Principal, Belle Vernon\nSchool, Belle Vernon, Calif.\n\nBrewer, John M. , 22 Gray Gardens, Cambridge, 38, Mass .\n\nBryan, James E. , Superintendent of Schools,\nCamden, N. J.\n\nBurke, Marguerette\n\nR.,\n\nPublic Schools,\n\nOmaha, Nebr.\n\nCanine, E. N., Superintendent of Schools,\nEast Chicago, Ind.\n\nCarlson, Philip E., Principal, Roosevelt High\nSchool, Minneapolis, Minn.\nCarpenter, Estelle, Director of Music, San\nFrancisco, Calif.\n\nChapman, Ira T., Superintendent of Schools,\nNew Brunswick, N. J.\n\nClark, M. G., Superintendent of Schools,\nSioux City, Iowa.\nClerk, Frederick E. , Superintendent , New\nTrier Township High School, Kenilworth ,\n111.\n\nColburn; Jessie B., Principal, Junior High\nSchool No. 96, New York City.\nCook, William Adelbert, Department of Education, Vermillion, S. D.\n\nCort, Ambrose, Principal, Public School No.\n\nPuunene, Maui, Hawaii.\n\nEngleman, James O. , Superintendent of\nSchools, Terre Haute, Ind.\nEnglish, Harry, Secretary, Board of Examiners, Washington, D. C.\nEutsler, George W., Principal, Meriwether\nLewis School, Ivy, Va .\nFinlayson , John D. , Fairmont College, Wichita, Kansas.\n\nGerberich, J. A. , Superintendent, DanvilleBuckeye Schools, Danville, Ohio.\nGreeson, William Albert, Superintendent of\nSchools, Grand Rapids, Mich.\nGroves, C. D., County Superintendent of\nSchools , Jefferson, Ohio.\nHaas. Francis B., Bureau of Administration,\n\nDepartment of Public Instruction, Harrisburg, Pa.\nHartt, Nellie C., Public School No. 73 , New\nYork City.\nHewett, Elizabeth, 2201 Dodge Street,\nOmaha, Nebr.\n\nHines, Linnaeus Neal , President,\n\nIversen, Ida Christine, 215½ South Catalina\nSt., Los Angeles, Calif.\nJohnson, Thomas E., State Superintendent of\nPublic Instruction, Lansiner\nま\n\n, Brooklyn, N. Y.\n\nIndiana\n\nState Normal School, Terre Haute, Ind.\nHosman, Everett M. , Secretary, Nebraska\nState Teachers Association, Lincoln, Nebr.\nIttner, Mrs. Marie Anderson, 5553 Bartmer\nAvenue, St. Louis , Mo.\n\n"}
{"page": 157, "printed_page": null, "text": "136\n\nNATIONAL EDUCATION ASSOCIATION\n\nKelley, James Herbert, Secretary, Pennsylvania State Education Association , Harrisburg, Pa.\n\nKrout, Charles A. , Superintendent of Schools,\nTiffin, Ohio.\nLaramy, Robert E. , Superintendent of\nSchools , Altoona, Pa .\nLarson, Merville, Castlewood School, Englewood, Colo.\n\nLeland, Abby Porter, Principal, Public School\nNo. 1 , Bronx, New York City.\nLindborg, Arthur E., Assistant Director of\nEducation, St. Croix, Virgin Islands.\nMacCracken, John Henry, President, Lafayette College, Easton, Pa.\n\nMcCallum, Arthur Newell, Superintendent of\n\nSuperior, Wis .\n\nMcKenna, Ella, 321 Annabelle Street, Mt.\nWashington, Pittsburgh , Pa.\n\nChicago, Ill.\n\nMathes, Fannie Pendexter, II Cushing Street,\nDover, N. Н.\n\nMoore, M. H., Superintendent of Schools,\nFort Worth, Tex.\n\nMorgan, Joy E. , Managing Editor, Journal\nof the National Education Association,\nWashington, D. C.\nMuir, James N., Superintendent of Schools,\nSan\n\nFrancisco, Calif.\nNeale, Oscar W. , Director of Rural School\nDepartment, State Normal School, Stevens\nPoint, Wis.\nNewlon, Jesse H. , Superintendent of Schools,\nDenver, Colo.\n\nNichols , Walter H. , Principal, Palo Alto\nUnion High School, Palo Alto, Calif.\nNorton, John K. , Director, Research Division, National Education Association,\nWashington, D. C.\nOberholtzer, E. E. , Superintendent of Schools,\nHouston, Tex.\n\nNew\n\nYork\n\nPrincipals Associa-\n\ntion, Brooklyn, N. Y.\nMo.\n\nRoot, Rosamond , 509 West 121st Street, Apt.\n502, New York City.\nRote, Orville W., Superintendent of Schools,\nDistrict No. 6, Littleton, Colo .\n\nSealey, R. M., State Inspector of High\nSchools , Tallahassee, Fla.\nSeerley, Homer Horatio, President, Iowa\nState Teachers' College, Cedar Falls , Iowa.\nShove, Helen B., 3116 Clinton Avenue, MinSims, John Francis, President, State Normal School, Stevens Point, Wis.\nSmith , Henry Lester, Dean, School of Education, Indiana University, Bloomington,\nInd.\n\nMagill, Hugh Stewart, International Sunday\nSchool Council of Religious Education,\n\n1881 Pine Street,\n\nPresident,\n\nRohrer, F. P., Soldan High School, St. Louis,\n\nneapolis , Minn.\n\nSchools , Austin, Tex.\n\nMcCormick, Elizabeth R. , Principal, Timothy\nO. Howe School, 2023 East 6th Street,\n\nBethlehem, Pa.\nMurakami, Kanryo ,\n\nPatterson, Mrs. Edith McClure, Home Economics Division, General Federation of\nWomen's Clubs , Dayton, Ohio.\n\nStrayer, Mrs. George D., Teachers College,\nColumbia University, New York City.\nSuhrie, Ambrose L., Cleveland School of\nEducation , Cleveland, Ohio .\nSwan, Natalie, 18 East 83d Street, New York\nCity.\n\nThalman, John W. , Superintendent of\nSchools , St. Joseph, Mo.\nThalman, Joseph Luther, Principal, Proviso\nTownship High School , Maywood, I11.\nWalters , Rolland J. D. , Superintendent of\nSchools, Rocky Ford, Colo .\nWilliston, Edith Holmes, Department of\nModern Languages, Providence Technical\nHigh School , Providence, R. I.\n\nWilson, Harry Bruce, Superintendent of\nSchools , Berkeley, Calif.\nWebber, Elmer H.,\nSuperintendent of\nSchools, Mapleton, Maine.\nWinship, Albert E. , Editor, Journal of Education, Boston, Mass.\n\nWoodward, Annie Carleton , High School,\nSomerville, Mass.\n\nYork, Lewis E., Superintendent of Schools,\nMassillon, Ohio.\n\n"}
{"page": 158, "printed_page": null, "text": "GENERAL SESSIONS\nWASHINGTON, D. C.\n\nTHE CHALLENGE TO AMERICAN EDUCATION\nPAYSON SMITH, STATE COMMISSIONER OF EDUCATION\nBOSTON , MASSACHUSETTS\n\nThere can be no place better than this, no time more opportune, no occasion more appropriate for the representatives of the school teachers of\nAmerica to renew their expressions of faith in the American system of\neducation and to rededicate themselves to the fulfilment of its high\npurposes.\n\nIf you would seek the beginnings of the American public school you\nmight find them there in the cabin of the Mayflower when the Pilgrim\nFathers gave hand and seal to that compact which established, long before\nthe Republic was itself created, the basis upon which that Republic was\nto stand.\n\nSo far as we know there was no discussion at that time about the found-\n\ning of schools. But this we know: There can be no hope of the successful\nissue of any experiment in democracy unless intelligence is widespread\namong the people. So it is not surprising that early in the colonial days\nthis democratic society founded the public school .\n\nWith the development of democracy and the increase of its problems it\nwas inevitable that the educational program should itself develop and expand. So in the beginning of the last century the public school, hitherto\na local neighborhood affair with limited offerings, found itself facing the\nchallenge of greater service to a young and growing Nation whose civic and\nsocial requirements were no longer those of a somewhat primitive civilization. The greater expectations of the people with reference to the results\nof education were met with a greater liberality in providing the means\nofeducation and with a larger sense of responsibility. Thus came the town,\ncounty, city, and State systems of schools, expressing large conceptions of\nresponsibility and creating more nearly just methods of support. Thus\ncame publicly supported schools for the training of teachers-growing in\n\na little more than three quarters of a century from the little school at\nLexington with its three pupils, to the present-day enrolment of tens of\nthousands. Thus came a great system of secondary education, expanding\nfrom a little group of a few score in the eighteen seventies to its thousands\nof free public high schools with their more than two million students in\n[137]\n\n"}
{"page": 159, "printed_page": null, "text": "138\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe year that has just closed. Thus came a chain of great tax-supported\nuniversities, the answer of the American States as to how far they intend to\ngo in the education of the people. Thus came within a few years a Nationwide, and in part nationally supported system of vocational education which\nnot only aims to aid youth in choosing and preparing for a vocation but is\nalso the answer to the question as to whether the American people can and\nwill find a way of joining successfully State and Federal forces in meeting\na National need.\n\nThe fundamental challenge to American education through all these years\nand amid all these changes has been the same. It will not be different in\nfuture years. The American public school, now as always, is under express\n\nresponsibility to deliver to the Republic, citizens who understand and are\nprepared to meet the obligations that citizenship in a Republic impliesnot some of the obligations but all of them. As American teachers serving\n\nthe American people in schools supported by their taxes, in schools to which\nthey send in confidence their children we cannot and we must not forget\nthat the public schools in which we teach have been established and are\n\nbeing maintained for the paramount purpose of providing for this Nation\na citizenship-civic, individual, and social-that shall be sound in thought\nand right in action. Whatever may be the somewhat remote and incidental\n\nobligation to help American youth to understand its international obligations, we as American teachers-as servants of the Republic-do well to\nkeep always in mind that our schools must be National in character and\n\nNational in purpose. We have within our borders one service of supreme\nimportance and that is to teach American youth the history, the cost,\nand the meaning of America and her institutions to inculcate loyalty\nto them and to develop and foster the high resolve of serving them both in\ntime of war and in time of peace. It is not enough, however, to deal in\ngeneralities. While the underlying objective of American education does\nnot change, it must, with the changing and expanding needs of society,\nencounter new challenges and find new ways of meeting them.\nA foremost challenge of this day in education is that of producing citizens who respect knowledge, are eager in its pursuit and are skillful in\nits use. It is the business of the educational institutions to see to it that all\n\nthe truth that has been garnered by men in past generations is conserved\nfor the use of this generation and passed on for the service of succeeding\nones.\nBut that is not enough. Not only must education conserve knowl-\n\nedge, it must constantly seek new truth. It is not best that a democratic\nsociety should seek to standardize or to make uniform the thinking of its\ncitizens. America today does not need the contented mind so much as she\nneeds the curious, the inquiring, and the pioneering mind.\nBut even here we must not stop. A supreme challenge to American\neducation today is that it shall produce citizens who know how to use and\nto apply fact and truth, and fundamental principle. Groups and parties\nand communities are torn and divided because there is a turning away from\n\nthe scientific method of facing and settling questions and a turning toward\n\n"}
{"page": 160, "printed_page": null, "text": "THE CHALLENGE TO AMERICAN EDUCATION\n\n139\n\na far less satisfactory method. We attempt to apply tradition-we are\nmoved to words and to hasty action by our emotions-we seek the weapons\nof personal and class prejudice-we turn most of all to personal, sectional ,\nand other selfish interests, and we get as results not thoughtful, conclusive,\nconstructive action, but high emotional tension, hurt and sore feelings, and\nwicked seeking for personal, sectional, or class advantages. I am not debating nor proposing to debate any issue that confronts the people. I am\nsaying that if you and I do our full duty the schools will produce with\neach passing generation a larger number of citizens who will face their\npersonal, civic, and social problems in the scientific spirit and try to solve\n\nthem on the scientific basis. Therein is an educational challenge of the\nfirst magnitude.\n\nIt is likewise a challenge to American education to produce an American\ncitizenship that will have a passion for justice that will tolerate nothing\nless than equality before the law and that will give no place to unworthy\ndiscriminating distinctions as among citizens.\nWhether the public school or the American Nation will succced as a\n\nmelting pot may well be questioned. Whether they will succeed in helping people of diverse characteristics to dwell together in unity is another\nquestion, which must be answered in the affirmative if the Republic itself\n\nis to endure.\nunity.\n\nMark you there is a difference between uniformity and\n\nThe first is not desirable; the second is imperative.\n\nThere are\n\nunfortunately some of our adult fellow citizens in a minority we must\nbelieve-who seem to think that they can serve their country by trying to\narray class against class, section against section, and racial group against\nracial group. These citizens are wrong. They are denying to themselves\nthe highest privilege of American citizenship, that of standing each\nday as one believes he should stand on the issues of that day alone. You are\na free American citizen at his best when you reserve to yourself the\nprivilege of standing with me when you believe I am right and parting\nwith me when you believe I am wrong. The attempt to align groups\nof citizens by section, by class, by creed, by race, is wrong in principle and\nutterly destructive of the highest good of the whole. The bloc principle\nmay be effective in a narrow and selfish way for a limited time. In the\nlong run it will prove a menace to the stability of our institutions,\nand to the highest development of the best ideals of citizenship.\n\nFellow\n\nteachers, this is true. There are many American institutions that stand\nfor equality of opportunity and for the avoidance of unfair discriminations among men. But among them all none is or can be so powerful as\nthe public school. A challenge therefore to it and to us is to produce an\nAmerican citizenship richer in the quality of coöperation, quicker and more\nsteadfast to resist appeals that would set man against man, readier-while\nit insists on the right of each to his own opinion-to grant freely the right\nof the other man to his. I repeat, democracy does not imply uniformity of\nthought or of action. It does imply a unity of attitude on certain fundamental things. Among these fundamental things none is more important\n\n"}
{"page": 161, "printed_page": null, "text": "140\n\nNATIONAL EDUCATION ASSOCIATION\n\nthan that each citizen has the fundamental right to make in his own way\nhis own contribution to the life and culture of the Nation so long as he does\nnot make that contribution to the detriment of his fellows .\n\nModern education must help the modern man to live in a modern world.\nThat world is vast and intricate and complex. It is also vivid and moving\nand full of spirited challenge to those of us who are privileged to live in\nthis age. It is not a time for the pessimist nor for the prophets of despair.\nThe world is not a wreck and civilization is not a ruin. It is a time, however, when nothing less than the most thoughtful attitude must be taken\ntowards the youth who are to live and work and serve in the decades\n\njust ahead. It is not a simple primitive existence which they face. There\nis almost no simplicity about it.\nPolitical machinery is highly organized, intricately complex and confusing. Industrial life is so complicated, the barriers around it so difficult\nto scale that millions of American boys and young men stand confused\nbefore the choices they must make, with little help in the choosing. The\nboy of today finds his hardest task that of finding his life work and the\nway into it. In such a time education cannot be simple. It must be rich\nin content, teeming with varied opportunity, and extended in the length\nof its service. Helping the modern man to live in a modern world-the\nright adjustment of the individual to his time is a service which perhaps\ncomprises all the rest.\nThe intention of the American people in the matter is clear. It is shown\n\nin their generous appropriations of money for the support of schools. It\nis shown by the great number of young men and women who in teacher\ntraining institutions are preparing for more effective service of childhood.\nIt is shown in the vast army of more than twenty million young Americans, who forgetting-if we but let them differences of creed and party\nand race, are joined in a common enterprise for themselves and for the\nNation. It is shown in the question recently sent to the States from this\n\nvery building in whose shadows we meet, as to whether by Constitutional\namendment every child who lives between the oceans shall be guaranteed the .\nyears of his youth for growth of body and mind and soul.\nThe Nation looks forward only as it looks with the Nation's children .\nThe challenge to you and to me and to the schools we represent is that we\n\nhave a vision that sees afar, that we cultivate a strength equal to the task\nset for our hands to do, and that we have always that devotion to our\nNation that brings her our service without stint and without limit.\n\nMORAL AND RELIGIOUS EDUCATION\nMATHILDE C. GECKS , HARRIS TEACHERS COLLEGE , ST . LOUIS , MISSOURI\n\nThe question of moral and religious education is one of vital concern\nand one of ever-increasing concern because of the complexity of modern life.\nThe coming generation must be equipped with an adequate philosophy of\n\n"}
{"page": 162, "printed_page": null, "text": "MORAL AND RELIGIOUS EDUCATION\n\n141\n\nlife that will enable the individual to meet with stability and poise the\nproblems that arise in the world today.\nThe complexity of our civilization demands that attention be directed\nto the practical side of education. Not only must illiteracy be eliminated but provision must be made for training in mechanical skill, and\nfor the acquisition of the requisite knowledge of science in order that the\nindividual may be speedily equipped not merely to provide for his own\nneeds, but also to contribute to the support and progress of the community.\nThis practical side of education is receiving due attention and is well under\nway.\n\nMuch attention is being given, and should be given, to the physical\nwelfare of the individual. We are realizing more and more the physical\nstrain to which we are subjected, and the need of conserving physical\nstrength and nervous energy. In this phase of our work we have outlined\ndefinite objectives to be attained, and we have made a fair beginning\ntoward these desirable goals .\n\nThe fact that this year's program of the National Education Association\nopens with a discussion of moral and religious education indicates the importance attached to this phase of education and gives evidence of the\nconcern that is felt in regard to the moral development of the individual.\nThose of us who are concerned with the education of the youth of today,\nrealize that the multiplicity of interests in our modern life demands that\nthe individual have at his command a definite code of conduct to which\n\nhe can resort in the perplexing situations that arise, a code of conduct\nby which he can regulate his actions under all conditions.\nThe subject of moral training has been discussed, in the past few years ,\non programs of city, county, State, and National education organizations.\n\nCourses are being offered in universities, colleges, and teacher-training\ninstitutions, and definite outlines for moral training have been published.\nWe, as teachers, have been made aware of our responsibility in this matter,\nand we are earnestly attempting to meet our share of the responsibility.\n\nAnd yet, books, magazines, and newspaper articles of recent date are\ncalling attention to the sad lack of morals in the young people of today.\nWe need to take stock of what is being done, of how this is being done,\nand of what yet remains to be accomplished. The effectiveness of our work\nin this direction is being challenged, and although we need not assume\nthe full responsibility, we must face the charge to a certain extent. Are\nwe failing in our part of this work? If so, wherein are we failing, and\nhow can we remedy matters ?\n\nWe believe that we are giving due attention to the moral training of\nthe children in our charge. We are not leaving this matter to chance, nor\nare we working in a haphazard way. We have in mind clearly defined\naims, and we are trying to develop definite concepts of right and wrong,\ndefinite high ideals of action. We are intent upon furthering the development of right habits of thought and action. We have adopted a definite\n\n"}
{"page": 163, "printed_page": null, "text": "142\n\nNATIONAL EDUCATION ASSOCIATION\n\ncourse that should bring about a desirable result, and we believe that we\nare meeting our obligations as far as conditions will permit. And yet,\nwe are often appalled at the low standards, the poor judgment of values\nthat are displayed by individuals who have been exposed to our methods\nfor a number of years. What is the root of the trouble?\n\nIt is claimed that we are failing in our attempts to establish an adequate\ncode of morals, because we are not taking into account the need of religious education. We are told that moral and religious education must be\nconsidered as inclusive terms and that we can not attain the one without\n\nthe other. Morality cannot be divorced from religion. I quote from\nParker's Types of Elementary Teaching and Learning .\n\"Historically, there has always been a close connection between moral\ntraining and religious training.\n\nWe are familiar with indi-\n\nviduals in whom religious moral training has been an influence to better\nbehavior. We shall always expect to find improvement in morals resulting from a strong religious interest in a fine moral code.\"\nOther authorities agree with this.\n\nreligion, for these reasons :\n\nMorality cannot be divorced from\n\nMorality is based on personal responsibility ;\n\nto be morally right, one must hold one's self responsible for one's actions ;\n\none must foresee the meaning, the consequence of one's actions; there must\nbe personal responsibilty, but there can be no personal responsibility without\nultimate sanction; and there can be no sanction without a sanctioner. Who\n\nshall this sanctioner be, the one who sanctions our acts-the parent, the\nteacher, one's associates, the public in general ? Human nature is frail.\nThe only acceptable sanction in our moral code of conduct is that of a\nSupreme Being, of a Divine Being. The only acceptable standard of\nthought and action that will hold good at all times is obedience to the laws\nof this Supreme Being, this Divine Being, obedience to the law of God.\nReligion has been defined as the reverent acknowledgment in heart and\naction of a Divine Being. This reverent acknowledgment of a Divine\nBeing implies a willingness to conform to the Supreme Law. Herein we\nhave a stronghold, an incentive to right action that no law, which does not\n\ninclude the recognition of a Supreme Divine Being can provide. Religion,\nthen, is essential to moral education.\n\nIn our public schools, no provision has been made for definite religious\ninstruction, because of the fear of inviting criticism, and arousing suspicion\nand discussion from a sectarian point of view. Members of different church\ndenominations who wish to provide for their children more than a short,\nonce a week, tacked on, period of instruction in the teachings of their\nfaith, have established their own schools at private expense. In doing this,\nthey have incurred criticism and incited prejudice. They have been accused of opposing the interests of public education. The Catholic,\nLutheran, Methodist, Episcopal, Christian Science, and other churches\nhave resorted to this measure in spite of opposition by the proponents of\n\nthe public school system. The public school has left the responsibility for\n\n"}
{"page": 164, "printed_page": null, "text": "MORAL AND RELIGIOUS EDUCATION\n\n143\n\nreligious education with the home and the church. Except in only a few\ninstances, no provision has been made in the public school program for\ndefinite instruction in religion. By shifting the responsibility and ignoring\n\nthe need of this definite instruction in religion, the public school has placed\nitself in the position of being regarded as a godless institution, and has\nseemingly sanctioned the neglect of religious education.\nIf religious instruction is essential to the moral development of the\nindividual and we claim that it is should the public school provide time\nand place on its program for this work? As soon as we mention such\nprovision, opposition arises. We let ourselves be intimidated by fears and\nadverse predictions. We listen to those who, knowingly or otherwise, make\nmisstatements, or who distort the truth by partial statements, and thus\narouse prejudice and intolerance of the views of others. We have not the\ncourage to face the questions, \"Has the public school a right to provide\ntime and place for definite instruction in religion ?\" and \" Can a practical\nprogram for such purposes be outlined ?\"\nIn a number of our cities fairly successful attempts are being made to\nprovide for religious training. Children are permitted to use school time\nto go to the church centers designated by their parents for the needed\ninstruction in their faith. In Germany, the plan is somewhat different. In\nthat country, pupils are grouped according to grades and church denominations, and instructors from different churches come into the schools .\n\nThese\n\ninstructors are appointed by the State upon evidence of their qualifications\nto teach. Reports show that the results obtained are satisfactory from all\npoints ofview.\n\nDue consideration should be given in all public-school systems to the\nworking out of a practical program that will permit members of different\nreligious sects to procure for their children the desired religious instruction .\n\nBut no further responsibility than the granting of time and place for this\ninstruction must rest with the public school. No classroom teacher in the\npublic school should attempt the work, for, just as with school nursing\nand school visiting, complications arise that a classroom teacher cannot\ncope with, and should not become involved in. The classroom teacher\nshould never resort to dogmatic teaching or dogmatic practice of religion .\nShe must never attempt direct religious instruction. Her part of the work\n\nshould be the indirect application of such teachings and the force of\nexample.\n\nAprogram that will provide opportunity for religious instruction in\nthe public school, according to the wishes of the parent of the child, is not\n\nimpossible and can be worked out. Such a program will make not merely\nfor the spiritual development of the individual, but will tend toward a\nbetter understanding of the motives, and a more liberal tolerance of the\nbeliefs of others. Our united efforts in this worthy cause will clear the atmosphere of much propaganda against certain churches, and especially\nagainst the church. As a people we have not, as yet, learned to work to\n\n"}
{"page": 165, "printed_page": null, "text": "144\n\nNATIONAL EDUCATION ASSOCIATION\n\ngether harmoniously for the common good.\n\nOur individual immediate\n\ninterests will be lost sight of, in the ultimate big purpose of providing\nin the best possible way for the spiritual welfare of the children.\nWith regard to religious and moral training, the various points which\ncall for our earnest consideration, may be summarized as follows :\n(1) . The moral development of the individual must receive our first\nconsideration at all times;\n\n(2) : Religious education is essential to moral education ;\n(3) . It is within the province of the public schools to provide time and\nplace for instruction in religion.\n(4) . Beyond provision for time and place for this instruction, the public\nschool must assume no further responsibility ; and\n(5) . The decision of the character of the instruction in religion must\nbe left to the parent of the child.\n\nSPIRITUAL VALUES IN AN EDUCATIONAL PROGRAM FOR\n\nDEMOCRACY\nLEON W. GOLDRICH , EXECUTIVE DIRECTOR OF THE HEBREW SHELTERING\nGUARDIAN SOCIETY AT PLEASANTVILLE , NEW YORK\n\nThe most dangerous enemies within our gates are those who are con-\n\nstantly using their battering-rams against the very foundations of our Republic-the American public school. The first and last line of defense\nof American democracy against our foes without and our foes within will\nalways be the public school, guarded and protected by that grand army\nof self-sacrificing, devoted, and spiritually minded body of teachers who\nare constantly instilling knowledge, wisdom, and ideals into the minds of\nthe children of our land. Forts and battleships may be increased in number without end; commerce, industry, and finance may be continually\nextended and made more and more powerful, but these will be useless\n\nmeans of either protecting us or of saving us from disintegration; they\ncertainly will never be the means whereby we may assume our Godgiven mission of leadership among the nations of the world. All of these\nmaterial means of protection and defense will avail naught if the intellectual, emotional, and spiritual core of our democracy is not fully, beautifully, and spiritually developed.\nThe socialized and spiritualized public schools, where all may be taught\nthe genuine meaning of coöperation; where all may learn the full meaning of our American institutions ; where all may be given the greatest\nopportunities for the best development of their individual capacities ;\nwhere all may become truly socialized; where all may be inspired with our\nAmerican ideals; where all may learn the true spirit of tolerance; where\nall may learn the true meaning of human service; where all may be impressed with the vital necessity of spiritual brotherhood; where all may\n\n"}
{"page": 166, "printed_page": null, "text": "SPIRITUAL VALUES IN EDUCATIONAL PROGRAM FOR DEMOCRACY\n\n145\n\nbe made to feel our divine relationship, and where all may be inspired with\nthe deepest reverence for God, are the safest and surest means towards the\nprogressive development of a democratic people, and are the best guarantees\nof the salvation of our individual and national souls.\n\nThe public schools of America have been severely attacked by selfish\nand vested interests at different times and from various angles. First,\nour courses of study were too limited in scope; later, we were told that our\ncourses of study had become too burdensome through the introduction of\nso-called fads. The public schools were criticized at one time for being\nvery poorly organized; now they are criticized because they are too highly\norganized. Our public schools taught too many subjects for their mere\nmental disciplinary values ; now our public schools are criticized because\nthey do not teach sufficiently the classics and other cultural subjects. Our\nschools were attacked because they failed to socialize the child ; now they\nare socializing too much, and we are now told in very emphatic terms that\nwe must individualize each child. Our schools did not provide a sufficient\nvariety of basic courses for the free and independent choice of students ;\n\nnow we are told that it is imperative that the freedom of choice of subjects\nby students must be limited. Our methods of teaching were attacked because they were not sufficiently scientific; now we are attacked for applying\ntoo many scientific principles and cold measuring scales in testing the\nresults of our accomplishments. At one time we were bitterly criticized\nfor making too many demands upon the child; now we are attacked just\nas bitterly for not making a sufficient number of positive demands on the\nchild. Thediscipline in our schools was considered too rigid at one time;\nnow we are criticized because our children are too free.\n\nAt one time our\n\nschools were not considered practical enough to meet the needs of the\nmodern business and industrial world; now we are told that our schools\nare too technical and vocational in their nature, and that we have lost the\ndeeper meaning of broad cultural values for our children. Our schools are\n\nCriticized because they do not teach the child how to adapt himself wisely\nand efficiently to his complex and progressive social environment ; our\nschools do not prepare for intelligent citizenship ; our schools do not suffi-\n\nciently stress moral values and, finally, our public schools are attacked bitterly because they are said to be godless.\n\nDestructive criticisms of all kinds have been hurled at the public schools,\nand as a result of unenlightened public clamor, educators have gone from\none extreme course to another in an attempt to satisfy the loud cry of\none group of interests and then of another group, until the teachers of the\n\nNation are today very much at sea, not knowing whither the leading educators of the Nation are tending.\nThere is, however, a true star which should guide educators aright.\n\nWhy not follow it through calm and through storm ? Why pay attention to these unfriendly winds and raging waves of selfish interests ? Why\nshould educators permit themselves to be drawn out of their true course ?\n\n"}
{"page": 167, "printed_page": null, "text": "146\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe guiding star shines brightly for all of us, and the course is clear.\nThe star is that of the spiritual expansion of each individual human soul ;\n\nand the course is that moral path of righteousness which leads each individual to serve his fellowmen unselfishly, regardless of class, race, creed,\nor nationality. America has a great opportunity, through its public schools,\nto lead the nations of the world and to steer for that peaceful and glorious\nhaven of the brotherhood of man and the fatherhood of God.\n\nConcretely, what are the spiritual opportunities of the American public\nschool?\n\nFirst and foremost among the spiritual agencies of the public school is\nthe public school teacher. Not only must the teacher be trained to know\nthoroughly the subject matter which he is to teach, but he must know the\nbest modern scientific methods of teaching these subjects ; he must have a\ndeep insight into child psychology, and he must have the patience, sympathy, and skill to draw out the best qualities of each individual child.\n\nHe must, above all, feel the noble mission of his professional calling, to\nenable him to mould the plastic characters of his children and to inspire\nthem through his constant appeals to all that is good and true and beautiful\nin life.\n\nSupervisors, directors of special subjects, principals, and .superintendents\nof schools can do a great deal towards emphasizing the human aims, human\naspects, and cultural and spiritual values in our courses of study. If supervisors demand that teachers produce definite mechanical results that can be\nmeasured and weighed accurately at the end of each school term, then, of\ncourse, teachers will strive to give those in authority the mechanical results\nthey seek. If, on the other hand, the supervisors do not assume the undemocratic rôle of arbitrary authority, but seek rather to coöperate with\nteachers and to guide and encourage them to the end that good strong individual characters in children may be formed, that a beautiful tone and\natmosphere of love and coöperation in the schoolroom between teachers\nand pupils may be established, that the spirit of mutual service may be\ndeveloped, that the child may form permanent valuable habits of right\nliving, right thinking, and right doing which will make him a permanent\nspiritual asset in our American democracy, then will the supervisors of\nour public schools render their greatest service to America.\n\nThe curriculum of our public schools offers numerous splendid spiritual\nopportunities for the expansion of each individual human soul.\nHistory must be taught in such a way that the student may feel the warm\npulse of the nation, and also the heart throbs of the people which inspired\nthem to make their supreme efforts and sacrifices for righteous causes.\nHistory must be so taught that the great mistakes of the past may be\navoided, and that human progress crystallized into the modern institutions\nwhich our citizens now enjoy may be respected and closely guarded.\nStudents of history must learn the moral lesson that might never makes\nfor lasting right; that cooperation among the peoples of the world is more\n\n"}
{"page": 168, "printed_page": null, "text": "SPIRITUAL VALUES IN EDUCATIONAL PROGRAM FOR DEMOCRACY\n\n147\n\nbeneficial to the human race than bitter competition; that neither force, or\noutrages, or any form of warfare begets understanding or mutual respect\nor faith; that wars of aggression which arouse the bitter animosity of a\nconquered people become the causes of more destructive wars, and that the\ndivine mission of civilized nations is to work together in harmonious relationship towards that beautiful goal of peace on earth and good will\ntowards all men. History properly taught should teach the child much\nmore than dates, events, names of great men and women, inventions, discoveries, etc. History must stress those spiritual values which will make\nour boys and girls better men and better women, ready and willing to be\nenrolled and to serve in any righteous cause for the leadership of America\nin the betterment of humanity.\n\nGeography in all of its various aspects-physical, political, mathematical,\n| commercial, industrial, animal, and human-must be so taught as to show\nclearly to children the interdependence of the nations of the world in their\ninterchange of the necessities of life. No human beings, on any portion of\nthe earth can be disregarded; and we are all members of the same great\nhuman family, and if our neighbors are not safe and secure and happy then\nwe cannot be safe, secure, or happy. Telephones and telegraphs, transcontinental railways, leviathans of the sea, merchant marines, wireless\n\ntelegraphy, radios, airships, international commerce of all kinds have all\nserved to shrink the world into a small space so that peoples of other lands\n\nwho are physically thousands of miles away from us are today, for all\npractical human purposes, neighbors close to our own doors. Geographically, for all human intercourse, space on earth has practically been annihilated. There are few spots on this earth that have not been visited\nand explored, and the time is coming soon when all men and women will\nbecome morally convinced that the interests of one nation are very much\nthe same as the interests of other nations. The policy of isolation and selfsufficiency of America must give way to that larger spiritual policy of the\n\nleadership of America among the nations of the world through America's\nwhole-hearted coöperation with all other nations of the world. Geography\nin its physical aspects must be so taught that the individual student may\n\nteel the awe-inspiring character of those manifold wonders of God's creations in the world. Who has ever beheld immense cañons, gigantic watertalls, towering snow-covered mountain peaks, or mammoth caves without\nteeling the majestic power and presence of the divine spirit ? Geography,\nproperly taught, should give the child not only a mass of facts about places\nand peoples of all lands, but it must stress those spiritual values which\nwillteach our children our humble place in the world, the close relationship\nof the entire human family on earth, and the supreme majesty of God's\nworks.\n\nNature study should be so taught that the child will learn to love nature .\nThe scientific attitude towards nature should always be supplemented with\na feeling of love and reverence for the beauties and harmonies of all living\n\n"}
{"page": 169, "printed_page": null, "text": "148\n\nNATIONAL EDUCATION ASSOCIATION\n\ncreatures on earth.\n\nChildren should be taught to appreciate the coloring.\n\nthe exquisite forms and setting and other beauties of natural scenery-the\ntrees, the woods, the rivers, the mountains, the dawn, the sunset. Children\nshould be taught to appreciate the God-given instincts and habits and ac-\n\ncomplishments of animals, the mysteries and values of plant life and ot\nmineral formations, and the infinite wonders of the harmonious and\n\nmathematical regularity of the heavenly bodies, so that, as the child studies\nnature, he may feel the expansion of his own soul as it comes into closer\n\ncontact and more intimate and sympathetic relationship with life all about\nhim. Nature study should give the child not only knowledge about nature,\nbut spiritual values which will enable him to love the beautiful and to seek\ncommunion with the divine spirit which permeates all nature.\nThe sciences must be so taught that the student will acquire the habit of\nhonest inquiry; that he will be stimulated to search for more and more\n\nlight on facts or mysteries presented; that he will analyze critically all\npremises, methods, and conclusions; that he will not maintain blind and\nobstinate attachment to any idea, nor follow blindly any path of action ;\n\nthat he will develop a passion for truth and right. Science, properly\ntaught, will not leave the student cold, calculating, and materialistic, but\nwill rather teach him those spiritual values of humility, of tolerance, of\nfreedom from bigotry, and respect for the ideas of others. Right is never\nwholly on one side, and the quest for truth is endless. The student of\nscience must ultimately appreciate that the laws of order, regularity, and\ncontinuity in the universe which the sciences reveal to him, are positive\nand cumulative evidences which strengthen our faith in an orderly, intel-\n\nligent, and all-wise Creator.\nMusic, painting, sculpture, and all the other fine arts should be so taught\nthat the imagination and the emotions of children will be stirred by the\ncreative spirit and achievement of the composer, the artist, or the sculptor.\nThe child should feel that fine elevating and purifying sense which ennobles\n\nemotions and gives the real joy of true spiritual living. The fine arts, if\nproperly taught, can make a very strong and lasting spiritual appeal to\nchildren, and it is the duty of teachers to bring out the fullest and the\nfinest spiritual values that these subjects afford.\n\nLiterature must be so taught as to make a strong spiritual appeal to the\nindividual child, or else literature loses its greatest value. Great writers\nof prose or poetry use words to paint lasting pictures or to sing eternal\nsongs which will give not only joy to those who can read appreciatively, but\nwhich will give spiritual ideals and values to those who can feel sympathetically. The great immortal heroes and heroines in the literature of\nall ages and of all nations live today, and stand out in bold relief as inspiring characters of a nobler manhood and womanhood, which our children\nshould love to emulate.\n\nLearning to read and reading to learn must be\n\nsupplemented in our public schools by reading for appreciation, reading for\nrefinement, reading for nobility of thought and action, and reading to\n\n"}
{"page": 170, "printed_page": null, "text": "SPIRITUAL VALUES IN EDUCATIONAL PROGRAM FOR DEMOCRACY\n\n149\n\nacquire those spiritual values and ideals which the greatest creative and\ngifted minds of the human race have expressed in immortal language.\nIn other words, nearly all the subjects in the curriculum of our public\nschools afford splendid opportunities for developing the character of the\nindividual child, for expanding the human soul, and for creating those\nlasting spiritual values that will be of incalculable benefit to all of our\ncitizens, and, therefore, to our American democracy.\nThe public schools of America should never attempt to teach religion\nwith emphasis on difference of creed and ritual, but the public schools of\nAmerica must teach the fundamentals of a socialized religion which embodies the essential spiritual elements of all of our great faiths, and which\nwill give to each child definite moral standards of conduct and lasting\nspiritual values. The public school must teach each child to distinguish\nclearly between good and evil; between the true and the false; between\nthe ugly and the beautiful; between evanescent superficial appearances of\nthings, and permanent, fundamental spiritual realities; between artificial\nstandards of living and of a noble life of true worth; between blind obedience and cheerful and willing service to righteous causes, so that the\nindividual may learn to live a beautiful life filled with noble thoughts,\nwith purified emotions, and with a rationalized and spiritualized will,\nmotivated by the highest ideals of service to man and to God.\n\nThese\n\nspiritual values are, after all, the fundamental essence of all great religions, and if the public schools can create and develop these spiritual\nvalues in the hearts and souls of the children of our Nation, then we\nshall agree that the public schools of America are built on the strongest\nand safest foundations, and are the greatest socializing factors for the perpetuation of an efficient and spiritualized democracy standing ready at all\ntimes to serve whole-heartedly and unselfishly all of mankind. Religious\ndenominational teaching with its emphasis upon differences of creeds, forms,\nand rituals, must be left to the homes and to the various denominational\n\nchurches, so that the moral standards and spiritual values established in our\npublic schools may be supplemented as the parents of the children deem best .\nIf the public schools of America will keep absolutely true to their sublime\nmission, and continue to inspire and to create essential spiritual values which\nwill expand and enrich individual souls, and inspire each to give the best of\n\nhimself in service to his fellowmen and to God, then the public schools can\neasily afford to ignore the attacks of selfish and vested interests, and steer\nsteadily along that clear course marked by the aspirations and hopes of the\nentire human family.\n\n\"Whatever is best in our American democracy today is mostly the result\nof good teaching, whatever is disappointing will be bettered and at length\ncorrected by the American public schools.\"\n\n"}
{"page": 171, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n150\n\nOUR CHILDREN'S NEGLECTED INHERITANCE\n\nMARGARET KNOX, PRINCIPAL OF PUBLIC SCHOOL 15, BOROUGH OF\nMANHATTAN, NEW YORK CITY\n\nThis evening, in our National Capital, I come before you, the most representative body of teachers in the world, with an earnest prayer that the\nwords of the speakers on this most important subject, \" Moral and Religious\nEducation for the Children of America,\" may fall into good soil, and that\n\nour message may bear fruit one hundredfold, and then may be multiplied\nagain and again, until the whole world is touched and quickened to new\nlife and to new endeavor to bring God and his worship as a reality into\nthe lives of our children.\n\nI come before you, first as a teacher of little children, and then as a\nteacher of teachers, in my supervisory position of principal of a big public\nschool in New York City, having learned long ago that, in the classroom\nand in the office, the thing that makes for successful teaching is that\nspiritual touch that reaches the soul, the individual soul of the child.\n\nWhatever degree of success I may have had, in my many years of teaching, has been always because of my being able to get very near to the\nhearts of those children and teachers whom it was my duty to command.\nAnd so as I come before you tonight, I want to confess to you that I\nhave always been jealous because there was so much that I wanted to say\n\nto my class about the great realities of life, God, and worship, and prayer,\nand their own souls, and I was shut out from touching these deeper things\nfor fear of arousing suspicion that my motive was that of proselytizing\nbecause of differences of creed.\n\nAnd now there has come a great uprising. Something has happened!\nEvery city, every State, and the whole Nation seem to be aroused and alert\nand eagerly asking the same question, \"What is wrong with our schools?\nWhat is wrong with our systems of education ? What is wrong with\nAmerica ?\"\n\nWhen I knew that I was to speak here tonight upon this subject, I sent\nout for literature here, there, and everywhere, and always there came back\nvolumes and pamphlets and circulars showing that we all are seeking after\nthis religious training for our children; that we want it for the children\nof America now, and that we want help in finding the way to get it.\nHow shall we add to the education of every child in America today\n\nthe religious training that is his inheritance, and which for too long a time\nhe has been denied ?\n\nMay I quickly sketch for you the educational progress of the last century ? Even though most of you in my audience are teachers, perhaps you\nmay not have thought along this line.\nAs teachers, you are all spending your time with devotion and painstaking care in daily preparation of model lessons in geography, history, arithmetic, nature study, and domestic science, and with physical training and\n\n"}
{"page": 172, "printed_page": null, "text": "OUR CHILDREN'S NEGLECTED INHERITANCE\n\n151\n\ncommercial training that will fit our boys and girls to earn their own living.\nAll of this correlated wealth of instruction, we have believed, has brought\nAmerican education up to the very highest standard of efficiency; up to\nthe modern ideal of what education should be : the fitting of the child to\nmeet the demands of an onward, upward progressing civilization, fitting\nhim to live his own life as an individual in good fellowship with his\nneighbors.\n\nAnd what is lacking ? Has the education that neglects those subjects\nthat make for the spiritual development of our children, a well rounded\nplatform?\n\nI hear the answer from every school teacher: \"But we have a course\nof study in morals and ethics, in good manners and right conduct. We\nhave a code of morals and ethics to teach.\"\n\nPerhaps you have, but I should like to ask how definitely and well is it\nbeing taught? In my experience and knowledge, my answer would have\nto be, \"Not very well. \"\nThese short courses in ethics or civics which are written to direct our\n\nteachers in methods of character building are \"more honored in the breach\n\nthan in the observance,\" for there are very few teachers who know how to\nteach ethics; consequently that character building subject, the one that is\nmeant to develop and strengthen the child's spiritual life, is a neglected\nsubject. Teachers may or may not touch upon these lessons, as there is no\ntime assigned, and there are no tests given in them at the end of the term.\nIf the character building lesson is given at all, it is done in such a perfunctory or desultory way that it is valueless.\nNow come questions of prime importance:\nWhat do we mean by religious education for our children ?\nIs this religious education necessary for the full development of a child ?\nIf it is necessary, how can we get it for the children ?\nThese are the questions that have come to us as American teachers with\n\nthundering intensity in these latter days when all the world seems at odds\nwith God and His righteousness ; when great wars can be precipitated by\nso called religious God-fearing nations ; when great legislatures and governments can be looked at askance for an explanation of trickery and dishonesty that blot out all high ideals of a straight-thinking and loyal statesmanship; where youth of our great colleges are counted \"morally insane\"\nbecause of a crime unspeakably inhuman and cruel; when the older ones\nclose their ears and shut their eyes and cry out, \"Oh, woe is me!\" as they\n\nlook upon the loose living of our boys and girls, in their escapades in colleges and high schools, drinking, smoking, petting parties, with the boastful\nlaugh, as they tell how they break the law of the land, and elude the\nofficers of the law.\n\nThere are very few of us today who can truthfully say, \" I have never\nseen or heard any of these things in real life that make the headlines\nof our newspapers so glaringly awful, and therefore I cannot believe that\n\n"}
{"page": 173, "printed_page": null, "text": "152\n\nNATIONAL EDUCATION ASSOCIATION\n\nthey are true.\" Even teachers, in their rather secluded lives, must know\nand believe that great unrighteousness exists.\nStatesmen, judges, jurists, and others in high places have been appalled\nby the on-rush of crime, so that even these men of calm unemotional\nexterior have been forced into the open with a call upon the Nation to provide some panecea for the ills that they look upon daily.\nJustice Joseph C. Cropsey, after his trial recently of four New York\nboys who had committed a cruel murder, and after he had sentenced them\nto death, rushed on into an indictment of the men and women of the city\nwho had not provided religious training for the youth of the city. He\ninvited them all to join with him in a crusade to teach boys the worthwhile\nthings of life. He said, \"A dozen years on the bench have shown me that\nour boys can be saved only by religion.\"\nThomas C. T. Crain, one of New York's most beloved judges, has come\nout as an advocate of the children to see that they get their rightful\ninheritance.\n\nHe describes, in his pamphlet, \"Some Pleas for Adequate Religious Instruction for the Young,\" what is meant by religious education, in a paragraph that I shall quote here. He says :\n\"Educators of all shades of religious belief lament the hampering restrictions which permit the child to be taught geography, but not about the\nGod who made the earth ; botany, but not about the God who clothed the\nflowers ; physiology, but not about the God who built the man; astronomy ,\nbut not about the God who guides the stars; history, but not about the\nDivine Providence in human affairs; human laws, but not the divine commands for human conduct.\"\n\nAnd this is what we mean by religious education. The sort of education that gives more than incidental knowledge about God. We want our\nchildren to learn to know God and to love Him.\n\nWe want them to know\n\nthe existence of God, His creation of the universe, His power, His justice,\nHis love, His mercy, His commandments, the immortality of the soul ; the\nfuture state and the relation which conduct and faith bear to it; the obli-\n\ngation to pray, the efficacy of prayer, and the sources of spiritual enlightenment. We want our children to grow into American manhood and womanhood bearing their religious beliefs in the open-not hidden under a mask\nor behind a sheet each one proud to say, \" I believe in God, and I worship Him in spirit and in truth, as a Jew, or a Catholic, or a Protestant,\naccording to my understanding of his message to the world.\"\n\nWe want the children to know the greatest thing in the world, and\nwhat it is to walk with God.\n\nIs religious training necessary for children today ?\nThese judges that have spoken to you seem to feel that most of the\nlives of the criminals that come before them are failures because of lack\n\nof religious training.\nI can give you a homely illustration of the ethical code that thousands\nof little children are brought up on today, in our great cities, where the\n\n"}
{"page": 174, "printed_page": null, "text": "OUR CHILDREN'S NEGLECTED INHERITANCE\n\n153\n\nforeigner has come to this land of America, where freedom is so alluring\nthat he has shaken off even the religion of his fathers, and has become one\nwithout religion.\n\nTwo small girls, six years old, of foreign parentage, were overheard\ninthe following dialogue, after school the other day:\nMary: My father has a new car.\n\nYetta: My papa needs a new car. His old one is very, very old, so he\nis going to leave it outside and get it stolen, and then he'll buy a new one\n\n! with the insurance money.\n\nMary: Tell your papa if he wants his car to be stolen, he'd better paint\nitup; for no one would steal an old, dirty car.\nParents come in to school in answer to the call of the teacher because\n\ntheir child has been caught cheating. And the consternation is not caused\nby the sin of the child but by the fact that she is to lose her place in\nthe class, or have a bad mark on her report card, or that she has been\ndiscovered while her little classmate, who acknowledges the same sinful\nact, has not been found out.\n\nAll of these things point to a low moral standing in the home-the\nhome that used to be the place for moral and religious training.\n\nAnd so our children have fallen upon evil days, when neither the home\nnor the school has made provision for training in ways of righteousness ,\nand when the churches and church schools are empty.\n\nAre you acquainted with the figures that tell of this woeful neglect ?\nIn the United States there are 52,097,149 youth under 21 years old ;\n25,189,519 people of all ages in religious schools ; 27,000,000 youth under\n21 without religious instruction.\nIn New York City there are 1,200,000 pupils in elementary schools,\npublic and private; 454,000 pupils in church schools of some kind, day\n\nor Sunday school, Jew, Catholic, and Protestant ; 746,000 pupils in New\nYork receive no religious instruction.\nCrime is increasing among children. One in 14 boys, aged 12 to 20,\nis arrested and brought to court. Eighty-five per cent of our criminals\nare between 17 and 25 years old. The average age of the criminal has\ndropped from 25 years to 20 years. Ninety per cent of the children\nbrought to one court report that they never attended Sunday school.\nWith these startling figures before you, are you ready to take up with\nme the third question, \"How are we going to get the sort of training\nthat our children need to make them upright men and women, and that\nour country needs to keep it in the straight and narrow way, so that it\nmay stand unashamed before the world ?\"\n\nHow are our children to learn about God and the Bible, if 55 per cent\nof the homes of America are unchurched homes, where religion is never\nspoken of, God's name never uttered except flippantly or in taking His\nname in vain, and where the children are not sent to Sunday School ?\nWhat will the future citizens of America be without such knowledge ?\nHow can the affairs of the Nation be entrusted to those who are not God\n\n"}
{"page": 175, "printed_page": null, "text": "154\n\nNATIONAL EDUCATION ASSOCIATION\n\nfearing and upright? And how is our Nation to remain a great power\namong the nations of the world, unless we train up the children of today\nto ideals of justice and righteousness and religion ?\nIn answering this last most important question, I want to sketch rapidly\nfor you the movement for religious education in the city of New York.\nIt is now nearly four years since an interdenominational committee\nmade up of representatives of Jewish, Catholic, and Protestant faiths\ncame before the Board of Education with the request that the schools\nof the city be closed for one hour on one afternoon each week in order\n\nthat children and teachers might be free to repair to their own places of\nworship, church or synagogue, or parish house, for religious instruction.\nTheir desire was to arouse the city to the great need for more religious\neducation for all its children, and to arouse churches and Sabbath schools\nto activity in opening wide their doors for the gathering in of all unchurched children, and to arouse parents to a realization of their duty\ntoward their own children in giving them religious education at home\nand in connection with the churches .\n\nThe outstanding provision of the request was that the Board of Education, representing men and women of all creeds, should publicly call\nattention to the great need for religious training, and should be willing\nto provide the time for it, but that such instruction should not be given\nwithin the school buildings.\n\nFor three evenings, this simple request was thrashed out before an\naudience tense with emotional bitterness.\n\nWe all got a shock when those\n\nopposed to the resolution were allowed to speak.\nMost of those who opposed it were fearful that the separation of church\nand state would be interfered with. They talked loudly of freedom of\nreligion, freedom of speech, freedom of thought; also what a crime it\nwould be to have any religion taught in the public schools. They spoke\nof our country's foundation being built upon the freedom found at\nPlymouth Rock.\n\nAs I listened, I could not help but think of how confused and garbled\n\none's thoughts become as history is unfolded, and how we lose sight of\nthe original purpose in many great events. What was the real meaning\nof the freedom that was founded in the Plymouth colony? Why did that\nlittle band brave the storms of a wintry ocean and of an unknown land?\n\"What sought they thus afar?\nBright jewels of the mines,\nThe wealth of seas, the spoils of war ?\n\nThey sought a faith's pure shrine.\n\"Ay, call it holy ground,\nThe ground where first they trod.\nThey left unstained what here they found,\nFreedom to worship God.\"\n\n"}
{"page": 176, "printed_page": null, "text": "OUR CHILDREN'S NEGLECTED INHERITANCE\n\n155\n\nThat was the great purpose of their adventure. They wanted freedom.\nFreedom to worship God. Theirs was a great religious movement, and\nupon such a foundation was this great Nation of ours built. That little\nband of Pilgrims came in search of freedom, but it was freedom with God\nand His worship enthroned in its heart.\n\nHow far to the other extreme the pendulum has swung in these three\nhundred years! Then, little else but religious training in the schools ;\nnow, no religious training in our schools.\nThis offer on the part of the Board of Education of a great city to consider the setting aside of one hour a week for the purpose of religious\neducation is a matter of nation-wide importance. It is a matter that\nevery parent, every teacher, every church, every citizen should take into\ncareful and prayerful consideration.\nI am sorry that we did not have the opportunity to experiment with\nthat hour. I can see our Catholic friends gathering in hundreds of children into these afternoon classes, in addition to the 100,000 already receiving religious instruction in the parochial schools. I can see the devoted\nJewish teachers hastening, in even larger numbers, to open more and\nmore centers for the instruction of Jewish children in Hebrew and in\nthe Jewish doctrines, in preparation for their Barmitzvah or confirmation. And I can see a real awakening, and a shaking off of the lethargy\nand inertia of our Protestant people as they see the children hurrying\npast closed church doors and entering by-ways of the Roman Catholic\nand Jewish gateways .\n\nI feel that if we had got that hour, all religious faiths would have\nthrown open their own churches and Sunday schools, and would have\njoined the crusade to bring our great army of children under religious\ntraining.\n\nAnd this is my plea to you tonight. The children of America are crying out for bread, for the bread of life. All creeds are hungry-Jew,\nCatholic, and Protestant alike. Thirty-eight hours a year, if in Sunday\nschool, is starvation rations for the greatest army in the world.\nWe, the National Education Association of America, should arise in\nour might and send abroad the message : \" Our children are in great need,\nand we stand ready to bring relief. They must have religious training.\"\nThere should be nation-wide recognition of this need, and then state\nand church, and home and school should work together to fill the need.\nThe State should set aside the time for religious instruction by readjusting and rearranging time schedules of its secular schools in such a way\nthat an opportunity for religious training will be found in every school\nsystem throughout the land. Close all schools throughout our country\nfor one afternoon each week, and with a fearless trumpet call let the\npeople know for what purpose this time has been given to them.\n\nIf necessary to pay back to secular instruction these hours devoted to\nreligious instruction, let the time thus taken be added to the other four\ndays of the school week.\n\n"}
{"page": 177, "printed_page": null, "text": "156\n\nNATIONAL EDUCATION ASSOCIATION\n\nPublic opinion is a strong influence in any community, and when public\nopinion says that children need religious training and must have it, you\nwill find the community arising in its might to meet that need.\nThe place for this instruction is in the churches. Let all churches\ngather themselves together and prepare a warm welcome for the children\nwho will flock to them when this religious education becomes the custom\nof the land.\n\nAnd here let me say that there should be no mean religious school surroundings for the children of any creed. Give them the best that you\nhave. Put these schools into your church budget and call upon the people\nto provide adequate equipment and well-trained teachers. Use the\nchurches, parish houses, and parochial schools to their fullest extent, until\nthe time comes when our great public-school buildings may be used for\nthis purpose just as pleasantly as any extra school activity is carried on in\nthe school buildings now.\n\nWhere shall we find the teachers for this work? \"Ay, there's the rub.\"\nAnd yet my belief is my creed well founded. I believe in the teachers\nof the United States, and I am sure that when the call comes for religious\nteaching for our children you will find hundreds of our devoted teachers\nof all creeds flocking with their children to the religious schools near by.\nAnd that in a short time you will find that they are able to apply their\nknowledge of pedagogical methods and discipline to good account in the\nteaching of Bible literature and music and geography and history, leaving\nto the pastors and preachers that sort of training in doctrine and theology\nthat will lead the youth of America to decide what creed they will choose\nwhen they are old enough to decide for themselves. Equip every center\n\nwith four paid teachers-principal, musician, clerical, and visitor.\nThe course of study for these religious schools should be of the simplest\nform for the little folks and should have things in common for all creeds.\nIt should teach children to have respect for one another's creed and to\nlook with reverence upon the worshipful spirit that leads children to speak\nof God and His church. All children should know that every child is\nsupposed to go to a religious school, but no marks or ratings should be\nrecorded any place else but in the religious school itself.\nWe hope that the message this evening will be as a coal of fire from\nthe altar to touch the lips of hundreds of our teachers so that they may\nspeak in their own communities, and that presently it will be possible to\nsay and to sing, \"Like a mighty army moves the church of God\" ; and\nthat army is to be the boys and girls of our beloved land, trained spiritually, religiously, the young soldiers who have learned to know God as the\nonly reality and to walk with Him always, making Him the daily companion of their lives.\n\nWe do not need more national development; we need more spiritual\ndevelopment. We do not need more intellectual power, but more moral\npower. We do not need more knowledge; we need more character devel-\n\n"}
{"page": 178, "printed_page": null, "text": "TEACHING BUSINESS MORALS\n\n157\n\nopment. We do not need more government ; we need more culture. We\ndo not need more law; we need more religious instruction. We do not\nneed more of the things that are seen ; we need more of the things unseen.\nWhen this vision is realized, America will be able to say and to sing :\n\"Mine eyes have seen the glory of the coming of the Lord. \"\n:\n\nTEACHING BUSINESS MORALS\nWILLIAM BYRON FORBUSH, THE UNIVERSITY SOCIETY\nNEW YORK CITY\n\nThe discussion carried on by our National high school debating society\nin the Capital all last winter amused, irritated , and admonished the whole\n\ncountry. Perhaps the most important lesson they taught was this: The\nstandard of business morals in America is higher than that of political\nmorals. Things were done recently by public officials that would have\noccasioned the expulsion from any trade association or gentleman's club\nof any business man who had been guilty of them.\nThe increase in crime has been so tremendous that it constitutes a\n\nNational peril. It is estimated that over three billion dollars are lost in\nthis country every year as the result of theft, fraud, and treachery,\nincluding the expenses of courts and instrumentalities of justice. The\nincrease of burglaries has been twelvefold and of embezzlements sixfold\nduring the past ten years. The cleverness of thieves is such that they\nhave organizations that constitute veritable crime trusts. The depraving\nof youth has gone on to such an extent that the average age of criminals\nhas gone from thirty-two years nearly to twenty-one. Yet with all this,\nthere has been a steady rise in business morals. The \"money back\" principle has been adopted by retail business. There is a powerful organiza-\n\ntion of advertising men that makes truth-telling obligatory. The bankers\nof America are teaching honesty by talks from business men in the public\nschools.\n\nWhat of the school children themselves ? The children are becoming\nconfused by what they behold around them. The newspapers are full of\ndaily accounts of apparently successful exploits of theft of large sums of\nmoney. The movies teach that the reward of strength and beauty is\nluxury and limousines, whatever methods strength and beauty may employ.\n\nConversation in the home too often enforces this suggestion : \"Everybody's\ndoing it.\" In consequence, it has been said that the motto of the modern\nschool child is, \"Anything to get by.\"\nIn the much mooted question of teaching morals in school, we encounter\nthe absolute necessity for teaching business morals. Nearly all young\npeople today, girls as well as boys, are going to have real contact with\nbusiness. The place where moral decisions are made and used is chiefly\nin the shop, the store, and the counting-house. Morals today are mostly\n\n"}
{"page": 179, "printed_page": null, "text": "158\n\nNATIONAL EDUCATION ASSOCIATION\n\nbusiness morals. And yet how poorly and indefinitely are we meeting\nthe subject of modern morality. We disguise the subject under the vague\nname of \" citizenship.\" We use textbooks based on the simple home and\ncommercial customs of a century ago, and use as examples Benjamin\nFranklin and Peter Cooper. Our discussions are miles away from reality.\nBusiness morals is not a new subject; it is life itself. Perhaps the most\nsignificant fact in a modern school is that the student body is going almost\nwithout exception, within a very few years, into the world of affairs, and\nthat world today, as never before, is demanding integrity. We have no\nright to use our skill as teachers in turning out educated crooks. We\nhave no right to issue a graduation diploma to anyone for whom we would\nnot sign a fidelity bond.\n\nHow shall we do this? Josh Billings was once asked to take the bull\nby the horns. He remarked: \"I prefer to take him by the tail. I can get\nhold of him just as well, and I can let go easier.\" We may, in teaching\nmorals, take the bull by the horns or by the tail; we may use the direct\nor the indirect method.\n\nThere is room and need for both.\n\nThere is need of textbooks and reading books that teach modern ideals\nof business ethics explicitly and by practical examples. There is oppor\ntunity for indirect methods.\n\nWe have our chances in commercial arith-\n\nmetic, in history, and in current events. The children may be taught\npractical thrift, budget-making, and responsible accounting, and all these\nare ways to honesty. The children may be encouraged to conduct honesty\ncampaigns, and evolve codes for school-room conduct. There is no more\neffective place than on the school ground, and no more effective agency\nthan clean school athletics. We become powerful influences for honor\nwhen we never permit dishonesty to work in any realm of the school life.\nThere ought to be recognition of honest conduct in school grades. In\nsome schools already there is a column in the school record cards for\n\"trustworthiness.\" All other subjects are graded, but this being a matter\nin which there can be no grades of perfection, since one either can or\ncannot be trusted, the recognition is either by a yes or a no. If the child\nis not trustworthy, it is a matter for conference with the parents. If he\nis not trustworthy, he is not promoted. The school simply refuses to put\nits stamp on absence of character.\n\nworld a tainted product.\n\nIt refuses to turn over to the business\n\nSuch a person might be elected to Congress or\n\neven become a member of the President's Cabinet, but the National schools\n\ndecline to label such as the product of their discipline.\nPerhaps the most convincing opportunity comes to the teacher in his\noccasional contact with enlightened modern business. Nearly every teacher\nin the upper grades is occasionally asked to endorse the application of some\npupil for a fidelity bond. He is asked to certify: \"I have never known\nthis pupil to do anything dishonest or dishonorable.\" He assumes a serious\nresponsibility in doing this. He knows that business is asking something\nof the school which the school is not definitely enough planning to furnish.\n\n"}
{"page": 180, "printed_page": null, "text": "TEACHING BUSINESS MORALS\n\n159\n\nAnd yet he is not honorable himself, if he signs such applications care-\n\nlessly. I think every high-school principal ought occasionally to read one\nof these application forms to his pupils. They constitute the Ten Commandments of modern business. I think he ought to impress upon them\nthat they cannot pass even the threshold of the world of affairs without\ncommon honesty. It is simply not true that today, in business, you can\n\"do anything if only you can get by.\"\nFor more than a hundred years, our two National academies, Annapolis\nand West Point, have set a notable example in this respect. At West\nPoint, for example, if a student ever cheats in an examination, it is\nregarded as an offense against the spirit of the school so enormous that\nits punishment is not trusted to the faculty, but is taken care of by the\nstudents themselves. The offender is visited by a committee of cadets and\nistold gruffly that \"he does not belong here.\" He usually leaves that very\nday. The offense has no excuse or pardon, and nobody guilty of it is given\na second chance.\n\nWe need something more than textbooks or devices of teachers. We\nneed this spirit in all our schools, what the cadets call \"the spirit of the\n\nService.\" Our young are going forth to serve our country, in times of\npeace, thank God, but they need-we all need-the motto of West Point\nas our guide: \"Duty, honor, and country.\"\nFUNDAMENTALS OF CHARACTER TRAINING\nEDWIN D. STARBUCK, PROFESSOR OF PHILOSOPHY, STATE UNIVERSITY\nOF IOWA, IOWA CITY, IOWA\n\nMark Twain tried his fortune in the early days investing in gold stock\nwith the usual disastrous result. His friends, always ready with advice,\nled him to believe that he would prosper only by forming a new company,\nso he could, as they phrased it, get in on the ground floor. He did so ; the\nluck was not improved. They found, he said, that although they were\nsecurely on the ground floor, there was a darn fool in the basement.\nWhen we try to start afresh in education and make of the public school\nahouse of wisdom in which training for character is on the ground floor,\nwe find always not one but four darn fools in the basement. They sit\nshaping their tools of culture and guarding their methods, threatening us\nalways with spiritual bankruptcy. There in one corner of the basement is\nmechanism, the artisan, devising and providing the instruments of knowledge with which to develop the \"skills\" of learning, hedged about with\ncountless tools, like a carpenter smothered with a wealth of appliances\nbuthaving no zest for the building. And in that corner is a second fool\ncalled information, the anemic highbrow, assembling facts and describing\nlaws, proud of the magnitude and diversity of his collections. In a third\ncorner is a giant, institution by name. He is surrounded with sets of\ncurves, tables, statistics, diagrams, programs of promotion, lists of rules,\n\n"}
{"page": 181, "printed_page": null, "text": "160\n\nNATIONAL EDUCATION ASSOCIATION\n\nplans of construction, in bewildering array. In a fourth corner is a hoary\nfigure bearing the legend tradition. He kneels in a state of reverence but\nconstantly gazes backward over his shoulder in obeisance to the wisdom\n\nof generations gone by and invites all who dwell at our educational house\nto pay homage to Socrates, Froebel, Horace Mann and all those who in\ntheir day pointed out the way of educational progress.\nThe first thing to do in setting our educational house in order as a\ncharacter-developing concern is to drag these gentlemen up out of the\nbasement and put them to work. Whenever we try anything simple and\nfundamental in the public school it is these denizens of the basement that\nhoodwink us. They would drag us down to their level. They din our\nears full about the need of better skills, fuller possibilities of organized\n\nknowledge, more perfect organization and the more circumspect observance\nof well-tried methods. They clutter our house and benumb our children\nwith tools and facts and rules and conventions.\n\nThese disturbers are all needful. Indeed, they are entirely essential to\nthe health of the school. A fool is but a normal person, a potential genius,\ngrown stale or gone wrong.\n\nMechanism should live among children,\n\ninstead of slumping in the cellar. He can make of our schools not workshops of devices but houses of efficient service. Information has been converting our schools into museums of curious knowledge. He can trans-\n\nform them into temples of wisdom. Institution is the greatest architect\nand builder of modern life. He is inclined to forget his true function\nwhich is socialization, not organization. It is the high mission of tradition\nto open up the rich treasures of the past in order to give spiritual orientation so that our pupils can meet the present work in a spirit of reverence.\nThis, then, is the first step in character education-while developing\nthe school as a mighty institution, while cultivating in the minds of children the skills with which to achieve success, while furnishing their minds\nwith fact and truth, to banish everything that is not directly or indirectly\nof genuine significance to the developing life of individuals and groups.\n\nThis suggests the second step, if the schools are to train for character.\nIt is to set children ever afresh in the midst as the center of interest-real,\n\nlive, healthy, happy, growing, purposive children, individually accomplishing and mutually responding. The game is being fairly won when the\nschool becomes a society of interested personalities who, under wise guidance, come to react gracefully and thoughtfully to one another and to\nall the situations that arise naturally in their life together. The signs are\npointing in this direction; the socialized school, the socialized recitation,\nthe problem-project methods of instruction, student participation in the\nconduct of the school, the Dalton and other plans that respect the individuality of children and make their social contacts real and vital.\nWe have eternally to remind ourselves that in the midst of the paraphernalia of school life, the child himself, pulsing with life, smothered\nunder the trappings of instruction, is the beginning, middle, and ending\nof all our endeavor and is the object of our loves and enthusiasms. It is\n\n"}
{"page": 182, "printed_page": null, "text": "FUNDAMENTALS OF CHARACTER TRAINING\n\n161\n\nan imposing question with a doubtful answer whether with the vastness\n\nand the intricacy of the organization of the modern school, the flowers\nand fruit of the spirit are not to be trampled and crushed out.\n\nOur\n\nso-called civilization is brought to nought unless the school can remain,\nas Froebel thought, like a garden for the culture of personalities. Character is something that grows. It can not be produced in a factory by\nmachine methods. The school is made for children, and not children for\nthe school.\n\nNow for the third step in improving our educational house. The game\nof character education is more precarious than that of mining. In our\n\ntask there are fools also in the garret who spoil the game. There are those\nwho believe that morality is somehow apart from and above the busy day's\n\nlite. They would take time off from the ordinary occupations to giveto give, mark you-moral instruction. They take pupils away from the\nschool life in order to enjoy for a season the real life of moral perception .\nThey sin against the health of the school and the moral growth of children.\nOthers would find an \"upper chamber\" in which, secure for the moment\nfrom the clatter and disturbance of common activities, they sentimentalize\non the \"good life\" with the aid of story, song, recitation, and exhortation.\nThere are those who repair to rooms in the garret in which are shown\n\nglass cases of specimens labelled \"The Virtues.\" They set the children\nto the irksome task of cataloguing and counting and describing these\npickled flowers and fruits of conduct.\n\nThere are other upper rooms\n\ndevoted to moral self-analysis under the direction of spiritual diagnosticians\nwho teach pupils to keep their fingers on their spiritual pulse and to discipline their natures until they can say \"I am kind,\" \"I am obedient,\" \" I am\npatriotic,\" \" I am helpful.\" Still other chambers in the garret are occupied\n\nwith ethical stargazers who speak in breezy terms about abstract ideals.\nIf our schools are to be healthy places for developing the wholesome impulses of good personalities, we must lift off these upper chambers and discard most of their paraphernalia and bring these spiritual experts down\non the main floor. We must stop rubbing \"The Virtues\" into the mental\nskins of our children.\n\nWe must reduce to a modicum all the direct moral\n\nappeals that are apt to end in sentimentality or insincerity. We must\nminimize the introspection and vivisection that threaten to lead to paralysis, artificiality, and introversion. We must plant the good life in the\nmotivated conduct of active children who learn by experience to cope successfully with the real situations that confront them, and who find out,\nby painful defeats and hard-earned insight, how to master these situations.\nWhen pupils have to wrestle and wrangle with the exigencies that arise\nin overcoming some difficulty or in solving some problem of social adjustment, they are acquiring those refined judgments leading toward insight\ninto the meaning of right behavior that is the raw stuff out of which\nmoral ruggedness is being made. Whenever the school becomes a society\n\n"}
{"page": 183, "printed_page": null, "text": "162\n\nNATIONAL EDUCATION ASSOCIATION\n\nof interested personalities in which live situations take the place ofethical\nprecepts, the virtues will take care of themselves. A virtue is a conceptual\nsymbol of a fitting response made conscious, personal, and lovable. The\nkingdom of moral values is within the minds, hearts, and muscles of\nchildren.\n\nFourth step. Teachers must have shining sun-clear in the midst of all\nthey do the true \"objectives\" of character education.\n\nOtherwise their\n\nconduct is like a voyage without a port, a journey without a destination,\nplanting and tilling without a possible harvest. In our new way of thinking, these objectives are found in relation to the permanently significant\nhuman situations that make up the personal, social, and ideal life of\n\nhuman beings. They are: right attitude towards family, the social group,\nwealth and its uses, animals, vocation, civic relations, the facts and truths\nof science, the beauty of nature and art, health of body and mind, a cosmic\n\norder and all other integrating and determining centers of conduct and\nobjects of response. The teacher is to be a masterful student of sociology,\nbiology, economics, ethics, religion, and history, who can glimpse enough\nof the human program to sense these objectives and to know that everything she does has some significant leading in their direction. She will not\ntalk with younger children about these objectives, these guiding suns and\nstars of all her endeavor, perhaps never; but they will shine so clearly and\nexpress the warmth of her heart so surely that they will condition all she\ndoes and the spirit of her activity. Our fourth step, then, is to substitute\nobjectives and situations for virtues. It is normal and wholesome not\nonly for children but for adults to look predominantly outward, with\ndiscipline of thought and conduct concerning proper attitudes toward\nobjects that require adjustment, rather than inwardly upon states of mind\nthat need to be cultivated.\n\nFifth step.\n\nUse the entire school program for training in character.\n\nWe are ceasing to regard the moral life as a special compartment of the\nentire personality. For the most part, we must desist from setting aside\n\ntimes and seasons for special instructions in morals. The good person is\nnot good in an abstract and general way. He is one who habitually meets\nevery vital situation gracefully, thoughtfully, helpfully, and ideally.\nWhenever difficult situations arise naturally in the course of studies, or\nin the occupations of the school, these must be met with all the tact,\n\nseasoned judgment, and sustained thinking that teacher and pupil can\nsummon.\n\nProgressively as children grow older, these occasions will arise\n\nmore frequently and demand the most acute discrimination of right from\n\nwrong attitudes, the most painstaking definitions of moral concepts and\ngroupings and classifications of the virtues. There is hardly any limit\nto the acumen and refinement of thought children can command when\n\nthey face a real situation. There is hardly any thinking to which they\ncan be driven when forced up against an artificial situation. This process\n\n"}
{"page": 184, "printed_page": null, "text": "FUNDAMENTALS OF CHARACTER TRAINING\n\n1\n\n163\n\nmust not stop until, in the high school, every boy and girl is conducted\nby a wise teacher through a course in elementary ethics so that all our\n\ncitizens learn to think their way beneath the surface flow of events and\nto make quick and accurate judgments about right conduct. Aside from\nthis insistent truth, let us admit that the occupations of every minute of\nthe day's life in school-in geography, history, literature, science, plays\nand games, songs and pastimes --should be permeated with such a quality\nthat the content and spirit of it all has distinct drives in the direction of\nthe objectives which represent special fitnesses for successful living.\nThe school program in its entirety must be a character-developing enterprise. This will become possible only if teachers and builders of programs\nofeducation do a great amount of shoveling out from the school curriculum\nmorally irrelevant and objectionable occupations and gain skill in reaching out and bringing in those materials and appliances that will enrich\nthe school program, temper its quality, and point everything that is done\ninthedirectionof the true objectives. Teachers must have ready reference\nto the best stories that stir the impulses of courage and heroism, and the\n| choicest poems that awaken a sense of the beauty of natural objects, the\nrecords in history that show the possibility of service through wealth,\nsongs that voice the spirit of love and loyalty, and so on through an end'ess list of the tools of culture that can vitalize and give moral significance\nto everything that is done.\n\nThere is need of extensive classified bibli-\n\nographies that may be placed within the hands of all teachers to show\nthem where these materials can be secured.\n\nThe Research Station in\n\nCharacter Training and Religious Education at the University of Iowa\nhas under way the project of supplying these selected bibliographies, and\naspires to place them, in a little more than a year, within the reach of all\nteachers.\n\nSixth step.\n\nWe shall have to widen the range of what we mean by\n\nmorality. We must throw out the walls of our educational house until\nthey cross those of the home, the state, the church, and the industrial\n\norder. We must incorporate in this growing society, the school, the best\nof all these vast institutions that have falsely been considered extraneous\nto our tasks. We have already taken over into it much of the spirit and\nmost of the problems of the home. The state and practice in statecraft\nremain too much out there as affairs apart, while the school exists as a\ntoo shriveled in, artificial enclosure in which children are dominated under\na plutocratic control. We must not stop until the pupils have, before\nthey graduate from the people's college, the high school, fourteen years\nof practice in citizenship, in a true institution, the public school, which\n\nis at the same time a true society. Out there stands the church; within\nthe school there is too much hardness and coldness.\n\nWe shall keep right on planning and working until the spirit of reverence for high things and love of truth and righteousness that religion has\n\nso long conserved, are the natural fruitage also of the public school ;\n\n"}
{"page": 185, "printed_page": null, "text": "164\n\nNATIONAL EDUCATION ASSOCIATION\n\nuntil the facts and truths of science are radiant symbols of the poetry of\nthe world. He is not yet a truly moral being whose heart does not respond\nto the meanings that lie within and beyond the stubborn facts, the hard\nduties, and the imposing truths with which he is hedged about. Out there\nare the industries and vocations, heavy, urgent, often brutal; and why not,\nyou say ; for business is business, just as pigs is pigs. Within our enclosure\nall is passive, gentle, and bookish. We shall change all that. Do we\nnot see hopeful signs of filling the school with significant occupations\nvibrant with a feeling of their worthwhileness ? We may make the transition easy and natural, if we will form the creative activities of the school\ninto such vitalized business as shall transform the spirit of this work-a-day\nworld. It requires but a little imagination to hear in the hum of the\nwheels of industry a song of human improvement and fulfilment. It takes\nnow but a tiny bit of wit to appreciate the gain to every one-even the\ninternational benefits of saving and earning and spending and rightly\nconserving the wealth of the world.\n\nHe is not yet a moral person who spends most of his time and energy\nat forced jobs that are tough, slavish, and selfish. We must become so\ncompetent at personal direction and so skilled in specialized training that\nboys and girls inevitably carry over into their breadwinning something\nof the tense nerve, the buoyancy, the fine sportsmanship they exercise in\ntheir competitive games, glorified also by the satisfaction of highest human\nservice. That is our sixth point, then, that the moral values cultivated\nin the school must be coëxtensive with the moral good of the whole range\noflife.\n\nSeventh step, and lastly. Before we get very far with improving our\nhouse of wisdom, we shall have to deepen our knowledge of child nature\nand of the laws of its development, and gain a profounder insight into\n\nwhat we mean by character. This improvement will come in part in the\nold-fashioned way shown by those fine souls like Pestalozzi, Froebel, and\nJane Addams, who have put their honest minds in touch with growing lite\nand told us what they have thought out. But most of all, it will have to\ncome from the laboratory work of technicians who are observing, experimenting, and analyzing under controlled conditions the types of behavior\nthat we call moral. Within two decades these experts have shown us more\nabout mental skills, for example, and how to acquire them than human\nbeings were able to learn by ruder methods through all the preceding\ncenturies.\n\nThese technicians are moving now into this newer and more\n\ndifficult field of research.\n\nThere are now no fewer than two hundred\n\nof the best minds in America who are attacking by the refined methods\nof science this more intricate and far more important world of moral\n\nvalues, what they are, how they arise and how, if at all, they can be culti\nvated. Due to the successes already achieved and in sight, we are just\nnow entering upon a great new era in which we are acquiring a knowledge\nof the hidden springs of conduct, the unexplored reaches of personality,\nthe nature of this hitherto indefinable thing called character.\n\n"}
{"page": 186, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n165\n\nWithin a few years we have gained such control of growing things that\nit is easy to adapt the peculiarities of plants and animals to new environ-\n\nments, and even to create, at will, new varieties. We are now gaining\nconscious control of human development. The future of humanity, the\ndestiny of nations, the direction of human progress, are in the hands not\nso much of makers of laws or captains of industry as of teachers who are\nshaping the citizenry of the world. We shall be able to meet this challenge only as we keep our horizon clear, our purposes pure, our ideals high,\nand our zeal for fuller knowledge unabated.\nADDRESS OF WELCOME\nJOHN J. TIGERT , UNITED STATES COMMISSIONER OF EDUCATION\nWASHINGTON, D. C.\n\nTwenty-six summers have passed since the teachers of the United States\nassembled in the Nation's Capital. William Torrey Harris, commissioner\nofeducation of the United States, made one of the addresses of welcome on\n\nthat occasion. J. M. Greenwood, superintendent of schools of Kansas\nCity, was president of the National Education Association. William McKinley was President of the United States. In the note of greeting which\nPresident McKinley sent to the convention, he used this sentence :\n\"In the important educational work which the Association has done so\nmuch to encourage I have the deepest interest, and believe that the best\nresults must come from such meetings, with their inspiration to even greater\nachievements than have characterized its work in the past. \"\n\nIt is well that we should pause at the end of a quarter of a new century\nto compare this occasion with that, to take our bearings again, and review\nthe achievements of the years.\n\nThe scene is the same, but many of the actors have gone on into the mysterious drama of the Hereafter. Others of them are still upon life's stage,\nbut no longer play a role in the affairs of the National Education Association. A faithful few of the cast of 1898 are with us in 1924 .\n\nAmong the principals on that occasion, Harris, the illustrious commissioner and America's foremost protagonist of Hegelianism ; Greenwood ,\nthe presiding officer, a revered veteran of education; Alexander Graham\nBell, perhaps the most distinguished figure in the picture, have passed on.\nJohn Dewey, Nicholas Murray Butler, Elmer Ellsworth Brown, and\nothers who had a prominent part in that meeting, are still conspicuous in\nthe educational arena, but have transferred their activities from the forum\nofthis Association. Among those who made leading addresses in the 1898\nconvention and whose enthusiasm for the work of the National Education\n\nAssociation has not been dampened by the flight of a quarter of a century,\nare Homer Seerley, who spoke on the theme \"The Essentials in United\n\nStates History to be Taught in Secondary Schools,\" and of course, Albert\nE. Winship, who spoke on \"The School of the Future.\" These last may\n\n"}
{"page": 187, "printed_page": null, "text": "166\n\nNATIONAL EDUCATION ASSOCIATION\n\nsome day grow old in years, but are still young and vigorous in the work\nof this Association. Winship carried on the work of the Association before\nit was born and his memory will be undimmed as long as the Association\nshall last.\n\nIt is interesting to note the messages delivered on this former occasion.\nDr. Winship began by an evident attempt to disturb the slumbers of the\n\naudience. Addresses seemed to carry the same narcotic properties that\nthey have today. In jocular vein, the doctor bantered his audience thus:\n\"This audience will pardon me if there is no attempt to be profound.\nThese heroic men upon the program have come to you one after another\nwith profound truths, and you have not cared a picayune for anything\nthey have said.\nIt is a strange commentary upon the situation\nthat these men who have spoken wisely and well upon themes in which we\nhave common interest have appealed to you less than the musicians who forgot their classic music and indulged in a merry bit of medley, in which even\nthe echo of the cornet was more inspiring than all the philosophy and\noratory of the platform. \"\n\nEvidently, the learned doctor, \"dipping into the future far as human\neye could see,\" could discern the approaching advent of the era of \"jazz.\"\nDr. Winship predicted that the future school would be interesting.\nHe asserted that it would be impossible to hold the attention of the child\n\nwith mere intellectual discipline, and prophesied the coming of the day\nwhen the truant officer and the rod would no longer exist as \"schoolroom\nattractions. \"\n\nHe said that the school of the future would be \"imperial,\"\n\nand remarked that \"imperial\" was a popular word. In view of our present\nday insistence on democracy in education, and the repeated references to\n\nthe democratizing power of the school today, it might appear to some\nthat the doctor was a false prophet.\nYet we must remember that this speech was made just after Dewer\n\nhad sailed into Manila Bay and the Spanish fleet had gone down at\nSantiago. \"Imperial\" was the word of the hour, but Dr. Winship\nused it figuratively to call up the enlarged opportunity of the school of\nthe future which he ventured to predict \"would possess the earth and the\nfullness thereof.\"\n\nIf the enriched and expanded curriculum of today fails to convince the\n\neducator of the realization of this prediction, perhaps Dr. Pritchett and\nsome of the taxpayers who have complained so vociferously of the increasing cost of education, might agree that the prophecy has been fulfilled.\nFew, if any of this audience, would ever surmise the burden of the address of welcome to the teachers in 1898 delivered by Dr. Harris.\n\nIf his\n\nsubject should surprise you, I venture the assertion that developments\nsince that July day in 1898 would surprise Dr. Harris still more. His\ndiscussion must have seemed untimely to many of that audience but, with\nuncanny foresight, he touched upon a subject which has become a burning\nquestion of this day. Let me quote a few paragraphs from his address.\nYou will quickly discern his theme. He said :\n\n"}
{"page": 188, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n167\n\n\"It has been only a question of time when we should take our place\namong the nations as a real power in the management of the affairs of\nthe world; when we should be counted with the great powers of Europe\nin the government of Asia, Africa, and the isles of the sea. It was a moment\nto be postponed rather than hastened by the patriotic citizen. When our\npower of producing wealth is increasing out of proportion with the rest\nof the world, and when our population is swelled by waves of migration\nfrom Europe, why should we be in a feverish haste to precipitate the\nnew era-the era of close relationship with the states of Europe ? For\nhere is the parting of the ways, and the beginning of an essentially new\ncareer.\n\n\"And it is this very summer that the hand on the dial of our destiny\nhas pointed at twelve, and for better or worse we have now entered upon\nour new epoch as an active agent in the collected whole of great powers\nthat determine and fix the destiny of the peoples on the planet. This new\nera is one of great portent to the statesmen of America. All legislation\nhereafter must be scrutinized, in view of its influence upon our international relations. We cannot any longer have that smug sense of security\nand isolation which has permitted us to legislate without considering the\neffect on foreign nations. Hereafter our foremost National interest must\nbe the foreign one, and consequently our highest studies must be made on\nthe characters, inclinations, and interests of foreign peoples. It is obvious\nthat this study requires a greater breadth of education, more specializing\nin history, and in the manners and customs of European nations; their\nmethods of organizing industries, as well as their methods of organizing\narmies and navies. We must even master foreign literatures and see what\nare the fundamental aspirations of the people. This points to the function of the system of education in the future of this country. This indicates the vocation of the schoolmaster in the coming time.\n\n\"The new burden of preparing our united people for the responsibilities of a closer union with Europe, and for a share in the dominion over\nthe islands and continents of the Orient\n\nthis new burden will fall on\n\nthe school systems in the several states, and more particularly on the\ncolleges and universities that furnish the higher education.\n\"There have been great emergencies, and great careers have opened to\nAmerican teachers, in our former history; but you stand today on the\nvestibule of a still more important age, the age of the union of the new\nworld with the old world.\"\n\nIt is quite surprising that more than twenty-five years ago Dr. Harris\nshould have stated the arguments so fully presented in the last Presidential\ncampaign. Evidently he had been an isolationist but the Spanish-American\nwar converted him to the belief that, from that day forth, our affairs\nmust inevitably be intermixed with those of Europe and the world. Here\nwe find the foreign policy of Woodrow Wilson stated so clearly that it is\nhard to dissociate it from the controversy through which we have passed\n\n"}
{"page": 189, "printed_page": null, "text": "168\n\nNATIONAL EDUCATION ASSOCIATION\n\nsince the treaty of Versailles. If this be surprising to us, it would be still\nmore surprising to Dr. Harris to learn that not only did we avoid participation in European and world affairs as a result of the Spanish War\nwhich appeared so significant to him, but that we have since actually engaged in a war involving all Europe and most of the world and are still\nmaintaining our position of political isolation.\nBut enough of the actors. What has the flight of twenty-six years\nmeant to the National Education Association ?\neducation in the United States ?\n\nWhat has it meant for\n\nAt the time of the last convention in Washington, the National Education Association was proud to have 6000 active members and 7000 or\n8000 associate members. Today, it numbers a total of 140,000 active\nmembers. That is to say, in twenty-six years the National Education\nAssociation has grown in active membership more than 2200 per cent, or\nat a rate almost equal to the membership of 1898 for each of the years\nthat have passed. Such a growth could never have been expected even\nby its most devoted and optimistic friends, and stands today a truly\nmarvelous achievement.\n\nIn 1898 the Association had no place it could\n\ncall home, but it now possesses one of the most desirable pieces of property in the city of Washington.\nWhat of education in 1898 and today ?\n\nIn 1898, there were 15 million\n\nchildren enrolled in the schools; in 1922, the last year for which we\nhave accurate figures, there were 2314 million children enrolled In\n1898, we expended upon education 194 million dollars ; in 1922, we expended 1 billion 580 million dollars. In 1898, there were 409,000\nteachers in our schools ; in 1922, there were 738,000 teachers .\n\nIn twenty-six years, enrolment in the schools has increased 50 per cent,\nthe number of teachers has increased 80 per cent, and the expenditures\nfor education have increased approximately 800 per cent. The figure on\nexpenditures is, however, largely fictitious, because it takes no account\nof the great difference in the purchasing power of the dollar at that time\nand today. These brief statistics tell an amazing story of stupendous\ngrowth. There has never been anything comparable to it in the history\nof education in any part of the world..\n\nAnd what of Washington ? Twenty-six years have brought a growth\nof nearly 200,000 people and have transformed our Capital, once spoken\nof slightingly in comparison with London, Paris, Berlin, Vienna, Rome,\nand other capital cities, into the fairest seat of government in all the earth.\nLying in the arms of two historic streams, girdled with wooded hills and\n\na broken plateau, Washington is like a cluster of diamonds set in a sea\nof beauty. Its wooded parks furnish a foil for its monuments of bronze\nand its temples of marble and stone.\n\nSince 1898 one of the most attractive\n\nof these parks, situated along the banks of the Potomac, has been reclaimed\nfrom a swamp. In 1901 began the beautification which is so evident today.\nIn that year a return was made to the original plan of the great French\nengineer, L'Enfant, begun under the supervision of George Washington\n\n"}
{"page": 190, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n169\n\nand Thomas Jefferson. Since 1898, monuments and buildings have been\nerected in such numbers as would be tedious to mention them. They\ninclude the Union Station, the Post Office, Continental Memorial Hall,\nthe Red Cross Memorial, the Pan-American Building, the National\nAcademy of Sciences and National Research Council, the House and\nSenate Office Buildings, the Interior Department Building, the Municipal\nBuilding, the new Bureau of Printing and Engraving, the New National\nMuseum, the Freer Art Gallery, the Scottish Rite Temple, many magnificent embassies, numerous temples of religion, and greatest of all, the\n\nLincoln Memorial, regarded by the Fine Arts Commission as the noblest\nstructure erected in the world in the last five hundred years. Only a\ntew great schools like Central High School have been built. Patriotism\nand proper respect for a great branch of the government forbid my saying\nwhy there have not been more schools built. Fortunately, one does not\nhave to tell the history of Washington, as is usually done in addresses of\nwelcome. Every teacher in the United States knows the history of Washington, not only since 1898, but from the planting of the seat of the\ngovernment here.\n\nWhy should the Capital welcome the teachers of America ? Reading\nthe addresses of welcome of 1898, I concluded that the speakers welcomed\nthe teachers in the Capital primarily because of the patriotic inspiration\nthey might receive here. An anthology of patriotic poems and songs was\nquoted to them, including \"The Star Spangled Banner\" and \"Dixie. \"\nUndoubtedly the fact that we were then at war fired much of the patriotic\nappeal at that time. I shall not dwell upon it now, because I know that\nthere is no more patriotic group under the Stars and Stripes than the\nteachers and school children, and further because the President of the\n\nAssociation, in arranging this most ambitious of all educational programs,\nhas provided for the patriotic appeal in a most happy manner, by arranging for many patriotic pilgrimages to national shrines at the close of the\nmeeting, and by inviting the President of the United States to close this\nconvention on the Fourth of July. This will be the second time in the\nhistory of the National Education Association that it has been addressed\n\nin convention assembled by a President of the United States. The only\nother occasion of which I have any information was an address by Theodore Roosevelt, at Asbury Park, in 1905.\nWhile Grant was President, he came into the National Education Asso-\n\nciation to hear John Eaton, the second Commissioner of Education, but\ndid not address the convention. Certainly these patriotic pilgrimages and\nan address from our Chief Executive on the Nation's birthday will lend\nsufficient patriotic inspiration without any weak attempt on my part.\nOne greeting and one thought I would like to implant, or rather one\n\nquestion I would like to raise: What does the growth of the National\nEducation Association and the development of the school system in the\nlast quarter of a century mean ? What does it indicate for the future ?\n\n"}
{"page": 191, "printed_page": null, "text": "170\n\nNATIONAL EDUCATION ASSOCIATION\n\nFor the Nation it has meant material prosperity, spiritual culture, patriotism, and the success of representative democratic government. The\nUnited States is the greatest Nation on the planet today, and its system\nof public instruction has been the greatest institution in the Republic.\nThis is a deliberate, carefully premeditated thesis which I think few would\nattack, but which could be defended against anyone who may be bold\nenough to question it.\n\nFor the teachers, what does the growth of an organization from 6,000\nto 140,000 in twenty-six years mean ? It means that we have now become\nan organized profession instead of a group of individuals holding jobs .\nIt means that educational policy has largely supplanted political expediency\nin the administration of our schools. It means that we are developing\nan ethical code such as has long existed in the older professions. It means\nthat public welfare is placed above personal ambition. It means above all\na coöperation that we have never had before.\n\nIt means the progressive\n\nfight for the welfare of our future citizens by nearly a hundred and fifty\nthousand of the most enlightened citizens of this Nation.\nAs I mention coöperation, I wish to express my personal and official\nappreciation to Miss Olive Jones, the president of the Association, who has\nbrought in a new era of coöperation between the National Education\nAssociation and the United States Bureau of Education. By her good\nwill, her frequent visits to the Bureau, her rare tact, her conferences, and\n\nher professional attitude, this new epoch has been ushered in. Certainly\nthere should be the closest possible coöperation between the organized\nteaching profession, acting in a private capacity, and the public agency\ncreated and supported by the Congress of the United States for the promotion of education throughout the Nation and its Territories. There\nis no reason for conflict of interests. Each has a separate and definite task\nto perform, but each needs the other for its best success .\n\nThe success of\n\nAmerican Education Week, and the recent National Conference on Illiter-\n\nacy are illustrations of the results of such coöperative effort.\n\nLast Monday, I had the opportunity of being conducted through the two\ngreat Ford automobile plants at Detroit by Edsel Ford. After I had\nseen coal, limestone, iron, tin, and other raw materials poured into chutes,\nmelted under tremendous heat, gradually assuming rough forms that resembled engine-cases, wheels, radiators, and other knick-knacks, passing\non moving chains and platforms before men who bored a hole here, put\non a nut there, each with a definite task to perform, I finally saw a man\njump on the combined result, drop his boot and grasp the wheel, give a\nhonk, and a new Ford was born running at full speed! This happened\nregularly every two or three seconds.\nWhat a thrill! Prometheus-like, something seemed to breath life into\nchaos.\n\nIt was like witnessing a resurrection.\n\nI had lunch with Henry\n\nFord and asked him this question : \"Is there ever a car that comes up at\nthat end and doesn't start ?\"\n\n(\"No,\" he said. \"there's not a chance in\n\n"}
{"page": 192, "printed_page": null, "text": "ADDRESS OF WELCOME\n\n171\n\nthe world for one of them to fail! Every part has been finished, tested,\nand inspected by experts before it gets there.\" If coöperation of experts\nis 100 per cent efficient in the Ford plant, why cannot coöperation of\nexperts bring similar results in education?\n\nI have one prediction to make-seeing how accurate Dr. Winship was\nin his prophecies in 1898. I predict that the next twenty-six years will\nsee the National Education Association with a membership of more than\na million. And why not ? The last twenty-six years gave it a growth\nof 2200 per cent; why should not the next twenty-six years give it\na growth of a little more than 700 per cent ? A million members by\n1950; this is a reasonable objective. If labor, agriculture, and those who\nhave served in the World War, are represented by organizations that run\ninto seven figures, and these concern only a particular class or portion of\nthe population, why should not education, which concerns all the people\nmore vitally than any other matter, have back of it an organization of a\nmillion members ?\n\nTeachers of America! We have anticipated your arrival; we are proud\nof you; we are honored and happy that you are in Washington. Let me\nrepeat again to the greatest meeting in the history of the National Education Association those words that William McKinley sent to the Convention of 1898, in the hope that they may be as great a stimulus for the\nnext twenty-six years as they were for the past :\n\"In the important educational work which the Association has done so\n\nmuch to encourage, I have the deepest interest, and believe that the best\nresults must come from such meetings, with their inspiration to even\n\ngreater achievements than have characterized its work in the past.\"\nEDUCATION IN THE NATION'S CAPITAL\nFRANK W. BALLOU , SUPERINTENDENT OF PUBLIC SCHOOLS\nWASHINGTON , D. С.\n\nMore than one third of all municipal expenditures in the larger cities\n\nof the country is devoted to public education. For years, Washington\nhas been expending comparatively less for public education than her sister\ncities.\n\nIn one important respect, Washington differs from every other American\ncity. The people in every other city can determine how much money\nshall be spent for education, and how that money shall be spent. In\nWashington this is not the case. The representatives and senators elected\nby voters in the several States of the Nation are the representatives and\nsenators who determine legislation and appropriations for the people of\nthe Nation's Capital. No governing body in the District is elected by\nthe people. The commissioners are appointed by the President. The\nBoard of Education is appointed by the Supreme Court of the District.\nAt no time during the preparation of the school estimates or their\n\n"}
{"page": 193, "printed_page": null, "text": "172\n\nNATIONAL EDUCATION ASSOCIATION\n\nprogress to and through Congress, are they dealt with by a single official\nwho was selected by the people of the District, or who can, in any direct\nor usual way in a democracy, be held accountable by the people of the\nDistrict for his official acts in determining the amount or character of\nappropriations for public education in Washington.\nThe educational welfare of the people residing in the Nation's Capital\ndepends on an intelligent understanding of this situation on the part of\nthe people of the country, and sympathetic interest and action on the part\nof the representatives and senators whom the people elect to Congress.\n\nTHE NATION'S TEACHERS\nOLIVE M.\n\nJONES, PRESIDENT, NATIONAL EDUCATION ASSOCIATION , AND\n\nPRINCIPAL OF PUBLIC SCHOOL 120 AND ANNEXES, PROBATIONARY\nSCHOOLS , NEW YORK CITY\n\nOne year ago, at the close of a history-making convention of the National\nEducation Association, you chose me President of this great organization.\nI pledged you then that my aim would be, as a presiding officer, to execute\nthe motions, the resolutions, the will of the membership as expressed by\nthe elected delegates. I come before you tonight to render an account of\nmy stewardship.\nI believe in the National Education Association as the only means\n\nexisting today by which the teachers of the Nation can give expression to\ntheir ideals, to their self-sacrificing perception of the needs of little children ,\n\nto their patriotic devotion to the education of children so that they may\nbe fit citizens of a democracy.\n\nAmong us in the National Education Association there is the equal\nopportunity which true democracy affords. There is no limitation on our\nmembership, provoking clash of rank against rank and withholding from\none group the intimate knowledge of what another group thinks and feels.\nAt the same time within our membership there exists the fullest liberty for\ngroups having similar interests to meet by themselves and to act by themselves. Our scheme of organization functions in this way by encouragement to Departments, to committees, to allied and affiliated associations to\nmeet with the National Education Association, and by reserving final\ndecision on Association policies to the Representative Assembly, composed\nof elected representatives from every rank in the educational systems of\nthe country.\nSo well does this scheme of organization function that the enemies of\n\ndemocracy, more fully awake than teachers or the friends of democracy are,\nhave seized upon it as a major point of attack. They have circulated\nrumors that the Association has endorsed militarism, that it has endorsed\npacifism, that we are all Republicans, that we are all Democrats, that we\n\nare all of one religious creed, that we have no creed at all. A very heavy\n\n"}
{"page": 194, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n173\n\npart of my correspondence has been needed to make clear that the National\n\nEducation Association has a definite platform, consisting of resolutions\nadopted by the Representative Assembly in convention assembled, that I,\nmyself, as President must be guided absolutely by that platform, and that\nno delegate or Department of the Association can commit the Association\nto any action or endorsement not included in that platform.\nThe enemies of education in a democracy have given sure evidence that\nour scheme of organization functions in the extraordinarily strenuous effort\nthey have made to belittle the work of classroom teachers in the Association, and no greater tribute can be offered to the teachers' rock-bottom\nsense and consecration to the cause of education than their response.\n\nGuided by a woman chosen because she is a woman and because as a past\npresident of the National Education Association serving through our\nperilous war year, she would understand the possible limitations or extensions of their activity, the Committee of One Hundred on Classroom\nTeachers' Problems is rendering a service so great that it deserves special\nmention here. Two-thirds of its membership consists of classroom teachers\nselected by themselves in their State and local associations, and they have\nbecome a nucleus for gathering and distributing information concerning\nthe needs of teachers, not pedagogical theories, but the practical conditions\nand problems of the workers themselves.\n\nI am not scornful of or lacking interest in the purely pedagogic questions\nof the teachers' work. The principles of education and methods of teach-\n\ning have reached a high development. But I believe the execution of the\npurely pedagogical phases of the teacher's work can rise no higher in its\n\nprogress than the teacher rises, the worker upon whom that pedagogy\ndepends for successful fruition. This belief has been my guide in the planning of committee work, in the presentation of reports, in the selection of\nproblems for special emphasis in the program of the convention.\nThe year has been marked by auspicious developments in the three largest\nDepartments of the National Education Association. The Department of\nSuperintendence speaks for itself every February, and so I shall not dwell\nupon it here, other than to pay my tribute for a high degree of coöperation\nand broad, inclusive professional spirit to the past president of that\nDepartment, Payson Smith, and to the present head, William McAndrew.\nOf the Department of Elementary School Principals you will forgive me\nif I speak with pride. I cannot refrain from boasting of its rapid growth\nand great achievement in its five years of existence. Its Yearbook was the\nfirst to be published by any Department of the National Education Association and has yet to be equaled by any group's Yearbook published\n\nsince. Its quarterly bulletins are treasure troves of inspiration and information. Its program for this convention is one you cannot afford to\nmiss. I am proud of being a charter member of that group.\nThe Department of Classroom Teachers has taken a great stride forward\nthis year. I want to give especial menuon to the regional conferences of\n\n"}
{"page": 195, "printed_page": null, "text": "174\n\nNATIONAL EDUCATION ASSOCIATION\n\nclassroom teachers which I have been privileged to attend. Time does\nnot permit me to go into any lengthy description of those meetings,the subjects discussed, the dignified, yet frank procedure, and the charm,\nsincerity, and firmness of their presiding officers. Those meetings were\nfountains of hope and faith in the future of education.\nMindful of the fact that I am reporting to you concerning the operation\n\nof the year's work, I would be neglectful if I failed to make mention of\nthe harmful propaganda regarding the cost of education. I shall not do\nmore than touch upon it, so that you teachers will not forget the basic\nrelationship of this question to all that we stand for in education. I urge\n\nupon you not only a practical study in your local teacher groups of the\nproblems of taxation and finance, but also the widest local publicity through\norganizations of parents and citizens, concerning the actual causes of the\nincreased cost of education and its absolute inevitability.\n\nA resolution adopted at Chicago by the Department of Superintendence\nin February might admirably furnish your starting point. Make the Commissioner of Fire Prevention and the Safety Campaign instigators understand that their reliance upon education for putting their ideas across must\n\ndepend upon the cost of education. Make your officials of railroads and\nindustries, who bring whole colonies into your communities, realize that\nthey have increased the cost of education. Make the National Civic\nFederation comprehend that their desire to use education to prevent the\n\nspread of anti-American ideas means higher salaries and pensions for\nteachers, else sheer economic necessity may make them advocate any kind\nof change which seems to promise betterment of their condition. Watch\nclosely, and secure representation when you can at meetings, such as that\ncalled for in St. Paul on October 20, 1924. See that the laymen there assembled to discuss the money side of educational costs understand also the\nindustrial and legislative causes, and that they view the whole problem in the\nlight of National preservation, not their pocketbooks. Teach them that\n\n\"education is cheap. It is ignorance and incompetence that cost dear.\"\nAnother new element in the history of the National Education Association has been established this year in the beginning of two trust funds, the\nacceptance of which has been authorized by the Executive Committee and\nwill come before the Representative Assembly for ratification. Both will\nbe under the absolute control and jurisdiction of the National Education\nAssociation . One is to establish a home, a retreat, call it what you will,\nfor the lonely and neglected old age of teachers, for whom the circumstances of life have made such care essential, just as printers, actors, Masons ,\nand other groups take care of their aged. The establishment of this fund\n\nwas made possible originally by a bequest written into the will of a Chicago\nteacher, Marilla Parker. Plans to enlarge this fund, as greatly as it must\nbe-enlarged, if the dream is ever to come true, will be presented to the\nRepresentative Assembly for adoption this week.\n\nThe second was made\n\npossible by the gift of John S. Roberts, district superintendent of schools,\n\n"}
{"page": 196, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n175\n\nNew York City, author of a valuable work on the contribution of William\nT. Harris to our modern educational methods.\n\nDr. Roberts has given the\n\nproceeds of the sale of this book forever to the National Education Association. This fund will be known as the William T. Harris fund, and will\n\nbegin the establishment of a permanent fund for the National Education\nAssociation work .\n\nWe thus see established this year two great needs of our professional\norganization. First, professional care of our own aged people, completing\nthe entire course of our work for each phase of a teacher's life-entrance\nrequirements, salary, tenure, pensions, a home in old age. Second, a\npermanent fund, which will be a monument to Dr. Harris, first U. S.\nCommissioner of Education and President of the National Education\n\nAssociation in 1875, and which will also help take care of organization\nexpenses, now a heavy drain upon our income.\nWill you let me express here my gratitude to scores of members of the\nNational Education Association who have helped during the year by their\nsuggestions, their letters, their encouragement ? Response by mail has often\nbeen impossible, but their contribution to the year's work has been great\nand much appreciated. The surest mark of appreciation any president\ncan give of a suggestion is to use it, and that's what I have done.\nSome day I hope the National Education Association will have money\nenough to bring out an annual Who's Who, which will call to the attention\nofeducators between conventions the innovations, projects, and accomplishments in the field of education.\n\nIt is impossible to make any program\n\nlong enough to give their authors an opportunity to make personal statement. Yet our duty is not fulfilled unless we inform teachers everywhere\nof new ideas and plans of education in experimental use in ofttimes hidden\n\nand little-known parts of the country, and unless we give aid and publicity\nto plans whose authors are often entirely without means or friends to\nextend their plans, however worthy.\nDuring the year I have come upon many efforts in educational progress\nunknown to most of us. Many of them are in the field of corrective work\n\nfor children who present apparently unsolvable problems in conduct.\nMany of them are in the field of vocational education. I am reminded of\nMargaret Worcester, in Massachusetts, who has a plan for coöperation\nbetween education and industry to secure the conservation of the brain\npower now lost among children and young people in industry, that her plan\nhalted after a successful beginning for lack of money and influence.\nI see before me that marvelous flag exercise in an Ohio school, entirely\nunlike anything in pageantry or flag celebration elsewhere, done as a part\nofthe regular assembly program by teachers and children unaware of the\nnew and extraordinary inspiration to patriotism and peace it carries, and\nshould carry, beyond the limits of their own home town.\nI know the contribution to a revised program of American education\nwhich will come out of the experimentation now in progress in New York's\n\n"}
{"page": 197, "printed_page": null, "text": "176\n\nNATIONAL EDUCATION ASSOCIATION\n\nnew idea of twenty-three selected experimental schools, and I know what\nmust be done to make that contribution available for the Nation as a\nwhole.\n\nI can hear again the superintendent of a small city in Iowa relate his\nstory of revision of curriculum in his schools, so that it sounded like the\nDeclaration of Independence made alive and did constitute a college of\neducation for every teacher in his community.\n\nI have listened to requests for information about the Denver single\nsalary schedule by teachers in cities where their salaries, whether high or\nlow, are proving unsatisfactory, because of unfair discrimination, and I\nhave wondered how we could finance the needed publicity.\nWould any one dare repeat that teachers are unprofessional and narrowminded if the noble act of the Ella Flagg Young Club, of Chicago, had\nbeen told from coast to coast, when its members undertook at their own\n\nexpense and great labor to make investigation into the conditions for living, care, and companionship among the aged and retired teachers of\nthoughtless America\nAnd the heroism and romance which lie concealed in teachers' lives !\n\nWould any novel of the year equal the story that might be told of that\nmountain school teacher, a college graduate, enthused and inspired as any\npriest or preacher ever was, so that she accepted a rural school at starvation wages, to live in a teacherage alone, no libraries, no music, no companionship, three mails a week, and about fifty children to be taught all\ngrades from the kindergarten through high school ? Her local school officer was a mine foreman who reprimanded her in front of the children be-\n\ncause the school windows had not been washed, she being teacher, nurse,\njanitor, stoker, and scrubber, all in one ! And when I met her, she had\nmarried the mine foreman and they were running the school and the community together !\nNo drama of the season tells a tale more poignant than the stories which\nhave been told me in confidence concerning struggles for education, for\nposition, for support of families, for education of sons and daughters in a\n\nmanner befitting the children of professional men and women, for bare\nexistence in a lonely old age.\nAnd the marvel of the teachers is nowhere more completely shown\nthan in their courage, philosophy, and even joy, through struggles such as I\nhave indicated. There is no discouragement to teaching in such stories, any\nmore than to the man or woman who has a genuine call to any profession,\nfor Emerson's theory of compensation works thoroughly in the teacher's life.\nDesirous that every department of the National Education Association shall\nhave a voice in the affairs of the parent organization, I have often called\nthe presidents of the three Departments, Superintendence, Principals, and\nClassroom Teachers, into counsel. One result you will find told in your\nmanual ( not your program)-a budget committee composed of a representative of each of the three Departments, a past president, an officer of\nthe Association, and the Chairman of the Board of Trustees, who is also\na member of the Executive Committee.\n\n"}
{"page": 198, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n177\n\nClosely related to the subject of the budget is the question of the sources\nof income of the National Education Association.\n\nNot one dollar have\n\nwe ever accepted in contribution, bequest, or donation, except when the\nmoney was placed in our hands for administration without any pledge of\nsubmission of findings to the giver and without supervision by persons outside of our own organization. He who holds the purse pulls the strings,\n\nand there must be no strings pulled in our Association which might divert\nus from our program, and might obstruct our independent operation as a\nprofessional body consecrated to education. Nevertheless we must face\nthe fact that your membership fee of $2.00 (for which you get $10.00\nworth), is the only reliable source of income. It becomes evident that\nthere is an intimate connection between the promptness with which you pay\nyour dues and the successful performance of motions you instruct your\nofficers to carry out.\n\nI should err greatly if I neglected to ask you to consider the connection\nbetween our income and the urgent need for wide dissemination of knowledge among the citizens of America concerning the sinister motives behind\ncertain movements in relation to school activities, notably our courses of\nstudy in history and vocational work.\nOne of the most dangerous movements afoot for the breaking down of\nAmerican democracy affects the teaching of American history. We have\nsome people in our midst, who periodically shout scornfully about the\ntime children must spend in learning of the past and laud as new apostles\nof light the people who throw history into the wastebasket and replace\nit with the teaching of current topics. What right have they, or you\nand I, to shape the social, political, or religious life of children on the\nbasis of a study of issues and occurrences, whose reporting is of doubtful\naccuracy and even more doubtful impartiality, when we ourselves change\nour point of view in regard to some of them with almost every issue of\nanewspaper?\n\nI am no more afraid of being called conservative than you will find\nI am afraid of the term political. There are times when both terms are\nhonorable, and this is one of them. Wise judgment of present-day issues\ndepends upon experience, as gained in our own lives and companionships,\nor as obtained from the lessons of history. Our business with children is to\n\nteach facts as told by reliable historians of the past and leave the formation\nof positive conclusions on the issues of today to maturity and to what time\nmay sift out as true and valid in today's theories and events.\nEven if it were true that we had taught history by wrong methods and\nwith insane prejudice in the past, why swing the pendulum clear across and\ndiscount all the experiences of the past ? How can we preserve America\nas America unless we teach its ideal and traditions to the children of people.\nwho know more about Mussolini and that disputed strip of land in the\nAdriatic, about the, Talmud, or the Soviet, than they do of our history\nor even our speech ? Do not mistake me.\n\nI am not contemptuous of the\n\nhistory or traditions of other lands. But they are the problems of Russians,\n\nItalians, and Swedish in Russia, Italy, and Sweden. Once here to live on\n\n"}
{"page": 199, "printed_page": null, "text": "178\n\nNATIONAL EDUCATION ASSOCIATION\n\nour soil and become voters in the American democracy, they must become\nsteeped in America's theories and history, the story of the Declaration of\nIndependence and the Constitution, the services and ideals of Jefferson,\n\nHamilton, Marshall, Adams, Washington, Lincoln, Wilson; the story of\nLewis and Clark, the Oregon Trail, cotton, railroads, telegraph, telephone,\nand radio .\n\nAlong argument, recently advanced against the Education Bill, calls to\nmy mind a distinction in aims regarding industrial and vocational education, which must speedily be made clear to parents, or great harm is\ngoing to result to the progress of vocational education. Teaching a child\nto make a living is one thing. Teaching him a trade or a job so that it\nperforce becomes his career and because the industry has need of workers\nis another thing. Teaching him how to choose a career and then teaching\nhim how to work in it happily, industriously, and worthily is different\nfrom either.\n\nThe three ideas as aims of vocational and industrial education are becom-\n\ning confused in people's minds. They were confused in the mind of the\nspeaker referred to. There are industrialists who would control vocational\n\neducation with the second aim in view. There are even parents, as well\nas young people themselves, who see no higher than making a living. Making a living and the needs of industry, as final aims, are low motives,\nselfish and debasing to both the individual character and the community life.\nEither one is destructive to the progress of vocational education, is deeply\nand justly distrusted by labor organizations, and will undermine American\ndemocracy. The third is sane and safe Americanism and what every\nteacher means by vocational education. Therefore we must contend against\nthe imposition upon us in our teaching of any other aim, we must make\nparents understand the real values of vocational education, we must protect the child from any abridgment of his right to choose his own career\nand occupation according to his intelligence and aptitudes.\nThe clearing up of the situation in regard to these two subjects, history\nand vocational education, is a part of a great piece of work to be done for\neducation, the re-stating of the American program in education. It was\nconceivedby Dr. Owen when president and made the theme of his meet-\n\ning in Oakland last year. Are we going to do it ourselves, as educators\nof the common people, free and independent citizens of a great republic?\nOr shall we let it be done for us and accept the dictation of some organized\ngroup outside of our Association, whose viewpoint, however worthy, is\nnevertheless biased by their own needs and interests ?\n\nThe answer is a\n\nmatter of dollars and cents.\n\nIt is not for me to pass judgment upon the achievements of 1924, but in\n\nmaking this return of my stewardship, I wish to inform you concerning\ncertain aims which have controlled my action during the year.\nFirst, I believed it was essential to make every State feel that it is an\nactive part of National Association work. To this end several steps\nwere taken :\n\n"}
{"page": 200, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n179\n\nSecond, I believe the National Education Association can grow and can\n\nwield a united influence only when an extremely large proportion of the\nmembership is actively at work on its problems. The resultant sense of\nresponsibility and information concerning the procedure and needs of an\nassociation seal each worker unbreakably with the organization, and are\nworth securing even at a slowing up of some activities. This aim was\nheld in view in adopting the following measures :\n\n1. Committees of one hundred each on problems closest to teachers'\npersonal and professional life-four of these.\n2. Enlargement of other committees as far as possible without interfering with concrete results.\n\n3. Committees appointed so as to give definite and ample recognition to\nthe following factors: Men and women, section of country, differing points\nofview, creed and race, past experience in National Education Association\n\nwork, the introduction of new and younger workers in the Association,\nand recognition of all ranks and types in the teaching body.\nThese thoughts were held in mind in planning the program for this\nconvention, together with certain other aims for the realization of which\nImust now rely upon you who are in attendance at this convention :\n\n1. To give to the world, whose embassies are here in our convention city\not 1924, a living demonstration of the vital force and influence of the\nteacher.\n\n2. To prove conclusively the relationship of education to government in\nademocracy.\n\n3. To give the teacher a new inspiration in her professional life and\na new devotion to her country whose citizenship she is responsible for.\n4. To provide opportunity for teachers to meet one another in social contact amid scenes of great beauty in the capital of their country .\nThe gavel I hold in my hand was used by Dr. Bicknell, president of the\nNational Education Association forty years ago.\nThis gavel will signify forever the fact that the National Education\nAssociation recognizes that education is a National function, inseparably\nassociated with the preservation of American aims.\n\nIt is Dr. Bicknell's\n\ngift to you, the Nation's teachers, and Mr. Pearse will read its story as\nhehimself knew it in his first year as an N. E. A. member and as Dr.\nBicknell wrote it in a letter to the Association.\n\nThe head was made from a block of wood which was given me at Monticello ,\nVa., Thomas Jefferson's Home, in 1882. A large cherry tree had been cut in\nfront of the Mansion House and a chunk was given me as a souvenir of the\nhistoric place the tree being one of several planted by Jefferson's own hands.\n\nIn 1883, I visited the Far West, spending considerable time in California.\nFriends on the Coast Range, among other gifts, gave me a large chunk of the redwoodof California. In July, 1883, I was elected President of the National Educational Association.\n\nI resolved to make it National in fact as well as in name.\n\nAs time went on, it occurred to me to make two gavels, using the two kinds of\nwood, the Monticello cherry and the California red-wood-in their construction.\nBs the union of the red-wood handle and the cherry head, I wished to illustrate\n\n"}
{"page": 201, "printed_page": null, "text": "180\n\nNATIONAL EDUCATION ASSOCIATION\n\nand symbolize the nationalization of the educational forces of all the States and\nTerritories in a strong and lasting union as was done, at Madison, in 1884. Το\nthat end I caused two gavels to be made, both of which I took with me to the\nMadison meeting, in July, 1884, where both were used. During the closing session\nof the Madison meeting I presented one of the two gavels to the Association.\nI understand that this gift has disappeared. In view of the loss of that gavel,\nI present the second gavel to the Association, on condition that it be used only at\n\nthe opening and closing sessions of the annual meetings of the National Education\nAssociation, or its successor, and that at all other times it shall be kept in some\n\nsafe depository, in charge of the Secretary of the Association.\n\nMeeting in Washington makes honest and valid comparisons possible, for\nit is twenty-six years since the National Education Association held its\nannual meeting in Washington, sixteen years since any department meeting was held in Washington. Here are figures showing the marvelous\ngrowth in professional organization in twenty-six years, the remarkable\ndemocratizing of education that is reflected in the National Education\nAssociation membership, the increase in professional spirit.\nClass of members\n\nNumber of\nmembers\n\nPercentage of\n\ntotal membership\n5\n\n2\n\n3\n\n4\n\nSuperintendents and Supervisors____\n\n671\n\n34.3\n\n6.0\n\nPrincipals\nCollege and Normal School Presi-\n\n423\n\n8,400\n14,000\n\n21.7\n\n10.0\n\ndents and Instructors____\nClassroom Teachers_\nMiscellaneous\n\n399\n\n2,800\n\n20.5\n\n2.0\n\n154\n\n7.9\n\n80.0\n\n305\n\n112,000\n2,800\n\n15.6\n\n2.0\n\n1,952\n\n140,000\n\n100.0\n\n100.0\n\n1\n\nTotals\n\nIn the above tabulations the membership for 1898 was obtained from\n\nthe Volume of Proceedings for that year. It does not include associate\nmembers. It includes only active members, those entitled to vote and hold\noffice, who are, therefore, comparable with our present membership. The\nfigures for 1924 are estimated on the best available information. Miscellaneous includes such as the following: book publishers, librarians ,\neditors, \"status-unknown,\" etc.\nIn 1898 the 20 subjects discussed at the general sessions of the National\nEducation Association convention divide as follows: History, 2; Composition, 2 ; Geography, 1 ; Science, 1 ; Mathematics, 5; Administration, 3 ;\nSocial Problems, 6. The total-11 academic plus 3 administrative equals\n14 of a purely pedagogic character, as against 6 touching upon social or\ncivic problems of National life.\n\nIn 1923, 22 subjects occupied the general sessions, dividing as follows:\nPurely pedagogic, 2 ; National and community interest, 11; Administra\ntive, 4, but from the point of view of the Nation, rather than a local school\n\nsystem; World interest, 5.\n\n"}
{"page": 202, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n181\n\nIn 1924, our general sessions program is busied with no subject purely\npedagogic or administrative, the discussion of subjects of this nature being\nleft to departments and committees and business meetings .\n\nDr. Bicknell tells me that the first actual public recognition of women\nin the discussions of educational policies was also given at that famous\nMadison Meeting. On the 1924 program for general and business sessions, sixteen out of forty-four speakers listed for general and business\nsessions are women. The program for 1898 included no classroom teacher\nor elementary principal. Today there are nine.\nButwhat do these figures tell of the significance of our work for educational progress ? We are parts of the greatest educational organization\nthe world has ever known. The National Education Association has sent\n\nout its call to all the Nation's teachers,-\" Come, enlist with us for the\ndownfall of ignorance and the safety of self-government,\" for we are\npledged to the belief of Thomas Jefferson that, \"If a nation expects to\nbe ignorant and free in a state of civilization, it expects what never was\nand never will be. Ignorance and bigotry, like other insanities, are incapable of self-government. No other foundation can be laid for the\npreservation of freedom and happiness but the equal education of all the\npeople\"\n.\n\nNow I would turn your thoughts to the long line of great and prominent\neducators who have worked in and through the National Education Association. So that you might in some measure visualize that long procession, I have asked the past presidents of the National Education Association to sit on the platform tonight. I wish that I had time to introduce\nthem to you in turn and let each tell of the great work of the teachers of\nAmerica during the year he had the high privilege of serving as your\npresident. But I shall ask each to stand as I try in my own way to tell\nyou the high points of N. E. A. history.\n1897-Dr. Charles R. Skinner, of New York .\n\n1912-Carroll G. Pearse, of Wisconsin, whose far-sighted vision established our financial security.\n1916-David B. Johnson, of South Carolina.\n1917-Robert J. Aley, then of Maine.\n1918-Mary C. C. Bradford, of Colorado, our War President, in\nwhose term of office the National Education Association occupied its home\ninWashington and the Education Bill was planned.\n\n1919-George D. Strayer, of New York, who, as Chairman of the\nLegislative Commission, has fought the good fight for the Education Bill.\n\n1920-Josephine Corliss Preston, of Washington State, in whose year\nthe Association reorganized on a representative and truly democratic basis.\n1921-Fred M. Hunter, of California, whose administration established\nthe Representative Assembly as a workable and working instrument of\neducational democracy.\n\n"}
{"page": 203, "printed_page": null, "text": "182\n\nNATIONAL EDUCATION ASSOCIATION\n\n1922-Charl O. Williams, of Tennessee, whose consecrated zeal for the\nEducation Bill commands our utmost loyalty and admiration.\n1923-William B. Owen, whose administration presented to us the\nproblem of an American curriculum and saw the fruition of our hopes for\na World Federation for education .\n\nGreat though the record of these years may be, there are others, makers\nof American history in science, invention, education, and government, most\nof whom are now dead, whose connection with the National Education\n\nAssociation is a proud part of our record. I can name but a few of these\nprominent educators who have worked in and through the National Education Association, gleaned in a hasty perusal of old programs: Alexander\nGraham Bell, Charles De Garmo, John Dewey, Charles W. Eliot, President in 1903, William T. Harris, President in 1875, Joseph Le Conte.\nCharles Alexander McMurry, William H. Maxwell, President in 1905.\nEdward R. Shaw, Professor Ferdinand Buisson, Gabriel Compayre, Julia\nRichman, Ella Flagg Young, Grace Strachan Forsythe.\nEven the lists of committees show how far our work has taken us\n\nbeyond the four walls of a classroom, and how fast we are reaching our\ngoal of professional recognition. In 1898 the National Education Association had eight committees, every one of which was concerned with academic\nstudies alone and by implication restricted the interests of educators to the\n\nacademic studies they taught. By 1923 there had been added a score of\n\ncommittees, every one of which was concerned with the broader problems\nof our social, civic, and industrial life.\nBefore I leave this story of progress made in twenty-six years, a degree\nand a rate of progress never equalled by surgery, as it struggled away from\n\nthe barber's pole, or by law, as it emerged from the class of the scrivener\nand the clerk, I want to spend a moment in calling to your attention some\n\nadditional high points of our Association development and management\nin years other than those represented by these past presidents.\n1857-1870-The National Teachers' Association organized August 26,\n1857, at Philadelphia, Pennsylvania. The name of the Association was\nchanged at Cleveland, Ohio, on August 15, 1870, to the \"National Educational Association.\"\n\n1886- The Association was incorporated under the laws of the District\n\nof Columbia, February 24, 1886, under the name \"National Educational\nAssociation, \" which was changed to \"National Education Association\" in\n\nthe special charter granted by Congress ; approved June 30, 1906 .\n1898-The National meeting was held at Washington, D. C., J. M.\nGreenwood, President. The position of a permanent and paid Executive\nSecretary was created.\n\n1903-The following resolution was passed by the National Council :\nOne thousand dollars, or so much thereof as may be necessary, for a\ncommittee of seven to urge upon Congress and the country the erection of\nthe Bureau of Education into a separate administrative department and its\nadequate equipment and financial support.\n\n"}
{"page": 204, "printed_page": null, "text": "THE NATION'S TEACHERS\n\n183\n\nOne more point is worthy of keen interest. It was accidentally discovered while turning over the pages of old volumes of Proceedings of the\nNational Education Association, and afterwards verified by careful search .\n\nThere has been no meeting of the Association in which the question of\ncharacter training fails to appeal as a subject of discussion, nor is the\nsubject of religious education new in the reports of the National Education\nAssociation. In 1890 we find two addresses on the general program giving\ncharacter education as their theme; in 1903, four addresses, three of them\n\ndealing with religious education. In 1913 a long address is reported in\nfull, delivered by a man highly regarded among us as an authority on .\nissues in moral education.\n\nIn 1918, six addresses, and in 1923 , five\n\naddresses, demonstrating again the onward, upward march of the Nation's\nteachers.\n\nYet there are people, conscious or unconscious agents of propaganda\nagainst democracy and its correlative, popular education, who say that the\nschools develop lawlessness, that they are godless; and foolish imitators\ntake up the cry, when right at hand lies the evidence of the serious, painstaking thought teachers have always given to character development, and\nof the fact that no child can possibly go through a public school without\na strict training in the most essential habits of character-self-control, consideration for others, justice, respect for law and order.\nIt is not God, but dogma, the originators of this slander would have.\nAnd dogma has no place in education supported wholly or in part at public\nexpense. God, yes, for a belief in and knowledge of God is an elemental\nneed to the human soul. Principles of right conduct and establishment of\nright habits by practice and precept-these we must have and we always\nhave had. If Nicholas Murray Butler's indictment of the youth of the land\nas lawless is true, it is not the fault of the public school, but of the other\n\ninstitutions of our social life whose opportunities for influence on the\nmorals of young people outweigh the school two to one.\nWhy is it taking us teachers so long to see that the very people who\nshriek against the failures of education are identically the same people who\nare hampering and obstructing education in appropriations, in plans to\nremove illiteracy, in the extension of teacher-training, in legislation aimed\nto remove positions of the top ranks from unethical influences ?\nIt matters little what test be applied, the answer is the same. The\nhistory of the Nation's teachers has been one of progress in the struggle for\nrecognition of education as a National issue on which the ultimate fate of\nAmerica and of all democracy depends. We teachers are no longer Greek\nslaves, or women seeking a genteel occupation, or male failures in other occupations, or members of a disfranchised class. We are workers together\nin a service which has no equal in its value to the preservation of the aims\nfor which America was founded.\n\nOrators of great ability and reputable standing, as well as demagogues,\nhave assured us repeatedly and loudly that the American democracy rests\n\nupon education. So long as that statement was a theory, an abstraction\n\n"}
{"page": 205, "printed_page": null, "text": "184\n\nNATIONAL EDUCATION ASSOCIATION\n\nwithout any interpretation in terms of dollars and persons, it met only ap-\n\nplause. So long as its application had no real National significance and its\npractical execution was haphazard and without attempt at a definite American program, no opposition was armed secretly or openly. So long as the\nteaching staff upon whom that education rests remains asleep or unorganized,\nthis fundamental of American existence will continue to be an oratorical\n\nabstraction, an impressive paragraph in a platform to be forgotten when it\nis time for legislative action.\nThere are signs that teachers are becoming conscious of the basic relationship of their work of education to the type of citizenship, and the\nfuture character of government itself, inAmerica. The growth of teachers'\nassociations all over the country and the phenomenal increase in the National Education Association membership in four years indicate the awakening professional spirit of the teachers and their growing class consciousness.\nAnother sign of the changing position of education is the renewal of\nattacks upon the American common school idea. It is curious to note that\ncertain forms of attack are very old and that they have always been coincident with some great advance made by the teaching staff towards professional recognition or with a new understanding by the public of the relation\nof education to social and economic problems.\nForty years ago, in Madison, Wisconsin, the National Education Association made a great stride forward in the history of education when the\nmembers then present agreed to make the organization truly National and\nbegan a campaign for the awakening of teachers in every State. In that\nsame year, Thomas W. Bicknell, then President of the National Education Association, found it necessary to say in his address :\nThe matter of the attacks on the common school should receive a word of\ncomment.\"\n\nAnd he quotes a newspaper editorial :\nOur present educational system largely unfits young people to deal with the\nactual necessities of those who are to earn their own living. It takes away\nself- reliance, begets conceit, and draws attention to what is ornamental rather\nthan what is fundamental .\n\nToday, the National Education Association stands at the head of the\nteaching profession, with the largest membership ever obtained by any\neducational organization, inclusive of all ranks and elements in the field of\n\neducation. Coincident therewith, we find this attack of 1884 revived by\nDr. Nicholas Murray Butler in a speech entitled \"Law and Lawlessness\"\nwhich he has recently widely circulated throughout the United States at\npublic expense under the franking privilege. Dr. Butler says:\nThe sort of education to which we are subjecting our youth is too often\n\n3\n\ntraining in the spirit of lawlessness.\n\nIn that same address of Dr. Bicknell's, forty years ago, he quotes an\neditorial which asks : \"Is it wise or best to educate our children beyond\n\nthe position which the vast majority of them must always occupy ?\" An\n\n"}
{"page": 206, "printed_page": null, "text": "185\n\nTHE NATION'S TEACHERS\n\nother of the foes within our own household, Dr. Henry S. Pritchett,\npresident of The Carnegie Foundation for the Advancement of Teaching,\nis raising the same question today. In one of his recent reports he tells us\n\nthat the school must have \"the courage to refuse those who are unprepared and to point these applicants to other openings in life.\" To Dr.\nPritchett all but an elite few are unprepared, and should be forced into\n\nindustry at an early age. This is necessary, he says, in order that \"the\nmounting cost of education may be stayed.\"\nDr. Pritchett is also the author of a pamphlet entitled the \"Teachers '\nBonus Bill. \"\n\nIn it he attacks the Education Bill and the National Educa-\n\ntion Association.\n\nHis statement is full of misrepresentations.\n\nFirst, he misrepresents the Bill as a measure whose principal object is to\ngive the teachers a bonus, or \"adjusted compensation\" as he calls it, seeking to create the impression that the aim of the Bill is a salary grab. Then\nhe impugns the motives of the teachers who are supporting the measure.\nNext he sets up a false assumption, namely, that the Bill will result in centralized educational control.\n\nNowhere in his discussion does he disclose\n\nthat the Bill specifically provides against Federal control.\nFinally, he gets down to what is really back of his opposition to the\nEducation Bill. He tells us \"the present weakness of our public education\nis a natural result of the movement to break away from the\nhard and fast curriculum of classical studies and to meet the multiform\neducational demands of the new industrial order.\" This is indeed a terrible\n\ncharge to make against the public schools. It is breaking away \"from the\nhard and fast curriculum of classical studies,\" set up in a time when an\neducation was considered a luxury, to be enjoyed by the favored few! It\nis striving to meet the \"educational demands of the new industrial order !\"\n\nThus does the educational plutocrat reveal himself. And yet we should\nnottake our modern mediævalists too seriously. The Butlers and Pritchetts\nof today are the direct result of their environment.\n\nDr. Pritchett's ex-\n\nperience has been almost wholly in the field of private education. His\ncontacts are largely with men whose principal end in life is the creation of\nfabulous private fortunes. It is not to be wondered at that the products\nof such an environment are educational reactionaries.\n\nNo estates in California, no salaries as paid agitators, no incomes from\nbulletins and surveys are our reward. Only ousting at a political order ,\nrestraint from well-earned promotion, loss of advancement in the profession and home of their choice, acceptance of misrepresentation and withdrawal of support by persons whose credulity exceeds their intelligencethese are the emoluments of the teachers attacked in these publications .\nAfter a year's experience as your President, I feel more strongly, if\npossible, than ever before that the Nation's teachers must keep a path\n\nwith a single goal in sight-equal opportunity to all children for an\neducation which fits them to be citizens of high character in a genuine\ndemocracy.\n\n"}
{"page": 207, "printed_page": null, "text": "186\n\nNATIONAL EDUCATION ASSOCIATION\n\nI believe the time has come when the educators of the country must\nstand solidly united and resolved to obtain rightful recognition of educa\n\ntion in our Government. All of us are familiar with the political power\nwielded by well-organized elements in our American community life. The\nlist is long and reaches back into the early days of our history. Organized\neffort was required to secure Cabinet recognition of agriculture, commerce,\nand labor. I am convinced that similar organized effort must be put forth\nby us who are responsible for education, and that the time is at hand\nwhen it must be done or this fundamental factor of education will become\n\nthe tool of the enemies of real American democracy, of whom the land is\nfull today. These propagandists are awake and active, while teachers\nsleep, and while the American with inherited traditions rests in smug\ncomplacency and false security.\nThe greatest struggle civilization has yet known is on us now. The\nforces of evil, whether we believe in them as incarnated in a Devil, or\n\nwhether we regard them as abstract forces of Nature, seek to use every\nhuman interest as an instrument whereby democracy can be broken down-\n\nreligion, industry, home life, politics, the government itself.\nIt is not militarism or pacifism that we need in the great struggle that\n\nis upon us. Propaganda for either is but the dust thrown in our eyes to\nblind us from the real issue and to prevent the use of the real remedy.\n\nIt is not propaganda against inimical influences nor legislation for their\nexclusion that democracy needs. It is education ensured its place as the\nmost indispensable, the most dignified, the most valued function of government.\n\nI do not say this merely because I believe in the Education Bill, but\nbecause I should be false in my rendering of my stewardship if I failed\nto tell you that as President of the National Education Association I have\n\nlearned to know by actual sight and hearing in all parts of this land that\nevery need ever written as argument for that Bill is not only true as told,\n\nbut that the half has not been told, can never be told from public platform.\nMy acquaintance among National Education Association people has\nmade me feel intensely the rural and small town school situation in this\ncountry and to realize that the big city also has its need of National\nsympathy. The number of teachers in New York City would fill this\nstadium almost three times, for there are more than 29,000 teachers in\nNew York, of whom 1113 are in the supervising staff. Upon their faithfulness depends the citizenship of 940,000 children when they reach voting\n\nage. The complexity of the local problem in the education of these\nthousands of children is shared nationally, for few of these thousands wil!\nmake New York their home in maturity. When their children reach\nschool age, their education will be provided by the rural and small town\nschool, just as today the parents of these children often reflect the ideals\nthey learned in neglected communities of our own country or of other\nlands.\n.\n\n"}
{"page": 208, "printed_page": null, "text": "187\n\nTHE NATION'S TEACHERS\n\nWe cannot shake off our mutual responsibility. The education of the\nchild in a big city, the degree of educational opportunity for a child in\nmountain, or ranch, or plantation sections of the various States, the conditions of training and living for teachers in city and country alike are\nNational problems of greater urgency than railroads, or cotton, or wheat,\n\nor coal. Do you remember that play, \"The Robots ?\" Of what use is all\nour mechanical, chemical, and scientific progress if it tends to the deterioration of man and fails to take account of human limitations, the needs of\n\nthe soul, and the development of a high type of intelligent citizen ?\nIt is unfashionable to talk about the World War, and no one loathes\n\nits causes and its consequences more than I. Yet it is undeniably true that\nthousands of our boys, thousands of our people, even you and I, joined\nin the sacrifice of that war because of the call to make democracy safe.\nThe same call is now sounded forth to the teachers of the Nation.\n\nDemoc-\n\nracy is not yet safe, and you must be the organized army to make it safe\nby your stand for education, by your determination to vote in every primary,\nevery election, and make every vote count so that office-holders-local ,\nState, and National-heed the warning.\n\nSo long as Congressmen and Senators, publicists and propagandists,\norators, and demagogues continue to secure applause and votes by empty\n\ntalk of education as an abstraction, while at the same time they regard\nthe teacher, responsible for that education, as the most negligible element\nin their constituency, the enemies of democracy do not fear us.\nSome may accuse me of being a politician. Well, it has been said before\nand I lived through it. If to be a politician is unworthy, and politics is\nan evil thing, then government is evil, for politics, the dictionary says,\nmeans the science of government.\nent. Teachers too frequently accept premises\nvociferously asserted without inquiring into their validity. The only evil\nabout politics is that we teachers let the enemies of democracy, therefore\nenemies of education, dominate politicians and office-holders .\n\nSome may say that I am advocating a low view of office and that a man\nin office should do what is right for the country according to his conscience.\n\nGranted. And it is the duty of the teacher to inculcate that view of office.\nIt is the work of education and one of the reasons why the teachers of the\nNation must obtain political recognition. In the meantime, how is the\nteacher going to uphold the claims of education against the other active\nelements in an electorate ? A Congressman with whom I have had many\narguments on this subject of recognition of teachers and teaching, voiced\nit tersely, \"By their votes ye shall know them.\"\nThe issue that lies before us, the Nation's teachers, today is: Shall we\n\nlet the plutocrat, the Bolshevist, the apostle of chaos take from us our\nglorious opportunity to fulfil our mission in civilization and by a united\nstand preserve democracy by our devotion to the cause of education ?\n\nI think one of the things which woke me to the political situation of the\nteacher, and its relation to the recognition of education as fundamental\n\n"}
{"page": 209, "printed_page": null, "text": "188\n\nNATIONAL EDUCATION ASSOCIATION\n\nto a successful democracy, was the abuse poured upon one of the greatest\nof America's presidents because he had been a college professor, a teacher .\nThrough all his slow martydom, enemies of the democracy which he led us\nto make safe scorned him as a teacher, giving unconscious recognition thereby\nto the far-reaching results when the teacher will be empowered to make\ndemocracy safe through education. So I make no apology for my appeal\nto the Nation's teachers to vote wisely and well for the cause of education.\nNeither do I speak of these things because I am a pessimist or because\nI am roused to cowardly fear. I am neither afraid nor a pessimist. 1\nbelieve that God Himself is behind our democracy, and that He is giving\nus teachers the chance to be the greatest instruments of progress that\ncivilization has ever known. I believe that we are becoming conscious that\nour democratic ideals must fail without free and equally distributed oppor-\n\ntunity for education ; education so planned and adapted that it gives freely\nto every child in America an equal opportunity to develop his native capacities and aptitudes so as to make him both a useful and a happy çitizen\nand an intelligent voter; education that provides to every boy and girl the\npossibility of free advance to the highest type of education that their gifts\npermit; education that gives no subsidies to schemes of education that are\npartisan in their character, whether the partisanship be of race, creed, or\nstation in life; education that has for its definite and specific aim the train-\n\ning of a citizenship consecrated to the development and preservation of\nAmerican aims as set forth in the Declaration of Independence and the\nPreamble to the Constitution of the United States.\n\nThis is my gospel of education. I believe it must be interpreted in terms\nof its preachers, the teachers of the Nation. Listen to Calvin Coolidge,\nPresident of the United States :\nIt would be exceedingly difficult to overestimate the important part that\nteachers take in the development of the life of the Nation. It is the teacher that\nmakes the school, that sets its standards, and determines its success or failure\nIt is not too much to say that the need of civilization is the need of teachers.\n\nPrior to 1920, the voices of opposition were only occasionally heard and\nmuch less noisily. Why the difference now? Because with the establishment of the Representative Assembly, modeled upon the Government of the\nUnited States itself, and with the introduction of the Education Bill, the\n\nNation's teachers served notice that they intend to stand unitedly in defense of the American principle of equal educational opportunity for all\nchildren, regardless of birth, wealth, or class; that they realize that on the\ndefense of that American ideal of education depends the defense of the\nAmerican ideal of democracy; and that they, the Nation's teachers, are\n\nthe people consecrated by their professional obligations to preserve that\neducation and that democracy for the children they teach today, the voters\nof tomorrow.\n\n"}
{"page": 210, "printed_page": null, "text": "FUNCTIONS\n\nOF\n\nTHE REPRESENTATIVE ASSEMBLY\n\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\n\nThis is the fourth meeting of the Representative Assembly of the\nNational Education Association. At the meeting in Salt Lake City, in\n1920, the reorganization of the Association was consummated.\n\nPrevious\n\nto this reorganization, the business meetings were conducted on a town\nhall basis. All active members were privileged to vote. Members living\nwithin the immediate vicinity of the meeting place could easily dominate\nthe business of the Association by a preponderance of numbers so that the\nofficial action of the Association might be the expression of a section and\nnot of the Nation as a whole. The representative assembly insures that\nthe entire membership will be represented when the Association speaks\nofficially. It insures that the business of the Association will be transacted\nby the entire membership, and that policies will not be determined by the\naccident of meeting place. The reasons for the reorganization are then\napparent.\n\nIt has been my privilege to be a member of every Representative Assembly held under the reorganization, and I am convinced no deliberative\nbody would be more difficult to stampede. We have seen attempts in\nthe past four years to becloud issues, to practice demagoguery ; and we\nhave seen the membership of this Assembly, which is representative of the\nbest leadership in the profession in classrooms and administrative offices ,\nstand against that sort of thing and evince a calmness and deliberation of\njudgment that is a splendid example of the service which the Association\ncan render to the country in the years to come.\nStudents of government know of the long debate as to whether a member of a law-making body is merely a delegate from his constituency and\nlimited in his actions by the desires of his constituency, or whether he\nis a member of a deliberative body charged with the responsibility of\nstudying the needs of the commonwealth or of the Nation and forming\nhis own judgments as to how his vote should be cast, giving due regard\nto the wishes of his constituents and due regard to the needs of the commonwealth or of the Nation as a whole. The consensus of opinion among\n\nstudents of government in the English-speaking countries is that a member\nof Congress or of a legislature or of a parliament must hold the welfare\nof the State or the Nation above that of any section or any class. And\nin so far as our deliberative bodies have been able to live by that principle,\n\nthey have most successfully discharged their responsibility to the State\nand the Nation.\n\nThis principle applies to the Representative Assembly. Each of you\ncomes here representing a constituency. You have a duty to that con\n[189]\n\n"}
{"page": 211, "printed_page": null, "text": "190\n\nNATIONAL EDUCATION ASSOCIATION\n\nstituency. It is incumbent upon you to take its point of view into consideration, but you are not fit to be the representative of that constituency,\nor a member of this Assembly, if you are not inclined to make a study of\nthe problems of education and of the profession from the standpoint of\nthe Nation and to exercise an intelligent independence of judgment. A\nmember of this Assembly, then, should be a student of the problems of\neducation in America. He should look beyond the confines of his own\nlocality and see the educational needs of his community in relation to the\nproblems of the Nation. Likewise he should consider the problems of the\nprofession itself on a nation-wide basis.\n\nThe history of legislative assemblies has been that those members who\nare returned year after year exercise the greatest influence. I have noted\nthe tendency on the part of some classroom teachers' organizations to send\neach year to this Assembly practically new delegations. These new members come without experience in the operations of the Assembly. They\nare not familiar with many of the problems that have been under con-\n\nsideration. Resolutions are to be voted upon during these sessions that\nhave been debated in previous assemblies. The new members do not\nhave the background that those of us have who have been members of\nprevious assemblies.\n\nA happy medium should be struck by the local or-\n\nganizations. Each delegation should represent new blood, so that in every\nschool system there will be a goodly number of teachers who have sat in\nthis Assembly and are familiar with the working of the policy-determining\nbody of their National Association. But, on the other hand, these local\norganizations will do well to return some representatives, year after year,\nin order that in each succeeding year they and the constituency which they\nrepresent may profit by the experience which they have had.\nEach member of the profession who has been given the honor of a seat\nin this Assembly should guard jealously the reputation of the Assembly.\nIf we have a code of professional ethics, it should find its highest expression in the actions taken by the members of this body and in our relations\nto our fellow members here. We speak for the entire profession.\nThe genuine interests of no group of our profession conflict with the\ninterest of any other group. There is no place in our profession for group\njealousies and hatreds. Any person who comes into this Assembly voicing\ngroup jealousies and hatreds and selfish interests should receive the rebuke\n\nof every member in it.\n\nLet us set our face against the formation of cliques,\n\nagainst all selfish practices in the election of officers and in the formation\n\nof policies. Let us set our face against the practice of demagoguery in any\nform whatever. Let the slogan of this Assembly be: \"All the cards on\nthe table.\"\n\nIf any member of our profession criticizes the operations of this Assembly, or of those who are intensely interested in the promotion of the\nNational Education Association, let us insist that this criticism shall not\nbe by insinuations and innuendoes but open and aboveboard.\n\n"}
{"page": 212, "printed_page": null, "text": "FUNCTIONS OF THE REPRESENTATIVE ASSEMBLY\n\n191\n\nLet us guard jealously the right of freedom of speech here and throughout the profession, that every member may have the privilege of speaking\nhis mind upon the problems that confront the Assembly, knowing that his\nmotives will not be questioned.\n\nImperfections will be found in the reorganized National Education\nAssociation, and in the organization and method of operation of the Assembly itself. Let these defects be remedied after mature thought and consideration and after all points of view have been taken into consideration.\nHere is the place to practice that openness of mind which we as teachers\nadvocate as essential in a good citizen. The years just ahead of us are\nvears of reconstruction. They will be among the most important in the\nhistory of American education. This Assembly has a great mission as a\nmouthpiece of the Association. In the beginning of our work this year\nlet us carefully consider this mission and our responsibility.\nAmerican public education has made tremendous progress in the last\nhitty years. The people appreciate the worth of the public schools, and\nprovide support as never before in our history. But there are those in\n\nthe Nation who do not believe in our public schools. There are others\nwho believe only in a modicum of public education and who would very\ngreatly curtail the program. It is very seldom that those who represent\nthese points of view openly attack the schools. They would not dare to\nreveal their ultimate aims by an open attack. They know that would be\ntutile. But they make criticisms without presenting supporting evidence.\nThey attempt to make the people dissatisfied with the cost of the schools .\nThey would rejoice to see the teachers of the country divided. It is,\ntherefore, of the utmost importance that the teachers preserve their unity\nof professional action. Let us beware, then, of the individual, in or out\nofthe profession, who attempts to sow dissension among us.\nI would not be interpreted as saying we should defend the schools as\n\nifthey were perfect. Teachers, above all, should lend ear to honest criticisms. We should constantly reëxamine curricula and methods, and strive\nalways to give the very best service possible for the investment which the\npeople are making in public education. At the same time, let us remember that we are passing through a critical period in American education,\nand that this Assembly has tremendous responsibility in speaking for the\nprofession nationally.\n\nAs wemeet in this city of Washington, the capital of our country, let us\nremember that we speak for a great profession that labors in the service of\nthe State. Let us pledge anew our devotion to America and American\nideals. Let our actions here this week give renewed ' assurance to the\npeople of the United States that the children of America are safe in the\n\nhands of the teachers in their public schools, and that there is no more\npatriotic and loyal group of citizens within the confines of the Nation than\nis the great body of American public school teachers.\n\n"}
{"page": 213, "printed_page": null, "text": "THE PARENT\nMARGARETTA WILLIS REEVE, PRESIDENT, NATIONAL CONGRESS OF PARENTS\nAND TEACHERS , PHILADELPHIA , PENNSYLVANIA\n\nPerhaps never does the right thinking parent feel so humbled, so chastened, as in a meeting such as this, and I would that more parents might\nbe present to undergo the heart-searching experience of hearing others\nassume, and bravely prepare to carry the burdens which should not be\ntheirs, taking it for granted that little or nothing is to be expected from\nthe home, in not only the physical and mental, but also the moral and\nreligious education of the child. It may be that they will continue to bear\nthese burdens, but let the parents at least honestly admit it is their disgrace\nif such substitution is allowed.\n\n\"The education of the child should begin while he is still in the cradle.\"\n\"Society is made up of the mass of individuals and can only think, feel,\nand act as individuals think, feel, and act. Train the individual properly\nand society will be sane and healthy and efficient enough.\"\n\"It is in the first years of life and in the influence of the home that the\nforces are set in motion which count for the most in the making or the\n\nmarring of the individual's character and career. Parental responsibility\nis consequently much greater than most parents suppose-but so is parental\nopportunity.\"\nHere we have the business of education epitomized, and in so far as any\n\npart of this program lies within the scope of the parent's influence or control, in it we find the outline of the contribution which he or she is, ex-\n\nofficio, under obligation to make to it. With the privileges and opportunities offered by the profession of parenthood, comes also the entire\nresponsibility for certain phases of education, and when this duty is ignored\nor is shifted to the shoulders of those already sufficiently burdened with\ntheir own share of social responsibility, we face the collapse of our civic\nstructure which is inevitable when the weight is unequally distributed, and\nwhich we see threatened in the over-crowded jails and reform schools,\nand insane asylums, and in the banditry and general lawlessness of the\npresent day.\n\nWe are facing conditions which are the direct results of past mistakes.\nand for which the cure may be expected only by means of recognition and\nreparation. We are paying the price for the divorce of the child from\nthe home, of the home from the school, of school from community, and\nthe consequent disintegration of the social unit in the life of the child.\n\nIf\n\nit is true that, as the modern psychologist tells us, character is made or\nmarred in the first six years of life, we need seek no further for the primary\nfunction of the home-the right development of the pre-school child.\n[192]\n\n"}
{"page": 214, "printed_page": null, "text": "THE PARENT\n\n193\n\nFreud says that the little human being is frequently a finished product\nin his fourth or fifth year. How then do we dare to take the school\nto task for its failure to produce the perfect citizen from the defective\n\nmaterial with which we in the home have supplied it?\nThe parent's first contribution to education may be briefly stated thus :\nto lay the foundations on which all instructions must rest, and upon them\nto build the framework which must sustain the completed structure which\nthe school and the community shall build around those beams and girders.\nThe child for which the home is responsible must first be a good little\nanimal. Eyes, ears, teeth, posture, bones, muscles, and digestion-all these\nare fundamental to education, and their development can no more depend\nupon inspiration or tradition than can the teaching of sciences or instruction in \"readin', writin', and 'rithmetic.\" But the child cannot be even\nagood little animal without training in mental and motor habits, and here\nwe have some more foundation stones; sleep and exercise, muscular control\nof arms and legs, skill in the use of hands, and the cultivation of thoroughness, obedience (law observance) , courtesy (social relations) , and honesty\n(good citizenship), until they have become as automatic as walking, in\nresponse to certain stimuli; and though the home educator may be equipped\nin varying degrees to conduct these courses, it is not the college diploma\nbut the true educational spirit which makes the real teacher, as the \"lives\nofgreat men oft remind us.\"\nThe moral training of the child begins six years before he comes under\nthe influence of the school, and though it may be demonstrated and enforced by the right influence in the school, and right example from the\nteacher, let us admit frankly that when moral education begins in the\nschool, the parent has failed to make his second contribution to education.\nHonesty and justice, fair play and truthfulness must be taught by father\nand mother before and during the school years, and the sole responsibility\nof the school should be to see that it maintains the same high standard set\nby the home.\n\nAnd now religion must be taught, or at least arranged for, in the public\nschool. Again, where is the parent through whose life teaching religion,\nthe life of God in the soul of man, should become to the child \"nearer to\n\nhim than breathing, closer than hands or feet\" ? Where are the teachers\nof the Sunday schools who, trained for their high calling, should supplement the teaching of the home and set standards of spiritual conduct\nwhichwill be expressed in life, wherever it may be lived, whether in home,\nschool, or community ? You teachers who have faced the task that parents\nhave shirked, have been more kind than wise. You must throw back upon\nthe parents the duties which belong to them, and by demanding their legitimate contribution of moral and religious training, compel them to become\nwhatthey were of old time: the moulders of the characters of their children.\nThe third contribution of the parent to education is also one too often\n\nignored-the continued support of the home, which must be given if the\n\n"}
{"page": 215, "printed_page": null, "text": "194\n\nNATIONAL EDUCATION ASSOCIATION\n\noutward forms of education are to produce their proper effect. This sustaining interest must manifest itself in three ways :\n\nFirst: The same care must be given to the physical development and the\ncharacter training of the school child, since the years of school life place\nupon the \"little animal\" heavier demands from both body and mind, and\ncontact with fellow pupils offers more severe tests of moral standards than\nare usually met with in the shelter of the restricted home circle.\n\nSecond: When the child and the school have come into relationship, the\nparent's knowledge must extend to a thorough comprehension of the system\nof which, through his child, he has now become a part, of the social and\neconomic forces which have been brought to bear upon his boy or girl, of\nhis financial interest in the investment he has made and the return he is\n\nreceiving for the money expended in the support of public instruction. If\nhe is obtaining, through his child, a third-rate article in the way of school\nor teacher as the result of liberal contributions by means of taxes and\n\n'bonds, he should act in that case exactly as he would in regard to any other\nbusiness enterprise and demand that he get what he has paid for. If, on\nthe contrary, he has tried to buy a first-class article at a cut rate, and has\ngotten only what he was willing to pay for, he should place the blame where\nit belongs at his own door, and not upon an educational system inadequately supported.\n\nEducation has too long been limited in the public mind to youth and the\nteachers; it must begin with the parents. In the Federal Government,\nwe elect our legislators and our executives, but even in the distant centers\nof administration they hear always the voice of the people-the people who\npay, and without whom the Government could not go on. In the school,\nas in the State, the administrators should be those best fitted to represent\nus, but always behind them, beside them, should be the people who pay,\nand as a wise politician keeps his constituents informed of his activities in\ntheir interests, so will the wise educator keep ever before his patrons his\nplans and his needs and his consciousness that upon the parents of his pupils\nand not upon himself alone depends his success or his failure in his term of\noffice.\n\nThe average parent looks upon the school system as somewhat of a\ngigantic trust, with an incredibly large income sufficient to all its requirements, formed to assume certain functions in the community and to perform them without assistance from the general public. The more modern\nidea, which is gradually gaining ground, is that the school system is indeed\na trust, but in a different sense of the word-one which has been committed\n\nto trustees who have proved their fitness, but one in which the parent shares\nthe responsibility because it is by his vote that the trustees hold their office\nand to him they owe the accounting of their stewardships.\nThe fourth contribution which may be expected from the parent will be\nthe twofold result of this business partnership, this coöperative interest\nin the children.\n\n"}
{"page": 216, "printed_page": null, "text": "THE PRINCIPAL\n\n195\n\nFirst: the work which the schools are doing will be understood, its\npractical value will be appreciated, and in music and art, in domestic\nscience and academic studies, in character training and vocational guidance,\n\nthe home will supplement the curriculum, to the benefit of both. And\nsecondly, the parents and teachers with the same ideals and ambitions for\nthe young people will receive from the community at large the interest\nand support so essential to the advancement of modern standards, a progressive program, and the equalization of educational opportunity.\nThe failure of social agencies to bring about lasting reforms by means\nof corrective measures is slowly awakening the public consciousness to\nthe importance-nay more, the necessity of parental knowledge both of\nphysiology and psychology, and of parental activity in the field of education. When the energy, time, and money now being expended upon the\ntraining of \"social workers\" are at least shared with agencies for the training of parents, educators may hope to see the beginning of an era in which\nthey will be free to devote their trained powers to creative effort and to\nthe realizing of their ideals instead of to the reconstruction of the mental,\nmoral, and physical results of the ignorance and indifference of the home.\nThe wise teacher who reads the signs of the times, will go halfway to meet\nthis dawning comprehension of the true function of the father and mother,\nand will draw out not only the latent abilities of the pupil, but also the\nsympathetic interest of the public, so that the barriers between home and\nschool may finally disappear, and the contribution of the parent to education may become everywhere what it should be the foundation upon\nwhich all other experiences of life must rest.\n\nTHE PRINCIPAL\nMARY MC SKIMMON , PRINCIPAL, PIERCE SCHOOL\nBROOKLINE , MASSACHUSETTS\n\nWhen the botanists in charge of the Arnold Arboretum, owned jointly\nby the City of Boston and Harvard University, had exhausted every means\n\nofproducing new color, shape, size, perfume, grace, and charm of the lilac,\nan early emigrant to America, by way of every famous garden, and humble\ndooryard of Europe, an expedition was sent forth into that strange worldold treasure house of history, the Eastern stretch of Asia, to find, if\npossible, the wild lilac in its original state, that from this earliest form,\nunchanged by the caprice or scientific skill of man, new studies might be\nmade which should result in a lilac more beautiful, more fragrant, and\nmore glorious than any yet known to the beauty-haunted soul of man.\n\nPerhaps in remote valleys of Persia, or in a hidden fold between almost\nunknown mountains of Thibet or Transylvania, there might be disclosed\nthe abiding place of this prototype. No hardship was too great for these\n\n"}
{"page": 217, "printed_page": null, "text": "196\n\nNATIONAL EDUCATION ASSOCIATION\n\nintrepid enthusiasts to undergo, no sacrifice too vast to make for such a\ncontribution to science and to aspiration.\n\nThe elementary principal is stirred by the same spirit of discovery to\nestablish a common understanding as to his place in the world of education. He oftentimes finds himself in a position where not even tradition\nis present to help him plot his course. There are more than 50,000 principals of elementary schools in America, and their Department is the\nyoungest in this National Education Association. Since our organization four years ago, we have done more by working together (5000 or\n6000 of us) than all that has been accomplished by our branch of the\nprofession in the last forty years . We are writing books, like Mr. Watson's \"Mental Measurements and the Classroom Teacher,\" that are bought,\nand paid for, and read. We are writing magazine articles and putting out\nbulletins that elevate and unify, stimulate and broaden the whole profession. Our third Year Book, fresh from the press, is the pride of every\nmember of the Department. If one had to teach next year with just one\nbook on Education, he might wisely choose Mr. Gist's splendid treasure\nhouse, without hesitation. Nor are we the only consumers of our colaborers' work. The great colleges offering post graduate work are using\nour first Year Book, \"The Technique of Supervision,\" and the second,\n\"The Elementary Principal in the Light of the Testing Movement,\" and\nnow \" The Status and Professional Activities of the Elementary School\nPrincipal\" starts forth to the honor of our entire profession; a power to\nuplift, to enlighten, to do much to define sharply and definitely the status\nof the elementary principal.\n\nA few years ago a survey was made in the Elementary School Journal\nto classify the separate duties devolving upon the principal. A list of\nnearly ninety assigned responsibilities was compiled. In the four or\nfive years since then, at least twenty more duties have been added through\nthe introduction of dental clinics, malnutrition classes, mental testing,\nSchick tests, etc.\n\nAnother brief questionnaire revealed the fact that while no one denied\nthat supervision to the end of improving the learning process was the\nvery heart and soul of the principal's service to his school, so hampered\nwere the principals of the typical city observed that the survey discovered\nthat supervision was getting less than one half of the big slices of time\ndevoured by administrative and clerical work! Here is where the first\narmy of enlightenment must sally forth. It is not even intelligent to hire\nan educational expert at $100 a week and tie him up to the kind of work\nthat an expert clerk can do far better, and at one fifth the cost.\n\nNo busi-\n\nness concern would be ranked efficient by its board of directors who permitted this condition of things to exist. Three quarters of the administrative work that has to be attended to in school time can be done perfectly\nwell by a properly trained clerk. This is the first piece of constructive\nwork that should be undertaken.\n\nThe trouble is that the world has not\n\n"}
{"page": 218, "printed_page": null, "text": "THE PRINCIPAL\n\n197\n\nyet become aware of the great loads imposed today, owing to the demands\nmade by modern educational state laws, social conditions, crowded city\nlife, new knowledge of physical and mental hygiene, safety-first needs,\nand the ever increasing store of human knowledge that must be handed\non to those hurrying toward the already opening gates of tomorrow . It\nwas Dr. Gwynn who said, \"We lambaste the public for not knowing what\nwe sedulously avoid telling it.\" Our Department, with its splendid, regular, frank discussions, is at last freeing itself from that accusation.\nThroughout our ranks a dim uneasiness is felt. There is no unanimity\nof requirement on the part of school boards, nor of service on the part of\nthe elementary principal, nor of interpretation of the principal's status by\nthe superintendent. Our title of principal is sometimes given to the highest\ngrade teacher of a three-room primary school, and in other places denied\nto the person in charge of a thousand or more pupils unless there are at\nleast twenty-five classrooms under his care. There is still an unsettled\n\ncondition where supervisors of special subjects-people expert in their\nline-find it hard to realize that a school must have just one head, unless\nconfusion is to reign. It is the person responsible for coördinating all\nthe work of all the teachers and supervisors who must be the court of\n\ndecision as to how the learning process may best be served, for the schools\nare built and supported for the children, and for them alone. If ignorant, untrained youth could grow into good citizens without the schools\nthen schools need never have been built. This then is one point to be\naimed at by every elementary principal in the country : to be the unquestioned head of his own school and to receive his authority from one chief,\nthe superintendent, who represents the school board. ,\nWith his time freed from the clerical hindrances that rob his school\n\nof the time due to its supervision; with his title and responsibility recognized as supreme within his own school, subject only to his chief and the\n\nregulations of his school board, the elementary principal is equipped with\nhelmet and breastplate for service; but he is still without his sword-community leadership. Is that a craving begotten of pride and satisfaction\nin his invested authority ? Why does he need to concern himself with\nthe success or failure of the community outside his sacred premises ? Is it\nnothing to him that aging teachers face a future of want and misery ? Is it\nnothing to him that the children are the first to be robbed when the cry\nof retrenchment goes forth ? Who ever heard of a retrencher beginning\nwith his own salary? Is it nothing to him that every other worker is protected by a law of contract, to which the teacher's tenure is, too often, like\nthe strength of a spider's web in comparison with wire ropes ? And most\nimportant of all, are we to pretend forever that a child can really be\ngetting an education when he is one of a class of forty-five, when the\n\nteacher, harassed by the impossible task of training a child to gain power\nthrough the skillful drawing out of his powers to think, is compelled, in\norder to cover the subject in the time allowed, to forsake the foundation\n\n"}
{"page": 219, "printed_page": null, "text": "198\n\nNATIONAL EDUCATION ASSOCIATION\n\ntruth of teaching, and to hurry to pour out facts as fast and far as she\ncan, making this flood of facts take the place of the child's own discovery\noftruth?\n\n\"'Tis not by guilt the onward sweep\n\nOf truth and right, O Lord, we stay;\n'Tis by our follies that so long\nWe hold the earth from heaven away. \"\nLet us follow the plan of the searchers of the original lilac, that we\nmay know whether these ideals on which we have set our hearts-the status\n\nof the principal; the right to do the work which is the high hope of his\ncalling; supervision for the direct improvement of both the teaching and\nthe learning process; and his right to the place of a community leaderare realities possible for the principal to accomplish.\n\nIn our search for authority for our ideals let us turn to the oldest\nexisting school in the United States, the Boston Latin School. Founded in\n1635, stronger and more vigorous than ever today, four times rebuilded,\nsending its great scholars forth into the 17th, 18th, 19th, and 20th centuries, we may perhaps find in it the germ and sanction of what we seek.\nWhen this school was founded, Charles I sat on England's throne, with\nHenrietta Maria and the beautiful children that Van Dyck has immortalized, around him ; Shakespeare had been sleeping in the bee haunted, lindenshaded church at Stratford for 19 years; and the great Queen Elizabeth\nhad slept for barely thirty-two years in proud Westminster Abbey. John\nMilton was writing L'Allegro, Lycidas, and Comus that year, and Oliver\nCromwell was thinking about the folly of the divine right of kings, waiting for his hour to strike, not knowing that it had struck.\nThe first three or four teachers are too shadowy in the mists of that\nearly dawn, but in 1670, Ezekiel Cheever became its master, with a long\nrégime of thirty-eight years ahead of him. No shadow was Master\nCheever, a man of faith, of God, and of duty. He trained the souls and\nminds and bodies of all Boston boys, including the little Indians (who paid\nno tuition) . He asked no leave of anyone to plot his course. Fifty-six\nyears old was he when he received the keys of his school from the great\nmen of the town, for the school committee did not come into existence\n\nuntil the year after Ezekiel had gone to his reward, and had been saved\nfrom oblivion by his great pupil, Cotton Mather, historian and poet laureate\nof early Boston.\nIt was a grim age. Master Cheever flogged and prayed for the boys\nwith equal fervor. He was paid sixty pounds a year and lived in the\nlittle schoolhouse. He held his boys in chains of steel, and kindled a\n\npassion for freedom by his glory in Cromwell's victory at Marston Moor.\nHow could kingship ever come to its own again in bleak little Boston, after\nthe failure of a king \"Who bore to look on torture but durst not look\non war\" ? \"He labored in his calling,\" Judge Sewall says, \"skillfully, diligently, constantly, religiously, for seventy years, a rare instance of piety,\n\n"}
{"page": 220, "printed_page": null, "text": "THE PRINCIPAL\n\n199\n\nhealth, strength, serviceableness. The welfare of the Province was much\nupon his spirit. He abominated periwigs.\"\nOur first specimen of wild lilac seems to have a perfectly well defined\nstatus, to have feared God with his whole heart and man not at all.\n\nTo\n\nhave had a glorious immortality in his famous pupils, and to concern himself vastly with service to the community. Let us learn to cast out fear,\nmy fellow workers.\n\nThe next master was Nathaniel Williams, a man of parts, for he was\ndoctor and minister as well as schoolmaster. Before you condemn such a\ndivided interest, let me remind you that Benjamin Franklin was his typical\nproduct. Few and short were this scholar's days at school ! He was designated by his father for the church, as his tenth son, but the boy at eight\nthought otherwise. He was to be heard of in the Continental Congress\nand the Court of France, to add his name to the Declaration of Independence and do his full share in that wise old document, the Constitution of\nthe United States, and to help chain the lightning of the sky. It was to\nMaster Williams that the formal petition was presented by some fond\n\nparents asking whether \" Some more easier and delightful methods might\nbe attended and put in practice. \"\n\nBut though Master William's specimen of lilac, as realized in his famous\noffshoot, warms our heart to the man who could teach the Latin School\nand manage two other professions at the same time, the real treasure of\nour search is found in John Lovell, who was master from 1735 to April\n19, 1775, the school man of the Revolutionary time. Mr. Lovell could\nglow over the memory of the glorious days of old Ticonderoga, but like\nmany of us, his successors, he would willingly die \"to keep the past upon\nits throne,\" but these restless, law resisting fellow citizens of his he could\nnot follow. It was not so easy, teaching obedience to youth born with a\npassion for liberty, that he could bear to see his country break from lawful\nauthority. His portrait hangs in Harvard Memorial Hall, the very picture of eighteenth century complacency.\nMaster Lovell had a garden belonging to the school, cultivated in a very\nthrifty manner, free of expense. His best boys were allowed to work in\nit as a reward of merit. These same best boys were allowed to saw the\n\nmaster's wood and bottle his cider, and in payment for their services, \"they\nwere allowed to laugh as much as they pleased while performing these\ndelightful offices,\" as his biographer says.\nButwhen the rich and powerful King's Chapel, representing the wealth,\npower, and aristocracy of the day, wanted to tear down the Latin School\nin 1748, it was Mr. Lovell himself who led the fight against it. Town\nmeeting after town meeting was held. The strife ran high, and although\nKing's Chapel won at last, and a new and better school was built just\nacross the street, Master Lovell followed his light as he saw it, unafraid\n\nof dignitaries in high places. As good an example to us \"shy and specialized folk,\" as Mr. Wells calls us, as we can find in our hunt for precedents.\n\n"}
{"page": 221, "printed_page": null, "text": "200\n\nNATIONAL EDUCATION ASSOCIATION\n\nHe sat in his high seat of office exactly opposite the schoolhouse entrance;\nat the left of this door sat his son and assistant, James. At these different\nends of the classroom, like \"embodied spirits of the past and present,\" the\nfather taught the rights of the crown, while the son taught the rights of\nthe people. Could you, my friends, let your assistant teach principles\nopposed to your sacred convictions ?\n\nWere those old predecessors of ours\n\nas narrow as our self-sufficiency convinces us at times ? Alas, it never\noccurred to him that he was the embodiment of independence itself, for\n\nonthat fateful 19th of April, the very moment when was\n\"Fired the shot heard 'round the world,\"\n\nLord Percy had drawn up the royal forces which were to protect the military stores from the Minute Men already aroused by Paul Revere. The\nRedcoats were standing at attention a few yards from the new school door.\nWithout any exchange of courtesies with his committee, he addressed his\npupils :\n\"War'sbegun\nAnd school's done!\"\n\nLocking the door behind him, he started to take passage with other Tories\non a British ship bound for Halifax, dying three years later. The Boston\nLatin School had the first and last break in its history, a vacation for one\nyear.\n\nIf our profession is weak and fearful, if we run much to feeble flowering\nand little to strong roots, the fault is with us, and not in the big, brave,\nhonest things of our beginnings. The truth of character, the ideals of\ndevelopment, the strength of a noble calling are all there in the freshness\nof the far beginnings. We can afford to aim for the best we know, for\nthat is for what our fathers planted the ever greatening seed.\n\nTHE CITIZEN TEACHER\nJULIA A. SPOONER, PORTLAND, OREGON\n\nTo tell in fifteen minutes' time what are the outstanding contributions\nof the classroom teacher to education, is a task of some magnitude. The\nclassroom teacher is a considerable factor in the educational body, not the\n\ndirecting brain, perhaps, nor the sustaining heart, but surely equivalent to\nthe nervous system, with all its ramifications and manifold duties, and\nwithout which the brain would be helpless and the heart futile.\nMany classroom teachers have appeared on this platform, in the past, to\ndiscuss various phases of their activity, but this is perhaps the first time we\nhave been called upon to present group accomplishment for your consideration.\n\nProbably the outstanding contribution of the past two decades by classroom teachers is their organization of teachers as teachers. Not until\n\n"}
{"page": 222, "printed_page": null, "text": "THE CITIZEN TEACHER\n\n201\n\nthe classroom teachers were so organized, did they begin to realize their\ncomparative positions in the educational scheme or attempt to develop themselves in harmony with that position. Teachers are organized to promote\neducation, and through organization, education has been given a wider\npublicity and a more democratic interpretation than has ever been possible\nin the previous history of schools. A dozen cities report teachers, organized to put over bond issues or tax levies, using their strategic position\nin the community to secure publicity which otherwise would cost more\nthan could be spent for the purpose. Financial aid is a small thing compared to the educational publicity and the National educational unity\nwhich are slowly being achieved through teacher organization. It is no\naccident, nor is it a purely economic result that our young people are seeking higher education as never before in the world's history. Teachers\nare becoming promoters, engaged in selling an investment which brings\nlarge returns to every one except themselves .\n\nAs an individual in the organization, each teacher is doing publicity\nwork. Through coöperation with women's clubs and parent-teacher associations, the teacher is helping to bring about a better understanding of the\nends and aims of education as well as of its processes. It is impossible for\nany other group to develop the same close relationship with parents as does\nthe teaching group.\n\nThe child's parent and the child's teacher working\n\ntogether for the child's welfare, form a combination that eventually will\nsecure results. Mutual understanding is the basis of the coöperation.\nAdded to these two positive contributions in relation to the public, is a\nthird, a negative one. The classroom teacher's repudiation of the absurd\n\nassumption that child character is the product of the schools solely, in the\nface of the fact that the school has him but 11 per cent of his time, while\nhis leisure hours cover 44 per cent of his time, is compelling public attention to the disposition of those leisure hours. The public is beginning to\ntake into consideration the fact that the child is the joint product of home,\nschool, and community, and that all must equally share responsibility for\nhis teaching, and that to that extent a finer type of coöperation is being\nestablished between those responsibile for the youth of the country.\n\nIn relation to the child himself, what have been the classroom teachers'\ncontributions to education ?\n\nThere seem to be two outstanding ones,\n\nboth probably directly traceable to the sex of the teacher, for the classroom\nteacher in America is predominantly feminine. We are told that women\nare more practical and less philosophic, more conservative and less imaginative and less theoretical than men, less given to abstractions and more\nprone to direct action. It is not strange, then, to find that classroom work\n\nhas become increasingly practical and usable, that emphasis is more and\nmore put upon those things which will function somehow, somewhere,\nsome time in a child's life.\n\nThere are those who mourn this condition,\n\nbut classroom teachers have been forced to see that education is a living\nof life, not a fitting for life. The second is closely related to the first-\n\nand I offer it not solely upon my own responsibility but supported by the\n\n"}
{"page": 223, "printed_page": null, "text": "202\n\nNATIONAL EDUCATION ASSOCIATION\n\ntestimony of Rudyard Kipling. It is that, because of the influence of the\nclassroom woman teacher, the emphasis of education has shifted from\nmathematics and languages to citizenship. What profits it a man that he\ncan translate every language past and present, or demonstrate every proposition ever presented, if he cannot translate right thinking into right action\nor demonstrate his theories of life into living ?\nWhat has been the classroom teacher's contribution to education in rela-\n\ntion to her coworkers? I quote from a speech made upon the National\nEducation Association platform, tremendously interesting to me:\n\"I wish to urge the organization of school faculties consisting of the\nselection of leading teachers whose duty it shall be to advise with each\nother and with school boards on all matters pertaining to the schools, save\nThe\nthose which are personal or incongruous to their position.\n\ntrue dignity of the teacher's office would be recognized by such a relation\nand position in the school work of the city, town, county, or State. The\nproper balancing of influences, educational and administrative, would be\nsecured in the most important decisions relating to the educational work\nof the community, and unity, harmony, and permanence of relationship\nwould be readily secured and maintained. Much of the power of our\nteaching talent is now wasted in the merciless wear and constant friction\nbetween the authority that contrives and the hands that execute. How\nglad the day when the teacher and the officer can see eye to eye and work\nshoulder to shoulder, animated by a common purpose each with the freedom\n\nof his own personality but governed by the loyalty of all true hearts to\nduty, conscience, and the higher law.\"\n\nFrom what do you suppose I was quoting ? From some of the hysterical,\nmorbid leaders of classroom organizations about whom we heard at the\nChicago meeting? Indeed, no ! It is from the opening address made by\nthe President of the National Education Association, but I doubt if any\nof you, with the exception of Dr. Winship, or Major Clancy, perhaps,\nremember it for it was given the year that I was born, when the National\nEducation Association met in Madison, Wisconsin, my native State. I\nread through the National Education Association proceedings of that year,\nto see what he was doing then, and if he was featured as a radical, and I\nfound some interesting things. In his annual address, this President reviewed the progress made by the organization during its 28 years of existence; he cited that it had adopted an honorary membership annex for\nladies engaged in teaching, admission to which by a board of gentlemanly\ndirectors gave women teachers the right of presenting in the form of written\nessays (to be read by the Secretary or any other member whom they might\nselect) , their views upon the subject assigned for discussion. He went on\nto say, \" The rights thus gallantly accorded by the National\nhave not frequently been exercised, through whose neglect we cannot bear\ntestimony, and the large opportunity granted to women at the present meeting may be regarded as a confession and a penance for past shortcomings.\"\nNow, what was the large opportunity granted to women at that meeting\n\n"}
{"page": 224, "printed_page": null, "text": "THE CITIZEN TEACHER\n\n203\n\nas a confession and as a penance for past shortcomings ? This extremely\nliberal President had arranged a symposium on \"Woman's Contribution to\nEducation,\" at which five women were permitted 15 minutes each at one\nof the night meetings in which to sum up what they considered the outstanding features of their work, which would justify them in continuing\nas coworkers with men in the field of education. It is worthy of note that\nat least half of the previous speakers of the convention had stressed the im-\n\nportance of bringing more men into the work. They had called attention\nto the fact that in the Northern States at least seven eighths of the teachers\n\nwere women, and while it made education cheaper and the condition had\ntherefore at least one virtue, the occupation could scarcely be called a profession so long as it was predominantly woman's work, for woman's sphere\nwas domesticity.\nI am quoting one of these women for the benefit of the teachers. She\nsaid: \"Actual teaching does not wear out the teacher; it is the expenditure\n\nof nerve and will-power to hold the pupil in a necessary condition to be\ntaught that saps the teacher's strength.\" She quoted the authorities as\nsaying, \"Each generation is more carelessly trained than the last,\" all of\n\nwhich has a distinctly familiar sound. Her conclusions I quote for the\nbenefit of the men present tonight .\nShe said that through women's entrance into the educational field, there\nhad been a general amelioration of discipline. Due to her physical weak-\n\nness, woman had substituted spiritual and moral forces for physical agencies of discipline. Woman had made the discovery of the child's moral\npowers; she had effected an economy of childish power, zeal, and love ; she\nhad introduced inspiration into the profession, and lastly, men, through\ncompeting with women in the profession, had attained an almost feminine\npurity.\n\nFrances E. Willard used part of her precious fifteen minutes acknowledging the unusual opportunities given her sex in this advanced organization by saying: \"I thought it a very liberal idea on the part of the President\n\noftheAssociation and certainly liberal on the part of our friends who have\ngathered here to listen while the women have their say about their views.\"\nBut while three of the ladies were ladylike and did not take advantage\nof the situation to try out upon the gallant sex that had been generous\n\nenough to give them a hearing, there were even in that day, apparently,\nthorns in the flesh of the governing body, and one of these prefaces her\nremarks by this comment on the woman's symposium : \"This evening I\nregard as an historic survival from a time now dead, when every church\nheld its distinct corner for inferior classes.\" Yet, while she apparently\nobjected to being segregated as a woman, she was inconsistent enough to\ncall attention to the fact that although everywhere, except in the superintendent's department, the audience was made up in major part of women,\n\nthe speakers, gentlemen all, persistently addressed their remarks to the\ngentlemen, and had been unable to admit the women within their line of\nvision.\n\n"}
{"page": 225, "printed_page": null, "text": "204\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe have traveled a long way since that historic night in the National\nEducation Association ; how far we have come it is hard to gauge unless one\ndoes frequently retrace his steps to the point of departure; women as\nwomen serve in all departments of the National Education Association\ntoday, and in the one committee meeting in which I have participated,\nwhere the chairman insisted upon recognizing only the masculine members\nof the committee, they were much more embarrassed than I.\nThe point of direct emphasis has shifted during these years from sex to\ndepartments, or as some insist upon thinking, to class distinctions, though\nit really is only a part of the process of evolution of education through\nwhich we are going, which brings me back to my query as to the classroom\nteacher's contribution to education in relation to her coworkers.\n\nJust as the contribution of woman to education and to civic life has been\nthe insistence that civic life must include her in its functioning, must recog-\n\nnize her as a definite, responsible, contributing factor in the development\nof civic projects, so the contribution of the classroom teacher to education\nis the insistence that education is a job for all departments; that none can\nbe outstandingly conspicuous, that all must share the labor, the responsibilities, the recognition and the rewards involved in the task. No department can accomplish alone-it is contrary to the law of life-and until all\ngroups engaged are equally participants and equally respected in all processes of education, education will fall short of the reality it might become,\nthe creative force directly influencing the lives of men.\nWhen the classroom teacher insists upon the recognition of the fact that\n\nno single group in education can lay its hand upon one single educational\nachievement and say, \"This work is mine,\" she is doing what lies in her\npower to bring about a true coördination of our educational forces based\n\nupon sensible and sound principles.\nWhat has been the classroom teacher's contribution to herself\n\nto her\n\nown development and outlook ?\n\nSelf-preservation is the first law of nature, and therefore she has devoted\nmuch energy to bettering the conditions under which she works. Fortunately she has not had to work entirely alone, for other departments, realiz-\n\ning that whatever improves individual conditions, improves group conditions, have ultimately recognized the value of her efforts along this line.\nHand in hand with the demand for improved teaching conditions goes the\ndemand for higher standards of preparation and for growth in service. A\nsurvey of the local publications shows how definitely the organizations have\nanswered this demand and are trying to make their deeds match their words.\nHer best contributions to her own group have been the awakening of her\nprofessional self-consciousness, her determination within her own group to\nraise and reach standards which match those set by the ablest leaders in\neducation for themselves, and her consecration to the creed that not the\nsupremacy of one but the equality of all brings best results to our Nation.\n\nIn conclusion, I wish to go back to that fifth woman who took part in\n\n"}
{"page": 226, "printed_page": null, "text": "THE SUPERINTENDENT\n\n205\n\nthat National Education Association symposium so long ago. It is well for\nthis generation of women to pause and return thanks to the pioneer teachers\nwhowere caught in the maelstrom of changing conditions, educational and\neconomic, and who ardently yet sanely worked toward the open sea of\ntoleration, mutual respect, and coöperation. She was pleading for recognition of woman's right to work, saying, \"I would have her feel that there\nneed be no superfluous woman in all the land; if there be one indifferent to\n\nwoman's cry for more of the bread of life, I would say to him, 'Why trouble\nvethe woman? She has wrought a good work for me. \" She went on to\ntell of a conversation with a university man, in which she said, \"If I were\neighteen years old tomorrow, I would knock at the door of the Tennessee\nUniversity, and say, 'Gentlemen, may I come in ?' His answer was ' If I\nwere there, I would say in reply, 'Come in, Miss Clara, have a chair and\nmake yourself perfectly at home. \"\nThe classroom teacher is knocking at the door of the educational workrooms of the Nation.\n\nWe do not want to hear-\" Come in and have a\n\nchair,\" for we have been sitting around long enough. We want to hear,\n\"Come right in. Here's the dishpan; there's the broom. Hunt up the\ndust cloth, and let's get the work done, so we can all go exploring and adventuring together.\"\n\nTHE SUPERINTENDENT\n\nWILLIS A. SUTTON, SUPERINTENDENT OF SCHOOLS, ATLANTA, GEORGIA\n\nThe superintendent's contributions to education are so many and varied\nthat enumeration would consume your time, tax your patience, and sound\ncommonplace. I shall speak briefly of three.\nThe superintendent of schools should be the leader of the educational\n\nforces of his community. Whatever of detail he can or has mastered will\nbe of incredible value. But details must not cumber him, he must realize\n-his responsibility for the education of all the people.\nThe superintendent should not simply see that the community provides\nfor those who come to the schoolhouse door, but he should see that the\nthought of the community is so aroused that every child finds his steps\nleading to the schoolhouse; he should go even further, and see that the\nolder constituency not only have the opportunity but are aroused to the\nimportance of continued improvement in intellectual, vocational, and moral\ndevelopment. The superintendent's chief contribution to education is\nan aroused conscience on the part of all the people for the continual development of the entire State, city, or community.\n\nI believe in professional training, I believe in the college, the university,\nthe summer school. I believe in the extension courses for superintendents\nas well as teachers, but the superintendent himself must be more than a\nprofessionally trained man. He mut le a man upon whose conscience\n\n"}
{"page": 227, "printed_page": null, "text": "206\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe responsibility for the proper education of the entire community continually rests.\n\nAs such a leader, he must be tactful, but it is of even greater importance\nthat he be fearless. Men and women have never followed the timid, hesitating character. The masses and classes love the intrepid and the daring.\n\nIn this age when demand after demand is being made for retrenchment in\neducation, when plutocratic industrialism is trying to create a plutocracy\namong educators, when the fictitious increased cost of education is being\nflaunted, when men and women are declaring that the salaries of teachers\nmust be reduced, and that whole departments must be cut out, the prime\nessential of the superintendent and his greatest contribution to education\nis the bravery to stand before his board and before his people and display\nan unyielding courage by demanding the best and the highest things for\nhis teachers, his officers, and supervisors, and the children of his city.\nWhat is true of the superintendent's contribution to various depart-\n\nments of his school system is preeminently true in his relationship to his\nteachers. As superintendents of schools, we are the guardians of our\nteachers' interests.\n\nTo let the hue and cry of the populace down the de-\n\nmand for adequate salaries for our teachers is cowardly on our part. We\nmust lead our people to see that we cannot go backward in education.\nThe superintendent of schools is the connecting link between the entire\nschool system and the people. Education has been too much a matter of\nthe cloister, too long separated from the active interests of the people.\nOnly as we are able to utilize all the civic, commercial, and industrial\norganizations can we fulfill our mission as superintendents of schools. I\ndo not believe that the business or industrial interests of a city should intrude themselves on the schools for the sake of advertising or for circulating\n\nany type of propaganda, but I do believe most emphatically that the schools\nshould use every organization which has for its object the betterment of our\npeople. In other words, the school curriculum must be extended beyond\nthe schoolhouse door. We believe that the school is not only a preparation for life, but is life itself. We must make real this belief by utilizing.\nall those organizations which make life liveable, and which contribute to\nthe education of the child.\n\nThe superintendent of schoo's will make his most valuable contribution\n\nin organizing a type of curriculum fitted to the needs of his particular\ncity and State. I believe in a general curriculum, which shall give sufficient mental training and cultural background to make a boy or a girl\na good citizen of any community in which he or she may choose to live,\nbut I cannot refrain from saying, since the State and the city are paying\nthe bill for the education of our people, that the superintendent, whether\nState, county, or municipal, should see that the type of curriculum used\nin his particular city should fit the life of the people of his section, should\ndevelop its natural resources and should function in its commercial and\nindustrial life. Much of the so-called education now given throughout\nour country may be of value from the standpoint of pure mental training,\n\n"}
{"page": 228, "printed_page": null, "text": "AS A CLASSROOM TEACHER SEES IT\n\n207\n\nbut is of questionable value in comparison with the development of the\nresources of our State and Nation. Too long the college entrance requirements have dominated the cause of education. Too long have antiquated\nsubjects been included in our curriculum. Too long have we neglected\nto incorporate into our schools that type of education which will assist in\nthe development of our country. The ideals of education should rise\n\nabove bread and meat, but they should not rise so high as to neglect the\ntact that men must have bread and meat before they can possess souls.\nThe school superintendent cannot make the course of study. His\nteachers, his supervisors, his heads of departments must labor with him\nto effect the right curricula for his community, but he can see to it that\nthose features of commercial and industrial development which are peculiar\ntohis section of the country are included in his course of study. Too often\nthe course of study for the rural schools follows the general line of some\nNew England or Eastern city system. Too little of the real life of the\ncommunity is brought within the compass of the school itself. It is an\nobligation which the superintendent cannot escape and for which he will\nbe held responsible that the course of study function into the life of his\ncommunity.\n\nAmong dozens of other contributions which our city, county, and State\nsuperintendents are giving to the cause of education, there stand these\nthree which I have suggested: first, the responsibility of educational leadership; second, the utilization of all civic, commercial, and social organizations and third, the building of a curricula which functions into the life\nof apeople.\n\nAS A CLASSROOM TEACHER SEES IT\nMARY F. MOONEY, VICE- PRINCIPAL, WASHINGTON SCHOOL\nSAN FRANCISCO , CALIFORNIA\n\nIt is quite certain that, had our president, Miss Jones, wished a deeply\n\nscientific, philosophical presentation of this subject, she had better fields\nthan I to draw upon, and, moreover, I should not have accepted such\nresponsibility. I take it that what I am to bring before you is a sort of\ntestimony of personal convictions growing out of experiences in the classroom and through contacts with fellow-workers in teachers' organizations.\nWhen I came to line up the subject in my own mind, I found that I\nhad come far from my student days when we thought civics was to be\nlearned from a book and that government was something imposed upon\nus. I found that in teaching, particularly those who were without Anglo-\n\nSaxon background, I had substituted the expressions, \"We, the people of\nthe United States,\" and \" The people of the State of California do enact\"\nsooften for Government, that the word had come to function almost as a\npronoun in my vocabulary. Also my ideas of what constitute democratic\n\n"}
{"page": 229, "printed_page": null, "text": "208\n\nNATIONAL EDUCATION ASSOCIATION\n\nideas had undergone a great change. At one time, I thought that democ-\n\nracy stood for equality of opportunity, and stopped at that. Now I realize\nthat I was like the boy who, on being referred to the dictionary for information, reports back with only one of many possible definitions. I feel\nthe need of emphasizing that democracy means not only equality of opportunity, but also equality of responsibility, and that nowhere are the prospects of getting something for nothing less likely of fulfillment than under\ndemocratic institutions.\n\nThe elementary school teacher is apt to form the habit of viewing situations in their personal relationships. It comes with the practice of bringing knowledge within the experiences of little folk. So I, when I think\nof education, visualize a teacher and pupil and that teacher myself. When\nI hear education referred to as the foundation of democratic government,\n\nI unconsciously straighten my shoulders to carry my share of the weight.\nThinking along this line, my subject, therefore, becomes, \"What is my\nrelationship to democratic ideals of government, particularly the ideal of\npublic education with which I am most closely connected ?\"\nWhen I began teaching, there seemed to be no idea of anyone's being\nheld responsible for the educational program of the community, except\nthe teacher. The value and importance of her contributions to the Nation's\nfuture, and the greatness of her personal sacrifices were themes put forth\nat every gathering of educators. You need only consult the files of the\nNational Education Association proceedings to verify this. Education\nwas set forth as an invaluable public service performed only by teachers.\nNow I realize that this ideal of service was as undemocratic as may be.\nEducation is a community interest, and no one group should be held\nresponsible for its realization. The war against ignorance needs intelligent\norganized effort from all. It is not enough to offer teachers good salaries,\nand rest there.\n\nThe teacher is a workman who , above all others, needs\n\nto feel the joy of working and the satisfaction of accomplishment. He\nfeels about the materials and tools much as does any other workman.\nIn the days when so many are interesting themselves in criticism of the\nschool product, the teacher would appreciate a corresponding interest in\nthe pupils and in the process. Unlike other workmen, the teacher may\nnot choose the raw material, nor judge the result. What would we think.\nfor instance, of a jewelry house which made little or no inquiries into the\nabilities of its workmen, subjected diamonds and pearls to the same process,\nand left the valuation of the completed article to anyone who cared to\nmake it. Yet that is the general attitude of the public on education, and\nthat, as much as anything else, is to blame for our shortcomings, and keeps\nfarther away the ideals for which we strive.\n\nThe time is past for teachers to be proud of belonging to a profession of\nsacrifice. We should rather build up a pride in our preparation and our\nability to do the piece of work on which we are engaged. We should see\nto it that conditions are right for our working at the point of greatest\nefficiency.\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL LEARNING AND NATIONAL LIFE\n\n209\n\nIf you take up the question of teaching democratic ideals of government\nwith American people, they will agree in principle, but they do not seem\nto be able to grasp the personal application, and this brings in my other\nrelationship to the democratic ideal of public education-that of citizen .\nIf the public has failed to meet its responsibilities with regard to educa-\n\ntion, so also has the teacher overlooked her duty as a citizen. Fearful of\nthe slogan, \"Politics in the schools,\" we have, in the past, permitted our\nfellow-citizens to remain uninformed of educational matters.\n\nWe have\n\nnot considered that schooling in youth does not insure a body of intelligent\ncitizens. Continuous education is necessary, and it is our duty to see that\nit is provided. It is our duty as informed citizens to let others share our\nknowledge. It is just as important that the teacher function in her\nrelation as citizen as in that of educator, if we are to realize the ideal to\nwhich we have consecrated ourselves .\n\nNATIONAL LEARNING AND NATIONAL LIFE\nJOHN H. MAC CRACKEN, PRESIDENT OF LAFAYETTE COLLEGE\nEASTON, PENNSYLVANIA\n\nThe program assigns to me the last word before the Nation's birthday.\nIt is one of the anomalies of school life that holidays are red letter school\ndays. We remember perhaps best of all the lessons of Christmas, of\nThanksgiving, of Washington's Birthday.\nMost of our holidays commemorate births. Mankind knows no more\nmomentous event that the birth of a man, unless it be the birth of a nation.\n\nThe beginning of a life, the beginning of life itself, are still, both to science\nand to philosophy, the supreme mystery.\nHistory, forgetful of its own beginnings, penitently inscribes with reverent care the birth registry of these later years and admonishes Americans ,\n\nthough they cannot fix the birth of Adam, to celebrate the day on which\nour fathers brought forth on this continent a new Nation.\nWith each recurring year our thoughts return to 1776. We review\nagain the circumstances of that momentous birth; we measure anew the\nstature, the strength, the heart-beats of that national life which thrills\nand throbs in us and in a hundred and ten millions of our fellows.\n\nWe\n\nak, \"Have we as a Nation grown the past year in knowledge, in stature,\nin favor with God and man?\" Satisfied at least with the lusty health and\nphysical vigor of the hundred-forty-eight-year-old Nation, we turn to\nthe future and wonder what is in store of further discipline ; what experience has to teach in the years to come; what career of service or of fame\nlies before the great Republic in the fullness of its maturity? And if, like\nthe present gathering, we be men and women of learning, with some knowledge of human nature, of history, of political science, whose daily task it\nis to set before the coming generation the best of men's aspirations pre\n\n"}
{"page": 231, "printed_page": null, "text": "210\n\nNATIONAL EDUCATION ASSOCIATION\n\nserved in literature, in art, and in poetry, we shall hardly be content to\nleave the future to some blind, unerring, cosmic evolution, without attempting, at least, to function as that \"eye of learning\" lacking which the future\n\nof commonwealths lies in darkness, without at least issuing to our fellowcitizens the schoolman's challenge :\n\"Who loves not knowledge? Who shall rail\nAgainst her beauty? May she mix\nWith men and prosper ! Who shall fix\nHer pillars ?\n\nLet her work prevail.\"\n\nHobhouse concludes his four great volumes on sociology with these\nmemorable sentences :\n\n\"Underlying every effort and sustaining it with the promise of ultimate\nsuccess is that unresting impulse of mind in the fulfillment of its being,\nwhich in its repeated impacts on limiting conditions, holds the secret of\nThe moving force in all development\ndevelopment in every field.\nis mind.\n\nThe condition of assured success is the transformation\n\nof the primary dim efforts of mind into true unity and clarity of purpose.\nThe principal question is, whether man is capable of forming a coherent,\ncomprehensive idea of his destination, which is desirable, and of guiding\nhis path towards it.\"\n\nOur fathers, on that other Fourth of July, brought forth a new Nation\nconceived in liberty and dedicated to the proposition that all men are\ncreated equal.\n\nThe new Nation has grown to man's estate. All its con-\n\ntiguous land has been organized as States. Its soldiers have crossed the\nseas and fought on foreign soil and returned. What now ? Has learning\nany coherent, comprehensive idea of a desirable destination for this great\nNation which it can bring to birth on this Fourth of July? Can vocational\npsychology, with the aid of modern science, pick a career for young America\nworthy of its powers?\nIf we go back and consider some of the prenatal forces at work in that\nmomentous spring of 1776, we find that the paper money issued by the\nCongress before the Declaration of Independence bore on one side the\nmotto, \"Mind your business,\" and on the reverse side the motto, \"We are\none.\" A certain incompatibility between the two ideals troubled some\nthen as it troubles some now. No one knew which was to be the dominant\n\nmotto of our national life, nor do we know today. \"E pluribus unum\"\nprevailed on the great seal and in theory, but \"Mind your business\" dominates in national practice.\nEducation is the business of the indestructible States of our indestructible\n\nUnion. It is important that each State mind its business, just as it is\nimportant for the State that the individual mind his business; but if each\nindividual minds his business too exclusively there can be no State, and if\neach State knows only its own education, there can be no national learning ,\nand no national life.\n\nBefore taking for our national motto \"Mind your business,\" and defin\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL LEARNING AND NATIONAL LIFE\n\n211\n\ning the \"general welfare\" as synonymous with \"interstate commerce,\" let\nus recall the famous words of Adam Smith: \"To found a great empire for\nthe sole purpose of raising up a people of customers, may at first sight appear\naproject fit only for a nation of shopkeepers.\" Ideas rule the world and\nits events. The sovereignty which the United States has enjoyed and the\nallegiance it has secured are due to the immortal ideas which gave it birth .\n\nIfwe think of the Nation merely as business in its highest expression, the\nNation, as Laski has pointed out, will have no claim on our individual\nallegiance. If the Nation means only security and profit, the soul of the\npeople will weary of the golden calf and rally around the banner of some\nKu Klux Klan or other social organization that ministers to baser passions\nor deeper needs. The church, the labor union, and the school may then\nbe as important for social purposes as the State, and in their respective\nspheres as sovereign as the State, for the thinking mind and conscience.\nA common danger welds a people into a nation.\n\nSo also will a common\n\ntask if it be great enough to enlist the heart and soul of a people. If a\npeople live together as a nation they must produce a national learning.\nConversely a common heritage of national learning must eventually produce a nation. Geographical facts and commercial interests are not\nenough to produce and maintain a nation. There must be the cement of\ncommon ideas and ideals. A community of commercial interests, said\nRenan, makes a customs union, not a nation. \"No school, no republic, \" is\nas true a maxim for Americans as \"No bishop, no king\" was for King\nJames. History knows the Army State and the Church State. Whether\nit will write, \"America, the Business State,\" or \"America, the School\n\nState,\" is yet to be determined. I am an optimist and I think it is true,\nas one textbook tells us, that \"America is becoming national in economy,\nscience, thought, and culture.\"\nAt the same time we are in danger, as President Coolidge has said, of\nlosing our reverence for the profession of teaching and bestowing it upon\nthe profession of acquiring. One way to correct this is to let a Secretary\nof Education sit side by side with the Secretary of Commerce, the Secretary of Labor, and the Secretary of Agriculture, in the President's Cabinet.\n\nOf the American people it may be said today, as Mazzini said of Italy\na generation ago, \"The world's athirst of God, of progress, and of unity,\"\nbut without a national learning applied to our national life we shall\nattain neither to God, to progress, nor to unity. Like our forefathers of\n'76, we are anxious that men shall be free to \"mind their business.\"\n\nWe\n\nbelieve that education is a part of the business of the respective States.\nBut, like our forefathers, we are not afraid to enunciate at the same time\nthe truth that as a Nation we are one. The great political achievement\nof America lies just in the triumph of federalism, the possibility of uniting\nfree men in a free State without destroying their freedom, the possibility\nof uniting free States in a Nation without destroying them as free States.\nWe who believe in the representation of education in the National Govern-\n\nment are only applying the fundamental principle of our national life to a\n\n"}
{"page": 233, "printed_page": null, "text": "212\n\nNATIONAL EDUCATION ASSOCIATION\n\nwider sphere, are only giving evidence of a stronger grip upon, and a more\nvital faith in, this primary principle of our national life. The trouble with\nour opponents is, as John Stuart Mill observes, \"Truth in the great practical concerns of life is so much a question of reconciling and combining\nof opposites that very few have minds sufficiently capacious and impartial\nto make the adjustment with an approach to correctness.\"\nFor the State, as for the individual, comes after the physical struggle,\nthe mental struggle of relationships, and the most effective weapon in that\nwarfare has been found to be \"coöperation.\" When Cain, minding, as he\nthought, his business, asked, \"Am I my brother's keeper,\" the first lesson\nwas given mankind of the necessity of attempting to reconcile the two\nmaxims , \" Mind your business\" and \"We are one.\" We are still wrestling\nwith the problem. In education it means that the States cannot effectively\nmind their business of education without devising some means of coӧрегаtion in the bringing to birth a national learning and in the applying of it\nto the problems of national life. Those educators who boast with Calhoun, \" I never use the word Nation in speaking of the United States,\" or\nits school system, belong to that group of whom Franklin said, \"Those\nwho would give up essential liberty to purchase a little temporary safety,\ndeserve neither liberty nor safety.\"\nLearning, then, must be accorded a recognized representative in the\nnational councils. We Republicans do not favor court costumes, and, at\nour American court, learning should not be asked to disguise itself either\nin the knee breeches of a diplomat, in the robes of a Cardinal, in the uniform of a soldier, in the motley of the jester, or in the denim of the laborer,\nbut should be welcomed in the plain and sober garb of the schoolmaster.\nThe new Department of Education, soon to be created, should claim as\nits own that second great seal adopted by the United States, in 1782, to\nplace as a hanging seal on ribbons such as are usually attached to a college\ndiploma, but never yet so used. In place of the eagle with the arrows of\nwar and the olive branch of peace, the seal portrays an unfinished pyramid,\nwith 1776 and the Declaration of the Rights of Man as the base. Above\nis the all-seeing eye of wisdom and the inscription, \"The beginnings stand\n\napproved, \" while the motto reads, \"The Beginning of a New Order of\nThings.\" As an additional course upon the pyramid, begun in 1776,\nstones should be laid bearing the words, \"Department of Education.\" The\nseal would then be ready for use. It would be the kind of a birthday cake\nI should like to help light for the Nation tomorrow.\nAnd when at length is completed here in Washington the new building\nfor education of which we have dreamed on so many national birthdays,\nin the vestibule of the new Department I would inscribe John W. Davis'\nstatement of the ideals of his party-for if this be Democracy, then we are\nall Democrats a Department \"whose ambition is service, not mastery ;\nwhose aim is opportunity, not privilege; whose boast is honor, and not\nprofit; whose ideal is freedom, and not restraint.\" So may America, our\nbeloved Nation, learn to live, and live to learn.\n\n"}
{"page": 234, "printed_page": null, "text": "ADDRESS\n\n213\n\nADDRESS\nCALVIN COOLIDGE, PRESIDENT OF THE UNITED STATES\nINTRODUCTION ¹\n\nOne hundred and forty-eight years ago today a new nation was born. The\nleaders in that great history-making Declaration of July 4th, 1776, foresaw and\n\nemphasized the inseparable, inescapable relationship of education to the equality\nofman.\n\nIn my hand I hold a gavel which fittingly symbolizes this relationship. It was\nmade by school boys of Concord, Massachusetts, from the wood of that \"rude\nbridge which arched the flood where once the embattled farmers stood and fired\nthe shot heard round the world.\"\n\nToday a citizen of that State represents the spirit of democracy there established.\nIn the Capital of that Nation, born July 4, 1776, are assembled to hear him speak,\nthe teachers, on whose consecration to duty the preservation of true democracy\nmust forever depend.\n\nLadies and gentlemen, the President of the United States .\n\nFor almost a century and a half, the Fourth of July has been marked\nas Independence Day. It has been given over to the contemplation of\nthose principles and those institutions which America peculiarly represents.\nIn times gone by, the exuberance of youth and the consciousness of power\nrecently gained have often made it an occasion for boastfulness. Long\norations have been made, which consisted for the most part of a reassurance to ourselves and a notice to the world that we were a great Nation.\n\nThose days are past. Our own people need no reassurance, the world\nneeds no notice, of this long self-evident conclusion. Our country has not\nceased to glory in its strength, but it has come to a realization that it must\nhave something more than numbers and wealth, something more than a\nfleet and an army, to satisfy the longing of the soul. It knows that to\npower must be added wisdom, and to greatness must be added morality.\nIt is no longer so solicitous to catalogue the powers which it possesses, as\nto direct those great forces for the spiritual advancement of the American\npeople at home and the discharge of the obligations to humanity abroad.\nAmerica is turning from the things that are seen to the things that are\nunseen.\n\nBy this I do not mean that there is in contemplation, or required, any\nchange in our fundamental institutions. I mean, rather, that we are beginning to reap the rewards which accrue from the existence of those institutions and our devotion and loyalty to them. Some principles are so\nconstant and so obvious that we do not need to change them, but we need\nrather to observe them. The world is fairly well agreed on the probable\npermanence of the first four tables of the arithmetic with which I struggled\n\nwhen I attended the district school. It is not thought that they need to\nStatement made by President Olive M. Jones of the National Education Association, introducing President Calvin Coolidge to the sixty-second Convention of the National Education\nAssociation, Stadium, Central High School,\n\n"}
{"page": 235, "printed_page": null, "text": "214\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe changed, or that we can make any progress by refusing to apply them.\nThose who seek to evade them in the ordinary business and procedure of\n\nlife would undoubtedly find that such action would work to the ruin of\nany commercial enterprise, or if it did not, the beneficiaries of such a disregard of the commonly accepted rules of addition would undoubtedly find\nthat a very large majority of people would be old-fashioned enough to\ncharge them with fraud. The institutions of the Government and society\nmay not always be susceptible of a demonstration which is as exact as those\nofmathematics, but nevertheless, political relationship is a very old science\nwhich has been set out in theory and wrought out in practice through very\nmany centuries. Its fundamental principles are fairly well established.\nThat there could have been gathered together a body of men so learned in\nthat science, so experienced in its application, so talented and so wise in its\nstatement and demonstration, as those who proposed, formulated, and\nsecured the adoption of the American Constitution, will never cease to be\nthe wonder and admiration of the profoundest students of Government.\nAfter making every allowance for a fortunate combination of circumstances\nand the accomplishments of human ingenuity, they have been nearly all\nforced to come to the belief that it can be accounted for only by the addition of another element, which we must recognize as the guiding hand of\nProvidence. As we can make progress in science not by the disregard, but\nby the application of the laws of mathematics, so in my firm conviction we\ncan make progress politically and socially, not by a disregard of those\nfundamental principles which are the recognized, ratified, and established\nAmerican institutions, but by their scrupulous support and observance.\nAmerican ideals do not require to be changed so much as they require to be\n\nunderstood and applied.\nThe return of this day quite naturally invites us to a reconsideration of\nthose principles set out in the Declaration of Independence, which were\nfor the first time fully established in a form of government by the adoption\nof the American Constitution. Such a consideration presents many angles,\nfor it touches the entire life of the Nation. To deal with so large a subject adequately, it is obvious would require extensive treatment. On this\noccasion it is possible to touch on only one phase of it.\nIt can not be too often pointed out that the fundamental conception of\n\nAmerican institutions is regard for the individual. The rights which are\nso clearly asserted in the Declaration of Independence are the rights of the\nindividual . The wrongs of which that instrument complains, and which\nit asserts it is the purpose of its signers to redress, are the wrongs of the\nindividual. Through it all runs the recognition of the dignity and worth\nof the individual, because of his possession of those qualities which are\nrevealed to us by religion. It is this conception alone which warrants the\n\nassertion of the universal right to freedom. America has been the working\nout of the modern effort to provide a system of government and society\nwhich would give to the individual that freedom which his nature requires.\nIt is easy to appreciate both the soundness and the grandeur of such a\n\n"}
{"page": 236, "printed_page": null, "text": "ADDRESS\n\n215\n\nvision. Its magnitude implies that it was a conception not to be accomplished in a day or a year, but by the slow and toilsome experience of generations. The foundations of the structure have been laid, the rules of\naction have been stated.\n\nIt is for us to make such contribution as we are\n\nable toward the completion and adoption. The end sought has been to\ncreate a nation wherein the individual might rise to the full stature of\nmanhood and womanhood.\n\nIt needed but little contemplation to determine that the greatest obstacle\n\nto freedom was ignorance. If there was to be self-government, if there\nwas to be popular sovereignty, if there was to be an almost unlimited\nprivilege to vote and hold office, if the people were going to maintain themselves and administer their own political and social affairs, it was necessary\nas a purely practical matter that they should have a sufficiently trained\nand enlightened intelligence to accomplish that end. Popular government\ncould only be predicated on popular education. In addition to this, the\nvery conception of the value and responsibility of the individual, which\nmade him worthy to be entrusted with this high estate, required that he\nshould be furnished the opportunity to develop the spiritual nature with\nwhich he was endowed, through adequate education.\nMerely to state the American ideal is to perceive not only how far we\n\nstill are from its realization, but to comprehend with what patience we\nmust view many seeming failures, while we contemplate with great satisfaction much assured success.\n\nWe can see the early beginnings of our country and understand the situation in those days better than it was understood by its own contemporaries.\nItwas a time of great toil and hardship. The entire settled area couldbe\ndescribed as little more than a frontier. Everything in the way of modern\nconvenience was wanting, and save where a seagoing commerce was beginning, there was an entire absence of wealth. The America which we\n\nknow had yet to be made. But the land was blessed with a great people\nand with great leaders. Washington and Jefferson, Franklin and Mason,\n\nHamilton and Madison, Adams and Marshall suggest a type of citizenship\nand leadership, of scholarship and statesmanship, of wisdom and character,\nof ability and patriotism, unsurpassed by any group of men ever brought\ntogether to direct the political destinies of a nation. They did what they\n\ncould in their time for the advancement of the public welfare, and they\nwere not discontented because they could not immediately secure perfection. They had a vision, and they worked toward it. They knew that in\ntheir day it was not to be fully realized. They did not lack the courage\nto have faith in the future.\n\nThey started the country on that long road of stupendous achievement\nwith which you are all so familiar. To provide for that human welfare\nwhich was the cherished hope of the Declaration of Independence and the\n\nwell-wrought-out plan of the Federal Constitution, it was necessary to\ndevelop the material resources of our country. There had to be created the\ninstruments with which to minister to the well-being of the people.\n\n"}
{"page": 237, "printed_page": null, "text": "216\n\nNATIONAL EDUCATION ASSOCIATION\n\nNational poverty had to be replaced with National possessions. Transportation had to be provided by land and water. Manufacturing plants\nhad to be erected. Great agricultural resources had to be brought under\ncultivation. The news service of the press had to be established. The schoolhouse, the university, the place of religious worship, all had to be built.\nAll of these mighty agencies had to be created, that they might contribute\nto a unified national life where freedom might reign and where the citizen\nmight be his own sovereign.\nIt was only as this work was accomplished, as these instruments were\nprovided, these properties built, and these possessions accumulated, that\nthere could be a reduction in the hours of labor, an increase in the rewards\nof employment, and a general betterment in those material conditions which\nresult in a higher standard of living. The leisure for culture had to be\nsecured in this way. Servitude of all kinds is scarcely ever abolished unless\nthere is created economic opportunity for freedom. We are beginning to\nsee that the economic development of our country was not only necessary\nfor advancing the welfare of the people, but that we must maintain an\nexpanding power of production if that welfare is to be increased. Business makes a most valuable contribution to human progress.\nAs we look back upon all this development, while we know that it was\nabsolutely dependent upon a reign of law, nevertheless some of us can not\nhelp thinking how little of it has been dependent on acts of legislation.\nGiven their institutions, the people themselves have in the past, as they\nmust in the future, to a very large degree, worked out their own salvation\nwithout the interposition of the Government. It is always possible to\nregulate and supervise by legislation what has already been created, but\nwhile legislation can stimulate and encourage, the real creative ability\nwhich builds up and develops the country, and in general makes human\nexistence more tolerable and life more complete, has to be supplied by the\ngenius of the people themselves. The Government can supply no substitute\nfor enterprise.\nAs a result of the activity of all these forces, our country has developed\nenormous resources. It has likewise to be admitted that its requirements\n\nare very large, but the fact remains that it has come into a position where\nit has the accumulations of wealth and the means of production to provide\nmore adequately for the welfare of its people, and to establish more se-\n\ncurely their physical, mental, and moral well-being. You are making your\ncontribution to this great work in the field of education.\n\nIt is here es-\n\npecially that the growth and progress of our country can be most easily\nunderstood. You can realize what an opportunity for securing the higher\nthings of life they have provided when you recall that it is claimed that one\nout of every four persons in this Nation, either as pupil, administrator, or\nteacher, is now in some capacity directly concerned in education.\nIn the year 1921-22, the latest time for which complete statistics have\n\nbeen compiled, the students in the elementary and secondary schools, in the\n\n"}
{"page": 238, "printed_page": null, "text": "ADDRESS\n\n217\n\ncolleges and universities, had reached the unprecedented number of\n26,206,756, and the total number of teachers and administrators was approximately 882,500. If to this number one should add the parents, the\nmembers of school boards, and the taxpayers who maintain them, it becomes\nclear at once how universal is the direct or indirect concern of our citizens\nwith the schools.\n\nAnother indication, both of our increasing resources and of the tremendous importance of education in the life of the Nation, is the great amount\nof money which we are able to spend for it. Twelve years ago, the total\nmoney expended for all educational purposes amounted approximately to\n$705,781,900. In 10 years this had increased to $2,144,651,000. Even\nwhen one takes into account the depreciation of the dollar, due to the\neconomic changes caused by the World War, it becomes clear that the\nAmerican people have demonstrated their faith in education and their\ndetermination to use the wealth of the Nation for the creation of the\n\nhighest type of manhood and womanhood.\nWhile I believe that educators are under obligation to expend public\nfunds economically, it seems obvious that the recent increase in expenses\nfor this purpose is a most wise investment. It is impossible to conceive that\nthere should be any increase in agricultural products, in the production of\nmanufactures, or any other increase in our material wealth, through\nignorance. The reaction to using the resources of the country to develop\nthe brains of the country through education has always been greatly to\nstimulate and increase the power of the people to produce.\nAs already indicated, America is turning from the mere thought of the\nmaterial advantage to a greater appreciation of the cultural advantage of\nlearning. It is coming to be valued more and more for its own sake.\nPeople desire not only the intelligence to comprehend economic and social\nproblems, but they are finding that increased leisure is little more than\ntime wasted in indulgence, unless an opportunity for self-development and\nself-expression has been provided in youth by the cultivation of a taste for\nliterature, history, and the fine arts.\nIt is necessary also that education should be the handmaid of citizenship.\n\nOur institutions are constantly and very properly the subject of critical\ninquiry. Unless their nature is comprehended, and their origin is understood, unless their value be properly assessed, the citizen falls ready prey\nto those selfish agitators who would exploit his prejudices to promote their\n\nown advantage. On this day, of all days, it ought to be made clear that\nAmerica has had its revolution and placed the power of Government\nsquarely, securely, and entirely in the hands of the people. For all changes\nwhich they may desire, for all grievances which they may suffer, the ballot\nbox furnishes a complete method and remedy. Into their hands has been\n\ncommitted complete jurisdiction and control over all the functions of\nGovernment. For the most part, our institutions are attacked in the name\nof social and economic reform. Unless there be some teaching of sound\n\n"}
{"page": 239, "printed_page": null, "text": "218\n\nNATIONAL EDUCATION ASSOCIATION\n\neconomics in the schools, the voter and taxpayer are in danger of accepting\nvague theories which lead only to social discontent and public disaster. The\nbody politic has little chance of choosing patriotic officials who can administer its financial affairs with wisdom and safety, unless there is a general\ndiffusion of knowledge and information on elementary economic subjects\nsufficient to create and adequately to support public opinion. Everyone\nought to realize that the sole source of National wealth is thrift and in-\n\ndustry, and that the sole supply of the public treasury is the toil of the\npeople. Of course, patriotism is always to be taught. National defense is a\nnecessity and a virtue, but peace with honor is the normal, natural condition of mankind, and must be made the chief end to be sought in human\nrelationship.\n\nAnother element must be secured in the training of citizenship, or all\nelse will be in vain. All of our learning and science, our culture and our\narts, will be of little avail unless they are supported by high character.\nUnless there be honor, truth, and justice, unless our material resources are\nsupported by moral and spiritual resources, there is no foundation for progA trained intelligence can do much, but there is no substitute for\nmorality, character, and religious convictions. Unless these abide,American\ncitizenship will be found unequal to its task.\nIt is with some diffidence that I speak of the required facilities of the\nschool in this presence. We are able to give more attention to the schoolhouse than formerly. It ought to be not only convenient, commodious, and\nsanitary, but it ought to be a work of art which would appeal to the love\nof the beautiful. The schoolhouse itself ought to impress the scholar with\nress .\n\nan ideal ; it ought to serve as an inspiration.\n\nBut the main factor of every school is the teacher. Teaching is one of\nthe noblest of professions. It requires an adequate preparation and training, patience, devotion, and a deep sense of responsibility. Those who\n\nmold the human mind have wrought not for time, but for eternity. The\nobligation which we all owe to those devoted men and women who have\ngiven of their lives to the education of the youth of our country that they\nmight have freedom through coming into a knowledge of the truth, is one\nwhich can never be discharged. They are entitled not only to adequate\nrewards for their service, but to the veneration and honor of a grateful\npeople.\n\nIt is not alone the youth of the land which needs and seeks education,\nbut we have a large adult population requiring assistance in this direction.\nOur last census showed nearly 14,000,000 foreign-born white persons residing among us, made up largely of those beyond school age, many of\nwhom nevertheless need the opportunity to learn to read and write the\nEnglish language, that they may come into more direct contact with the\nideals and standards of our life, political and social. There are likewise\nover 3,000,000 native illiterates. When it is remembered that ignorance\nis the most fruitful source of poverty, vice, and crime, it is easy to realize\nthe necessity for removing what is a menace, not only to our social well\n\n"}
{"page": 240, "printed_page": null, "text": "ADDRESS\n\n219\n\nbeing, but to the very existence of the Republic. A failure to meet this\nobligation registers a serious and inexcusable defect in our Government.\nSuch a condition not only works to a National disadvantage, but directly\ncontradicts all our assertions regarding human rights. One of the chief\nrights of an American citizen is the right to an education. The opportu-\n\nnity to secure it must not only be provided, but if necessary, made compulsory.\nIt is in this connection that we are coming to give more attention to rural\nand small village schools, which serve 47 per cent of the children of the\nNation. It is significant that less than 70 per cent of these children average to be in attendance on any school day, and that there is a tendency\nto leave them in charge of undertrained and underpaid teachers. The\nadvent of good roads should do much to improve these conditions. The\nold one-room country school, such as I attended, ought to give way to the\nconsolidated school, with a modern building, and an adequate teaching\nforce, commensurate with the best advantages that are provided for our\nurban population. While life in the open country has many advantages\nthat are denied to those reared on the pavements and among crowded\nbuildings, it ought no longer to be handicapped by poor school facilities.\nThe resources exist with which they can be provided, if they are but adequately marshaled and employed.\nThe encouragement and support of education is peculiarly the function\nof the several States. While the political units of the district, the township, and the county should not fail to make whatever contribution they\nare able, nevertheless since the wealth and resources of the different com-\n\nmunities vary, while the needs of the youth for education in the rich city\nand in the poor country are exactly the same, and the obligations of society\ntoward them are exactly the same, it is proper that the State treasury\nshould be called on to supply the needed deficiency. The State must contribute, set the standard, and provide supervision, if society is to discharge\nits full duty not only to the youth of the country, but even to itself.\nThe cause of education has long had the thoughtful solicitude of the\nNational Government.\n\nWhile it is realized that it is a State affair, rather\n\nthan a National affair, nevertheless it has provided by law a Bureau of Education.\n\nIt has not been thought wise to undertake to collect money from\n\nthe various States into the National Treasury and distribute it again\namong the various States for the direct support of education. It has\nseemed a better policy to leave their taxable resources to the States and\npermit them to make their own assessments for the support of their own\n\nschools in their own way. But for a long time the cause of education has\nbeen regarded as so important and so preeminently an American cause, that\nthe National Government has sought to encourage it, scientifically to investigate,its needs, and to furnish information and advice for its constant\nadvancement. Pending before the Congress is the report of a committee\nwhich proposes to establish a Department of Education and Relief, to be\npresided over by a Cabinet officer. Bearing in mind that this does not\n\n"}
{"page": 241, "printed_page": null, "text": "220\n\nNATIONAL EDUCATION ASSOCIATION\n\nmean any interference with the local control, but is rather an attempt to\n\nrecognize and dignify the importance of educational effort, such proposal\nhas my hearty indorsement and support.\nIt is thus that our educational system has been and is ministering to our\n\nNational life.\n\nOur country is in process of development. Its physical\n\nelements are incomplete. Its institutions have been declared, but they\nare very far from being adopted and applied. We have not yet arrived\nat perfection . A scientific investigation of child life has been begun, but\nyet remains to be finished. There is a vast amount of ignorance and misunderstanding, of envy, hatred, and jealousy, with their attendant train\n\nof vice and crime. We are not yet free, but we are struggling to become\nfree, economically, socially, politically, spiritually. We have limited our\namount of immigration in order that the people who live here, whether of\nnative or foreign origin, might continue to enjoy the economic advantages\nof our country, and that there might not be any lowering of the standards\nof our existence, that America might remain American. We have submitted an amendment to the National Constitution designed to protect the\nchild life of the Nation from the unwarranted imposition of toil, that it\nmight have greater opportunity for enlightenment. All of these movements are in the direction of increased National freedom, and an advance\ntoward the realization of the vision of Washington and Lincoln.\nA new importance is attaching to the cause of education.\n\nA new reali-\n\nzation of its urgent necessity is taking hold of the Nation. A new comprehension that the problem is only beginning to be solved is upon the\npeople. A new determination to meet the requirements of the situation\nis everywhere apparent. The economic and moral waste of ignorance will\nlittle longer be tolerated. This awakening is one of the most significant\ndevelopments of the times. It indicates that our National spirit is reasserting itself. It is a most reassuring evidence that the country is recovering from the natural exhaustion of the war, and that it is rising to a new\nlife and starting on a new course. It is intent, as never before, upon listening to the word of the teacher, whether it comes from the platform, the\nschoolhouse, or the pulpit. The power of evil is being broken. The\npower of the truth is reasserting itself. The Declaration of Independence\nis continuing to justify itself.\n\n"}
{"page": 242, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n221\n\nPATRIOTIC PILGRIMAGE TO THE TOMB OF THE UNKNOWN SOLDIER—ARLINGTON, VIRGINIA,\n\nJULY 4, 1924\nThe exercises at the Tomb of the Unknown Soldier were in charge of Ambrose\nCort, retiring director of New York State .\n\nMr. Cort inaugurated the proceedings by acknowledging for New York and its\nteachers the honor and privilege of leading this pilgrimage, saying that it had been\nthe high privilege as well as the duty of New York State to make the largest\nsacrifice of men in our country's recent wars as compared with other States . She\nwas the most populous of the sisterhood of States, and it was her duty to furnish\n\nthe greatest number of defenders. He referred to the points of similarity to be\nfound in the spirit and service of the soldier and of the teacher.\n\nThe teacher is enlisted also in a war which calls for sacrifice, for faithfulness\nto a solemn trust. The teacher is enlisted in the war against ignorance and renders\nhis or her service modestly though earnestly, and often comes to the end of a career\n\nofdevotion and self-sacrifice comparatively unknown and not always remembered\nby those to whom he or she has given freely of his or her gifts of mind and spirit.\nThe poignant fate of the Unknown Soldier is an inspiration to us teachers to\ndedicate our lives to the service of our country, without striving for great reward\nor recognition. The soldier knew he was indispensable though unknown. The\n\nteacher can be conscious of that same indispensability in the tasks both of preserving and of upbuilding our country's high estate through the training of Americanyouth in mind and character.\n\nThe teachers of Washington, D. C., placed a beautiful wreath on the tomb at\nthe beginning of the exercises. About three hundred people were gathered around\nthe tomb on this hot, sunny afternoon.\nGeneral John F. O'Ryan, the orator of the occasion, declared the vital importance of education to our country's prosperity; also of what vital concern it\nwas to international good will that the children of each land should be led through\neducation to know and to respect people of every other land. There was deep\nattention paid and much applause given to the stirring words of General O'Ryan .\nMiss Olive M. Jones, the retiring President of the National Education Association,\nwas one of the interested pilgrims at this sacred shrine.\n\nAN ADDRESS AT THE PATRIOTIC PILGRIMAGE MADE TO\nTHE GRAVE OF THE UNKNOWN SOLDIER\n\nMAJOR GENERAL JOHN F. O'RYAN, U. S. A.\n\nIt is most fitting on this, the anniversary of the Nation's birth, that we\nshould gather here at the grave of the Unknown Soldier of the World War\nto honor the memory and the sacrifice of one who died in defense of the\n\nNation's principles and institutions. The Nation was born in the travail\nofwar. Twice its life and physical unity were preserved by war. Twice\nwas it strengthened and developed and its influence for good extended by\nwar. And but a few years ago, those principles of democracy which it\n\nembodies, were preserved to the world only because of its sacrifice in the\nWorldWar.\n\n"}
{"page": 243, "printed_page": null, "text": "222\n\nNATIONAL EDUCATION ASSOCIATION\n\nBut if it is fitting that we revere the sacrifice of the American soldier in\nwar, on this the birthday of the Nation, and remind ourselves of what that\n\nsacrifice has meant in our development as a people, it is also peculiarly appropriate that these ceremonies in honor of the soldier's sacrifice should be\nunder the auspices of a national association which represents the teachers of\nAmerica.\n\nIn all our wars the mass of our soldiers have been boys. In time of\npeace we call our soldiers men, but in war we find it inevitable to refer to\nthem as boys, because boys they have always been. And these boys have\nbeen products of our public schools. At school, whether in one part of the\ncountry or another, they were imbued with the same love of country, the\nsame appreciation of American history and ideals. They played the same\ngames, sang the same songs, repeated the same schoolboy tricks, so that\nwhen they came to the army, as they did in the World War, as a veritable\nslice of the American population in each State, they came with a sentimental\nand patriotic background that was quite uniform in its wholesomeness and\nvigor.\n\nTo the teachers of America, past and present, must be accorded the great\nhonor and the merit for this real accomplishment.\n\nA nation can be no\n\nbetter than its citizenry. An army can be no better than its soldiers. We,\nthe officers who led the American soldiers in the World War, like to think\nwe taught them many useful things, but the truth is that the boys came to\n\nus with a splendid morale, with a faith in our country and its institutions\nstrong enough to move mountains. They were alert and intelligent, and\nkeen to learn their new job. What they did, the sacrifices they made, and\nthe results they obtained, we all know. The knowledge of what you, the\nteachers of America, did in the early development of these boys, and your\nunderstanding of its relation to their worth as soldiers must be to you a\n\nsource of splendid satisfaction. Certainly your part is generously acknowledged and acclaimed by the officers who were charged with the later military development of those you prepared for the duties of citizenship in such\neffective fashion. Nothing could be more appropriate, therefore, than this\ngathering of teachers from all parts of the country in patriotic pilgrimage\nto the grave of the Unknown Soldier of the World War-nothing more\ninspiring in relation to the future of the Republic than this reunion under\nsuch circumstances of the splendid men and women of the country who are\nentrusted with the development and training of the young American mind.\nMay your success in the future be as sure and worthy as it has been in the\npast.\n\nThis wish serves to bring to mind some of the difficulties that beset\n\nyour path-some of the problems you will have to solve, and solve correctly; problems which though not new, may in the future take on more\nserious import because of the times, and of our greater understanding of\ntheir importance. I shall mention two: The first has to do with the physical side of young America's development; the second with the moral or\ncharacter side. In connection with the first, remind yourselves frequently\n\n"}
{"page": 244, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n223\n\nof the really shocking information disclosed by the physical examinations\nunder the Draft Act. Not only were hundreds of thousands of young\nmen rejected for army and navy service by reason of physical defects, but\nan unreasonable percentage of them were ignorant of the existence of such\ndefects. Many thousands of young men had service defects which were\nremediable, but were taking no remediable action. Hundreds of thousands\nof young men were physically undeveloped, due to no cause other than a\nlack of appreciation of the necessity for physical training. Closely related\nto this subject of physical training is that of personal hygiene. Of what\n\nuse normally is the accumulation of academic knowledge if the physical\nwell-being of the student is so neglected that he dies, or struggles on under\noverwhelming handicap ?\nMay the teachers of America by their individual efforts in their own\nspheres carry to parents and children an appreciation and understanding of\nthe importance of this subject. And may they by their joint and coör-\n\ndinated effort, backed by the demands of understanding parents, secure\nfor the school systems of the country a scientific and thoroughly organized\nsupervision of the physical side of young America's development.\nIn relation to the second problem, I have in mind the desirability of\nkeeping open the minds of boys and girls upon debatable questions until\nwith increased knowledge and experience they may determine their own\nconvictions and attitude. Many men and women have automatically accepted in youth the convictions of others upon debatable questions and have\nbeenembarrassed by having to discard later what, to them, turned out to be\nno more than prejudices. Such occurrences shake confidence in our schools.\nThey tend to make partisans of our youth instead of investigating students.\nOften they delay the later development of seasoned judgment because of the\nnatural confidence accorded what has been learned during the adolescent\nperiod.\n\nLet me give you an example : In connection with the resentment of all\ngood people toward war and all that war means in suffering and waste,\nthere are some who are exacting from schoolboys a vow never to take part\nin war under any circumstances. The schoolboy should not thus be imposedupon. He cannot know what his conviction will be in relation to his\nduty at some time in the future when he is more experienced and possesses\ngreater knowledge. He should not be embarrassed at such a time, when\ncalledupon to determine his duty in the light of all the circumstances, by\nthe existence of a vow made in good faith as a boy, but emotionally, when\nhe could have only the vaguest ideas of the many questions, moral, legal,\nand sentimental, which enter into such a decision. Particularly is this true\nwhen we must concede, after mature consideration, that war cannot thus\nbedisposed of.\nTo me war seems like a species of world insanity. It is immoral. It\ncannot be reconciled with Christian teaching. And yet we know from\nthe fact that war as an institution has existed from the beginning and that\nthe Christian nations have been the leaders in resorting to war. From\n\n"}
{"page": 245, "printed_page": null, "text": "224\n\nNATIONAL EDUCATION ASSOCIATION\n\nthese facts we know that war cannot be abolished by the idle promises of\n\nAmerican boys not to engage in war. Under certain circumstances, which\nmay readily be assumed, I can visualize the good women who are urging\nthese vows, as the first to cry out their indignation of the enemy acts, the\nfirst to acclaim their abhorrence of enemy atrocities, the first to offer their\nsupplication that Heaven may punish the enemy, and the first to call upon\nthese same boys to make of themselves the soldier instruments of Heaven\nin meeting out punishment to the enemy.\nWar can and will be abolished in the world, and before long; but not by\nany such means as these simple persons seem to believe in. War can only\nbe abolished by the substitution of law and justice for might and force,\nand this substitution can only be effected through the united and coöperative action of all civilized nations in some world organization possessing the\nmachinery to administer world law and justice. No single nation, no\ngroup of nations, can legislate war out of existence. World peace and\njustice cannot be administered without a world organization to administer\nthem. So long as a single strong power remains outside such a world or-\n\nganization, free of its undertakings and obligations in support of peace,\nand at liberty to make war when and upon whom it pleases, just so long\nwill there continue to exist in the world a menace to peace-a menace commensurate with the military might of such power.\n\nNo matter how thinking men and women may disagree upon the details\naffecting such a world organization, they apparently agree that only upon\nsuch principle can world peace be founded and war abolished. And the\nschool teachers of the country are thinking men and women. They know\nand understand the necessity of recognizing these basic principles as the\ngroundwork of world peace.\nWhat could be more profitable to the families of America and more\nvaluable to the country as a whole than for the teachers of America to warn\nthe boys of America against such specious vows as I have referred to and\nto point out to them that so long as warfare continues they must live prepared to answer with unanimity their country's call for defense. And on\nthe other hand, to point out, not only to them but to the people of their\n\ncommunities, that just so soon as the world, which has always been organized for war, is fully organized for peace, then only may we expect to\nhave permanent peace in the world.\n\nSurely we cannot leave this subject, and the grave of this soldier of\nAmerica, without reflecting upon the character of his sacrifice and its relation to peace in the world.\n\nStatesmen and politicians may differ about the causes and objects of the\nWorld War, but the American soldier after he got into the human abattoirs of Belgium and France and had seen, and smelled, and heard, and felt\n\ntheir horrors and cruelties, formed a conviction that his was a war to end\nwars .\n\nHe was a simple boy, a direct thinker, a straight shooter. He did his\n\n"}
{"page": 246, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n225\n\nwork well, but he had to leave off for you to carry on and make good his\nsacrifice.\n\nWere he here to speak, I feel sure he would give you some such message\naswaswritten in three verses which appeared some years ago in one of the\nNew York weekly papers, entitled, \"The Dead Soldier to America.\"\n\nI was young, and, O God! how I wanted to live !\nThe whole of my life lay ahead,\nBut my country was calling me-needed my strength.\nI went.\n\nSeek me now with the dead !\n\nI was young. All the world was a wine to be quaffed,\nFair love led me on with a smile ;\n\nBut I died, and you, living, who stand in my place,\nBattle on! Make my dying worth while !\n\nMy dreams I laid down on the Altar of Right,\nThe blood of my youth stains the clay.\nJoyousness, music, hope, memory, love,\nIn an instant I cast them away.\n\nAye, cast them away with a song on my lips,\nAway with a jest and a smile,\nBut the goddess I fought for is lost in the gloom,\n\nStruggle on! Make my dying worth while!\nI followed no laws save the laws of my land.\nMy country I took as my bride,\nMy leader, my lover, the all of my all,\nI wedded her, kissed her, and died.\n\nTo you who go forward from where I left off,\nThough dark be the pathway each mile,\nThe torch I have lit will yet flame to the sky,\nCarry on! Make my dying worth while!\n\nAN ADDRESS AT THE PATRIOTIC PILGRIMAGE MADE\nTO THE LINCOLN MEMORIAL, JULY 4, 1924\nFRANCISG. BLAIR, SUPERINTENDENT OF PUBLIC INSTRUCTION, ILLINOIS\n\nThe idea of these patriotic pilgrimages was inspiration born. By it\nMiss Jones has hitched the wagon of the National Education Association\n\nto the star of American idealism. How altogether happy and appropriate\nis the suggestion that the teachers of the children of the Nation should\n\nmake constant pilgrimages to the monuments and shrines of America's\nadeals and traditions ! How can we keep alive and active in the hearts\nand minds of the youth of this Republic its real meaning and worth unless\n\n"}
{"page": 247, "printed_page": null, "text": "226\n\nNATIONAL EDUCATION ASSOCIATION\n\nwe ourselves drink deeply and continually at the fountain-heads of Američanhistory?\nIt is for this purpose that we have come to this monument on this day.\nBut in order that we may properly appreciate the meaning of this Lincoln\nMemorial Building, in order that we may more fully understand the\ngreat life and the great deeds it commemorates, it is necessary for us to\nrefresh our minds and hearts by a few preparatory pilgrimages. Will you\nthen, on the wings of your imagination, fly with me over the Alleghanies,\ndown the Ohio River, and out to the very heart of Illinois ? There on\nthe rising ground, above the Sangamon River, we shall make a pilgrimage\nabout the streets of a once vigorous pioneer village, New Salem, where\nAbraham Lincoln spent several important years of his young manhood.\nHere we shall see or feel some of those primal forces which inspired and\nshaped his sentiments and thoughts and powers for the mastery of the\ngreat issues of statesmanship which he was destined to meet .\nI made my first pilgrimage to this spot in 1907. At that time it had\nnot been restored by the State, but was a deserted village with hardly a\ntrace of its former life and activity. I was told that I should find two\ntrees, one a sycamore and the other an elm, growing on or near the spot\nwhere stood the grocery store building in which Abraham Lincoln clerked,\nand about which clustered many of the most interesting stories of his New\nSalem life. I climbed the bluff and found the two trees standing. They\nhad grown together at the base. In 1884, a few persons, including Mr.\nW. G. Green, who clerked with Abraham Lincoln in the Offut store,\nvisited this spot. He stood in the carriage and pointed to these two trees,\nsaying, \" Right here was Denton Offut's store, where Lincoln and I were\nclerks together in 1832. Behold in these two trees an emblem of the Union\nmaintained by Lincoln. \"\nNo one can say precisely how these trees came to grow at that particular\nspot and in that particular way. My own opinion is that when the grocery\nstore was built a sycamore tree was cut down; that a bird or the wind\n\ndropped the seed of an elm tree into a crack or a crevice in this stump ;\nthat two sprouts sprang up, one from the stump of the sycamore tree and\none from the elm seed at about the same time, and that there they were\nlifting their young limbs and branches upward at the very time that\nAbraham Lincoln's ideas and sentiments were stretching towards the sky.\nThere they were standing, as his heart was touched by its first elemental\nemotion of love for Ann Rutledge. There they stood when he met and vanquished the backwoods bully. There they were standing when, beside the\nfireplace in the cooper shop, he took his lessons under Mentor Graham in\ngrammar and composition which were to do their part in making him the\nincomparable master of English expression. There they were growing\nwhen he marched away with his company to the Black Hawk War and\nreceived what he considered the greatest honor ever conferred upon him\nhis election as captain of the company. There they stood at the time of\nhis candidacy for the legislature, when he received every vote in the village\n\n"}
{"page": 248, "printed_page": null, "text": "227\n\nPATRIOTIC PILGRIMAGES\n\nsave three. There they were standing as he marched away to Springfield\nto enter a larger field of opportunity and power. There they were standing when he matched his mature mind and power against the mighty\nDouglas in a debate that commanded the attention of the Nation, and in\nwhich he wrote across the skies of our future these prophetic words :\n\n\"A house divided against itself cannot stand. I believe this Government cannot endure permanently, half slave and half free. I do not\nexpect the Union to be dissolved; I do not expect the house will fall; but\n1 do expect it will cease to be divided.\n\nIt will become all one thing or\n\nallthe other.\"\n\nThere these trees were standing when he received the news of his nomination and election for the Presidency. There they were standing when\nhe started on his momentous journey to Washington. There they stood\nduring those racking years of Civil War when, by the sheer force of his\nmoral strength, he held aloft the ridgepole of the tottering house of\nnational unity. There they were standing when the assassin's bullet\nplunged into his body, and there these two united trees stood and reached\nforth their limbs and leaves in solemn welcome as his body was borne\nback to Illinois, back to Springfield, and laid at rest in Oak Ridge Cemetery.\n\nThe elm was the first one of these two trees to fall.\n\nThe sycamore\n\nstood until the year 1918, when it was uprooted by a storm. A few years\nafter the Civil War a vagrant artist climbed the sycamore tree and, about\ntwenty feet from the ground, carved on the smooth surface a striking\nprofile of Abraham Lincoln. There in our imaginations we can believe\nthat that sad face through the succeeding years, in spring and summer and\n\nautumn and winter, in sunshine and storm, looked down upon the scenes\nof his early manhood, where God fashioned on the anvil of pioneer conditions his resources and powers for the mighty task he was to perform.\nThe next step in our pilgrimage will be into the cemetery at Petersburg ,\nIllinois, where a final burial place has been given to the remains of Ann\nRutledge. There we shall stand with uncovered heads in the presence of\nher who occupied such a large place in the early affections and life of\nAbraham Lincoln. It may be that in our imagination we can hear her\nspeak, as she did to Lee Masters, these great words:\n\"Out of me the vibrations of deathless music,\n'With malice towards none, with charity for all,'\n\nOut of me the forgiveness of millions towards millions,\nAnd the beneficent face of a Nation shining with justice and truth.\nI am Ann Rutledge who sleep beneath these weeds,\nBeloved, in life, of Abraham Lincoln. Wedded to him,\nNot through union, but through separation.\nBloom on, Oh thou Republic, from the dust of my bosom !\"\n\nOur pilgrimage now leads to Springfield, where we shall visit so many\nof those places made memorable by the life of Abraham Lincoln.\n\nWe\n\n"}
{"page": 249, "printed_page": null, "text": "228\n\nNATIONAL EDUCATION ASSOCIATION\n\nshall stand in the very halls where he stood. We shall walk the very\nstreets he trod. Perhaps our emotions may be so touched and inspired that\nin imagination we may see him as Vachel Lindsay did, during the terrible\nyears of the World War, walking the streets of Springfield at midnight :\n\"It is portentous, and a thing of state,\nThat here at midnight, in our little town,\nAmourning figure walks, and will not rest,\nNear the old courthouse pacing up and down.\nOr by his homestead, or in shadowed yards,\nHe lingers where his children used to play,\nOr through the market, on the well-worn stones,\nHe stalks until the dawn-stars burn away.\nA bronzed, lank man! His suit of ancient black,\nA famous high top-hat, and plain worn shawl\n\nMake him the quaint great figure that men love,\nThe prairie lawyer, master of us all.\"\nWe shall not fail to visit the spot where he stood on the rear of a pas-\n\nsenger coach and spoke his farewell words to the citizens of Springfield,\non his departure for Washington. Newton Bateman, then superintendent\nof public instruction of Illinois, accompanied him to the train and stood\nby his side. It was an overcast, rainy day, but a great company had come\nforth to bid him farewell. Newton Bateman says that Mr. Lincoln was\ngreatly moved and that tears were upon his cheeks as he spoke these words :\n\"My friends : No one not in my situation can appreciate my feeling of\nsadness at this parting. To this place, and the kindness of these people,\nI owe everything. Here I have lived a quarter of a century, and have\npassed from a young to an old man. Here my children have been born,\nand one is buried. I now leave, not knowing when or whether ever I may\nreturn, with a task before me greater than that which rested upon Washington. Without the assistance of that Divine Being who ever attended\nhim, I cannot succeed.\n\nWith that assistance I cannot fail.\n\nTrusting in\n\nHim, who can go with me and remain with you, and be everywhere for\ngood, let us confidently hope that all will yet be well. To His care commending you, as I hope in your prayers you will commend me, I bid you\nan affectionate farewell.\"\n\nIf we are to lead the children of America into a right understanding\nof the greatness of this man's heart and mind, of his strength of character,\nof his superself-control, we must, in our pilgrimages, follow him on his\nway to Washington.\n\nWhat gift of the gods shaped his thought and poised\n\nhis lips so that no hasty or misspoken word should leap forth to increase\nthe tension of the crisis ?\n\nWe shall follow him until he stands on the\n\nportico of the Capitol to deliver his first inaugural address. We shall\nstand by his side, with Stephen A. Douglas, as he holds with loyal re\n\n"}
{"page": 250, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n229\n\nspect the hat of his former antagonist. We shall listen to those words\nof wisdom, those godlike words of advice and counsel, and we shall never\nforget those closing sentences, pronounced with great earnestness, as he\nturned his sad face towards the south :\n\n\"I am loath to close. We are not enemies, but friends. We must not\n\nbe enemies. Though passion may have strained, it must not break our\nbonds of affection. The mystic chords of memory, stretching from every\nbattlefield and patriot grave to every living heart and hearthstone all\nover this broad land, will yet swell the chorus of the Union when again\ntouched, as surely they will be, by the better angels of our nature.\"\nIf our pilgrimage is to prepare us adequately to interpret the life of this\nman to the youth of America, we should go into those Cabinet meetings\nand see him sit, calm and undisturbed, amidst the clash and collision of\n\ncontending opinions. We should watch him, as, with calm resignation,\nbut with unbending hope and fortitude, he endured the humiliations and\ndiscouragements of the early stages of the war, when one commander of\nthe Army of the Potomac after another went down before the dashing\n\ngenerals of the South. We shall see how his gentle but unconquerable\nwill arose above the clouds of these disappointments. We shall behold\nthat lofty firmness as he read to his Cabinet those words from the Emanci-\n\npation Proclamation which linked his name with eternity :\n\"And by virtue of the power and for the purpose aforesaid, I do order\nand declare that all persons held as slaves within said designated States\nand parts of States are, and henceforward shall be, free;\n\"And upon this act, sincerely believed to be an act of justice, warranted\n\nby the Constitution upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God. \"\nLord Charnwood, in his great history of Abraham Lincoln, was right\nwhen he said that humility is an essential element in the make-up of the\ncharacter of every truly great man. Can we catch, on our pilgrimage,\nsome of the spirit of humility which touched and colored every thought\nand act of Abraham Lincoln's life without dimming and weakening his\nelemental faith and courage ?\nOne incident will admit us into the holy of holies of this man's character. On the night following the close of the battle of Gettysburg, Mr.\nLincoln remained late in his office. Mrs. Lincoln's many importunities\nhad been unavailing. Sometime after midnight, she asked Robert Lincoln\nto go to his father and urge him to come to bed, saying that such late hours\nwould injure his health. The son went to the office and found his father\nkneeling, or, more properly speaking, sitting upon the floor with his head\nresting on his arms on the seat of the chair. The lad, thinking his father\nwas asleep, touched him on the shoulder, but when the face was raised the\nson saw that it was covered with tears. He urged his father to go to bed,\nas he needed the sleep and the rest. Slowly Abraham Lincoln replied :\n\"My son, I can go to bed, but I cannot sleep. I have suffered this day\none of the greatest humiliations that ever came\n\nme.\n\nI wrote with my\n\n"}
{"page": 251, "printed_page": null, "text": "230\n\nNATIONAL EDUCATION ASSOCIATION\n\nown hand a note to our commanding general, telling him to follow up\nthe enemy's army and destroy it. If he succeeded, to tear up my note and\ntake the credit of the victory to himself. If he failed, to publish my note\nas a record and throw all the blame on me. My humiliation is deepened\nby the fact that the general never did me the honor to acknowledge the\nreceipt of my note.\"\nOur pilgrimage would be altogether incomplete if we did not follow\nhim into Pennsylvania, in the fall of 1863, where, on the battlefield of\nGettysburg, he was to speak words which in form and content overtopped\nthe far-famed funeral oration of Pericles. As we stand on that battlefield,\n\nI am sure that inspiration will come to us which will better prepare us\nto be the intellectual leaders of the youth of this Republic.\nMy ancestors were born in the South, my great-grandfather in North\nCarolina, my grandfather in Georgia, my father in Missouri. They did\nnot believe in slavery and, at the close of the Revolutionary War, sought\na home in the free territory of the Northwest. When the Civil War\nbroke, men of my blood and my name from Illinois marched southward,\nclad in blue, with muskets over their shoulders, or sabers at their sides.\n\nAt Pittsburg Landing, at Shiloh, at Vicksburg, on Sherman's terrible\nmarch to the sea, and, finally, at Appomattox, they no doubt met upon\nthose battlefields men of my name and of my blood, clad in gray, with\nmuskets over their shoulders and sabers at their sides. It is possible that\nthey fought and killed each other, for they were men who exalted their\nideals and beliefs above their personal safety or interest.\n\nBorn, as I was,\n\nin the last year of the war, my heart and mind were filled with the horrors\nand losses of the great conflict. As I heard of my own kin who had been\nkilled or crippled in the great war, I conceived a bitter hatred for the\n\nSouth and all that it represented. Maturer years, wider study, and a\nmore sober and just judgment have modified or changed all of these early\nprejudices, although I have never changed in my belief that on the main\nissue, Mr. Lincoln's attitude was right, and that the attitude of the\n\nSouthern leaders was wrong. But when as a young man, I visited the\nbattlefield of Gettysburg with some of my war-born feeling still in my\nheart, and came to the spot where I was told that Robert E. Lee stood,\n\nand when I saw what that division of the Southern army had done in\nmarching through the open space and up the deadly ridge, I felt like falling on my knees and thanking God for a Nation that could produce such\nmen as Robert E. Lee and his brave men, who had the courage of their\nconvictions and were not afraid to lay their lives on the altar of what\nthey believed to be right.\nAs we come upon this battlefield in our patriotic pilgrimage, I am sure\nthat some such emotions will arise in us. We shall finally come to that\nspot where Lincoln stood. We shall in our imaginations look out over\n\nthe undulating field of the dead. We shall see the great throng gathered\nfor the dedication exercises. We shall see the distinguished orator, Edward\n\nEverett Hale, stand and pronounce in elaborate and ornate English, a\n\n"}
{"page": 252, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n231\n\ngreat and an extended dedicatory oration. We shall then stand breathless\nas the announcement is made that Abraham Lincoln, the President of the\nUnited States, will speak. We shall behold a gaunt, tall, serious-looking\nman arise and step to the front of the platform. We shall listen as, without any oratorical gestures of head or hand, there spring from his lips\nthese immortal words :\n\n\"Fourscore and seven years ago our fathers brought forth upon this\ncontinent a new Nation, conceived in liberty, and dedicated to the proposition that all men are created equal.\n\n\"Now we are engaged in a great civil war, testing whether that Nation,\nor any nation so conceived and so dedicated, can long endure. We are\nmet on a great battlefield of that war. We have come to dedicate a portionofthat field as a final resting place for those who here gave their lives\nthat that Nation might live. It is altogether fitting and proper that we\nshould do this.\n\n\"But in a larger sense we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, who struggled\nhere, have consecrated it far above our power to add or detract. The\nworld will little note nor long remember what we say here, but it can\nnever forget what they did here. It is for us, the living, rather, to be\ndedicated here to the unfinished work which they who fought here have\nthus far so nobly advanced. It is rather for us to be here dedicated to\nthe great task remaining before us; that from these honored dead we take\nincreased devotion to that cause for which they gave the last full measure\nof devotion; that we here highly resolve that these dead shall not have\ndied in vain; that this Nation, under God, shall have a new birth of\nfreedom; and that government of the people, by the people, and for the\npeople shall not perish from the earth.\"\nHow I wish that on some November school day Abraham Lincoln\nmight listen down from the skies and hear these mighty words of his like\na great organ peal pouring from the lips of ten million school children!\nAnd now from this mountain top of inspiration, our pilgrimage brings\nus back to Washington. We shall stand below the balcony of the White\nHouse where, on an evening following his second election, he gave expression to these words :\n\n\"It has long been a grave question whether any government not too\nstrong for the liberties of its people, can be strong enough to maintain its\nexistence in great emergencies.\"\n\nAt last our host of patriotic pilgrims will assemble in front of the\nCapitol as Mr. Lincoln gives his second inaugural address. We shall not\nfail to be touched by the great yearnings of a father's heart as he reaches\nforth his arms to welcome home again his wandering children. We shall\nnever forget the \"deathless music\" with which he closes his message:\n\"With malice toward none; with charity for all; with firmness in the\nright, as God gives us to see the right, let us strive on to finish the work\nwe are in; to bind up the Nation's wounds; to care for him who shall\n\n"}
{"page": 253, "printed_page": null, "text": "232\n\nNATIONAL EDUCATION ASSOCIATION\n\nhave borne the battle, and for his widow and his orphan; to do all which\nmay achieve and cherish a just and lasting peace among ourselves, and\nwith all nations.\"\n\nAnd, as a result of these patriotic pilgrimages, are not we, the teachers\nof the children of this democratic commonwealth, prepared in the presence\nof this Memorial to rededicate ourselves to the unfinished work which\n\nAbraham Lincoln has thus far so nobly advanced ? Shall we not here take\n\nincreased devotion to that great cause for which he paid the last full\nmeasure of devotion? Shall we not here highly resolve that this honored\nman shall not have lived and died in vain, but that this Nation, under\nGod, shall have a continual new birth in freedom \"not too strong for the\nliberties of its people\" and yet strong enough to maintain its existence in\ngreat emergencies, and that, through the processes of a universal education,\n\"government of the people, by the people, and for the people shall not\nperish from the earth ?\"\n\nPATRIOTIC PILGRIMAGE TO MEMORIAL CONTINENTAL\nHALL\n\nRelative to the pilgrimage on July 4 to Memorial Continental Hall, the President\n\nGeneral, D. A. R., Mrs. Anthony Wayne Cook, arranged an interesting and inspiring\nprogram, which began at 2:30 p. m. in the auditorium of Memorial Continental\nHall, where many gatherings of national and international importance have been\nheld.\n\nIt was as follows:\n\nPrayer\n\nThe Chaplain General, D. A. R., MRS. RHETT GOODF\n\n\"America\"\n\n..The Audience\n\nSalute to the Flag of the United States of America.\n\nDeclaration of Independence and Address ....The Commandant of the Army War College\nGENERAL HANSON E. ELY\nAddress..\n\n.. The President General, D. A. R. , MRS. ANTHONY WAYNE COOK\n\nMusic-Several selections .\nAddress..\n\nMADAME DE PASQUALI , Metropolitan Opera Company\nThe President State Teachers' College of Iowa,\nDR. HOMER H. SEERLEY, Cedar Rapids , Iowa\n\nMusic \"My Country 'Tis of Thee\"\n\nAudience\n\nTHE REAL GREATNESS OF THE AMERICAN REPUBLIC¹\nHOMER H. SEERLEY, PRESIDENT IOWA STATE TEACHERS' COLLEGE, CEDAR\nFALLS , IOWA\n\nThe eternal hope of protection and of progress of such a nation depends\nupon the common man that is in the dependable ranks of our citizenship as\nsoldier in the war and in the common good.\n\nThe real and final greatness of the American Republic must depend\nupon educating and training the American people in religion, morality, and\nknowledge, through the ministration of the church, the home, and the\n\nschool. There can not be any encouraging prospect for the future of\na nation whose development depends upon the decisions of universal\n\nsuffrage, unless its electorate can be trained to be wise, prudent, con1Address given at the Patriotic Pilgrimage to Memorial Continental Hall, July 4, 1924.\n\nFin\n\n"}
{"page": 254, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n233\n\nscientious, and reliable in deciding what is best for the welfare of\nhumanity. The chief menace to liberty, to prosperity, to honesty, and\nto progress is always to be found in political ignorance, political indifference, political chicanery on the part of the citizenry. A representative government that can be depended upon all the time must require a large percentage of its electors to be participants at every public\nelection in order to reflect the wishes of the people. Otherwise the so-\n\ncalled representative government loses its character as a republic, and\n\nminorities that have solidarity and that regularly and systematically vote,\nare able to make the decisions and obtain definite and permanent control.\nIn a very notable way, this is the present condition in every State of the\nAmerican Republic, whether the primary election or the presidential election is considered. Not a single man in the Senate of the United States\nhas had the support at the polls of more than 35 per cent of the actual\nvoters, and many of these important officials have from ten per cent to\ntwenty-five per cent. This fact is very alarming to anyone who believes\nin the reliability of American suffrage in meeting emergencies, by guarding\nthe opportunity to get public office and thereby public control of all\nNational affairs without representing at least one-half of the people who are\nauthorized to cast a ballot. Out of every one hundred that voted, the\nfollowing stay-at-home vote was reported for the presidential election in\n\n1920: New England, 82; Middle Atlantic States, 94; East North Central\nStates, 65; West North Central States, 59 ; Pacific States, 103 ; Mountain\nStates, 7; West South Central States, 242; East South Central States, 127 ;\nand South Atlantic States, 183. Such evidence as this does not give endorsement of the American people for their interest in public problems,\npublic affairs, and public decisions. It is not reasonable to suppose that\nrepresentative government can be truly commended when it shows such a\npredominance of electoral ignorance, electoral incompetence, and electoral\nindifference. What the American Republic needs is both better people\nand better government.\n\nThe meeting of the National Education Association in the National\nCapital on this important day in National history, gives occasion to discuss\nbriefly the fundamental propositions that underlie the public educational\nwork of the United States, since, if citizenship is not accomplished by these\ngreat public expenditures of time, effort, and money, the service that is\nexpected should be so reorganized, recentered, and readjusted that the\nsafety of this great Republic will be protected and a better condition of\npublic affairs will be obtained. To this end there is no lack of patriotic\nfervor among public school teachers, nor a shortage of enthusiasm and enterprise in undertaking a policy of more responsibility and more effectiveness.\n\nThe United States of America had its beginning as a nation in the Dec-\n\nlaration of Independence that occurred as the deliberate purpose of a\ndetermined-to-be-sovereign people, July 4, 1776. This famous declaration\nwas given forth by proclamation as an official document that was published\n\n"}
{"page": 255, "printed_page": null, "text": "234\n\nNATIONAL EDUCATION ASSOCIATION\n\nto the civilized world to give the cogent reasons that were considered\nfundamental to the establishing and the organizing of a system of representative government on this continent, North America. The most remarkable thing about this new method of making a nation was the accepted\nnecessity of issuing this declaration of rights so that it would not only unite\nthe people of these widely separated colonies, but would also be a permanent\nargument against aggression of any kind from older and greater nations\nand thereby construct and constitute an outline of a new philosophy for\nhuman liberty and righteous government. This was the first time in human\nhistory that the principles of truly representative government were given\nsuch august publicity as to cause intelligent men everywhere to think in\npersonal terms of human freedom, with sufficient directness to cause them\nto check up the rights and privileges that they were then possessing and\nenjoying, and also to come to definite conclusions regarding the claims that\nthey should make for the amelioration of society and for the uplift of human\n\npossibilities and human opportunities for the attainment of peace, prosperity,\nand happiness through the auspices of government.\nIt is to be recognized that the Declaration of Independence was a con-\n\ncrete statement of many prospective public policies that were not dreamed\nof in 1776, as the freedom and the rights and the privileges thus emphasized\nin demanding release from certain undesirable conditions that were im-\n\nposed by the mother country, have been since that time gradually approxi-\n\nmating in all lines of human liberty and human possibilities. This has\nbeen applied to the accomplishing of an individual independence for every\ncitizen in his relations to his country and his world; to his employers and\nhis employees ; to his neighbors and his competitors ; to his friends and his\nenemies; to his opportunities and his obligations; to his duties and his privileges to such an extent that a century and a half of legislation by States\nand by the Nation have not yet been able to put fully into effect the doctrines of the forefathers in their deliberations in that notable era of a new\n\nidealization of human capability. It implied an effort to organize and\nconduct affairs under a representatitve system so as to adjust continually\nand apply systematically these fundamental principles to the rights and the\nresponsibilities of men. The whole plan thus outlined was so generic in its\n\nfoundations, so promising as to the everlasting interpretations necessary to\nbe continually determined, that it gave a working plan for human emancipation, human development, and human outcome, that centuries to come are\nprobably not sufficient to give to the world all the truth and all the hope and\n\nall the privileges that human judgment, human invention, and human construction can accomplish.\n\nNo wonder that the import of the Declaration\n\nof Independence should not be fully realized by the whole American people\neven when on this realization their happiness, success, and progress in prosperity and patriotism depend.\nOut of the lofty conceptions of citizenship that were promulgated by the\nDeclaration of Independence came a government that established a written\nConstitution, provided for a distribution of powers by recognizing the re\n\n"}
{"page": 256, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n235\n\nspective duties of State and of Nation, and, by identifying the need of an\nexecutive department, a legislative department, and a judicial departmentso coördinating and so coöperating that the machinery of management could\nbe conducted with reasonable dispatch and yet not be so independent as to\nhave power to destroy or to limit the rights, the privileges, or the duties of\nthepeople.\n\nThis universal recognition of the honors, the rights, the immunities, and\nthe responsibilities of a responsible citizenship gave birth, by necessity, to\nState systems of schools to secure universal education and universal train-\n\ning to a degree that was marvelous, indeed, in that it determined that the\n\nonly limitation to be recognized was individual capability. The State\nsystem conception has the adjustability to recognize and provide all the\nspecial varieties of education that must be given to meet the needs of the\npeople of that area so as to give the greatest measure of success. Its sim-\n\nplicity is further provided by being easily managed from a single supervisory\n\ncenter that is so near to all the separate schools that the industrial, the\nsocial, and the intellectual demands are easily regarded. At the same time\nthrough actual familiarity and knowledge the money required of the taxpayer can be kept at a reasonable minimum-a matter that is of the highest\nimportance, because the government is expected and required to be constantly economical in administration and in investment.\nThe giving of this expansive freedom to the individual citizen enables\nhim to elect for his children more or less of educational advantages except\n\nso far as the good of the welfare of the State demands protection against\nilliteracy, ignorance, and dependency. In a sense this general rule of freedom is limited by compulsory laws effecting elementary education, because\nit is assumed that children of this age are entitled to the fundamentals of\nmental training, even if they are unable to care for their own interests in\ncases of parental indifference and carelessness; hence the State comes into\nauthority to supersede the parents, if the children's rights are either ignored\nor unrecognized. In a sense, the freedom of the individual citizen is an\nabsolute asset to his life unless he violates general laws of the State and\nproves that he is disregarding the rights of the people as a whole, or of\nindividuals as a class, by insisting on assumed rights and prerogatives that\nhis citizenship does not entitle him to possess, as by so doing he abuses the\ninheritance of responsibility that citizenship expects.\nSo far as public education is concerned, the rights of the States have been\nsuch that they have been competent to meet the emergencies and the\nexigencies that the legislative bodies of the several States have found existing. Not only has the elementary school been established as an essential\npartof free education for the benefit of the people, but secondary education\nhas been organized, developed, and expanded until it is as free, as complete, and as necessary as elementary education. In many States the college\n\nand the university have become the open sesame to such higher education\nand training in vocations, professions, and industries, as the individual\nstudent's inclinations and talents demand or desire and that, too, under\n\n"}
{"page": 257, "printed_page": null, "text": "236\n\nNATIONAL EDUCATION ASSOCIATION\n\nState direction and control and largely at State expense, the tuition fees\nbeing so small as to give remarkable opportunity for a preparation for life\nthat is commensurate with public needs and equivalent to personal qualifications, mental and physical. In these States the variety of higher education that is granted is of such a practical and fundamental nature that it\ndoes seem to the constructive critic that nothing more in educational lines\nremains to be organized, to be maintained, or to be developed, as all the\npossible individual needs for education and training have been fully provided under conditions that are complimentary to the people of the American system of constitutional, representative self-government.\nThe fathers of the American Republic accomplished a noble work when\nthey established representative government and thereby made a Constitution\nthat has met well all demands, and has continued in existence without es-\n\nsential modification since its adoption.\n\nThe true genius of American gov-\n\nernment has consisted in so formulating a general plan that it has success-\n\nfully absorbed all amendments that have been made without in reality\nrequiring either fundamental changes in purpose or determinate intention\nin aim.\n\nThis is the more remarkable when it is realized how few constitu-\n\ntional changes the United States has experienced as compared to other\nequally important nations in the last one hundred years . The wonderful\nwork that was done by the founders, the general adjustability that this\nhistoric document has always shown as legislation has been continuous and\njudicial decisions have been filed, the special suitability to the needs of\norganized civilization that has been evidenced under all emergencies of war\nand peace are unitedly a permanent tribute to the wisdom of the original\nbelievers in representative constitutional government as sufficient for guaranteeing the rights, the duties, and the freedom of intelligent, moral human\nbeings.\nThe fathers of the American Republic recognized that neither the\n\nexecutive, the legislative, nor the judicial functions of government should\ndominate; hence they made provision for a real division of authority on\nsuch general terms that it was not easy to invade the province of each other\nand thus do violence to the checks and the balances that a successful con-\n\nduct of public affairs requires. This condition has given results that are\neven better than the founders anticipated in that legislation which seemed\nvery desirable, and which the majority of the electors positively and patriotically wanted, could be so readjusted and so modified that the main objects sought were all eventually reached by either an amendment to the\n\nConstitution, by a very reasonable and prudent process, or by so restating\nthe legislation so reattempted that it did not conflict with the safeguards\n\ngranted by the Constitution, or restrict the main purposes of civil government to insure reform, progress, or development of any useful kind that\nwas for the public freedom, the public peace, or the public welfare. Any\ndecided change from these fundamental principles would have been revolutionary in character, subversive of administrative justice, and detrimental\nto the rights and duties of the people of the whole country. It is remark\n\n"}
{"page": 258, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n237\n\nable, indeed, that the Constitution was so prepared that every State in the\nUnion has been protected in its sovereign rights to an extent that could\nhardly have been anticipated.\nThe decline of true representative government in the United States of\nAmerica, in accordance with the intention and plan of the fathers of the\nConstitution, has been shown in the constant attempt of organized electors\ntocompel the members of Congress to listen to and to accede to the opinions\nof organized society. It has become an accepted policy to act as if\nany interest or any cause not organized and that does not send its delegate\nofficials to demand legislation at the hands of Congress will not receive any\neffective attention from congressional committees. Today almost every\norganized effort of any kind maintains headquarters at the National Capital,\nand keeps its offices open the year round, to advertise to their large memberships throughout the Nation the status of legislation in progress, to keep\nthem informed regarding the supposed attitude of all members of Congress,\nand to urge the public in general to write or to wire their respective members urging action in the direction that this organized society deems most\nhelpful. One needs but reflect upon this new system of organized legislative representation to realize that representative government is regularly,\nsystematically, and decidedly controlled by experts in all these special interests so that class legislation may become the rule and general legislation\nthe exception. Judgment, knowledge, and sincerity of purpose on the part\nof Congressmen are subordinated to special aims and definite ends in order\nto protect the demands and insure the hopes of the many whose success\nand prosperity and power depend upon the control of public sentiment.\nItis extremely difficult to realize and to appreciate the true grandeur of\na nation that is organized and conducted on the plan of the American Re-\n\npublic. This is due to the fact that there is no permanent authority to\ndecide policies, plans, and procedure. What the popular vote will be on\nissues of National and world-wide character is unable to be positively determined in advance as the consequences of such issues must be debated\ncompletely and spiritedly before the electors are willing to go on record as\nto what they want done in each case. What the Congressional conclusion\n\nwill be on bills pending before this great representative body cannot be\nprudently conjectured. What a State legislature will accept as a wise and\nanapproved proposition in law, or in business, or in taxation, can not be\n\nsafely anticipated in advance. What is true of progressive measures is\nequally true regarding the repealing or the amending of measures that are\n\nnow in custom, in law, or in popular acceptability. The local representative of a State Assembly inquires diligently concerning what his constituents\nwant in any important matter as he is much influenced by public sentiment\ninthe area he represents, because he wants endorsement as a publicist rather\n\nthan repudiation as a representative. This is largely true in the House\nof Representatives, and since the primary system of election for the nomination of candidates for the United States Senate has been adopted these\nformer officials are so close to the sentiment of their supporters in their\n\n"}
{"page": 259, "printed_page": null, "text": "238\n\nNATIONAL EDUCATION ASSOCIATION\n\nparty that they vote to meet the demand of electors, instead of being governed by party platforms. Hence, there is little or no solidarity in party\naction and the independent representative cannot be relied upon to obey\nthe platforms on which he appeared as a candidate or to unite his power\nwith others for the securing of the public welfare of the united country.\nOut of this came the independent voter that stands for no future policy\nor principle in civil government, the independent representative who is\nready to do anything his constituents want and the independent senator\nwho is more a demagog than a politician or a statesman.\nOut of all this change has developed a system of legislation that is\nneither dependent upon politics, upon official promises of candidates, nor\nupon any actual degree of American statesmanship, supporting issues of a\nminor kind that are dominant when there are issues of a major kind that\nare all eliminated from Governmental policies, Governmental influence,\n\nor Governmental procedure for world progress.\nThe true grandeur of such a republic is in the personal characters, in\nthe actual personal progress, and in the personal efficiency of the men and\nwomen in private life who are creators of public opinion and who are\nleaders in public prosperity. They make platforms, they select candidates for public office, and they see to it that their thinking is passed on\nas decisions that must be recognized according to public needs as to public\n\nwelfare. These men are great in thinking out national policies, and great\nin dictating the kind of conclusions that are best for all the people to\naccept. They are not candidates for office, they are not desirous of having\ntheir names in newspapers and in literary prominence, but they still are\nthe greatest of the great in knowing what to do to save the country from\nfinancial disaster, and what to do to have the great public consciously\nhappy, contented, and consistent. These men are patriots as to selfsacrifice, deliberate as to high grades of thoughtfulness, and consistent in\nseeking the greatest good for the greatest number.\n\nThey are financiers,\n\nleaders in industry, promoters of majestic enterprises, honest in their\nintentions, thorough-going in their service, and constant in their devotion\nto success in the concrete.\n\nIn conclusion, it is appropriate to recall what a vast influence on public\nopinion the unknown and unappreciated educator of every class has had\nand is having. In a way, he is more permanent in his influence than are\npublic men in more prominent positions. He is not always recognized in\n\nthe business world as the creator of men for opportunity and for service\nbecause he is satisfied with his results when those whom he has helped\n\nto get a working education get prominence and distinction in the field\nof letters, of politics, of law, of divinity, and of business. His preeminence\nis in the product that those whom he has trained represent. His joy is\nthe decisive distinction that his former students display. His success\nis in the masterfulness of accomplishment, of efficiency, and of power that\nhis trained personalities show. In no land does the teacher count to such\na degree as in the United States of America as in no other land can he\n\n"}
{"page": 260, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n239\n\nhave, without knowing it, such multitudes of persons at his lectures and\nin his classroom as America constantly furnishes. This accounts for the\norganized effort put forth by educators of every class to have great conventions in order to make a study of America as she is and has been, in\norder to decide what she should be and ought to be. This they do at\ntheir own expense without any expectation of reward or recompense, enlivened by the ardent hope that by such conferences and such interpretations\n\nthey may unitedly do a better work for the homes and the children of\ntheir country than they have done in the past.\nWith such hope they come and go in this broad land knowing that\neventually the American Republic will become in reality and in ultimate\noutcome what the public school systems seek to secure in religion, morality,\nand knowledge. What has thus been done is very marvelous, what is\n\nbeing done is beyond realization and what shall still be the results of the\nfuture, human imagination can not fairly estimate. It is the United\nStates-its glory, its grandeur, and its greatness-that is every day the\ninspiration of the American teacher in the American schoolroom.\n\nAN ADDRESS AT THE PATRIOTIC PILGRIMAGE MADE\nTO THE WALTER REED MEMORIAL HOSPITAL\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS\nSAN FRANCISCO , CALIFORNIA\n\nTo this place of healing come men broken in the service of their country\nto be made whole again. For some such purpose do we, who are tossed\nand torn in the lashing seas of these troublous days, seek the healing of\nthis sacred shrine.\n\nPilgrim mariners, we are come upon our quest hoping here and now to\nreceive a blessing; a blessing that will mend again the strained or broken\ncables that have in former days so stoutly held us from dashing upon the\nrocks; such a blessing as will renew again the charts and compasses which\nof old guided us, as individuals and as a Nation, toward those goals secured\nand established for us by our forefathers when they fought at Lexington\nand trod with frozen, bleeding feet the snows of Valley Forge; and when\nthey, with pen mightier than the sword, wrote that immortal Declaration\n\nand our country's Constitution. Thus they made the charts and compasses\nby which we steered our course, and forged the anchor chains which held\nussafe.\n\nThese are days between two times ; one has gone never to return; the\nother is nearing the dawn, and yet is too indistinct for one even with\ntelescopic vision to discern its lineaments. Things mental and moral,\ngovernmental and economic, are in a swirl and there is none among the\npilots or the prophets to tell their course of flow. Caught in this tide are\nmen and women who hug to their hearts the old ide\nhope, despite\n\n"}
{"page": 261, "printed_page": null, "text": "240\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe surging of conflicting currents that somehow somehow-time will\nturn backward to bring again the safe and stable days like those before\nthe war drums of Europe sounded but ten short years ago. Others there\nare, who are impatient of all old restraints, who discredit all former standards of morals and of government, who would cut loose from all that has\n\nbeen wrought out through the slow-moving centuries, to press rashly forward to a new day and time. Between those who hope for the return of\n\nthe former days of content, and the group which would break completely\nwith the past, which would write a new Declaration of Independence, a\nnew Constitution, a new code of morals, and a new economic foundation,\nis still another group whose members are striving to stem the tide, to\n\ngrasp the lifelines which shall bring the new day into proper touch with\ntheir yesterdays.\n\nFitting indeed-lest we forget that we turn again on this high day,\nhere in our Nation's Capital, to the sacred shrines symbolizing those high\nand strong and far-reaching ideals that have in the past shaped and\ndirected our National and individual lives. So we have come today to\nthis hospital where the great sympathetic soul of our Government gives\nexpression to that tender regard in which it holds all its citizens and especially those disabled in its service; to this hospital, monument as it is to\nthat loyal, splendid American, Major Walter Reed, noted surgeon, sanitarian, and bacteriologist-whose wonderful service his Government is\nproud to honor.\nLet, then, the memories of monument and man course through our\n\nminds and help us to read a meaning a full meaning-into that for\nwhich this monument and this man shall ever stand.\n\nWhen the full\n\nmeanings of this National institution and the service of this good citizen\n\nhave been unrolled, when with them the meaning of other and greater\nmonuments, and the equally worthy service of other citizens have been\nmade clear, then shall we know and feel that these meanings and these\nmemories stand for all we may need for the new time just ahead.\nOne must often go backward before he can go forward. To some such\ncondition have we come.\n\nWe must turn again to the old family life and\n\nstability; to the old ethical basis for conduct; to the first principles of\nsound government and economics. In doing this, we must not shut out\nthe new light of these present days. By all means let us erect a new\nstructure, but let us erect it upon these old foundations. When the true\nlight of these modern days shines forth we shall find that the old charts\nand compasses are the foundations of our newest inventions; that the new\n\ncourses we take alike as individuals and as groups, whether as the family,\nchurch, or State, must be determined by those same lode stars that the\n\ninspiration of our prophets and our forefathers set above yonder horizon.\nHere, under the flag of our country, with minds flooded with the rich\nmemories of the meanings of all these National symbols, we may in con-\n\nfidence lift our eyes toward Sinai, and to the Stars and Stripes, for the\n\"dawn's early light\" of the new day must break over that sacred mount,\nand be reflected to us first from the colors of Old Glory.\n\n"}
{"page": 262, "printed_page": null, "text": "241\n\nPATRIOTIC PILGRIMAGES\n\nPILGRIMAGE TO THE TOMB OF WOODROW WILSON\nOn the afternoon of the Fourth of July, 1924, several hundred teachers collected\nonthe lawn at Mount St. Albans under the beautiful trees near the Peace Cross.\n\nAfter a few introductory remarks by the chairman, Miss Anna Laura Force,\nDenver, Colorado, a Vice-President of the National Education Association, Dr.\nJames R. Joyner, past president, National Education Association and Past Superintendent of Public Instruction for North Carolina, pronounced the eulogy to\n\nWoodrow Wilson in most appropriate and inspiring words . It was especially\nhtting that Dr. Joyner was called upon to speak as he had been associated with\nWoodrow Wilson in his early career as a law student.\n\nThe pilgrimage to the tomb of Woodrow Wilson was very impressive. Miss\nForce and Dr. Joyner, accompanied by Mrs. Mary C. C. Bradford and Miss Charl\n0. Williams, both past presidents of the National Education Assocation, lead the\nway to Bethlehem Chapel of the National Cathedral of Saints Peter and Paul,\nwhere lies interred the body of our great World War President.\nA beautiful wreath made up of the choicest flowers available in Washington,\nD. C., was placed at the shrine of Woodrow Wilson by the National Education\nAssociation to do honor to the great schoolmaster and world statesman.\nAbout eight hundred were in attendance.\n\nA TRIBUTE TO FREDERICK DOUGLASS MADE AT A\nPATRIOTIC PILGRIMAGE TO HIS HOME\n\nSARA L. RHODES, PRESIDENT, NEW YORK PRINCIPALS' ASSOCIATION\nNEW YORK CITY\n\nIn fulfillment of that wonderful manifold tribute, appointed by our\ninspired president, Miss Olive Jones, it is my high privilege today to represent the National Education Association, and bring to you the greetings of that Association, at this shrine of a noted patriot and orator,\nand to spend a few all-too-brief moments in memory of one of America's\ngreat leaders, Frederick Douglass. I am grateful for the opportunity.\nThere is a peculiar fitness in the time and manner of this tribute to that\ngreat orator and leader, in whose memory we are assembled here today.\nWe are, within one day of the anniversary of what was probably the most\nnotable and important of his addresses that remarkable speech delivered\nin defense of human rights, at Rochester, N. Y., on July 5, 1852. It is\nalso peculiarly calculated to awaken our memory of Frederick Douglass\nto know that, at the various patriotic shrines of our Nation today, are\nbeing offered heartfelt speeches in tributes of eloquence. If Frederick\nDouglass had been among these speakers he would have stood preeminently\nabove the rest as a master of eloquence. He moved his hearers as no one\nof this generation can move them, with a presence that was poised and\ncommanding, a voice that was like the music of an organ or the call of a\n\ntrumpet, speech that flowed as a river through beautiful margins of adornment and grandeur, and an impassioned soul that poured itself forth in\n\ndefense of the right, whenever he saw an injustice that needed remedying\nor awrong that demanded correction.\n1\n\n"}
{"page": 263, "printed_page": null, "text": "242\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt is also fitting that I should here pause to pay my tribute of recognition\nto a fact of special interest to the women of this decade.\n\nFrederick\n\nDouglass was an ardent supporter of the cause of suffrage for women.\nSusan B. Anthony, his warm personal friend, counted him among her\nfirmest and staunchest helpers in the cause which lay so close to her heart.\n\nNow that that long period of struggle is over, now that the cause in which\nthey worked together is safely won, and since those who launched it did\nnot live to see its consummation except with the eyes of faith, may I,\nremembering and honoring that woman whose voice is stilled but whose\nspirit is triumphant, venture to tender my tribute of appreciation for the\nsplendid contributions of her co-worker, Frederick Douglass, to the cause\nwhich was her life, the cause of suffrage for women?\nI take it for granted that the long life of Frederick Douglass, from\n1817 to 1895, extending through a period of nearly eighty years, is too\nwell known to you in its main incidents to need recapitulation. I will\nmerely recall to you that, among other achievements, he edited the paper\ncalled the \"North Star,\" published in the city of Rochester, New York,\nwhere there is now a public monument erected to him; that he was for\n\na time Recorder of Deeds, and a well-known figure here in the District\nof Columbia, and that he was appointed Foreign Minister for the United\nStates, representing his country in Haiti. His services to his country and\nto humanity are inseparably linked with his remarkable powers of oratory,\nwhich he exercised always for the cause of righteousness and justice.\nMay I offer to you for a moment a new theme and ask you to think\nwith me of what has come to my mind very frequently during the last\nfew weeks ? With the opening of this summer there has been an unprecedented flow of travel from the shores of the United States to the shores\n\nof Europe. I am told it exceeds greatly any record of recent years. Our\nminds follow those myriads of travelers, imagining what Europe holds for\nthem and what they are reaching. Various interests entice them, but\nbefore they return from the Old World they seek to become acquainted\nwith those objects of appreciation and reverence in sculpture and other\narts recognized as the masterpieces of the world. It is before these\n\nmasterpieces that the crowds gather. It is before these masterpieces that\none meets, sooner or later, every traveler worth the name those who\nconsider travel an opportunity not merely to gratify curiousity or to enjoy\na carefree period of recreation, but an opportunity to meet and understand\nother nations and institutions than their own, to visit the most ingenious\nand magnificent accomplishments of the arts and sciences, and to derive\ninspiration from the best that humanity is able to offer in imperishable\nexpression of beauty and truth.\nWherein lies the claim of these works to immortality? And why may\nthey be called masterpieces ? It is because they conform to the principles\nof balance, harmony, and beauty, and because they satisfy the desire for\nidealism, always arising within the human soul.\nOne of the truest tests of a masterpiece is the test of time. Only that\n\n"}
{"page": 264, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n2+3\n\nart will endure as an inspiration to successive generations which is so\nuniversal in its thought, so intimate in its truth to the humblest details\n\nof life, so wide in its lofty ideals that it cannot fail to touch even the\nsimplest heart and to satisfy even the most sophisticated mind.\nOn such a production the finger of time is laid not in destruction but\nin benediction. Such a masterpiece loses no particle of its meaning as the\nyears roll by. On the contrary, every day adds to its beauty and fame.\nEach year brings a greater glory even to the material of which it is made ;\nmellowing the tints of marble, touching the curves of bronze with the soft\nshades of enveloping patina, and giving to the beauty of jewel-like color, a\ndepth and richness that makes it valuable beyond price.\nIhave spoken concerning our appreciation of the splendid works created\nby the artists of the world. But what shall I say of the men and women\nwhom, in reverent groups, we honor today ? For statuary, painting, music,\nliterature are but inanimate expressions.\nworld are God's leaders of His people.\n\nThe living masterpieces of the\n\nWe are all travelers across the expanse of life. We, too, are seeking\nas we pass the masterpieces of our Nation's history, that here we may\nderive inspiration from them, and seeking this today pause in memory and\nadmiration before the shrine of a leader.\n\nWe meet and grect one another\n\nin the presence of his spirit. On this, the birthday of our Nation, the\neducators of our country stand on hallowed ground. Our souls rise in\na prayer of gratitude for these our countrymen whose lives are splendid\naccomplishments conforming to the laws of beauty and strength, through\nsincerity, truth, enlightenment, humanitarianism, and service.\nOur prayer goes further. We ask for leadership for the present hour.\nOur country has great need of men and women to guide us into the ways\nof peace, to be lamps unto our feet and lights unto our paths. Will our\nprayer be answered ? Will our leaders arise? The response lies to a great\ndegree within ourselves. A true leader cannot exist but as the exponent\nand expression of the people whom he guides. If we want leaders, we\nmust be worthy of them. They are the expression of our best. Let us\nsee to it that we have a best to give them. It is our responsibility, yours\nandmine, that we shall so live as to become the sources from which our\nleaders may draw inspiration, courage, faith .\nAgain, the leader is an expression of something more than the people\n\nwhom he leads, indeed, of something mightier than himself. The man\nhimself is nothing unless he is caught by a cause that is without him as\nwell as within, a strong, righteous, and animating force. He passes\ninto the grip of destiny, swept on by the resistless and mysterious wave\nof universal progress, carrying forward with him a nation, perchance, a\ncontinent, or even a world.\n\nWe have great need for such leaders as the man in whose honor we are\n\nassembled here today. Would that his impassioned earnestness and his\nresounding voice could carry our message again in this city into the halls\nof national law and justice. The National Education Association is seek\n\n"}
{"page": 265, "printed_page": null, "text": "244\n\nNATIONAL EDUCATION ASSOCIATION\n\ning as a great end, to further the cause of equality, of opportunity in\neducation for all, but especially for the children of this country. Can you\nnot imagine where Frederick Douglass would have taken his stand on\nthis question ? Is this not a theme, think you, which would have called\nforth all his wonderful resources of mind and voice ?\n\nWe shall not ask\n\nin vain. His presence is no longer with us, but his spirit, the universal\nspirit which moves over the destinies of a nation, will arise again to carry\nus forward in the cause of righteousness and unity.\nWe have brought to Frederick Douglass our tribute of praise and gratitude. Although it may be inadequate in proportion to his due, it is\noffered in sincerity and in truth.\nIn conclusion, what more fitting than to listen to the words of the man\nhimself, the wonderful speaker in the cause of righteousness, who being\ndead yet speaketh :\n\n\"I have seen dark hours in my life, and I have seen the darkness gradually disappearing, and the light gradually increasing. One by one I have\nseen obstacles removed, errors corrected, prejudices softened, and my people\nadvancing in all the elements that make up the sum of general welfare. I\nremember that God reigns in eternity, and that, whatever delays, disappointments, and discouragements may come, truth, justice, liberty, and\nhumanity will prevail.\"\nTHE NATION AND ITS PUBLIC EDUCATION 、\nFRANK P. GRAVES, PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW\nYORK, AND STATE COMMISSIONER OF EDUCATION, ALBANY, NEW YORK\n\nThe Fourth of July is our Nation's birthday. But there was one Fourth\nof July in our National existence when we scarcely knew whether it was\nto be accounted the day of the Nation's birth or the day of its death.\nThat was in 1863.\n\nOur people had been torn asunder by a bitter con-\n\ntroversy concerning fundamental principles. Unable to settle these axiomatic issues by peaceful measures, they had resorted to the arbitrament\nof war. It was a fratricidal conflict, in which both sides displayed equal\ncourage and heroic determination. This civil strife had proved long drawn\nand wasteful, and had deluged the land with blood and tears. It was\nnow at length reaching its close, although the people of the North did not\nknow it. The war lasted only a year longer, but just at this time the\nSouth, with all its forces, had come away up on Northern soil, even to\nthe State of Pennsylvania. Here for three days-the first, second, and\nthird of July-was fought the most frightful battle in all our National\n\nhistory. And when July fourth dawned, the Nation held its breath, for\nno one could tell what the outcome was to be.\n\nIt was not until the fifth\n\nthat the South withdrew, defeated but unbroken in battle, and the Nation\nwas saved.\n1Address given at the Patriotic Pilgrimage made to the National Cemetery, Gettysburg.\nPennsylvania.\n\n"}
{"page": 266, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n245\n\nA few months later, when the time came to raise some monument of\ngratitude for that great deliverance, the people from all over our land\nwere gathered together on this old battlefield, at the very spot upon\nwhich we now stand. The foremost orator of the day was summoned to\ndeliver a speech that should fittingly mark the most decisive event in\nAmerican history. Edward Everett was chosen for the occasion, and he\nwas fit as was no other man to speak for his country. He had a commanding presence, and his mind was richly stored with all the knowledge\nand culture of two continents. The great Everett held his audience\nthrough a long oration, beautiful in imagery, sonorous in delivery, and\nprofound in its scholarship and thought.\nThen, as he retired from the scene, there came forward another speaker.\nHewas gaunt and bent, and his face was gnarled with the cares and woes\nof a Nation, and he spoke not from choice, but because it was the duty of\nhis office to speak. No higher institution of learning had nurtured this\nman; indeed, he had scarcely been inside a schoolhouse. Yet what he\nsaid upon that occasion will live when all other American orations are for-\n\ngotten. The words of the polished Everett died on the wind that blew\nthat day over Gettysburg, and have never since been recorded, but the\naddress of Abraham Lincoln will echo in the hearts of his countrymen\nuntil the United States of America shall forever cease to exist.\n\nSimple\n\nand direct, his eloquent masterpiece will be constantly repeated, as long\nas we have occasion to express our love and devotion to this country and\nits free institutions.\n\n\"Fourscore and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition\nthat all men are created equal. Now we are engaged in a great civil war,\ntesting whether that nation, or any nation, so conceived and so dedicated,\ncan long endure. We are met on a great battlefield of that war. We\nhave come to dedicate a portion of it as a final resting-place for those\nwho here gave their lives that that nation might live. It is altogether\nfitting and proper that we should do this .\n\"But in a large sense we cannot dedicate, we cannot consecrate, we\ncannot hallow, this ground. The brave men, living and dead, who strug-\n\ngled here, have consecrated it far above our poor powers to add or to\ndetract. The world will little note nor long remember what we say here,\nbut it can never forget what they did here.. It is for us, the living, rather\nto be dedicated here to the unfinished work which they who fought here\nhave thus far nobly advanced. It is rather for us to be here dedicated to\nthe great task remaining before us that from these honored dead we take\n\nincreased devotion to that cause for which they here gave the last full\nmeasure of devotion-that we here highly resolve that these dead shall\nnot have died in vain, that this Nation, under God, shall have a new birth\n\nof freedom, and that government of the people, by the people, for the\npeople shall not perish from the earth.\"\n\n"}
{"page": 267, "printed_page": null, "text": "246\n\nNATIONAL EDUCATION ASSOCIATION\n\nWhat wonder is it that at the conclusion the whole audience remained\n\nin reverent silence or that their action was pronounced by a dying Confederate captain to be \"the most perfect tribute that has ever been paid\nby any people to any orator!\" And when the ceremonies were finished, it\nis recorded that Edward Everett sought out Lincoln, and declared, to\nthat modest man's great embarrassment : \" Mr. President, I should be glad\nif I could flatter myself that I came as near the central idea of the occasion\nin two hours as you did in two minutes.\"\nNow when we think of such an occurrence as this, where the plain and\nunadorned sentences of a backwoodsman and rail-splitter have put to shame\n\nthe product of the finest scholarship of Europe and America, we are\ntempted to say that it is well to take to the backwoods and leave the college behind us. But we should remember that Lincoln himself did not\nthink so. He looked with real regret upon his own want of opportunity,\nand, good father and citizen that he was, he was ever eager to give to his\nown children and those of all others every advantage of which he himself\nhad been deprived.\n\nNor should we overestimate Lincoln's own lack of\n\nschooling. He must have received a sound elementary training and have\nread and thought deeply during his early life in Illinois. No unlettered\ndullard could have written that outburst of purest patriotism, forceful in\n\nlogic and diction, and faultless in sentence structure and rhythm. Nor\ncould any illiterate have penned that deeply consoling letter to the brokenhearted mother who had lost her five sons in the war, a letter that is posted\nin the Bodleian Library at Oxford as a specimen of the most perfect\nEnglish ever written.\n\nNo; this most modest but greatest of Americans need ever have expressed an unalterable belief in the power of education at every stage.\nHe would have insisted upon it, not only as the means of developing each\nindividual, but of maintaining the freedom and security of our country.\nNo other conception is in harmony with this speech at Gettysburg. While\nhe understood the importance of laying the foundations of the educational\nstructure deeply and well, and of extending these benefits to all the children\nof all the people, he would likewise have insisted upon full opportunties for\nall those who are capable of higher education and are fitted by nature for\nleadership. His broad vision would never have failed to grasp the fact that\n\neducation should be a unity throughout, and that every boy and girl should\nbe able to secure just as much training as he is capable of consuming. Such\nhas always been the American ideal in education and it must ever have\nbeen that of Abraham Lincoln.\n\nIn this connection, one cannot fail to recall the words of another great\nAmerican, who also came into notice during the Civil War and whose name\nwill go down to posterity joined with that of Lincoln. I refer to the\naddress of Ulysses S. Grant given at Des Moines, a dozen years after this\n\npatriotic utterance of Lincoln at Gettysburg. Surely we may listen with\n\n"}
{"page": 268, "printed_page": null, "text": "PATRIOTIC PILGRIMAGES\n\n247\n\ngreat respect to Grant, who spoke so seldom and whenever he did speak,\ndropped golden gems of thought. Said he upon that occasion :\n\"I do not bring into this assemblage politics, certainly not partisan\npolitics, but it is a fair subject for the deliberation of soldiers to consider\nwhat may be necessary to secure the prize for which they battled. In a\nrepublic like ours, where the citizen is the sovereign and the official the\nservant, where no power is exercised except by the will of the people, it is\nimportant that the sovereign-the people-should possess intelligence.\n\nThe free school is the promoter of that intelligence which is to preserve\nus.\n\nIf we are to have another contest in the near future of our National\n\nexistence, I predict that the dividing line will not be Mason and Dixon's,\nbut between patriotism and intelligence on the one side, and superstition,\nambition, and ignorance on the other.\n\"Encourage free schools. Resolve that either the State or the Nation,\n\nor both combined, shall support institutions of learning, sufficient to afford\nto every child growing up in the land the opportunity of a good education.\nWith these safeguards I believe that our battles will not have been fought\ninvain.\"\n\nCould any appeal better supplement the thought and words of Lincoln\nwhen applied to education ? Does not General Grant seem, as President\nhimself, to have caught fully the spirit of his old commanding officer, and\nconveyed to us the educational message that Lincoln would have elaborated\nas the occasion arose ? Surely we, the teachers of America, who have\nmade this pilgrimage to the greatest of our National shrines, should gather\nsomething of the significance of this lesson. Even in these days of discouragement, when financial support of education has so lamentably failed\nto overtake the winged cost of living, we may listen to the calm guiding\nvoices of Lincoln and of his great general, and find our nerves steadied\nand our courage strengthened. In the midst of the present onset upon\nour public schools and universities, when persons of wealth and influence\nare often complaining about the expenditures involved in each step for-\n\nward in education, we may comfort and steel ourselves by repeating the\ninspiring counsel of these two great patriots and companions in arms.\nThus through our pilgrimage shall we once more knit up our sinews and\nrenew our vows of fidelity to education and the future of America as\nexpressed in the training of its youth.\n\n"}
{"page": 269, "printed_page": null, "text": "Reports of Committees\nREPORT OF THE COMMITTEE ON THE PROBLEM OF\nRETIREMENT ALLOWANCES-SUMMARY\nPHILIP E. CARLSON, PRINCIPAL, ROOSEVELT HIGH SCHOOL, MINNEAPOLIS\nMINNESOTA, CHAIRMAN\n\nThe 1924 report of the Committee on the Problem of Retirement\n\nAllowances included: (a) A statement and an explanation of the fundamental principles of a Teachers' Retirement System; (b) arguments why\nevery State should enact a sound teacher retirement law; (c) a discussion\nof the teacher's interest in retirement legislation ; (d) a list of State and\nlocal retirement systems now in effect; and ( e) selected references on\nteacher retirement systems .\nThe following is a summary of the first four sections of the report :\nA. STATEMENT OF THE FUNDAMENTAL PRINCIPLES OF A TEACHERS' RETIREMENT SYSTEM\n\nI. Beginners to be exempt-During the beginning years while young\nteachers have not permanently allied themselves with the profession, par\nticipation in the annuity plan should be optional. Beyond a specified age\n(twenty-five, for example), it should be required.\nII. Early retirement-Teachers leaving the service before the regular\nretirement age should retain their rights to all moneys accumulated in their\naccounts. Teachers' deposits should be withdrawable immediately upon\nretirement from teaching service. The public's deposits should be withdrawable in the form of an annuity or death benefit only upon reaching\nthe retirement age.\n\nIII. Disability-An adequate retirement allowance should be provided\nfor every permanently disabled teacher regardless of the amount in his\naccount at the time of such disability.\nIV. Guarantees of a retirement system to teachers and to the public-\n\nRetirement ages and rules should be so defined and administered as to\nretain teachers during efficient service and provide for their retirement\nwhen satisfactory service is no longer possible. The retirement annuity\nshould be sufficient to enable the retiring teacher to live in reasonable\n\ncomfort, thereby removing the temptation to remain in the classroom beyond\nthe period of efficient service.\nV. Death benefits-Sums accumulated in the accounts of teachers who\ndie in service and unused portions of the accounts of retired teachers should\n\nbe paid either to designated beneficiaries or to the estates of such teachers.\nIn addition to the chairman, this committee included the members listed on page 24. The\ncomplete report is published in Vol. II, No. 3, Research Bulletin of the National Education\nAssociation,\n\n[248]\n\n"}
{"page": 270, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n249\n\nVI. Individual accounts-The annuity board should open an account\nwith each individual teacher. Sums deposited in that account by the\nteacher and by the public should be held in trust for that teacher.\nVII. Rights under previous annuity systems safeguarded-The public\nshould guarantee active teachers all the benefits which they had a reasonable\nright to expect under the old system. Furthermore, it should guarantee\nretired teachers the annuity promised at the time of their retirement.\n\nVIII. Credit for past service where no retirement system has existedUpon the adoption of a retirement plan, where none exists, teachers\nshould be given credit for their entire period of service. Funds for this\npurpose should be provided by the public.\nIX. Cost to teachers and public-The sums deposited by the teachers\nand by the public during the period of the annuity contract should be\napproximately equal.\n\nX. Service and deposits concurrent-Deposits in the annuity account\nof each teacher should be made by the teacher and by the public, regularly\nand concurrently during the period of service.\nXI. Amount of deposits fixed-The deposit to be made in the teacher's\nindividual account by the teacher and by the public should be definitely\nfixed in the Organic Act creating the retirement system.\nB. WHY\n\nEVERY STATE\n\nSHOULD\n\nENACT\n\nA SOUND TEACHER RETIREMENT LAW\n\n1. A sound teacher retirement law protects children from teachers\nrendered incompetent by advanced age because: ( 1) It sets up a plan\nwhich makes it impossible for any teacher to reach old age and infirmity\nwithout provision having been made for his retirement. (2) It frees\nschool boards from the necessity of continuing to employ teachers rendered\nincompetent by advanced age. (3) It frees teachers from the necessity\nof continuing in service after advanced age has seriously reduced their\neffectiveness.\n\nII . A sound teacher retirement law tends to attract capable young people\n\ninto the teaching profession because : ( 1 ) It partly compensates for the\nlower remuneration that teaching offers during active service. (2) It\ngives a better guarantee of promotion within the profession. ( 3) It removes the discouraging example of superannuated teachers who lack the\nmeans of supporting themselves in reasonable comfort. (4) It dignifies\n\nthe teaching profession, so that capable young people may enter it without\napology.\nIII. A sound teacher retirement system tends to keep capable teachers\n\nin the classroom because : ( 1 ) It makes it unnecessary for capable people\nto seek more remunerative employment than teaching in order to provide\n\nfor their old age. (2) It makes each year of teaching service a step toward\nindependence, rather than dependence, in old age. (3) It makes continuance in the teaching profession an absolute guarantee of security in old age.\n\n"}
{"page": 271, "printed_page": null, "text": "250\n\nNATIONAL EDUCATION ASSOCIATION\n\nIV. A sound teacher retirement system increases the efficiency of the\n\nteacher in the classroom because: (1) It lengthens the period of teaching\nefficiency by removing from the mind of the teacher the fear of a destitute\nold age.\n\n(2) It makes it possible for a teacher to invest in study, training,\n\nand travel without endangering the provision made for his later years.\n(3) It improves the morale of a teaching force by keeping open the paths\nof promotion. (4) It increases the child's respect for the teacher and\nthereby makes her work more effective.\nV. A sound teacher retirement system in the long run means a substantial\n\nsaving to the general public because: ( 1) It makes possible the replacement\nof superannuated teachers, who receive the maximum salaries, by younger\nteachers, who begin at a smaller salary. (2) It protects the public from\nthe waste of an expensive school plant manned by a superannuated teacher.\n(3) It guarantees the public a definite and valuable return for its share\nof the cost. (4) It prevents the enactment of ill-considered and costly\n\" pension\" systems. (5) Its cost to the general public is small when compared with the benefits received.\nVI. The adoption of a sound teacher retirement system is in accord\n\nwith the best thought of the day because: (1) Private industry has already\nrecognized retirement plans as essential to good business. (2) A retirement plan has already been put in effect in all important public services.\n(3) The public in general contributes billions of dollars each year for the\nsupport of insurance companies that offer protection for the future.\nC. THE TEACHER'S INTEREST IN RETIREMENT LEGISLATION\n\n(1) The form of teacher retirement legislation which promises most\nin benefits to the public also promises most in benefits to the teacher. ( 2)\nThe support of sound teacher retirement legislation on the part of all\nteachers is a professional duty. (3) Every teacher has a direct personal\n\ninterest in the enactment of sound retirement legislation.\n\n(4) Sound\n\nteacher retirement legislation is based upon sound business principles, which\nmay be freely accepted by all teachers without loss of self respect. (5) A\nteacher retirement system exercises an important influence upon advancement and promotion within the profession. (6) Exact information is\nnow available to guide those in charge of the drafting of retirement legislation. In drafting such legislation teachers' committees should avail themselves of expert advice. (7) The enactment of sound legislation must be\nbased upon a proper education of the public and united effort on the part\nof the teaching profession.\nD. STATE AND LOCAL RETIREMENT SYSTEMS NOW IN\n\nEFFECT\n\nThe progress of the teacher retirement movement as indicated by the\nenactment of State and local measures is shown in the tabulations which\nfollow:\n\nState-wide teacher retirement laws are in effect in: Arizona, California,\n\nConnecticut, District of Columbia, Illinois, Indiana, Maine, Maryland,\n\n"}
{"page": 272, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n251\n\nMassachusetts, Michigan, Minnesota, Montana, Nevada, New Jersey, New\nYork, North Dakota, Ohio, Pennsylvania, Rhode Island, Vermont, Virginia, and Wisconsin.\nIn the States just mentioned the following cities and counties have local\nteacher retirement systems independent of the State syste.ns : New Haven,\nConn.; Chicago, Ill.; Peoria, Ill.; Terre Haute, Ind.; Allegany Co., Md.;\nBaltimore, Md.; Baltimore Co., Md.; Boston, Mass.; Detroit, Mich.;\nDuluth, Minn.; Minneapolis, Minn.; St. Paul, Minn.; New York, N. Y.;\n\nBristol, R. I.; Newport, R. I.; Providence, R. I.; and Milwaukee, Wis.\nState teacher retirement laws affecting cities of the first and second class.\n\nare in effect in Colorado, Kansas, Kentucky, Iowa, Louisiana, Oregon,\nUtah, Washington, and West Virginia.\nCities operating retirement systems under such State laws are : Canon\nCity, Colorado Springs, Denver, Greeley, Topeka, Louisville, Newport,\nDes Moines, New Orleans, Portland, Salt Lake City, Bellingham, Everett,\nSeattle, Spokane, Tacoma, Parkersburg, Wheeling.\nNo State law relative to teacher retirement is in effect in Alabama, Ar-\n\nkansas, Delaware, Florida, Georgia, Idaho, Mississippi, New Hampshire,\nNew Mexico, Oklahoma, North Carolina, South Carolina, South Dakota,\n\nTennessee, Texas, and Wyoming.\nIn the above States, where there are no permissive or mandatory laws\nrelative to teacher retirement, the following cities and counties have local\nretirement systems : Mobile Co., Ala.; Wilmington, Del.; Columbus, Ga.;\nGreenville, Miss.; Yazoo City, Miss.; Manchester, N. H.; Nashua, N. H .;\nNew Hanover Co. , N. C.; Charleston, S. C.; and Nashville, Tenn.\n\nREPORT OF THE COMMITTEE OF ONE HUNDRED ON\nTHE PROBLEM OF TENURE-SUMMARY\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS , OAKLAND , CALIFORNIA\nCHAIRMAN\n\nThe purpose of the Committee of One Hundred on the Problem of\nTenure was:\n\n(1) To ascertain the need for a greater permanency of tenure ; (2)\n\nTo study the legislation already enacted, together with the rules and\nregulations in operation in various communities, in regard to teacher\ntenure; (3) To ascertain the results of such tenure legislation and such\nrules and regulations regarding teacher tenure as have been established ;\n(+) To ascertain the attitude of the teaching body of the United States\nand the lay public in regard to this problem ; ( 5 ) To develop a statement\nof the standards that exist within the profession and on the part of the lay\nIn addition to the chairman, this committee included the members listed on page 25 .\n\nThe complete report is published in Vol. II, 1924, Research Pulletin of the National Education Association,\n\n"}
{"page": 273, "printed_page": null, "text": "252\n\nNATIONAL EDUCATION ASSOCIATION\n\npublic for merit in the teaching profession; and (6) To make recommendations upon the basis of the findings reached as to desirable legislation and\nrules and regulations for boards of education.\nThe need for greater permanency of tenure was shown by the following\nfacts:\n\n1. The \"state\" teacher turnover in the public schools of the several States of\nthe United States that is, the number of teachers required to fill positions vacated\nby teachers leaving the profession in the State, totals 110,560 annually or 16\nper cent of the entire teaching profession. It ranges from 4 per cent in Florida\nto 47 per cent in Wyoming.\n2. The local teacher turnover is much in excess of this.\n\nIn some States it reaches\n\na very high percentage, more than one half the teachers being new in their positions each year.\n\nFor instance 68 per cent of the teachers are new in the rural\n\nschools of Wisconsin.\n\nA study of cases of political dismissal throughout the United States\nshowed that the issue is between a truly citizen and professional, or a\n\"spoils,\" control of the schools. The findings are summarized as follows:\n1. No State, city or community can maintain and administer a school system\n\nin the interest of its youth if its teaching body and its school leaders are subject\nto the dangers of political assault and professional murder represented by some\nof the cases of political dismissal studied by this committee.\n2. It is only a natural result that radical attitudes should develop and that a\nfeverish tendency to organize for political protection should pervade the teaching\nranks of many cities and States .\n3. Neither is it surprising that laws, rules, and regulations ensue which protect\nnot only the efficient and professional-minded member of the profession, but also\nthe incompetent and political-minded member.\n4. The need of a carefully developed policy which will protect the efficient, skillful and professional-minded teacher and eliminate those who are not is apparent\nto any student of the situation.\n\nA review of State tenure laws already enacted revealed the following\n\ntendencies : ( 1 ) A probationary period- 1 to 3 years ; (2) a hearing before\nthe employing board; (3) right of counsel for teacher; (4) the following\nspecific causes for dismissal (in writing ) : immoral or unprofessional conduct (misconduct) , incompetence (inefficiency-incapacity ) , evident unfitness for teaching, persistent violation of or refusal to obey State laws,\nviolation of or refusal to obey reasonable rules and regulations prescribed\nby government of schools (insubordination), neglect of duty (wilful\n\nneglect of duty) , malfeasance or nonfeasance when found guilty; and\n(5) reasonable notice of hearing or intention to prefer charges.\nA review of local tenure regulations showed that in general they followed\n\nthe same trends as the State laws. Apparently the general purpose of\nlocal tenure regulations is to protect the schools and the teaching body from\npolitical attack, to guarantee the able and efficient teacher security of position as long as efficiency and good behavior continue. There can be no\nquestion that the security afforded by a local regulation is somewhat less\n\nthan that afforded by a State law. A political group desiring to attack\n\n"}
{"page": 274, "printed_page": null, "text": "253\n\nREPORTS OF COMMITTEES\n\nthe schools locally could, except where prevented by overwhelming public\nsentiment and definite counter organization, overturn a series of local rules\ninan attack upon the school administration. Such rules, of course, become\na greater protection the longer they are in operation. A tradition or a custom is more difficult to overturn if supported by an active administration\nthan is such an administration itself.\n\nAstudy of practices in foreign countries showed that no such policy as\nthe\"hire-and-fire practice,\" common in many of our States, exists. Neither\nis there such a thing as a \"yearly contract\" plan of election for teachers.\nIn those countries in which illiteracy is very nearly abolished and which\nare included in the summary below, the teaching profession seems to be\nupon a stable basis.\nSUMMARY OF PRACTICES IN FOREIGN COUNTRIES\nAre Executives\nTenure\n\nDismissal\n\nand Supervisory\nOfficers Included?\n\nGermany\nDenmark\n\nSwitzerland.\n\nLife\n\nIndefinite, during satisfactory service, except in\nwinter country schools\nDiffers in the several cantons\n\nNetherlands....\nFinland.\n\nIndefinite\n\nUnlimited after two years\nprobation\n\nFor cause\n\nYes\n\nAge retirement\nFor cause\nAge retirement\n\nNo data\n\nFor cause\n(Seldom occurs)\nFor cause\nFor cause\n\nNo data\n\nApparently included\nYes\n\nInefficiency after warning\ncrime or immorality without warning\n\nNorway....\nSweden\n\nIndefinite during satisfactory service\nIndefinite after probation\n\nGreat Britain.\n\nIndefinite\n\nFrance\n\nIndefinite during satisfac-\n\nFor cause\n\nYes\n\nAge retirement\n\nFor cause after warning\nwith right of appeal\n\nNo data\n\nFor cause\nAge retirement\nFor cause cases rare\n\nYes\nYes\n\ntory service\n\nTo determine what should constitute a defensible standard of merit and\n\nwhat provisions for protection of both teachers and children should be incorporated in laws and regulations, when should teachers be dismissed and\nwhen should they be protected and retained, questionnaires were sent to\n\nclassroom teachers, city superintendents, principals, laymen, presidents of\nState teachers colleges and normal schools, deans of teachers colleges ,\nprofessors of school administration and other college professors, presidents\n\nof State universities and colleges, county superintendents, State superintendents of public instruction, and presidents of State parent-teachers associations. Two thousand one hundred and twelve replies were received.¹\nAtabulation of these returns would seem to indicate that :\n1. The teaching profession stands for a policy of teacher tenure and protection\nof competent and able teachers in their positions.\n2. The teaching profession would eliminate the incompetent and the unworthy\n3. Tenure measures should provide for dismissal for such causes as : Manifest\nDetailed tabulations of the replies of each of these groups are included in the complete\nsefort.\n\n"}
{"page": 275, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n254\n\nor proved physical disability; proved lapse of moral character ; proved insubordination to reasonable rules and regulations of employing authority ; and continued\ninability to maintain discipline in classroom ( teacher ) , organization of school\n\n(principal), or organization of system (superintendent) .\n4. The lay public would make the list of specific causes upon which dismissal\nshould be based much larger than the members of the profession.\n\n(It is doubtful\n\nif the lay public understands the issues involved in teacher tenure or sanctions the\npolicy advocated by the profession.) These returns would seem further to indicate that a reasonable and defensible tenure law should provide the following:\n(a) A period of probation of one to three years ; ( b) Tenure during efficiency and\ngood behavior ; ( c) Dismissal only upon proof of cause and after trial in at least\ntwo schools-this to apply to any cause except proved immorality; and (d) Right\nofhearing.\n5. Recognized causes for dismissal: Proved physical or mental incapacity for\nperforming the duties of teaching; proved immorality, proved disobedience of\nState laws or reasonable rules prescribed for the management of the schools; in-\n\nability to maintain discipline or to secure and maintain the organization of the\nschool or system in the case of a teacher, principal, and superintendent respectively.\n\nREPORT OF THE LEGISLATIVE COMMISSION¹\nGEORGE D. STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION\nTEACHERS COLLEGE , COLUMBIA UNIVERSITY, NEW YORK\nCITY, CHAIRMAN\n\nWHAT ARE THE PROVISIONS OF THE EDUCATION BILL ?\n\nThe Education Bill provides for a Federal Department of Education\nwith a Secretary of Education in the President's Cabinet.\nIt creates a National Council on Education which would meet once\n\neach year and be composed of the following :\n1. The State superintendents or commissioners of education of the forty- eight\nStates,\n\n2. Twenty-five persons not educators interested in the results of education\nfrom the standpoint of the public, and\n3. Twenty-five educators representing different interests in education.\n\nThe Bill provides for Federal aid to help and encourage the States\nin the:\n1. Removal of illiteracy,\n2. Americanization of the foreign-born,\n3. Equalization of educational opportunities,\n4. Promotion of physical education, and\n5. Training of teachers.\n\nThe bill protects the schools from centralized control. All the edu-\n\ncational activities encouraged by its provisions are to be administered by\n1In addition to the chairman, the Commission includes the members listed on page 29.\n\n"}
{"page": 276, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n255\n\nthe State and local authorities. It specifically provides against Federal\ncontrol of education and leaves the States free in the conduct of their\n\nrespective school systems .\nWHO IS SUPPORTING THE EDUCATION BILL?\n\nTwenty-two great national organizations have endorsed the Bill.\nThese organizations represent millions of American citizens. Few measurse have received as careful study and as much attention as the Education\n\nBill. The steady increase in the number of public-spirited organizations\nsupporting the measure is an indication of the fundamental soundness of\nits provisions. The organizations now supporting the bill with their\napproximate membership follow :\nNational Education Association ..\nAmerican Federation of Teachers\n\n135,000\n\nAmerican Federation of Labor...\n\n3,350,000\n\n7,500\n\nNational Committee for a Depart101\nment of Education ...\nNational Council of Women.\n.. 11,000,000\n\nthe Eastern Star ..\nNational Women's Trade Union\nLeague\n\n2,800,000\n\nNational Board of Young Women's\n\nGeneral Federation of Women's\nClubs\n\nChristian Association\n\nNational League of Women Voters\n\nNational\n\nSupreme Council, Scottish Rite of\n\nFreemasonry,\n\nSouthern\n\nJuris-\n\ndiction of the United States ...\n\n270,000\n\nInternational Sunday School CounWomen\n\nSociety,\n\nthe American Revolution ......\nNational Federation of Music\nAmerican Library Association ....\nNational\nVocational\nEducation\n\n48,000\n\nNational Woman's Christian Tem-\n\n15,000\n35,000\n1,500,000\n\n600,000\n600,000\n\nDaughters of\n\nClubs\n\ncil of Religious Education\nCouncil\nof\nJewish\nNational\n\n500,000\n\nGeneral Grand Chapter, Order of\n\n530,546\n\nNational Congress of Parents and\nTeachers\n\nperance Union\nAmerican Association of University Women .\nNational Federation of Business\nand Professional Women's Clubs\n\nAssociation\n\n181,963\n250,000\n\n5,669\n1,500\n\nWoman's Relief Corps\n\nTHE EDUCATION BILL DESERVES WIDE SUPPORT\n\nThe Education Bill would create a Federal Department of Education\nthereby providing for :\n1. The coordination of the education work already being carried on by the\nFederal Government.\n\n2. The elimination of waste and duplication of effort.\n3. The conduct of vitally needed educational investigations not now provided for.\n\n4. The effective dissemination of educational information to be used by State\nand local officials in improving educational efficiency.\n\nThere is need for coördinating the educational work of the Federal\nGovernment. In the last fiscal year the Federal Government expended\nmore than forty million dollars for education. This important work is\n\nnow carried on under the direction of a number of different departments.\nThe creation of a Department of Education would make possible the\neffective coördination of this work.\nduplication of effort eliminated.\n\nBetter results could be secured and\n\nA Federal Department of Education through its investigations would\nbring about an increase in educational efficiency. The creation of such a\n\n"}
{"page": 277, "printed_page": null, "text": "256\n\nNATIONAL EDUCATION ASSOCIATION\n\ndepartment would make possible scientific investigation in the field of education similar to that which has already been so effectively carried on in the\nfield of agriculture and commerce under the auspices of the Federal\nGovernment.\n\nThe leadership of the Federal Government in the field of educational research is badly needed. Educational progress is delayed in a\nnumber of directions because of the lack of research and investigation that\nwould be possible through a well-organized Federal Department of Education. For example, there is need for further careful work in the field of\neducational finance. At the present time, we are spending approximately\na billion and a half dollars annually for the public schools. Yet, school\naccounting procedure is in such chaos that it is extremely difficult to collect reliable statistics on school costs. Most local boards in their financing\nof the schools proceed on the basis of guess-work rather than on the basis\nof facts. A Department of Education could work out and popularize\neffective methods of school accounting and budgetary procedure which\n\nwould result in greater efficiency in the expenditures of the money provided\nfor the public schools.\n\nA Federal Department of Education might also render effective assistance to local committees in the revision of the public-school curriculum.\nHundreds of local school systems are now struggling to bring about the\nproper revision of their curricula. They recognize that the curriculum\n\nis overcrowded. Rapidly changing conditions have rendered obsolete much\nof the material that still remains in the average course of study. The local\ncourse of study committees are seriously handicapped by the lack of data\nnecessary to the most effective revision of their curriculum. A Department\nof Education through a division of research could have ready for distribution on the request of local curriculum committees, compilations of the\nbest current thought on educational aims and objectives, methods of organizing the materials in courses of study, and scientific methods for realizing\nthe desired outcomes from the work of the schools.\n\nThese are but two illustrations of many that might be given to illustrate how educational progress would be served by the investigational work\nthat might be expected from a well-organized and adequately supported\nDepartment of Education.\nThe prestige that a Department of Education would enjoy would\nmake it an effective agency for the dissemination of scientific educational\ninformation. It would be recognized as a fountain source for the latest,\nmost comprehensive, and reliable information on all educational questions.\n\nThe Secretary of Education through the persuasive influence of the facts\nat his command would be in a position vitally to affect educational progress.\nSuggestions coming from one in his position would receive the attention of\nthe Nation. Once each year, according to the terms of the bill, he would\nsummon a National Council of Education, composed of the Superintendents\nor Commissioners of Education of all the States, and in addition twenty-\n\nfive laymen \"to consult with the Secretary of Education on subjects relat\n\n"}
{"page": 278, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n257\n\ning to the promotion and development of education in the United States.\"\nCanthe great influence for educational progress that the meetings of this\nNational Council would exercise be overestimated ?\nTHE BILL WOULD ENCOURAGE EDUCATIONAL PROGRESS THROUGH FEDERAL AID\n\nThe Bill would authorize Federal appropriations to encourage and\naid the States in dealing with five specified educational problems that are\nof national significance. These are :\n\n0% 1% 2% 3% 4% 5% 6% 7%\n\nGERMANY\n\n.2\n\nDENMARK\n\n.2\n\nSWITZERLAND.5\nNETHERLANDS.6\nNORWAY\n\n1.0\n\nSWEDEN\n\n1.0\n\nSCOTLAND 16\nENGLAND WALES 18\n\nFRANCE\n\n4.9\n\nUNITED STATES60\nFIGURE 1- PERCENTAGE OF ILLITERATES FOR TEN NATIONS\n\n1. The elimination of uliteracy-In the 1920 census, five million\nilliterates were enumerated, the majority of which over three millionwere native-born Americans. These five million according to the census\n\"should be understood as representing only those persons who have had no\n\n"}
{"page": 279, "printed_page": null, "text": "258\n\nNATIONAL EDUCATION ASSOCIATION\n\nschooling whatever.\" In the draft, one man in every four could not\nwrite a letter home or read a newspaper in English. Such a situation in\na democracy is a matter of national concern. A wall cannot be built around\nignorance. This problem can be most effectively met by national approach. This the bill recognizes by authorizing the appropriation of\nFederal funds to the States for their use in stamping out illiteracy.\nTHE BILL WOULD ENCOURAGE EDUCATIONAL PROGRESS THROUGH\n\nFEDERAL AID\n\nTABLE 1- ILLITERATES IN THE UNITED STATES\n\n(\"No Schooling Whatever\" )\nNative-born illiterates ....\n\n3,084,7332\n\nNegro illiterates .\n\n1,842,161\n\nNative white illiterates .\nNative minor illiterates .\n\n1,242,572\n\nilliterates .\n\n4,931,905\n\nTotal\n\n531,077\n\n2. The education of the foreign-born-Approximately eight million\nof our fourteen million foreign-born citizens come from countries in which\nfrom 25 to 80 per cent of the population is illiterate. Millions of these\nnewcomers to our shores are illiterate and a majority of them are unable\nto speak English. The lack of facilities for adult education makes it unlikely that any large percentage of these people will take the first step\ntoward 'becoming intelligent American citizens. This problem the bill\nrecognizes as of fundamental national importance and authorizes appropriations from the Federal Treasury for the use of the States in Americanizing our foreign-born adult population.\nTABLE 2-AMERICANIZATION PROBLEMS\n\nForeign-born\n\n13,820,692\n8,218,223\n1,763,740\n1,488,948\n\nPart illiterate .\nConfessed illiterate .\n\nNon-English speaking .\n\n3. The promotion of physical education-One man in every six\nexamined during the world war-1,340,623 in all-were rejected for\nphysical deficiencies.\nTABLE 3-PHYSICAL DISABILITIES AND CASUALITIES, WORLD WAR'\nNumber\n\nPer cent\n\nMen examined\n\n5,991,123\n\n100.0\n\nMen accepted\nMen rejected\n\n4,650,500\n\n77.6\n\n1,340,623\n\n22.4\n\n248,170\n\n4.1\n\nKilled and wounded\n1 These figures are taken from the Federal census.\n\nThe quotation is also from the\n\ncensus .\n\n2The figures given above refer to foreign-born population only.\n\nThe \"Part Illiterate-\n\n8,218,223,\" is the number of foreign-born citizens in the United States from countries where\n\n25 to 80 per cent of the total population is illiterate.\nThese figures concern soldiers of the United States, and were officially issued by the\nGovernment. \"Men rejected\" refers to those rejected for military service because of\nphysical disabilities. Five times as many men were rejected for physical disability as were\nkilled or wounded.\n\n"}
{"page": 280, "printed_page": null, "text": "259\n\nREPORTS OF COMMITTEES\n\nThese men under 32 years of age were supposedly in the prime of\nlife. The great majority of their defects were preventable. Herbert\nHoover's Committee on Waste in Industry has recently estimated the\nannual economic loss to the Nation from preventable disease and death\nas three billion dollars. The bill would strike straight at the menace of\nphysical degeneration by authorizing Federal funds for use of the States\nin promoting health and physical education.\n4. The provision of better trained teachers-The bill further recognizes that the classroom taught by an untrained and an inexperienced\nteacher is a menace in a democracy.\n\nIn the United States in 1923 , more\n\nthan 50,000 teachers with practically no experience and with no training beyond the grades were attempting to prepare 1,000,000 children for citizenship in the world's greatest democracy-unskilled labor for work requiring\ngreat skill.\nTABLE 4\n- INADEQUATELY\n\nTRAINED TEACHERS IN THE UNITED STATES\n\nNumber\nPer cent\n\n354,018\n54\n\nRural school -teachers :\n\nPer Cent\n\nBeginners\n\n36\n\nUnder 21 ...\n\n25\n\nNo training .\n\n23\n\nChildren cannot be prepared for successful citizenship in our present\ncomplex democracy by immature, untrained teachers. This is no new\nproblem. It existed before the war. The war exaggerated the condition,\nbut little has been done that is fundamentally corrective. The majority\nof our teachers still possess less than the minimum amount of training\nordinarily recognized as necessary for successful teaching by other civilized\nnations. By annually appropriating a maximum of $15,000,000 to aid\nthe States in the training of teachers the Bill would strike at one of our\noutstanding educational deficiencies. Nothing can do more to elevate the\nteaching profession than to make it possible, through adequate facilities for\nthe training of teachers, that only fully qualified teachers be employed in\nour schools.\n\n5. The equalization of educational opportunity-The Bill aims to\nreduce the glaring educational inequalities that mock the Nation's idealan equal chance for all.\n\nMillions of American children are now being\n\ndenied any educational opportunity. The last Census listed 1,437,000\nchildren from 7 to 13 years of age as not attending \"any kind of educational institution.\" Over 1,000,000 child workers were enumerated,\ncounting only those from 10 to 15 years of age. Millions of other children\n1In Table 4 \" Inadequately trained\" means those teachers who are not graduates of a\nstandard normal school or who have not had equivalent training. \"Beginners\" are those\nwho have not had more than one year's teaching experience. Each year practically one in\nthree of rural teachers is teaching for the first time.\n\nIn short, their lack of training is not\n\ncompensatedfor by any experience. \" No training\" refers to those teachers who have not\nhad more than two years' schooling beyond elementary school. If teachers who have had\nno normal school training were included, as they might well be, the percentage of teachers\nwith\"no training\" would be greatly increased.\n\n"}
{"page": 281, "printed_page": null, "text": "260\n\nNATIONAL EDUCATION ASSOCIATION\n\nare being given such meager school opportunities that they may be expected\nto reach maturity in ignorance, lacking even the fundamental tools-reading and writing-by which information may be acquired.\nSuch conditions weaken the whole Nation. The denial of school opportunities to millions of American children is a matter that deserves NaTABLE 5-PER CAPITA WEALTH, Expenditures FOR PUBLIC EDUCATION, AND INCOME, AND PER CENT OF INCOME EXPENDED FOR EDUCATION BY STATES.\n\n( STATES\n\nIN ORDER OF RANK)\nPer capita\nexpendi-\n\nPer\n\nStates capita\n\nStates tures for\n\npublic\n\nwealth\n\nPer cent\nof income\n\nPer\n\nStates capita\n\nStates expended\n\nincome\n\nfor\n\neducation\n2\n\n1\n\nNevada $6996\n\n3\n\nCalif. $27.29\n\n5022Wyo.\n3. Dak. 4597\n\nyo .\nMont .\n\n26.07\n25.46\n\nCalif.\nIOWB\n\n-S. Dak.\n\n24.45\n\nN. Dak.\n-Nebr .\n\n23.84\n23.67\n\nUtah\n\n22.16\n\nIdaho\nMinn .\nWash .\nAnd.\nNevada\n\n22.13\n\n4386\n4373\n\nOregon 4565\nNebr.\nMont.\nAris.\nD. C.\nConn.\n\n4104\n4050\n39333879\n38\n29\n\nN. Dak. 3815\nWash.\nN. J.\nMum.\n\nN. Y.\nIdaho\nKansas\nColo.\n111.\nUtah\nMass.\n\n3776\n3737\n3581\n3566\n\n3552\n35413457\n3420\n3417\n3370-\n\nPabna. 3545\nOhio\n3210\nW. Va . 3196R. 1 .\n3184\n3109\nMich.\nW. H.\n3101\n3013\nInd.\nWis .\n2989\nMo.\n29322006\nDela .\n2661\nMd.\nMaine\n2553Fla.\n2520\n2309\nVt.\nN. Mex . 2364\nVa.\n2116\n\nTexas ,\n\n2112\n\nOkla.\nLa.\nTenn .\n\n1969\n19001809-\n\nN. Car . 17751484\n1482-\n\nArx .\nKy.\n\n8. Саг . 1428Ga\n.\n418.\nMiss .\n\n1346\n1278\n1216-\n\nAris .\n\nColo.\nYowa\nH. J.\nOhio\nMich.\nKansas\n. Y.\n\n21.87\n21.84\n21.63\n21.62\n21.14\n20.61\n20.6020.27\n20.24\n\n15.2515.05\n\n14.88\nN. Mex . 14.33\n18.08\nD. 0.\n\nMo.\n\n12.72\n12.55\n12.047\n\nR. I.\n\n11.81\n\nVt\n.\n\n11.72\n11.25\n\nTexas\n-Dela .\nW. H.\nMaine\nd.\n\nla.\nVa.\n\nLa.\nH. Car .\nTenn .\n\nKy .\nS. Car .\nAla.\nKiss .\nArk\n\n-Ga.\n\nA.Y.\n\n874\n\nF. Dak.\n\n4.65\n\nKevada\n-Calif .\nCola.\n\n850\n820\n792\n\nUtah\n\n4.29\n\nMinn.\n\n3.77\n\n789\n\nInd.\nIdaho\n\n3.72\n\nWyo .\nNass .\nWash.\n111 .\nJ.\nR. 1 .\nComm.\n\n708\n786\n\nB. Dak.\nF. Moz.\n\n3.56\n3,51\n\n765\n\nWebr .\n\n3.37\n\n758\n\nCalif.\n\n720\n\nFyo.\nColo.\nKanesa\nAriz.\nOhio\n\n3.33\n3.31\n3.23\n3.22\n3.19\n\n717\n\nOregon\n\n711\n\nIowa\nMich .\nWebr .\nOhio\n\n706\n704\n\n702\n689\n689\n\n15.91\n15.46\n\ne\n\nNont.\n\n3. Dak. 685\nPenna . 683\n664\nAriz .\nColo.\n639\nIdaho\n604\nKansas 602\n597\nX. H.\n583\nMaine\nMin.\n581\n561\nInd.\n557\nWis .\n636\nTexas\n\n17.40\n\n7\n\nD. 0. $884\n\n19.40\n\n11 .\n\n. Va .\nPenna .\n\n6\n\n19.83\n\n17.66\n\nOregan\nConn .\nWis .\nOkla.\nMass .\n\neducation\n5\n\n4\n\nMo.\n\n535\n\nOkla.\nVt .\nUtah\n\n534\n529\n517\n\n11.06\n\nM. Dak . 515\n\n11.02\n10.76\n10.15\n10.09\n9.199.15\n8.63\n6.48\n5.65\n5.68\n5.46\n5.24\n5.04\n4.66\n\nMont.\n512\nW. Ta .\n44\nS. Car . 437\nLa.\n429\nTe .\n\n429\n\nFla .\n\n420\n\n4.97\n\n3.67\n\n2.94\n\nIowa\n\n2.92\n\nV. Va.\nMich.\nOkla.\nWash.\nWis .\n\n2.84\n\nN. J.\nNevada\nOregon\nFla.\n\nN. Cor.\nNo.\nVt.\nConn.\nVa.\nLa.\nTexas\n111.\n۲. Υ.\nMass .\n۲.۲.\nMaine\nPenna.\nTenn .\n\nW. Moz. 4ne\n\nR. I.\nAla.\nку.\n\n3\n+4\n\nMiss.\n\n2.82\n\n2.81\n2.78\n2.74\n\n2.67\n2.54\n2.45\n2.40\n\n2.25\n2.25\n\n2.21\n2.15\n2.14\n2.13\n\n2.09\n2.00\n2.02\n1.89\n\n1.85\n1.84\n1.84\n1.77\n1.64\n\n392\nКу .\nH. Car . 303\n379\nArk.\n\nMd.\n\nDela.\n\n1.50\n1.49\n1.49\n1.48\n1.47\n1.40\n\nTenn.\n\n365\n\nArk.\n\n1.33\n\nMiss .\nAla.\n\n351\n\nS. Car .\nGa\n.\n\n1.18\n\nBa .\n\n345\n\n2.0.\n\n1.50\n\nThe figures in this table were taien from the following sources :\n\nColumn 2 : The basic figures as to wealth, usedin figuring the per ospita wealth are from Estimated\nValue of National Wealth , 1922, U. S. Department of Commerce , Bureau of Census Felease . \"The estimates\ncover the material wealth or value of tangible property located within the limits of continental United\n\nStates.\" (They do not include the value of vessels of the United States Navy and Merchant Marine . )\nColumn 4s The basic figures as to Expenditures for public Ciucation used in figuring the per capita\nexpenditures are those of the Bureau of Education and include all expenditures for publio elementary and\nsecondary schools .\n\nThe popula tion figures used in calculating colums 2 and 4 are those of the U. S. 1920 Cenmis.\nColumn 6s The figures in this column are from pistribution of Income by States , National Bureau of\nBconomic Research , H. Y. Harcourt , Brace and Co. pp. 25 and 26. National income is defined by them as\nfollows , \"National income is taken to consist of the commodities and services produced by the people of\nthe country.\"\n\nColunm & was obtained by dividing total expenditures for educet ton in each State (U. S. Bureauof\nEducation figures) by the total income in that State ( lational Bureau of Economic Research figures) .\n\n"}
{"page": 282, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n261\n\ntional attention. This the Bill recognizes by authorizing the appropriation\nof substantial sums to the States for their use in equalizing educational\nopportunities. This money would be used by the States for the partial\n\npayment of teachers' salaries, for providing better instruction, lengthened\nterms, and otherwise equalizing educational opportunities for all children.\nTable 5 shows some of the existing inequalities in expenditures for education and in the ability of States to support the public schools.\nEDUCATION IS A MATTER OF NATIONAL CONCERN\n\nEducation is of primary importance to the welfare of the Nation-Its\neffect, whether good or bad, cannot be confined to any section or community. President Coolidge in his Memorial Day address said :\n\"We need a more definite realization that all of our country must\nstand or fall together, and that it is the duty of the Government to promote\nthe welfare of each part and the duty of the citizen to remember that he\nmust be first of all an American .\"\n\nIt is upon such a broad vision of the Nation's welfare that the EducationBill is based. Education today is a more important National interest\n\nthan forest supervision, road building, fish propagation, game preservation,\northe control of cattle tick or bovine tuberculosis. All of these we accept\n\ntoday as matters of National concern and worthy of National support.\nWe generally accept the principle of an equalization of advantages and\nburdens throughout wide areas by ordering common railway rates; common\ncharges for electric light and power, water, gas, and telephone services ;\n\ncommon costs for health and agricultural services and common postal rates.\nIt costs the same to send a letter from Key West to Seattle as from\nMinneapolis to St. Paul. If rural residents paid the actual cost of the\nrural mail service, the cost of this service in many country districts would\nbeprohibitive. It is only by a pooling of costs on a large scale, as expressed\nin common service rates, that common and universal services can be provided. These new services have come recently, after better ideas as to their\nsocial significance have come to prevail. We accept an equalization of\ncosts for them as perfectly proper. Education began much earlier, in the\ndays of little things and local effort, and we often fail today to see that\n\nthe same principle of equalization of the burden of support should apply.\nThe effects of mal-education cannot be limited to any one section-In\n\nany National election the illiterate voter in one section may nullify the\nintelligent voter in another. Ignorance in Alabama resulting in hookworm\nmakes raw cotton in Massachusetts more expensive. The existence of\npreventible disease in Massachusetts increases the cost of overalls to the\n\nIowa farmer. It is upon such facts that the Education Bill is based. It is\na realization of these fundamental truths that has attracted the support\n\nof larger and larger numbers of intelligent citizens. But the fight is not\nyet won. There are still those who oppose the principles of the Education Bill.\n\n"}
{"page": 283, "printed_page": null, "text": "262\n\nNATIONAL EDUCATION ASSOCIATION\n\nWHY IS THE EDUCATION BILL OPPOSED ?\n\nSome say that the Nation cannot afford the cost-Such an objection can\ncomeonly from one who assigns education a low place in the scale of values.\nEach year the Federal Government appropriates large sums for matters of\n\nless importance to the Nation's welfare than is the improvement of public\neducation.\n\nEach year we pay for luxuries and non-essentials in billions\n\nwhile education is paid for in millions. The United States with wealth\nof $320,000,000,000 and an annual income of over $60,000,000,000 can\nwell afford to appropriate much more for education than is now provided.\nIf one looks upon education as of primary concern to the stability and\nprogress of the Nation-an investment that pays generous dividends-he\ncannot oppose the Education Bill on the basis of cost.\nOthers say it is not right to tax one State to educate the children of\nanother. This cry is born of a narrow sectional attitude. It is not a new\ncomplaint. It has been flung in the face of educational progress since the\nbeginning of our history. An irate Rhode Island farmer once threatened\npersonal violence to Henry Barnard for advocating the doctrine that one\nman's land should be taxed to educate another man's child. This principle\nis now fully accepted in the local community and in the State. It is as\nsound when applied to the Nation as to the State or local community.\nThe wealth of the United States is the result of the coöperation of\n\nAmericans scattered from Maine to California and from Seattle to Key\nWest. No section achieves economic prosperity independently of the rest\nof the Nation. The automobile industry of Detroit would be impossible\nwithout the support of the drivers of automobiles living in all sections of\nthe Union.\n\nWealth in modern times is not the creation of any individual\n\nor locality working independently. It is the result of the coöperation of\ngreat bodies of people spread over tremendous stretches of territory. It\nis right therefore to tax wealth no matter where it happens to be situated\nfor a purpose that is fundamental to the welfare of all. Education is such\na purpose. If one State is educationally below par, the welfare of all of\nthe States is threatened. It is right to tax the Nation's wealth wherever\nit exists in order to educate the Nation's children wherever they may live.\n\nThe Nation's wealth may be most effectively drawn upon through Federal aid. In fact experience shows that Federal aid is the one means\nwhereby all children may be guaranteed equal educational opportunities.\nThe close relationship between the support received by education and\nState's ability to pay is indicated in Table 6. Either some children are to\nbe denied educational opportunities or at best but meager provisions made\nfor their training, or else some method must be devised whereby the abun\n\na\n\ndant wealth of the Nation as a whole can be drawn upon in assuring all\n\nAmerican children a reasonable educational opportunity. The latter is\nthe choice that a democracy should make. It is this choice that has been\nmade in the drafting of the Education Bill.\nWe are also told that the Bill means Federal control and the stifling\n\nof local initiative. The Bill provides for just the opposite in the most\nspecific terms.\n\nSection 13 states,\n\n"}
{"page": 284, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n263\n\n\"That all the educational facilities encouraged by the provisions of this act\nand accepted by a State shall be organized, supervised and administered exclusively by the legally constituted State and local educational authorities of said\nState, and the Secretary of Education shall exercise no authority in relation thereto ;\nand this act shall not be construed to imply Federal control of education within the\nStates, nor to impair the freedom of the States in the conduct and management of\ntheir respective school systems.\"\n\nThe Bill also provides that all Federal funds apportioned to a State\nunder the act, \"shall be distributed and administered in accordance with\nthe laws of said State\n\nand the State and local educational authorities of\n\nsaid State shall determine the courses of study, plans, and methods for\ncarrying out the purposes\" for which the Federal money is provided.\nTABLE 6-TOTAL AND PER CAPITA WEALTH, INCOME, AND EXPENDITURES FOR PUBLIC\nEDUCATION BY STATES\nFealth\nStates\n\n1922 Cenrus\n\nealth\nper\n\nAnnuel\ninome (1919 )\n\ncapite\n2\n\nDifted States\n\ncelarada\n\n3\n\n$\n2977\n\n$56,252,601,000\n\n3,002,042,000\n1,314,291,000\n2,599,517,000\n15,031,734,000\n8,429,412,000\n\n1276\n3933\n1404\n4366\n\n810,226,000\n221,786,000\n\nCett\n\n5,206,445,000\n625,765,000\n\n3829\n2806\n\nDat. of Coll\n\n1,697,270,000\n2,440,491,000\n3,896,759,000\n\n2520\n1346\n\n1,533,941,000\n22,232,794,000\n8,829,726,000\n10,511,682,000\n6,264,058,000\n\nLashe\n1111251\n\nBeatsaky\nte\n\nBette\n\nmota\n\nDevels\n\nLow Hampshir\nTom Juny\nRemxica\n\nBerth Derol\n\n۲۱۰ ‫هند‬\n\n11,404,861,000\n0,547,918,000\n2,177,690,000\n9,981,409,000\n2,223,189,000\n5.320,075,000\n541.716,000\n1,574,135,000\n11,704,109,000\n851,836,000\n\n3552\n3428\n3013\n4373\n\n3541\n1482\n1900\n2553\n2661\n3370\n\n$109\n3581\n\n1216\n2932\n4050\n4104\n6996\n\nfor education\nIn 1922\n\n663,742,000\n\n2,608,992,000\n600,483,000\n\n5\n\n6\n\n$627 $1,580,671,296\n\n345\n664\n\n379\n820\n639\n\n11\n\n12\n\n23\n\n11.06\n15.00\n\n5\n\n35\n\n10\n\n704\n\n72,739,880\n\n19.03\n\n27\n\n15\n\n581\n351\n535\n\n52,210,972\n\n21.87\n5.24\n12.04\n\n15\n49\n\n27\n\n9,390,413 1\n40,986,065\n13,976,623\n\n31\n\n31\n\n25.46\n\n6\n\n36\n\n702\n\n30,607,770\n1,673,249\n4,883,043\n63,966,428\n5,162,674 14\n\n23.67\n\n7\n\n16\n\n21.62\n11.02\n\n28\n\n25\n\n3\n\n14\n\n10\n\n16\n\n42\n\n2\n\n512\n\n534\n\n711\n\n5022\n\n15.46\n\n2,581,907,000\n1,386,514,000\n629,071,000\n1,022,428,000\n281,130,000\n\n332,916,000\n3,967,713,000\n1,083,851,000\n\n2989\n\n21,341,769\n2,465,708\n5,722,520\n9,768,506\n13,505,702\n\n689\n789\n\n3815\n\n3776\n3196\n\n14\n\n13\n\n999,529,000\n8,034,020,000\n\n1969\n\n2118\n\n22\n\n429\n\n2,467,772,000\n\n8,122,405,000\n4,677,919,000\n7,966,091,000\n976,239,000\n\n19\n\n771,414,000\n448,106,000\n\n602\n\n18,485,552,000\n3,993,524,000\n\n2369\n\n1\n\n20.61\n\n392\n\n70€\n\n583\n\n3417\n\n48\n\n4\n\n946,610,000\n\n765\n581\n\n674\n\n1909\n2112\n\n46\n\n4\n\n604\n\n980,576,000\n\n4,228,251,000\n9,850,638,000\n1,535,477,000\n042,040,000\n4,691,570,000\n\n49\n21\n\n46\n\n9\n\n260,565,000\n4,962,384,000\n1,702,776,000\n1,697,401,000\n1,065,359,000\n\n9,074,959,000\n\n3345\n\n48\n\n44\n\n394\n\n3566\n\n3184\n1420\n4597\n\n5.45\n21.14\n5.04\n27.29\n\n12,827,945\n7,065,169\n8,828,859\n93,534,315\n19,366,016\n\n1,141,953,000\n\n884\n\n2364\n\n4305\n\n10\n\n9\n\n420\n\n792\n\n1775\n\n3,419,453,000\n28,833,745,000\n1,924,325,000\n2,404,845,000\n2,925,968,000\n\ne\n\n$\n14.95\n\n717\n\n4,543,110,000\n\n3210\n\n7\n\nFealth Income Expenditures\nfor education\n\n406,477,000\n\n37,035,202,000\n\n3737\n\nRank in per capita\n\nfor educafion\n\nper capita\n\n990,386,000\n176,591,000\n386,929,000\n\n909,558,000\n65,791,000\n264,530,000\n2,392,104,000\n147,107,000\n\n3101\n\nExpenditures\n\n556,622,000\n5,958,016,000\n434,988,000\n735,398,000\n436,264,000\n853,867,000\n2,511,050,000\n232,324,000\n166,479,000\n990,107,000\n1,066,073,000\n655,725,000\n\n1,466,513,000\n153,297,000\n\n850\n597\n756\n\n408\n\n515\n669\n\n10.09\n\n32\n\n20\n41\n\n1\n\n4.66\n\n35\n47\n\n43\n\n4\n\n9,556,267\n103,201,265\n63,358,907\n49,514,571\n34,319,577\n\n22.13\n\n17\n\n22\n11\n\n19.40\n\n14,149,189\n16,452,576\n8,266,289\n14,719,273\n57,532,711\n\n5.85\n9.15\n\n41\n\n39\n\n10.76\n\n34\n\n10.15\n14.68\n\n33\n\n183,421,641\n22,079,183\n15,420,977\n\n15.91\n\n20\n\n21.62\n\n29\n\n23\n9\n26\n\n20.60\n\n5\n\n14\n\n1\n\n18\n\n24\n\n1\n\n45\n\n44\n\n20.27\n14.33\n\n3\n16\n\n22\n\n48\n\n3\n\n37\n\n6\n12\n\n2\n45\n\n12\n\n35\n\n116,568,994\n\n24\n\n17\n\n17\n\n30,479,357\n\n15.03\n\n40\n\n32\n\n21\n\n13,629,983\n109,468,078\n\n23\n\n20\n\n26\n\n11\n36\n19\n\n7,135,714\n\n17.40\n12.55\n11.81\n\n9,567,519\n15,552,102\n\n5.68\n24.43\n\n46\n\n15,155,845\n52,452,075\n9,953,777\n\n6.48\n\n42\n\n538\n517\n\n11.25\n22.16\n\n39\n\n30\n\n21\n\n34\n\n529\n\n4,129,358\n\n11.72\n\n36\n\n53\n\n365\n\n3\n\n43\n\n720\n\n685\n\n9\n4\n\n16\n\n437\n\n66\n\n18\n\n17.66\n8.63\n23.64\n20.74\n\n6\n\n3\n\n5\n\n13\n\n704060\n\nCarel\n\n3,582,391,000\n8,416,950,000\n2,006,531,000\n3,990,750,000\n12,980,839,000\n\n3879\n\nExpenditures\n\nper\n\n4\n\n$314,719,830,000\n\n3437\n\nIncome\ncapita\n\n45\n\n429\n\n21,212,606\n\n9.19\n\n38\n\n786\n448\n\n29,633,324\n18,616,312\n40,146,691\n5,067,272\n\n21.84\n12.72\n\ne\n\n10\n\n25\n\n37\n\n29\n\n30\n\n29\n\n24\n\n2\n\n6\n\n2\n\n557\n789\n\n15.25\n26.07\n\n13\n\n1. Statistics for 1923 .\nThe fires in this table ware talen from the following sourbes:\n\ntimated Value of Rational\nMotionel Talth,\nTalth, 1972 , U. 3. Department of Commerce , Bureau of Census Release . \"The estimates cover\nCe syterial wolts of value of tangible property loanted within the limits of continental United States .\" (The above estimates do not\nam of vessels of the United Stater Ravy and Merchant Marine.)\nTo\n\nBe Distribution of Incare by States . Fational Bureau of Economic Research , B. T. Raroourt , Brace and Co. , pp.26\nSatil\n100mm is defined by them as follows :\ne of tim n\n\n\" Bational income is taken to consist of the commodities and services produced\n\nxit figuras in this colum are those of the Sureas of Education and inelnde all expenditures for public elementary and\nIs maclat ng per capita vesith and expendituros for education the population figures of the 1920 cemus vere used .\n\n"}
{"page": 285, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n264\n\nBut in spite of these provisions the opponents of the measure insist\n\nthat it will eventually result in Federal domination in education. A study\nof the terms of the bill do not reveal the basis of this contention.\n\nIt is\n\ntrue that the bill recognizes that the Nation has a stake in education.\n\nIt\n\nwould, therefore, require a State, in order to share in the Federal appropriations, to recognize English as the basic language of its schools, to maintain\na minimum school term of 24 weeks per year, and to require attendance in\n\nsome school, public or private, for at least 24 weeks in the year, for all\nchildren between 7 and 14. These provisions reduced to the lowest common\n\ndenominator merely say that in order to obtain Federal funds, a State must\nprovide the educational minima that are essential to the provision of a\nreasonable educational opportunity.\nNowhere does it provide for administrative and supervisory control.\nNor is there any sentiment in the country at the present time that promises\na development in this direction. The educators of the Nation are united\nagainst the Federal control of education as they have repeatedly made plain,\nin endorsing this very measure. No one questions the general public's\ndesire to continue the administration and the supervision of education in\nthe hands of local and State educational authorities. The hearings of the\nCommittees on Education of both the Senate and the House have clearly\n\nrevealed that there is no desire on the part of Congress to take the control\nof education from the hands of the local communities. Quite the opposite\nhas been the case. From whence, then, is to come the unseen power that\nis to force Federal control upon the country against the will of its educators, legislators, and citizens ? This question no opponent of the Education Bill has been able to answer. Therefore, the evils conjured up by\nits opponents, based on the false assumption of Federal control, fall to the\nground.\nTHE PRESENT STATUS OF THE EDUCATION BILL\n\nThe Towner-Sterling Bill of the 67th Congress was re-introduced\nin the 68th Congress, the one now in session, without change. It is now\nknown as the Sterling-Reed Bill (S. 1337 and H. R. 3923)-or the Education Bill.\n\nDuring the present Congress committees in both the Senate and House\nhave given careful attention to this important measure. The Senate Committee on Education gave four days to the consideration of the Education\nBill, January 22 to January 25, 1924. The results of this hearing are\nnow in print. The supporters of the bill appeared before the Committee\nfor the reorganization of the executive departments on January 23 and 26\nand filed a clear and unmistakable protest against incorporating the Department of Education in a Department of Education and Welfare such as\n\nhas been proposed by this Committee. On February 20 the House Committee on Education began a hearing which was not completed until the\nsecond of June. Before this Committee appeared representatives of most\nof the organizations supporting the measure as well as the few that oppose.\nThe statement of President Coolidge with reference to the creation of a\n\n"}
{"page": 286, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n265\n\nDepartment of Education made in his message to Congress in December,\n1923, is significant.\nThe passage of time has brought greater and greater support for the\nprinciples embodied in the Education Bill. It is important that those of\nus who recognize the gain which will come to education through the\nenactment of this measure into the law of the land use every honorable\nmeans to bring the bill to the favorable consideration of our representatives\ninCongress.\nREPORT OF THE COMMITTEE OF ONE HUNDRED ON\nCLASSROOM TEACHERS' PROBLEMS¹\nMARY C. C. BRADFORD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nDENVER, COLORADO , CHAIRMAN\n\nThe task assigned to the Committee on Classroom Teachers' Problems\n\nby the President of the National Education Association is so stupendous\nand of such significance that the Committee feels it has barely begun the\ngreat work entrusted to it.\n\nAlthough the committee has been in touch with large numbers of\nteachers actively engaged in classroom work in almost every section of the\nUnited States, yet, the chairman feels that a much wider basis for deduction must be secured before fundamentally valuable conclusions can be\n\nreached. Nevertheless, there is enough similarity in the criticisms offered\nby the classroom teachers and a sufficiently common type of suggestion for\nimprovement to quicken certain suspicions of recurrent weaknesses in\nschool procedure.\n\nThrough this committee, the classroom teacher has been able to express\nwith frankness, and with further time devoted to the securing of a larger\nnumber of expressions, and to their classification and analysis, it should be\npossible to obtain a composite picture of the mental attitude of the classroom teacher toward the system of which she is a part.\nTo those who believe that the community takes too little interest in the\nconduct of the schools, a staggering array of instances proving the contrary\nis afforded by the objections raised by the majority of classroom teachers\nto the interruptions of regular school work, caused by a vivid and persistent\ncommunity demand for the consideration of various community projects.\nThis complaint is more universal than any other.\nNext in universality to this objection, the most often criticized conditions, as revealed in the letters from the teachers, are the too large classes\nand the too great number of subjects to be taught. Of course, no fact is\n\nbetter established in relation to the educational conditions of today, than\nthat of the overcrowding of classes.\n\nIt is one of the problems that seems\n\nmost difficult of solution, because the enormous increase in school attend-\n\nance, coupled with a far different ratio of increase in school income, de-\n\nmands more drastic remedies than have yet been, or possibly can be, applied\nIn addition to the Chairman, the Committee includes the members listed on page 23.\n\n"}
{"page": 287, "printed_page": null, "text": "266\n\nNATIONAL EDUCATION ASSOCIATION\n\nin the near future. This problem is one for the administrator primarily.\nand yet, the teacher must handle it daily. The large, unwieldy class, it\ngoes without saying, is an obstacle to good teaching, and to produce really\nfine results under such hampering conditions, implies sheer genius in the\nteacher and a group of exceptionally responsive children.\nIn spite of the reaction that has sprung up in some quarters against what\nis sometimes impolitely called, \"the mania for supervision,\" the classroom\nteachers do not show any marked disinclination to supervision. Only in a\nfew instances do the letters from teachers reveal a strained condition exist-\n\ning between teacher and supervisor. In almost all cases, the objection is\nnot to the supervision, but to the method used by the supervisor. It is\nquite possible that, in the last analysis, the method and personality of the\n\nsupervisor are synonymous, and therefore, again the administrator becomes\nresponsible, because of failure to recognize that a certain type of personality\ncan never exercise a type of supervision that will be both efficient and\nharmonious.\n\nHowever, while the work of special supervisory officers receives, in many\ninstances, a warm response from the teacher, yet, a certain number of com-\n\nplaints are made about \"the incompetent ward principals,\" to quote the\nlanguage of one correspondent, \"sometimes to be found in our smaller\ncities.\"\n\nA southern correspondent says, \"so many of these ward principals have\nno special training in teaching methods. They are not able to give a suggestion that might improve the work. Their chief standard for judging a\nteacher is whether or not she can \"keep order\" and, \"whether she fits into\n\nthe situation, keeping things running smoothly.\" Let us have better trained\nprincipals.\"\nAnother teacher recommends that every would-be elementary school\nprincipal ought to be required to take courses in primary and elementary\nmethods. She recommends this as a sure source of teaching improvement\nall over the country, as well as a means of bettering the classification of\npupils.\n\nSome correspondents insist that general public opinion, particularly, the\nopinion of school boards, should be educated to understand and appreciate\nthe right relation between the classroom teachers and the supervisors. It is\ncomplained that many teachers have much of their spirit, spontaneity, and\noriginality crushed by the autocratic method of some supervisors, who insist that subject matter be handled in set and formal ways. Unpleasant\nconditions arise from this kind of thing, the teacher's vitality is sapped, and\nthe children suffer. It is charged that a teacher who is long forced to keep\nher ideas and opinions in subordination, actually loses much of her power\nto do original, constructive work, and the following gripping phrase is used:\n\"Such practices are sins against personality.\"\nSome letters contend that the main business of education is the building\nof right habits, and that the curriculum utterly fails to devote sufficient\nattention to habit building through study.\n\n"}
{"page": 288, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n267\n\nThe length of the school day is another subject that awakens keen inter-\n\nest among the classroom teachers. The majority who express themselves\non this point are content with declaring their belief that the day is too\nshort for the amount of work to be done, but fail to make any definite\nsuggestions as to the amount and method of lengthening the hours in school.\nHowever, one teacher writes that she would like to have the school day\n\ndivided as follows: \"Half past eight to nine, a recess from twelve to two,\nafternoon session to last from two until five, making six and one half hours.\"\nThose who believe in a longer school day believe that more time should be\ndevoted to supervised study.\n\nThere also seems to be a fairly well-diffused opinion that too many detailed directions are given the teachers in relation to specified subjects, thus\nmaking it impossible to cover the amount of subject matter outlined in the\nusual course of study.\n\nThe ideal number of pupils to a teacher in grade work is quite generally\npointed out as between twenty and thirty, although a respectable sized\n\nminority, however insist that a teacher can do justice to no more than\ntwenty students.\n\nAbout 50 per cent of the teachers responding to the inquiry, \"What\ntype of Course of Study do you find most helpful in your daily work-the\noutline, the detailed, the inspirational type, or the one requiring individual\ninitiative in its use are of the opinion that they prefer the course of study\nthat requires a large amount of individual initiative in its use. About 30\nper cent wish to work with a definitely outlined course of study. About\n5 per cent are wedded to the detailed type, and about 15 per cent prefer\ndecidedly the inspirational type, based upon novel informative material.\nThe modern classification of pupils by the threefold test, is a subject of\nstrongly contrasted opinions. Regretfully, I must observe that neither\nside seems to hold the open mind of scientific receptivity, each group fighting vigorously for or against the introduction of this method of classifying\nand organizing classes. A clash of prejudices, rather than a battle of ideals,\nantagonistic propaganda rather than clear-sighted analysis and explanation,\nseem to hold sway in this department of pedagogical discussion.\nClosely allied to the above subject is that of teacher rating, no less a\nperson than our own distinguished President feeling that \" a bad by-product\nofour recent interests in tests and measurements is an attempt on the part\nof some administrator to establish a system of ratings, based on the so-called\nnormal distribution.\"\n\nThe following material, forwarded to me by Miss Jones, and prepared\nby the Teacher Rating Committee of the Kansas City Teachers' Club,\nMiss Nell E. Lain, chairman, and endorsed by the Executive Committee\n\nof the Kansas City Teachers' Club, because of its significance, is hereby\nincorporated with great pleasure .\nAfter a careful study of the question of \"teacher rating,\" the most pertinent\nfactors are here enumerated. A rating system is desirable as ;\n\n"}
{"page": 289, "printed_page": null, "text": "268\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. It leads to self- analysis, and self- analysis is an important step in selfimprovement.\n2. It tends to greater efficiency in classroom instruction.\n3. It is an attempt to reward merit-a most worthy motive, which deserves our\nhearty support.\nIn administering such a system many difficulties are confronted such as :\nI. Difficulties pertaining to general conditions, namely :\n\n1. The corps of teachers in various schools differ largely in ability, quality of\nwork done, and standards of work.\n2. There is a difference in the opportunities offered in different schools as there\n\nare wide variations in: ( a) Number of pupils, (b) mixture of children, (c) irregular attendance, (d) equipment, ( e) special subjects, and (f) general environment.\n\n3. There are no objective standards for measuring merit.\n4. Ratings place a premium on marks.\nII. Difficulties on the part of the raters, namely :\n1. The rating requires an inordinate amount of time.\n2. Continual reports mechanize one's thinking.\n3. Traditional prejudices or ideas interfere.\n\nIII. Difficulties on the part of supervisors, namely:\n1. It is impossible for a supervisor to mark justly as he cannot come into close\nor frequent contact with all persons rated.\n2. It is too much a matter of personal judgment.\n\n3. It is not conducive to high standards of supervision or teaching-supervision\nbecomes a discipline instead of an avenue of coöperation.\nIV. Difficulties on the part of children, namely :\n\nChildren need sympathy and development along many lines in the stimulation\nof which the value of teaching services cannot be measured.\nV. Difficulties on the part of the teachers, namely :\n1. Teachers tend to emphasize those qualities rated and seek to appear to possess\nthem. This destroys initiative.\n2. No teacher is exceptional in every particular, and this very idea proves the\nmisuse and inadequacy of a marking, since it often gives expression of approval\nof extraordinary service in some one or two directions.\n\nConsidering these determining factors, we wish to recommend these modifications\nin the present administration of \"teacher rating\" in Kansas City, Missouri:\n\n1. That principals should not be encouraged to make the ratings for individual\nbuilding correspond to the curve of normal distribution.\n\nII. That fine distinctions should not be made, and that when teachers have approximately the same professional standing as to experience, training, and ability,\nthey should receive the same salary.\n\nIII. That no group should be limited to a certain per cent-its only limitation\nnumerically should be the number of teachers who are qualified to belong to that\ngroup.\n\nIV. That the ratings by principals should receive more recognition.\nV. That each teacher should be given a written copy of her rating to further\nmutual understanding and to work toward general improvement.\nRespectfully submitted,\nFRANCIS CAREY.\nMARGARET TEGELER .\nMARY SAMS .\nPEARL ARNETT.\n\nTEACHER RATING COMMITTEE OF\nTHE KANSAS CITY TEACHERS' CLUB,\n\nNELL E. LAIN, Chairman .\nLIDA L. Sмоот.\nEDITH BURTON .\n\nEndorsed by the Executive Board of the Teachers' Club in official session\nApril 4, 1924.\n\n"}
{"page": 290, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n269\n\nAs has been said, there seems to be no widespread objection to supervision as such, but a large number of grade teachers, in their jealous devotion to the curriculum as a whole, find that supervisors demand too much\ntime for their special subjects, thus preventing a well-balanced adyance on\nthe part of the child and rendering abortive the teacher's plan for harmonious progress .\n\nYour committee feels that the above report is meager, indeed, because\nbased upon evidence quite insufficient for a scholarly or scientific deduction,\nyet, your Chairman realizes that much fine work has been done by the\nother members, and that, at present, there are evidences of a kindling interest in this study that indicate larger and richer returns in this investigation during the next year, if it should be the pleasure of the Convention to\ncontinue this work.\n\nYour Chairman desires to express warm appreciation of the coöperation\nreceived from the members of the Committee and the efficient aid rendered\n\nby the headquarters staff in laying the foundations for a report that should\nprove of inestimable value to the entire school system of America.\nThe teachers' viewpoint expressed freely, frankly, and conscientiously, not\ninaspirit of complaint, but in that of creative criticism, is absolutely necessary to a comprehensive grasp of educational conditions in America. That\nsuch a viewpoint may be obtained as a result of the work of the Committee\non Classroom Teachers' Problems, and that a helpful interpretation of the\nteachers' attitude may be presented to the National Education Association\n\nthrough the medium of your Committee, is the earnest hope of your chairman and Committee on Classroom Teachers' Problems.\n\nREPORT OF THE COMMITTEE OF ONE HUNDRED ON\nRURAL TEACHERS' PROBLEMS\nHAROLD W. FOGHT, PRESIDENT, NORTHERN NORMAL AND INDUSTRIAL\n\nSCHOOL, ABERDEEN, SOUTH DAKOTA, CHAIRMAN¹\n\nYour Committee of One Hundred on Rural Teachers' Problems has\nundertaken a task which calls for much time and labor if its work is to\n\nbe of any real value to the teaching profession and the people whom they\nserve.\nThe present year has proved scarcely sufficient in which to build\nup a real program and a functioning organization. As a first step your\nchairman took upon himself the responsibility for appointing the following\nexperienced educators in the rural field as members of the Executive Com-\n\nmittee. This group is sufficiently small and wieldy to function as a clearing-house for the larger Committee of One Hundred, members of which\nwill be expected to do most of their work within their own section or State :\nN. R. Baker, Birmingham, Alabama\n\nJasper L. McBrien, Terre Haute, Indiana\nMacy Campbell, Cedar Falls, Iowa\nErnest C. Burnham, Kalamazoo, Michigan\nIn addition to the chairman, the committee includes the members listed on page 26.\n\n"}
{"page": 291, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n270\n\nEdith A. Lathrop, Washington, D. C.\nP. P. Claxton, Tulsa, Oklahoma\nL. B. Sipple, Aberdeen, South Dakota\nJohn F. Sims, Stevens Point, Wisconsin\nMrs. Katherine M. Cook, Washington, D. C.\nSUGGESTIVE PRELIMINARY\n\nPROGRAM\n\nEarly in the year a preliminary and wholly suggestive program was\nformulated and sent to all the members of the committee for their reaction .\n\nThese were freely given and used as the basis for discussion when the\nCommittee of One Hundred was called into session at the Chicago meeting of the Department of Superintendence. The preliminary program\nfollows:\n\n1. The Campaign of Education .\n(a) A Nation-wide campaign of education to be organized within\nthe several States by the resident member or members of the Committee of One Hundred, the State committee to be enlarged according\nto the needs of the local members ; county and local committees to\nbe organized in every county and school district, to carry forward the\ncampaign when the right time comes.\n(b) All the necessary data needed in the campaign to be procured\nthrough the Research Bureau of the National Education Association,\nthe United States Bureau of Education, and from State and local\nauthorities within the several States.\n\n(c) State and local campaigns to be preceded by National rural\nconferences held in four or five sections of the country, these to be\n\nlargely conferences for the education of the leaders who are to carry\nforward the campaign within the several States.\n(d) State and local leaders to have the assistance of National leaders, financed by \"friends of educational advancement.\"\n(e) The educational campaigns planned to stimulate local educational interest and to prepare the way for sound remedial legislation.\n(f) The Committee of One Hundred to lend its aid in a practical way to obtain enactment of definite educational programs in the\nseveral States-if deemed advisable by the State committee.\n2. The Scope of this Educational Campaign-Outstanding Topics to\nbe Made the Core of the Educational Campaign.\n\n(a) School support.\n(b) School organization with special reference to :\n(1) One-teacher schools.\n(2) \"Man-and-wife\" schools.\n(3) Consolidated schools.\n(c) What should be taught in the schools and why.\n(d) Modern teaching standards and preparation of rural teachers.\n3. A Ten-year Plan of School Reorganization, covering :\n(a) Administrative reorganization .\n\n"}
{"page": 292, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n271\n\n(b) School unit reorganization.\n(c) School tax reform.\n\n(d) Rebuilding rural school plants.\n(e) Attainment of new higher teaching standards .\n(f) To this end maintenance (through private or public aid) of\nmodel training schools for rural teachers, in connection with a few\noutstanding teacher-training institutions in every section of the\ncountry.\n\n(g) Organization of the subject matter (course of study) for the\nrural schools in outstanding rural laboratory schools, organized in\nconnection with outstanding teacher-training institutions in every section of the country. These laboratory schools to develop the subject\nmatter of the course of study, as well as to formulate a desirable\nmodern teaching practice.\nSHARING THE FIELD WITH THE DEPARTMENT OF RURAL EDUCATION OF THE\nNATIONAL EDUCATION ASSOCIATION\n\nThe Committee of One Hundred met pursuant to call at the Congress\nHotel, February 27, 1924. After a thorough-going discussion of the entire problem of rural education, it appeared as the consensus of opinion\nthat the function of the committee should be to \"sell\" rural education to\n\nthe people, thus becoming a clearing-house for the research work now\ngoing forward under the direction of the Department of Rural Education\nof the National Education Association, and that to this end the committee\nshould seek the coöperation of all agencies now organized and in the field\ndoing work for rural communities. Before adjournment the Executive\nCommittee of the Committee of One Hundred was authorized to meet\nwith the Executive Committee of the Department of Rural Education to\n\nsettle the matter of details and to divide the field definitely between the\ntwo organizations.\n\nThe members of the Executive Committee met February 28 and decided that \"the function of the Committee of One Hundred is largely\norganizational as a means of connecting the educational work being done\nby the Department of Rural Education with organizations and agencies\nworking throughout the field of rural education.\" The Committee of\nOne Hundred was then authorized to proceed with its final programnamely, to organize a strong committee in every State of the Union in\nconjunction with suitable rural agencies now at work there, and to secure\nthe cooperation of these bodies through their National and State officials.\nWHAT IS NOW BEING DONE\n\nAt the present time plans are going forward to the end of organizing\n\nState, county, and local committees, in every State of the Union where\nsuch cooperation is welcomed by the State departments of public instruction. The United States Department of Agriculture, the American Farm\nBureau, the National Parent-Teacher Association, the National Grange,\n\nthe Society of Equity, the Farmers' Union, and several other agencies\n\n"}
{"page": 293, "printed_page": null, "text": "270\n\nEdith A. Id\nP. P. Claxto\n\nL.B. Sipple,\nJohn F. Sím\nMrs. Kather\n\nEarly in tl.\nformulated and\nThese were fo\n\nCommittee of (\n\ning of the Dep\nfollows :\n\n1. The Campa\n(a) A Na\nthe several St\nmittee of One\nto the needs 01\n\nbe organized in ,\n\ncampaign when t\n(b) All the ne\nthrough the Resea\nthe United States\nauthorities within th\n\n(c) State and loc.\nconferences held in fo\n\nlargely conferences for\nforward the campaign w\n(d) State and local lea\ners, financed by \" friends of\n\n(e) The educational cam,\ncational interest and to prepare\n\n(f) The Committee of One\ntical way to obtain enactment of\nseveral States-if deemed advisable\n\n2. The Scope of this Educational Cam\nbe Made the Core of the Educational Cam\n\n(a) School support.\n(b) School organization with special ree\n(1) One-teacher schools.\n(2) \"Man-and-wife\" schools.\n(3) Consolidated schools.\n(c) What should be taught in the schools and\n(d) Modern teaching standards and preparation\n3. A Ten-year Plan of School Reorganization, covering\n(a) Administrative reorganization.\n\n"}
{"page": 294, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n275\n\nMost of the copies of this report have been used as supplementary texts on health\nin the training of rural-school teachers in the normal schools, and as practical\nhand books by rural-school teachers and supervisors.\n\n1. \"The Health Chart Report.\"\n\nThe first edition of 10,000 copies of the il-\n\ngrated Health Chart pamphlet was soon exhausted and a second edition of\n110800 is now being distributed. This pamphlet not only serves to illustrate and\nraplain the health charts but is being extensively used for health instruction in\nth city and country schools and also as a guide in making health posters and\n122 books.\n\n• The \"Health Chart Set\" comprises 58 charts, each 22 x 28 inches. Over 1100\nmplete sets of the health charts ( over 60,000 individual charts) have been\nbuted in our own and in foreign countries. Many orders for individual charts\nbeen received. One State Department of Health ordered 2400 copies of inal charts.\n\nThe Teacher's Part in Social Hygiene\" was published in 1921 with the co-\n\n100 of the American Social Hygiene Association, and this coöperating Assopresented the Joint Health Committee with 5000 copies of this valuable\n\nThis report, containing a carefully selected bibliography, has supplied\n'e bulletin for many teachers. A moderate number of copies of this helpful\nstill available for free distribution.\n\ntive coöperation between organizations and committees is a prominent\n\npolicy of the Joint Health Committee.\n\nImprovement in Rural Schools,\" published in 1922, was in careful\nreparation for several years .\n\nImportant work in the introductory\n\n1 organization of material for this report was done by several wellxperienced teachers and supervisors of rural schools whose names\nn the report.\n\nThe bulletin was finally revised and completed\n\nantial coöperation of the staff of the Elizabeth McCormick Meis report completed for the time being the introductory plan of\nmote the entire health program of the rural schools.\nin City Schools of the United States\" is the report of a surCommittee in 1922, of the health work which is being done\nms of this country. Six hundred and twenty-two six-page\nout to city superinetndents of schools. Filled out quesh valuable information of current accomplishment were\ncent) of the superintendents .\nHotins and the health charts are being sold by the\nrinting.\n\n\" \" is the title of a valuable report on school\n21 by a sub-committee under the chairmanship\nthalmologist of Denver and a member of our\n\nn printed in several scientific and educational\nHer distribution.\n\nSchool Buildings\" has been prepared by\n\nwin, of Pueblo, Colorado, is chairman.\nI under the leadership of Miss Mary\n\nSub-committee.\n\nThis special report\n\narly date.\nDefects of School Children by\nvears. The importance of this\nworkers\nprofessional\nis time\n\nand\n\neyes\n\nhool\n\nhe\n\nee\n\n"}
{"page": 295, "printed_page": null, "text": "272\n\nNATIONAL EDUCATION ASSOCIATION\n\norganized for the educational, social, and economic growth of rural Amer\n\nica are expected to coöperate with the committee to the end that all avai\nable information on rural education now on hand or hereafter to be re\n\nleased by either the Department of Rural Education, the United State\n\nBureau of Education, the Research Bureau of the National Educatio\n\nAssociation, or similar organizations may be made immediately availab\nto the teachers and school children of rural America.\nTHIS A REPORT OF PROGRESS ONLY\n\nYour committee respectfully requests permission to continue its wor\nand wishes permission to make a final report one year from the date\nthe Washington meeting. It is believed that by such time the Nation-wi\norganization can be completed and the work sufficiently established to\nof value to the public. In order that we may be able to do the wo\n\neffectively, the sum of $500 should be voted for use, all or in part, throug\nout the ensuing year.\nREPORT OF THE COMMITTEE ON COÖPERATION WIT\nTHE WORLD FEDERATION OF NATIONAL\nEDUCATION ASSOCIATIONS\nAUGUSTUS O. THOMAS, STATE COMMISSIONER OF EDUCATION\n\nAUGUSTA, MAINE, CHAIRMAN¹\n\nIt will be noticed from the above that the title of the committee :\n\nmerly known as Foreign Relations has been changed to the Committee\nCoöperation with the World Federation of National Education Asso\ntions. In making this change of titles, the Executive Committee of\nNational Education Association had in mind to give definite recognition\nthe new organization and to form a definite connection therewith.\n\nAt the Oakland meeting, 1923, the committee made its report of\nWorld Conference on Education which met at San Francisco in conj\ntion with the National Education Association convention at Oakland,\n\nthe same is printed in the annual volume of proceedings for 1923.\nof that conference came the organization of the World Federation\nNational Education Associations, membership in which comprises\nnational education associations of the several countries which particip\nin the San Francisco meeting and of any other countries desiring to\nEducational associations of a general nature and nation-wide are el..\nto membership.\n\nAlready amillion teachers are federated by direct application and a\nance in the world organization. It will not be possible for many ye.\nfederate all the five million teachers of the world, because in most\ntries, like our own, all teachers are not yet members of their na\norganization. While there are more than seven hundred thousand te\nIn addition to the Chairman, the Committee includes the members listed on page\noral report of Dr. Thomas is printed in the Journal of the National Education Ass\n\nOctober, 1924, pp. 245-246.\n\n"}
{"page": 296, "printed_page": null, "text": "-\n\n上\n\n-\n\n"}
{"page": 297, "printed_page": null, "text": "272\n\nNATIONAL EDUCATION ASSOCIATION\n\norganized for the educational, social, and economic growth of rural America are expected to coöperate with the committee to the end that all available information on rural education now on hand or hereafter to be re-\n\nleased by either the Department of Rural Education, the United States\nBureau of Education, the Research Bureau of the National Education\nAssociation, or similar organizations may be made immediately available\nto the teachers and school children of rural America.\nTHIS A REPORT OF PROGRESS ONLY\n\nYour committee respectfully requests permission to continue its work\nand wishes permission to make a final report one year from the date of\nthe Washington meeting. It is believed that by such time the Nation-wide\norganization can be completed and the work sufficiently established to be\nof value to the public. In order that we may be able to do the work\n\neffectively, the sum of $500 should be voted for use, all or in part, throughout the ensuing year.\nREPORT OF THE COMMITTEE ON COÖPERATION WITH\nTHE WORLD FEDERATION OF NATIONAL\nEDUCATION ASSOCIATIONS\nAUGUSTUS O. THOMAS, STATE COMMISSIONER OF EDUCATION\n\nAUGUSTA, MAINE, CHAIRMAN¹\nIt will be noticed from the above that the title of the committee for-\n\nmerly known as Foreign Relations has been changed to the Committee on\nCoöperation with the World Federation of National Education Associa-\n\ntions. In making this change of titles, the Executive Committee of the\nNational Education Association had in mind to give definite recognition to\nthe new organization and to form a definite connection therewith.\nAt the Oakland meeting, 1923, the committee made its report of the\n\nWorld Conference on Education which met at San Francisco in conjunction with the National Education Association convention at Oakland, and\nthe same is printed in the annual volume of proceedings for 1923. Out\nof that conference came the organization of the World Federation of\nNational Education Associations, membership in which comprises the\nnational education associations of the several countries which participated\nin the San Francisco meeting and of any other countries desiring to join.\nEducational associations of a general nature and nation-wide are eligible\nto membership.\n\nAlready a million teachers are federated by direct application and acceptance in the world organization. It will not be possible for many years to\nfederate all the five million teachers of the world, because in most coun-\n\ntries, like our own, all teachers are not yet members of their national\norganization. While there are more than seven hundred thousand teachers\n1In addition to the Chairman, the Committee includes the members listed on page 28. The\noral report of Dr. Thomas is printed in the Journal of the National Education Association,\nOctober, 1924, pp. 245-246.\n\n"}
{"page": 298, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n273\n\nin the United States, only one hundred and forty thousand are members\nof the National Education Association.\n\nTime will come when all teachers will feel the necessity of membership\nin the National Association, which will automatically give membership in\nthe World Federation.\n\nEducation has become a cause.\n\nTeachers are no\n\nlonger isolated units, but members of a great profession brought together\nby definite bonds, not alone of common interest but by organization.\nThe next meeting of the World Federation will occur in Edinburgh,\nScotland, in July, 1925. The Educational Institute of Scotland, comprising thirty-five thousand teachers, has extended an invitation, and the\nsame is accepted. Preparations are now under way for the meeting, Euro-\n\npean educators are taking much interest, and a conference fully equal to\nthe San Francisco conference is in prospect. The 1925 meeting will have\nthe foundation of the several documents passed by the World Conference\nat San Francisco as a basis for consideration .\n\nAfter the San Francisco meeting, an interested friend of education\nplaced $25,000 in the hands of the Committee of the World Federation\nto be offered as a prize for the best educational program calculated to\nproduce international concord. The contest which closed July 1 was\nopen to residents of all countries. The idea of such a prize was to stimulate thought, to develop a state of mind world-wide, and to secure a definite fundamental code, series of methods, attitudes, or programs of a nature\nhelpful to the general cause of the Federation.\nThe San Francisco meeting recommended that educational attachés be\nprovided for all legations and embassies. Several of the countries are preparing to act upon the recommendation. Mexico was the first to make\nsuch appointments, Goodwill Day, May 18 (this year May 19) , was\nobserved fittingly in many lands, and especially in many schools of our own\nland. A special bulletin, containing suggestions as to purposes and programs, was issued and sent to all countries.\nThe interest taken in this movement, as well as the spirit of coöperation\non the part of teachers and the general public, is extremely gratifying .\nThere seems to be a definite place for education in bringing about the day\nwhen friendship and goodwill shall prevail among nations. Unlike great\nmovements generally, there has been little willful attempt to misunderstand the real import and purpose of the Federation. The voluntary assoviation of nations on such a universal subject as education appears highly\ndesirable and offers little grounds for misapprehension on the part of those\nwho are fearful lest we become entangled in embarrassing alliances.\nIt would seem fundamental that the teacher believes in her work, that\n\ndeals may be taught, that education will have its influence in the future\nof civilization, and that definite, universal truths, ideals, and principles\ntaught world-wide will furnish support for such reasonable and just programs as may be promulgated by statecraft and diplomacy. The fact that\ncivilization which we sometimes think is old is really adolescent, requires\n\n"}
{"page": 299, "printed_page": null, "text": "274\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat the \"teaching mind\" avoid extremes, keep level, adhere to the golden\nmean, and hold always to a safe and secure policy of honor and justice.\nREPORT OF THE JOINT COMMITTEE ON HEALTH\nPROBLEMS IN EDUCATION\nTHOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nThe Committee on Health Problems in Education of the National\n\nEducation Association, with the continued cordial and effective coöperation\nof the Corresponding Committee of the American Medical Association,\ncontinues its work with a sustained interest in the committee program and\na steady demand for the reports which have been issued by the joint\ncommittee .\n\nEducational and health officials, child welfare organizations, Red Cross\nworkers, and other individuals and organizations in this and in other\ncountries are looking to your committee in increasing numbers for health\nstandards, charts, and literature.\nThis committee on health problems was created as a committee of the\nNational Council of Education at the meeting in San Francisco in 1911 ,\n\nat the suggestion and request of the American Medical Association, which was in session at the same time in Los Angeles.\nAt the meeting of the National Education Association in Des Moines,\nJuly, 1921 , this committee was formally adopted as a committee of the\nNational Education Association .\n\nAfter a careful survey of the general field the committee decided to\ngive attention first to the health problems of rural schools.\nThe first report of the committee was a valuable bulletin, entitled\n\"Country Schoolhouses,\" prepared by Fletcher B. Dresslar, a member of\nour Committee. This report was printed and distributed in 1912 by the\nU. S. Bureau of Education. Unfortunately, this bulletin is out of print .\nThe committee literature still being distributed in original or repeated\neditions includes the following :\n1. \"Minimum Health Requirements for Rural Schools.\"\n\nThree editions of\n\n800,000 copies of this report have been distributed. Unprejudiced evidence from\nmany places shows that this report has exerted a major share of influence in the\nmarked improvement in rural-school sanitation in the United States during the\nlast eight years. Several States have adopted this report as the standard for rural\nschools. The cost of printing the large introductory edition, 750,000 copies, of this\nreport was covered by a gift of over $3000 from the Elizabeth McCormick Memorial Fund of Chicago. ( This public-spirited organization has given generous ,\nrepeated assistance in money and expert service, to the committee on Health\nProblems, which should be known to all the members of the National Education\nAssociation. )\n2. \"Health Essentials for Rural School Children\" was printed in 50,000 copies.\nThis first edition was exhausted and a second revised edition is now being\ndistributed.\n\n4In addition to the Chairman, the Committee includes the members listed on page 29.\n\n"}
{"page": 300, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n275\n\nMost of the copies of this report have been used as supplementary texts on health\n\nin the training of rural-school teachers in the normal schools, and as practical\nhand books by rural-school teachers and supervisors.\n3. \"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\n\n10,000 is now being distributed. This pamphlet not only serves to illustrate and\nexplain the health charts but is being extensively used for health instruction in\nboth city and country schools and also as a guide in making health posters and\nscrap books.\n\n4. The \"Health Chart Set\" comprises 58 charts, each 22 x 28 inches. Over 1100\n\ncomplete sets of the health charts ( over 60,000 individual charts ) have been\ndistributed in our own and in foreign countries. Many orders for individual charts\nhave been received.\n\nOne State Department of Health ordered 2400 copies of in-\n\ndividual charts .\n\n5. \"The Teacher's Part in Social Hygiene\" was published in 1921 with the cooperation of the American Social Hygiene Association, and this coöperating Association presented the Joint Health Committee with 5000 copies of this valuable\n\nbulletin. This report, containing a carefully selected bibliography, has supplied\na valuable bulletin for many teachers. A moderate number of copies of this helpful\nreport are still available for free distribution.\n\nConstructive coöperation between organizations and committees is a prominent\npartof the policy of the Joint Health Committee.\n\n6. \"Health Improvement in Rural Schools,\" published in 1922, was in careful\nprocess of preparation for several years. Important work in the introductory\nassembling and organization of material for this report was done by several welltrained and experienced teachers and supervisors of rural schools whose names\nare mentioned in the report. The bulletin was finally revised and completed\nthrough the substantial coöperation of the staff of the Elizabeth McCormick Memorial Fund. This report completed for the time being the introductory plan of\nthe Committee to promote the entire health program of the rural schools .\n7. \"Health Service in City Schools of the United States\" is the report of a sur-\n\nvey, conducted by our Committee in 1922, of the health work which is being done\nin the city school systems of this country. Six hundred and twenty- two six-page\nquestionnaires were sent out to city superinetndents of schools. Filled out questionnaires containing much valuable information of current accomplishment were\nreceived from 340 (54.6 per cent) of the superintendents.\nThe above mentioned bulletins and the health charts are being sold by the\nCommittee at the bare cost of printing.\n8. \"Daylight in the Schoolroom\" is the title of a valuable report on school\nlighting which was prepared in 1921 by a sub-committee under the chairmanship\n\nofDr. Edward Jackson, eminent ophthalmologist of Denver and a member of our\nJoint Committee. This report has been printed in several scientific and educational\nmagazines. It is being reprinted for wider distribution.\n9. A partial report on \"Ventilation of School Buildings\" has been prepared by\na sub-committee of which Dr. R. W. Corwin, of Pueblo, Colorado, is chairman.\nFurther work on this study is being conducted under the leadership of Miss Mary\n\nMurphy, of Chicago, another member of the Sub-committee. This special report\nwillbe printed and ready for distribution at an early date.\n10. The study of Standards of Health Forms and Defects of School Children by\nthe Joint Committee has been going ahead for two years.\n\nThe importance of this\n\nstudy is fully recognized by many organizations and professional health workers\nin this and other countries. Our Committee is at this time making rapid and\npromising progress in the phase of this study relating to eyes and vision of school\nchildren, with the active and substantial coöperation of the National Committee\nfor the Prevention of Blindness .\n\n"}
{"page": 301, "printed_page": null, "text": "276\n\nNATIONAL EDUCATION ASSOCIATION\n\n11. Appointment of Committees on Health Problems in Education in the several\nStates.\n\nAt the meeting of the House of Delegates of the American Medical Association\nin New Orleans in May, 1920, it was voted to urge upon each of the State medical\n\nsocieties that a committee of five physicians, members of the society, be appointed\nto cooperate with a similar committee of the State Teachers' Association as a\nJoint Committee on the Health Problems in Education in that State. It will be\nrecalled that at the meeting of the National Education Association held in Des\nMoines, Iowa, in July, 1921, this action of the American Medical Association was\nheartily endorsed and each State Teachers' Association was urged to appoint such\na committee in response to the request of the State Medical Society. All but five\nof the forty-nine State medical societies have appointed such State committees of\nphysicians and have reported their personnel to the Secretary of the Council on\nHealth and Public Instruction of the American Medical Association.\n\nOur Com-\n\nmittee urgently requests every State Teachers' Association to appoint a like committee of teachers to coöperate with the medical committee.\nWhile our Joint Health Committee of the National organizations of teachers and\nphysicians can propose material and secure data of great value and can recommend measures which would secure better health conditions in the public and other\nschools of the country, it is obvious that if such measures are to be generally\nadopted and put into practice it must be through the efforts of many groups dealing with these activities in the several States and communities. Our committee\n\nwill find one of its most effective fields of usefulness in serving as a medium of\ninter-communication between, and coördination of, these several State committees .\nThe coöperating medical group of our Committee has initiated the custom of\nholding an annual Conference at the time of meeting of the American Medical\nAssociation, of the members of the committees of the several State medical 80cieties. Our Committee recommends that a similar plan be instituted for the\nCommittees of the State Teachers' Associations and that our Committee be au-\n\nthorized to arrange for such a conference at each annual meeting of the National\nEducation Association. The interchange of information regarding progress in\nthe several States in solving health problems in education together with the\nopportunity for discussion and suggestion which such a conference would afford\ncould not fail to be helpful in promoting this great movement.\n12. \"Health Education, A Program for Public Schools and Teacher Training\nInstitutions,\" is the title of the latest and longest report of the Joint Health Com-\n\nmittee.\n\nThis report of 160 pages has just been printed and a copy is being\n\npresented to each delegate to the representative assembly at the 1924 meeting of\nthe National Education Association. The explanation of this latest and most im-\n\nportant report of the Committee will be found in the \"Foreword\" of the new\nreport.\n\nThe money required for the expert assistance to the chairman in directing\nthe special preparation of this report was supplied in the special appropriation of $ 1500 a year for the last two years, which has been generously\nprovided for the committee by the National Education Association. The\nprimary purpose of this new report is to supply an authoritative compilation\nof technical statements and a consensus of professional opinions in health\neducation.\n\nThe following resolution was unanimously adopted at the Educational\nConventions in Chicago, February 23-28, 1924, by the American Association of Teachers' Colleges and by the National Council of Education :\nRESOLVED : That in view of the prominence given to health in the schools today,\nand in view of the lack of sound and established educational procedures for\n\n"}
{"page": 302, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n277\n\nteaching health, it is the sense of this association that a comprehensive program\nof research and experimentation in health education should be undertaken under\nthe auspices of the Joint Committee on Health Problems in Education of the\nNational Education Association and the American Medical Association as soon\n\nas resources for such investigation may be available.\n\nAt a meeting of the Joint Committee on Health Problems in Education,\nfollowing the actions of the two National organizations referred to above,\nthe chairman of the joint health committee was authorized to seek cooperation in arranging a program of research in health education, corresponding in type and scope to the plan prepared by the chairman of\nthe committee and in obtaining, if possible, funds to conduct such a program\nof investigation and experimentation.\nFollowing this action by the Joint Committee on Health Problems in\nEducation, the Executive Committee of the National Education Associa-\n\ntion voted approval of a plan recognizing the importance and desirability\nof a comprehensive program of research in health education to follow the\npublication in July, 1924, of the report on health education presenting\nthe statement of general principles in this field. It is confidently hoped\nthat such a program of research and experimentation may be undertaken\nin the near future.\n\nItis clearly anticipated that this new report will indicate more emphatically than ever before the necessity for careful experimentation and investigation with reference to many questions which confront those interested\n\nin the field of health education at the present time. No problem in the\nentire program of education is more significant, more complex, and more\ninsistent in its demand for careful attention and solution than that of\nhealth education.\n\nIn addition to the committee program and reports already mentioned, the\ncommittee is working toward reports on the following topics : Mental\n\nHygiene for Normal Children, What Every Teacher Should Know About\nIt; Making Athletic Games Safe and Healthful for School Children ;\n\nHealth and Efficiency for Teachers; Essentials in the Hygiene of Instruction and School Management.\nIt will readily be apparent that the expanding program of this committee with the increasing number of reports, the growing correspondence\ncalling for information and advice, and the preparation of new materials,\nconstantly makes more demands upon the resources of the committee. No\nmember of the committee receives financial compensation for service\nNo request is made this year for an extra or special\nrendered.\nappropriation.\n\nHowever, to continue with reasonable efficiency the general program\nalready under way, the health committee respectfully asks for a general\nappropriation of $2000 for the coming year from the National Education\n\nAssociation.\n\nYour committee, according to the custom of many years ,\n\nconfidently expects from the American Medical Association an appropriationequal to that of the general appropriation which may be granted by the\nNational Education Association .\n\n"}
{"page": 303, "printed_page": null, "text": "278\n\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT OF COMMITTEE ON CHARACTER EDUCATION\nMILTON BENNION, DEAN , SCHOOL OF EDUCATION, UNIVERSITY OF\n\nUTAH , SALT LAKE CITY, UTAH , CHAIRMAN¹\n\nIntroduction-Character education finds its goal in the realization of\ntwo great ideals: social progress and the development of personalities:\neach of these is both cause and effect of the other. Social progress has\ncome about through the cumulative contributions of developing personalities, as individuals and as groups . The net result of these contributions\nwe call the social inheritance. It is one of the primary functions of the\nschool to transmit this social inheritance to the members of the new generation. Its acquisition by them is an essential factor in developing their\npersonalities. The superior material and spiritual attainments of modern\nmen are due vastly more to their use of the social inheritance than to their\n\nnatural superiority over their ancestors of medieval or even of ancient\ntimes.\n\nOne of the major problems of the school is to make such selection of\ncurriculum materials from the social inheritance as will contribute most\n\nto the development of young personalities and to devise teaching methods\nthat will contribute towards the same end. It must be recognized that\nthe curriculum is but one of the means available to the school for the\n\ndevelopment of personalities. The social life of the school community and\nthe personal influence of teachers are also fundamental factors.\nTo make the best of these factors the teacher should have as wide an\n\nacquaintance as may be with the fundamental aspects of the social inheritance on the one hand, and with human nature and society on the\nother. The latter study will include knowledge of the goals toward\nwhich society is striving and toward which individuals ought to strive.\nFor the determination of these goals we are dependent upon the moral\njudgment of enlightened men, when that judgment is unbeclouded with\nselfish interests.\n\nMany centuries of human experience have led to a consensus of opinion\namong enlightened peoples that the goal of human development is to be\nrealized through love of God and love of fellowmen. Love of God is\nattested through love of fellowmen, and love of fellowmen is attested\nthrough service. As conceived by all enlightened peoples, love of God\nand fellowmen includes belief in moral standards, in the intrinsic value\n\nof the moral life and of personality, compared with which all other values\nare but relative.\n\nAcceptance of this standard does not involve the public schools in religious sectarianism. There should be no reference to differences in creeds\nnor to absence of creed. Whatever conception patrons of the public\nschools may have of God, they generally agree that there is in the universe a \"power that makes for righteousness\" or, at least they agree to a\nmoral ideal and regard this ideal as a real power that guarantees the values\n1In addition to the Chairman, the Committee includes the members listed on page 27.\nreport was read by Miss Effie MacGregor, Minneapolis, Minnesota .\n\nThe\n\n"}
{"page": 304, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nofthe moral life.\n\n279\n\nOne of the most essential elements in the development\n\nof personality is its response to ideals such as truth, goodness, and beauty ;\nsometimes designated as God, or the Divine. America is not a Godless\nnation, as is evidenced in the great historical documents of Washington\nand Lincoln, in the inscription on the American coin, and in the services\nof chaplains in Congress and in State legislatures. Should not such\nrecognition of God be also characteristic of the public schools ? Faith in\nand reverence for a \"power that makes for righteousness\" is a moral force\nthat should not be ignored in any phase of character education in school\nor elsewhere.\n\nLove of fellowmen, at least to the extent of cultivating goodwill toward\nall mankind, is recognized by enlightened, thoughtful men as one of the\ngreatest moral needs of our times. It is self-evident that this principle\nis essential to the success of any plan for universal peace and justice. But\nlove of fellowmen means much more than goodwill as ordinarily conceived.\nIn the first place it assumes recognition of every personality as an end in\nitself, never as a means ; and it also requires each personality to help every\nother in the struggle for self-realization. The familiar moral commands\nof the Law of Moses and of all civilized nations are founded upon this\nprinciple.\n\nRespect for life, for the source of life, and for all that makes\n\nfor the preservation and development of life, as requirements of the moral\n\nlaw, are familiar to all teachers. Yet in practice teachers too frequently\ngive little attention to development of these great ideals; they may even\nbe forgotten in the demand to cover specified pages of arithmetic, language,\nand geography.\n\nThis situation is sometimes defended on the ground that the very process\nof learning itself is a guarantee of moral development in that its successful\npursuit requires habits of industry, neatness, punctuality, and perseverance\n-all essential elements of moral character.\n\nWhile it is true that\n\nthese virtues are essential to the perfection of character and should be\ndeveloped as a means of multiplying for good the powers of sociallyminded personalities, it is also true that the same qualities may contribute\nto the efficiency of the most anti-social members of the community; crimi-\n\nnals may excel in all of these characteristics. Loyalty may be manifest\nin the support and protection of lawless gangs; courage, in the defense\nof wrong doing; courtesy, in beguiling the innocent into surrender to evil ;\ntemperance, in more steady nerve and clear discernment to commit a crime ;\nand so on. Such qualities of character, desirable in themselves, acquire\ntheir moral worth only through their exercise in promoting social progress\nand the development of personalities. When used in ways destructive of\nthese ends they are the assets of evil doers .\nIt is evident then that the chief problem of character education is how\nto develop socially-minded personalities. It is generally agreed that certain\nnative tendencies of the child must be the basis of this development.\nTypical of these tendencies are sympathy, sex and parental love, imitation,\n\nlove of approval, curiosity, sense of justice.\n\n"}
{"page": 305, "printed_page": null, "text": "280\n\nNATIONAL EDUCATION ASSOCIATION\n\nSince personalities are developed largely through group activities and\nsocial agencies, the problem will also include determination of community\nresponsibilities in their relation to character education. Organized society\ncan furnish opportunities in great abundance for the development of the\n\nfiner native tendencies of the child. It can also, in some measure, forestall\nsituations that may call into action undesirable native tendencies.\n\nAttention is called to the fact that character is not regarded by this\ncommittee as something apart from other aspects of personality, nor can\ncharacter education be segregated in practice from the processes of education as a whole.\n\nThe problem under consideration is how to make the general processes\nof education more effective in the development of the highest type of personalities. For purposes of study and for emphasis on this phase of education effort is here made to analyze the more distinctly ethical factors in\neducation and to suggest methods by which these factors may the more\nsurely receive attention.\nAny plan of character education in the schools calls for a statement of\n\nthe general objectives to be realized. Curriculum materials, teaching\nmethods, student organization, and all other phases of the problem will\nof necessity have reference to the objectives.\nGeneral objectives-A statement of the objectives of character education\nmay be very general, and consequently very brief, or these general objectives may be analyzed into their component factors, thus making a\nlengthy, detailed statement of objectives. The latter method leads awav\n\nfrom a statement of general principles and toward enumeration of concrete situations; this again carries over into discussion of methods of\nrealizing objectives .\nThe problem of character education objectives lends itself to a variety\nof methods of approach. These methods vary somewhat with the habits\nof mind and tastes of the individuals that formulate them .\n\nIt is safe to\n\nassume that the habits of mind and tastes of teachers generally will show\nequal variations .\nInstead, therefore, of presenting but one statement of objectives we here\n\nsubmit several as typical of the possible modes of dealing with the problem.\nThese statements are prepared for the use of teachers and educational\nadministrators. Suggestive methods of using them in the school will be\nelaborated in subsequent sections of the report.\n\nThe general objectives-Social Progress and Development of Personalities, including response to ideals\n-may be further elaborated as follows:\nI. To cultivate from the beginning habits and attitudes that contribute to the\n\ndevelopment of personality and to social progress. These habits and attitudes\ninclude the following:\n1. The willing acceptance of personal and social responsibility.\n2. The practice of self-direction in recognizing and in taking advantage of\nopportunities for positive attainment; and of self-restraint in control of appetites,\n\npassions, tongue and temper, and greed for wealth and power.\n3. Habitual acts of justice, fair play, honesty, truthfulness, and honor, en-\n\n"}
{"page": 306, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n281\n\nnobled by moral thoughtfulness and made effective through the exercise of moral\n\nimagination-the ability to foresee vividly the possible consequences of both good\nand evil conduct.\n\n4. The habit of acting courageously in defense of right.\n5. The practice of acts of love, good-will, and service.\n6. Habitual attitudes of appreciation and gratitude toward all benefactors ; also\nhabits of courtesy and consideration for the comfort and happiness of all.\n7. A disposition to recognize the merits of others and to tolerate opposing beliefs.\n8. A fair estimate of one's own capabilities and shortcomings joined with the\ndetermination to achieve the best in one's personality.\n9. Loyalty in thought, word, and deed to the ethical and moral standards of\nthe family, the school, the church, the State, and of all related civic and social\ninstitutions.\n\n10. An attitude of faith in every good cause and of reverence for all that is\ngood.\n\nII. To develop, at the appropriate time, understanding and appreciation :\n1. Of the meaning of social progress, including both the spiritual and the material heritage of each generation; the dependence of civilized man upon his\ncontemporaries and upon his predecessors ; also his responsibility to humanity as\nawhole, especially to the generations yet to come the concept of the solidarity of\nthe human race .\n\n2. Of the nature and significance of human welfare as the ultimate measure of\nall values.\n\n3. Of the means by which personalities are developed in harmony with the de-\n\nvelopment of other personalities and in furtherance of social progress .\n4. Of group or community responsibilities; including the social functions of the\n\nfamily, the church, the State, and every other institution that may contribute toward\nhuman welfare.\n\nNote-These qualities of character are, of course, not mutually exclusive. In\ngeneral, one quality cannot be developed fully without cultivation of all the rest.\n\nWith regard to the use of the objectives this note of warning should\nbe observed. \"The teacher's mind must constantly be obsessed with a\nkeen sense of the objectives of character education, which will determine\nthe emotional temper of her work and the direction of the thought activities she provokes in pupils, and will be a constant factor determining the\nselection of material she uses; but for practical purposes she must keep\n\nthese objectives, like her notion of the \"virtues,\" in the back of her head\nand in the bottom of her heart.\n\n\"For practical purposes, however, it is important that she follow, insofar\nas possible, situations rather than objectives or virtues, and it is these that\nshould be kept before the minds of pupils. Moral health in children, just\nas in adults, is conditioned by a sufficient lack of self-conscious introspection\nto insure the outgoing life of good-will, coöperation, and all the other\naspects of morality.\"\n\nAs an example of this procedure consider the following alphabetical list\nof a few typical situations, together with suggestions of right attitudes\nunder each:1\nAdversity-Courage, self-control, poise, etc.\n\nAnimals (domestic, pet, and wild)-Compassion, gentleness, thoughtfulness, etc.\nThis method is being carefully worked out at the University of Iowa under the direction\nof Professor Edwin D. Starbuck.\n\n"}
{"page": 307, "printed_page": null, "text": "282\n\nNATIONAL EDUCATION ASSOCIATION\n\nAuthority (home, school, church, State) -Obedience, respect, coöperation, etc.\nChurch-Coöperation, devotion, gratitude, reverence, etc.\nCountry Loyalty, justice, self-sacrifice, service, etc.\nEnemies-Fairness, forgiveness, sportsmanship, etc.\nFriends, Playmates, and Social Groups-Devotion, courtesy, fidelity, sympathy, etc.\nHome and Family-Helpfulness, tenderness, politeness , self-sacrifice, etc.\n\nSchool ( pupils, studies, teacher)-Adaptability, loyalty, neatness, punctuality, etc.\nSports and Pastimes- Cheerfulness, fairness, self-control, sportsmanship, etc.\nWealth ( money, property) -Economy, thrift, service, consecration, etc.\nWork ( tasks, occupation, vocations)-Faithfulness, efficiency, joy, service.\n\nThis method of approach may be made still more concrete by the use\nof adjectives descriptive of appropriate conduct in particular situations as\nthey occur in child experience. Child behavior is thus emphasized by\nplacing before teachers an array of virtuous acts in the concrete. The\nsub-committee on Curriculum Materials is making progress in collecting\nsuch an array of representative acts of children. A list of one thousand\nactivities of six-year-old boys has been collected and classified. This list\nmay serve in the selection of a group of representative acts of children.\nPublication of the results of this method awaits further progress of this\npainstaking, empirical procedure.\nAnother plan dealing with objectives, together with suggestions as to\nmethod, has been kindly contributed by its authors for consideration of the\ncommittee. A brief extract from this plan is here reproduced to indicate\nthe point of view and procedure.\nObjectives-Good-will is unselfish will and is manifested in three ways :\n1. Through recognizing the essential equality, in dignity and worth, of\n\neach personality with every other, and so willing what is just between\noneself and every other.\n\n2. Through identifying oneself with the suffering, the weak, and the\nunfortunate, by means of sympathy, and so willing their good as if it were\none's own .\n\n3. Through identifying oneself with a group and willing the common\ngood of the group.\n\nAll possible ethical principles and all virtues may be brought under one\nof these. These objectives may be elaborated by grades, first to tenth inclusive.\n\nStudents of the more theoretical and technical aspects of character edu-\n\ncation will be interested in the analytical studies of objectives now being\ncarried on by members of this committee .\n\nDr. A. Duncan Yocum has written several extended papers on objectives,\nsome of which have already been published. His most recent and simplest\nstatement is in the form of a summary of an \"Analysis of Four Key Characteristics . \"\n\nThese are :\n\nUnder the direction of Professor J. L. Meriam, Southern Branch of the University of\nCalifornia.\n\nProfessor George M. Forbes, University of Rochester, Rochester, N. Y.\nDr. Yocum's paper maybe had on application to the author, University of Pennsylvania,\nPhiladelphia, Pa.\n\n"}
{"page": 308, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nI.\n\n283\n\nLove, including Liking, Good-Will, Kindness, Sympathy, Service, and\nSelf- sacrifice, with all the variations of each of these characteristics.\n\nII. Faith, including Trust, Belief, Optimism, Hope, and Composites of\nFaith, with the numerous variations of each.\n\nIII. Strength, including Independence, Bravery, Perseverance, Self- respect,\nSelf-control, Justice, Generosity , Cheerfulness, Pleasantness, and\nSelf-sacrifice, with their numerous variations and interrelations.\n\nIV. Responsibility, including Coöperation, Ability, Necessity, Ownership,\nand Equivalent Return, with the variations of each; summarized\nas Goodness, Wisdom, and Efficiency.\nDr. T. W. Galloway has prepared a somewhat extended analysis of the\nnature of character from the biologist's point of view. This analysis\ntakes account of four levels in the operation of character factors :\n1. The reflex level of sensitiveness, automatic reaction to stimuli, and\nthe simpler native satisfactions. Involves prenatal life and early infancy.\nCharacter objectives : routine habits of \"sound\" response through keeping\nstimuli and responses wholesome and normal for comfort, growth, and\ndevelopment.\n\n2. The resulting habit level which is built upon this first conditioning\nof all the important inherited reflexes. This is the normal pitch of most\nof the infantile, unreasoned, increasingly conscious trial and error actions\nand satisfactions .\n\nCharacter objectives : establishing new-that is, acquired types of desires\nand satisfactions and connecting these with socially desirable conduct in\nsuch satisfying ways as to convince and develop the child toward human\nrather than mere biological goals .\n3. The level of conscious tastes and imitation (of self or of others ) ,\n\nassociated with feelings of admiration, like-mindedness, and definite\nprejudices which are largely emotional, not necessarily implying much in\nthe way of ideas or inductive judgments.\nCharacter objectives: to extend (and modify) habits and satisfactions\ninto the realm of sound tastes, appreciations, preferences, ideals, aspira-\n\ntions, and purposes by way of fine examples, companionships, and experiences of approval .\n4. The level of ideas, word-knowledge, and rationally critical experiments, comparisons, and judgments. At this level external data may reach\nconsciousness and stimulate personality, win acceptance, and modify conduct by the mere transfer of ideas (instruction and interpretation)-in\ncontrast with trial and error, example and imitation, compulsion, and the\nlike.\nThe technical student interested in this method of approach should communicate with\n\nDr. T. W. Galloway, 370 Seventh Avenue, New York City.\n\n"}
{"page": 309, "printed_page": null, "text": "284\n\nNATIONAL EDUCATION ASSOCIATION\n\nCharacter objectives : to associate ideas with the former attainments and\n\nto crystallize these into ideals, attitudes, and a philosophy of life which\nwill give feelings of satisfaction on the intellectual and rational plane, as\nthe reflexes, realizations, admirations, and tastes did in the earlier stages.\nThe first three levels are those normal to early childhood; but because\nof our incomplete and unscientific (irrational) methods of character-education they dominate a large proportion of human beings through life.\nCharacter education must respect and use them all-increasingly the last\ntwo.\nA part of our error comes also from trying to substitute the type of\ntraining suitable to level 4, prematurely. Teaching seems to present a\nsuperlative \"get-wise-and-good-quick\" opportunity; but, except as built\nnaturally upon the earlier methods, it is illusory in that it fails to reach\nthe character which anchors in habit.\n\nIn the effort to make thorough scientific study of the different aspects\nof the complex problem assigned to this committee, it is now organized\ninto five sub- committees as follows :\n\nCurriculum materials: J. L. Meriam, chairman; Fannie Fern Andrews;\n\nH. B. Wilson, Susan M. Dorsey; Effie MacGregor ; Ira I. Cammack ; J. W.\nSearson; E. O. Sisson ; William H. Kilpatrick, Sarah Louise Arnold,\nMilton Bennion.\n\nTeaching procedure : H. B. Wilson, chairman; Fannie Fern Andrews ;\nCharles E. Rugh; Effie McGregor; Mary D. Bradford; Jeremiah E.\n\nBurke ; Olive M. Jones ; Margaret Rae; William H. Kilpatrick; J. W.\nSearson ; E. O. Sisson ; Milton Bennion.\n\nSchool organization : Arthur L. Beeley, chairman, John R. Kirk ;\nJeremiah E. Burke; Olive M. Jones; T. W. Galloway; J. L. Meriam;\nSusan M. Dorsey; Milton Bennion.\nCharacter scales and measurements : Edwin D. Starbuck, chairman ;\nArthur L. Beeley; A. Duncan Yocum; William H. Kilpatrick; Margaret\nRae ; T. W. Galloway, Milton Bennion .\n\nTeacher training: Charles E. Rugh, chairman; Mary D. Bradford ;\nSarah Louise Arnold; John R. Kirk; Ira I. Cammack ; A. Duncan Yocum;\nMilton Bennion.\n\nMr. S. D. Shankland, executive secretary of the Department of Superintendence, is consulting member to all sub-committees.\n\nThe problem of objectives is being considered by the Committee as a\nwhole.\n\nThe chairman of the sub-committee on Character Scales and\n\nMeasurements reported progress at the February ( 1924) meeting of the\nCouncil. This report has been submitted for publication in the Proceedings of the Council. Other sub-committees are not prepared to make\nfurther report at this time.\n\nIn consideration of the studies now in progress, and of the great importance of the problem under investigation and its many complexities,\nthe Committee recommends that it be continued.\n\nleast $500 for clerical assistance and postage.\n\nIt should be allowed at\n\n"}
{"page": 310, "printed_page": null, "text": "285\n\nREPORTS OF COMMITTEES\n\nREPORT OF COMMITTEE ON A CODE OF PROFESSIONAL\nETHICS FOR TEACHERS¹\nMAY WADE, TEACHER, EMERSON SCHOOL, BERKELEY, CALIFORNIA\nCHAIRMAN\n\nI believe that service to humanity is the highest expression of the pro-\n\nfessional ideal. This ideal, applied in terms of character, coöperation, and\nloyalty, to the practical affairs of teaching, constitutes a complete code of\nteaching ethics.\n\nI believe that service to the child is the supreme obligation of the teacher.\nThe measure of the teacher's service is his success in helping the child of\ntoday to become the patriotic, useful, upright citizen of tomorrow.\nChild-culture is a task whose far-reaching importance requires not only\nsincere devotion, but specialized knowledge and technical skill of a high\norder. Scientifically organized preparatory training, devoted to the specialized ends involved, is essential to a high type of teaching service.\nEfficiency cannot remain static. Conscious, persistent, well-directed\neffort to enlarge professional outlook and to increase teaching skill through\nthe various educational agencies at his command, is vital to the teacher's\nworth. Growth in service is his paramount duty to the State.\nI believe that service to the community is an integral factor in service\nto the child.\n\nEducational progress is in direct ratio to the teacher's response to community life. The highest form of professional service requires the teacher\nto promote public respect for and confidence in the purposes and ideals of\npublic education through active participation and leadership in social and\ncivic activities.\n\nIn individual relations with school patrons, service to the child requires\nthe teacher to welcome better understanding and closer contact between\nschool and home; to promote it by maintaining a spirit of confidence, interest, and sympathy in the discussion of difficult problems; by open-mindedness and courtesy toward criticism; by coöperation and loyalty in ParentTeacher Association activities.\n\nI believe that coöperation and loyalty are the essence of that service which\nthe teaching profession rightfully expects from its members.\nCooperation between teachers and fellow workers finds its highest level\nin good-will, friendliness, and mutual faith in personal and professional\nrelations; in constructive interchange of helpful ideas and experiences ; in\ncareful avoidance of that destructive criticism which can do no possible\ngood and may do untold harm ; in scrupulous consideration for the rights\n\nand feelings of others; in scorn of personalities and petty jealousies ; in the\nspirit of unity in school procedures.\nThis report was presented to the Representative Assembly by special arrangement\nberalf of the California State Council of Education.\n\nAfter it was\n\non\n\nread a motion was\n\nfoptel providing for the appointment of a committee to formulate for the National Education\nAssociation a code of ethics for teachers.\n\n"}
{"page": 311, "printed_page": null, "text": "286\n\nNATIONAL EDUCATION ASSOCIATION\n\nI believe that coöperation between classroom teacher and superior officer\nmeans a relation of mutual helpfulness in the discharge of separate responsibilities.\n\nThe coöperative teacher recognizes the responsibility of the supervisory\noffice in raising standards of efficiency to higher levels and maintains a\ncheerfully constructive attitude toward this responsibility in its relation to\nhis own work.\n\nThe coöperative supervisor recognizes the supervisory office as purely one\nof helpfulness, and measures its success largely in terms of ability to inspire\nwholehearted response in the classroom teacher.\nTrue coöperation between classroom teacher and administrator is founded\n\nupon respect and sympathy for each other's viewpoint. Teacher coбрегаtion recognizes administrative right to leadership in and final determination of school policies: administrative coöperation recognizes the teacher's\nright to self-expression and to democracy in school procedures.\nI believe that mutual loyalty is an ethical obligation of cooperative\nendeavor; it is the outcome of mutual striving for efficiency; mutual confidence and good-will; mutual endeavor to maintain harmony.\nI believe that criticism is unprofessional, except as a constructive agent\nand under constructive conditions.\n\nConstructive conditions do not include : Criticism of teachers to each\nother by other teachers; criticism of teachers to patrons by other teachers ;\n\ncriticism of teachers to patrons by the principal or administrative officers;\ncriticism of teachers to other teachers by the principal or administrative\nofficers; criticism of the principal or administrative officers by teachers to\neach other; criticism of the principal or administrative officers by teachers\nto patrons; criticism of teachers by the principal or administrative officers\nto other principals.\nI believe that constructive criticism, to delegated authority, of incompetence and unprofessionalism, is an ethical obligation demanded alike by\nprofessional loyalty and by child welfare.\nI believe that loyalty to the teaching profession demands faithful allegiance to its ideals and its aims in both public and private behavior. An\nattitude of honor and respect for the vocation of teaching and a high sense\nof personal responsibility in maintaining appropriate standards of social\nbehavior are evidences of professional loyalty. The highest form of professional loyalty requires that we inform ourselves fully on the great problems of public education so that we may be able to \"talk shop\" both wisely\nand well when the cause of childhood needs an advocate.\n\nI believe that loyal membership and coöperation in the activities of local,\nState, and National organizations are ethical obligations of the first magnitude.\n\nProfessional unity is the keynote of educational progress. Its purpose\nis fivefold: To protect the rights and define the obligations of its membership; to stimulate professional and social consciousness; to command public\nrespect and confidence; to maintain and advance professional and educa-\n\n"}
{"page": 312, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n287\n\ntional welfare ; and to uphold the dignity, honor, and efficiency of the\nteaching profession. Its duties are: To promote democracy in professional\nrelations; to defend its membership from injustice; to prevent political\nmanipulation of the schools; to promote just methods of employment, promotion, tenure, and compensation ; to advance by every means in its power\nthe ideals of professional standards of preparation and service and of compensation adequate to professional standards of living.\nI believe that high ideals of world citizenship can be successfully inculcated only by those who have themselves a high sense of honor and\nhonesty in business relations.\nPersonal integrity is the corner-stone of social well-being. Violation of\nverbal or written contract without consent of the employing body, or on\nthe part of either teacher or administrator, is a violation of personal integrity, sufficient to merit loss of standing as a member of the teaching\nprofession.\n\nEthical procedure in securing positions requires that application be confined to those positions known to be vacant; that applicants scrupulously\navoid tactical rivalries with other candidates; that upon accepting a position, applicants notify other districts to which application has been made;\nthat upon resignation immediate notice be given employing bodies ; that\nupon decision not to reemploy a teacher immediate notice be given.\n\nSuperintendents are under solemn obligation to the public and to the\nteaching profession to make qualification, subject to compensation, the sole\ndetermining factor in matters of appointment and promotion.\nEthical attitude requires that due notice be given other employers before\noffering positions to teachers under contract, and that successful teachers\nbe assisted in securing better positions, regardless of personal inconvenience\nto administrators.\n\nI believe that idealism and altruism are essential attributes of professional\ncharacter.\n\nTo idealism belong those qualities stressed in every professional codehonesty, constancy, justice, tolerance, equality, democracy. To altruism\nbelongs that first great requisite of the teacher, sympathy ; mass consciousness, not class consciousness ; humanitarianism; generosity.\nCharacter, expressed through personality, gives, instead of takes; looks\nup, not down; is warm, not cold; is interested, not indifferent; is optimistic, not pessimistic; in the spirit of brotherhood to all men, loves not\nhates.\n\nI believe the principles of professionalism are as binding on the teacher\nof a day as on the teacher of a lifetime. I accept them as fundamental to\nmy own professional worth, and undertake to be guided by them so far\nas inme lies.\n\nThe State Council of Education of California adopted at its annual\nmeeting of April, 1924, a report containing a recommendation that the\nNational Education Association be memorialized with the following\nrequests:\n\n"}
{"page": 313, "printed_page": null, "text": "288\n\nNATIONAL EDUCATION ASSOCIATION\n\nTo make professional ethics a major factor in next year's work.\nTo appoint a committee to formulate and adopt an official body of ethical\nprinciples.\n\nTo disseminate such principles as completely as possible among its membership throughout the country.\nTo prepare a short course on teaching ethics suitable for use in the curricula of teacher-training institutions, and to sponsor and promote by every\nmeans in its power the inclusion of specific instruction in teaching ethics\nin the curricula of all teacher-training institutions throughout the country.\nTo establish a permanent commission on ethics with such powers and\nduties as are demanded by the highest welfare of the profession.\nTo set up machinery similar to the machinery of other professions for the\ndisbarment from professional standing of unworthy members.\nTo urge the adoption of a similar program of activity in all State associations, with an active publicity campaign for the adoption of a code of\nethics by each local association within their respective borders .\n\nREPORT OF THE ILLITERACY COMMISSION-SUMMARY\nCORA WILSON STEWART, FRANKFORT, KENTUCKY, CHAIRMAN\n\nThe Illiteracy Commission of the National Education Association found,\non its creation in 1918, that there was not a book on the subject of illiteracy\nin any library in this country. Only a few brief technical articles in\nmagazines!\nOne of the first needs was to make the people of the various States realize\nthe illiteracy conditions at their own door. Accordingly, illiteracy statistics\nfor each State were taken from the Federal Census and arranged by counties in such form that the county with the fewest illiterates in number\nstood at the top and the one with the largest number at the bottom.\n\nOther\n\nstartling statistics, compiled and arranged on mimeographed sheets, were\nsent in large quantities to State Departments of Education.\n\nHundreds of\n\nnewspapers used these statistics to good advantage.\nIlliteracy conditions were little understood. County superintendents and\nteachers, as a rule, had no idea of the number of illiterates in their own\n\ncounty or district. It was not unusual for individuals, upon hearing\nstatistics quoted for their own counties, to show resentment. Gradually it\nbecame known to the thinking people of the country that nearly five millon\npeople were blind to the printed page, unable to sign their own names, or\nuse the libraries, or enter gainful occupations that required the simplest\neducation.\n\nWhat constitutes illiteracy varies in the different States. None of the\nStates can enforce its definition of illiteracy on the others. The definition\n\nof illiteracy is fixed for the whole country by the Federal Census Bureau,\nand by that definition the State must be judged, its illiterate citizens listed,\n\n"}
{"page": 314, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nand its illiterate conditions announced.\n\n289\n\nThis Federal definition is simple\n\nenough: A person is not illiterate if he is able to write.\nThe census of illiteracy taken by the Federal Census Bureau has long\nbeen buried in Washington.\n\nThis census is taken at the end of each\n\ndecade and would be exceedingly valuable if made available immediately,\nwithout cost, to each State.\n\nThe Commission has been instrumental in\n\nprocuring this information for many of the States. Some States have paid\nthousands of dollars for this service, but many States find it necessary to\nwait for Federal aid. Illiteracy conditions, in spite of drastic immigration\nlaws, are appalling. The Commission is firmly convinced that there are\nnow more than double the number of illiterates in the United States than\n\nwere found and reported by the ederal Census Bureau in 1920. The\nIlliteracy Report contains tables showing that one hundred ten counties\nin the United States have more than twenty-five per cent of illiteracy.\nTwelve of these counties are in Alabama; nine in Georgia; thirty-five in\nLouisiana ; eleven in Mississippi; twenty-one in Texas.\nMany ill effects of illiteracy-\" Illiteracy begets illiteracy.\" Parents\nwith no education cannot appreciate what an education means to their\nchildren. Invariably the States with the highest percentage of illiteracy\nhave the lowest percentage of school attendance. In densely illiterate sections, the pupils entering high school are relatively small in number and\nthose who finish high school a negligible quantity.\nCommerce is limited by illiteracy.\n\nManufacturers, merchants, railroads ,\n\nmoving picture theaters, and others are losing millions of dollars through\nthe fact that millions of people are illiterate. Books, newspapers, magazines, and all papers and printed supplies are barred the five million people\nwho buy only the coarser commodities of life and have no use for the\nluxuries.\n\nLabor is equally affected. We live in an age of print. Instructions\nand warnings are all in printed form. They afford no protection whatever\nfor the illiterate man.\n\nThe unlettered man finds his life in the cities\n\nand factories endangered more than does the literate laborer. Then, too ,\nthe literate laborer is sought for advancement in certain kinds of employment, and the place to be filled is always supplied, where it can be, with\neducated labor.\n\nNot only are commerce and labor affected, but health conditions are\naffected also, sanitation neglected, the death rate increased, and important\nhealth publications lost on millions who cannot read and write. Preventable diseases make illiterate localities their breeding places, and thus\nendanger the health of the educated, despite their enlightenment and protection. Sickness is prevalent and infant mortality high in all sections where\neducation is lacking. No health program can succeed and no child is safe\nwhere illiteracy exists. Iowa, the State that leads in literacy, leads in the\nhealth of its school children .\n\nSince the Commission began its work, seventeen conferences have been\nheld-six States, seven regional, three National, and one international\n\n"}
{"page": 315, "printed_page": null, "text": "290\n\nNATIONAL EDUCATION ASSOCIATION\n\nconference. The first regional conference was held for the Southern States\nin Columbia, S. C., in November, 1919, seven States being represented.\nThe Illiteracy Conference of the Eastern States was held at the Waldorf-\n\nAstoria Hotel, in New York City, November 25-26, 1921. This conference met with hearty response from the educators of the Eastern States.\nAt the Fairmont Hotel, in San Francisco, California, February 3-4, 1922,\na conference of the Western States was held. The program was one of\nthe strongest given. A regional conference of the Northern and Midwestern States was held the same month in Chicago. Out of this conference grew the Iowa Illiteracy Commission, and the active agitation to remove illiteracy from Iowa, the State that ranks highest in literacy. At\nthe conference of the Midwestern and Northern States, the following\nslogan was adopted : \"The elimination of illiteracy from the United States\nbefore 1930. \" In April, 1922, a Conference was held in Birmingham.\nAlabama, and one followed in Little Rock, Arkansas. The large number of\ndelegates appointed by the respective governors of Arkansas and Alabama\ntestified to the increased interest in these conferences. In May 1-2, 1923,\na regional conference met in Detroit. An important feature of this conference was the proclamation by Governor Nestos, of North Dakota,\n\nurging that the Fourth of July be observed as new Patriots' Day.\nAn important result of these regional conferences has been the demand\nfor State conferences. Six States have already held such conferences.\nRegional conferences have been held in Des Moines, Boston, and Wash-\n\nington, D. C., the latter being the largest single activity of the Commission.\nThe report of the Commission devotes a number of pages to the International Illiteracy Conference held in conjunction with the World Conference on Education, in San Francisco, June 29-July 6, 1923, and closes\nwith a summary of the Commission's activities.\n\nREPORT OF THE EDITORIAL COUNCIL\nWILLIAM C. BAGLEY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\n\nNEW YORK CITY, CHAIRMAN¹\n\nThe Editorial Council wishes at this time to indorse the report of\nMr. Morgan, director of the Division of Publications and managing editor\nof The Journal, which will be found in the Annual Report of the Secretary of the Association. It begs leave to submit the statements of editorial\npolicy therein contained as its report to the Representative Assembly.\nThe principal question considered by the Editorial Council at its meetings this year has been that which concerns the proposal that The Journal\ndepartmentalize its pages. It is the belief of the editors, indorsed by the\nEditorial Council that all of the material published in The Journal should\nappeal, as far as possible, to all of the members of the Association. This\n1 In addition to the chairman, the council includes the members listed on page 28.\n\n"}
{"page": 316, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n291\n\npolicy does not preclude the publication of articles representing departmental and other specialized interests, provided that such articles have a\ngeneral appeal. The editors and the Editorial Council believe that the\nspecific recognition of separate departments would be an unwise policy :\nFirst, because the Association represents so large a number of specialized\nfields that the space allotted to each within the present limits of total\nspace would necessarily be very meager ; secondly, because departmentalizationwould greatly increase the editorial burden which is already too heavy\nfor the very small staff; and, thirdly, because the appearance of articles\nunder departmental captions would tend to create an impression in the\nreader's mind that such articles are specialized and technical, and would\nconsequently tend to limit the readers of each article to those affiliated\nwith the department represented. The policy urged by the Editorial\nCouncil, on the other hand, will encourage the publication of such departmental materials as have a general interest, and will consequently tend\nto unify rather than to divide the profession.\nPersonally, as I conceive of The Journal, this integrating and unifying\nfunction should be the primary standard in determining its policies. Indeed, as I see it, this is the fundamental function of the Association itself.\nIn our Association, the workers in all of the fields of education are brought\n\ntogether in a united group. Officially American education is highly decentralized. We have our geographical units represented by our independent and autonomous State and territorial school systems, and in many\n\nof our commonwealths by an almost equal independence and autonomy\nofthe local school systems. Added to this, we have our functional cleavages, represented by the divisions of the educational service. In the earlier\nyears of its history, our Association did its first great work in bringing\ntogether the educational leaders from the various geographical units.\nThis work it has continued until it stands today as by far the most influen-\n\ntial force in unifying and integrating educational effort among the independent school units. Its great advance in recent years has been toward\na unification of the functional divisions of the service.\n\nIn our Association\n\nthe classroom teachers, the supervisors, the administrative officers, the lay\ngoverning authorities, the research workers in fact, all whose work touches\nin a responsible and creative way the field of education-meet on a plane\nofperfect equality. Our Association reflects in theory, and, I believe, with\nincreasing force in practice, the fundamental principle that, in the great\nwork of education, there are no humble posts; that you cannot draw invidious distinctions among teachers without implying the same distinctions\namong those whom these teachers serve. Who, for example, would assert\nthat a child in the first grade is either more or less important than a child\n\nin the sixth grade or a youth in high school or a young man or young woman\nin college? Or who would assert that that a village boy is more or less\nimportant than a city boy ? Or who would assert that the actual work of\nteaching can justly be subordinated to any other function or activity that\n\n"}
{"page": 317, "printed_page": null, "text": "292\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe educational service 'demands ? But as long as we permit invidious distinctions to be drawn among the various divisions or so-called levels of our\nservice, we are in effect making just these absurd distinctions.\nBecause I believe so strongly in this unifying and integrating function\nof our Association, I am particularly anxious that our Journal should\nrecognize the intensifying and strengthening of this function as its primary\naim. The fact that we are one profession and not a congerie of loosely\naffiliated groups is the fact that I wish might stand forth sharp and clear\nin every issue and on every page.\n\nIt is one thing, however, to say that The Journal should cement our\ndiverse educational forces into a unified profession. It is quite another\nthing to take the detailed steps that will insure this outcome. The Editorial Council wishes to commend to the Representative Assembly the good\nwork that Mr. Morgan has already done toward the solution of this problem and the plans that he has formulated for future developments. Of\nthe greatest significance, we believe, is the fundamental principle upon\nwhich he is working-namely, that our National problems in education\nwill approach solution just in so far as every teacher in the land voluntarily\naccepts a share of the responsibility. That responsibility may be shared\nin varying degrees. Our Association now enrolls in its active membership\none fifth of the personnel of public education. For a teacher even to enroll\nin the Association is to share in a significant way the responsibilities which\nthe Association is seeking to discharge. But the vast majority of our\nmembers, I am sure, wish to do more than this. They wish to take their\npart in the hard thinking, the painstaking research, the critical evaluation\nof facts, and the careful construction of policies which are involved in the\n\nsolution of the Nation's larger problems in our field.\nHow The Journal may serve to bring about this unification and coördination of creative and constructive effort is the specific problem that Mr.\nMorgan has set himself to solve. He has projected a provisional program\nwhich will be given a trial during the coming year: This program is in\npart an outgrowth of a feature of The Journal which has been emphasized\nin the year just ending-namely, the publication of a series of brief, succinct statements from members of the Association regarding the outstanding\nproblems that they meet in their daily work. These statements have been\npublished under the caption, \"Fresh from the Classroom,\" and the keen\ninterest that our members have taken in these articles is good evidence that\na promising \"lead\" has been struck. It is now Mr. Morgan's plan to\nsummarize from these contributions the specific problems that, from their\nfrequency of mention and their inherent character, seem to reflect the problems of largest significance to the cause of American education, and to\npresent these problems for investigation and study by teaching groups\nthroughout the country.\n\nThe first of the problems has received an initial formulation in our June\nissue, and suggests a program for the coming year centering about some of\n\nthe basic questions of professional ethics.\n\nIn my judgment, this is a most\n\n"}
{"page": 318, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n293\n\nsignificant problem with which to make a beginning on this new venture.\nWill you permit me to take a moment to tell you why I think that it is\nespecially significant not only to each one of us as members of a great profession, but to the profession as a whole, and more specifically to the solution\nof the great National problems with which our Association is primarily\nconcerned. Those of us who have worked even in the very humble way\nthat I have worked for the enactment our Education Bill cannot fail to be\n\nimpressed with a fact that we do not like to admit, but which still stands\nas a most stubborn obstacle across our path. It is the fact that, as a profession, we have not yet secured from the public that measure of respect for\nand confidence in our collective judgment that will give to it the weight\nthat it must have if our proposals for the improvement of education are to\nbe accepted at face value. I shall not dwell upon the various factors that\nlie as causes back of this fact. It is in part, of course, the traditional and\nquite natural skepticism of the layman regarding the proposals of a professional group. Physicians, engineers, social workers, and other so-called \"expert\" groups meet the same kind of opposition. With us, however, its\nintensity is increased by the tradition that surrounds the popular conception\nof the teacher. As Miss Jones pointed out in her masterful address,\nMonday evening, this was one of the most serious handicaps that our great\n\nfellow-worker, Woodrow Wilson, had to face. It is a handicap of our\nprofession that keeps from its councils, both National and State, a large\nmajority of our colleagues in our higher institutions. They prefer to be\nknown as scholars and scientists, as chemists, economists, historians, classicists, psychologists, even educationists-anything but teachers. It was this\nattitude that was clearly expressed by a candidate who was being interviewed by a university president regarding appointment to a professorship.\nThe candidate set forth his qualifications for scholarly work in his own\nfield of research, and then nonchalantly remarked that of course he would\nexpect to do also a substantial amount of teaching. \"It is not a substantial\n\namount of teaching that we require,\" the president replied and the candidate's hopes went up for he thought that at last he would be freed of\nthis disagreeable duty. But his hopes were soon dashed to the ground.\n\"No, \" said the president, \"it is not a substantial amount of teaching that\nwe demand but rather an amount of substantial teaching.\" Probably it\nwas the same wise executive who was asked by a prospective appointee how\nmuch routine teaching the position would involve. \"Not a bit,\" was the\nquick response; \"if that is the only kind of teaching you are capable of, we\ndo not want you at any price.\"\nThis attitude of the public toward the teacher and all too frequently the\nattitude of the teacher toward his own work and toward his fellows is a\n\nphenomenon of social psychology that needs to be studied, analyzed, and\ntraced to its sources. And toward its correction, I believe, every effort of\n\nour profession should be directed. Personally I think that it is far less\nviolent than it was at one time, but the progress of our cause will be slow\nuntil it has been still further and very substantially reduced.\n\nThere are\n\n"}
{"page": 319, "printed_page": null, "text": "294\n\nNATIONAL EDUCATION ASSOCIATION\n\ntwo courses, apparently unrelated but thoroughly consistent with one\nanother, that we can take. The one is represented by the recognition upon\nthe part of each member of our profession that the public attitude toward\nthe profession as a whole can be positively influenced by the work that he\nor she does. In many cases, at least, the public estimate of our profession\nis based upon the opinion which the ubiquitous average citizen holds regarding the individual teachers that he knows and the work that they\ndo.\n\nWhatever an individual teacher does that commends his or her work\n\nto the parents of the pupils is a positive gain for our profession. And it is\nbecause teachers in increasing numbers and proportions are doing work that\ndoes commend itself to the public-it is because of this fact that the prejudice to which I have referred is far less violent than was formerly the case.\n\nBut, important as it is, this will not solve the whole problem. It must\nbe complemented, I believe by collective action on an organized basis.\nIn my opinion the scant consideration which both of the political parties\nhave given to education in their platforms should be the signal on our part\nfor a positive and aggressive stand. Contrasted sharply with the courteous\nand generous treatment that our representatives have met in Congress is\nthe treatment of quite the other sort that our representatives were accorded\nin the conventions at Cleveland and New York.\n\nAt those two conventions ,\n\nthe great questions have been, not what is right and just and best for the\nbroadest and most enduring interests of our country, but how can we placate\nthe minorities that hold the balance of power? Organizations that could\nbe counted on to deliver the vote of those strategic and powerful minorities\n\nhad no trouble in reading their planks into the platforms or in suppressing\nplanks that they did not like. The others, and among them our own, had\nto be satisfied either with insolent rebuffs or with meaningless phrases .\n\nThe lesson for us seems tolerably clear. If other groups are willing to\ndisregard party lines, and throw their votes en masse to the party that\npromises to do most to promote the often selfish and almost always minor\ninterests which these groups represent, should there not be a group that will\nthrow its votes en masse to the party that promises to do the most for the\n\nbasic interest of our National life-the most unselfish and far-reaching\ncause that any group can espouse ? And should not our profession be the\nnucleus of this group ?\n\nI should remind you that I am not just now speaking for the Editorial\nCouncil. I am merely commenting personally on Mr. Morgan's recommendation that the general topic of professional ethics be made the center of\nour group discussions and investigations next year. The questions that I\n\nhave raised might well, I believe, be considered in this program. The most\nfundamental issues of professional ethics are those that refer to the relationships between the professional group and the public. Clearly they include\nin our case the attitude that we should take toward those important elements of the public that are represented by political parties and political\nleaders. Under our form of government the welfare and progress of our\n\n"}
{"page": 320, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n295\n\ncausedepends in no small measure upon these political factors. We are told\nthat it is unethical for us to mingle in the political phases of our social\norganization. I am wondering whether this ethical tenet is one that has\nevolved within our own group or one that has been carefully prepared and\nfed to us, along with other pious platitudes, by those who would have\n\nsomething to lose if, as a profession, we were to enter the lists ?\nIn concluding this report, I have two further duties to discharge. A very\npleasant duty is to convey to the Representative Assembly the unanimous\napproval of the Editorial Council of the way in which Mr. Morgan has\nconducted The Journal, its appreciation of the serious handicaps under\nwhich he has worked, and its hope that, when the Association's finances will\npermit, he may be given added and adequate assistance. My second duty\nis far less pleasant. For nearly seven years I have been associated in a\nmodest but intimate way with the work of the Association. For nearly\nfour years, I have been honored with the title of Editor-in-chief of your\nJournal. My resignation from this post has been in the hands of the\nExecutive Committee now for two years, and I am confident that its acceptance should be no longer delayed. The post itself has always been an honor\nfor which it has been impossible for me to make an adequate return in\nservice. I am sailing under false colors when I put myself in the position\nof taking credit for what another person has achieved. Mr. Morgan has\nmade The Journal what it is, and he should have whatever recognition\ngoes with the title.\n\nREPORT OF THE COMMITTEE ON VISUAL EDUCATION1\nTHOMAS E. FINEGAN, VICE PRESIDENT, NATIONAL TRANSPORTATION\nINSTITUTE , WASHINGTON, D. с.\n\nThe President of the National Education Association, following the\nmeeting held in Boston in 1922, appointed the following committee on\nVisual Education and Coöperation with the Motion Picture Producers :\n\nCharles H. Judd, Chairman, Chicago University ;\nLeonard Ayers, Cleveland, Ohio ;\nElizabeth Breckenridge, Louisville, Ky.;\nErnest L. Crandall, New York City ;\nSusan M. Dorsey, Superintendent of Schools, Los Angeles, Calif.;\nElizabeth Hall, Minneapolis, Minn ., and\nPayson Smith, Commissioner of Education of the State of Massachusetts.\n\nThat committee submitted a report at the meeting held at Oakland,\nCalifornia, in July, 1923. The summary recommended by that committee\nand adopted by the National Education Association is as follows :\n\n(1) That the present committee be discharged ;\n(2) That the Association express to the Motion Picture Producers and\n\nDistributors of America appreciation for support given to the committee ;\nIn addition to the chairman, the committee includes the members listed on page 30.\n\n"}
{"page": 321, "printed_page": null, "text": "296\n\nNATIONAL EDUCATION ASSOCIATION\n\n(3) That this Association recognize the desirability of legislation regulating the use of inflammable films and making more readily available to\nschools the non-inflammable films ;\n\n(4) That a program on visual education be arranged for the next\nwinter meeting to include all discussion of this subject at that meeting; and\n(5) That a Committee be appointed by the President of the Association\nto carry on studies of the administrative and instructional methods which\nare employed and should be employed in the introduction of visual materials into the school curriculum.\n\nThe action of the National Education Association in adopting such report\nplaced a specific obligation upon the present committee and such committee\nhas endeavored to discharge that obligation and carry out the instruction\nwhich this body authorized one year ago.\nThe Committee on Visual Education of the previous year had established\na fine spirit of coöperation with the Motion Picture Producers and Dis-\n\ntributors of America. The expenses incurred by members of the committee in attending committee meetings and in making certain investigations were paid by the Producers Corporation and without obligating the\ncommittee or the National Education Association in any manner whatever.\nThe present committee is gratified to report that the happy relations of\ncoöperation established last year have been continued this year. The expenses of members of the committee in attending the committee meeting\nin New York City, January 4 and 5, 1924, and certain other expenses of\ntravel incident to the work of the committee have been paid again this\nyear by the Producers Corporation. Mr. Courtland Smith, representing\nthe Producers Corporation, expressed a willingness to meet this expense\nand specifically stated before the committee that no member of the committee should feel the slightest obligation in any way whatever. The attitude of Mr. Smith has been one of coöperation in the finest sense possible\nwith the National Education Association in the proper development of one\nof the great educational agencies of our time .\nIt should be noted in this report that after the adoption of the report of\nthe committee on Visual Education in 1923 by the National Education Association, that a Department of Visual Education was organized, officers\n\nchosen as required by the by-laws, and a program carried out at the meeting\nof the Department of Superintendence in Chicago at the February meeting\nof that body in 1924. Such action made it unnecessary for this committee\nto arrange a program for that meeting as directed by this body.\nAt the January meeting of the committee held in New York City, the\ncommittee decided to undertake definite lines of work which it is believed\n\nwould be helpful to those interested in the development of Visual Education. The chairman of the committee was authorized to appoint subcommittees for the following purposes :\n(1) To carry out the following recommendation adopted by the National Education Association one year ago, That this association recognize the desirability of\n\n"}
{"page": 322, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n297\n\nlegislation regulating the use of inflammable films and making more readily available to schools the non-inflammable films;\n(2) To determine cases where work in visual education is especially well done\nand to report on methods and materials used in such cases ;\n(3 To advocate and encourage normal schools and teacher-training institutions,\na study of the psychology of visual methods and courses of study, and to suggest\nimprovements of aims and methods ;\n(+) To gather material relative to administrative methods in current use; to\n\nconsider the desirability and feasibility of a survey of all existing and acceptable\neducational films and the preparation of a list of the same.\n(5) To cooperate with other organizations in research effort.\n\nThe following sub-committees were appointed :\n(1) On legislation-Ernest L. Crandall, Supervisor of Lectures, New\nYork City; David Gibbs, Superintendent of Schools, Meriden, Conn .\nArthur G. Balcom, Assistant Superintendent of Schools, Newark, N. J.\n(2) On designation of communities doing excellent work in visual\neducation-A. W. Abrams, State Education Department, Albany, N. Y.;\nMrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles, Calif.;\nF. Dean McClusky, University of Illinois, Urbana, Ill.; Elizabeth\nBreckenridge, Louisville Normal School, Louisville, Ky .\n(3) On courses of study-J. B. Ankeny, Professor of Visual Instruc\n\ntion, University of Missouri, Columbia, Mo.; Leoretto Clark, Los Angeles,\nCalif.; Edwin H. Reader, Detroit, Mich.\n(4) On gathering material relative to administrative methods in current\nuse, etc. John K. Norton, National Education Association, Washington,\nD. C.; Dudley Grant Hays, National Academy of Visual Instruction,\nChicago, Ill.; Arthur G. Balcom, Newark, N. J.\n(5) On coöperation and research-The committee voted that its chairman should be chairman of this sub- committee.\n\nThe chairman appointed the following additional members :\nCharles H. Judd, University of Chicago ;\nMiss Clara Springstead, Assistant Superintendent of Schools, Amsterdam, N. Y.;\n\nArthur C. Watkins, Washington, D. C.\nThese sub -committees have submitted the following reports :\n\n(1) Mr. Crandall, chairman of the Sub-committee on Legislation, has\nsubmitted a comprehensive report dealing with the attempts to legislate\nupon the use of films. The following is taken from his report :\nThere are two kinds of films . One, of nitrocellulose base, is inflammable to the\npoint of explosion. If used by an experienced operator with fire-proof booth and\nproper precautions it is reasonably safe. When used without such restrictions,\n\nthere is great fire hazard and consequent panic risk. The other film, of acetate\nof cellulose base, is not explosive, does not ignite easily, and burns slowly. The\nformer is usually termed inflammable film, and the latter is called non- inflammable\nfilm, safety film, safety stock, or slow-burning film. The subcommittee recommends the adoption of a uniform appellation, of hazardous and non-hazardous film\nor stock.\n\n"}
{"page": 323, "printed_page": null, "text": "298\n\nNATIONAL EDUCATION ASSOCIATION\n\nTwo interests are seeking legislation. One generally requires that nitro-cellulose film be used only in a fire-proof booth and by a licensed operator. Further\n\nprecautions are required on manufacturing, storage, transportation, and incidental\nhandling. The other aims to safeguard the use of inflammable film by setting restrictions on the use of non-inflammable film, so that it may not be used without\nbooth and licensed operator unless it is made to differ from the inflammable film\n\nin common use by being of different width and having non-standard sprocket perforations.\n\nThe non-theatrical use of film has tremendously increased. Any one with the\nprice can freely obtain the inflammable film. A great deal of acetate film is made\nof standard form. No restriction has been placed upon the manufacture or possession of portable machines adapted to standard film. In consequence thousands of\npersons unrestrained by conscience or personal fear of fire hazard use inflammable\n\nand non-inflammable film indiscriminately, and to a point quite beyond the capacity\nof existing enforcement agencies to control.\nFor teachers or superintendents evasion of the law is out of the question. Therefore they must either install a very expensive equipment for the use of inflammable\n\nfilm or confine themselves to the small and unsatisfactory library of non-inflammable film.\n\nLegislation designed to improve the situation has been attempted in several\nStates. The important result of these attempts is that groups of non-theatrical\n\nmakers, distributers and users of non-inflammable film, the principal makers of\ntheatrical film, and five protective agencies, learned that they have a common problem. A joint committee was formed which worked out with great care a model\n\nbill which it proposes ultimately to introduce into every jurisdiction where such\nlegislation is needed.\n\nThe sub-committee was specifically authorized to cooperate\n\nwith this joint committee supporting the model bill, and the chairman of our subcommittee was in attendance at two of the three legislatures at which it was decided\nto attempt legislation at this session ( New York, Maryland, and Massachusetts ) .\nNone of these attempts succeeded in having legislation passed.\nThe struggle for needed legislative relief has not been and will not be abandoned.\nThe underlying principle of the proposed model measure is to impose much more\ndrastic regulations upon the use of inflammable film and to free the non-inflammable\nvariety from all existing restrictions. This is essentially a device for control at\nthe source . It is provided that no one may make, buy, sell, rent, lease, use or\nhandle nitro-cellulose film in any way without a license. Nor may any person or\nconcern deal with another without ascertaining that the latter is licensed. In order\nnot to impose hardship the license fees are made very moderate. A proper sys-\n\ntem of registration of all transactions, open to inspection, is also provided for.\nThe penalties are fine, imprisonment, and revocation of license. Inasmuch as the\nreal sources are and must be comparatively limited in extent, it will be seen how\ngreatly supervision of the traffic and detection and prevention of violation are\nfacilitatedby these regulations. From the books of a very few concerns one could\nreadily run down the location of practically all the inflammable film in the country\nat a given time.\nOpposition may be expected from a small group of firefighters who insist that\n\nthe only remedy is the complete abandonment of nitro-cellulose and the substitution\nof acetate as a film base. Some theatrical exhibitors have a hostile or a suspicious\nattitude toward anything that may promote the non-theatrical use of film. There is\n\nno litte opposition from unionized motion picture operators, doubtless because of a\nfear of some loss of employment.\nThe sub-committee recommends that the National Education Association take\nsteps to acquaint its members with the motion picture legislative situation, to keep\n\n"}
{"page": 324, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n299\n\nthem posted regarding it and to enlist their interest and support in the nation-wide\nlegislative program on this subject.\n\nMr. Abrams of the sub-committee on Communities Doing Excellent\nWork in Visual Education, submitted the three following reports : ( 1)\nA comprehensive and somewhat detailed report of the program of Visual\nEducation carried out in the city of Los Angeles ; (2) a program followed in the Louisville, Kentucky, Normal School in the use of pictures\n\nin teaching geography, and (3) a report of a five-year test in the State of\nNew York in the use of visual method in teaching the geography of South\nAmerica.\n\nThe first report follows :\nTHE PROGRAM OF VISUAL EDUCATION OF THE CITY OF LOS ANGELES\n\nPrepared for the Committee by Miss A. Leoretto Clark, City Schools, Los Angeles,\nCalifornia.\n\nNovember 1, 1923 , the Visual Education Department became an entirely separate\ndepartment with a director, assistant director, secretary, two full-time clerks and\ntwo half-time clerks. Previous to that date, it was a division of the City School\n\nLibrary. The budget for 1923-1924, dating from November 1, 1923, is $14,210.\nThis sum does not include equipment, such as motion picture machines, portable fireproof booths; supplies, such as picture mounts, paper, pencils ; salaries. The sum\n$14,210 was assigned for the purchase or rental of the following materials :\n( a) Lantern slides ; purchases, rentals.\n(b) Motion pictures ; purchases, rentals .\n(c) Stereographs .\n\n(d) Charts ; flat pictures.\n(e) Museum exhibits.\n\nThe preceding year, 1922-1923, the budget was over $23,000. This is due to the\nfact that when the Visual Education Departinent was a division of the City School\nLibrary, it handled in addition to the materials listed above, other materials,\nnamely:\n\n(a) School maps ; physical, political, historical.\n(b) Phonograph records.\n(c) Kindergarten music.\nSo, while it seems less this year than last, it is really more. With our limited\n\nfunds, materials must be made to stretch as far as possible, so therefore, at the\npresent time only basic things in the course of study are purchased.\nAbout three-fourths of our lantern slides are colored. We have not attempted\nto build up special sets outside of industries and regions, with the exception of wild\n\nflowers of California, birds of California, art appreciation, and slides for dramatic\nclasses. Descriptive notes have been written for practically all slides pertaining to\ncountries outside of the United States .\n\nFifty schools have \" 600\" sets of stereographs. These have been placed in our\nschools having departmental systems with the idea of stimulating teachers to further and more detalied use of the central collection.\n\nIn the central collection we\n\nhave complete sets on the regions and industries of the various peoples of the\nworld. Reports on all materials placed permanently in schools are required once\na year. If a school does not make good use of the material that is placed permanently there, at the end of six months it is removed to another school.\n\n"}
{"page": 325, "printed_page": null, "text": "300\n\nNATIONAL EDUCATION ASSOCIATION\n\nRegarding charts and flat pictures, we have nothing short of a remarkable collection for all elementary grades. This collection is being constantly augmented\nWe take a number of copies of such magazines as National Geographic, just for\nthe purpose of cutting, and every other good magazine in the country is kept on\nfile for that purpose.\n\nOur aim next year is to develop very fully art appreciation pictures for use in\nhigh schools. At the present time I am building up a set on prints. This set will\ncontain only originals. It will have aquatints, wood blocks in color and in black\nand white, etchings in black and white and in color, Japanese prints, and colored\nlithographs. It will not be a large collection-possibly from twelve to twenty\npictures-but it will be the finest work of the greatest artists in the world and\n\nsufficient in number to show individual differences in treatment and personality in\nart. I believe the field of the print is a great field for students going into life\nfrom the high school, and as art appreciation is now required before any student\ncan graduate from high school, we are working up sets of slides and exhibits to\nassist teachers in covering the subject from the appreciation standpoint.\nWe find the Denoyer charts helpful in the study of Greek, Roman, and medieval\nlife. These are used extensively in our system. Descriptive notes are being made\n\nto elucidate these charts, thus enhancing their value. All descriptive notes are for\nthe use of the teacher, and not for the use of the child. We find that teachers will\nnot use material if a great deal of the research work has to be done. They have\ntoo many meetings and other responsibilities to do research work in connection with\nthe materials used. We do that for them, and trust that they have the student\ndo his own research and report to them. Our notes are merely to save the teacher\na vast amount of detail work.\n\nPerhaps the best thing that we have done is to stimulate an interest in the\nchildren to make books illustrating the lives of the people being studied. Excellent\npieces of work are presented to this department by various classes, and these\nare used in other schools in the city. When a child contributes a beautiful book\n\nor exhibit that can be used by other students, he glimpses something of the full\nvalue of his activity.\n\nWe have just the beginnings of an educational museum. There are costume\ndolls representing home life in many lands, an exhibit of Chinese life made in\n\nwood carvings showing modes of transportation, methods of preparation of food,\nand customs of the people, exhibits of textiles such as cotton, silk and wool, beverages such as coffee and cocoa, cereals and everything that we have been able to\nobtain at a reasonable rate.\n\nCommencing July 1, 1924, we hope to have money\n\nto start our educational museum as we should.\n\nThis system is active in the use of educational motion pictures as a classroom\ntool. About one hundred and twenty schools have motion picture machines, mostly\nof the portable type, which may be used in the classroom. Our regulations permit\nus to use inflammable stock on an approved machine in the classroom without a\nbooth. I realize that this gives us an opportunity to do good work because we have\nthe intimate touch with the child in his own quarter .\nSome of the things Los Angeles is doing\n\nSupervision of the teaching of Citizenship with the motion picture in practically\nevery Seventh grade in the Los Angeles city school system. We do not necessarily\ncover every seventh grade when we go to a school. We may do only two or three\n\ngroups. Each group is an individual unit. We go to eight schools for ten weeks\nonce a week, and then we undertake another series of schools.\n\nAt least one\n\nproject is thoroughly worked out during our period in the school, and follow-up\nwork is very carefully examined.\n\nIt is a strange thing that we can go into a\n\n"}
{"page": 326, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n301\n\nbig school of twelve hundred children, and work with three individual groups of\nforty children each, and have the ideals that are instilled into the minds of these\nchildren carry over to the entire school. Principals report to the Superintendent's\n\nOffice that this does occur, and they also insist that we come back again and again.\nThey cannot afford to have us leave, but our staff is so limited that we have not\nso far returned to many schools. We are trying to cover the ground once. After\nwe have supervised Citizenship for ten years, the school is ready for visual educa-\n\ntion in geography, science, history, and literature. There is an entirely different\natmosphere.\n\nOne group at least has learned the technique of observation and\n\nwhat can be accomplished when pictures are shown regularly and on a definite\nplan at certain stated intervals. Teachers, principals, and students are anxious\nthat all subjects to be studied be taken up in the same systematic way.\n\nThis year\n\nwe have studied history in the B-Seventh grade-the westward movement across\nthe continent. The film \"Buffalo Bill\" was used-a serial in eighteen episodes.\nWe have worked up a lesson plan in connection with each episode. This year we\n\nare also keeping a rather close supervision on our sixth grade work in departmental schools. Other subjects we do not supervise. We meet the teachers collectively in each school during the noon hour about twice a year, and in that time\n\nwe give them methods of approach and materials available for their work. Following this group meeting, individual appointments are given teachers who are\ninterested and desire to follow the work more intensively.\n\nAfter material has proved itself so popular that we can no longer afford to\nrent it, we then purchase it. This is more economical in the end.\n\nBetween eight hundred and nine hundred reels of films are circulated per\nmonth. In addition to the strictly educational end of the work, we are also in\ncharge of recreational gatherings in schools in the evening. No recreational film\nmay be shown in a school unless it has the approval of this department. That\nmeans that we must see practically all good photoplays as soon as they are\nreleased. We feel that the social end of this work has an important place, because\n\nhere in Los Angeles we have a real social problem with the motion picture.\nEvery effort is being made by the Parent-Teacher associations, working in harmony\nwith the principals and teachers in the schools, to enable children to discriminate\nbetween good and poor photoplays.\n\nThe report on the second topic studied by Mr. Abrams' sub-committee is\nas follows:\nUSE OF PICTURES IN GEOGRAPHY TEACHING\n\nPrepared for the Committee by Winifred D. Broderick, Louisville Normal School\nI. A Study of the Sahara-Seventh Grade\nPrevious to this study, the children had not made a study of a desert region.\nTheir idea, therefore, was that the deserts of the world are stretches of sand-\n\nnothing more. When they began the study of Africa, they were directed to notice\nthe countries which seemed to have an interest in the continent.\n\nThe fact that\n\nFrance was interested in the Sahara, a desert, struck them as being peculiar .\n\nThese relationships were used as preparatory lessons in the teaching of desert\nregions.\n\nPreparation-1. Pictures of the Sahara, its oases, caravans, and the tractor experiments were given to the class.\n\n2. The children were asked to use these pictures to help them find out why\nFrance should be interested in the Sahara.\n\nResults-1. Reading material upon the following topics was requested after the\n\nclass had studied the pictures: the oasis, the date palm, caravans, people of the\ndesert and experiments made with tractor transportation.\n\n"}
{"page": 327, "printed_page": null, "text": "302\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. Questions of this type were asked : Why are oases located in certain spots\nin the desert? What causes a desert ? Is desert trade profitable ? What is the\nfood of the desert people ? How can a desert be governed ?\n3. Reading material was provided which answered questions and helped to\nclear up points of discussion.\nUse of visual aid material-With this material as a background, the class was\nable to decide upon some very good reasons why France is interested in the Sahara .\nII. A Study of Farming in India-Seventh Grade\nPreparation- 1 . A group, which was preparing a report on farming in India.\nwas allowed to choose from a number of pictures on India those which they thought\nwould best illustrate farming.\n2. Previously, they had read, under direction, material concerning farming.\n3. The printed captions for these pictures were also helpful.\n\nResults- Types of pictures selected : oxen being used to help irrigate the farms\nof India, a wheat field in India, tilling the fields-crude implements, the marble\ndams of Rajputana, and picking tea in India.\n\nUse of visual aid material- 1. When the children gave their reports to the class,\nthey used the pictures as illustrations.\n2. Class discussion followed.\n\n3. Questions such as these were raised and discussed : Why are such crude farm\nimplements used ? Why is this simple means of irrigation employed ? ( A com-\n\nparison of these methods of irrigation with those used in the United States followed-pictures of the Roosevelt and other irrigation reservoirs were used.\nmarble dams showed that more extensive methods had been attempted. )\n\nThe\n\nThe ways in which England might assist in improving conditions formed an\ninteresting topic for discussion.\nThe reason or need for irrigation was also developed.\nIII. Pictures Used as an Introduction to the Study of Forest ConservationEighth Grade\n\n1. Lesson taught on the previous day brought out these points in the discussion :\nper cent of the original forests remaining today, our per-capita consumption of\ntimber in excess of that of many other Nations, and forest fires in our immediate\nvicinity due largely to carelessness .\n2. This material came from charts and maps presented to the class and was\n\naugmented by material from their own experience.\nPicture Lesson- Pictures cut from government bulletins and those taken in\nlumber camps of Wisconsin were used in the lantern.\n1. Children were encouraged to discuss the pictures as they were shown. The\ncaptions were helpful. A few particularly difficult ones had been given as special\n\nassignments ; these were accompanied by written explanations.\n2. Conclusions drawn-relative to conservation from pictures shown: methods\n\nof cutting are wasteful-high stumps, etc., cutting of the trees from steep slopes\ncauses erosion, our streams need trees to protect their headwaters, trees cut from\n\nsteep slopes should be replaced, and slashings, etc., left after cutting increase the\nfire hazard.\n\nDecision Reached : The United States needs to take definite steps to protect her\nforests as well as to conserve them for future use.\n\nThe class decided to work out the ways in which the United States may protect\nher forests .\n\nIV. Use of Pictures in Teaching a Unit of Fourth Grade Geography\nIn connection with the topic, \"World Geography,\" Mesopotamia was studied\n\nPictures, illustrating the character of the countries and the customs of the people,\n\n"}
{"page": 328, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n303\n\nwere carefully chosen and given to the children. They were told to look at the\n\npictures, list the points of interest, and be able (after a certain time) to ask any\nquestions they wished.\n\nAtthe appointed time each child came before the group, brought his picture and\ngave the points that had interested him. The following are some of the points\nlisted by the children: kinds of homes ; kinds of clothing; use of donkeys ; appearance of the people; kinds of boats; mode of irrigation; presence of watercarriers ; manner of cooking; kinds of trees.\nOne child reported that the roofs of the houses were flat and, therefore, different\nfrom ours. They noted also that the material of which the houses and boats were\nbuilt was different from ours . One of the questions that arose was why are\ntheir houses and boats different? Further study of the pictures developed that\nthere were few trees in this country, only palms and willows. The children\nreasoned that these people had to use for their houses and their boats the kinds\nof material they had.\n\nThrough these and other pictures the children discovered how the climate in\nwhich people live effects their entire manner of living-kinds of houses they\nbuild; clothing they wear; food they eat; and occupations in which they engage.\nThe idea of trade was also developed through the use of pictures.\n\nMr. A. W. Abrams, Director of Visual Instruction of the New York\nState Education Department, has tested the visualization method of teaching the geography of South America during the past five years. He has\nprepared a detailed report of his experiments and has in printed form the\ngeneral program under which his experiments were carried out. Those\nespecially interested in this plan may get valuable information in relation\nthereto by communicating with Mr. Abrams.\nMr. Ankeney has submitted the following report on Content of Elementary Courses :\nThis committee has before it the outlines of most of the 22 courses in Visual\n\nEducation that were offered during the year 1923. Due to the shortness of the\ntime available for this study the tabulation of these courses for publication has\nbeen deferred until later. A critical study of these courses reveals some differences\n\nin content and arrangement of subject matter to adapt them to local conditions .\nAll have very much in common. Practically all of these courses carry college\ncredit and practically all are elective.\nAs a result of its investigation to date the committee believes :\n1. That there is a distinct need for special training in the use of visual aids in\nteaching.\n\n2. That this need is greatest in the elementary schools because of the fact that\nhere is the place where visual aids find their greatest usefulness.\n3. That this need cannot be met at present by existing methods courses.\n4. That this need can best be met at present by special Visual Education courses\ndesigned for teachers now in training and those enrolled at summer sessions.\n5. That the needs of the teacher in the field may be partially met by extension\ncourses, correspondence courses, demonstration lessons at teachers' meetings and\ninstitutes, and by itinerant teacher trainers .\n\nThe committee wishes to suggest the following topics for an elementary course\nin Visual Education.\n\n1. Demonstration lessons involving the use of ( a) field trip, (b) slides, ( c) photographs, ( e) stereographs, (f) films, ( g) blackboard, ( h ) maps, ( i) models and\n\n"}
{"page": 329, "printed_page": null, "text": "304\n\nNATIONAL EDUCATION ASSOCIATION\n\nexhibits.\n\n( This should be designed to acquaint the beginner with what visual\n\neducators are attempting to do.)\n\n2. Equipment needed-laboratory work sufficient to give facility in how to use it.\nWhere get and how care for materials needed.\n\n3. Psycological basis for use of visual aids. Their relation to imagination, interest, effort and also their relation to oral, written or printed expression. Need\nand results of scientific experiments.\n\n4. Types of visual aids, the value and place of each.\n5. Standards of quality in each type of visual aid.\n6. Practice in the selection of visual aids, of lessons involving their use, actual\n\nteaching with visual aids, teaching children to read pictures, and to use them in\nproblem solving.\n7. Testing results.\nThe sub-committee feels that it should be continued for another year with permission to pursue its studies further.\n\nMr. Norton has submitted the following report for his Sub-committee\non the Survey of Current Administrative Methods in Visual Education:\nThis subcommittee has made two studies: ( 1 ) A survey of current administrative\nmethods in visual education, used in representative school systems, and (2) a consideration of the desirability and feasibility of a survey by the National Education\nAssociation of all existing and acceptable educational films, and the preparation\nof a list of the same. An attempt was made to secure a complete list of directors\nof visual education. Each director was asked to list five pieces of information\nrelative to administrative method in current use in the field of visual education\nthat, in his opinion, would be most valuable to all directors of visual education.\nOn the basis of these replies a detailed study was made of the work in visual\neducation in 38 representative cities located in various parts of the United States.1\nThe salient points of this study are summarized as follows :\nORGANIZATION FOR VISUAL EDUCATION\n\nTable 1 shows that in the majority of the cities studied, visual education work\nis not centrally administered through a member of the superintendent's staff. In\napproximately five-sevenths of the cities studied, visual education work is de-\n\ncentralized and conducted by individual schools. Approximately three-fourths of\nthe slides are owned by the school system and the other one-fourth is rented. In\nthe case of films, about four-fifths are rented. School systems rent the great majority of films used. About one-fourth of the cities replying, reported that films\nand slides are distributed to schools according to a centrally determined schedule.\n\nIn the majority of cases the distributions are made only upon the call of individual\n\nschools.\n\nThis list included the following cities:\nAkron, Ohio\nMuskogee, Okla .\nBerkeley, Calif.\nNewark, N. J.\n\nSpokane, Wash.\nSpringfield, Mass .\n\nNewport News , Va.\n\nSpringfield, Ohio\n\nDayton, Ohio\n\nNorfolk, Va.\nOmaha, Nebr.\nPaterson, N. J.\nPittsburgh, Pa.\nPortland, Oregon\n\nSt. Paul, Minn.\nSyracuse, N. Y.\nTerre Haute, Ind.\nTrenton, N. J.\nUtica, N. Y.\n\nDetroit, Mich.\nFort Wayne, Ind.\nJersey City, N. J.\nManchester, N. H.\nMeriden, Conn.\n\nProvidence.\n\nRockford, 111.\nSaginaw, Mich.\nSioux City, Iowa\nSomerville, Mass.\n\nWashington, D. C.\nWest Allis, Wis.\n\nBurlington, Vt.\nCanton, Ohio\nCheyenne,\n\nWyo .\n\nChicago, Ill.\nDallas, Texas\n\nR.\n\nI.\n\nWilmington, N. C.\nWinston\n- Salem , N. C.\n\n"}
{"page": 330, "printed_page": null, "text": "305\n\nREPORTS OF COMMITTEES\n\nTABLE 1.\n- FACTS ON ORGANIZATION OF VISUAL EDUCATION WORK\nNumber of Cities\nReplying\n\nOrganization\nYes\n\nNo\n\nTotal\n\nVisual education work centrally administered through a\nmember of superintendent's staff.\n\n11\n\n21\n\n32\n\nVisual education work decentralized .\n\n23\n\n9\n\n32\n\nSchool system owns most of slides used\nSchool system owns most of films used.\nSchool system rents most of slides used .\nSchool system rents most of films used.\nFilms and slides distributed to schools according to cen1\ntrally determined schedule..\n\n26\n.\n\n7\n\n33\n\n7\n\n27\n\n34\n\n6\n\n26\n\n32\n\n24\n\n9\n\n33\n\n8\n\n22\n\n30\n\n14\n\n9\n\n23\n\nDistributions made only upon the call of individual\nschools\n\nRead Table I as follows: Of 32 cities answering the question, is visual education work\ncentrally administered through a member of the superintendent's staff, II answered in the\naffirmative, and 21 in the negative.\n\nPersonnel of visual education staff: Since visual education work is, in the majority of cities studied, comparatively new and not centrally administered through\na member of the superintendent's staff, it naturally follows that the official title\n\nof the person in charge of visual education varies greatly in different cities. The\nfollowing are among the titles reported: Director of visual education, instructor of\nvisual education, chairman of visual education committee, supervisor of special\nactivities, and operator.\n\nIn certain cities, the additional work of visual education\n\nis taken over by the following school officials : Supervisor of primary grades, assistant superintendent of schools, head of science department, school principal, and\nclassroom teachers .\n\nDuties of director of visual education : The duties, relative to visual education,\nperformed by these officials are quite as varied as their titles. Those who give\n\nfull time to the work naturally have more extensive duties than those who devote\nonly part time to visual education. The size of the city also enters as a factor as\nwell as the size of the visual education staff. The following reports are repre-\n\nsentative of the duties performed by those in charge of visual education :\nIn Saginaw, Michigan, \"They take complete charge of the work in their respective\n\nbuildings.\" In Pittsburgh, Pennsylvania, the visual education staff consists of four\nmembers: the director of nature study and visual education, a special teacher in\n\ncharge of visualization material, a packing clerk, and a secretary for the department of nature study and visualization. Newark, New Jersey, has a director of\nvisual education, aided by two assistants in charge of films and slides and two\nprojection experts. The visual education director of Paterson, New Jersey, has\npersonal direction of all slides, films, schedules, reports, lectures, and outlying\npictures. In Chicago, Illinois, the director is in charge of all phases of the\n\nwork, including projection, equipment, and slide making. The director in Detroit,\nMichigan, has supervision of visual education and is in charge of films, exhibits,\nprojection, and delivery of slides. Somewhat similar to these duties are those of\nthe director of Rockford, Illinois, who advises with school principals in the selection of material, orders material for general use, financed by the Board of Education, and supervises operation and maintenance of projection apparatus. The\ndirector in Dayton, Ohio, holds monthly meetings with school officials, selects best\nreels of informational films, pre-views films, checks up weekly reports from\nschools, and mails scenarios to schools one week in advance of films.\n\nSimilarly,\n\n"}
{"page": 331, "printed_page": null, "text": "306\n\nNATIONAL EDUCATION ASSOCIATION\n\nin Sioux City, Iowa, the director sits with the committee on selections and makes\narrangements for distribution. In Washington, D. C., the director has charge of\nthe organization, administration, and instruction of classes in visual education.\n\nThe director in Berkeley, California, manages the Department of Visual Education, prepares and spends budget, issues courses of study, holds teachers' meetings,\ndemonstrates use of materials, issues bulletins, visits schools, and secures materials.\nVisual aid collections owned and maintained by school system . Only 5 cities out\nof 35 reported that they maintain a film library ; while 25 out of 33 of these same\ncities reported that they maintain a slide library. In addition to films and slides,\nthe following visual aid collections were reported : Stereoscopic equipment by 11\ncities; picture sets, 6 cities ; museum cases, 3 cities ; photographic prints, 2 cities ;\n\nmaps, 2 cities ; charts, 2 cities ; projection apparatus, 2 cities ; cards, 1 city.\nTeacher-projectionists versus itinerant film operators. In the great majority of\ncities , teacher-projectionists are used rather than itinerant film operators. The\nlatter are employed in only four cities included in this survey. Twenty-two out of\n31 cities reporting on this point use teacher-projectionists. In three cities high\nschool students perform this service as do the building custodians in two other\ncities. In Washington, D. C., the film lessons are held in neighborhood theaters\nwhere services of regular operators are donated.\nCOST OF VISUAL EDUCATION\n\nOnly 11 out of 30 cities reported that the cost of visual education is wholly\nfinanced by the board of education from public funds. The other 19 cities res\nported that it was partially financed from the following sources : Parent-teacher\nassociations, 9 cases ; school funds raised by entertainments, 3 ; individual schools,\n4; rental on books, 1 ; entrance fees , 1; community center, 1; and cafeteria, 1 case.\nA comparison of the approximate expenditures for visual education work in a\nnumber of cities for the years 1922-1923 and 1923-1924 showed a decided increase\nin 1923-1924.\n\nThis would seem to indicate that visual education when once estab-\n\nlished demonstrates its value, and increased funds for its support are forthcoming.\nOf 13 cities, whose total expenditures for visual education for 1923-1924 were carefully studied, the amounts varied from $ 152,000 to $60 ; the median expenditure was\n$1760. The two items of greatest expense are salaries and films.\nTYPES OF VISUAL AIDS USED\n\nDirectors of visual education and superintendents of schools were asked to list in\n\norder of instructional value, according to their experience, five different types of\nvisual aids used in their school systems .\n\nTable 2 summarizes 38 replies.\n\nRead Table 2 as follows : Twenty-four out of 38 directors of visual education\n\nand superintendents list lantern slides as the visual aid of greatest instructional\nvalue.\n\nAs far as could be ascertained, no tests have been made to determine the comparative instructional value of visual aids. The director of visual education in\nChicago writes : \" We have no accumulated data secured under a scientific method\nof measurement. However, principals and teachers who use visual aids are pronounced advocates of their effectiveness in classroom teaching.\"\n\n"}
{"page": 332, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n307\n\nTABLE 2.- TYPES OF VISUAL AIDS USED IN REPRESENTATIVE SCHOOLS\n\nFrequency\nof mention\n\nTypes of Visual Aids Used\nLantern slides\n\n24\n\nStereoscopic equipment\n\n20\n\nPictures\n\n10\n\nCharts\n\n5\n\nMotion picture films .\n\n17\n\nMaps\nMuseum exhibits\n\n4\n4\n\nObjects, natural material .\nGraphs\nMagazines and illustrated booklets .\nMoving picture machine.\nPhotographic prints\nOpaque post card projection for art.\n\n3\n3\n3\n2\n2\n2\n\nField excursions\n\n1\n\nModels\n\n1\n\nCollections\n\n1\n\nSOURCES\n\nOF\n\nVISUAL\n\nAIDS\n\nReports as to sources of visual aids were in many cases incomplete. The following is a summary of the limited number of replies received. Films are secured\n\nfrom commercial producers, State libraries and museums, telephone companies,\nUnited States Government Departments, Foreign Legations, The Pan-American\nUnion, Y. M. C. A. libraries, and Ford Laboratories. Stereoscopic equipment is\nsecured from commercial concerns .\n\nLantern slides are secured from commercial\n\nproducers, State libraries, and museums. Photographic prints are secured from the\nNational Geographic Society ; charts from the Child Health Association ; illustrated\nbooklets from railroads and steamship companies ; and nature cabinets from\nmuseums .\n\nHOW FILMS ARE SELECTED\n\nIn the majority of cities reporting, films are selected by school principals. In a\nfew instances they are selected by a committee of the parent-teacher association, by\ndepartment of visualization, by committee of supervisors of courses of study, by\nteachers, by heads of departments, or by visual education instructors. In Paterson,\nNew Jersey, \"The courses of study and subjects under discussion determine the\n\nselection.\" These would seem to be the best bases for selection, since school principals' most frequent answer to the question, What are the principal mistakes made\n\ninusing visual instruction aids, was : \"Lack of close correlation with courses of\nstudy.\"\n\nIn addition to the above, the following were named as the principal mistakes\nmade in using visual education aids :\n\n1. Too frequently they are used as mere entertainment.\n2. No funds are provided to establish a central bureau of visual education.\n3. Programs are apt to be irregular.\n\n4. They do not stimulate thought. Lack of vision on the part of many teachersthey do not persist in using what visual aids they have.\n5. The assumption that any picture is of value without any explanation or comment by teacher.\n\n"}
{"page": 333, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n308\n\n6. Lack of previous preparation and lack of follow-up after showing film.\nTeachers expect too much, and attempt to permit films to do all the work.\n7. Lack of knowledge of the technique of projection resulting in poor projection.\nLack of special training on part of teachers .\n8. Too many pictures shown at one time-too much seeing too little observation.\n9. Failure to see that visual presentation should precede discussion or reading\nabout the subject under study.\n\n10. Lecture presentation rather than motivated lesson with pupil participation.\n11. Films used without sufficient class discussion. Description of film should\nbe sent out ahead of principal points to be noticed. Teacher should talk during\n\"filming\" and class should be checked up on points noticed.\nVISUAL EDUCATION AS A PART OF SUBJECT COURSES\n\nVisual education is carried on in the regular classrooms in 27 out of 32 cities\nstudied; in four cities it is carried on in assembly halls or portable buildings used\nas visual education classrooms . One city uses both regular class and assembly\nrooms .\n\nThe four subjects in connection with which most of the visual education work is\ncarried on are : ( 1 ) Geography, ( 2) history, ( 3) nature study, and (4) science.\nOther subjects in which visual education aids are used are: Health and hygiene,\nEnglish and literature, art, civics, and commerce.\nOnly 6 out of 34 cities report that there is a definite time allotted to visual educa-\n\ntion in their school systems. In most cities, visual education does not exist as a\nsubject, but is used to illustrate subject matter of the curriculum, and the time\n\ngiven to it varies according to circumstances.\nFollow-up work in the classroom is more often given than definite pupil prepara-\n\ntion preceding the film lesson. Only 15 out of 28 cities reported definite pupil\npreparation for the film lesson ; while 24 out of 27 cities reported follow-up work\nin the classroom. Only 14 out of these same 27 cities offer opportunity for pupil\nexpression during the film lesson.\nNEXT FORWARD STEPS IN AN INQUIRY AS TO HOW TO IMPROVE THE EFFECTIVENESS OF\nVISUAL INSTRUCTION\n\nDirectors of visual education and school superintendents, who were asked as to\nhow to improve the effectiveness of visual instruction, suggested first of all correlation with regular courses of instruction, the training of teachers in the use of visual\n\naids in normal schools and universities, and cheaper materials so schools can purchase them.\n\nAmong the additional suggestions for improving the work in visual education\nwere the following :\n1. Write references of aids into courses of study.\n\n2. Greater supply of so-called educational films with a real appeal.\n3. Selected lists properly endorsed should be forwarded to all schools where films\nare used.\n\n4. Better arranged captions.\n5. Scientific evaluation and standardization of material and methods now in use\n\n6. Careful explanation of the relative educational values of various topics of\nvisual education as to what kind of instruction each is best adapted.\n7. Courses on visual aid instruction in Summer Schools for teachers .\n\n8. Shorter films. Rarely more than 500 feet of film required for one lesson.\nAll films should be printed on slow-burning stock.\n\n"}
{"page": 334, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n309\n\n9. Give visual education an educational standing.\n10. Committee to outline definite material needed to be used by producers .\n\n11. Monograph on technique as guide for teachers.\n12. Reports on classroom results.\n\n13. Definite compilations of results such as are attempted in this report.\n14. School films should be made by school people.\nIS IT DESIRABLE AND FEASIBLE FOR A COMMITTEE OF THE NATIONAL EDUCATION\n\nASSOCIA-\n\nTION TO MAKE A SURVEY OF EXISTING AND ACCEPTABLE EDUCATIONAL FILMS ?\n\nAs to the desirability of a committee of the National Education Association making a survey of existing and acceptable educational films, directors of visual edu-\n\ncation and school superintendents who replied, are unanimous. Their arguments\nin favor of such a survey would obviate the necessity of each user undertaking to\nmake one; and furthermore such a committee's survey would receive a valuable\nstamp of approval. There is need of authentic recommendation of films for specific\npurposes. There is need of the selection of lists of films which superintendents,\n\nprincipals, and educational organizations may use safely without the necessity of\nlocal censorship.\nAs to the feasibility of a committee of the National Education Association making\n\nsuch a survey and list, directors of visual education and school superintendents,\nwho replied, were also unanimous. Nine replies were qualified as follows : \" Such\na survey would entail endless work, and new film material is constantly being\nadded.\" \"This is a very considerable undertaking.\" \"A survey of all films is\n\nadvisable, but even a limited survey of films related to subject courses is important. \" \"The value of such a survey depends upon the committee.\" \"Existing\nfilms need to be re-edited and pedagogically arranged for children in various\ngrades.\" \"The survey of films should be up to date, complete, with lists of all\n\navailable sources ; and in order to be kept up to date it would have to be issued\nannually or semi-annually.\" \"Such a survey is feasible if there is enough money\nto do it properly and if competent persons can be found to do it.\" \"Such a committee should consist of a professor of modern methods, an expert in the use of\n\nvisual aids, a superintendent, an elementary school principal, and several classroom teachers.\" \"Feasible, provided it can be done without the influence of commercial interests\n\nrather risky but should be done.\"\n\nESSENTIALS TO A SATISFACTORY SURVEY OF EXISTING AND ACCEPTABLE EDUCATIONAL FILMS\n\nThe following points were listed by directors of visual education and school\nsuperintendents as essentials to a satisfactory survey of existing and acceptable\neducational films.\n\n1. Selection of members of survey committee so as to eliminate commercialism\nand emphasize education.\n2. Full descriptions that will be helpful not only in judging suitability, but in\nselecting and planning method of use.\n3. Preparation of lists of films relating to nature, history, geography, civics,\nethics, and literature.\n\n4. Reports as to wholesomeness of material, cost, and results.\n5. Suggested data on how films may be used to illustrate subject matter of the\ncurriculum based on successful experience in classroom and auditorium.\n6. Weed out so-called \" educational films\" from those that have an educational\n\nvalue from the teaching standpoint.\n\n7. Secure lists of approved films from school people who have actually used\nthem and followed up their effect and are willing to recommend them.\n\n"}
{"page": 335, "printed_page": null, "text": "310\n\nNATIONAL EDUCATION ASSOCIATION\n\n8. A central working committee which has a national viewpoint. The committee\nshould be composed of outstanding specialists in visual education, classroom teachers, and specialists in educational psychology.\n9. Time, personnel, and money to provide extensive viewing of films, also access\n\nto the material.\n\nSome objective standards according to which films would be\n\nexamined.\n\n10. Scientific and practical answers to the following questions, which teachers are\nasking:\n\na. How can visual aids be made most valuable as means of introducing new\nsubject matter ?\nb. When are visual aids valuable as supplementary experience to good classroom procedure (normal and natural child activity) ?\n\nc. How can visual aids be utilized economically and effectively in reviewing a\nseries of learning experiences ?\nd. When to use or not to use visual aids ?\n\nThe Sub-committee on Coöperation and Research has submitted the following report :\nThe subcommittee appointed to make scientific studies of the results obtained\nby the use of films in schools found the Producers prepared to coöperate in an\n\nelaborate program of experimentation. This program is as follows: Two types of\nfilms are being made in the studios of the Producers. One type exhibits a skilful\npenman holding a pencil as it should be held in writing and forming letters in\nfluent movements. This subject was selected because it utilizes vision in a way in\nwhich the school has always employed it, namely, as a means of cultivating skill\nthrough imitation. The second type of film being made is one which is intended\nto exhibit to pupils processes of which some phases can be observed under ordinary circumstances, but which can not be seen in full without the help of demonstration aids. For this second film, scientific subjects which are universally inc'uded in elementary school instruction, namely, respiration and blood-circulation,\nwere chosen.\n\nFor the preparation of these films the Producers have made available the full\nequipment of some of the best studios in the country. The committee has contributed the services of two experienced scientific workers who by their experi-\n\nments and tests have shown themselves qualified to follow both the preparation of\nthe films and the use of the films in the schools. These scientific workers, under\nthe supervision of the committee, will be ready by the opening of schools in September to take the films into schools and test them out.\n\nAs soon as it appears clear, through the scientifically supervised use of the films,\nthat changes should be made in their makeup, the Producers are prepared to cooperate in the second production of reconstructed films. The product of this second\nfilming will again be subjected to tests in schools and so the process will be carried\non until their is evolved a technique of visual instruction.\nIt may be pointed out that the later stages of the experimentation contemplated in\nthis plan will include other acts of skill than penmanship. It may prove to be\nfeasible to give instruction in games and in the various forms of constructive activity included in the hand- work courses common in schools. The advantages which\npictures seem to have over the ordinary methods of instruction in these fields are\nthose which come from the possibility of bringing into every classroom the most\nskilful examples that can be found, and from the superior possibilities of selecting\nthe points of view from which demonstrations can be given.\nIn regard to the use of informational subjects, very little need be said. It is\nevident that properly organized pictures can extend the fields of observation open\n\n"}
{"page": 336, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n311\n\nto pupils. The committee has aimed in its present selection of subjects to keep away\nfrom that which is spectacular or interesting primarily because of its entertainment features . Whatever may prove to be the ultimate possibilities of legitimate\ncombination of entertainment and teaching, it seems wise at the outset to give a\n\nthorough test to the strictly instructional possibilities of films.\nThe subcommittee believes that it can show substantial progress by the meeting\nof the National Education Association in 1925 and recommends that the work which\nit has started be continued.\nRecommendations :\n\n(1 ) That the Association express its thanks and appreciation to the\nProducers Corporation for the support and assistance rendered, and to\n\nMr. Courtland Smith for his courtesy to the committee and his cooperation with it during the year.\n(2) That the present committee be discharged and another committee\nappointed by the incoming president to carry on such work as may be considered desirable.\n\n(3) That the work undertaken by the sub-committee on courses of study\nbe continued another year.\n(+) That this Association gives approval to and promises support in\nobtaining adequate legislation to regulate the use of inflammable films and\nmaking more readily available to schools the non-inflammable films .\n(5) That a limited survey of films related to subject courses be prepared during the ensuing year.\n(6) That the coöperation between the committee and the Producers\n\nCorporation, by which said corporation is to prepare two strictly educational\nfilms, one on penmanship and one on respiration and circulation be approved\nand the plan carried out during the ensuing year.\n\nCOMMITTEE ON ARITHMETIC REVISION\nGUY M. WILSON , BOSTON UNIVERSITY, BOSTON , MASSACHUSETTS\nCHAIRMAN¹\n\nWhile the opportunities of your committee for meetings and conference\nhave been limited, any merits possessed by this report of progress and\ntentative statement of problems are due to the promptness and coöpегаtive assistance of the members of the committee and others who have freely\ngiven of their time and thought. At the same time this statement should\n\nbe considered as preliminary and tentative, and the chairman alone must\nbeheld responsible for any shortcomings in the form of its presentation.\nThere was a time when arithmetic took fully one half of all school\ntime; men now living can bear witness to the truth of this statement .\n\nUseless processes were multiplied; catch problems of the hare-and-hound\ntype were extended. Colburn, Ray, and others gave us regular cyclopædias\nof arithmetic. The doctrine of mental discipline was used to justify useless\nIn addition to the Chairman, the Committee\n\n*\n\nles the members listed on page 27.\n\n"}
{"page": 337, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n312\n\nprocesses and inapplicable problems. Arithmetic was the tyrant of the\nschools ; it imposed upon childhood an unceasing and deadening grind.\n\nEvidently the thoughtful members of the National Education Association\nwho authorized a Committee on the Reorganization of Arithmetic do not\nthink that all of the evils or shortcomings of arithmetic can be referred to\nin the past tense. There is much evidence that arithmetic continues as the\ntyrant of the schools; and that in the interests of childhood, of a reasonable\neconomy, and of a broader and better social program in the schools,\n\narithmetic needs a thorough reorganization. Many feel that, all told,\narithmetic is one of the most backward of our school subjects. The briefest\n\nsort of survey furnishes much evidence to this effect. Textbooks, although\ngreatly improved, are still bulky with antiquated and non-functioning\nmaterial . Courses of study continue to outline useless processes . Much\nof the work is unconnected with life and is quite meaningless to the\nchildren.\n\nThe above are not the final conclusions of the committee, but they are\nquestions forced by the evidence and by the very fact of the committee's\nappointment. It will be well to formulate these and similar questions into\nmore definite problems.\nPART I.\n\nTENTATIVE STATEMENT OF PROBLEMS\n\nPROBLEM 1. What is the purpose of arithmetic; what is its relation to\nthe major objectives of education?\nA. Discussion-Education in a democracy in which the schools are supported from public funds seeks no longer to impart information which\ncan be of interest only to a leisure class. It seeks to accomplish definite\naims in terms of social utility. The aims now agreed upon by the National\nEducation Association and educators generally are : ( 1) health, (2) vocational efficiency, (3) social-civic efficiency (including civic efficiency, ethical\ncharacter, and effective home membership) , (4) preparation for leisure,\nand (5) mastery of the tools of knowledge as needed for these objectives.\n\nDemocracy demands that each individual be socially efficient. Arithmetic\nhas a place in this scheme of aims as a tool. That is its one purpose. It\nis indeed an effective tool, and a fundamental one,butit is quite limited. It\nis a means for designating, computing, and measuring. It is nothing\nmore .\n\nThis means specific usefulness in the common affairs of life.\n\n\"We\n\nlearn the multiplication table, not primarily to sharpen the wits, or comprehend a beautiful system, but in order to figure our salaries, our taxes, or\nthe interest on a note. Ordinary business and social contacts require ability\nto count, to read and write numbers, accuracy and rapidity in the funda-\n\nmental processes and simple fractions, and a working knowledge of simple\nbusiness practices, including the keeping of simple accounts. Whatever\nis given in the grades beyond the essentials required by the general social\nand business demands of the community consumes time that would better\nbe used in other ways.\"\n\n"}
{"page": 338, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n313\n\nThe committee has no promotional interest in arithmetic. It seems only\nfair that it should distinctly disclaim for the subject any superior cultural\nor disciplinary values. Neither culture nor discipline is well understood .\nThey may be by-products of any wholesome stimulating situation, involving\nthe leadership of a capable and cultured teacher. They are functions of\nthe general situation and may be as well attained through one subject\nas through another. Or rather, it is more probable that they will be\nattained for some pupils through one subject, and for other pupils through\nanother, and that the difference in the value of particular subjects is largely\nin the interests of the child, the vital appeals which are made, and the\ncordial coöperative type of leadership which is shown by the teacher. This\nmeans, therefore, that in the absence of specific proof no subject has any\nmore right than dozens of other subjects to claim for itself unusual consideration from the standpoint of either culture or discipline. Those who\nproceed on the basis of such argument merely weaken the case.\nHistorically and universally, it is recognized that arithmetic originates\ndirectly from the shop and trade. The subject, however, has suffered\nin an unusual way from wrong treatment, partly, no doubt, because teachers\nare not intimately associated with the processes of the shop and business,\npartly also because the textbooks have been written, not by men familiar\nwith the processes of business, shop, and trade, but rather by academic\nexperts, many of whom have not even been involved in the process of\nteaching children, but, instead, have been lecturing to adults in universities .\nInthe absence of specific and detailed information, these experts have dwelt\nupon values other than the practical ones. They have emphasized the\ndevelopment of mental powers. When it is recalled that these men almost\nuniversally have been untrained in psychology, and have, therefore, made\nno careful analysis of thought processes and mental powers, it is apparent\nthat the entire structure which they have raised is likely to be built upon\na weak foundation. Such studies as have been made prove that this is\ntrue. Actual usage in business and in life shows that much of the subject\nmatter in the old type of textbook is of no value. It is generally known\nthat the correlations between success in mathematics and later success in\n\ncollege are extremely low. From the standpoint of practical utility, it is\n\ndoubtful if arithmetic compares with composition writing, and it certainly\ndoes not compare in importance with reading. All are essentials to a\ndegree. The result of training in language or composition shows higher\n\ncorrelation, and, doubtless, a much larger carry-over into later useful\nsituations.\n\nB. Method-The method of procedure in defining more definitely the\npurpose of arithmetic is not easily indicated.\n\nSubject-matter experts and\n\nexperts in education and psychology are coming, however, to closer agreement. This is doubtless due to the fact that subject-matter experts have\nSee the notable studies by Thorndike in Journal of Educational Psychology for January\nand February, 1924, and the Teachers College Record, March, 1924.\n\n"}
{"page": 339, "printed_page": null, "text": "314\n\nNATIONAL EDUCATION ASSOCIATION\n\ngiven more time to education and psychology, and that educators, as they\nwork into the specific problems, are learning that solutions are not so\nsimple, and that the line of least resistance is to let tradition have its way.\n\nHowever, in harmony with this preliminary report, teachers and superintendents, as well as mathematicians and psychologists, are urged to continue\ntheir efforts to define the purpose of arithmetic in terms of its value in\naccomplishing the aims of education in a democracy. It is realized that\nin time the experimental evidence must furnish the answer. If arithmetic\nis consuming so much time that the other ends of education are being\ndefeated, and its own specific aim is not being furthered, it is to be expected\nthat the present zeal for ultimate answers by the teaching profession will\nin time lead to an authoritative answer in such a simple matter as the purpose of arithmetic. The simple truth is what we want. Our aim is not to\nwhitewash the pump, but to examine the well, and, if necessary, clean it\nout. It is realized that the school's viewpoint on the purpose of arithmetic\nwill determine its handling of other questions connected with the subject.\nBefore proceeding, a definition of terms will be helpful. The teacher\nnow generally recognizes at least two types of arithmetic: First, general\narithmetic, or that needed by the consuming public, or people in general\nas they carry on the ordinary operations of buying and selling; Second,\nvocational arithmetic, or the arithmetic needed in various specific vocations,\nbut not of interest to people generally.\n\nIn this connection one other distinction needs to be made-namely : the\ndistinction between (a) number conceptions and (b) work with symbols\nor figures. Number conceptions are a part of language and general\nthinking, have their beginnings with very small children, and play an\nimportant part in one's daily thinking, but require no computations. On\nthe other hand, work with figures and symbols is the well-recognized\nformal drill of the schools which is designed to lead to automatic number\nresponses .\n\nPROBLEM 2. Another problem is that of distinguishing clearly the two\nphases of general arithmetic, of convincing parents and teachers that there\nare two distinct phases, and in adjusting the school work accordingly.\n\nA. Discussion-The first and most vital phase of general arithmetic\nis the development of number concepts through actual experience in lite\nsituations making use of quantities, numbers, and processes. The second\nphase, now the most prevalent and in many schools the only phase, is experience in and with symbols and figures.\nThe first phase that is, the development of number concepts through\nactual life situations, is used even by very small children and more or less\nconstantly by everyone outside of the schoolroom.\n\nIf the symbol work is\n\nto rest upon a secure foundation, this type of work must be brought into\nthe schoolroom and further developed. In fact, the second phase should\nbe deferred until the first is sufficiently developed that is, symbols and\nfigures should follow and not precede the understanding of life situations\ncalling for the use of numbers.\n\n"}
{"page": 340, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n315\n\nIn the past the symbol-figure type of work has been forced upon small\nchildren by courses of study, anxious parents, distracted teachers, and\nsupervising principals, giving to arithmetic a deadening grind without\ncorresponding results in either understanding or accuracy. Symbol-figure\narithmetic is to many teachers and parents the only arithmetic known .\nA distinguished textbook writer uses \"A Christmas Present\" as his at-\n\ntention-getting title, but the arithmetic which follows is the old symbol\ntype. No doubt to the too-early use of the symbol-figure arithmetic is\ndue many of the discouragements on the part of teachers, parents, and\ntaxpayers.\n\nHaving accomplished the task of clearly distinguishing between the two\nphases or kinds of general arithmetic that our schools should offer, the\nnext problem is that of determining where the experience in symbolic\narithmetic should or should not begin. The committee has unsystematic\nevidence from many superintendents that the omission of all number\nwork in the first grade with certain groups is not detrimental. Others\nhave omitted all work with certain groups from first and second grades\nand have discovered that by the end of the third grade these same pupils\ncould not be distinguished from those who carried regular number work\nin grades one and two. A smaller group of superintendents is convinced\nthat formal arithmetic work may be omitted from the third grade without\nloss. There is also evidence of the high percentage of inaccuracy in the\nlower grade work. This inaccuracy seems to indicate that whatever\nwork of a formal nature is done in the first three grades is really training\nin inaccuracy instead of training in accuracy. Many believe, therefore,\nthat all drill in the first three grades should be incidental and that the\n\nemphasis in arithmetic work for these grades should be in building up\nnumber concepts through actual experience in life situations, and that these\nexperiences should be extended in every way possible through the coöperation of parents. Children should be sent to stores to make purchases.\nThey should establish savings accounts and be taught to make deposits and\nwrite checks. In fact, every effort should be made to build up number concepts through life experiences, all formal work being omitted.\npresent, is the conviction of many.\n\nThis, at\n\nB. Method-What we need and what we must have is definite equivalent group experimentation. It does seem to the committee that with\nthousands of children in school and with thousands of trained teachers\n\nwe should be able to get the necessary coöperation to answer this and other\n\nsimilar questions which can be answered only by equivalent group experiments arranged through the schools. This suggestion has the approval of Thorndike, the nation's leader in experimental psychology and\neducation.\n\nAcomprehensive experiment for this problem will contain four groups,\n\neach with one hundred or more children, as follows :\n1. A group beginning formal number work and systematic drill in the first grade.\n\n2. A group developing number concepts in the first grade, but deferring any\nsymbol-figure work until the second grade.\n\n"}
{"page": 341, "printed_page": null, "text": "316\n\nNATIONAL EDUCATION ASSOCIATION\n\n3. A group in which systematic work with symbols and figures is deferred until\nthe third grade, number concept work being provided in grades one and two.\n4. A group in which systematic work with symbols and figures is deferred until\nthe fourth grade, number concept work being provided in grades one, two,\nand three.\n\nIt is not to be assumed that these four groups will be equal in ability\nin the usual symbol-figure type of arithmetic at the end of the third year.\nEach group should be measured at the end of each year to note the status\nof the group. For this purpose the Cleveland Survey tests (Public School\nPublishing Co.) or the Peet Dearborn Progress Tests in Arithmetic (Har-\n\nvard University School of Education) are recommended. Finally, all groups\nshould be brought to standard by the end of the sixth year, and any extra\ntime required to do this should be noted.\nIn the summary, each individual in one group must be matched by an\nequivalent individual in the other groups, equivalency to include chrono\nlogical age, intelligence quotient, years in school, and social status.\nThis entire experiment as suggested should be carried through in some\nplaces. It can be done in any city with a population of 25,000 or more.\nBut parts of it may be completed in a small village or consolidated school.\nTwo small groups will give some evidence. We must have the evidence.\nThere should be hundreds of experiments on the plan suggested, and the\nreports on results should be sent to the committee for summary.\nPROBLEM 3. What is the proper unit of instruction in arithmetic?\nA. Discussion-The unit of instruction in the past has been either the\n\nexample or the process. In this respect, arithmetic is far behind many of\nthe other subjects. In composition, we have abandoned the formal points\nof the subject as units of instruction and have accepted worthwhile objective situations instead. Likewise in manual training the emphasis is\nno longer upon exercises as such, or processes as such. The child is led\nto make things, in the making of which he is really interested. The use\nof tools, the sawing of boards, the making of joints, and other details of\nthis kind which formerly constituted the course in manual training have\nbeen entirely subordinated. Likewise in primary reading, the formal\nprocedure has been replaced by worthwhile reading. Instead of taking\na primer and spending a year upon it, or rather upon the formal things\nclustered about it, the child today quickly reads a primer, then another,\nand another, until by the close of the first year, the average child in some\nof our best schools has read four to six primers, and an equal number of\nfirst readers, or supplementary books of equal difficulty.\nThings worthwhile in themselves, rather than formal processes, are\nthus made the basis of instruction. Should not the same thing be done\nfor arithmetic? In life outside of school, we figure only for an answer,\nnot for the sake of figuring. We admit that language is a tool, and we\nlook on it only in that way. Why not the same procedure in arithmetic?\nReading was at one time a formal subject for the first six years. Arith-\n\nmetic is still a formal subject in most schools for six or eight years.\n\n"}
{"page": 342, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n317\n\nArithmetic has equal possibilities with children, and in many places a\nbetter practice has superseded the formal, meaningless drill. This does\nnot mean that the abilities, skills, and habits formerly obtained in subjects\nlike manual training, composition, primary reading, arithmetic, and the\nlike are not desirable and necessary or that they are in any way neglected.\n\nIt does mean, however, that better methods of securing the desirable and\nnecessary skills have been worked out. Dr. J. M. Rice, as long ago as\n1897, showed that much of the work of the public schools was futile. We\nknow now that the reason was that the time was spent on things either\nworthless in themselves or quite beyond the comprehension and present\nneeds of the children. A recent State-wide spelling contest in Massachusetts showed the same thing. The towns standing highest in the contest were spending the smallest amount of time on spelling, but they were\nspending the time on the right words with the result that they won in\nthe contest (limited to the first 3000 words of the Thorndike list) over\ntowns spending three or four times as much time on spelling. They had\nreplaced \"the spelling grind\" by motivated work on useful words.\nMay we not ask therefore that single examples or even processes in\narithmetic shall cease to be the units of instruction and that real life situa-\n\ntions be made the units ? We may at least urge trial and experimentation\nwith life situations as units of instruction in arithmetic.\n\nB. Method-It is not wise to force teachers to adopt a new idea; misunderstanding and failure too often result; volunteers are better.\n\nLet\n\nus call for volunteers for the experiment of making life situations the\nbasis of arithmetic work. Let others continue to use single examples or\nprocesses as a basis. If the volunteers succeed, the idea will spread; if\nthey fail, the reasons may be noted and a new start made. In any case,\ncomparison between methods and results may be made. If with good\nteachers and favorable circumstances, failure is the rule, we shall know\nthat the idea is not a good one.\n\nIn the lower grades the life situations chosen will of necessity be simple.\nMiss Simpson, of Rochester, reports \"The Cafeteria\" as a basis of arithmetic work in the second grade. In grades one, two, and three most of\nthe time will be spent upon acquiring number concepts and understanding\nbusiness and number situations.\n\nBut after a visit to a cafeteria and actual\n\nexperience in selecting a lunch and paying for it, the children may want\nto play cafeteria, with toy money, and the \"cashier\" must be prepared to\nadd items and make change correctly. By the fourth year in school, childrenwill be so conscious of the need for automatic mastery of the primary\nnumber facts that drill will be fully motivated. At the same time in\n\ngrades four and above, work with life situations will go forward on a\n\nbroader and richer basis. Examples, problems, and processes will be subordinated to such life situations.\n\nIf the results are satisfactory as shown\n\nby comparison of equivalent groups, then we shall be prepared to urge the\nnew unit of instruction.\n\n"}
{"page": 343, "printed_page": null, "text": "318\n\nNATIONAL EDUCATION ASSOCIATION\n\nPROBLEM 4. The motivation of arithmetic-that is, making it grow out\nof real life situations.\nA. Discussion . The demand is for a more fundamental motivation\n\nthan has been common . Guiler's study of thirty best courses shows that\ngames and activities are commonly used in the lower grades, but that this\nlimited form of motivation is usually absent from the upper grades. Games\nand school activities help, but they should be accomplished by and gradually\ngive way to larger life activities.\n\nDr. Frank M. McMurray emphasized this problem in a recent conference. It is closely connected with Problem 3, the unit of instruction.\nIf a worth-while life situation is made the unit of instruction, then the\nfirst fundamental step in motivation has been taken, for in each step\nthe child would be simply applying arithmetic to a life situation in which\nhe is vitally interested, and which is worth while in itself.\n\nThis means\n\nthat one of the first problems in arithmetic at the present time is a careful\ncollection of such life situations as may become the basis for arithmetic\nwork, replacing the formal type of work which formerly prevailed.\nThe committee is aware that the term motivation is not always used\nwith correct meaning. The best type of motivation is one which grows out\nof a real life situation, which is the child's own.\n\nThe child sees the use\n\nand the application, the work grows out of his present interests and needs.\nThe feeling of need, however, may be further developed by the skilful\nteacher until it becomes an impelling force. The teacher also adds to the\n\nsituation by involving other of the child's impulses, thus by her knowledge\nof psychology and superior skill intensifying the motive force which the\nchild has already developed. Under these circumstances, the work is not\nartificial. It grows out of a life situation in the first place and leads\n\nnaturally to desire and choice on the part of the child. While realizing\nthat the term motivation has frequently been misunderstood, it is retained\nin this connection as having clearer meaning and connotation than any other\n\nterm that could be employed. Motivated activity is practically synonymous\nwith purposeful activity. Both expressions relate fundamentally to Dewey's\ndoctrine of interest and his emphasis upon motive.\nB. Method-Apparently the only method of procedure in solving this\nproblem is that of trial and error, by which the best may finally be selected.\nTeachers are, therefore, urged to note and fully record instances of fundamental motivation, reporting the same to the committee. The report should\ninclude the usual identifying data-city, school, grade, social status of\nchildren, and any unusual or significant details.\nPROBLEM 5. How convince the pupils, and patrons (sometimes the\nteachers themselves) that some processes, such as troy weight, foreign\nmoney, or cube root, may be omitted without loss of useful information \"\nA. Discussion-The studies relating to useless processes are conclusive\nenough to carry conviction to any teacher or supervisor. The evidence on\nthis one point will be presented in Part II of this report. But many\n\n"}
{"page": 344, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n319\n\nteachers feel the pressure of custom and tradition. This is particularly\ntrue of the young teacher. The real problem, therefore, is how to carry\nconviction to one's constituency, so that they may know the useful processes\nand recognize that other processes are useless and merely traditional .\nB. Method-Wilson in his \"Survey of the Social and Business Usage\nof Arithmetic\" gave a method which has since been tried under various\nconditions and found adequate. The method consists in having the pupils\n\nin the upper grades (seventh, eighth ; or sixth, seventh, and eighth) gather\nfor a period of two weeks or more the problems actually solved by father\nor mother each day. These problems when summarized will give a fair\nindex of the actual uses for arithmetic in the community. Why should\nchildren be expected to go beyond adult usage? If the work is handled\njudiciously, this question will force itself upon the attention of the community. The answer will be emphatic-it is a waste of time to teach\nchildren processes for which their elders have no use.\nThis apparently is the answer to Problem 5, but the evidence is not\nextensive. We need more evidence. We want hundreds of superintendents\nto cooperate with their teachers in trying this method. The committee\nrequests that the results be noted carefully and reported. Many will\ndevise improvements upon the method-good publicity, coöperation with\nbusiness men, et cetera. The entire plan should be carefully noted and\nreported, together with successes and failures, with reasons. One hundred\nreports will carry some authority, five hundred will carry more. May the\ncommittee not have the needed coöperation ?\nPROBLEM 6. What are the reasonable limits of general arithmetic, or\narithmetic needed by the consumer group ; Where does vocational arith-\n\nmetic begin; and What are the specific needs for arithmetic by the various\nvocational groups?\n\nA. Discussion-The statement of Problem 6 above, and the discussion\n\nwhich follows in Part II of this report, assumes that the limits of general\narithmetic have been reasonably well defined. However, the committee\nthinks that the question should be kept open and other investigations\nencouraged. Educators must form the habit of solving their problems again\nand again. Only thus can we arrive at fully established answers.\n\nThe second part of this problem needs extensive investigation. Woody\nfound that the arithmetic needed in salesmanship in wholesale and retail\n\nhardware, wholesale and retail groceries, and a large department store,\nwas exceedingly simple. Other and more extended studies of a similar\nnature are needed. Specifically, what arithmetic is used by the car-\n\npenter, the painter, the mason, the auto-mechanic, for every occupation\nlisted in the census. This is our problem. Why continue without specific\n\nknowledge ? When we know the needs in various vocational lines, then\nwe canbegin to plan how best and when to meet them.\nAfter the data have been gathered, they can be supplemented by the data gathered by\nWilson, Wise, and Woody.\n\nSee Bibliography .\n\n"}
{"page": 345, "printed_page": null, "text": "320\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn this connection notice a statement from Mr. Christy, director of\n\nindustrial arts of the Cincinnati schools. He says, \"The arithmetic which\nis required in connection with industrial arts shop work is, contrary to the\ngeneral opinion, quite limited. In the elementary schools, the ability to\nadd, subtract, multiply, and divide; to compute common fractions, almost\nall of which have either two, four, eight, or sixteen for a denominator;\nand to work with decimals, constitute practically all of the demands for\narithmetic in shop work. In high schools and trade schools the need increases, but I understand that the present discussion deals only with the\nelementary schools.\"\n\nThe present report deals with arithmetic and is not limited to specific\ngrades. We must, therefore, ask Mr. Christy and his co-workers to give\nus the needs for vocational arithmetic in their lines; from others we ask\nthe same details as to their lines. We must know the actual needs for\narithmetic in each of the more common vocations .\n\nB. Method-Any method will be acceptable provided it discovers the\nfacts and their relative importance.\n\nThe most probable suggestion is the\n\nsurvey method. The actual figuring done by fifty auto-mechanics for a\nmonth should give a good idea of the nature of the arithmetic used by\n\nthem. The data should be complete and accurate. After the problems\nhave been collected, it will be a simple matter to analyze them as to\nprocesses and degree of difficulty. The method of analysis is shown in the\nstudies by Woody, Wise, and Wilson.\n,\n\nPROBLEM 7. By what criteria shall textbooks be judged?\nA. Discussion-Textbooks are of tremendous importance in American\nschools. In many schools, they largely determine the subject-matter, as\nwell as the method of teaching and the general spirit of the work.\n\nWe\n\ncannot hope to secure improved practice in arithmetic for the country as\na whole until teachers, superintendents, and boards of education in the\nselection of textbooks, as well as writers and publishers in their production.\nlearn to apply more specific criteria. The meaning of this problem will\nbe made more apparent by definitely suggesting such criteria, with the\nunderstanding that from the standpoint of the committee these are tentative and will in no way hamper the final conclusions of the committee .\nSUGGESTED CRITERIA FOR THE JUDGING OF TEXTBOOKS IN ARITHMETIC\n\n(1) Does the text further the general objectives of education in a democracy, and\nin general support a philosophy of education based upon such objectives ?\n(2) Does the text serve the specific aim of arithmetic, using in its organization\n\navailable scientific knowledge with reference to specific number habits, their correct\norder, and relative difficulties ?\n(3) Is the work of arithmetic in the text hampered by language difficulties ?\n\nMore specifically, what is the vocabulary burden of the text?\n\nThis can be de-\n\ntermined as shown by Pressy and Liveley in Educational Administration and\nSupervision for October, 1923. The purpose of an arithmetic text is to teach\n\narithmetic and it should not be handicapped by an unreasonable language vocabulary.\n\n"}
{"page": 346, "printed_page": null, "text": "321\n\nREPORTS OF COMMITTEES\n\n(4) The distribution of the examples and problems among the various processes\nshould conform to business usage as modified by relative difficulty.\n\n(5) Is the book self-teachable ? That is, are the methods and explanations simple\nenough that children working alone can understand them, or that teachers are at\nany rate unhampered ?\n\n(6) What is the provision of the text for motivation and what is the type of\nmotivation provided ? On this point, the text can be judged by actually listing the\ngames and devices, the life situations, and the large units of study.\n(7) What is the character of the written problems, how rapidly are two- and\nand three-step problems introduced, and how closely are the written problems connected with worthwhile life situations ?\n\n(8) Are the physical features of the book satisfactory ?\n\nB. Method-If the committee through the help of the membership of\nthe National Education Association can establish valid criteria for the\n\nbetter text in arithmetic it will have performed a much needed service.\nA thorough-going method must include a careful examination of present\ntexts.\n\nThis examination should be in detail, and should indicate points\n\nof strength or of appeal to children, points of weakness and omission, and\nshould lead finally to such a set of criteria that those selecting or preparing texts may have a helpful guide. The committee is guided in this\npoint, as in all points in its report, by the interests of childhood and the\nobjectives of education in a democracy.\nPROBLEM 8. Criteria of a course of study in arithmetic.\nA. Discussion-There has been marked improvement in the last few\nyears in the technique of course of study making and the final results .\nGuiler recently summarized thirty of the most frequently recommended\ncourses of study in arithmetic.¹ His brief summary of current tendencies\nin arithmetic courses contains the following points :\n(1) The listing of definite abilities is replacing mere mention of\nprocesses. A total of 781 specific objectives were disclosed in the analysis\nof thirty courses.\n(2) There is an increased emphasis given to those phases of arithmetic\nwhich possess social utility. Stress is being placed on the arithmetical\nabilities which have been found through activity analyses to possess great\nsocial value. \"Thus where the investigations headed by Wilson, Woody,\nand the California committee find a common need for a definite ability\nthe best courses of study are emphasizing a range of ability which is approximately the average of that reported by the three studies.\"\n(3) Arithmetical topics are characterized by common grade placement.\nThe forty-five combinations and numeration are most commonly taught\nin the second grade; subtraction receives most emphasis in the third grade ;\nThe thirty courses in order of frequency were : Baltimore County, Md.; Boston ;\n\nLos\n\nAngeles: Speyer School, Teachers College; Detroit: Rochester. N. Y.; St. Louis: Cleveand. Ohio; Horace Mann School; Connersville, Ind. Duluth Indianapolis ; Berkeley;\nFrancis Parker School : Minneapolis : New Jersey: Seattle: Univ. of Chicago; Elementary\nSchool: Lincoln School: Teachers College;\n\nMilwaukee:\n\nMinnesota:\n\nOakland, Calif.;\n\nWis-\n\nconsin\n: Columbus, Ohio : Madison, Wisconsin: Montana ; Montclair, N. J.; New York\nState: Richmond, Va.: Univ. of Missouri; Elementary School; Baltimore: Buffalo: Des Moines :\nDenver: Grand Rapids: Illinois : Massachusetts: Michigan : New Hampshire : Newton,\nMass, New York City; Oshkosh, Wis. (normal) ; Pittsburgn; Springfield; Topeka, Kans.\n\n"}
{"page": 347, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n322\n\nmultiplication and division in the fourth grade; fractions in the fifth grade;\ndecimals and percentage in the sixth grade; interest, discount, profit and\nloss, commission, tariff and duties, insurance, involution and evolution in\nthe seventh grade; and stocks and bonds, mensuration ratio, and proportion\nin the eighth grade.\n\n(4)There is a recognition of the pupil maturity factor in the grade\nplacement of objectives.\n(5) There is an abundance of games and other pupil activities found\nin the lower grades, and a pronounced paucity of activities and fundamental\nmotivation above the fourth grade.\n\nOut of a total of 1147 illustrations\n\nofpupil activities 879, or 76.6 per cent, were found in the first four grades.\n(6) Courses of study tend to list the great majority of pupil activities\n\nunder a few ability types. Thus, 150 activities were listed under addition of integers, more than half of the activities were mentioned in connection with six ability types and more than three fourths in connection\nwith fifteen ability types. These types related to the work done in the\nlower grades, as suggested by point 5 above.\nThe tendencies reported by Guiler may be taken as suggestive criteria,\nsince they are a summary of thirty most recommended courses. It seems\nwise, however, to suggest a more specific list of criteria, as follows:\nTENTATIVE CRITERIA FOR JUDGING COURSES OF STUDY IN ARITHMETIC\n\n(1) Does the course of study rest squarely on the general aims of education and\nthe specific needs of the community ?\n\n(2) Does it serve strictly the specific purpose of arithmetic in reference to these\nbroader aims and specific needs ?\n\n(3) Does the course indicate quite specifically grade objectives and standards,\nwith proper provision for pupils of varying grades of ability ?\n(4) Is there a time schedule giving definite, even though tentative, suggestions\nas to the time allotted for the subject ?\n\n(5) Are traditional and useless processes definitely listed for elimination ?\n(6) Are there helpful suggestions on methods, motivation through games and life\nsituations, larger units of instruction ?\n\n(7) Are there illustrations of better types of work, taken directly from the schoolroom, together with suggestions for extension or application to particular communities?\n\n(8) Has there been teacher participation in the making of the course sufficient to\ninsure adaptation to the ability of the pupils and the limitations of schoolroom\nconditions?\n\n(9) Has there been community participation sufficient to insure making activities\n\nof the community the basis and ultimate goal of schoolroom work ?\n(10) Is there an adequate list of pedagogical and subject-matter references useful\nto both teacher and pupil ?\n\nThe above briefly stated criteria will at least make clear the idea of the\ncommittee for a final statement of usable criteria.\n\nB. Method-In setting up criteria for judging courses of study the\nprocedure, as in the case of textbooks, should involve careful study and\nanalyses of existing courses of study. These, however, merely indicate\npresent practice. Even more important is careful analysis of pupil and\n\n"}
{"page": 348, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n323\n\ncommunity needs, pupil abilities, and the effectiveness of various teaching\nmethods, so that the final standards may furnish the basis for getting the\nbestpractice of our best schools into the newer courses of study. Coöperation of teachers and superintendents looking toward formulation of criteria\nwith illustrations is the immediate interest of the committee.\n\nPROBLEM 9. What are the specific abilities or number habits needed,\nwhat is the order of difficulty , what is the explanation of errors, and what\n\nare the remedial measures? This problem will involve in its solution\nscientific grade placement of needs, habits, and abilities, and will also take\ninto consideration the individual differences of children.\n\nA. Discussion-For extended discussion of this problem the reader is\nreferred to writings by Courtis, Knight, Osborne, Myers, Thorndike, and\nothers. Courtis is convinced that a specific provision must be made for\ndiagnosis of causes of failure and the development of appropriate remedial\nwork. He is also convinced that the intelligence of the child is a fundamental consideration and that the schools should be responsible only for\nteaching a child to the degree, and only to the degree to which he is teachable.\n\nThis means that standards must be individualized on the basis of\n\npupil ability, and that a log must be kept on each pupil as to habits mastered, errors made, and specific helps needed.\nB. Method-The method of solving this problem must involve a complete analysis of the habits or abilities needed, a careful arrangement of\nthese in the order of difficulty as shown by actual work with children, a\nplan for measuring and checking a group so as to discover at any time the\nhabits and abilities mastered and those not mastered, and finally on the\nbasis of experimentation, the remedial measures to apply to any particular\ncombination of difficulties. The solution of the problem will involve\ngrade adjustments so as to secure the greatest economy of time and the\nlargest results from the efforts of the teacher. It should be kept in mind\nthat this problem is clearly tied up with other problems, particularly three\nand four as mentioned above. The suggestions growing out of the solution of this problem must confirm to good methods of teaching and must\navoid procedure on a formal mechanical basis, unless that is found to\nbebest.\n\nPROBLEM 10. The final problem here noted is that of securing typical\nillustrations of the better procedure in arithmetic in order to set clearly\n\nbefore teachers the possibilities of work in conformity with the highest\nstandards.\n\nA. Discussion-The successful completion of units of work on the\nhighest level is frequently as much a matter of accident and favorable\nconditions as it is of definite design. It is also true that the teachers who\ncomplete one unit of work on the highest level may not maintain this\ngrade of work in other units. The object of collecting illustrations is to\ngive encouragement and help through the definite description of units of\nwork when teachers and conditions are at their best. If this piece of work\n\n"}
{"page": 349, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\n\nis well done, it will doubtless be the most helpful accomplishment of the\ncommittee.\n\nMany teachers have the idea of a better practice who do not\n\nhave the originality, initiative, or time to get this better practice into their\nown school work. Supervisors find that the best way to improve a teacher\nis to send her to observe an expert teacher. These snap-shots of better\ntypes of work will serve this same purpose. Doubtless, the best practices\nin the best schools throughout the country, if brought together, would\nshow a procedure approaching 100 per cent efficiency as well as the right\nspirit in the work in arithmetic. It is hoped that the committee may bring\ntogether a sufficient number of illustrations of better practices to show\nthat the proposed program is already thoroughly under way in the best\nschoolrooms of the country.\n\nB. Method-In the solution of this problem the Committee asks extensive coöperation. Any teacher who does a superior unit of work is\nencouraged to make careful record of it, and send it with identifying data\nand helpful suggestions to the committee. Some member or group of\nthe committee will undertake to evaluate and classify the same for the\nfinal report.\nPART II-A SPECIFIC ILLUSTRATION OF SCIENTIFIC PROCEDURE IN THE DETERMINATION OF RIGHT PRACTICE IN ARITHMETIC\n\nMany kinds of scientific studies in arithmetic are going forward at the\npresent time. In one line, however, the evidence has accumulated\nstrongly that a brief review of the evidence will show the conclusiveness\nof the answer and may help some to more fully understand the significance\nSO\n\nof problem five of Part I of this report.\n\nThe illustration chosen is, the determination of the processes in arithmetic that should receive attention in the public schools.\n\nThis problem\n\nis chosen partly because of the chairman's familiarity with it.\n\nTwo\n\nclearly defined stages are evident in the development and solution of the\n\nproblem-first, the stage of opinion ; second, the stage of determination\nof usage through the survey method.\nThe first stage is marked by such unusual insights as that displayed\nby Dr. Frank M. McMurray before the National Education Association\nin 1904.\n\nWith unusual wisdom, and with unusual common sense and\n\nunderstanding of the affairs of life, he indicated a number of processes\nwhich were of no value and which should be omitted from arithmetic\n\nwork in the public schools. Wilson at Connersville in 1908 took these\nsame useless processes and by the questionnaire method with business men\nreceived sanction for their omission from the public schools.\n\nCoffman\n\nand Jessup, a few years later, used this same questionnaire method with\nsuperintendents throughout the country and found that considerable prog\nress was being made toward the elimination of useless processes. The\nMinnesota and Iowa elimination reports were attempts on the part of\nState teachers associations to get this better practice over to entire States.\nAll of these attempts, however, were on the basis of individual and group\n\n"}
{"page": 350, "printed_page": null, "text": "325\n\nREPORTS OF COMMITTEES\n\nopinion. They did not carry conviction to men of different opinions, and\ntheir effect upon the writers and publishers of textbooks was exceedingly\nsmall.\n\nThe first step in a more scientific procedure was to find a method. For\nfive or six years Wilson experimented with various ways of gathering\ndata until finally the method of his study was hit upon. Brief details of\nthis are given under problem five of Part I of this report. The study\ncollected 14,583 problems from 4068 persons distributed among 155 different occupations, and representing all classes of people from rural community to large city. In some problems more than one process appeared\nso that all told 21,898 processes were represented. Classification of these\nprocesses is shown in Table 1.\nIt may be added that analysis of the various processes emphasizes their\nsimplicity. 31 per cent of all addition problems contained two addends,\n29 per cent three addends, and the number of problems with more than\nfour addends is exceedingly small. Most addition problems were of two\nand three place numbers ; most subtraction problems were of two and\nthree place numbers ; most multiplication problems were with one place\nmultipliers. Over 92 per cent of all multiplication was with one or two\nTABLE 1-PROCESSES APPEARING IN THE 14,583 PROBLEMS SOLVED BY 4068 ADULTS\nFROM 155 OCCUPATIONS.\n\nTHE TABLE SHOWS TOTAL AND DETAILS OF FOUR\n\nOCCUPATIONS\nProcess\n\nMultiplication\nAddition\nSubtraction\n\nMechanics\n\nMerchants\n\n820\n\n171\n\n373\n\n203\n\n75\n\n192\n\n113\n\n73\n\n153\n134\n\nAll occu-\n\nHouse-\n\npations\n\nkeepers\n\nFarmers\n\n6,974\n4,416\n\n2,940\n2,792\n\n2,833\n\n1,660\n\nDivision\nFractions\n\n2,437\n\n972\n\n161\n\n65\n\n2,171\n\n1,012\n\n127\n\n58\n\n95\n\nAccounts\n\n1,212\n\n699\n\n52\n\n5\n\n41\n\nPercentage and Applications ..\n\n1,060\n\n269\n\n51\n\n22\n\n76\n\n707\n\n273\n\n43\n\n13\n\n19\n\n62\n\n37\n\n4\n\n2\n\n1\n\n1\n\n1\n\nSimple Denom. Numbers ..\nCancellation\nMensuration\nDecimals\n\n12\n7\n\n....\n\n1\n\n..\n\n3\n\n1\n\n...\n\n21,898\n\n10,656\n\nCounting\n\n4\n\nSquare Root ..\n\n1\n....\n\n1,574\n\n....\n\n486\n\n1,085\n\nplace multipliers . Fractions, likewise, were very simple. The fractions\n2, 34, 4, 3 , and 3/3 constituted 92 per cent of all fractions appearing\ninthe study.\n\nWise, in 1919, made a study on the identical plan of the Wilson study.\nHe extended it to include more States. The study included over 8000\nproblems. The conclusions throughout were almost identical with the\nWilson study. The tables correspond so closely that one may be set upon\nthe other with practically no contradictions.\nWoody, in 1922, reported a study of the needs of arithmetic in certain\ntypes of salesmanship. 4661 bills of sale were analyzed from three large\n\n"}
{"page": 351, "printed_page": null, "text": "326\n\nNATIONAL EDUCATION ASSOCIATION\n\nstores in the City of Seattle-a wholesale and retail hardware store, a department store, and a wholesale and retail grocery store. This study\n\nrelates to vocational arithmetic rather than to general consumer's arithmetic. It is noted here, however, as emphasizing again the great simplicity of the processes involved. Woody concludes, \"The amount of\narithmetic actually used in the selling of the goods as listed on the bills\n*\n\n*\n\n*\n\nof sale is very small.\n\nFrom the facts disclosed by this investiga-\n\ntion, it is evident that the school is emphasizing much arithmetic that is\nunessential in meeting the situations confronted by the salesman and the\nconsuming public.\"\n\nApplication to a single school system-Many, while admitting the validity of the larger studies referred to above, will insist that their situations\nare different, and that exception must be made accordingly. The only\nanswer to this question is to ask the objecting individual to apply the\nstudy to his own situation and see what happens. Fortunately evidence\nis already at hand.\n\nTable 2 is a summary of the problems gathered in\n\nMarshalltown, Iowa, during a period of two weeks. The summary was\nmade by Katherine Burggraf, a member of this committee, and by a group\nof experienced superintendents at the University of Washington during\nthe summer of 1922. The committee was asked to classify the problems\ninto grades. The table, therefore, has a double significance; it shows not\nonly the simplicity of the arithmetic situation in a school system of moderate size, but it indicates that, in the judgment of the committee, all of\nthe work could easily be mastered in grades three to seven.\nAfter completing the classification of these problems the committee\nagreed upon the following conclusions :\n\n1. The problems of arithmetic as used by the public are simple. The\nnecessary tool material could be taught in four years. We suggest grades\n3, 4, 5, and 6. Following this motivated problems should lead the children out into actual business situations.\n2. Much useless material is now in the curriculum.\n\neliminated.\n\nIt should be\n\nOnly such material as will be useful in every-day life should\n\nbe included.\n\n3. The problems in arithmetic should center around business situations\nbecause life's problems in arithmetic do.\n4. The community's arithmetic is sufficient to form the basis of the\narithmetic work in the schools.\n\nApplication to a single grade building-Recently a much simpler situation was summarized by advanced students at Boston University. Through\n\nthe coöperation of Mr. Patton, headmaster of the Edward Everett School.\nof Boston, the seventh and eighth grade pupils in that building gathered\ndata showing actual figuring of their parents for a period of two weeks.\n2301 problems were reported involving 4368 processes and 296 fractions.\nThis situation is so simple, so applicable to other similar situations, and\nalso so convincing that the report is given herewith in detail.\n\n"}
{"page": 352, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n327\n\nTABLE 2-SUMMARY OF THE FIGURING DONE BY ADULTS IN MARSHALLTOWN, IOWA, FOR\nA PERIOD OF TWO WEEKS, SUMMARIZED BY A COMMITTEE OF SUPERVISORS AND\nSUPERINTENDENTS, AND PLACED IN GRADES ACCORDING TO THE DIFFICULTY OF THE\nPROBLEMS\nGrades\n\nSubtraction\n\n35\n\nShort Division .\n\n22\n\nMultiplication\nTwo-step Analysis .\nLong Division .\nMaking Change..\n\n103\n\n4th\n\n5th\n\n...\n\n...\n\n6th\n\n22\n\n...\n\n7th\n...\n\n...\n\n3d\n101\n\n...\n\n35\n44\n\n166\n...\n\n...\n\n40\n\n...\n\n60\n\n101\n\n...\n\n63\n\n9\n\nTotal\n\n...\n\nType of problem\nColumn Addition.\n\n9\n\n...\n\n40\n...\n\n60\n\n...\n\nBills involving Multiplication and\nAddition\n\n205\n\n205\n\nBills involving Multiplication and\nAddition and Change ..........\nAccumulative bills ...\nSimple fractions and ratio .....\nProfit and loss ....\nDenominate numbers ..\n\n122\n\n122\n\n...\n\n10\n\n34\n\n521\n\n1072\n\n25\n\n8\n\n6\n\n35\n\nDecimals\n\nPercentage\n\n...\n\nInterest\nMiscellaneous\n\n20\n\n...\n\n159\n\n...\n\n33\n\n...\n\n61\n\n15\n\n15\n\n25\n\n25\n14\n\n14\n\n...\n\n16\n\n123\n\n28\n\n30\n\nSimple industrial problems .\nTotal ....\n\n...\n\n44\n...\n\n270\n\n605\n\n214\n\n30\n\n90\n\n12\n\n1191\n\nTABLE 3-PROCESSES USED BY ADULTS, EDWARD EVERETT SCHOOL DISTRICT\nProcesses\n\nCases\n\nMultiplication\n\n1616\n\n37\n\nAddition\nSubtraction\nFractions\n\n1255\n\n28.7\n\n1083\n\n24.8\n\n296\n\n6.7\n\nDivision\n\n79\n\n1.8\n\nMeasuring\n\n17\n\n.3\n\nPer Cent.\n\n12\n\n.2\n\nPerCent\n\nInterest\n\n7\n\n.1\n\nDecimals\n\n2\n\n.04\n\n1\n\n.02\n\n4368\n\n99.66\n\nDenominate\n\nNumbers .\n\nTABLE 4 ADDITION USED BY ADULTS, EDWARD EVERETT SCHOOL DISTRICT\nPlaces and Degree of Difficulty\n\nCases\n\nOne Place ...\nTwo Places ..\nThree Places .\n\nFour Places ..\n\n20\n\nFive Places .\n\nPer Cent\n\n40\n\n3.5\n\n807\n\n71.5\n\n260\n\n23\n\n1\n\n1128\n\nInvolving multiplication only.\nInvolving addition, subtraction, and division.\nThese twelve problems are of varied types, but are difficult for lower grades.\n\n1.8\n\n.08\n\n99.8\n\n"}
{"page": 353, "printed_page": null, "text": "328\n\nNATIONAL EDUCATION ASSOCIATION\n\nNumber of Addends ( Partial Summary)\nTwo\nThree\n\n250\n\n27.2\n\n282\n\n30.7\n\nFour\n\n235\n\n25.5\n\nFive\nSix\n\n90\n\n9.8\n\n32\n\n3.4\n1.3\n\nSeven\n\n12\n\nEight\n\n6\n\n.6\n\nNine\n\n3\n\n.3\n\nTen\n\n2\n\n.2\n\nEleven\n\n2\n\n.2\n\nTwelve\nThirteen\n\n3\n\n.3\n\n2\n\n.2\n\n919\n\n99.7\n\nTABLE 5- SUBTRACTION USED BY ADULTS, EDWARD EVERETT SCHOOL DISTRICT\nPlaces and Degree of Difficulty\n\nCases\n\nPerCent\n\nOne Place ..\nTwo Places .\n\n12\n\n1.2\n\n312\n\n31.9\n\nThree Places ..\n\n607\n\n62.1\n\n45\n\n4.6\n\nFour\n\nPlaces .\n\nTABLE 6-MULTIPLICATION USED BY ADULTS, EDWARD EVERETT SCHOOL DISTRICT\nPlaces and Degree of Difficulty\n\nOne Place Multiplier .\nTwo Place Multiplier .\nThree Place Multiplier..\nFour Place Multiplier....\n\nCases\n\nPer Cent\n\n857\n\n89.8\n\n78\n\n8.1\n\n11\n\n1.1\n\n8\n\n.8\n\nTABLE 7-DIVISION USED BY ADULTS, EDWARD EVERETT SCHOOL DISTRICT\nPlaces and Degree of Difficulty\nOne Place Divisor .\nTwo Place Divisor .\nThree Place Divisor .\n\nCases\n66\n\nPerCent\n91.6\n\n4\n2\n\n5.5\n2.7\n\nTABLE 8- FRACTIONS USED BY ADULTS, EDWARD Everett School DISTRICT\nFractions used and Degree of Difficulty\n\n1/2 ......\n1/4....\n3/4 .....\n1/3 ....\n2/3 .......\n1/8 ......\n3/8 ....\n\nCases\n\nPer Cent\n\n275\n\n92.9\n\n8\n\n2.7\n\n5\n\n1.6\n\n2\n\n.5\n\n1\n\n.3\n\n1\n\n.3\n\n1\n\n.3\n\n1/6 .....\n\n1\n\n.3\n\n3/5 ...\n3/10 ....\n\n1\n\n.3\n\n1\n\n.3\n\n296\n\n99.5\n\nTotal ....\n\n"}
{"page": 354, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n329\n\nTABLE 9\n-LIFE SITUATION INVOLVED IN PROBLEMS SOLVED BY ADULTS, EDWARD\nEVERETT SCHOOL DISTRICT\nPartial\nCases\n\nBuying at store ...\n\n939\n\nPer Cent Sumunary\n75.4\n\n135\n\nPaying various household expenses .\nMeasuring for household needs .\nReckoning commission\n\n47\n\nFiguring daily sales .\n\n19\n\nComputing wages\nPaying insurance\n\n13\n\n10.8\n\n87.2\n\n22\n\n9\n\nRecreation\n\n7\n\nChecks\n\n6\n\nIncome tax..\n\n5\n\nMaking change .\n\n5\n\nBank account .\n\n5\n\nDiscount\nStocks\nInterest\n\n3\n\n12.8\n\n1\n\n1\n\nMiscellaneous\n\nTotal....\n\n27\n\n1244\n\n100\n\nItwill be observed that almost all of the figuring involved money, either\nbuying or selling. A one-place addition problem, therefore, means that\nthe amounts involved are less than 10 cents, and a two-place problem involves amounts less than $1.00.\nThis report on a survey of adult usage from a single grade district\nshows remarkable agreement with the larger studies and calls attention to\nthe ten useful processes.\n\nEliminating the useless gradually-The experience in the Rochester\nschools as reported by Assistant Superintendent C. E. Finch is interesting.\nHe states that in their first revision of the course of study in arithmetic,\nthe following topics were eliminated :\nPresent worth\nTrue discount\n\nEquation of payments\nPartial payments\nForeign exchange\nPartnership\nTroy weight\nApothecary weight\nFluid measure.\n\nCompound proportion\nSurveyor's long measure\nSurveyor's square measure\nGovernment land measure\n\nProgressions\nForeign money\nAnnual and exact interest\n\nCompound interest, except as applied to savings accounts\n\nIn a second revision almost a year later, the list of topics for elimination\nwas extended to include the following :\nCord measure\n\nStocks and bonds\n\nBoard measure\n\nShingling\nIntricate and unusual problems in\nsquare or cubic measure\nPuzzle problems in percentage\n\nAddition, subtraction, multiplication, and division of denominanate numbers\n\n"}
{"page": 355, "printed_page": null, "text": "330\n\nNATIONAL EDUCATION ASSOCIATION\n\nReduction ascending and descend-\n\nAll except one case of commission\n\ning except as applied to problems\nof real life\nCarpeting\nPapering\n\nThe odd cases in insurance\nTaxes\n\nFinding of principal, rate and time\nBrokerage\n\nCustoms and duties\n\nLongitude and time\n\nThis is splendid testimony and indicates that when teachers once get the\nidea of the right kind of arithmetic they become keen and coöperative in\neliminating the processes in arithmetic which do not aid its legitimate\npurpose.\n\nSummary-The evidence is not contradictory. All of the studies indicate that the simple processes as noted in Table 1 are the only processes\nwhich need attention in the schools, unless further study of vocational\narithmetic indicates specific needs in different occupations. In view of\nthe simplicity of the program, letter-perfect results should be insisted\nupon. The four fundamental processes, simple fractions, simple accounts,\npercentage and interest, and simple denominate numbers without reduction\nis all that is needed by adults to handle the ordinary consumer's problems.\nConversely, all other work should be omitted, unless very incidentally in\nconnection with some specific problem which does happen to come up in\n\nconnection with some life situation being handled by the children.\n\nThe\n\nRochester program of eliminations is a good one to follow.\n\nAnd thus, by the survey method we arrive with confidence, at an arithmetic that is useful and necessary, an arithmetic of use and application\nin the common affairs of life, an arithmetic serving its simple tool purpose\nin a democratic society.\n\nThese conclusions are given without any hesitancy whatever. Any\nteacher who continues the useless processes does so in defiance of the evidence. The only problem in this connection is the one indicated in problem five of Part I-that is, how to manage so as to overcome the prejudice\nof parents and pupils. Positive programs of worthwhile applications to\nlife situations will usually obviate any objections. Careful procedure by\nthe method suggested in problem five of Part I should forestall any objections to the simplified program.\nPART III-METHOD AND OUTLOOK\n\nThe object of the committee in submitting a tentative formulation of\nits problems is to ask aid in their solution. Some of the problems have\nalready been made the object of study by members of the committee or\nothers, but this does not preclude their independent or coöperative study\nby anyone else. Two large studies of a worthwhile question are always\nbetter than one, and the science of education needs to urge the duplication\nof scientific studies until assured that the answers are not merely tentative,\nbut ultimate and correct (if this is possible in a changing society) .\nAnyone willing to coöperate, after studying these problems and deciding\non the one on which help may be given, may go forward in this own way\nif he chooses. But it will be better to submit his plan to the committee\nfor suggestions .\n\n"}
{"page": 356, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n331\n\nFor its final report the committee will accept any work which is large\nand broad enough to be significant and which is based upon scientific\nprocedure. Opinions are not called for. The committee has enough unsupported opinions of its own.\n\nIt hopes that its final report may consist\n\nof conclusions so adequately based upon scientific data, that they may\ncarry conviction and direct practice. Coöperators need not limit themselves to the problems listed.\n\nIt is evident from this preliminary report that the committee has no\nidea of proceeding by the simple method of prescribing what shall be done\nin each grade, the method of teaching, and the ultimate objectives. The\ncommittee has been appointed as a continuing committee that it may study,\n\ninvestigate, and experiment, and encourage and direct others in doing the\nsame. The mottoes of the committee, it is hoped, will be: What is the\nevidence? Is it conclusive? If not, how can we get more conclusive\nevidence? The evidence wanted has relation to social needs and usages,\n\nthe proper basis of curricula-making in a democracy ; programs of teaching\nand their results; methods of teaching and their results ; individual dif-\n\nferences among pupils as to abilities, needs, interests, initiative, etc.; the\nerrors or failures of pupils, their causes, the remedies, etc.; textbooks, or\nlife situations useful as a basis of teaching; in short, evidence is wanted\non all phases of arithmetic, with a view to teaching the needed arithmetic\nmore effectively or more economically.\nThe form of the evidence urged by the committee is the equivalent\n\ngroupmethods as referred to in Problem 2. Summarize the results and what\nthey indicate. Omit all prejudices, or opinions not justified by the facts.\nSend copy of the evidence to the committee. In this manner the committee hopes to encourage and coördinate investigations, to help in summarizing and interpreting the results, and to give finally to the association\nthe sifted evidence with the program or programs indicated thereby.\nSELECTED\n\nBIBLIOGRAPHY\n\nAvent, Joseph E. The social demand for arithmetic. Virginia Jour. of\nEduc., 11 :163-67, Dec., 1917.\n\nThe results of a study made to find out to what extent arithmetic is\nused in everyday life and the kind of problems that are most frequently\nused.\n\nBreslick, Ernest R.\n\nThe development of curriculum in correlated math-\n\nematics, and discussion of aims, values and results. Chicago, Univ.\nof Chicago Press, 1923, 1 p. vol. 1 ; pp. 116-136. Reprinted from\n\"Studies in Secondary Education.\"\nEduc. Univ. of Chicago .\n\nPublished by the Department of\n\nBrown, J. C. An investigation on the value of drill work in the fundamental operations of arithmetic. Journ. Educ. Psych., 3 :485-492,\nNov. 1912, 3 :561-570, Dec., 1912.\n\nCaldwell, Otis W. Types and principles of curricular development.\nTeachers College Record, 24:329, Sept., 1923 .\n\n"}
{"page": 357, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\nChase, Sara E. Waste in arithmetic. Teachers College Record, 18:360370, Sept., 1917.\nWaste through the topic mensuration and through textbook problems .\n\nCleveland Survey Tests in arithmetic, Public School Pub. Co., Bloomington, Ill .\n\nCourtis, S. A. Measurement of growth and efficiency in arithmetic.\nEduc. Sch. Journal, Oct. and Dec., 1909 ; Dec., 1910; March and\nJune, 1911.\nStandards of arithmetic. Elem. Sch. Teacher, 1913, 12 : 127-37.\nDewey & McClelland. Psychology of number. D. Appleton Co.\nEvans, J. E., and Knoche, Florence E. The effects of special drill in arithmetic as measured by the Woody and the Courtis arithmetic tests.\nJour. of Educ. Psych., 10:263-76, May-June, 1919.\n\"A carefully controlled experiment with the Studebaker economy practice exercises.\n\nThe class with the special drill made five times as much\n\nimprovement as the class with regular school work.\"\nFranzen , R. H., and Knight, F. B.\n\nCriteria to employ in choice of texts.\n\nJour. Educ. Psych., 12:408, Oct., 1921 .\nTextbook selection. Warwick and York, 1922.\n\nGraham, Maria D. Community arithmetic. Training school quarterly,\n2 :268-78 , Jan. , Feb. , Mar., 1916.\nHolloway, Harry V. Difficulty of combinations in addition and multiplication.\n\nUniv. of Pa., 1914.\n\nHoover, J. H. Motivated drill work in third-grade arithmetic and silent\nreading. Jour. of Educ. Research, 4:200-11 , Oct., 1921 .\nJudd, Charles H. Analyzing textbooks . Elem. Sch. Jour., 19 :143-54,\nOct. 1918 .\n\nKelly, F. J. The results of three types of drill on the fundamentals of\narithmetic. Jour. of Educ. Research, 2 :693-700, Nov. , 1920.\nKelly, Martha. Minimum essentials of arithmetic for the first seven\ngrades. Jour. of Educ. Meth., Jan., 1923, p. 193.\nKyte, George C. Coöperation in making the course of study. Ed. Admin.\nand Supervision, Dec., 1923 .\n\nKnight, F. B.\n\nDrill in arithmetic. Jour. of Educ. Psych., 14:115-121 ,\n\nFeb. , 1923.\n\nAn analysis of multiplication.\n\nDrill.\n\nJour. of Educ.\n\nResearch,\n\nOct., 1923, pp. 199-207.\n\nKilstad, Arthur. Arithmetic ability of men in the Army and of children\nin the public schools. Jour. of Educ. Research, 5-97-111, Feb.,\n1922.\n\nMcCall , W. A.\n\nHow to experiment in education. Macmillan .\n\nMcLaughlin, K. L. Summary of current tendencies in elementary school\n\n"}
{"page": 358, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n333\n\nmathematics as shown by recent textbooks. Elem. Sch. Jour. , 18 :\nMar., 1918. No. 7.\nMcLaughlin, Katherine L., and Troxell, Eleanor. Number projects for\nbeginners. Lippincott Co., 1923.\nMcMurry, F. M.\n\nWhat omissions are advisable in the present course of\n\nstudy? National Educ. Ass'n Proceedings, 1904, pp. 194-202.\nMead, Cyrus. The best method of selecting textbooks. Educ. Admin.\nand Supervision, 4 :61-69, Feb., 1918.\nGood material on arithmetic.\n\nMeriam, J. L. How well may pupils be prepared for high-school work\nwithout studying arithmetic, grammar, etc., in the elementary schools.\nJour. Educ. Psych., 6 :361-364, June, 1915.\nMonroe, W. S. Development of arithmetic as a school subject: U. S.\nBur. of Educ., Bul. No. 10, 1917.\nMorrison, H. C.\n\nReconstructed mathematics.\n\nThirteenth Yearbook of\n\nthe National Society for the Study of Education. Part I.\nMyers, Gary C. Arrested for speeding. Jour. Educ. Methods, March,\n1924.\n\nNational Committee on Mathematical Requirements. The reorganization\nof mathematics in secondary schools. U. S. Bureau of Educ., Bul .\nNo. 32, 1921 .\n\nOsburn, W. J. Validity of the Courtis and Studebaker practice tests in\nthe fundamentals of arithmetic. Jour. Educ. Research, Sept., 1923,\npp. 93-105.\n\nReavis, W. C.\n\nThe school motive in the teaching of arithmetic. Elem.\n\nSch. Jour ., 18 : 264, No. 4, Dec. , 1917.\nRogers, Agnes L. Bearing of the new psychology on the teaching of\narithmetic. Teachers College Record, 17 :344, Sept., 1916.\nRowland, Grace. The project method as applied to primary arithmetic.\nJour. of Educ. Method, Jan., 1922, p. 205.\nRugg, Harold O. Curriculum making: What shall constitute the procedure of the national committees. Jour. of Educ. Psych ., 15 :23-42,\nJan., 1924.\n\nReorganization of ninth grade mathematics. Chicago University\nPress, .\n\nSmith, D. E.\n\nThe Teaching of Arithmetic.\n\nTeachers College Record.\n\nJan., 1910.\n\nThe Teaching of Elementary Mathematics. Macmillan .\nThe progress of arithmetic. pp. 4-12. Ginn.\n\nSmith, James H. Arithmetical combinations. Elem. Sch. Jour. , 21 :762770, June, 1921 .\nRelative Difficulty of Combinations .\n\n"}
{"page": 359, "printed_page": null, "text": "334\n\nNATIONAL EDUCATION ASSOCIATION\n\nSpaulding, F. E. An analysis of the content of six third-grade arithmetics. Jour. of Educ. Research., 4 :413-23, Dec., 1921 .\nStone, C. W. Arithmetic abilities and some factors in determining them.\nTeachers College Contributions to Education, No. 16.\nProblems in the scientific study of the teaching of arithmetic. Jour.\nEduc. Psych., 4: 1-16, Jan., 1913.\nSuzzalo, Henry. The teaching of primary arithmetic. Houghton\nMifflin Co.\n\nSymonds, Percival M. Mathematics as found in society, with curriculum\nproposals. Mathematics Teacher, 14:444-450, Dec., 1921 .\nTerry, Paul Washington. How numerals are read; Supp. Educ. Monographs, No. 18, June, 1922.\nThe reading problem in arithmetic. Jour. of Educ. Psych.,\n12 :365-77 , Oct. , 1921 .\n\nThorndike, Edward L. The psychology of arithmetic. New York,\nMacmillan, 1922.\nThe new method in arithmetic. Chicago, Rand, McNally & Co..\n1921.\n\nThe permanence of school learning.\n\nSchool and Society, 15 :625-\n\n627, 1922 .\n\nThe psychology of drill in arithmetic: the amount of practice. Jour.\nof Educ. Psych., 12 :183-194, 1921 .\nThe constitution of arithmetical abilities. Jour of Educ. Psych.,\n12:14-24, Jan., 1921 .\nWells, Katherine; Lewis, Mary ; Marshall, Florence; Barnum, Edith;\nDickson, Lucy ; Kane, Roy A.; Wells, Guy F.; Rogers, Lillian.\nArithmetic in the grade. Teachers College Record, Jan. and Sept.,\n1906, Jan., 1907.\n\nWilson, G. M.\nmatics .\n-\n\nConnersville Course of Study in Elementary Mathe-\n\nWarwick & York .\n\nSurvey of the Social and Business Usage of Arithmetic.\n\nTeachers\n\nCollege, Contributions to Educ. No. 100.\n\nReview of Moore's Minimum Essentials in Elementary Education.\nJour. Educ. Research, Oct. 1923, pp. 260-262.\nWise, Carl T. Arithmetic problems arising in various occupations.\nElem. Sch. Jour., Oct., 1919, p. 118.\nDrushel, J. A., and others. Arithmetical essentials, pp. 1-31. Lyons &\nCarnahan, 1921 .\nFifteen criteria of a good arithmetic are given.\n\nWoody, Clifford. Types of arithmetic needed in certain types of salesmanship. Elem. Sch. Jour., 22 :505-20, March, 1922.\nThe reorganization of mathematics in secondary education. Report\nby the National Committee on mathematical Requirements , 1923 .\n\n"}
{"page": 360, "printed_page": null, "text": "335\n\nREPORTS OF COMMITTEES\n\nGENERAL\n\nBobbitt, Franklin K.\n\nREFERENCES\n\nHow to Make a Curriculum.\n\nHoughton, Mifflin ,\n\n1924.\n\nCharters, W. W.\n\nCollins, J. W.\n\nCurriculum Construction.\n\nMacmillan, 1923.\n\nExperiment with a Project Curriculum.\n\nMacmillan,\n\n1923.\n\nDewey, John. Moral Principles of Education. Houghton, Mifflin, 1909.\nThe Child and the Curriculum. University of Chicago Press, 1902.\nDemocracy and Education. Macmillan, 1916.\nDewey, John and Evelyn. The Schools of Tomorrow. E. P. Dutton,\n1915.\n\nElementary School Curriculum. Second Yearbook, Department of Superintendence, 1924, 296 pp.\nKrackowizer, Alice M. Projects in the Primary Grades. Lippincott,\n1919.\n\nMcMurry, Charles A. How to Organize the Curriculum. Macmillan,\n1923.\n\nMeriam, J. L. Child Life and the Curriculum. World Book Co., 1920.\nMoore, E. C. Minimum Course of Study. Macmillan, 1922.\nThorndike, E. L. Disciplinary Value of School Subjects. Jour. Educ.\nPsych ., Jan. and Feb., 1924.\n\nWells, Margaret E. A Project Curriculum. Lippincott, 1921.\nWilson and Wilson. Motivation of School Work. Houghton, Mifflin\nCo., revised 1922.\n\nYearbooks of the National Society for the Study of Education, 14th, 16th,\n17th, 18th, 19th.\n\nPublic School Publishing Co., Bloomington, III.\n\nTENTATIVE REPORT OF COMMITTEE ON ENGLISH\nJ. W. SEARSON , PROFESSOR OF ENGLISH, UNIVERSITY OF NEBRASKA\n\nLINCOLN, NEBRASKA, CHAIRMAN¹\n\nInharmony with the instructions given to the Committee on English of\nthe National Education Association at the time of its appointment by Miss\nOlive M. Jones, President, I have endeavored, as chairman of the Committee, to collect fundamental materials in the field and to formulate them\ninto an outstanding report on English in the schools of America.\nThe task has been a gigantic one and the members of the Committee, for\nthe most part, have coöperated faithfully to help the year's work to a happy\nending. It has not been possible, as we hoped, to put all the material in\nfinal form for a printed report at this time. We desire, consequently, to\nreport definite, constructive progress and to ask for a continuance in order\nthat we may finally produce a report worthy of the confidence placed in\nus and Miss Jones, President of the Association, when she appointed us to\ncarry on this test. Our report, at this time, must, therefore, be tentative.\nIn addition to the chairman, the conimittee includes the members listed on page 28.\n\n"}
{"page": 361, "printed_page": null, "text": "336\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. All the work so far done by the Committee has been privately\nfinanced and we have not yet used any portion of the $ 100 fee that was\nasked for postage. More than $1,000 has been spent privately by different\nmembers of the Committee in collecting and in arranging material for the\nfinal report. It is not likely that the Committee will need to exceed $200\nin their expenditures for the investigations for the coming year in addition\nto the funds which will be contributed gratuitously from private sources.\nWe, therefore, respectfully request that if the Committee is continued, an\namount not to exceed $200 be appropriated to take care of postage and other\nexpenses incident to making a collection and rearrangement of the final\nreport.\n\n2. The Committee has collected a vast amount of material from every\n\nfield of English teaching in the schools of America and has classified this\nmaterial in the form which will be of especial help to all teachers of the\ncountry. This classification at best is but tentative and must depend upon\nthe continuance of the Committee's work.\n\nREPORT OF THE COMMITTEE ON THE CLASSIFICATION\nOF EDUCATIONAL MATERIAL\nTHOMAS H. BRIGGS, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nCHAIRMAN¹\n\nThe Committee on the Classification of Educational Material reports\nthat it is well advanced in the complete revision of the extensive classifica-\n\ntion index prepared last year. Detailed criticisms of this tentative list of\nsubject headings have been obtained from about 250 experts in education\nand librarians. The work of collating these criticisms is finished and the\nsubject heads are now on cards with various memoranda. The completed\nindex should be ready for presentation and publication by October, 1924.\nIt is requested that this committee be allowed to use the balance of its\n\nprevious appropriation of $400 to complete its work during the ensuing\nyear, and that an additional appropriation of $300 be made for the completion of the work and typing.\nThe purpose of this index is to furnish educational workers with a uniform scheme for the indexing of educational materials appearing in magazines, books, and pamphlets and to provide for consistent cross- references.\nIts perfection is impossible without a standardization of terms, which we\nhoped to get from the Committee on Nomenclature. This committee is\nnot in a position at this time, however, to attempt a general standardization\nofterms. We have gone as far as is possible without this standardization.\nThe committee recommends that the National Education Association\n\nundertake on its own initiative the monthly publication of index cards of\n\ncurrent educational materials in books, magazines, and reports similar to\n1In addition to the Chairman, the Committee includes the members listed on page 27.\n\n"}
{"page": 362, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n337\n\nthe cards that the Library of Congress issues for general literature. These\nindex cards of educational literature can, in our opinion, be sold to a large\nnumber of subscribers, thus saving an enormous amount of duplication by\nteachers, administrators, professors of education, and research workers in\nmaking their own indices of materials in connection with publications that\nare now being made in our field. As an alternative, if it does not seem\nfeasible for the National Education Association to undertake this work,\nour committee recommends that an attempt be made to have this service\n\nperformed by some other responsible agency.\n\nREPORT OF THE COMMITTEE ON EDUCATIONAL\nNOMENCLATURE\nJOHN W. WITHERS , DEAN, SCHOOL OF EDUCATION , NEW YORK UNIVERSITY\n\nNEW YORK CITY, CHAIRMAN 1\n\nI am submitting herewith a brief report of the progress of the Committee on Educational Nomenclature during the present scholastic year.\nThe committee held three meetings during the year, two of which occurred\n'\nin New York and the third in Chicago during the annual meeting of the\nDepartment of Superintendence. At the last meeting all the members of\n\nthe committee were present with the exception of Professor Bobbitt, who\nfound it impossible to attend. At this final meeting the committee approved\nthe following, outlining the scope of the committee's responsibility and its\nplan of work.\n1. The Committee cannot assume the responsibility of making a complete\ndictionary of educational terms . The Committee has neither the time nor the\nmeans to do this, nor does it seem wise to attempt it at the present stage in the\ndevelopment of educational theory.\n\n2. The Committee reaffirms the conclusion reached by its predecessor, the subcommittee on Educational Nomenclature of the Committee on the Coördination of\n\nResearch Agencies of the National Education Association to the effect that it con-\n\nsiders itself a service committee whose attention should be given primarily, though\nit need not be exclusively, to the consideration of educational terms submitted to\nitby the Committee on Classification of the National Education Association.\n3. In attempting to render this service the Committee proposes to direct its\nefforts in accordance with the following :\n(a) It will consider only those terms in the use of which there is avoidable\nconfusion.\n\n(b) If the meaning of a term is in dispute because competent authorities are not\nagreed on the basal facts involved, this Committee will not attempt to fix the\nmeaning of such a term. It is no part of the function of this Committee to pass\nupon the facts still in dispute.\n\n(c) In particular instances where two or more terms are being introduced to\ndesignate substantially the same meaning, the Committee will attempt to bring\nabout an agreement among those most competent to judge as to which of the terms\nshall be the accepted one.\nIn addition to the Chairman, the Committee includes the members listed on page 28.\n\n"}
{"page": 363, "printed_page": null, "text": "338\n\nNATIONAL EDUCATION ASSOCIATION\n\n(d) Except in unusual cases the Committee declines to define terms of merely\nloose meaning, if this looseness of meaning is not so great as to interfere with\nreasonable use of such terms in a classification scheme. However, in some such\ncases the Committee may indicate the varying significant senses in which the\nterm is acceptably used.\n4. The Committee requests that the director of research of the National Education\nAssociation act as executive secretary for the Committee.\n5. It is the sense of the Committee that it should serve as a body to which\n\nmight be referred matters on nomenclature upon which research needs to be done,\nthe actual research to be carried out through the Research Division under the\nleadership of the chairman and members of the Committee on Educational Nomenclature .\n\n6. The chairman was authorized to appoint such sub-committees from the\n\nmembership of the Committee as might be necessary from time to time to carry\nout specific pieces of work, these sub-committees to work under the direction of\nthe chairman and in coöperation with the director of research.\n7. It was decided that the chairman and director of research be requested to set\n\nup suitable machinery to insure greater agreement and more uniform procedure\nwith reference to classifying the accounts of public school systems.\n\nIt will seem from the foregoing that the committee has practically\nspent the year in defining its policy and plan of work. A request has been\nmade to the Committee on Classification for a list of terms which that\ncommittee desires the Committee on Educational Nomenclature to\n\ndefine. In view of the fact that it takes so long for any committee\nattacking a problem of this kind to become organized and under way, it\nis recommended ( 1) that the present committee be reappointed for next\nyear ; and ( 2 ) that an appropriation be made from the funds of the\nAssociation to the amount of $ 1000, if possible, to carry on the work.\n\nREPORT OF COMMITTEE ON THRIFT EDUCATION\n\nARTHUR H. CHAMBERLAIN, SECRETARY, CALIFORNIA STATE TEACHERS'\nASSOCIATION, SAN FRANCISCO, CALIFORNIA, CHAIRMAN¹\n\nNo Conference in recent years has been more significant as to results\nthan was the National Conference on Thrift Education held at Wash-\n\nington, D. C., June 27-28, 1924. This meeting was convened under the\nauspices of the joint Committee on Thrift Education of the National\nEducation Association and the National Council of Education. The proceedings of the several sessions are herewith presented in this report.\nSince 1915, when the Committee on Thrift Education was organized,\nmeetings have been held each year in connection with the annual Convention of the National Education Association and at the time of the\n\nmeeting of the Department of Superintendence. The results of these\nmeetings have from time to time been published. The Committee is, for\nthe most part, composed of men and women actively engaged in teaching\nor in the supervision of schools. Heretofore investigations, reports, and\nIn addition to the chairman, the committee includes the members listed on page to.\n\n"}
{"page": 364, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n339\n\ndiscussions have been largely carried on by members of these groups. The\nWashington Conference struck a new note in bringing to the program\nmany from outside the teaching profession.\nThe need for more complete understanding and application of the principles of thrift is more and more recognized. During the war, every\neffort was made to conserve and save. Indeed, the war furnished an allcompelling motive for the practice of thrift and saving. Motives and\nobjectives are as necessary in thrift education as in other life activities.\nThe war had to be won and our fighting men at home and abroad had to\nbe provided for. Investments were made in government securities and in\nliberty bonds rather than in \"wild cat\" schemes or get-rich-quick promotions; time and energy were budgeted; by-products were used and materials, before wasted or destroyed, were saved and utilized ; economy was\npracticed in the use of raw materials, food stuffs, and natural resourceswater, timber, gas, coal. The use of luxuries was decried, and emphasis\nand dignity given the essentials, whether of food or clothing or entertainment. Boys and girls, as well as men and women, entered into the spirit\nofthrift. When the war ended, our people were well on the way toward\nestablishing thrift habits in the school, in the home, and in business and\nprofessional life.\nBut the close of the war brought a period of reaction. There began\nan era of almost reckless expenditure. In every walk of life it was the\nsame. Money before saved and invested was spent lavishly and unwisely,\ntime was frittered away and energy and effort dissipated; there was exploiting of our natural resources. The lessons of health and physical\nfitness, need for which was so strongly focused in war time, have been\ncarried over in most commendable degree. Indeed, the past few months\nhave witnessed a swing toward the normal in all fields of thrift and conservation. There is again a growing sentiment for the development of\nthrift habits on the part of our people. Thrift is the elimination of waste,\nand there is no lesson more needed by us in America than the lesson of\nproper saving and conservation.\nWe are living in a progressive age. Tremendous developments are upon\nus. There are changes in our industrial and economic life, changes in our\nsocial structure, changes in our political, our moral, our intellectual thinking; changes that a few years ago would have been considered beyond\nrange of possibility. Time was when the public school was merely an\nadjunct of society. The school, together with home and church and state\nand other institutions, did its part toward shaping public opinion and in\nmolding character. Today, in our social development and growing democracy, the school is the one chief element in making for an improved and\nenlightened citizenship. With the equalizing of educational opportunities\nand the extension of compulsory public education, the school becomes the\nuniversal forum of the American people. If the coming generation is to\n\n"}
{"page": 365, "printed_page": null, "text": "340\n\nNATIONAL EDUCATION ASSOCIATION\n\npractice thrift, it is essential that worthy thrift habits be inculcated in the\nrising generation through the teachings in the schools.\nWith a school curriculum already over full, it is clear that to be ef-\n\nfective, thrift must be taught not so much as a subject in itself as in its\napplication in other subjects. Our courses of study in elementary and\nsecondary schools can profitably be given a thrift setting. Arithmetic,\ngeography, literature, the sciences, industrial arts, home economics-all\n\nmay be enriched and vitalized if they be taught in the light of the principles\nof thrift.\n\nThese principles can be integrated in such way as to make the\n\nlessons more effective and lasting, and at the same time minimize the time\n\nrequired in a given lesson or subject.\nThe value of any school program is to be determined in the manner in\nwhich it meets actual life conditions.\n\nTherefore, to be most effective a\n\nschool program must have the backing and support of all people-not\nmerely those whose business it is to manage and conduct the schools.\nTo this end there had for many months been planned a National Conference on Thrift and Conservation. This is perhaps the first time in\nhistory when there have assembled under auspices of a great National Education Association, representatives of numerous national organizations to\nconsider problems relating to the school. Some 150 of these national\norganizations interested themselves in the Conference, while representatives\nof the major part of these were in attendance, many of them taking prominent part in the program. The American Bankers Association, the Savings Bank Division, General Federation of Women's Clubs, Congress of\nParents and Teachers, American Federation of Labor, American Library\nAssociation, American Society for Thrift, National Chamber of Commerce,\nAmerican Home Economics Association, Y. M. C. A., Y. W. C. A. ,\n\nNational Catholic Welfare Council, Jewish Welfare Board, National\nParks Service, U. S. Department of Agriculture, and scores of other\nnational organizations representing not only our Government at Washington but industrial, fraternal, economic, and social phases of life took\npart in this program.\n\nThe Departments at Washington were most helpful throughout. The\nfacilities of these Departments are freely offered to the schools in the\nworking out of any system or plan for teaching thrift and conservation.\nOur U. S. Commissioner of Education, the President of the National\n\nEducation Association, and all those who participated in the program\nare deserving of high praise and appreciation for their part in making\nthis Conference a distinct success. The brief responses by delegates of\nthe various national organizations on the outstanding achievements in the\nfield of thrift, were remarkable for their clearness and inclusiveness. We\n\nare pleased that the address of General Lord, director of the U. S. Budget,\ncan be published in full, and we regret that the illustrations that made\nMr. Hudson's presentation especially worth while, cannot appear in these\nproceedings. Special attention is called to the results of the various group\nmeetings which formed the third part of the Conference program.\n\n"}
{"page": 366, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n341\n\nThe chairman takes this occasion to extend to the members of the\n\nCommittee his thanks and appreciation for interest and assistance given\nby them.\n\nREPORT OF THE COMMITTEE TO\n\nCOŐPERATE WITH\n\nTHE AMERICAN SCHOOL CITIZENSHIP LEAGUE¹\nMRS . FANNIE FERN ANDREWS , BOSTON , MASSACHUSETTS, CHAIRMAN\n\nThe report of the Committee to Coöperate with the American School\nCitizenship League consists of three parts : First-A declaration of\nprinciples for the guidance of the committee in its future activities .\n\nSecond-An historical account of the observance of the eighteenth of May\nas International Good-will Day. Third-Suggested program for the\nobservance of World Good-will Day.\nPart I. Declaration of Principles\n\n(Identical with Resolutions adopted by the World Conference on\nEducation at San Francisco, 1923. )\nThe following are the resolutions :\n\nInternational ideals-Whereas , One of the greatest tasks of the schools\nin all lands is to teach the ideals of justice, friendship, and good-will ;\nWhereas, A new and better world could be made through the training of\nyouth in all countries in the ideals of international justice and coöperation ;\nand Whereas, These ideals can be developed through the regular school\nprogram, and all school subjects offer the greatest opportunity for this\ndevelopment, history, geography, and literature, deserving to be mentioned\nespecially as examples ; Therefore, be it resolved :\n\n1. That a universal aim in teaching the history of a country should be\nto teach the social , economic, and political development of the Nation, and\nto show the relationships of these three lines of activities to similar lines\nof development in other countries of the world.\n\n2. That the teaching of history should be begun in the early grades and\nhistory should be taught from the world point of view.2\n\n3. That instruction in history should include the teaching of specific\nprinciples which directly promote international good-will, such as impartial\n\njudgment, justice, national and personal modesty, coöperation, and honor.\nWhereas, The welfare of the world demands that the citizens of each\n\nNation should become more intelligent about other peoples, their social\nconditions, their forms of government and their National ideals ; Therefore,\nbe it resolved :\n\n1. That this might well become a universal aim in the teaching of\ngeography.\nIn addition to the Chairman, the Committee includes the members listed on page 27.\nTeaching history \" from the world point of view\" should be interpreted to mean that in\nreaching history a teacher should have a world consciousness in the background.\n\n"}
{"page": 367, "printed_page": null, "text": "342\n\nNATIONAL EDUCATION ASSOCIATION\n\n2. That instruction in geography should include the teaching of specific\nprinciples which directly promote international good-will, such as interdependence, courage, enterprise, neighborliness, and mutual understanding.\nWhereas, The possibilities in the teaching of literature which will\ndevelop ideals of justice and good-will are boundless; Therefore be it\nresolved :\n\nThat instruction in literature should include the teaching of specific\n\nprinciples which directly promote international good-will, such as appreciation, courtesy, unselfishness, service, truthfulness, and human sympathy.\nThe debt of the present generation to the future-Whereas, In many\ncountries a substantial effort has been made to teach world friendship\n\nthrough the schools, which is evidenced by the courses in citizenship and\ngood-will already in use ; Therefore be it resolved :\nThat we base future plans for promoting world friendship on the\ngreat educational background established by these devoted efforts of teachers\nto promote international comity.\nWorld Good-Will Day-Whereas, One effective means of promoting\nthe spirit of international good-will is to set aside a day in the year to be\nobserved in the schools of the world as \"Good-Will Day\" ; and, Whereas,\nThis day should in itself be a significant landmark in the movement for\ninternational friendship ; Therefore be it resolved :\n1. That the eighteenth of May, which commemorates the opening of\n\nthe first Hague Conference-the first gathering of the nations in time\nof peace for the consideration of means of settling international differences\nby peaceful methods-is especially appropriate for concentrating upon\nthe ideals of justice and world friendship.\n2. That on the eighteenth of May, instruction should be given concerning the results of the Hague Conference and also the later efforts to\nbring the world together in a coöperative body, and that this instruction\nshould be accompanied by songs, both national and international, plays and\npageants, which carry out the spirit of the day.\nBe it finally resolved :\n\n1. That the economic, social, and intellectual welfare of humanity demands uninterrupted coöperation among the nations of the earth, and the\nreign of reason and justice, founded upon international good-will.\n2. That such teaching will show the high significance of those things\nwhich enter into a true conception of civilization, and\n\n3. That the acceptance and promulgation of these ideals will form a\nsound foundation for the promotion of higher spiritual values in the schools\nof the world.\n\nPart II . An Historical Account of the Observance of the Eighteenth of\n\nMay as World Good-Will Day\nIt was a quarter of a century ago on May 18, 1899, that the event oc-\n\ncurred which inspired the international observance of May 18 as a land\n\n"}
{"page": 368, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n343\n\nmark in world progress. The historic roots of the observance, however, go\nback to the months preceding the opening, on May 18, 1899, of the first\nHague Peace Conference when the public demonstrations sought to arouse\n\ninterest in its purpose. The general effects of the Conference which were\nto show the possibility and the desirability of making the practice of\n\ncivilized nations conform to a system of law based on justice and the desire for international coöperation, and the setting up of the Permanent\nCourt of Arbitration and the Commission of Inquiry, both designed to\navert war, as well as the successive results of the second Peace Conference\n\nwhich was convened in 1907 have justified the commemoration of the beginning of these world conferences. The post war efforts for world cooperation have their basis in the Hague Conferences and therefore give\nadded reason for selecting the opening date of these historic meetings as\nthe appropriate time for emphasizing the interdependence of nations and\nfor promoting international good-will.\nThe first formal observance of the eighteenth of May came in 1901 ,\nwhenunder the lead of the International Council of Women, celebrations\nto show what the first Hague Peace Conference had accomplished were\nheld in Holland, Italy, the United States of America, Austria, New\nZealand, and Norway. From that year the celebration of the day, participated in by women's organizations, civic bodies, and the churches continually increased in scope until the opening of the World War.\nVery soon after the first Peace Conference, the international peace congresses and the peace societies advocated the observance of the eighteenth\nofMay in schools and colleges, where the citizens of the future are forming their ideals of conduct and action, it is interesting to note that the first\nrecorded account of such observance is that held in Bloomington, Indiana,\nwhen all the schools participated in exercises which brought out the significance of the day, and when at the State University the students and the\ntownspeople participated in peace exercises under the direction of the department of history. The names of Professor Amos S. Hershey and Professor James A. Woodburn stand out prominently in this celebration.\nThe historic document, however, on the celebration of the eighteenth\nof May in the schools is the letter of Honorable George H. Martin,\nsecretary of the Massachusetts State Board of Education, addressed to the\nsuperintendents of schools in Massachusetts. In this letter, dated April\n11, 1905, Mr. Martin calls attention to the Massachusetts statute which,\nas he described it, \"imposes upon all instructors of youth the obligation to\nuse their best endeavors to instil into the minds of the children and youth\n\ncommitted to their care the principles of 'love of country, humanity, and\nuniversal benevolence'.\" The love of country, he said, was stimulated by\nspecial exercises in connection with the public holidays, February 22,\nApril 19, and May 30. \"A favorable opportunity,\" he continued, \"to\ncultivate the other two virtues, 'humanity and universal benevolence,' is\n\n"}
{"page": 369, "printed_page": null, "text": "344\n\nNATIONAL EDUCATION ASSOCIATION\n\nnow afforded in the setting apart of May 18 in commemoration of the\nopening of the Hague Conference, May 18, 1899.\"\nThe specific objects of the celebration which Mr. Martin pointed out\nwere then, and are now, the fundamental motives for observing the day.\nHe conveyed the recommendation of the Massachusetts Board of Educa-\n\ntion that \" appropriate exercises be held in the schools of Massachusetts on\nMay 18 for the purpose of emphasizing the blessings of peace, of showing\nthe superiority of arbitration over war, and of exalting the brotherhood\nof nations. \" \"An appropriate motto for the day,\" he concluded, \"would be :\n'God hath made of one blood all nations of men for to dwell on all the\nface of the earth . \"\n\nVery soon after this pronouncement, now recognized as a classic in education, the Ohio State Commissioner of Common Schools initiated efforts\nfor the observance of the eighteenth of May as International Peace Day\nin the Ohio schools. He was followed by the superintendent of schools\nin New York and the superintendent of public instruction in Kansas. In\n\n1906, an effort was made by the American Peace Society to bring about a\ngeneral observance of the day in schools throughout the United States.\nIn response to these efforts, seven State superintendents, including those of\nMassachusetts, Ohio, and Kansas, recommended the general observance of\nthe day in the schools of their States. These were the pioneers in\nenunciating principles which were then considered to be a recognition of a\nnew responsibility for the schools.\nThis sentiment was bound to spread. In December, 1906, Dr. Elmer\nEllsworth Brown, United States commissioner of education, recommended\nthe observance of the eighteenth of May as Peace Day in the schools. In\nhis report to the Secretary of the Interior, dated December 5, he called\nattention to the movement \"looking to the annual commemoration in the\nschools of the United States of the opening of the first Hague Conference,\"\nand he particularly pointed out that \"in the celebration of this anniversary day, and in the instruction of the schools throughout the year, the\neffort be made to promote an insight into the true aims and aspirations of\nour own nation and of the other nations with whom we are to work\n*\n\n*\n\ntogether in the making of a higher world civilization.\n\n*\n\"\n\nFollowing the Commissioner's letter, which was addressed to the State\n\nsuperintendents of instruction, the Department of Superintendence of the\nNational Education Association, meeting in February, 1907, strongly\nsupported, in a resolution, the observance of the eighteenth of May in the\nschools of the United States .\n\nThe scope of the observance grew steadily, and in 1908 when the American School Peace League was formed (now called the American School\n\nCitizenship League), the aim of which is to promote through the schools international justice and fraternity, it emphasized among its other activities\nthe promotion of the celebration of the eighteenth of May. Annually, up\nto and including the year 1917, the League issued a Peace Day letter to the\n\n"}
{"page": 370, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n345\n\nteachers of the country, urging the observance of the day. As the League's\nofficers included the outstanding school men and women of the United\nStates, these Peace Day letters came to be regarded as guiding points in\nthe introduction of so-called peace instruction in the schools.\nThe great need, however, was the preparation of material for school\nexercises, and this the League made its chief work during the first few\nyears of its existence. In 1912 and 1913, the United States Commissioner\nofEducation, Dr. Philander P. Claxton, issued Government bulletins, prepared by the Secretary of the American School Citizenship League, containing programs for the observance of the eighteenth of May. These bulletins, entitled respectively \"Peace Day\" and \"The Promotion of Peace,\"\ncontained graded programs for the celebration of the eighteenth of May,\nincluding specific exercises, quotations, poems, songs, brief articles on the\ngreat principles of the movement for international justice and information\nconcerning the various agencies working to this end, and also a description\nof the work and achievements of the two Hague Conferences. More\nthan a hundred thousand of these bulletins were bought from the Govern-\n\nment and sections of them were translated into other languages, as authorized by certain European governments, and distributed to teachers\nfor the observance of Peace Day in their schools. In addition to the material included in the Government Peace Day bulletins, the League issued\nplays, pageants, and other school exercises appropriate to the day. \"A Pageant of Peace,\" \"The Enemy,\" \"Where War Comes,\" \"The Glorious\nGame,\" and \"Clemency\" represent only a partial list of the plays and exercises published by the American School Citizenship League, while much of\nthe material in the League's Course in Citizenship and Patriotism was\nrecommended tobe used in the observance. Great care was taken to prepare\ngraded material, so that the little children in the first year of school, as\nwell as pupils of the high school, might grasp the real meaning of goodwill and human brotherhood .\n\nItwas particularly pointed out that the eighteenth of May could be celebrated not only by special exercises, but also through the regular recitations,\nand this was the program in hundreds and hundreds of schools. It was\nrecommended that in geography, for example, pictures of children from\nmany lands be displayed and that the spirit of neighborliness and the interdependence of nations be emphasized. In history stories were told to the\n\nchildren of heroes whose work especially illustrates the spirit of good-will\nand human brotherhood. During the English period, the children wrote\nthe story of some international benefactor which had been read to them\n\nduring the day. The reading of essays on the significance of the day, which\nhadbeen prepared beforehand, formed part of the program. The children\nalso wrote letters addressed to a foreign child telling of school and home life\nand of the observance of Peace Day in their school. These letters were\nlater used by the American School Citizenship League in carrying out its\nprogram for international correspondence among the school children of the\n\n"}
{"page": 371, "printed_page": null, "text": "346\n\nNATIONAL EDUCATION ASSOCIATION\n\nUnited States and other countries. In spelling, a list was made of men of\nforeign nationalities who have added much to the richness and fullness\n\nof our daily lives, such as Michael Angelo, Raphael, Shakespeare, Wagner,\nFroebel, etc. In talking of these men, the teacher developed the consciousness of the debt we owe to other nations. In physiology the children were\nshown the part which science has played in prolonging human life, the\nteacher telling the story of foreign benefactors such as Pasteur, Harvey, or\nRöntgen.\n\nThe civics class talked of cities with their thousands of inhabit-\n\nants of foreign birth composed of men and women of ambition who had\ncome to the land of their ideals. Here was pointed out the likeness of all\nraces in the essential things of life, and the superficiality of the habits\nand customs which make them different.\n\nMany of the State superintendents of instruction issued annually in their\nyear books for teachers the Peace Day letter prepared by the American\nSchool Citizenship League, general suggestions, and specific material for\nobserving the day.\n\nSuch was the setting and the background of the observance of the eighteenth of May when the catastrophe of 1914 broke upon the world. In\nEurope the celebration of the day, which, it should be noted, was generally\nrecognized among teachers as fitting and appropriate, practically ceased.\nThe annual Peace Day letter of 1915, on the other hand, was sent out as\nusual in the United States. This letter centered more emphatically than\never on the meaning and significance of the Hague Peace Conferences as expressing the fundamental idea of the interdependence of nations.\n\nMoreover, this letter called attention to the request of the League to the\nGovernors of the States to proclaim the eighteenth of May Peace Day, \"not\nonly for the schools but for all institutions that are the guardians of\ncivilization . \"\n\nProclamations, issued by several of the Governors, read\n\neloquently in the light of war-time history.\nAgain the Peace Day letter of 1916 called attention to the new significance of arbitration, mediation, investigation, and conciliation for preventing destructive warfare. It was recommended to include in the observance this year a description of the permanent Court of Arbitration at\nThe Hague, showing its effectiveness in settling the fifteen important cases\nwhich had been taken before it since 1902.\n\nThe letter continues : \"The\n\nformation of a real world court, so nearly accomplished at the second\nHague Conference, should also be emphasized as an ideal for which the\nworld has hoped and waited. A Peace Day exercise in the schools this\nyear offers a great opportunity to take note of these solid foundations of\nlaw and order, and above all to point to the underlying spirit of cooperation and good-will which has brought the world to the present stage\nof unification. In so far as this spirit persists will civilization achieve its\nideals. Of all the institutions working for the unification of mankind, the\nschool stands first.\n\nOn those, therefore, who administer education in this\n\ncritical time rests the responsibility of preserving and advancing those ideals\nfor which all civilized nations should strive.\"\n\n"}
{"page": 372, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n347\n\nAnd finally in 1917 after the United States had entered the war, the\nLeague urged the observance of the eighteenth of May in \"A Call to Patriotic Service.\" The appeal was urgent :\nWe shall not be true to our young citizens if we withhold from them the hope\nof a new world order. If we are sincere in our plans for peace, we shall impart\nto those who will determine the life of the future the knowledge of those processes\nwhich we, according to our judgment, deem wise and practical. Nay, more, we\nshall inspire the youth of today with a vision of a different world. Truly, the next\ngreat forward step of humanity must begin in the schools. Our efforts in this direction should not be interrupted. The observance of the eighteenth of May,\nPeace Day, which has been the program of the schools of this country and of\nother countries for over a decade, is of peculiar importance this year when we,\n\nthrough the voice of our President, are professedly waging war for international\nfreedom and justice. We should teach the young people the way to freedom and\njustice. It is most fitting that the anniversary of the opening of the first Hague\nConference, the starting point and the center of international law and order,\nshould be celebrated in the schools this year.\n\nREPORT OF COMMITTEE ON NECROLOGY\nERNEST L. CRANDALL, DIRECTOR OF LECTURES AND VISUAL EDUCATION\nPUBLIC SCHOOLS, NEW YORK CITY, CHAIRMAN\n\nMy friends, your Committee of Necrology calls upon you to pause for a\nmoment in the pursuit of present day plans and purposes, to remember those\nwho now in a sense belong to another day, because they have laid down the\nburden which you and I must carry on.\nI am about to read to you a roster containing the names of a few of the\nmany who have passed from our midst. It is longer than we would wish,\nbutwe have endeavored to make it endurably brief, by naming only those\nwho in one way or another had earned some distinction in our profession .\nMeanwhile none of us will be unmindful of those unnamed who also ren-\n\ndered devoted, if inconspicuous service, and have passed to their reward.\nBefore I read this roster, will the audience please stand for a few seconds\nin loving tribute to the memory of these departed ones.\nFirst of all on any occasion like this, it is fitting we should bear in our\nremembrance that great apostle of democracy, whose career in the service\nof mankind shed an imperishable luster upon the name of teacher-Woodrow Wilson.\n\nNext I would name one who was once honored by this great organization with the highest office in its gift-Edwin J. Cooley, President of the\nNational Education Association in 1908.\n\nFrom this point on I will call the roll of the dead by States, and among\n\nthem you will find not only superintendents and college professors, but\nteachers whose long service or long membership in this Association marks\n\ntheir exceptional devotion to education, also ther friends of education\nsuch as book-men or board members, not m\nto its ideals.\n\nIr calling, but devoted\n\n"}
{"page": 373, "printed_page": null, "text": "348\n\nNATIONAL EDUCATION ASSOCIATION\n\nSTATE DIRECTORS' REPORTS ON NECROLOGY\nLuther, Sarah E. , State Director of Illiteracy, Montgomery, Ala.\n\nJordan, Junius, Superintendent of Schools ,\nPine Bluff, Ark.\nDole, Sarah L. , Supervisor Manual\n\nMendenhall, Thomas C., President, Board of\nTrustees, Ohio State University, Ravenna,\nOhio .\n\nYork,\n\nLewis\n\nEdwin,\n\nSuperintendent\n\nof\n\nArts\n\nSchools , Massillon , Ohio.\nSmith, John Franklin, High School Teacher.\n\nCrabbe, John G. , President Colorado State\n\n25 years member of Association , Ohio .\nFaulkner, Andrew S., Superintendent of\n\nSchool, Los Angeles, Calif.\nTeachers College, Greeley , Colo. , prominent in work of this Association.\nPerkins , J. R. , State Normal School, Danbury, Conn.\n\nLovett, A.\n\nChesman,\n\nWiley,\n\nCharles,\n\nState\n\nNormal\n\nSchool ,\n\nLewiston, Idaho.\n\nL. ,\n\nProfessor of Entomology,\n\nL. A. , Principal of Couch School,\n\nPortland , Oregon.\n\nCope, Henry F. , General Secretary of the\nReligious Educational Association, Chicago, Ill.\n\nParkinson, Daniel B. , Member of N. E. A.\nmore than 25 years , Carbondale, Ill.\nWilson, Anna, Superintendent of Schools ,\nCrawfordsville, Ind. , and on many Committees of N. E. A.\n\nAlbright, Charles , County Superintendent of\nSchools , York , Pa.\nClarke, Annie M. , Teacher for forty-four\nyears.\n\nCummings,\n\nΜ.\n\nW.,\n\nSuperintendent\n\nSchools, Oliphant, Pa.\nKeller, Harry F. , Principal,\n\nBoys\n\nof\n\nHigh\n\nSchool, which he organized, Germantown,\n\nSuter, Anna, Teacher and member of\nΝ . Ε. Α . , for more than 30 years in\nIndiana.\n\nPa.\n\nLandis, J. Horace, Superintendent of Schools,\nNorristown, Pa.\n\nLeonard, Jane, Preceptress of Indiana State\nNormal School 40 years.\n\nMason,\n\nWilliam Alden,\n\nDirector of Art\n\nEducation, Philadelphia, Pa.\n\nMcFarland, William F. , many years member of Board of Education in Iowa.\n\nBrouse, J. P. W. , Superintendent of Schools ,\nIrvine, Ky.\n\nSelin, W. E. , Superintendent of Schools ,\nCynthiana, Ky.\nHall, G. Stanley, President, Clark University at Worcester, Mass. One of the\ncountry's most distinguished educators.\nInglis, Alexander J., Harvard Professor and\nAuthority on Secondary Education.\nFrench, Walter H. , Head, Department of\nEducation, Agricultural College, Lansing,\nMich.\n\nBarr, Robert J. , Superintendent of Schools\nat Grand Island, Nebr.\n\nDickemann, Luella A.,\n\nSchools, Norman, Okla.\nCorvallis , Oregon.\n\nPrincipal, Parker\n\nSchool, Concord, N. H.\nDole, Catherine W. , Executive Secretary of\nNew Hampshire State Teachers Association, Lebanon, N. Н.\n\nSnyder, Henry, Superintendent of Schools,\nJersey City, N. J.\n\nMcKeown, E. L. , Superintendent of Schools,\nCarson City, Nev.\nBliss, John C., Principal, State Normal\nSchool , New Paltz , N. Y.\n\nCooley, J. S. , District Superintendent in\nNassau County, Mineola, N. Y.\nWilliams, Sherman, Librarian, State Education Department, Albany, N. Y.\nCallahan, Eugene B., Former Superintendent\nof Schools, State Editor in Chief of\nElementary School books for the Масmillan Company, New York City.\nCalkins, Clara , Principal of City School and\nactive in all teachers ' movements local and\nNational, New York City.\n\nEdson, Andrew W. , Retired Associate Superintendent of Schools. Organized work\n\nfor handicapped children, New York.\n\nMurphy, Dawson C. , Teacher of State Normal School. Taught over fifty years,\nSlippery Rock, Pa.\nRennie, James Homer, Principal of High\nSchool,\n\nStetler,\n\nChester,\n\nThomas\n\nPa.\n\nA. ,\n\nSuperintendent\n\nof\n\nSchools, Middleburg, Pa.\n\nWillard, Joseph M., Professor of Mathematics at the State College, Pa.\nWoods, John A. , Teacher in Huntington\nCounty.\nTaught fifty years, Neelyton,\nPa.\n\nDeming, Charlotte E., Teacher in Rhode\nIsland Normal School.\nnine years.\n\nTaught twenty-\n\nSpratt, Chesman C., Principal High School,\nWoonsocket, R. I.\nThompson, Frank E., Headmaster Emeritus,\n\nRogers High School, Newport, R. I.\nWabradt, Henry M., Superintendent of\nSchools , N. Kingston, R. I.\nRiggs, W. , President, Clemson College,\nClemson College, S. C.\nCook, Fayette L. , President, State Normal\nSchool , S. D.\n\nCarpenter, W. G. , Head, Industrial Educa-\n\ntion, Wheeling, W. Va.\nHodgeson, J. E., Mathematics, W. Va. ,\nUniversity, Morgantown, W. Va.\nMcGwigan, Mary, President, West Virginia\nEducation Association , Charleston, W. Va.\n\nAmes, J. W. T. , History and English in\nNormal School, Eau Claire, Wis.\n\nBray, Francis M. , Principal, High School,\nEau Claire, Wis.\nBrown, Rueben S., Teacher of History, High\nSchool, Fond du Lac, Wis .\n\nKagel, A. E. , Assistant Superintendent of\nSchools, Milwaukee, Wis.\n\nNelson, Anna R. , Principal, Ward School,\nEau Claire, Wis.\n\nMy friends, I would not weary you with many words and fine phrases\nby way of elegy, eulogy, or epitaph. It is but a simple duty that we perform to call to mind once yearly those who have labored beside us in\n\nGod's vineyard, caring for the young and tender vines He has entrusted\nto our care, upon whose future fruitage depend the destinies of mankind.\n\n"}
{"page": 374, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n349\n\nOurs is not a calling to which signal recognition or public acclaim is\naccorded. The world is prone to note with solemn pomp the passing of\nmany who have rendered much less real service to humanity than some\ncomparatively humble members of our calling. If then we fail to honor\n\nthese former colleagues, who shall pay them the tribute they deserve ?\nSurely, none realize more keenly than we teachers the brevity and uncertainty of life, for our task is never finished.\n\nThe stream of those who pass\n\nthrough our hands seems an endless one, because it is ever renewed by successive generations of young and eager minds. Hence, the hour never\ncomes when the teacher can say, \"My task is finished. I am content.\" In\nthat sense, the passing of our colleagues strikes us always with a peculiar\nsense of untimeliness.\nThey left such dreams unrealized\nThey felt they left so much undone.\nShall we not pause to count their worthBefore we take their burdens on ?\nWhen statesmen die or soldiers fall-\n\nWhen pass the great ones of the world-\n\nThe muffled drums beat solemnly,\nCommerce is hushed and flags are furled.\nWhen teachers leave this earthly scene,\nAnd toward that unknown country fare,\nScant thought is given by the crowd,\nNor yet by those who knew their care.\nBut they who labored all their lives\nTo lead God's children up the height,\nNeed have no fear, when shadows fall,\nOf that which lies beyond the night.\nSome child heart they have reached shall wait,\nWhere ends the path that they have trodIn turn to take them by the hand,\n\nAnd lead them lovingly to God.\n\n"}
{"page": 375, "printed_page": null, "text": "National Council of Educatoin\nSECRETARY'S MINUTES—CHICAGO MEETING\n\nOFFICERS\n\nPresident-JOSEPH M. GWINN, Superintendent of Schools .......\n\nSan Francisco, California\n\nVice-President-HENRY LESTER SMITH, Dean, School of Education, Indiana\nBloomington, Indiana\nUniversity\nSecretary-ADELAIDE STEELE BAYLOR, Chief, Home Economics Education Service, Federal\n..Washington, D. C.\n\nBoard of Vocational Education ..\n\nThe National Council of Education was organized in 1880, growing out of a\npaper read by Dr. Thomas W. Bicknell before the Department of Superintendence.\nSee Proceedings of 1880, pages 90-94. The active membership of the Council\nis limited to 120 elected members, one half of whom are chosen by the Council,\nthe other half by the Board of Directors of the Association. The list is published\nin the Proceedings in alternate years and is found in the volume for 1923, pages\n508-511 . For constitution and by-laws see Proceedings of 1906, pages 608-611.\nNATIONAL COUNCIL LUNCHEON- MONDAY NOON, FEBRUARY 25, 1924\nApproximately forty members of the National Council of Education, officers,\nchairmen and members of standing committees, were assembled at this luncheon,\n\nthe purpose of which was to discuss, informally, future activities of the Council.\nBrief, stimulating talks were given by the President of the National Council of\nEducation, the President of the National Education Association, the President of\n\nthe National Department of Superintendence, and other members of the Council.\nThese addresses emphasized the function of the Council in conducting research in\nthe outstanding educational problems of today. Since the main obstacle in conducting thorough research is lack of funds, it was recommended by Dr. Charles\nE. Judd, University of Chicago, that some effort be made to secure funds from\nprivate sources for this purpose. This suggestion met with general approval,\nwith the understanding that in accepting any donations for such a purpose, the\ncommittees would be left entirely unhampered to pursue their investigations and\ndevelop their recommendations .\nFIRST SESSION-TUESDAY AFTERNOON, FEBRUARY 26, 1924\nThe meeting was called to order by the president at 2:15 P.M. in the Playhouse Theatre. The president's address dealt with Differences Versus Likenesses\nas Bases for School Programs. J. J. Tigert, U. S. Commisioner of Education,\nWashington, D. C. described the work of the Bureau of Education in Alaska.\nThe Relation of Professional Spirit Among Teachers to Public Education, and the\nDevelopment of Citizenship was presented by Olive M. Jones, President of the\nNational Education Association, New York City. Representing the Committee on\nCharacter Education, Edwin D. Starbuck, Iowa State University, spoke on Tests\nand Measurements of Character. William B. Owen, President, Chicago Normal\nCollege, Chicago, Illinois, gave a preliminary report for the Committee on the\nReorganization of the National Council of Education. Dr. Owen stated that\nfinal recommendations for the reorganization of the National Council of Education wouldbe made at the summer meeting of the National Education Association.\n[350]\n\n"}
{"page": 376, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n351\n\nThe Joint Committee on Health Problems in Education was represented by\n\nspeakers and topics as follows: Preparation of a Program of Health Education,\nChairman, Thomas D. Wood, Teachers College, Columbia University, New York\nCity; Cooperation in the Continuing Program of the Joint Health Committee, John\nM. Dodson, Chairman of Coöperating Committee of American Medical Association, Chicago, Illinois ; Health and Welfare of Teachers, Agnes Doherty, High\nSchool, St. Paul, Minnesota; and Health Education in the American Education\nProgram, William B. Owen, Chicago Normal College, Chicago, Illinois. At the\nclose of the Report of the Committee on Health Education, the following resolution\nwas unanimously approved :\nResoked: That in view of the prominence given to health in the schools today, and in view\nof the lack of sound and established educational procedures for teaching health, it is the sense\nof the National Council of Education that a comprehensive program of research and experimentation in health education should be undertaken under the auspices of the Joint Committee on Health Problems in Education of the National Education Association, and the\nAmerican Medical Association, as soon as resources for such investigation may be available.\n\nA motion was carried that a committee be appointed to develop a plan for\nsecuring funds for special research work in the Council. A motion was also\n\ncarried that Dr. J. M. Gwinn, president of the Council, be made chairman of\nthe above committee. It was agreed that the committee would be appointed later.\nSECOND SESSION-WEDNESDAY AFTERNOON, FEBRUARY 27, 1924\nThe meeting was called to order at 2:15 P.M. in the Banquet Room of the\nAuditorium Hotel. Anna Laura Force, Principal, Lincoln School, Denver, Colorado, chairman of the Committee on the Status of the American Woman Teacher\ngave a brief resumé of the progress of work of her committee. Other topics and\nspeakers for this committee were : The Single Salary Schedule, James F. Hosic,\nTeachers College, Columbia University, New York City; Legal Status of Teachers ,\nJohn K. Norton, Director of Research Division, National Education Association,\n\nWashington, D. C. Henry Lester Smith, Dean of the School of Education, Indiana\nUniversity, chairman of the Committee on Vocational Education, reviewed the\nwork of that committee with plans projected for the future, and introduced\nMargaret M. Alltucker, assistant director of the Research Division, National\nEducation Association, Washington, D. C. who presented a paper on Coördination\ninthe Part-time School.\n\nThe Committee on State Funds for the Support of Elementary and Secondary\nEducation was not prepared to offer a report but the chairman, A. J. Matthews,\npresident, State Normal School, Tempe, Arizona, stated that such a report would\nbemade at the next summer meeting of the National Education Association.\nThe recommendation of the committee at the San Francisco meeting on new\n\nofficers and members of the National Council of Education was unanimously\nreindorsed at this session. Request for this was made by the President because\nof the small representation of the Council in the audience when the report was\ngiven at San Francisco.\n\nTHIRD SESSION- THURSDAY MORNING, FEBRUARY 28, 1924\nThe meeting was called to order at 9:15 A.M. in the Banquet Room of the Audi-\n\ntorium Hotel. This session was a joint one with Group B of the Department of\nSuperintendence, and reports of the Committees of the National Council of Education were presented that would be of special interest to the Department of Superintendence.\n\nCharles H. McKenny, president of the State Normal School, Ypsilanti, Michigan,\nand chairman of the Committee on American Teachers' Colleges, spoke briefly of\nthework of the committee and introduced speakers with topics as follows : Report\nof Summer Sessions in Teachers' Colleges, Joseph E. Avent, Universi\nnessee, Knoxville, Tennessee ; Financing the Work of Teachers\n\n"}
{"page": 377, "printed_page": null, "text": "352\n\nNATIONAL EDUCATION ASSOCIATION\n\nHamilton, Marshall College, Huntington, West Virginia. Considerable discussion\nfollowed the presentation of these reports in which presidents of teachers' colleges,\nmembers of the staff, and others participated. Adjourned.\n\nSIMILARITIES\n\nVERSUS\n\nDIFFERENCES\n\nAS\n\nBASES\n\nFOR\n\nEDUCATIONAL PROGRAMS\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS, SAN FRANCISCO , CALIFORNIA\n\nThat attitude of mind which caused the Pharisee to say when he prayed\n\"God, I thank Thee that I am not as the rest of men\" seems yet to dominate\nmany men when they pass themselves in not too critical review and more.\nwhen they view with parents' eyes their children. Man's friends and asso-\n\nciates, not to mention all humanity, must be a scurvy lot that he must see\nhimself in such marked contrast to them that though he may not lift his\nvoice in thanksgiving, yet he congratulates himself that he has been made\ndifferent and that this advantageous difference has been multiplied in his\nchildren. His children, as he sees them, walk apart from other children,\nand each of his from the others, so that a specially devised system of education is needed for each of his children and each being a special creation\nmust not be retarded, accelerated, or modified by contacts with others.\nThe individuality of his child must be developed by a system of individual\ninstruction lest he come short of realizing for himself and his parents all\nthe possibilities born in him from his illustrious ancestors and from some\nfortuitous conjunction of supernatural influence at the time of his nativity.\nThis attitude of mind is impressionistic and has perhaps little foundation\nin facts but great reality for the one so possessed. Now comes the psychology of individual differences with its yard sticks and dynamometers\nand seems to put a foundation of facts under this feeling of differences.\nIt appears that it may come about that science which has been the stumbling\nblock of the fundamentalists may become their greatest support in that\nwith a little more illumination on how the I. Q.'s of children differ, it\nmay be shown that nobody is akin to anybody and sprang from nothing\nand from nowhere, but each is a peculiar and special creation.\nUnfortunately, this doctrine of difference in children lends itself to\npropaganda for new programs in education for which super-normal results\nare claimed. It also makes a fine foundation for some magazine articles\nwhich are read with interest and approval by many since the appeal is\nmade to the strong egotism of the reader. We should learn wisdom from\nsome results of the past when we followed some new theory too fast and\ntoo far.\n\nWe are just now getting back on the main educational highway from\na detour of some years' duration, due to a misapplication of the theor\nof differences in the individual as he grows from babyhood to manhood\nThere was an attempt to divide the child into different children depend\ning on whether he was a kindergarten child, a first-grade child, an elemen\n\n"}
{"page": 378, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n353\n\ntary school child, or a high-school child. A different kind of behavior was\nexpected suddenly to develop on changing from the kindergarten to the\nfirst grade or on changing from the elementary to the high school. This\ndoctrine of difference caused us to make an educational highway of transverse segments. Each segment was supposed to suit the epoch in which the\nlearner happened to be. These segments did not connect. Between them\nthere were \"chasms\" into which most children fell. Some got out and over,\nbutmany did not, especially out of the chasm at the end of the elementary\nschool course .\n\nWe now know that we overdid this theory of differences in states of\nthe individual's development and have been busy these past several years\nin bridging the \"chasms.\" Our courses of study and methods of teaching\nand managing children now stress the similarities of the child in the home\nand in the school, in the first grade, and in the kindergarten. We are\neven now ironing out many of the differences between the elementary and\nhigh schools. While we recognize the truth that the child changes as\nhe grows older, we are now giving more recognition to the fact that he is\npretty much the same child in the first grade he was in the kindergarten\nand much the same in the first year in high school as in the eighth grade.\nThe child lives a continuous life, his today is much like his yesterday, and\nwhathe now is will doubtless be the most powerful influence in determining what he will be. Having come to a better understanding of these facts\nwe are now getting continuity into our courses of study and succession of\nteachers and schools. The conception of the child as a continuing entity\n\nand a course of study that is organic in its structure have almost obliterated the old \"chasms.\"\n\nIt is unfortunate indeed that even before com-\n\npletely recovering from this disastrous educational detour we should begin\nto turn off into another.\n\nThe new way into which we are about to detour is made of longitudinal\nelements instead of transverse, as in the old detour, where the parts did\nnot come together end to end. In the new way, the elements do not come\ntogether side by side. Each child must have a separate course of study\n\nnot touching any other child, lest he be retarded or accelerated or perchance socialized.\n\nI am not a voice calling the schools to a return to the system and uniformity which were said to be their goals a half century ago. I have\njoined with others in demanding and providing for modifications in courses\nof study and methods of teaching and management to meet these individual, class, and racial differences. Our programs of education have not,\nin the past, been sufficiently modified because of these differences. There\nis still a need for modifications so each child may have his chance instead\nof some other child's chance, and have an opportunity to carry a 100 per\ncent load for him and not be made to carry a load of a size for the \" average\" child.\n\nAwise old bard said, \"A little learning is a dangerous thing.\"\n\nSome\n\nschool men are at times guilty of attempting to make a spring out of one\n\n"}
{"page": 379, "printed_page": null, "text": "354\n\nNATIONAL EDUCATION ASSOCIATION\n\nswallow. They learn a little of the truth about individual differences or\nabout some other human trait or social condition and are ready to revolutionize the education procedure and programs on that basis or even to\n\npetrify into preferred practice some pathological educational condition and\nthen proudly proclaim their pedagogical panacea.\nThere are not a few signs that some partial-visioned, over-enthusiastic\nadvocate of individual difference may misapply the psychology of individual differences in such a way as to make the whole contribution of\nthis psychology to modern education become ridiculous and cause a swing\nbackward toward that undesirable degree of uniformity which was the\ncurse of our schools one-half century ago. The contribution of the psychology of individual difference to the solution of some of our educational\nproblems is too valuable to be lost through unwise application or through\nbeing commercialized by those who would make money through more pupil\npatronage.\n\nChildren are different-yes, but they are also alike and doubtless more\nalike than they are different, even though of different races. Is there\nnot much truth back of Shylock's speech : \"Hath not a Jew eyes? Hath\nnot a Jew hands, organs, dimensions, senses, affections, passions ? Fed\nwith the same food, hurt with the same weapons, subject to the same\ndiseases, healed by the same means, warmed and cooled by the same winter\nand summer as a Christian is? If you prick us, do we not bleed? If you\ntickle us, do we not laugh? If you poison us do we not die? and if you\nwrong us shall we not be revenged?\" In all these respects and more are\nJews and Christians alike, so also are children similar.\nNot alone are children much alive in their physical, mental, and spiritual\nnatures, but they are going to live under the same National, State, and\nhuman environment. The very conditions of life compel a rather uniform\nmode of stimulation and reaction. This uniformity is necessary not\nalone for the maintenance of the life and well-being of the individual, but\nfor the preservation and progress of society generally and of vocation,\ncommunity, State, and Nation more particularly. However much we\nmay differ one from the other, the overtopping demand of the hour is\nthat we must live with and for one another. There is no place for the self-\n\ncentered superman who claims as a right the exploitation of underlings,\nnor is there place for the lone wolf or extra-mural spirit, the prig or the\nsnob who fits in nowhere effectively or comfortably. The lone bandit may\nstill succeed in his purposes but not the lone captain of industry or the\nlone toiler in mill or field. Team work and coöperation are essential for\n\nthe good of the individual and of society. Because society lays on all\nsimilar responsibilities and duties, and because children are more alike\nthan they are different, our school programs must be dominated by these\nfacts. By and large, the elementary school course of study for one child\nwill be largely the same as for another child, and the course in one city\nwill be much like the course in another city. Yet, at the same time pro\nvision must be made for the individual's welfare through differentiated\n\n"}
{"page": 380, "printed_page": null, "text": "355\n\nNATIONAL COUNCIL OF EDUCATION\n\ncourses of study and flexibility in application. The advocates of individual\ninstruction will go too far in their application of the psychology of individual differences when they would teach each child separately and seek\nto devetop him to the limit of his individual abilities and forget the need\nsociety has for the services of the individual and of the individual's need\nto learn how to work with, play with, and associate with his fellows.\n\nTHE WORK OF THE BUREAU OF EDUCATION IN\nALASKA\nJOHN J. TIGERT, U. S. COMMISSIONER OF EDUCATION, WASHINGTON , D. C.\n\nThe Commissioner of Education is responsible for the education, medical\nrelief, and support of the natives of Alaska. This involves an extensive\nand difficult problem of administration. If the Bureau of Education school\n\nsystem of Alaska were superimposed upon the educational systems of the\nUnited States the school at Metlakatla, in southeastern Alaska, would fall\nat a point in the southern part of Georgia, near Savannah ; the school at\nPoint Barrow, on the extreme northern cape where Alaska projects into\nthe Arctic Ocean, would fall on the boundary line of Minnesota near the\nLake of the Woods; and the school on Atka Island which is the most\n\nwestern point of the Bureau's work on the Aleutian Chain, would fall in\nthe southern part of Arizona, near the Gulf of California.\nWhen one considers that there are no railway facilities except two short\nroads which parallel each other from the south coast into the interior, and\n\nthat practically the only transportation facilities other than these railways\nare boats to which most of Alaska is closed because of ice for eight or nine\nmonths in the year, and therefore require the use of dog and reindeer sleds\nas the chief mode of transportation, he can appreciate the enormity of the\ntaskwhich faces the Bureau of Education in Alaska .\n\nLast year there were in operation 75 schools, involving a field force in\nAlaska of five superintendents and 144 teachers. Orphanages are maintained at Kanakanak and Tyonek for the care of children left destitute by\nthe epidemic of influenza which swept over Alaska several years ago. In\nits program for medical relief, the Bureau of Education maintains five\nhospitals at widely scattered points, in addition to a number of physicians ,\nnurses, and hospital attendants.\nIn an effort to provide support for these native peoples the Bureau has\ninaugurated and is now conducting various enterprises and commercial\nactivities-particularly the reindeer industry. The first reindeer were\nbrought into Alaska from Siberia by the Bureau of Education in 1892.\n\nAt that time 1,280 reindeer were brought over by Dr. Sheldon Jackson ,\nwho was then the Bureau's Superintendent for Education of the Natives\nofAlaska. These reindeer have multiplied until now it is estimated there\nare approximately 308,000 reindeer in the Territory, two thirds of which\n\nbelong to the natives. Through the years possibly 200,000 г\n\n**\n\n"}
{"page": 381, "printed_page": null, "text": "356\n\nNATIONAL EDUCATION ASSOCIATION\n\nbeen slaughtered and used for food, clothing, and other purposes. A fair\nvaluation on the reindeer represents a total of more than $10,000,000, or\nabout $3,000,000 more than Seward paid for the Territory.\nThe introduction of these reindeer in Alaska has been in the opinion of\nthose best informed the most constructive thing ever done in the entire history of Alaska. Thanks to the vision of the Bureau of Education in\nusing them, through a system of instruction in which the natives are trained\nto take care of them, and finally are given possession of a certain number,\n\nthe native tribes which once roved in Alaska, particularly in the northwestern parts, in a state of barbarism, ignorance, and poverty, have now\nbecome civilized, self-supporting, and self-respecting citizens. A former\nburden on the white population of the Territory, they now constitute an\nasset.\n\nThe reindeer multiply at the rate of 20 per cent annually. In some\nparts of the Territory they are now so numerous that it is imperative that\nthe Bureau organize for the natives a market ; otherwise, the deer will\nbecome valueless. To this end the Bureau is now planning to reorganize\nthe entire industry and develop a market for reindeer meat in the United\nStates. During the last year the Bureau put into operation its own boat for\nthe purpose of carrying teachers and supplies to and from Alaska. This\nboat was turned over to the Department of the Interior and the Bureau of\n\nEducation by the Navy Department on executive order. Congress made\nan appropriation to fit it up with modern engines, cold storage, and other\nequipment. This boat made two trips during the last season. The opera\ntion of the boat makes it possible to extend the work of the Bureau of\n\nEducation into parts of Alaska which were not hitherto reached because\nthey were out of the way of commercial boats. It makes it possible to\nbring to the States a limited amount of reindeer meat and effects a saving\nin cost of freight and transportation to and from Alaska.\nThe Bureau of Education administers the work in Alaska through an\noffice in Seattle. Until recently the Superintendent of Education for the\nNatives in Alaska had headquarters in the Seattle office, but he has now\nbeen transferred to Anchorage, Alaska, so that he may give closer and\nmore adequate attention to the work in the Territory. A new position has\n\nbeen created, namely Chief of the Alaska Division, to take charge of the\nSeattle office and administer the work of the Bureau in Alaska under the\n\ndirection of the Secretary of the Interior and the Commissioner of Educa\n\ntion in Washington. Jonathan H. Wagner, former State superintendent\nof public instruction in New Mexico, has been appointed to this position.\nUnder Mr. Wagner's leadership the administration of the educational work\nin Alaska is being reorganized, the most important feature of this being the\npreparation of a course of study adapted to the needs of the natives in\nAlaska, with particular emphasis on vocational training.\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n357\n\nTESTS AND MEASUREMENTS OF CHARACTER\n\nReport of Sub-committee of the Character Education Committee\nEDWIN D. STARBUCK, IOWA STATE UNIVERSITY, IOWA CITY, IOWA\n\nAtide of interest is turning in the direction of the determination by\nscientific methods of the elements that enter into the complex of states and\n\nprocesses called \"character\" or \"personality.\" From an inquiry sent out\nduring the present school year and from looking up the bibliography of\nthe subject, it appears that there are at least one hundred and fifty pro-\n\nfessional psychologists and other educators working at the problem by\nmethods that approximate scientific refinement. The prevailing attitude\nis clearly one of confidence that we shall be able to analyze out the elements of character, define its types, and discover the limits within which\nit is possible to cultivate it. Only four persons among my respondents\nexpressed doubts concerning the present and future of character tests and\nmeasurements .\n\nThe interest in this question has arisen most naturally and inevitably.\nEveryone claims that the drive of the entire school program must center\nin the development of character, but no one has been able to tell quite what\nthat term means. Personnel workers, like educators, have found that\nmental skills are poor indexes of ability to achieve. They have been driven\ninto the necessity of understanding the deeper lying strains of personality\nthatmake for success. There is now hardly a psychological laboratory or a\nlive business enterprise or a great school system that has not been forced\ninto a consideration of the problem. An encouraging sign is that students\nare proceeding into this field of study from many angles and with great\ndiversity of methods of attack. This hasty report of progress will content\nitself with a simple description of the types of technique that are being\nemployed. We shall enumerate eleven methods of approach.\nDirect observation of individual cases-A few of the students contend\n\nthat the most reliable way of estimating character is to watch the individual\nin action and note signs in speech and conduct of deeper lying conditions .\n\nThis method is comparable to that by which a trained physician diagnoses\nhis patient. In nine cases out of ten, he is as well satisfied with two or\n\nthree outstanding symptoms as if he made an exhaustive study by laborious\nscientific methods. This is comparable also with the \"case\" method in\n\nlaw. It may well be contended that direct observation, fortified by refined\nintuition and ripened judgment, is the important element involved in the\nother methods to be catalogued. On the contrary, it should be an acknowl-\n\nedged fact that both the scientific and practical interest will often center\nin the one case out of ten that baffles one's native ingenuity .\n\nPsycho-analysis\n-The methods of liagnosis and treatment of eccentricities\nof character connected with the names of Freud, Adler, and Jung, go beyond\ndirect observation, in that they open up deeper lying levels of insight into\nhuman nature by viewing specific disorders functionally and biologically.\n\n"}
{"page": 383, "printed_page": null, "text": "358\n\nNATIONAL EDUCATION ASSOCIATION\n\nMany of the disorders of character are due to inhibitions and liberations\nof the dominant impulses, such as sex, self-regard, and self-expression. The\ntensions that cause the difficulties can be discovered by various methods-\n\nfor example, by stimulus words used as complex-catchers or complexdetectors. Psycho-analysis has deepened our knowledge of mental life in\nthe same way that functional botany has given a profounder knowledge of\nplant life than was possible by more superficial methods of Linnaean description and classification. The semi-scientific character of the earlier\nyears of psycho-analysis are being superseded by the employment of more\naccurate technique, as for instance in the use of association tests in which\nthe stimulus words are presented to the subject under highly controlled conditions as to presentation of stimuli and of recording of responses.\n\nAssociation tests-Before psycho-analysis came on the scene, it was becoming possible to lay bare hidden elements of character by studying types\nof association that are made to certain revealing words, phrases, pictures,\ndesigns, and the like. Indications of the presence of character traits are\n\nfound in quality of response, in relative readiness of positive and negative\nassociations, in delayed reactions indicating inhibitions, in stutterings, in\nrepetition of the stimulus word, and the like. The liar, the thief, the\ndreamer of noble dreams, and the knight-errant cannot escape the keen\nanalysis of the association-psychologist.\nGenetic and developmental studies-Throwing organized bodies of fact\nout into a time scheme for showing developmental tendencies is proving\n\nvaluable in psychology, just as in the physical and biological sciences.\nThere are two predominant methods of procedure. The first of these is\nto follow individual students through a series of years, recording minutely\nthe essential and even trivial facts concerning health, mental achievement,\nsocial attitudes, and environmental influences, and by pursuing these\nrecords into adult years. It will be possible thus to tease out some of\nthe fundamental elements of character and even some of the subtler factors\nthat condition a successful career.\n\nThe second line of procedure is by the method of group studies. It\ntries to get a cross section picture of bodies of individuals differing as to\nage, training, social position, and the like.\n\nIt seeks to establish character\n\nnorms and age scales running parallel with the much used standards of\nmeasurement of intellectual skills. It is bent upon a determination of\nemotional quotients and other standards of judgment of moral attainment.\nSeli- analysis and self-measurement-One of the first serious attempts\nat the estimating of character was that of President Hyde in his \"SelfMeasurement.\" He defines the essential life-situations, like art, religion,\nfamily and the like, toward which one naturally responds either in right or\nwrong ways . Graduated units of excelience and of defect are described\nrunning in opposite directions from the selected norm. The pupil is expected to evaluate his ranking on this graduated scale. The total charting\nof his various strengths and weaknesses is supposed to present him with\n\na picture of his moral condition. Among the rests of reliability of such\n\n"}
{"page": 384, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n359\n\nscales are the correspondence of first and of later ratings, and the correlation between self-ratings and those made by others upon the same individuals. Early efforts with Hyde's and similar scales indicate too little\ncorrelation for scientific purposes. Improvements have been made in the\ndirection of selecting simpler character qualities, of defining them more\nclosely, and of refining the scales. Increased success statistically has been\nattained by allowing the person ten or more units to distribute alone, the\nline running through each quality, instead of requiring him to make a single\ncheck on a point scale. This improves the picture and also allows for\nrefinement of statistical procedure.\nSelf-measurement is open to the criticism that it may lead to too much\nintrospection, and that it is limited as a scientific instrument through the\nabsence of objective standards. This latter objection is partially overcome\nby the employment of an exhaustive battery of questions with much overlapping, so that the lines of the picture are deepened through a manifold\nof consistencies and contradictions.\n\nOther-rating by scale-The technique of this method is similar to that\nof self-rating. As usually employed, it has the same limitations through\nlack of objective proof of validity. It has, nevertheless, had wide use in\npersonnel work and in making the contacts of teacher and pupil specific\nand helpful rather than general and indefinite. Antioch College is seeming\nto find some blessing from the employment of mutual ratings of students\nand faculty. Other-rating is young; its methodology is imperfect. Dashiell\nfinds, for example, that pupils rate each other best in those qualities in\nwhich they themselves excel.\n\nObjective methods-Any department of study gets for itself a new lease\noflife when it can prove its findings by reference to special and temporal\nunits and other measuring sticks. It is proving a victory in this new field\nthat Athearn, Voelker, Terman, Cady, Raubenheimer, and others are\ndiscovering fixed standards by which to determine the validity of personal\nand social estimates of character. Does the boy who judges himself honest\nreally bring back the change; does he pass to the conductor the uncalledfor ticket; does he look through his supposedly closed eyelids during a test\nof muscular skill; does he overestimate the amount of information he pos-\n\nsesses; does he cheat, as shown by an automatically recording device when\n'eft onhis honor to grade an achievement exercise ? Many such tests are\nnow practicable and can be done with or without the knowledge of the\nperson being studied.\n\nPreference-judgments-By this method one is driven, for example,\n\nthrough a long series of judgments of objective things, such as lists of\nwords and phrases and is required to estimate them as true or false, as\n\nbetter or worse, or as relatively likeable or unlikeable. He may be required\nlet us say, to run through a thousand stimulus words, presented in groups\nof fifteen, and mark a specific number of words he likes and a correspondingly opposite list of the same number of ones he dislikes. The student has\ntaken pains to sprinkle through the entire list a hundred words or so indi\n\n"}
{"page": 385, "printed_page": null, "text": "360\n\nNATIONAL EDUCATION ASSOCIATION\n\ncating some character trait like kindliness, money-mindedness, or self-seeking. There is found to be a remarkable consistency in likes and dislikes\nexpressed. The choices are strangely revealing of character patterns that\ncan be trusted to betray fundamental attitudes and dispositions. The value\nof this procedure is that the attention of the person studied is directed outward. Introspection is reduced to a minimum, hence the naïveté and trustworthiness of the revelation. It has been found by Hart and Shuttleworth\n\nthat when several persons are in entire agreement upon the dominance of\nsome character trait like money-mindedness, the correspondence between\ntheir judgment and the pattern betrayed by preference-judgments is almost\ncomplete.\n\nThere are many ways of securing these reactions. Among them are truefalse judgments; paired comparisons; multiple selection-for example,\nchoosing the five most liked items from a larger number; scale of values, as\nin setting a specific moral act in its proper place in a graded scale from\nbest possible to worst possible deeds; and order of merit, as arranging ten\nitems in the right ranking from the best to the worst.\nExpressional reactions , other than judgmental-An instance of this\nmethod is the June Downey Will Temperament Tests. Dr. Downey has\ndevised a dozen controlled exercises in handwriting-very rapid writing.\nthe slowest possible writing, imitating a copy, disguising one's own handwriting, writing with the eyes closed, with and without resistance to movement, and the like. The sort of response is supposed to betray types of\ntemperament. There is a general recognition among psychologists of the\nvalue of such tests when they are sufficiently perfected. The results have\nnot so far made a good showing when subjected to criticism by partial correlations . The method is in need of more adequate experimental control\nand a refinement in the recording of results. More than a half dozen\n\nuniversity centers are at work perfecting this and kindred methods of\nexperimental procedure.\n\nExperimental methods\n-It is one of the most hopeful signs that the determination of character traits and their measurement is being attacked al\n\nabout the world by the refined methods of controlled experiment and ob\nservation. It may happen, consequently, that this new field of study mav\nbe spared the many years of superficial discussion and of the wielding of\nopinions with a show of logic, as has been the case in so many of the developing departments of study.\n\nAmong the topics not already referred to that are being studied by\nlaboratory methods are the relation between high and low neural resistance\nand temperamental peculiarities ; internal secretions and their effect upon\nmental characteristics; the behavior of vasomotor mechanisms as an index\n\nof personality and the constitution of the hemaglobin of the blood in its\nrelationship to energy and the bearing of both upon character. The list\nis essentially endless. As a sample of the subtlety and fineness of the\nanalysis that is possible when experiment and statistics combine to do the\nwork, is the investigation of reactions to word stimuli as indicated by the\n\n"}
{"page": 386, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n361\n\npsycho-galvanometer. By this sensitive instrument, one is able to measure\nquantitatively the vigor of response individuals make to various sorts of\nword excitations. Automatically there is being registered in the midst of\nthe complex of quantitative responses to various words, a qualitative picture\nof personal traits. It is coming to be possible to put the microscope upon\nthe complicated and hitherto indescribable thing called character and detect\nits inner characteristics.\n\nAstudy of character types by all methods hitherto described-A hopeful\nmethod of procedure is the exhaustive study of diametrically opposite types\nby abattery of tests, each of which will fortify and supplement every other.\nThis new field of research, which is being approached by so many scores\nof our best minds from so many different angles, is full of promise. Three\nquarters of a century ago the understanding of the cognition life was hazy\nand indefinite. In this short space of time we have come to feel fairly well\nat home in our understanding of it and the use educationally and socially\nof its facts and principles. If all goes well, a decade or two will witness\nthe opening up of this new field of character or personality now so indefinite and involved, so that we shall describe its intricacies with some of the\n\nsame certainty with which we now speak of the perceptual and intellectual\nprocesses and functions. Best of all, we shall doubtless be able to lay plans.\nand predict results with something of the same feeling of confidence as is\nnow done in botany, biology, and physics. We shall be able to appreciate\nthe lives of growing children from within, as the horticulturist does his\nplants, instead of operating upon them externally and by rule of thumb .\nIt is not too much to expect that the cultivation of character will shortly\nbecome enough of a science to develop into one of the noblest of the arts .\nREPORT OF THE JOINT COMMITTEE ON HEALTH\nPROBLEMS IN EDUCATION\nTHOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\n\nNo greater benefit to mankind resulted from the World War than the\n\ndramatic attention focused upon the importance of human health, and\nthe essential measures necessary to conserve and promote it. This was\nfollowed in a constructive manner by the great wave of health work, with\nits particular emphasis upon the health of children. The vital phase of\nthis entire health movement is that which relates to health education.\n\nThe most important study or project of the Joint Health Committee\nduring the last two years has been the preparation of a report on Health\nEducation for Public Schools and Teacher-Training Institutions. In the\npreparation of this report, your Joint Committee is receiving the valuable\ncooperation of a technical committee of twenty-seven experts representing\n\nthe fields of general education, psychology, medicine, dentistry, nutrition,\nphysical education, biology, and public health.\nThe first report in this program is prepared for teachers in service and\nteachers in training and will be printed and ready for distribution at the\n\n"}
{"page": 387, "printed_page": null, "text": "362\n\nNATIONAL EDUCATION ASSOCIATION\n\nJuly meeting of the National Education Association in Washington. This\nreport will present a fundamental statement of principles, followed by a\nbrief presentation of subject matter for health education, with suggestions\nfor adaptation of material and methods for various grades in the elementary\nand the high schools. This report will present the most authoritative and\nhelpful statements in the field of health education that have been prepared.\n\nIt is clearly anticipated that this report, when issued, will indicate more\nemphatically than ever before the necessity for careful experimentation and\ninvestigation in relation to many questions which confront those interested\nin the field of health education at the present time.\n\nNo problem in the entire program of education is more significant, more\ncomplex, and more insistent in its demand for careful attention and solution than that of health education.\n\nCOÖPERATION IN THE CONTINUING PROGRAM OF THE\n\nJOINT COMMITTEE ON HEALTH PROBLEMS\nJOHN M. DODSON , CHAIRMAN OF COOPERATING COMMITTEE OF AMERICAN\nMEDICAL ASSOCIATION , CHICAGO , ILLINOIS\n\nThe speaker gave a brief review of the origin of the joint committee on\nhealth problems.\n\nIt was born of a suggestion conveyed by a committee\n\nof greeting sent by the American Medical Association from its meeting in\nLos Angeles in June, 1911, to the meeting of the National Education Association held in San Francisco the week following that of the American\nMedical Association.\n\nThe medical profession was prompted to this action by the convictions\n\nthat ( 1) Health is the most indispensable asset for human happiness and\nefficiency ; (2) Prevention in medicine has vastly greater possibility than\ncure ; ( 3 ) Personal hygiene is the most essential and fundamental type of\nhealth activity; (4) Personal hygiene is to be advanced only by education\nand training, especially of the young; and (5) It involves : (a) Provision\nof sanitary environment; ( b ) normal physical condition of pupil and\nteacher (detection and correction of remedial defects ) ; and ( c) training of children in health habits; their education in the principles and facts\nofhealth.\n\nThis program is primarily a task for parents and teachers, but physicians\nby virtue of their special knowledge of these matters, can be of great aid .\nThere should be cordial, intelligent, and sustained coöperation between\nteachers and physicians in this great movement.\nResults accomplished in the twelve years of work of the joint committee-Many agencies are interested in the betterment of health conditions\n\nin schools and elsewhere. All of them can be of service, but the cause will\n\nbe more surely and speedily advanced if there is intelligent adjustment of\ntheir activities and effective coöperation between them. These associations\nfall into two groups the professional and the voluntary.\n\n"}
{"page": 388, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n363\n\nI. The professional associations comprise those made up of members\nengaged in a common vocation, like the physicians, teachers, dentists, nurses ,\nand public health officials. Their membership includes large numbers of\npersons engaged in, and specially trained for a common life work, like\nteaching, and organized into great national associations with State and\ncountyor local subsidiaries. The American Medical Association has 90,000\nmembers, the National Education Association 150,000, and when the\nseveral State teachers' associations are closely federated with the National\nAssociation, as the State and county medical societies are, the membership should reach 500,000 or more.\nSuch organizations are characterized by the special training of their\nmembers and by the enormous number of members, widely distributed\nover the Nation, whose joint activity can be promptly wakened to advance\nany movement-legislative, educational, or otherwise at any time .\nII. The voluntary associations are created to advance a particular phase\nof health activity-for example, tuberculosis, infant and child welfare.\nTheir membership is made up of benevolently minded persons, from various occupations and walks of life, animated by the common purpose to\nadvance the cause for which the association has been created. They are\n\n'more or less generously endowed by private benefaction, and in other ways .\nThe membership is small compared with that of a professional association, and the actual work is done by a more or less numerous group of\nfficers employed for the purpose .\nExamples of such associations are the National Tuberculosis Association ,\nthe American Society for the Control of Cancer, the American Child\nHealth Association, the National Committee for Social Hygiene, and many\nothers. They may or may not have State and municipal branches, or be\nlinked more or less closely with local societies.\nThe American Public Health Association, formed as a voluntary group,\n\nis reorganizing itself into a professional association, more completely representative of people engaged in public health work.\nEach type of organization is adapted for certain kinds of activity, while\nit is conditioned by its character and membership as to its possibilities of\nservice in other phases of work. The great desideratum is an intelligent,\nsympathetic, and broadminded correlation of the activities of all agencies\natwork in the same or similar fields. It is important to the attainment of\n\nthis end that any association which is coöperating with another in a joint\neffort should be well informed as to what its co-worker is doing .\n\nThe speaker then outlined briefly the program being pursued by the\nAmerican Medical Association in promoting the medical education of the\npublic. This comprises the publication of a magazine of health for the\nnon-medical reader-namely, Hygeia; second, reprinting of health items\nfrom Hygeia and other sources in as many newspapers, magazines, and\npublications of all sorts as can be reached ; third, printing of several series\nof pamphlets on various health topics, such as cancer, tuberculosis, con-\n\nservation of vision, infant and child welfare, and the like; fourth, the pro\n\n"}
{"page": 389, "printed_page": null, "text": "364\n\nNATIONAL EDUCATION ASSOCIATION\n\nduction of material in the form of abstracts and outlines to assist physicians\nmaking addresses to the lay public about health matters, and in connection\nwith this the provision of slides, posters, and other illustrative material ;\nfifth, radio broadcasting of health items from various centers; sixth, the\nencouragement of health exhibits; seventh, coöperation with other organizations , such as the National Education Association, interested in the better-\n\nment of health; and other special activities, which need not be here detailed.\n\nTHE HEALTH OF THE TEACHER\nAGNES E. DOHERTY, CENTRAL HIGH SCHOOL , ST . PAUL, MINNESOTA\n\nThe question of the health of the teacher goes to the root of our whole\nattitude toward life. The nature of the relation between mind and body\n\nhas long been disputed. Men, through the ages, have answered this question in a variety of ways. Magic or superstition has its answer, theology\nhas its answer, metaphysics has its answer. Phrenology, or characterology, numbers its followers today by the hundreds of thousands. The\nlatest, if not the final answer, comes to us from science.\nWhatever the final view of the relations of mind and body, one of the\nmost certain facts of science today is their intimate interdependence. In\nthe past, men have spoken of mental processes as if they existed apart from\nthe physical organism. But, so far as we know, they do not so exist.\nThey sustain the most intimate relations with the processes within the\nnervous system, the muscles, the viscera, the glands-in short, throughout the body.\n\nSocial theory today assumes the essential integrity of human nature.\nLife is activity, and to live means for any species to engage in the full\nactivity possible for that species. There are tremendous social changes in\nthe modern educational system. How does human nature fare amid these\nmany changes ? Is the inherent nature of woman better adapted to the\nnew conditions than to the old?\n\nDo the conditions under which teachers\n\nwork and live give opportunity for the development of personality, the\nwell-integrated organism that biology and psychology are agreed upon as\nthe goal of all our striving?\n\nThere are 700,000 teachers engaged in this process of educationwomen, for the greater part, cut off from home and family ties, often\nliving in one room. This is an abnormal situation, although the teachers\nthemselves do not always sense it.\nThe marriage of a woman teacher is often a cause for dismissal by\nschool boards. If to live, means for any species to engage in the full\nactivity possible for that species, it might seem that a woman who had\nchildren would be a better teacher because of that fact.\n\nIn the Middle Ages, education was the work of the monks, who took\n\nvows of poverty, celibacy, and obedience. Far be it from me to challenge\ntheir philosophy. But I do question whether teachers, nowadays, should be\n\n"}
{"page": 390, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n365\n\nrequired to take vows of poverty, celibacy, and obedience. If they are,\nthey might as well take the nun's veil and the cloister. Would you invite\nthe nun in a cloister to initiate the young into a social world of which she\nis not a member? But is not that the very thing we are doing ? We cut\nthe teacher off from all vital contacts with the complex world in which we\n\nlive and then tell her to prepare the young for this world to which she\ndoes not belong. If education is fitting the young for life, helpful guidance\ncancomeonly from one who has a reasonable mastery of life. If the teacher\nis to help the child to realize himself to his fullest capacity, should she not,\nherself, be given the opportunity for self-realization ? We cannot take out\nof the life of the teacher all the mainsprings, all that is most vital and\nsignificant in the social, political, economic world in which we live and\nexpect any real progress.\nThe home and the church, having failed to adjust the youth to the deep\nissues arising out of sex, are now trying to pass the task over to the school.\nCanwe, in reason, ask that youth be prepared to found homes and families\nby those who have neither homes nor families of their own.\n\nThe latest\n\ndevelopment is education for parenthood. That is logical, provided you\nhave the right teacher. But if any of the people who are giving these\ncourses are mothers of families, or fathers of families, I have been unable\n\nto discover the fact. In European countries, they manage this problem\nbetter. The novelist, Dorothy Canfield Fisher, says of the French schools :\n\"Half of the French women teachers of my acquaintance are married\n\nand mothers, often of grown-up children. My little daughter's teacher\nis fifty-eight years old, and has a son of twenty-seven. She brings into the\nclassroom a sort of grandmotherly element of patience and wide experience\nwith children, which is a most edifying spectacle to an American mother,\naccustomed to see almost all teachers young, unmarried women not very\nlong out of their own childhood. \"\nWhen asked about husbands and housekeepers, the French teacher's reply\nwas, \"Oh, modern, wage-earning husbands are never at the house except\nin the evening. And as for housekeeping, the extra money we earn pays\nthree times over for the extra service we need to hire.\"\n\n\"What do you suppose would be the answer of a doctor,\" she went on\nto say, \"if you asked him whether his life wouldn't have been, on the\nwhole, easier and less complicated if he had never married and had children,\nwho are apt to be sources of anxiety just at the time when he needs all\nhis calm for a critical case ? Would he be likely to answer that he would\nhave been a more useful member of his profession, if he had always lived\nin a room in a hotel free from all entangling human relationships ? Perhaps it would be for the best interest of the grocery business if the law\nforbade the scattering of the grocer's energies by the inevitable erosion\nand attrition of domestic life.\"\n\nHowever, one French administrator leaped joyfully at the idea that it\nmight be possible to prevent women teachers from marrying. This was\nanofficial in charge of school statistics, tabulation, reports, etc. He was\n\n"}
{"page": 391, "printed_page": null, "text": "366\n\nNATIONAL EDUCATION ASSOCIATION\n\nheart-felt in his denunciations of the unspeakable nuisance of married\nteachers. Their irregularities messed up his record-cards to a degree that\nwas almost unbearable to a conscientious tabulator, he assured me. It was\n\nimpossible to keep things in parallel columns. If he had his way, marriage\nwould automatically bar any woman from connection with the school\nsystem .\n\nMonsieur Liard, the rector of the University of Paris, said, \" I have just\none complaint to make about married teachers, and that is that there are\nnot enough of them. If I had my way, every woman teacher in France\nwould have a good husband and babies of her own. \"\nI ventured something about \" administrative difficulties,\" and had them\n\nblown away like chaff. \"Oh, such trifles compared with real live children!\nAny form of life is more complicated and troublesome than death. If it\nis good for every one else to marry and have children, it is good for\nwomen teachers. And it's good for education, because their years of\nservice to the State are so much longer than if they retire when they\nmarry, and of course, it's good for the State that such women should be\nmothers. What isn't it good for ?\"\nHaving considered the biological factor in the teacher's health, let us\nnow turn to the psychological factor. That there is a psychology of the\npre-school child, of the adolescent, a psychology of the subnormal child,\nof the superior child, is something that every teacher is expected to know.\nThat there is a psychology of the teacher herself is something her superior\nofficers seem never to have suspected.\n\nIt is generally agreed that human beings have something unlearned, an\ninborn trait, by reason of which certain behavior is attractive or unattractive. Upon these traits the race has built habits so strongly rooted\nthat they can hardly be torn up.\n\nLet us inquire then-Is the teacher lead-\n\ning a normal sort of life? Is there balance of her instinctive cravings, her\nemotional reactions ?\n\nWe might begin with the instinct or impulse toward race preservation\nwhich finds emotional expression in love of parents, of one's mate, of children. That normal family life is not the portion of the great majorit\nof teachers has already been shown .\n\nThe instinct of self-assertion, a native tendency to dominate, to see\nsocial recognition is one that appears in all of the lists of instincts. Nietzche\nsays that the will to power is the primitive motive force out of which all\nother motives have been derived. The will to power is found full blown\nin the tyrant of the classroom. Teachers often browbeat and insult those\nwho cannot talk back. This may be their thwarted expression of a normal\ndesire to have some control over their working conditions. No right is\nmore divine than the right to go wrong, to initiate, and there is precious\nlittle chance for this right in a modern city system. The result is an un-\n\nrest, a revolt against the whole educational system.\nDr. Bagley in a public address commented on \"the anomalous status\nor lack of status of the classroom teacher.\" Teaching neither offers the\n\n"}
{"page": 392, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n367\n\nopportunities nor provides the conditions of a real career. There are\ncareers in administration, in scholarship, careers even in politics, but the\nbasic act of education, represented by the work of the classroom teacher\naffords no such opportunity.\n\nThe status of the classroom teacher\n\nis becoming more and more akin to that of \"hands\" in a factory, working\nunder foremen and superintendents who assume the real responsibility.\"\nAnother fundamental instinct is fear. The effect of fear upon the organism is depressive, repressive, paralyzing for both mind and body. It induces\namental condition which makes impossible the release of energy.\nIn an article in School and Society, the story is told of a lawyer who had\naseries of conferences with teachers and who said that he \"never encoun-\n\ntered such a fearful and timid group of people.\" A woman not connected\nwith the schools but familiar with many teachers, when asked what was\ntheir most striking trait, gave prompt and decisive rejoinder-\" They are\nfrightened to death.\" The author of this article analyzes the causes of this\n\"fear\" and finds fatigue and strain, anticipation of added burdens, such as\nincrease in hours of work, encroachment upon leisure periods, and attitude toward superior officers.\nEnough has been said to show that some of the fundamental instincts\nare not functioning properly in the life of the teacher. The result is an\natmosphere of discontent, of irritability, of unrest disastrous for the health\nof the teacher.\n\nSome years ago, Professor Terman wrote an anonymous article for\nScribner's Magazine on \"The Teacher Psychosis.\" Whether we use the\nterm \"teacher psychosis\" or not is immaterial, we need to face the fact that\nthere is often a pathological condition.\nThat there are abnormal personalities among teachers and principals is\nknown to anyone of varied experience. That they cause great misery and\nwretchedness to those who work under them is a matter of common knowl-\n\nedge. If we had trained psychiatrists at work in normal schools these people\nwould not be so apt to get into the teaching profession.\n\nDepartments of\n\neducation in cities have various experts, but they need most of all an expert\nin personality, a personnel department. If one pauses to recall the names\nof successful school administrators, it will be almost invariably true that\nthey are people who have consciously or unconsciously emphasized the\nhuman values.\n\nWhat is human nature and how does it operate ? It is the business of\n\nall, whose task it is to direct people, to search for an answer to these\nquestions. It requires expert knowledge and specialization and that is\nwhat a personnel department is for. On this year's program of the Department of Superintendence, I noticed that the subject of personnel is a\ntopic for discussion in two places-one, a group of superintendents, and the\nother, the Educational Research Association.\n\nThe Personnel Department, which has become widely established in\nbusiness and industry, undertakes to direct and coördinate the human rela\n\n"}
{"page": 393, "printed_page": null, "text": "368\n\nNATIONAL EDUCATION ASSOCIATION\n\ntions in any organization; the aim is to get maximum results with minimum\nofeffort and friction.\n\nScientific management, as taught by Taylor, failed because it was not\nfounded upon a full appreciation of the human factor in industry. It was\nleft for the new science of personnel management, or human engineering,\nto discover and evaluate properly the human element.\n\"Heretofore,\" says John D. Rockefeller, jr., \"the chief executives of\nimportant industrial corporations have been selected largely because of\ntheir capacity as organizers or financiers. The time is rapidly coming, however, when the important qualification for such positions will be a man's\nability to deal successfully and amicably with \"the human element.\"\nThe human factor in industry and in business has been studied with all\nthe resources of the laboratory, with all the methods of modern science.\nStudies have been made of the method of lay-out in an office, of the type of\nchair and foot-rest desirable for a stenographer, of lighting and ventilation\nand humidity, of eliminating useless records, of motion study-needless\nstooping, walking, standing ; of fatigue-muscular, mental, and nervous ; of\nmonotony, of the fall of output on Monday in the pre-Volstead days.\nA five-foot bookcase would not be large enough to contain the volumes\nwhich are the result of these studies.\n\nLet me name a few titles :\n\nWilliams: What's on the Workers' Mind, by One Who Put on Overalls to\nFind Out.\n\nHuman Factor in Industry-There are several books with this title.\nNational Industrial Conference Board-Rest Periods for Industrial Workers.\nBrandeis and Goldmark : Case Against Night Work for Women.\nFrankfurter and Goldmark : Case for the Shorter Workday.\nPersonnel Relations- There are three high-class books with this title-one book\nby President Scott, of Northwestern University, and some of the men associated\n\nwith him in the personnel work in the army, during the World War.\nWhat kind of bookshelf have we of similar studies of the human element\n\nin the teaching business ? I know of but three volumes :\nTerman : The Teacher's Health.\n\nChancellor: The Health of the Teacher.\nCurtis : Recreation for Teachers .\n\nIn addition we have two studies, one by Dr. Wood : Health of Teachers\nin New York State .\n\nThis was a questionnaire study of health disorders of teachers, their\ncauses, and suggestions for improvement. If other States had followed this\nadmirable model with similar studies, we should have data on which to\n\nbase some conclusions. The other study is by Dr. L. I. Dublin, statistician\nfor the Metropolitan Life Insurance Company, on the causes of illness\namong teachers absent on pay-leave in New York City. Is it not time\nthat we took inventory of our own possessions in the field of health? Is\nteaching a hazardous occupation ?\n1. Has any compilation ever been made of laws of states or rules of city school\n\nboards requiring physical examinations of teachers ? I am unable to find any.\n\n"}
{"page": 394, "printed_page": null, "text": "369\n\nNATIONAL COUNCIL OF EDUCATION\n\n2. Has any study ever been made of the data secured in these examinations of\nteachers? I am unable to find any.\n3. Has any compilation been made of requirements in normal schools of physical\nexaminations of their students ? I am unable to find any.\n4. Has anything similar to the job analysis of industry been worked out ? Let\n\nme explain : Job analysis is the analysis of the component parts of each particular\nkind of work, in relation to the worker responsible for its performance.\n\nThe two\n\nparts of the specifications are: first, listing the qualifications demanded of the\nhuman factor, and second, standardizing the essential elements in the job itself.\nA modern personnel department cannot function without such an analysis or\nstandardization .\n\n5. Has any study been made of sickness among teachers ?\n\nDr. Dublin made the study already referred to, and he suggests that\nthere be an annual analysis of the records of absence for illness to discover\nwhat the significant facts are and to work out administrative measures to\n\ncontrol causes of physical disability. The daily papers recently carried the\nstory that a million dollars were paid to New York City teachers absent\non account of illness in the past year. This shows the grave need for some\nfundamental work in this field of the health of the teacher.\n\nSome central\n\nagency should assemble the sickness statistics from rural schools and from\ncities and towns, and study them with a view to action. The highest aim\nof scientific medicine is the eradication of preventable diseases, and such\nmust be the demand of the teachers.\n6. The teacher's load is another factor in the situation.\n\nThere is no reliable data on this subject except that there are great differences in the amount of work carried by the teachers in the same city and\neven in the same school. How over-work affects health we do not know,\nbecause we have no standard of what a reasonable load is.\n\nTo picture a school Utopia and to indulge in moralizing and platitudes\nwill get us nowhere. Studies need to be made of definite problems with\nscientific methods. Construction of hypotheses must take place along with\naccumulation of evidence. My hypotheses are :\nFirst\n-That there is a unity in the human organism, that there is intimate interdependence of mind and body, a close relation of the biological\nand the psychological factors.\nSecond-That the conditions under which teachers work and live do\n\nnot give opportunity for the development of this well-integrated organism\nwhich biology and psychology are agreed upon as the goal of all our striving.\nThese hypotheses can be proved in the case of the teacher only by the\n\naccumulation of data. If such data exist, I have been unable to find it.\nThis paper, then, is a plea for a series of studies in the fundamentals of the\nteaching process. I have suggested six main lines of inquiry, all bearing\nonthese broader aspects of the health of the teacher.\n\nLet us not deceive ourselves, however. In our age of over-emphasis on\nthe material. the measurable, it is easy, indeed, to forget that the fullness of\n\nknowledge is not the whole of normal human values as they affect the\nteacher. Against the passive resistance of the human spirit, school ad\n\n"}
{"page": 395, "printed_page": null, "text": "370\n\nNATIONAL EDUCATION ASSOCIATION\n\nministrators or employers make war in vain. Labor rightly fought scientific management, because it slighted the human element. Rebellion is\nstirring in the minds of the younger generation. The refusal of many of\nthe more talented of the present generation of men and women to enter\nteaching is primarily because of the conditions discussed in this paper.\nIf the life of the teacher permitted the expression, the satisfaction of the\nfundamental cravings of a normal human being for achievement, for freedom from fear, for reasonable leisure, for a sense of her own worth whileness, we could transform the world.\n\nWhat distinguishes all the golden periods of history is this clearness of\nvision, this sureness of aim, this poise and serenity, which is noticeably\nlacking in our age and in our profession. This enviable tranquillity reigns\nonly in a mind, a personality, that has found itself the fully integrated\norganism, as modern science phrases it. The Age of Pericles in Greece,\nthe Renaissance period in Italy, the Age of Elizabeth in England, are\nmountain peaks from which men could see life steadily and see it whole.\nThis sureness of aim, this serenity, is found only in a mind which looking\nbefore and after feels itself the representative of something outlasting time,\nsome national ideal, some religious faith, some endless quest. This endless\nquest, I maintain, is the quest of the teacher, what Mazzine had in mind\nwhen he said, \"He who can spiritualize democracy will save the world.\"\n\nREPORT OF THE COMMITTEE ON THE STATUS OF THE\nAMERICAN WOMAN TEACHER\nANNA LAURA FORCE, PRINCIPAL, LINCOLN SCHOOL, DENVER, COLORADO\n\nWhile teachers throughout the country are showing a greater interest\n\nin professional work, as is indicated by their reading, attendance at educational meetings, travel, visiting other schools, attendance at summer schools,\nit is claimed that educational theory is still several years in advance of actual\npractice in the schoolroom.\n\nIt is utterly impossible for the teacher to get the professional viewpoint\nuntil she is willing to interest herself in her own particular problem in the\n\nlight of present-day scientific knowledge.\nAn important present-day agency for the improvement and growth of\n\nteachers in service is teacher participation in curriculum building under\nscientific guidance, as it is carried on in some of our large cities. This\ncurriculum making will develop standards, create ideals, and change the\neducational horizon of the most indifferent.\n\nThat kind of supervision which analyzes the teacher's difficulties and\n\nhelps and inspires her to her best effort is needed in every classroom in\nAmerica.\n\nThe urban teacher is more favored than the teacher in the\n\nisolated rural community, where adequate supervision is practically unknown. The ambitious teacher is often discouraged for lack of opportunity\nthrough negligence of administrative officers. Resourcefulness and initia-\n\n"}
{"page": 396, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n371\n\ntive should be recognized and encouraged in order to promote her growth\nand advancement, as well as the welfare of the children under her care.\nMisfits in the teaching profession are largely due to those responsible\n\nfor the selection and training of teachers. In colleges, normal schools, and\nother teacher-training institutions there should be a careful analysis of voca-\n\ntional abilities of teaching, such as mental ability, habits of study, health\nhabits, a sympathetic understanding of the child, a real interest in the\nsocial aspect of the child and the life of the community and a high ideal\nof service rendered by the teaching profession.\nStandards may be raised through legal requirements which demand a\nwell-prepared professionally trained teacher, salary commensurate with\npreparation, growth, and skill, permanent tenure and a satisfactory retirement law.\n\nThe professional status of the teacher while largely dependent upon the\neconomic and legal status will be determined mostly by her ideals and\n\nattitudes. At no time in the history of public-school education has so much\ndepended upon the quality of the teacher's work, her attitude toward her\nprofession, and her appreciation of the opportunity to render service of the\nhighest order. The future welfare of our boys and girls depends upon her\nsincerity of purpose and her devotion to the highest ideals of the profession.\nPublic recognition of the teacher's work is often tardy or even lacking ,\n\nbut any thoughtful person realizes the tremendous responsibility placed\nupon her. She needs encouragement, inspiration, and professional leadership. The boys and girls will reflect her ideals of citizenship. \"By her\nworks she will be known.\" Her influence in human progress may be felt\n\nbutnot seen, sometimes even misunderstood. The words of a great educational philosopher seem eminently fitting in reference to her place in humar\naffairs, \"A great soul is above all praise and dispraise of men, which are\never given ignorantly and without discernment. The popular breath even\nwhenwinnowed by winds of centuries is hardly pure.\"\nTHE SINGLE SALARY SCHEDULE IN PRACTICE\nJAMES F. HOSIC , ASSOCIATE PROFESSOR OF EDUCATION, TEACHERS COLLEGE\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nAt the request of Miss Anna Laura Force, chairman of the Committee\non the Status of Classroom Teachers, appointed by the National Council\nof Education, the writer undertook to prepare a report upon the singlesalary schedule-what is being done and the probable effects. In planning\nthe investigation and gathering material I had the full coöperation of the\nDivision of Research of the National Education Association .\n\nThe Division of Research was already in possession of certain data, collected in 1923, for the Committee on Teachers' Salaries, of which my col-\n\nleague, Professor E. S. Evenden, was chairman. The list of cities reporting\nsingle-salary schedules to that committee was utilized, and many hin's as to\nprocedure were obtained from its experience,\n\n"}
{"page": 397, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n372\n\nThe nature of the present inquiry can best be learned from the questionnaire sent out. This ran as follows, except that spaces for replies have been\nomitted:\n\n1. Do you have a single salary schedule in your system ?\n2. If so, what is the minimum ? The maximum ?\n3. Who receive the minimum ?\n\nThe maximum ?\n\n4. What factors are considered and have a direct effect in determining the\nsalary of a given teacher at a given time ?\n\n5. How do you weight each of these factors ?\n6. What is the lowest salary paid a college graduate ? A normal school\n(2 years ) graduate ?\n\n7. What particular college courses do you require for salary increase ?\n(Specify names, hours, and increases. )\n\n8. How do your teachers find opportunity to qualify for higher salaries ? ( Please\ncheck.)\n\n1. Extension classes.\n\n5..\n\n6.\n\n2. Summer school.\n\n3. Leave of absence. 4.\n\n9. What was the chief consideration leading to the introduction of the single\nsalary schedule ?\n10. What are the chief difficulties encountered in administering a single salary\nschedule ?\n\n11. What, in your opinion, has been its effect (please suggest the basis of your\nopinion) ?\n12. What modifications. do you intend to make in your present plan ?\n13. Please include copy of salary schedule with your reply.\n\nOne hundred and fifty-two copies of the questionnaire were sent out and\n90 replies were received. Time did not permit a follow-up. To the direct\nquestion, \"Do you have a single-salary schedule in your system ?\" 19 correspondents replied \"No.\" Since many of these systems have heretofore\nbeen counted in estimates of the spread of the single-salary idea, it is obvious\nthat previous estimates are too high. The Southern California Committee,\nfor example, reported that 154 cities in the school year 1922-23 were operating on this basis. This is about 16 per cent. From 75 to 100 is probably nearer the truth.\n\nThe figures will vary in accordance with a wide and narrow interpretation of the term single-salary schedule. In this report the term is taken to\nmean a single schedule for all classroom teachers.\n\nThe effect of its intro-\n\nduction is to assure elementary teachers compensation equal to that of highschool teachers, provided that certain conditions are met. These include\nequally good academic and professional preparation, equal length of service,\n\nand equal efficiency. That is, no discrimination in favor of high-school\nteachers is made on the ground that their work is either more important,\nmore difficult, or more exacting in point of knowledge and ability. The\nknowledege and ability required may not be the same in the two positions,\nbut it is equally worthy and difficult to attain. The service rendered is\nalso equally valuable and deserving of reward.\n\nThe facts obtained as to minimum and maximum salaries paid in the\ncities reporting may be summarized as follows: the minimum is usually\npaid to graduates of a two-year normal school course without experience in\n\n"}
{"page": 398, "printed_page": null, "text": "373\n\nNATIONAL COUNCIL OF EDUCATION\n\nteaching. Some smaller cities in the list are apparently obliged to employ\npersons with still less of preparation. Many cities, on the other hand, provide for a period of probation or cadetship, during which candidates for\nappointment receive only a nominal salary.\nThe maximum salary is reserved for persons who have obtained a master's\ndegree or made preparation equally extensive and who have had ten years\nof successful experience. A minority place this standard at graduation\nfrom a four-year college or professional course. The tendency seems to\nbe to arrange the schedule so as to be able to recognize the ablest teachers\nwhich the system is likely to obtain without making unreasonable demands .\nAtpresent, it appears, from seven to ten years of experience are regarded\nas essential to ripeness and the doctor's degree as negligible .\nThe differential in salary as between the graduate of a two-year normal\nschool course and a graduate of a four-year college or professional course is\ncomparatively small. This appears in the following table :\nMINIMUM\n\nSALARY\nNormal School\nGraduate\n\nCollege Graduate\n\n250,000 and over .\n\n$1,200\n\n$1,400\n\n30,000 to 250,000 .\n\n1,100\n1,000\n\n1,300\n1,250\n1,240\n1,240\n\nSize of City\n\n10,000 to 30,000 .\n5,000 to 10,000.\n2,500 to\n5,000 .\n\n1,000\n1,000\n\nWhat the teachers in these cities may aspire to is shown in the following:\nRange of\n\nAverage of the\n\nMaximum Salary\n\nMaxima of this\n\nSchedule\n\nGroup\n\n250,000 and over .\n30,000 to 250,000 .\n\n$2,150-3,080\n\n$2,550\n\n1,500-3,000\n\n2,260\n\n10,000 to 30,000 .\n5,000 to\n10,000 .\n\n1,500-3,750\n\n2,242\n\n1,200-2,500\n1,200-2,600\n\n1,772\n\nSize of City\n\n2,500 to\n\n5,000 .\n\n1,887\n\nThe factors that appear to be taken into account in determining the salary\nof a given teacher at a given time include (1) Academic and professional\ntraining, (2) Length of service, (3) Degree of merit, and (4) Sex ( in\nseveral cases) .\n\nIn general, no clear distinction is made between academic and professional training. Few correspondents indicate definitely whether they do\nor do not attempt to maintain a balance as between the two.\n\nIt seems\n\nprobable that at present those administering single-salary schedules accept\nas on a par in determining a teacher's place on the schedule one year of\nacademic study in an accredited institution and one year of professional\n\nstudy in an accredited institution, whether college, normal school, or uni\n\n"}
{"page": 399, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n374\n\nversity. Some do attempt, as we shall see, to distinguish in the matter of\nyearly or other increments. It goes without saying that the question is a\ndelicate one.\n\nLength of service is almost always counted. Here there is less difficulty,\nbut, nevertheless, need of caution. The higher salaries are not usually paid\nto those who have not given at least a certain specified amount of service\nin the given city.\n\nThe practice as to merit varies widely. There is evident a tendency to\navoid connecting it directly with salary. Only a minority attempt to distinguish degrees of merit and apportion salary increases accordingly. A\ntypical instance of doing so is that of a city which rates its teachers A, B, C,\nand D.\n\nA teacher rated A receives $75 annual increment; one rated B,\n\n$50; one rated C, $25; and one rated D, no increment at all. The latter\nis placed on probation and dropped after one year if the rating does not\nimprove. Such a scheme is exceptional. The trend appears to be toward\nrating the teacher as satisfactory or unsatisfactory, and after a reasonable\ntime, if the teacher does not improve, to separate him from the system.\ncity reports a condition of permanent tenure which prevents this.\n\nNo\n\nThe question of sex is evidently troublesome. Several correspondents\nassume that men teachers are needed and say that they provide for \"stepping\nup\" the salaries of men from $200 to $600 above those of women of equal\npreparation and experience, explaining that the laws of supply and demand\nmust be obeyed. No reference is made, however, to scientific evidence\nwhich might prove that men are indispensable .\n\nThe answers made to the question, \" How do you weight these factors ? \"\ndo not lend themselves to organization.\n\nAs stated above, academic and\n\nprofessional training are not usually distinguished. Experience is almost\nalways considered quantitatively. Merit is comparatively seldom reckoned\nin quantitative terms. The general practice may be summed up thus :\nPlace the teacher on the schedule in accordance with his preparation and, in\nmany cases, experience ; advance him year by year on a regular scale, with\nadditional increments for additional preparation.\nQuestion 7, \"What particular college courses do you require for salary\nincrease?\" elicited few specific facts. Many administrators do not attempt\nto influence the teachers in this regard. There is a marked tendency, however, to safeguard the point in some way. The most common phrase is,\n\"with the approval of the superintendent.\" This leaves the initiative with\nthe individual teacher, but provides for checking abuses and for guidance.\nThat no superintendent can agree to accept for credit as of equal value for\nall teachers whatever courses they may choose to take, in whatever institu-\n\ntion they may select, is obvious. But that a superintendent might be\ntempted to evade his responsibility in this respect is equally obvious.\nfuture of the movement may turn upon this point.¹\n\nThe\n\nOne superintendent has constructed a sort of \"interest\" table, reading in terms of years\nof experience and \" majors \" of college work. Apparently the \"cashier\" does the rest!\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n375\n\nOpportunities to qualify for higher salaries are limited only by the number of means available for \"training teachers in service.\" Extension classes,\nsummer schools, and leave of absence for study or travel are most frequently mentioned. One system has a salary committee, made up of\nteachers and principals, which meets fortnightly and apportions credit for\nattendance on association meetings, for travel, etc. This ought to be democratic enough for anybody. At least one large system now provides for\nsabbatical leave with part pay.\n\nThe consideration leading most directly to the introduction of the singlesalary schedule appears to be a desire to establish justice, fairness, and\nequality. This conclusion is borne out by the replies to the question, \"What\nhas been the effect?\" Where before was agitation and dissatisfaction, all\nis now quiet and peace. Evidently the elementary teachers themselves have\nhad something to do with bringing about the change. This is suggested\nalso by the repeated references to the principle that elementary school work\nis equally important and quite as difficult as high school work.\nBut many of the superintendents who replied were moved by a more\nfar-reaching motive. They want better elementary schools, and in order\nto get them they must have better teachers. Hence adequate preparation\nmust be rewarded. A teacher, moreover, who has proved herself fully\ncompetent to handle a lower grade must not be tempted to leave it for a\nhigher by the lure of more pay. Better preparation, continued improvement, more permanent tenure-these as means to better opportunity for\nthe pupils are the real and fundamental considerations.\nThe effects are almost uniformly said to be good. In the two or three\ncases reported otherwise it is a curious fact that the system was introduced by the predecessor of the one who reports. The workers now are\nsaid to be happy and contented. The scheme is judged fairer than\nthe old, and agitation is ended. A great impetus to study is provided\"eighty-seven per cent of the teachers went to summer school the next\n\nseason,\" one declares. \"It keeps teachers alive.\" \"It destroys the enmity\nwhich existed between the high school and the elementary teachers.\" \"It\nhas raised the standards below the high school.\" These are typical statements.\n\nThose who oppose\nrewards inefficiency.\"\n\na very small minority-say that the new schedule\n\"It will drive men out of the profession.\"\n\n\"Merit\n\nis a better criterion than college preparation to use in determining salary.\"\nDifficulties in administering the single salary schedule are freely admitted. To appraise college credits is not easy. Over interest in securing\ncredits arises. Experience is likely to weigh too little. It is hard to give\nproper recognition to merit. The general schedule is too low to hold men.\nTradition must be overcome. The danger of unionizing that is, leveling\nwithout regard to service must be avoided. There is danger that money\n\nwill figure too largely in the teacher's aims.\nThe majority, however, report no such difficulties. Nor is there any\n\n"}
{"page": 401, "printed_page": null, "text": "376\n\nNATIONAL EDUCATION ASSOCIATION\n\nconsensus as to needed modifications in the scheme as now in effect.\n\nThe\n\ntime elapsed since it was adopted in nearly all of the places reporting is\ntoo short to permit of any very definite weaknesses in the scheme becoming\napparent.\n\nBy way of comment I wish to add that, human nature being what it is,\nwe have good reason to suppose that the single salary schedule will tend\nto become automatic. Once the principle is established that high school and\nelementary school teachers are equal, why not all teachers, irrespective of\nmerit, length of service, or preparation ? Merit, since it is hardest to\nevaluate, would be the first to go. The influence of such a change upon\nteaching could not be other than disastrous. At present teaching is a\nprofession and not a trade.\n\nAdministrators must accept responsibility as to what constitutes the best\nprofessional preparation. If any course in an arts college is as good as\nany other and equal to a course in education as preparation for whatever\ntask the teacher may have to undertake, then the whole movement for professional schools of education is abortive.\n\nIf, on the other hand, courses\n\nin method may be substituted for courses in needed subject matter, then\n\"preparation\" for the work of a particular position is only a name. Superintendents seem to be generally awake to these issues.\nThe differential between the salary of the graduate of a two-year normal\nschool course and the graduate of a full four-year course is too small. It\naverages at present only about two hundred and twenty-five dollars. Few\nwill be induced by such a reward to spend two additional years at a cost\nof many times this amount.\n\nThe difference in the value of the service\n\nwhich can be rendered by the two groups is inadequately represented by it.\nRating schemes now in use will prove unequal to the strain which the\noperation of the new schedule will put upon them. They should be better\nadapted to the individual case; they should put more stress on results\nachieved and less on traits of personality believed to be favorable to good\nteaching; and above all they should be worked out and applied coöрегаtively.\nThis applies to the single-salary schedule itself. The teachers who study\n\nit and who undertake to help make it a success will bear a decidedly\nbetter relation to it and to the schools than teachers to whom it is merely\n\nannounced. This seems to be widely but by no means universally understood.\n\nFinally, the considerations which have led to the introduction of the\nsingle-salary schedule for teachers will inevitably lead in due time to the\nestablishment of similar schedules for principals. Time was when the\nimportance of school work with younger pupils was seldom recognized.\nMost of the responsibility for their training was borne by the home .\nWith the passing years the school has become increasingly important and\n\nearly formative influences have been more justly weighed. Now few would\ndeny that the older the pupil the less he needs a teacher at all; the more\nhe can do for himself.\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n377\n\nAmodern platoon school in a large city, with nearly a hundred teachers,\na resident psychologist, and highly differentiated courses has little in common with the \"deestrict\" school of our fathers. It calls for a high order\nof ability and entails heavy responsibility upon its general manager. The\npublic is gradually awakening to this fact. The salary schedules of elementary school principals will not long continue to end where those of\nhigh school principals begin.\nRECENT LEGISLATION AFFECTING THE STATUS OF THE\nAMERICAN WOMAN TEACHER\nJOHN K. NORTON, DIRECTOR OF RESEARCH DIVISION, NATIONAL\nEDUCATION ASSOCIATION, WASHINGTON, D. C.\n\nOne need not look far back in educational history to view the time\nwhen from a legal viewpoint the status of the teacher was extremely insecure. Much of the teaching was performed by indentured servants,\ncasual travelers, indigent old ladies, and others of similar character.\nLater, teaching became a transient calling-a stepping-stone for capable\nyoung men and women on their way into one of the recognized professions.\nIt is not to be wondered at that the teaching profession under such con-\n\nditions rested on insecure legal ground. Certification in its present sense\nwas unknown. The principle prerequisite to qualification as a teacher\nwas a willingness to accept the salary offered. But fortunately that day\nhas passed, or is passing in many States. There are signs that the teaching\nprofession is rapidly being placed on a sound legal basis-one which approaches, even if it does not fully equal, that upon which rests the older\n\nand more firmly established professions.\nAdmission into any calling that is to deserve the name profession, must\nbe carefully guarded. The laws governing the certification of teachers\nin a number of States already protects the profession from those who\nare untrained. Such laws have been in effect for a sufficient period in\nsome States, so that the teacher who has not normal-school training or the\nequivalent is the exception. Over eighty per cent of the teachers in\nArizona, California, Connecticut, Massachusetts, New Jersey, New York ,\nand Rhode Island now hold certificates that are obtainable only on the\nbasis of normal-school graduation or equivalent training. These States\nmay look forward to the time in the not distant future when they will\nemploy none but trained teachers .\n\nThe certification laws passed recently in other States aim at bringing\nall teachers up to standard requirements within a set number of years.\nThe Pennsylvania law is well-known and has been followed by similar\nlaws in other States. Washington at the last session of its legislature\nenacted a measure almost without opposition which sets 1927 as the\n\ndate when no teachers but those possessing two years' training beyond\nhigh-school graduation will be employed. Montana passed a law which\nby a series of steps lifts certification requirements, so that by 1929 none\n\n"}
{"page": 403, "printed_page": null, "text": "378\n\nNATIONAL EDUCATION ASSOCIATION\n\nbut those possessing forty-eight quarter units beyond high-school graduation can qualify. Other States that have enacted measures of a similar\nnature are Colorado, Indiana and Kansas .\n\nThe territory in the United States is rapidly shrinking where admission\nto the profession is possible except on the basis of careful preparation.\n\nThere are also indications that salary conditions that justify careful\npreparation are being created. Certification laws are powerless to guarantee trained teachers if salaries are too meagre to attract a sufficient\nsupply of teacher candidates .\nThe adoption of salary schedules by increasing numbers of school\nboards is a favorable sign.\n\nNo more effective method of encouraging\n\ncapable young women to enter teacher training can be found than the\nadoption by boards of education of salary schedules that promise a reasonable return after the period of training and apprenticeship has been\nserved.\n\nPrevious to 1919 less than half of our cities had definite salary\n\nschedules. In 1923 two thirds of our cities had adopted such schedules.\nTeacher candidates are now able to predict their future compensation with\na greater certainty thas ever before .\n\nThe form which many of these schedules are taking is significant. I\nspeak of the single salary schedule. This type of schedule is a promise\non the part of a school board that training, experience, and competency\nwill receive equal salary recognition in all grades. It encourages all\nteachers whether they prefer to work in the first or the twelfth grade to\nundertake a sound program of preparation for their work. Nothing can\ndo more to elevate the rank and file of the profession. In 1919 the single\nsalary schedule was almost unknown. In 1923 one city in six had adopted\nthe single salary schedule principle if not fully at least in modified form.\nMost important of all there has been a general lifting of the level\nof teachers' salaries throughout the cities of the country . In 1913\nless than one elementary teacher in 1,000 received a salary of $2,000\nor more each year. In 1923 one teacher in every five in city elementary\nschools received such a salary. In 1913 two high-school teachers in\nevery 100 in cities received salaries of $2,000 or more.\n\nIn 1913 sixty-\n\none high-school teachers in every 100 in cities received such a salary.\nThese increases, of course, must be discounted because of the rapid depreciation of the dollar.\n\nEven when this factor is taken into considera-\n\ntion there has been real as well as a dollar increases in salaries paid in\nthe great majority of American cities.\nIn spite of the reactionary suggestions coming from near-sighted or\nselfish interests there is no general tendency to reduce salary. A survey\njust completed by the Research Division indicates that the majority of\ncities are maintaining their salary schedules. A small percentage of the\ncities reported schedules that provided for higher salaries in 1924 than\nin 1923. The city that reported an actual reduction was the great exception.\n\nLegislation affecting teacher retirement has received much attention\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n379\n\nin the last decade. At the present time two thirds of the States have\npassed teacher retirement laws. All of those on the books cannot be\ngiven unqualified approval. On the other hand, the tendency toward\nsound pension legislation cannot be denied. Several States, such as New\nYork and Wisconsin, have already enacted laws the soundness of which\ncannot be questioned. Many other States are moving in the same direction. The policy of coöperation between the States and the teaching profession in enacting retirement systems that protect the children from teachers made ineffective by old age is receiving wider and wider acceptance.\nThe extension of such legislation means much to the welfare of the profession.\n\nThe movement for tenure legislation is yet in its infancy. At present\nbut nine States have enacted teacher tenure laws.\n\nThere is some dis-\n\nagreement as to the form that this legislation should assume. The movement itself, however, which has as its objective the legislative regulation\nof tenure in some manner will continue. It is a live question in a number\nof the States at the present time.\n\nDiscussion of progress in the enactment of sound State equalization\nfunds may not at first sight appear to be appropriate under this topic. No\n\nlegislation is of greater importance to the teaching profession. Such funds\nmore than anything else will lift the profession to the place where none\nbut capable persons will be admitted to its ranks.\nThe equalization fund in effect does this. It creates a reserve from\nwhich money is supplied to those local districts whose wealth is so meager\nthat reasonable tax rate will not provide the funds requisite for obtaining\n\na trained teacher. Without the State equalization fund, certification laws\nare likely to be barren of effect, at least in the poorer districts. The effect\nof the Maryland State fund in elevating the teaching profession in that\n\nState may well be studied by students of education. Such measures are\nbasic if we are ever to reach the place where the teaching profession is to\nbe relieved of the incubus of the untrained, incompetent teacher.\n\nThese, briefly, are some of the fundamental legislative tendencies that\nare affecting the status of the American woman teacher. Progress at\ntimes seems slow. Set backs are frequent. But that progress is being\nmade few would deny. Sound certification laws, adequate salaries schedules, sound retirement systems, careful tenure legislation and basic State\nequalization funds reflect the willingness of the Nation's citizenry to support the efforts of the profession to lift itself to a higher level of efficiency. The legal foundation for a new profession is being laid. If present\ntendencies continue this generation will see the time when the status of\nthe teacher on the legal side will be as secure and as respected as the\nolder and more firmly established professions .\n\n"}
{"page": 405, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n380\n\nCOÖRDINATION IN PART- TIME EDUCATION\nMARGARET\n\nM.\n\nALLTUCKER,\n\nASSISTANT\n\nDIRECTOR,\n\nRESEARCH\n\nDIVISION\n\nNATIONAL EDUCATION ASSOCIATION\n\nNearly half a million children between 14 and 16 years of age terminate their schooling annually, and the total number of young people be-\n\ntween 14 and 18 who were not attending school of any sort in 1920\nequaled 2,967,651, or 31.4 per cent of the entire population of this age\ngroup in the United States. The change from school to work is usually\naccompanied by the breaking down of the controlling influences of school\nassociation and environment.\n\nThe interpreting influence of the part-time school where it exists, is the\nState's chief means of surveillance over its hordes of employed boys and\ngirls. The problems of the part-time school are many and complex. First\nof all, it attempts to make the break between the school life of the child\nand the work life of the child less difficult through carefully adjusted\ncounsel and training which take into consideration the practical aspects of\na youth's duty as a citizen and his potentialities as a worker. The continuation school should be above all a social laboratory in which the vocational, mental, physical, moral, and social equipment of the working boy or\ngirl is analyzed, with a view to the development of such special abilities\nas are revealed, and to the correction of deficiencies. No one knows better\n\nthan the part-time teacher that : \"Few boys are born with talents that excel,\nbut all are capable of living well.\" The special strength of the part-time\nschool consists in its relationships to life. The difference between the\ngeneral continuation part-time school, trade preparatory, and the trade\nextension and commercial part-time schools must be recognized. One of\n\nthe chief objectives of the latter is to give instruction which is closely related\nto a particular trade or commercial occupation to boys and girls already\nat work in that trade or occupation. Usually the shop is best qualified\nto train in the manipulative processes, and the school in the technical side.\nTeachers of part-time pupils should take advantage of the uses of English\nand arithmetic in the daily work of the pupils, the geography and history\n\nconnected with the industries in which they are engaged, and the hygiene\nand civics which are directly related to the pupils' daily work, community\nactivities, and personal welfare .\n\nIn regard to the general continuation school, many of the pupils, par-\n\nticularly those between 14 and 16 years of age, are employed at jobs for\nwhich it is not possible to give any considerable amount of strictly vocational instruction closely related to those occupations. However, this does\nnot mean that the part-time school is free from responsibility. It must be\n\nremembered that most of these pupils left school before completing the\neighth grade, that their general education is inadequate, that their daily\nwork often teaches them little that will help them get better positions\n\nwhen they are older; that the tendency is for them to shift from job to job\noften with long periods of intermittent idleness. The first job is often\n\n"}
{"page": 406, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\nentered blindly through circumstances.\n\n381\n\nHence the fact that a youth is\n\natwork at a job is not conclusive evidence that that job is the one which\nwill develop into his life work. Occupational adjustment is one of the\nproblems which many pupils bring to the part-time school. It is best met\nthrough supplying occupational information and participation, so that\neventually the boy places himself that is, so far as choice of occupation\nis concerned. Such pupils are best oriented in the part-time school through\nthe \"reservoir\" class. Here their interests and needs are studied, visits\nare made to their places of employment and to their homes, and after a\n\ncareful case study they are transferred to the class or course which appears\nto be best suited to their needs. When the demand for a particular course\n\nisnot sufficient to justify offering it or when working conditions cannot\nbe duplicated to advantage in the school shop, the plan of \"try-out\" courses\ninoperation in Wisconsin offers a solution of the problem. Briefly, the\nplan is this: If a boy thinks he might be interested in the butcher trade,\nfor example, he is placed in a butcher shop for four out of eight hours of\nrequired attendance at the part-time school each week. During these\nfour hours each week he works under the instruction of the butcher.\n\nThe\n\nschool authorities offer to pay the butcher fifty cents per week for this\ninstruction, but some of the tradesmen will not accept remuneration. Two\nor more boys may in some cases be placed in the same shop. The boys\nare not allowed to receive pay for the four hours spent under instruction\nin the shop. If a boy finally decides that he wants to learn the butcher\ntrade, he secures a permanent position in a butcher shop and then according\nto the Wisconsin plan attends a trade-extension part-time class for eight\nhours a week. The plan may be applied to any kind of shop, store, office,\nor factory.\n\nIt is obvious that no single factor can contribute as largely to the success of part-time and continuation schools as can an efficient scheme of\n\ncoördination. Upon this work depends the degree to which the part-time\nschool can actually serve the home and business interests of the country .\nInstruction for employed boys and girls must be made to have a practical\nvalue which is evident to them or they will not take an active interest.\nTo use their own language, they \"are strong for it,\" when, for example :\nthe lesson in salesmanship gives them a cue that they put to work successfully the next day.\n\nCopies of courses used elsewhere will not suffice.\n\nCourses must be adapted to well defined local needs. While the parttime school must first concern itself with present needs of pupils, it must\nalso consider what needs a pupil must meet in order to develop into larger\nusefulness. The pupil must be so encouraged that he sets a goal for himself. An intelligent incentive to do something necessarily precedes the\ntraining to do that thing. Teachers cannot hope to teach unless there\nis a desire to learn. The part-time school is called upon in many cases to\nsupply not only the opportunity for an education, but also the motive\npower within the boy or girl for getting it.\n\n"}
{"page": 407, "printed_page": null, "text": "382\n\nNATIONAL EDUCATION ASSOCIATION\n\nHowever, the part-time school cannot assume the whole responsibility of\ntraining employed youth. This is a joint task of home, school, church , and\nshop-each playing an important part in its own sphere and each appreciating what the other is doing and coöperating with it.\nCoördination and follow-up work have been the means of bringing\ntogether in many communities groups of employers and parents for the\npurpose of discussing problems of continuing the education of employed\nyouths. Coördination of all the forces which may be brought to bear upon\nthe problem of part-time education in a community is, in the last analysis,\na personal problem. It can be accomplished only through the efforts of\ncoördinators, men and women to whom time is allotted for this purpose,\nand who because of personality and training are able to make a study of\nthe needs of youth, both personal and occupational, and also a study of the\nmeans of satisfying those needs.\nThe five chief functions of coördination are: ( 1) educational salesmanship, (2 ) promotion of instruction, ( 3) placement, (4 ) personal advice\nand assistance, and (5) community coöperation. In other words, the coordinator in a part-time school must be an educator, a counselor, and a\nsocial worker, as well as an administrator. As an educator, he must know\nand apply the aims and ideals of part-time education and interpret its\nphilosophy. Through occupational and job analyses he must learn what\ntechnical and related knowledge is required for success in a particular\noccupation or job, as well as its teaching content. Then he must apply\nthis definite occupational information to the blocking out of instructional\nmaterial .\n\nUnit lessons will often be given to meet needs which the co-\n\nordinator discovered as he observed the youth on the job. Very often the\ncoördinator is also able to furnish information that will aid the teacher\n\nin raising the standards of living of part- time pupils.\nAs counselor and social worker the coördinator's chief duties include\n\nplacement and personal advice and assistance. To place youths in employment that offers a desirable occupational objective usually necessitates\nthe making of a survey of the local community to find openings and also\nto classify local firms as to type of employment for minors, number employed, nature of the work in each job, etc. It also includes case studies\n\nof the youths themselves. Scientific research is the only sound basis for\norganization of part-time as well as full-time schools. Placement should\nof course presuppose follow-up work. In some instances it may include\nthe arranging of trade agreements . Counsel that is worth anything must\n\nbe based on definite information regarding employment, schooling, progress,\nhome life, abilities, health, interests, and ambitions . The fact that the coordinator knew about him, believed in him, and was a friend to him has\n\nencouraged many a part-time boy to overcome greater difficulties than some\nof us have ever faced. I have in mind one coördinator, whom I can best describe as a \"happy-tempered bringer of the best out of the worst.\" She\n\nnot only visits part-time pupils' homes and places of employment and\nanalyzes the needs which she discovers, but she visits the agencies of the\n\n"}
{"page": 408, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n383\n\ncommunity with which coöperation is possible, and secures necessary help.\nShe knows the social status of her community; the habits of the people,\ntheir recreation, standards of living, and racial peculiarities. With this\nknowledge she is also able to assist in providing wholesome amusement .\nFortunately for the part-time pupils this coördinator, who is so gifted in\nhuman understanding realizes that amusement, in order to be wholesome\nneed not be tiresome.\n\nAs an administrator the coördinator must \"sell the idea\" of part-time\neducation to the public; to employers, parents, employees, and-yes-to\neducators. It is the coördinator who usually makes detailed arrangements of the time and place of class attendance.\n\nHe tries to have the time\n\nschedules satisfactory to all concerned; employers, school administrators,\nand parents. He also establishes proper relationships with the attendance\ndepartment and other school units .\n\nAs an administrator the coördinator often secures community cooperation through advisory boards, composed of representative employers\nand educators. Such boards assist in publicity, in preparing for surveys ,\nindetermining what vocational work needs to be stressed in the community,\nand in recommending certain expenditures for new courses or improvement\nofexisting courses .\nThe range of functions coming within the field of coördination in a\nlarge part-time school is so broad that the work of coördination belongs\n\nnot only to coördinators, but to everyone connected with the part-time\nschool. Teachers of part-time classes to be successful must be more than\ngood instructors, they must in addition have a sympathetic attitude toward\nthe problems of employed youth. The division of the various functions\nof coördination must, of course, be decided in each community and the\nnumber of pupils involved will largely determine the distribution of the\nwork. But, regardless of the size of the community, every phase of coordination must be undertaken by some one, if part-time education is to\nfunction in its broadest sense. The vital point is not the manner or distribution of duties, but the certainty that some one will, through a coordination of the educational forces of home, school, and job, furnish adequate opportunity for the development of the character and abilities of\neach youth of the community.\n\nREPORT ON SUMMER SESSIONS IN STATE TEACHERS'\nCOLLEGES\n\nJOSEPH E. AVENT, UNIVERSITY OF TENNESSEE, KNOXVILLE , TENNESSEE\n\nInthis paper we shall report : First, The general plan of organization and\nadministration of summer sessions in fifty-eight State teachers' colleges,\nlocated in twenty-four States; Second, The general type of those who\nteach in the summer sessions of five large teachers' colleges, located in\nrepresentative sections of this country; Third, The striking facts of\n\n"}
{"page": 409, "printed_page": null, "text": "384\n\nNATIONAL EDUCATION ASSOCIATION\n\nstudents served by the summer sessions in the same five teachers' colleges ;\nFourth, the relations existing between the summer session and the tra-\n\nditional regular sessions; and Fifth, the purposes for which the summer\nsessions are conducted.\n\nIn the answers here given we use the central tendencies, or medians,\nor averages of the data bearing on each topic. The data are those of\nsummer session, 1922 .\n\nOrganization and administration-It may be news to some that the\nsummer sessions are not separately organized schools. As a matter of\nfact, they are under authority of the same boards as are the regular sessions. They are administered, in most cases, by the same executive heads.\nThus is afforded a high degree of continuity of policy throughout the\ncalendar year.\n\nIt will probably not be news to be informed that the summer sessions\nare inadequately financed. They have an average of only $3.04 per\nstudent-enrolment-week. Regular sessions of teachers' colleges have\nnearly double that amount; the regular sessions of other types of State\ninstitutions have more than three times that amount. Of the $3.04 available per student-enrolment-week in summer, however, 79 per cent goes\nfor instruction. This inadequate financial support, for a summer session\n47 days long, shows its retarding effects. For example, not enough teachers can be employed. There are on average 23 times as many students\nas there are instructors, in summer session. Now it is a standard among\naccrediting associations that the number of students enrolled in colleges\nshould be to the number of instructors in a ratio of about 12 to 1, instead\nof 23 to 1. This is, however, a different thing from the size of classes.\n\nwhich may contain up to 30 students each. Again, practice-teaching facilities need to be more than doubled, to give their student teachers six\nweeks' full-time practice. While these summer sessions enrol in their\nmajor term an average of 1,046 students, only one fifth of them can be\naccommodated in the college dormitories.\n\nOn the whole, the plan of organization and administration does not\ndiffer materially from that of the regular session, except in the matters\nof financial support and provision for practice-teaching.\nSummer session teaching staffs-When we speak of those who teach\n\nin summer sessions, their personal data become interesting. In their education, they have had, on the average, four and a half years of education\n\non the collegiate level. Though twenty per cent of them have diplomas\nof less value than that represented by a bachelor's degree, fifty per cent\n\nof them do have bachelor's degrees, twenty per cent of them have masters'\ndegrees, and five per cent have doctors' degrees. In addition to their\n\nliberal and professional education, they exhibit the professional spirit, by\nhaving used, since graduation, twenty-six weeks of summer terms in further\neducational growth .\n\nNot only are the summer teachers thus qualified in their education, but\nthey are experienced teachers. They have taught in the rural schools,\n\n"}
{"page": 410, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n385\n\nvillage schools, and city schools in representative proportions. A substantial proportion of them have also had experience in normal school, or\ncollege, or university. This experience has been somewhat similarly distributed over the primary, intermediate, advance, and high-school grade\nlevels. This summer work is not new to them. They have taught a\nmedian of four previous sessions in summer.\n\nTheir teaching load is but little heavier than in regular session. It\nconsists of a median of 16.4 class-hours per week. Each class enrols 26\nstudents. The courses given by these teachers in summer are substantially those given by them in regular session. These courses are : 66 per\ncent professional for teaching; 18 per cent of liberal arts character ; 7\nper cent review for examination; 3 per cent vocational, other than for\nteaching.\nWe have two facts about these summer session teachers more personal\n\nthan the foregoing. These facts are their age and salary. Their median\nage is exactly 39 years. Their median salary for the year preceding summer session work was $2300. These teachers do the summer work, seven\nweeks, for $377, which is at the rate of $40 per month less than that\nreceived in regular session. Though they actually work in summer at a\nsmaller remuneration than in regular session, their average qualifications\nare quite as high. It is interesting to note, too, that 51 per cent of them\nare men. These teachers are, then, qualified in education, in teaching experience and professional outlook, to do a worthy summer session task.\nSummer session students-It is a matter of common knowledge that\n\nany program of education becomes more simplified, when one has ascertained the outstanding characteristic needs of the students to be served .\nWe have tried to ascertain these needs for the summer session students in\n\nthe matter of their education, teaching experience, and certain personal\ncircumstances. In reporting these facts, we shall show you the real reason\nwhy these students attend summer school.\n\nIn their education they were not all high-school graduates.\n\nOnly\n\nsixty-seven per cent of them had graduated from high school ; only fifteen\nper cent of them had graduated from normal school in either the two-year\nor the four-year curriculum ; only six per cent of them had graduated from\n\nliberal arts college, and twelve per cent from high-school training school .\nIn their summer education forty per cent of these students were at\nsummer school, at the time of our study, for the first time; the median\nprevious attendance of all these summer students was 6.5 weeks; their\naverage program was found not only in the first year on the collegiate level,\nbut even in the first half of that year. That program consists of three\nsubjects, one of which comes two periods a day.\nThese students were more mature than those attending regular session .\nThree-fourths of them have had teaching experience, with a median of 3.4\nTears. This experience, in somewhat striking resemblance to that of the\n\nsummer faculty, had been in representative proportions in rural, village,\nand city schools, and on primary, intermediate, advanced and high-school\n\n"}
{"page": 411, "printed_page": null, "text": "386\n\nNATIONAL EDUCATION ASSOCIATION\n\ngrade levels. Their next year's position changed but slightly, and that\nchange was in the direction of the more highly organized schools.\nThe maturity of these students may be further seen in their median age\nof 23.3 years, ranging from 15 to 62 years .\n\nMore personal facts about these summer session students are: ( 1)\nThey come from larger families than those attending in regular sessionnamely, a family of seven members ; (2) Their father was living in 85\nper cent of cases; (3) Their father was a farmer in 62 per cent of the\ncases; ( 4) Their father's family income was, on the average, less than\n\n$1500 per year, or less than $250 per member of the family per year, in\nterms of 1922 purchasing power of the dollar; (5) Those who taught the\nyear preceding summer school attendance did so at a median salary of\n$947, and their contract for the session following the summer school was\nfor $ 1010 ; ( 6) Their cost to attend summer school was $84, or $21 more\nthan their next year's increase in salary ; (7) Three fourths of them earned\nthe money with which to attend summer school ; (8) Forty per cent of\nthem already were helping support dependents ; and ( 9 ) Financial aid to\nthem from official sources was negligible, being given in less than 4 per\ncent of cases. In view of the foregoing, it is easy to see why the summer\nsession students cannot attend the regular session at an annual cost of\n\nprobably $500 and why they must use the summer session as the necessary\nmeans of their professional education. The real reason is that they need the\neducation thus afforded to do their respective jobs; society demands their\ngetting this education; their private circumstances prevent their seeking it\nin regular session .\nThe relation of the summer session to the traditional regular sessionYou will be interested to know how close their relation is.\n\nThe likenesses\n\nmay be stated as follows: (1 ) Controlled by the same boards; (2) Administered by the same executive heads in 83 per cent of cases ; (3)\nMannedby 73 per cent of the same teaching staffs ; (4) Offering courses\nof about 80 per cent identity; (5) The teaching load about the same; and\n(6) Credits earnable in summer 10 per cent greater than in regular session,\nin proportion to time.\n\nThere are, however, certain noticeable differences: ( 1 ) Admission requirements are less stringent in summer session, especially when the work\ntaken is not to be counted toward a diploma or degree; (2) The summer\nsession enrolment is 26 per cent greater than that of the regular session;\nand (3) Though the summer session is only 26 per cent as long as the\nregular session, it actually turns out 42 per cent as many standard two-,\nthree-,and four-year graduates. Note this third point: The summer sessions, operated on the average, with half the financial resources of the\nregular session, though running but 26 per cent as many days, are turn-\n\ning out 42 per cent as many standard graduates. It may be surprising to\nyou, but this output is 60 per cent greater than the number which would\nbe proportional to the term lengths. Had you dreamed that the summer\n\n"}
{"page": 412, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n387\n\nsessions were making such a magnificent contribution to the professional\neducation of teachers ?\n\nSummer session purposes-The summer sessions have developed so\nrecently and their growth has been so rapid that possibly even those in\nthe midst of this rapid growth were scarcely conscious of the real purposes\nwhich served as such drives to progress. We have been at some care to\nascertain and to state the purposes served by the summer session. We shall\nstate these purposes from the following standpoints : ( 1 ) Historical, ( 2 )\nStatutory, (3) Administrative, (4) The educational and economic needs\nof students, and (5) The States' needs for teachers.\nHistorically considered, the summer session has not been imposed from\nwithout the profession. No significant outside movements social, political,\nor otherwise, have affected, particularly, summer session purposes. Even\nthose writers who have undoubtedly influenced educational policies in\nthis country have passed over the topic of summer sessions in almost\n\nunanimous silence. If these writers, out of or in the profession, have\ninfluenced summer session purposes at all, it has been only as a by-product\nof their exposition, or advocacy of other phases of education .\nOn the other hand, there have been influences within the profession\nwhich operated to stimulate the rise of our summer sessions and to give\npoint to their existence. Summer sessions have risen from within the\nprofession. The influences, which stimulated their rise, have been, some-\n\nwhat, as follows: ( 1) Voluntary decision of the managements of the\nteachers' colleges themselves to conduct summer sessions ; ( 2) Demands\nfrom teachers in the field, sometimes expressed through resolutions in\nmeetings; ( 3 ) Certificate requirements ; ( 4) Zeal of certain educational\nleaders. In response to the foregoing influences, then, the purposes prevailing fifteen or twenty years ago were : ( 1 ) Partial pre-service education of persons planning to teach the following session ; ( 2) In-service\neducation for actual teachers ; ( 3 ) Review and certification ; ( 4) Credit\nwork toward diplomas and degrees.\nPassing now to the statutory purposes of summer sessions, we find that\n\nno State legislature has ever stated them, as separate from other institutional functions. Summer sessions are but a part of the expanding general\nfunction of the teachers' colleges themselves. That general function is\nthe professional education of teachers for the public schools, and that\n\nfunction was stated in the original acts establishing the teachers' colleges.\nA separate function has nowhere been stated by statute for the summer\nsessions.\n\nAdministrative purposes-These, as conceived and stated by the present executive heads of the teachers' colleges, by personal correspondence ,\n\nby questionnaire, by published announcements, are as follows : ( 1 ) The\nfurther education of teachers who are already in service ; (2) Original, or\nrenewed certification; (3) Professional graduation ; (4) Pre-service education for non-experienced persons who will teach the following session.\n\n"}
{"page": 413, "printed_page": null, "text": "386\n\nNATIONAL ED\n\nV\n\nTheir next year's\n\nich was second not\n\nchange was in the direction of t\nThe maturity of these students\nof 23.3 years, ranging from 15 to\nMore personal facts about t\nThey come from larger families\nnamely, a family of seven memb\n\nbelongs and where\n\ngrade levels .\n\nwement.\n\nItwill\n\nservice for their\n\npose of summer\ntth, as it should\nny years hence.\nucation, before\n\nW\n\nper cent of cases ; ( 3 ) Their fatl\n\ncases ; ( 4) Their father's family\n$1500 per year, or less than $25e\nterms of 1922 purchasing power\nyear preceding summer school a\n\n$947, and their contract for the mal, political\nfor $ 1010 ; ( 6 ) Their cost to att\nthan their next year's increase in anal police 18\nthe money with which to attend\nal\nthem already were helping suppor\n0\n\nthem from official sources was ny\n\n4\n\nes of summer\n\nhers' colleges.\nresent. It is\nise for which\ninfirst; 34\n\nput profes-\n\nted profesother pur\nof these\n\ncent of cases . In view of the for\nsession students cannot attend the\n\nstead of\n\nprobably $ 500 and why they mus\n\nlowing\n\nmeans of their professional educati\n\ntofirst\n\nThree-\n\neducation thus afforded to do the\n\nnot\n\ngetting this education; their priva\n\nnent\n.\n\nin regular session.\n\neyes,\nher\n\nThe relation of the summer se\nYou will be interested to know he\n\nd\n\nmay be stated as follows : ( 1 ) Cministered by the same executiv\nManned by 73 per cent of the sa\nof about 80 per cent identity ; (5 )\n\n(6) Credits earnable in summer 1\nin proportion to time .\nThere are, however, certain no\nquirements are less stringent in st\ntaken is not to be counted toward\n\nsession enrolment is 26 per cent\nand (3) Though the summer ses\nregular session, it actually turns (\nthree-,and four-year graduates . I\nsions, operated on the average, v\n\nregular session, though running b\ning out 42 per cent as many stand\n\nyou, but this output is 60 per cen\nbe proportional to the term lengtl\n\n-\n\n"}
{"page": 414, "printed_page": null, "text": "COUNCIL OF EDUCATION\n\n389\n\nhow : ( 1 ) About one-third of those teachers\nthan high-school graduation ; (2) About\nchool; (3) About one-third have gone one\nhool graduation; and (+) Less than oneed each year are furnished as graduates from\nrs' colleges .\n\nnow prevailing in the schools of the States\nn of teachers in the schools, no one can deny\nation of the States' teachers as the predomisummer session is conducted in teachers' col-\n\nthe supply of teachers somewhat more profesd fom\n\nr sessions in our State teachers' colleges are\nrespect differently from the regular session ,\nncial support and for practice-teaching. The\nedly composed of as highly qualified teachers\n11\n\nsion.\n\nThe relation of the summer session to\n\n1 is so close that many executive heads now\nas an integral part of the school year. The\nthe professional education of teachers for the\nt different from the regular session in this repurposes, however, concern a student body, 80\nsonnel, relatively mature, somewhat experienced\nor intermittent in college attendance, and havssional, educational, and economic characteristics\n; in regular session. These immediate purposes,\nservice education of these summer students, investi-\n\nwith respect to prospective fields of service, the\nsummer session policy.\n\nsare, therefore, respectfully reported to you as the\nfor in-service education yet devised. They are not\nt. They will abide, but in the future they will\nfrom which teachers already having a standard predrink at frequent intervals, renew their professional\nheir professional growth.\n\nORT OF STATE TEACHERS' COLLEGES\nARSHALL COLLEGE , HUNTINGTON , WEST VIRGINIA\n\nn hour of investigations. Finances are to the fore.\nwith fiscal support is announced you have a right to\nrce the evidence has been secured .\n\nThe facts on\n\nn is based have been secured direct from the present\n\ncolleges in Colorado, Michigan, Minnesota, Illinois,\n\n"}
{"page": 415, "printed_page": null, "text": "388\n\nNATIONAL EDUCATION ASSOCIATION\n\nNotice what has happened. The in-service purpose which was second not\nmany years ago now becomes first. That is where it belongs and where\nit will stay. The summer session is no temporary movement. It will\nbecome increasingly more valuable to teachers already in service for their\ncontinued professional growth. And the pre-service purpose of summer\nsession work, which was first years ago, now becomes fourth, as it should\nbe, until we shall reach a point, we devoutly hope, not many years hence,\nwhen every teacher will have had a standard professional education, before\nentering upon the work of the profession. The purposes of summer\nsessions, as conceived by the present executive heads of teachers' colleges\nand as checked up from other angles, are correct for the present. It is\ntrue that the students when asked to name the one main purpose for which\nthey came to summer school did not put in-service education first; 34\nper cent of them put certification first; 32 per cent of them put profes\nsional graduation first, while only 12 per cent of them checked professional growth, and 22 per cent of them checked miscellaneous other purposes. Yet, when one considers\nSummer session purposes from the standpoint of the real needs of these\n\nstudents, he will see that the purposes, as stated by students instead of\nrebutting administrative conceptions, in reality, reinforce them. Threefourths of these students had taught and did teach again the following\nsession; two-thirds of them had no professional training previous to first\ncoming to summer school; those attending were, on the average, not\nbeyond the first half of the first collegiate year in degree of advancement.\nAlthough certification and graduation loomed large in these students' eyes,\nthey are but incentives for the first and real purpose-namely, their further\neducation for their professional tasks.\nAgain, when one considers the economic needs of these students and\n\nfinds ( 1) That their next year's increase in salary was $21 less than the\n\ncost to attend 6.5 weeks of summer school; (2) that their family and\nfinancial circumstances were such that these students just could not\nattend in regular session ; (3) that three-fourths of them had already\nearned the money for their summer expenses ; and (4) That 40 per cent\nof them were already helping support dependents. Whether certification\nor graduation be the major incentive urging these students on, the in-service\neducation motive must operate, from the standpoint of administration, for\nthe great majority of them; and the motive of partial pre-service education\nmust continue for a substantial minority, until the State shall be able to\nfill all teaching positions with persons having a standard professional\neducation received prior to entering the profession.\nThe dominant purpose of the summer session, that of continued edu\ncation of teachers already in service, is brought out into even clearer relief and receives even further reinforcement, when it is viewed from the\nstandpoint of the State's needs for teachers. Various official and scientific\nstudies of the qualifications of those who are actually teaching in the\nStates' schools, when averaged for the States in which our tour-year\n\n"}
{"page": 416, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n389\n\nteachers' colleges are located, show: ( 1 ) About one-third of those teachers\nhave a general education less than high-school graduation ; (2) About\none-third have finished high school ; (3 ) About one-third have gone one\nor more years beyond high-school graduation; and (4) Less than onethird of the new teachers needed each year are furnished as graduates from\nthe normal schools and teachers' colleges .\n\nWith such conditions right now prevailing in the schools of the States\nas to the professional education of teachers in the schools, no one can deny\nthe privacy of in-service education of the States' teachers as the predominant purpose for which the summer session is conducted in teachers' colleges. It is to help increase the supply of teachers somewhat more professionally educated.\nIn conclusion, the summer sessions in our State teachers' colleges are\nadministered in no essential respect differently from the regular session ,\nexcept in provision for financial support and for practice-teaching. The\nteaching staffs are undoubtedly composed of as highly qualified teachers\nas those of the regular session. The relation of the summer session to\nthat of the regular session is so close that many executive heads now\nregard the summer session as an integral part of the school year. The\nultimate purposes concern the professional education of teachers for the\npublic schools and are not different from the regular session in this respect. Their immediate purposes, however, concern a student body, 80\nper cent different in personnel, relatively mature, somewhat experienced\nin teaching, temporary or intermittent in college attendance, and hav-\n\ning quite different professional, educational, and economic characteristics\nfrom students attending in regular session. These immediate purposes,\nthen, must make the in-service education of these summer students, investigated as to their needs with respect to prospective fields of service, the\ndominant principle of a summer session policy.\n\nThe summer sessions are, therefore, respectfully reported to you as the\nmost important factor for in-service education yet devised. They are not\n\na temporary expedient. They will abide, but in the future they will\nbecome the fountains from which teachers already having a standard preservice education will drink at frequent intervals, renew their professional\nyouth, and stimulate their professional growth.\n\nFISCAL SUPPORT OF STATE TEACHERS' COLLEGES\nF. R. HAMILTON, MARSHALL COLLEGE, HUNTINGTON, WEST VIRGINIA\n\nWe are living in an hour of investigations.\n\nFinances are to the fore.\n\nWhen a topic dealing with fiscal support is announced you have a right to\nknow from what source the evidence has been secured. The facts on\nwhich this presentation is based have been secured\nthe present\n\nexecutives in teachers' colleges in Colorado, Mist\n\nIllinois,\n\n"}
{"page": 417, "printed_page": null, "text": "390\n\nNATIONAL EDUCATION ASSOCIATION\n\nKansas, Washington, Massachusetts, Iowa, Missouri, and West Virginia;\nand from the presidents of the universities and agricultural colleges in\nthose States. It covers the ten years ending July 1, 1923.\nWhat is our national policy for training teachers? We admit the inadequacy of the supply, but what are we doing to remedy it? We have\ncarried on active publicity campaigns in the interest of reducing illiteracy,\nwe have increased school attendance, but what have we done to secure a\nteaching personnel for this enlarged carrying load of the public schools?\nWe have tried to relieve the situation caused by an inadequate supply of\nteachers by reducing standards and issuing licenses to teach on a consequent lower level. The public has demanded more and better teachersbut what effort has our Nation made to meet that demand ? Last year\nwe paid 17 per cent less for training each prospective teacher than we paid\nten years ago . The median expenditure on the part of the State for each\nteacher trained in 1913-14 was $ 165 ; last year it was $242.50, a loss ot\n17 per cent based on the index number revealing the purchasing power of\nthe dollar. For the past ten years the median expenditure for each teacher\ntrained one year in our State teachers' colleges has been $214.00. During\nthe same time the same States have spent $403 per year for each student\nin the universities and the agricultural colleges. Until it can be proved\nthat we are not justified in investing that sum in each student seeking\nservice from those higher institutions, it must be conceded that our prospective teachers, if they are not to be discriminated against, should have at\nleast an equal amount provided for their training.\nNor is that all. Prospective teachers are paying 43 per cent higher\ntuition and incidental fees than they paid in 1913-14. Last year the\nmedian fees paid by students training for teaching amounted to 10 per cent\nof the total expenditures for teachers' colleges, exclusive of capital outlay.\nFor the past ten years students in the University of Missouri have paid\nannually approximately 11 per cent of the operating expenses of that institution, while the prospective teachers in the teachers' college in Warrensburg, Missouri, have been required to pay annually 24 per cent of its\ntotal operating expenses.\nA study of the finances of our State higher educational institutions during the past decade reveals a strong tendency to require the student to\ncarry an increasing percentage of the total cost of maintenance. Without\n\nopening that question for debate at this time it needs only to be pointed\nout that the teachers' college represents a particular type of professional\ninstitution in which the States and the Nation are so vitally interested\nthat rather than follow this trend, our public welfare dictates that we\nshould adopt a plan for more adequate support, even if not of subsidies\nfor teachers in training.\n\nThe founders of our State governments, realizing as they did, the\nnecessity for these professional schools made almost uniform provision that\nthey be open to prospective teachers without tuition.\n\nObserve the Gen-\n\neral Laws of the State of Michigan, 1894, page 157, No. 138-An act to\n\n"}
{"page": 418, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n391\n\nestablish a State Normal School-Section 13-\"Those pupils who are\nadmitted to the said school shall not be charged for tuition or for the\nuse of any apparatus or for attendance on any lectures.\" Yet what are\nthe facts? The prospective teachers in that institution have paid during\nthe past ten years 11 per cent of its total operating expenses a clear violation of the spirit of the statute under which the teachers' college was\norganized. Michigan is not alone. Read the corresponding sections of\nthe general laws of Minnesota, of Illinois, of Washington, of Wisconsin,\nof Colorado, of your own State. Similar provisions are general. Yet\nwhat has occurred ? The State legislatures neglecting, refusing to appropriate ample funds for the proper maintenance of these public service\ninstitutions, have compelled the administration to subvert the law and\ndevise incidental fees, enrolment fees, matriculation fees, laboratory fees\nand what not, until the student has paid 10, 15, 20, 25 per cent of the total\ncost of maintaining these \"free\" public teachers' colleges. But that is not\nthe worst feature. It would not be so bad to require the prospective\nteacher to pay that percentage if he were given the opportunity to secure\n\nthe vigorous, well-directed, high-grade professional training his work will\nrequire-but when we realize that too often the education is dwarfed in\n\nits posibilities because of its meagre, stinted, State support, the pathos of\nthe injustice is manifest.\nNor is that all. The prospective teacher is not only called upon to\npay 43 per cent higher fees than he paid ten years ago, while the State\npays 17 per cent less, he not only pays 10 per cent of the operating expenses of the college in direct violation of the laws under which they are\norganized, but he works in a library relatively more poorly equipped than\nit was in 1913-14. In that golden age these professional schools placed\nat the disposal of each prospective teacher a reference library of 26 volumes ;\nbut today the library has not kept pace with enrolment and the meagre\nreference library has been reduced until the teachers' colleges can offer to\neach student only 22 reference volumes.\n\nWhile the world moves-the\n\nscience, and art and literature increases, the teacher of today has a smaller\nopportunity to learn about such progress since her five-foot reference\nshelf has been reduced to four feet. Examine the expenditure pages of\n\nthese teachers' colleges and you will see how dwarfed has been the outlay\nfor library.\n\nTurn first to where we have every reason to expect the best-\n\nthe cultured East-the State that claims to be the intellectual hub.\n\nIn\n\none State teachers' college in Massachusetts, which enroled 337 students\n\nlast year, the treasurer reports a total expenditure for the library of $850 ;\nten years ago that school had 282 students, and they were enriched by\nlibrary accessions costing $755.\nBut we must get the facts from Nebraska to know how a State can not\nonly fall short in its obligation in this respect-but to learn to what extent\n\nthe law relative to this phase of institutional development can be sidestepped.\n\nThe Revised Statutes of the St\n\n7070, Section 371, states: \"Students w\n\nbraska, 1913, Article\nnormal school for\n\n"}
{"page": 419, "printed_page": null, "text": "392\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe first time shall pay a matriculation fee of five dollars. The moneys\nthus received shall be paid into the hands of the State treasurer, and shall\nbe held as a library fund; and the board of education shall from time to\n\ntime appropriate the same for the purchase of books for the normal school\nlibrary. \" Specific language. But what are the facts? Not a normal\nschool in the State has used the funds solely for which they were collected\nfrom the student and to which they were reserved by statute. Because\nthe State legislature in Nebraska has failed to make adequate appropriation\nfor the maintenance of the teacher-training institutions, from 14 per cent\n\nto 34.5 per cent of the moneys the students paid, in order that they might\nhave better libraries, have been illegally and pathetically spent for general\nmaintenance.\n\nNor is that all. The students are not only required to pay higher fees\nwhile the State pays less; they are not only working with more limited\nreference material, but they are doing their work and living in dormitories\nthat are not in so good physical condition as they were ten years ago. The\nStates have not been robbing the maintenance accounts for capital outlay.\nThe expenditure column year after year reveals a surprisingly small\namount used for that purpose. The teacher-training institutions in the\nStates involved in this study have spent annually, per institution, for capital\noutlay, land, new buildings, remodeling and repairing old buildings, onlv\n$29,000. The American city has built elementary school buildings-fine\nnew structures for junior and senior high schools; the States have built\npenetentiaries, aslyums, capitols, buildings for training lawyers, doctors,\nengineers, merchants, farmers-but we have tried to solve our teachertraining problems with a capital outlay for repairs and expansion of\n$29,000 per institution per year. The data here submitted indicate that\nour fiscal support of State teachers' colleges needs revision with special\nemphasis on the vision . Our past and present policy will not do. Our inadequate supply of teachers, trained and untrained, cannot be maintained\nwithout greatly increased investment in the teacher-training institutions.\nBut standing on that platform as educational administrators bearing a twofold responsibility-a responsibility to the taxpayer of today and a responsibility to the citizens of tomorrow-we must know what it costs to train\n\na teacher, we must eliminate the losses and return to the public the better\n\ntrained teaching personnel it has a right to expect, at the least expense consistent with high quality and ample supply.\nAs educators working in State-supported institutions we have long\nenough dodged the ever-recurring question of costs, dismissing the inquiry\ngenerally on the basis that the service cannot be measured in dollars and\n\ncents or that it is impossible to arrive at any fair basis of costs by comparing items from similar institutions in other localities. While we must\nadmit that there are not at present as accurate and as refined measures for\n\ncomparing the various elements that enter into educational costs, as there\nought to be, instead of that fact bringing with it our acquittal, it is rather\n\n"}
{"page": 420, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n393\n\nincriminatory evidence, that we have not discharged our obligation in the\nfinancial field as the public has a right to expect.\nA question of primary importance is \" What is the relation between the\nsize of the student body and the per-student cost?\" We have been content\nwhen that question has been raised to let the answer go by default and as\nsoon as possible turn the attention of the inquirer to other realms. The\ndata from the teachers' colleges involved in this study indicate a negative\ncorrelation of -.63 between enrollment and per-student cost. That is,\nthe larger the enrollment, the smaller per-student cost. The size of the\ninstitutions involved ranged from 192 to 3,137. While it is not contended\nthat this study is conclusive, it is at least indicative of a basic fact that we\nhave neglected. No one will present the claim that a teachers' college needs\nto have 3,000 students to be financially efficient. It can hardly be expected that one of 200 can be as efficiently administered as can one with\na larger student body. Of course much depends on the type of service and\ntraining offered.\n\nThis figure is given greater significance as the result of another computation.\n\nA comparison was made between the enrollment and the per\n\nstudent cost in these same teachers' colleges ten years ago-1913-14, and\nthe correlation was found to be a -.37 . These two computations indicate\nthat with the increased costs in educational service it is more important\n\nnow than formerly that we conduct our teacher training institutions on\na basis large enough to secure the maximum results per dollar expenditure.\nOur thinking in this field can be aided perhaps by still another computation. All schools in the group having an enrollment of fewer than 600\nstudents in 1922-23 were excluded and the correlation between the enroll-\n\nment and per student cost was found to be -.38. By discarding these\nsmaller schools the correlation changed then from -.63 to -.38 indicating\nquite clearly that schools having less than 600 students tend to increase the\nper-student cost. This conclusion seems to be justified-the smaller teacher\ntraining institution can be maintained only at a greater cost per student\nor on a lower service and professional level. As educational administrators ,\n\nwe cannot advocate either procedure. The alternative then is to establish\nour teachers' colleges on a high level-staffed by capable educators, adequately supported that they will present a strong appeal to prospective\nteachers, reached through systematic publicity that will result in securing\na superior student body of not less than 600.\n\nThere is one other phase that should be considered. Not only are we\ncompelling the teacher in training today to pay higher fees, while the State\ngives less support; offering the student poorer library facilities, in buildings\nthat are not being properly maintained-but more disastrous than these, he\n\nis being taught by instructors who are paid 14 per cent less than they were\npaid in 1913-14. The median maximum salary of professor in 65 teachers '\n\ncolleges last year was $2850. How does this compare with salaries in other\nState educational institutions ? In 1913-14 the median salary for professors\n\n"}
{"page": 421, "printed_page": null, "text": "394\n\nNATIONAL EDUCATION ASSOCIATION\n\nin universities and agricultural colleges exceeded the median maximum\nsalary in teachers' colleges by 22 per cent, but in 1922-23 the university\ngroup exceeded the latter by 37 per cent. Ought we not to expect to pay a\nprofessor as much to teach men and women to teach, as we pay to teach them\n\nto farm or to build bridges ? We have tried long enough to conduct our\nteacher training on this lower level.\n\nIf we are to retain virile, superior\n\nmen and women, with strong personalities in our teachers' colleges, we\nmust staff them with professors whose services cannot be secured on the\npresent salary basis.\nAs administrators, what are our responsibilities in securing the proper\nfiscal support for teachers' colleges ?\n1. Establish a costs system and know what it costs properly to train a teacher\neach year.\n\n2. Eliminate the loss due to small enrolment and secure a student body of at\nleast 600.\n\n3. Secure large enough appropriations for capital outlay to put the plant in repair and properly house the student body we ought to have. This includes\ndormitories for young men and young women.\n4. Reduce legislative requests to unit items ; e. g., instead of requesting an ap-\n\npropriation of $180,000 for maintenance ask for $300 for each prospective student-600 students to be the minimum.\n\nOur job is here. It is to furnish a thoroughly trained teacher for every\nschool. Up to the present we have failed in part because we have not comprehended our responsibility. Today our teachers' colleges face a new eraan era that is directly dependent upon proper fiscal support. Mobilized on\na collegiate level, commissioned to train teachers for every branch ot\nservice, the public schools are looking toward them as they have never\nlooked before. In them enrolment is increasing. Higher standards are\nbeing maintained. They are anxious to deliver the well-trained teaching\npersonnel that the public schools require. Since it is not our national poliev\nto charge the prospective student a portion of the increased cost for train-\n\ning by raising the fees; we do not believe in curtailing the library; we do\nnot believe in a plant in a poor state of repair and inadequate to house\n\nenough students to teach our rapidly growing school population, and since\nwe do not believe in an inefficient under-paid staff, we submit that the\nfiscal support of our State teachers' colleges needs revision with special\nemphasis on the vision.\n\nSECRETARY'S MINUTES —WASHINGTON MEETING\n\nFIRST SESSION, TUESDAY AFTERNOON, JULY 1, 1924\nThe meeting was called to order by the president at 2:15 in the Lounge of the\n\nHotel Washington. In his annual address the president discussed \"Unifying Administration of Education with the Educative Processes .\"\n\nWilliam F. Russell, associate director, International Institute, Teachers College\n\n"}
{"page": 422, "printed_page": null, "text": "395\n\nNATIONAL COUNCIL OF EDUCATION\n\nColumbia University, New York City, spoke on \"Education and International\nUnderstanding.\"\nA. Duncan Yocum, chairman of the Committee on Teaching Democracy, gave\nthe final report of that committee, presenting a resolution to the effect that the\npresident of the National Council of Education, move in the delegate assembly,\nthat the president of the National Education Association appoint a conference committee to consider means for continuing the work of the committee on Teaching\nof Democracy and that with such action on the part of the National Education\nAssociation the committee as now constituted in the Council, cease to function.\nThis resolution was unanimously approved by the National Council of Education.\nArthur Chamberlain, chairman of the Committee on Thrift, reviewed briefly\nthe work of the conference of the Committee on Thrift, recently held in Washington. ( See Reports of Committees, page 338) . There was some discussion as\nto the next step in the work of the committee, and it was the consensus of opinion\nthat the present committee should continue, at least until the final report of the\nWashington conference of the Committee on Thrift was completed and presented\nat the February, 1925, meeting of the National Council of Education.\nfew\nMrs. Etta J. Leighton, of the National Security League, was allowed\nminutes in which to call attention to an outline for studying citizenship that had\nbeen developed by the League.\na\n\nSECOND SESSION, THURSDAY AFTERNOON, JULY 3 , 1924\n\nThe meeting was called to order by the president at 2:15 in the Lounge of the\n\nHotel Washington. The paper presented by Frank W. Ballou, superintendent of\nschools, Washington, D. C., on the Junior High Schools in Washington, led to\n\nconsiderable discussion on the function and organization of the Junior High School,\nwith the result that a motion by Superintendent E. E. Oberholtzer, Houston, Texas ,\n\nwas unanimously carried, that the president of the National Council of Education\nbe empowered and requested to appoint a committee to begin at once an investigation and study of the Junior High School organization, looking toward the gathering of data from the field of practice and the formulating of standards , objectives ,\n\nand recommendations to be considered by the National Council of Education.\nMrs. Cora Wilson Stewart, chairman of the National Committee on Illiteracy,\n\nintroduced Charles McKenny, president, State Normal Teachers College, Ypsilanti ,\nMichigan, to present the report for that committee. Many questions were raised\nduring and following the presentation of this report. There was desire expressed\n\nthat the paper be printed at once, and distributed, in order to reach the members\nwithout the delay occasioned by waiting for the printing of the regular proceedings\nofthe meeting, but no action was taken on this.\n\nWilliam B. Owen, Chicago Normal College, Chicago, Illinois, chairman of the\nCommittee on Reorganization of the National Council of Education, presented a\nresolution which he had presented at the Representative Assembly of the National\nEducation Association, Thursday A. M., July 3, affecting membership of the National Council of Education.\n\nThis resolution reads as follows:\n\n\"Amend Article 4, Section 2, of the By- Laws by adding the following words : 'In addition to\nthe 120 members thus selected from the active membership, the National Council may, in its\n\nBy-Laws, provide for the admission to membership of representatives from the several departments of the Association on the basis of equal representation from each department'\n\nAt the request of Dr. Owen in the Representative Assembly, this resolution was\nto lie on the table for one year, to give opportunity for the National Council of\nEducation to effect the reorganization.\n\nOn motion of Charles H. Keyes, president, Skidmore School of Arts , Saratoga,\nthe Council unanimously approved the action of Doctor Owen as chairman of the\nCommittee of the Delegate Assembly for the change in the By-Laws affecting\nmembership in the National Council of Education.\n\n1\n\n"}
{"page": 423, "printed_page": null, "text": "396\n\nNATIONAL Education ASSOCIATION\n\nBecause of the necessarily prolonged meeting of the Delegate Assembly, Thursday morning, in which members of the membership committee of the National\nCouncil of Education functioned, it was impossible for that committee to furnish\na report to the National Council of Education for the filling of vacancies in offices\nand membership. At the close of the regular program, therefore, the president of\nthe National Council of Education requested nominations from the floor to fill\nthese vacancies.\n\nThe Council then took action as follows :\n\n1. There was unanimous approval of the motion of Katherine D. Blake that\nH. Lester Smith, Dean of the School of Education, Indiana University, be reelected\nvice-president for a term of three years, term expiring in 1927.\n2. The secretary was instructed to cast a ballot for Anna Laura Force, Denver,\nColorado, to succeed herself as a member of the executive committee with term\nexpiring in 1927, and for Carroll G. Pearse, Milwaukee, Wisconsin, and J. Stanley\nBrown, De Kalb, Illinois, to succeed themselves as members of the membership\ncommittee, with terms expiring in 1927 .\n3. On motion of Charles H. Keyes, Saratoga, New York, it was voted that the\nballot be cast by W. M. Davidson, superintendent of schools, Pittsburgh, Pennsylvånia, for reelection to membership, with terms expiring in 1930, all members whose terms expired in 1924 and whose membership had not lapsed by\nabsence. These members are : Cornelia S. Adair, Richmond, Virginia ; Sarah\nLouise Arnold, Cambridge, Massachusetts ; Adelaide S. Baylor, Washington, D. C.;\nJohn W. Carr, Murray, Kentucky; Oscar T. Corson, Oxford, Ohio ; J. W. K.\nDwyer, Anaconda, Montana; Wil Lou Gray, Columbia, South Carolina; Carleton\nB. Gibson, Savannah, Georgia ; Edwin S. Monroe, Hammond, Indiana.\n4. The Secretary was instructed to cast the ballot for A. B. Meredith, State\n\nCommissioner of Connecticut, for membership in the National Council of Education, with term expiring in 1930, to succeed P. E. McClenahan, Des Moines, Iowa,\nwhose membership lapsed with the Washington meeting, and for Frank P. Graves ,\nCommissioner of Education, New York, for membership in the National Council\nof Education, with term expiring in 1926, to succeed Frank B. Gilbert, Albany ,\nNew York, whose membership lapsed at the Washington meeting .\n5. It was unanimously voted that other vacancies in membership be acted upon\nby the National Council of Education at the winter meeting, when a report by\nthe committee on membership had been presented for approval.\n6. It was voted that the eligible list approved at the 1920 meeting for supplying\nvacancies in the National Council of Education should be interpreted to apply only\nto such vacancies as might occur in the interim of meetings of the National Council\nof Education and could thus be supplied by the secretary to keep the full membership list intact, but that such list was not binding on the membership committee\nat the regular meetings.\nKatherine D. Blake, New York City, suggested that it would be desirable to\nhave a committee working on the problem of \"Teaching Science in the Elementary\nSchools.\" This suggestion was referred to the executive committee. Dr. J. M\nGwinn, president of the National Council of Education and chairman of a com\n\nmittee to develop a plan for securing funds for special work in research, reported\nthat the committee was not yet fully organized and therefore not prepared to\nreport. He stated that Dr. Charles Judd, Dean, School of Education, University\n\nof Chicago, Illinois, and D. B. Waldo, president, State Normal School, Kalamazoo,\nMichigan, had accepted membership on the committee.\n\nIn the discussion that\n\nfollowed, it was the consensus of opinion that requests for funds should be made\nfor special pieces of work to be undertaken, rather than for use by the National\nCouncil of Education as a research body. Attention was calledby Charles H.\nKeyes to the fact that funds from outside had been furnished the Committee on\n\nHealth and the Committee on Thrift in their special pieces of research.\nAdjourned.\n\n"}
{"page": 424, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n397\n\nUNIFYING ADMINISTRATION OF EDUCATION WITH\nTHE EDUCATIVE PROCESSES\nJ. M. GWINN , PRESIDENT OF THE COUNCIL, AND SUPERINTENDENT OF\nSCHOOLS, SAN FRANCISCO, CALIFORNIA\n\nThe theses I shall consider in this discussion are : ( 1 ) Whatever interrupts the continuity in the education of a child, is bad for the effectiveness of that education; (2) The modern machinery for carrying on education often interrupts and interferes with the educative process ; ( 3 )\nThere has been a tendency to create machinery for machinery's sake, when\nit should be created for the child's sake ; (4) We must either discontinue\nthe use of such machinery, or provide ways and means for lessening the\nlosses.\n\nThe machinery of education has greatly multiplied the effectiveness of\nteaching and learning, and has improved the quality and quantity of the\nlearning and has resulted in more economical expenditure of the funds\nprovided for education. The child now acquires the difficult art of\nreading in one fourth the time required a generation ago. The breadth\n\nof the educational achievements of a twelve-year-old child today is easily\ntwice, if not four times, that of his parents at the same age, two score\nyears ago. Despite adverse opinions on the part of some, the child today\nwrites better, reads better, spells better, and knows his arithmetic better\nthan the child of a century ago, or a half century ago.\nImprovement in the methods of teaching and learning have of themselves contributed much toward the great increase in the total effectiveness\nof education. Equally great, however, if not very much greater, has been\nthe influence on this increased efficiency due to the improvement in the\nmachinery of education.\nBy machinery I mean administrative ways and means for carrying on\nthe educative process. Included in these ways and means are the organization of the whole program of education into schools and classes ; the\nclassification and grouping of children according to ability as well as\naccording to attainments, to the end that each child may be afforded an\nopportunity to work up to, and not beyond, 100 per cent of his ability ;\nthe material equipment of the schools, consisting of modern buildings ,\nclassrooms, and instructional materials ; the modern course of study with\nits well selected activities and subject matter so organized as to meet the\nneeds of the particular child; special schools and classes for those children\nwho are too far from the normal to profit much from the usual tripletracked course of study.\n\nThe importance and value attached to the machinery of education are\nevidenced by the fact that those dealing more directly with the machinery\nare paid twice to four times the salaries paid to those who teach. These\nincreased rewards, with other causes, have resulted in the development of\nspecially trained school administrators, and the growth of a great body\n\nof technical knowledge and procedure relating to school administration.\n\n"}
{"page": 425, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\nThe development of this special class of educational experts, with the\ncorresponding development of the machinery of education, naturally\nbrought about machinery for machinery's sake. Each city is tempted to\n\nintroduce the newest administrative features so as to \"point with pride \"\nto the fact that its school system has all the latest features found in any\nother place in the country. The platoon school, the junior high school,\nthe so-called informal school, tests and measures, and other administrative\n\nprograms or devices each have advocates busily creating an educational\nphilosophy to justify its existence. For the most part the existence of\neach can be justified, but not necessarily so for a particular system of\nschools. Some systems which have not been ready for certain of these\nfeatures have introduced them, bringing the form if not the substance to\ntheir system.\n\nWe note the common spectacle of junior high schools that\n\nare not junior high schools ; of platoon schools that are not platoon schools;\nof tests and measures that are neither tests nor measures.\n\nThe main point under consideration is how to get the values out of\nadministrative measures, and at the same time lessen the losses their intro-\n\nduction tends to bring. A new invention produces losses as well as gains.\nTo gain one thing means the sacrifice of some other desired end or quality.\nA machine-made product, however good, lacks always some of the good\nqualities of the hand-made article. The introduction of the modern machinery of education has brought some losses the child can ill afford to\n\nsustain.\n\nIt is concerning some of these losses and ways and means for\n\novercoming some of the necessary evils of the use of machines that I am\naddressing the Council today.\n\nEducational machinery is for the child's sake. It is on this basis that all\nadministrative systems and devices must be judged.\n\nWhen the interests\n\nof the child are not served, the machinery is worse than useless. When\nthe operation of the machinery seems to rob the child of some vital opportunity or power, then, if such machinery must be used, ways and means\n\nmust be made available for securing these opportunities and developing\nthese powers.\nThe program for the education of the children of America is so complex\nand extended that it is almost impossible for one to comprehend it as a\nwhole, from home and kindergarten to university and the life beyond the\n\nschool. The organization of this vast program has been by parts, so that\nthe program is an aggregate of parts rather than an organic unity. This\nform of organization has, unfortunately, influenced the teaching, the learning, and the supervision, to the end that the one being educated must feel\nthat his education is fabricated.\n\nThe life of the individual as a child\n\nand youth, as he advances through his educational program, is a unitary\nlife, not broken in parts like the system through which he is advancing.\nThere have been too many directors of the different units of administration, and usually the director of one unit has quite a different educational\n\nphilosophy from the director of the preceding or succeeding or parallel\nadministrative unit. There is need for a comprehensive study to be made\n\n"}
{"page": 426, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n399\n\nof the whole of the organization of our program of education, in which\nstudy there should be kept constantly in mind the educational needs and\nthe mental, moral, and physical nature of the individual to be educated.\nIt is, of course, necessary to divide in order to conquer, but it is equally\nimportant to consolidate the gains after the several victories. It seems\ndesirable that directors and supervisors in elementary and high schools\n\nshould provide for the necessary continuity in education and not direct\ntheir attention to a segment of the educative processes with all other parts\n\noutside of their field of vision. Centralization of supervision, as well as\nadministration, should be secured through the principal of a school, with\ndirectors and supervisors merely advisory to him.\nAdministrative requirements have divided the school into parts. This\nhas tended to separate the education and supervision into similar parts.\nThe special supervisor or director appointed to have control over one segment, either as a cross section or longitudinal segment of the course of\nstudy, has tended to divorce this portion of the whole course from the\n\nremaining portions and to produce losses in learning due either to chasms\nor conflicts.\n\nA second illustration of the evil results of school machinery is found in\nthe frequent changes which the child meets in his progress through the\ngrades. He passes a succession of teachers, a succession of schools with\ncorresponding losses whenever changes occur.\n\nI appreciate the fact that\n\nthese changes are necessary. I am pleading, however, for a lessening of\nthe number of teachers the child meets on his way, and for greater continuity between the kindergarten and primary grades; between the primary\nand the intermediate grades; between the elementary school and the junior\nhigh school, and between the junior high school and the senior high school.\nAmong the means suggested for decreasing the losses sustained through\nchanges from teacher to teacher, and from one part of the school system to\nanother, the following are suggested :\nPromote the teacher with the class ; at least keep the same teacher with\n\none group of children through the whole year in the primary grades. In\nthe junior and senior high schools it is possible to keep one group of pupils\nwith the same teacher for counsel and advice through two or more years.\n\nA second suggestion is that of individual instruction and supervised\nstudy.\n\nAthird, the appointment of deans of girls and deans of boys, or student\ncounselor, in the upper grade schools.\nA fourth suggestion is found in a recommendation for broader education\n\nand outlook of the special supervisor and with decrease wherever possible\ninthe number of such special supervisors. This decrease cannot be made\nuntil the school principal is thoroughly prepared for his work. The school\nprincipal should be competent to be the educational as well as the administrative head of his school. Magnifying the position of principal and pro-\n\nviding that special supervisors be consulting specialists to aid the principal\ninhis work inthe supervision of his school, instead of the supervisor work\n\n"}
{"page": 427, "printed_page": null, "text": "400\n\nNATIONAL EDUCATION ASSOCIATION\n\ning directly with the teacher and independent of the principal, will doubtless contribute much toward the solution of our problem.\n\nFINAL REPORT OF COMMITTEE ON THE TEACHING OF\nDEMOCRACY\nA.\n\nDUNCAN YOCUM, PROFESSOR OF EDUCATIONAL RESEARCH AND PRAC-\n\nTICE, UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA ,\nPENNSYLVANIA, CHAIRMAN\n\nAlthough this is the final report of the Democracy Committee as at present organized and constituted, its work must carry on. There are two\napparent methods of insuring this: First, the incidental applications, individually and locally made, of what it has already accomplished; second,\nthe provision of a research and broadcasting agency which shall determine\nwhat democracy essentials are accepted by the majority of Americans, discover and collect the materials which can most effectively contribute to\ntheir control of individual and group conduct, and adapt the form of presenting them to the peculiar province and broadcasting methods and machinery of every agency which reaches a particular National environment\n\nor social group. These two methods are not mutually exclusive. Anyone\nfamiliar with what the Committee has done knows that its reports have\nalready exercised a National influence-especially through local courses of\nstudy. The first part of the report in itself carries on this phase of activity\n\nby specifying the democracy \"complexes\" which must be built up in the\nminds of individuals, not so much as distinct from facts and experience as\nthe controlling outcomes of them, if democracy is to become completely\ncontrolling.\nBut there are two forms of education which are accepted by the ordinary\n\nAmerican: the education gained through schooling, and that obtained\nthrough agencies and organizations of which he voluntarily becomes a\nmember. Most of his feelings and his actions are not the product of any\none of these influences, but of a combination of them; and what controls\nhis conduct in things foreign and remote is his conduct as influenced by\nthese things which are near. It is in order that the powerful resources\n\nmade available through this second way of democratizing majority conduct may be fully used that the Committee recommends the creation by\nthe National Education Association of a Democracy Conference so consti-\n\ntuted that it includes official representatives of all agencies and organizations having broadcasting machinery by which to reach and influence\nNational groups .\nSPECIFICATION OF THE DEMOCRACY COMPLEXES\n\nWhether through teaching or through broadcasting, democracy can\nbecome controlling only by the building up in each individual of all the\nelements which complete, limit, and make each other controlling as a\n\n"}
{"page": 428, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n401\n\ndemocracy complex. The Specification of Democracy Essentials submitted\nby the Committee and approved by representative Americans in 1921 was\nin the form of a logical tabulation, and through the key-word, A- M-E-RI-C-A, suggested the fundamental associations necessary to make the idea\ndemocracy inclusive : A-annulment of all individual rights proved to conflict with the common welfare, inalienably associated with assurance in\nall rights not proved to so conflict; M-majority rule for the common welfare; E-equality as suggesting (e) equal rights and opportunities and\nequivalent return; (q) self-qualification ; ( u) unlimited compensation,\nexcept by justice and the common welfare; (a) abilities and achievements\nas equal only through highest effort, and ( 1) a leveling up instead of\ndown; R-a sense of responsibility for democracy essentials for self and\nothers, whether required or not required by law; I-individual strength of\ncharacter strong enough to be democratic, largely measured by the extent\nto which the individual is self-sacrificing ; and C-coöperation in groups\nor blocs limited by the common welfare of all groups or blocs.\nBut it is possible to think clearly and inclusively about democracy without being controllingly and inclusively democratic. Hence each essential as\nit is called to mind must not only be completed by everything necessary\nto make it useful and limited by everything necessary to prevent its being\nharmful, but must be made controlling by having developed with it: the\nimpressions necessary to its being felt strongly enough; the vocabulary\nessential to its recalling experiences, situations, and problems and to its\nbeing recalled by them; the \" suggesters\" or suggestive words and phrases\nmemorized with it, necessary to interrelate all other essential elements in\nthe complex and to insure unlimited variety of associations for each; the\nhabits, skills, and procedures involved in making applications; and the\nconditions favorable to new applications in the face of difficulties or\nobstacles.\n\nTogether such elements form the constituents of the common\n\nwelfare complex, the majority rule complex, the equality complex, the\nresponsibility complex, the individual strength of character complex, and\nthe cooperation complex necessary to the complete control of all Americans\nby the qualities which the majority of Americans admire as democratic\nwhen they find them characteristic of other Americans.\n\nThe common welfare complex: The inseparable association of annulment of rights conflicting with the common welfare, with assurance in\nrights that do not conflict; a love of the common welfare and of all that\n\nis admirable in the various groups which together constitute the American\npeople in particular and the human race in general; the realization that\n\nthe common welfare is continually broadening ; an attitude of faith in the\nability and willingness of the ordinary individual to make the self-sacrifices\nessential to a broadening common welfare; the habit and standard of personally making such sacrifices; the habit and standard of according to\nothers all rights not proved to conflict with the common welfare; the habit\n\nof looking for and of discriminating between what is obviously essential\nandwhat is obviously non-essential to the common welfare; the habit of\n\n"}
{"page": 429, "printed_page": null, "text": "402\n\nNATIONAL EDUCATION ASSOCIATION\n\nreading enough variety of newspapers and periodicals to get at obvious\ntruth concerning the common welfare ; an attitude of faith in the reliability\nand disinterestedness of scientific authority for the determination of nonobvious essentials to the common welfare; an attitude of willingness to\nexperiment with what seems to be essential to the common welfare, under\n\nconditions favorable to getting at the truth, but on a sufficiently limited\nscale to prevent serious harm if the experiment fails ; an attitude and standard of insistence upon public access to all facts about private affairs, essential to the common welfare, but of equal insistence upon no non-essential\npublicity or violation of privacy.\nThe majority rule complex: The fundamental realization that the\nUnited States Constitution is an instrument for annulling individual rights\nwhich conflict and assuring individual rights which accord, with a continually broadening common welfare, as deliberately determined and redetermined by majority rule; the habitual maintainance of the constitutional precautions to secure deliberate majority determination and\ndetermination, including sectional and State representation, slowness in\nlaw-making, Supreme Court adjudication, and the saving power of amendre-\n\nment; the realization that these precautions are not meant as means to\n\nremoving governmental control from the people, but that each while checking too local or hasty popular judgment, is itself finally subject to the\ncheck of majority rule ; a standard of avoiding in oneself and of combating\nby all just means all devices for substituting in place of majority rule for\nthe common welfare, the rule of self-interested minorities, such as (p)\nprofiteering, graft and bribery; (r) railroading and jokers; (i) intimidation; (c) colonization and gerrymandering, and (e) easy-going citizenship\nand offensive partisanship (key-word, the P-R-I-C-E paid for rule by\nselfish minorities) ; the habit and standard of asking or accepting no political favor which in itself is against the public welfare, or from officials or\nleaders to whom the giving of support as equivalent return will be obviously against the common good; the habit of voting at primary and all\nother elections, motivated by the realization that if all citizens do not vote,\n\nminorities rule; a limiting standard of respect for minority rights and of\ninsuring fair play to minorities; where information is readily attainable,\nthe habit of never supporting a candidate for public office without being\nwell informed concerning his qualifications, and of opposing any candidate\nobviously ill-qualified or untrustworthy ; the inexorable standard of voting\non all issues in the interest of anything obviously favorable to the common\nwelfare, and of supporting all properly safe-guarded experiments to determine what the common welfare is, no matter how adversely such support\nmay affect personal or group interests.\nThe equality complex : Certain association with the idea of equal rights\n\nand opportunities, of (e) equivalent return; (q) self-qualification; (u)\nunlimited achievement and proportionate compensation; (a) abilities and\nachievements as equal only in the sense of highest effort; and (1) equality\nthrough leveling up; association with kinds of equal rights, of equality\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n403\n\nbefore the law, and social equality through equal opportunity to become\nqualified.\n\nAssociation with equivalent return, of its several types or standards; full\nperformance of compensating duty in return for each political right; full\nresponsibility in return for every privilege; full compensation in return\nfor work or service or fully equivalent work or service in return for compensation, and highest effort by each in any work or service as the final\nguarantee of equivalent return to all for every work or service, whether\nin industrial specialization or selective conscription.\n\nAssociation with self-qualification: first, of the realization that since\nmany democratic rights and privileges cannot be conferred by law except\nin the sense of equal opportunity, they must be self-achieved; second, of\nthe standard of multiple specialization or the fullest practicable development of as many as possible individual ability and skill complexes helpful\nto the common welfare, combined with the highest possible development\nof the particular ability and skill complexes which will contribute most\nto self-expression and self-support, and the meeting of all standards essential to unembarrassed and unembarrassing social intercourse.\nAssociation with unlimited achievement and proportionate compensation,\nof the realization that any limitation of individual achievement except in\nso far as it is essential to the common welfare, infringes individual rights\nand in its sum total limits the common welfare and the further realization\n\nthat compensation for achievement beyond the common level of income\nessential to minimum social opportunity, should be proportionate to achievement and to the risk assumed or injury or loss suffered in achieving.\nThe realization that democracy neither offers nor demands equality in\nabilities and achievements, except through the equal personal satisfaction\nand public approval which is the common compensation for highest individual effort.\n\nThe realization that democratic equality never results from a leveling\ndown which appropriates, confiscates, or annuls what has been achieved\nby other individuals or groups, but from a leveling up in which, through\nequal opportunity and highest personal and group effort, every individual\nor group attains the highest social level of which it is capable.\nThe realization that justice involves equity, in the sense of equal obedience to law and equality before the law, of honesty in giving others an\nequal or proportionate share of all things in which they have a common\nright, and of truthfulness in so far as truth is necessary to some knowledge\nto which they have a common right.\n\nThe responsibility complex: The realization by every individual that\ndisrespect or disobedience exercised toward any law which he finds objectionable, but which is essential to the welfare of others, breeds correspond-\n\ning disrespect or disobedience by others toward laws objectionable to them\nbut essential to him; a sense and standard of responsibility for the observance by self and others of all law established for the common welfare. A\ncommon sense and standard of respor\nfor the control of personal\n1\n\n"}
{"page": 431, "printed_page": null, "text": "404\n\nNATIONAL EDUCATION ASSOCIATION\n\nconduct and the conduct of others by all democracy essentials not required\n\nby law. A peculiar sense and standard of personal responsibility ( c) for\ncoöperation in common duties or service; (a) through superior ability;\n(n) to meet immediate need; (o) where one has ownership, and (e) for\nequivalent return. ( Suggested by \"Paddle your own c-a-n-o-e.\") A compensating sense and standard of responsibility for highest effort to attain\nevery essential right and opportunity and to insure it for all others, in\nreturn for its being offered; and for highest effort to perform every duty\ncompensatory for a particular right.\nThe individual strength through self-sacrifice complex : Association with\nthe idea, strength through self-sacrifice of the personal attainment by self\nand others for the sake of democracy, of independence, bravery, selt-\n\nrespect, self-control, justice, generosity, cheerfulness, pleasantness, and the\ngeneral standard of self-sacrifice. (A succession of standards each in general involving a little more self-sacrifice than the preceding one. ) A love\nof each of these standards, pride in the personal possession of each, and\nadmiration for each as possessed by others; the standard of personally\n\nattaining each of them as controllingly as is possible and useful, and of helping all others to attain them; habitual limitation of each by other qualities\nessential to its usefulness. (See mnemonic rhyme in the Report printed\nin National Education Association Proceedings for 1922. The Report for\n1923 partially outlines the complexes for these standards of strength.)\nThe coöperation complex: A common love for the common welfare and\n\nof a variety of undertakings which further it, to which one can contribute\nthrough personal ability or skill; the standard of multiple specialization\nas a means to increasing opportunities for coöperation; common attitudes\nand standards concerning all coöperative undertakings; a realization of\n\ncommon needs and responsibilities in relationship to them; a realization of\nthe growth or multiplication of common needs and responsibilities as the\ncommon welfare broadens; the gradual attainment of additional common\nattitudes and standards and of a realization of additional common needs\n\nand responsibilities, as personal abilities and skills multiply and as the\ncommon welfare broadens; the ability to discriminate between democratic\n\nand undemocratic leadership, and the habit of choosing and following the\nformer.\n\nWhile these complexes are not complete in their inclusiveness, and while\n\nexperimentation will from time to time probably add to each further elements completing or limiting their usefulness, essential to their collective\n\ncontrol, or favorable to their general application, it is probable that not a\nsingle element has been tentatively included in them that American public\nopinion will not accept and that experimentation will not verify as essential. If this is true, it follows that in place of considering the democracy\nessentials merely as desirable to good citizenship, they become a part of\nthe irreducible social and educational minimum, and must cumulativels\nand surely be made controlling in the conduct of every individual. The\n\nprocess of making them irresistibly controlling, if made adaptable to all\n\n"}
{"page": 432, "printed_page": null, "text": "405\n\nNATIONAL COUNCIL OF EDUCATION\n\nindividuals, groups, environments, periods of development, and forms of\ninstruction and propaganda, is assured by the fact that, while themselves\ninvariable, they can each be developed by a great variety of contributory\n\nelements and material. They themselves remain a constant and common\noutcome, but a thousand quite different experiences and combination of\nexperiences can result in them.\n\nOn the other hand, many democracy essentials are contributed to in\ncommon by still more general controlling elements. A habitual independence of material things, a habitual self-sacrifice, the habit of thinking upon\nthe good and the pleasant side of persons and things, and a sublimation\nor useful redirection of the spirit of adventure, are not only potent contributors to many of the democracy elements specified as essentials, but\nseverally tend to counteract what recent students of American national\ntraits have selected as our most serious popular faults; an over-dependence\nupon material things, an individualism which demands self-expression without regard to the common welfare; what Richard Le Galliene calls the\nnew cynicism; and a spirit of adventure which wastes itself in trying out\nanew what racial experience has proved harmful or false.\nWith these great common factors in democratic conduct control accepted\nas the most fundamental aims of character education in general, the more\nspecific democracy essentials built up at successive periods of development,\nrelated by a system of general and subordinate terms to all sorts of experiences which contribute to their control and to all the varieties of situations\n\nand problems in which they should be controlling, and continually reinforcing each other, will constitute instruction complexes wholly useful and\nessential and far more permanent and controlling than the accidental complexes which Freud has shown to be the subconscious determinants of\n\nhuman character. If every American school performs its peculiar part\nand every organization reaching a National group selects and broadcasts\n\nthe elements which are suitable to its peculiar purposes, every American\nwill probably come under the influence of enough schools and organizations\nfor each element to become a controlling part of his life and character .\nGood citizens can be as certainly developed as good mathematicians or good\nchemists.\nTHE RECOMMENDATION OF THE CREATION\n\nBY THE NATIONAL EDUCATION\n\nASSOCIATION\n\nOF A NATIONAL CONFERENCE ON THE TEACHING OF DEMOCRACY\n\nTo insure these ends, the Committee has become convinced of the probability that most organizations reaching National groups will believe with\nit in the following: The practicability of creating an agency influential\nenough to insure the voluntary National and international acceptance of\n\ndefinitions of democracy and of findings concerning the materials and\nmethods most effective for teaching and broadcasting it; the willingness of\nexisting social agencies to further democracy thus defined; the rapidly increasing efficiency of a teaching which is beginning to substitute for mere\nknowledge\nassemblage of \"life situations,\" the development of a\n\n"}
{"page": 433, "printed_page": null, "text": "406\n\nNATIONAL EDUCATION ASSOCIATION\n\nstrong enough \"complex\" to make any selected idea control individual\nor group conduct; and the resistless force of a broadcasting which substitutes for the propaganda found so successful by single social agencies,\nthe united effort of all or of most social agencies.\nThe Committee therefore recommends :\n\nI. The Creation by the National Education Association of a Permanent\nConference for the Definition and Advancement of Democracy-The gen\neral form of organization proposed is that of a permanent conference\nrather than that of a Government department or bureau, because it can\nstrengthen democracy as a \" moral force\" only through a universal faith\nin its reliability, based upon the fact that it is non-political and non-administrative, and that while representative of all interests and sources of truth\nessential to democracy, it is wholly a defining and broadcasting agency not\ncommitted to any political or social interest, but with all political and\nsocial interests committed to it.\n\nII. Composition and appointment of the Conference committee-Its\n\nmembership shall consist of the Vice-President of the United States ; the\nChief Justice of the Supreme Court ; the chairman of the Senate Committee\n\non Foreign Affairs; chairman of the House Appropriations Committee ;\nthe United States Commissioner of Education; the chairman of the United\n\nStates Army Education Advisory Board; the representatives of various\ndepartments of the National Government who constitute the council appointed by the President on citizenship training; the President and Secretary of the National Education Association, and the presidents or secretaries of its various departments ; the President and Secretary of the\nNational Education Association Democracy Conference Committee; the\nPresident or other executive head of every coöperating National agency\n\nor organization or an official representative appointed by him; together\nwith the following members appointed by the President of the United\nStates; four members of the United States Senate and four members of\n\nthe House of Representatives, of a political party different from that of\nthe President; eight university professors of education or the social sciences,\nand nine other citizens of National standing noted for their public spirit\nand not representative of any special interest.\n\nA smaller membership could not be made sufficiently inclusive and representative to insure the popular confidence in its findings which will result\nfrom the balancing of partisan political officials, by an inclusion of representatives of nationally influential bodies which stand for special interests,\n\nsocial, economic, and religious; and by the fact that to experts usually\nregarded as theorists are added members who by virtue of their positions\n\nare known to have direct responsibility in National affairs.\nIII. The activities prescribed for the commission-The activities of the\ncommission as distinct from any form of National administration or con-\n\ntrol of education, shall be limited: first, to the organization and supervision of educational research concerning the determination of democracy\n\n"}
{"page": 434, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n407\n\nessentials and their control of individual and group conduct; second, to the\nutilization and creation of all practicable means for the teaching and broadcasting of resulting information.\nMore specifically these limited activities are as follows : The specification of the essential elements in democratic conduct. ( a) Through the\nadoption of a two thirds vote of recommendations, (b) made from time to\ntime by a director hereinafter provided for, and (c) based upon the research carried on by an expert staff of which he is chief.\n(a) The primary obstacle to the failure of democracy to become exclusively determining in individual and group conduct, is the omission from\n\nour governmental framework, of any agency to define and interpret authoritatively the democracy which is not required by law.\nAnd if the textbook used in civics in a district school must be approved\nas to its objectives and form of representing them, by a local or State\nboard of education, it is obvious that essentials of democracy which are\nto be taught through every National and local educational agency, should\nbe specified and interpreted by some National body representative of the\nwhole people. It is equally obvious that in accord with Constitutional\nlimitation of majority determination of the democracy enforced through\nlaw, at least a two thirds vote should limit and sanction its control through\neducation.\n\n(b) These specifications should be recommended and adopted, from\n\ntime to time, in order that whatever the number of democracy elements\nwhich may first be accepted, they may be changed or added to as more is\nknown of democracy or as more of it becomes practicable or can be agreed\nupon.\n\n(c) And all of the added compulsion which the authority of science\ngives to the authority of law will be lost, if the recommendations of democracy elements to the Conference are not based upon the findings of experts\nselected on account of a National reputation for the reliability of their\nresearch.\n\nThe carrying on through the organization hereafter prescribed of the\nresearch necessary: ( a) To collect and analyze the elements of democracy\nspecified within the Constitution, interpreted by the Supreme Court, applied in the Governmental affairs of the United States or other nations,\nand shown in American life or in that of other peoples.\n\nWithout the study of every institution and every type of activity\nthrough which democracy can manifest itself, the democracy essentials undefined by law will remain individual and local or have a wrong suggestiveness. Without an analysis of the essentials into their elements, they cannot\n\nbe definitely enough expressed to be universally understood and accepted.\nFor example, until majority rule is specified as majority rule \" for the common welfare,\" it is not democratic at all. Or the idea of equality may\n\nlead to undemocracy if it is not analyzed into equality of rights and opportunities as opposed to abilities and attainments, a leveling up rather\n\n"}
{"page": 435, "printed_page": null, "text": "408\n\nNATIONAL EDUCATION ASSOCIATION\n\nthan a leveling down, equality through self-effort, and equality both\nthrough equivalent return and through highest effort regardless of relative\nachievement.\n\n(b) To determine which democracy essentials and elements are acceptable to the majority of individual Americans and American groups: through\nsubmitting to representative individuals and groups in America, tentative\nlists of democracy elements: and through study of the writings, teachings,\nand propaganda of such individuals and groups.\n(c) To determine, without the submission of such lists, but through\nsimilar study, the attitudes of representative individuals and groups in\nforeign countries toward democracy elements; and so to learn what countries are most likely to join international democracy conferences or to\ncoöperate with the United States in furthering democracy and world peace\nthrough education.\n\nExcept where information or coöperation is requested by foreign government or approved by the Secretary of State, the issuing of lists of democracy essentials in foreign countries might be a cause of misunderstanding,\nand, preliminary to their approval by the Conference or by Congress, might\ninclude democracy essentials which are not authoritatively American. But\nthe study of the writings, teachings, and propaganda of representative individuals and groups in foreign countries will aid the Conference in judging, subject to the approval of the Secretary of State as hereinafter provided: what foreign countries can be asked to participate in the universal\nfurtherance of democracy through education, what forms the participation\nof each shall take, and what democracy elements can be presented at a\nconference of representatives of foreign governments or bodies with any\nhope of general approval.\n(d) To demonstrate scientifically the extent to which education can\nmake democracy elements controlling in individual and group conduct,\nand from time to time to determine, to report upon, and to publish the\nmost effective methods for making them so.\n\nThe results of the army intelligence tests, together with various emotional reactions which have followed the war, have strengthened the belief\nheld by many Americans that the masses are incapable of gaining the\n\nintelligence necessary to the judgments involved in popular government.\nand that even intelligent human nature is such that it can never be trusted\nto make the self-sacrifices involved in serving the common good.\nEvidence that the ordinary human being is capable of becoming democratic. Such doubt and cynicism disappear and the will to sacrifice personally is strengthened, as every citizen is made familiar not only with\nthe biological fact of survival through coöperation and with historical evidences of human acceptance of continually broadening common welfare:\nbut with continually multiplying current instances of self-sacrifice for some\ncommon good, such as: old railroad men forfeiting their right to pension\n\nby joining in a strike called by their union ; workers in a political organiza\n\n"}
{"page": 436, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n409\n\ntionin the interest of party harmony giving up candidacy for a long wished\nfor office; powerful corporations accepting the judgment of a Government\ncommission, and paying without appeal millions of dollars in back wages\nawarded their employees; and Americans accepting compulsory draft ,\nforeign military service, and confiscatory taxation, in order that America\ncould do her share in saving civilization and democracy. Almost every\nAmerican is sacrificing some individual interest for the sake of some com-\n\nmon welfare. The control of individual and group conduct by democracy\nwill be greatly hastened by the assembling of such instances and by their\nbroadcasting in association with the idea of a continually broadening conception of the common welfare, and with a realization of the far larger\nreturn to the individual or group, when sacrifices no more difficult than\nthese are made for the good of the whole community, for the welfare of\nall groups, or for the happiness of all peoples.\nExperimental demonstration of the irresistible control exercised by an\neducation which aims at the control of conduct.\n\nBut the removal of\n\nthe doubts thrown upon popular government by the intelligence tests is\nless important than the realization that a super-education is being developed\npowerful enough to make democracy an all-controlling moral force. The\nfull significance of a truly scientific instruction which has conduct control\nas its standard has not yet been Nationally realized. It has been easy to\nconvince people who wished to stay as they are and to keep on acting as\nthey do, that Freud and the psychoanalysts are right when they insist that\nback of our controlling feelings and our actions are subconscious \"complexes\" arising from incidents and situations long forgotten but determining\nconduct. But they do not yet see that since this is so, the building up\nof such complexes for each essential of democracy or of any other standard\nof living, can through greater emotional appeal and more certain repetition, counteract or replace those developed through chance. Given normal\nor average ability to memorize, retain, associate, and feel, and education\ncan make separately controlling for any individual, a sense of respect for\nauthority, a realization of the necessity for personal obedience to law, an\nattitude of indignation and contempt for violations of law as established\n\nby majority rule, a personal standard which demands every self-sacrifice\nessential to the common good, and enough motives to carry the feeling\nover into any field of activity. And if any single elements such as these,\nmade separately controlling can singly result in obedience to law, when\n\nall are combined together and have added to them the habit of obeying\nparticular laws, a vocabulary which recalls experiences favorable to obedience to law, and a suggestiveness which multiplies associations with things\n\nrelated to the obeying of laws, they constitute the sort of controlling complex which through its cumulative and collective force can make the idea\nof obedience to law, or any other democracy essential, surely controlling in\n\nindividual and group conduct. Scientific experimentation is showing that\njust as life makes single and accidental experiences occasional '\n\n"}
{"page": 437, "printed_page": null, "text": "410\n\nNATIONAL EDUCATION ASSOCIATION\n\nso education which cumulatively develops and combines all the elements\nof conduct control can make selected experiences certainly and permanently\ncontrolling.\n\nWhen education is being made super-education, and propaganda for\nevery undemocracy is becoming super-propaganda, education in democracy\nmust no longer remain a game of chance.\n(e) To prepare for each democracy essential and complex, to circulate\n\ngenerally, and to furnish upon request, lists of experiences and materials\ncontributory to it (a) practicable for various broadcasting agencies; and\n\nto accompany each item thus listed by a note specifying any limits and\nconditions to its usefulness, and (b) any democratically suggestive words\nand phrases which should be associated with it and with any similar experiences or materials, (c) provided that no specific lists of undemocratic\nmaterial shall be issued, but that undemocratic characteristics shall be listed,\ntogether with a specification of counteracting material for each.\nThese materials and experiences shall include: model lessons for schools\nand programs for organizations ; experiences, incidents, situations, experiments, problems or projects and dramatizations ; news items, editorials,\narticles, books, stories, poems, plays, quotations and other readings; phonograph records and radio programs; objects and specimens, graphs, newspaper cuts, illustrations in books and periodicals, pictures and prints,\nstereographs, lantern slides, and motion picture films.\nSince the experiences and materials thus listed as helpful in the teaching\nand the broadcasting of democracy will be common both for instruction\n\nand everyday life, their very association with each particular democracy\nessential will do much to make both instruction and life democratically\nsuggestive.\n\nTheir separation into lists adapted to particular institutions or organizations is a necessary step toward their voluntary acceptance. Foremost in\nsuch adaptation must be the translation of each democracy essential into\nthe everyday vocabulary, as well as the familiar experience of the group\nfor which it is to become controlling.\n\nBut the essential complement of\n\nthis translation of democracy into everyday experience is the translation\nof everyday experience into democracy.\n\nThe definite association of democratic words and phrases with experiences listed and used in broadcasting will not only recall and give a democrative suggestiveness to them, but results in a greater likelihood of recall\nand suggestiveness for all that is democratic in experience in general. The\nnumber of words in individual vocabulary largely determines the number\nof experiences which can be recalled, and the kind of words, the kind of experiences, and their initial suggestiveness. Governments and institutions\nhave not yet felt the full result of the vast and sudden multiplication of the\nexperience of the ordinary individual through increased reading of books\nand periodicals, automobiling,what he sees at motion pictures, and what he\nhears by radio. The popular vocabulary suggestive of democracy must\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n411\n\nbe larger and more inclusive than that of autocracy, radicalism, or selfish\ninterests.\n\nThe lists thus annotated will be far more definitely suggestive of specific\nusefulness than ordinary bibliography, but they will include bibliographies\nof democratic history, biography, philosophy, fiction, poetry, the drama,\nmusic, illustrative art, painting, and sculpture.\nSpecially emphasized in all this must be the counterbalancing of at least\nthe more convincing forms of undemocracy which have come to characterize such American literature and art. Counteraction through edu-\n\ncation and broadcasting of strongly democratic literature and art, will be\nfar more controlling than censorship.\n\nThe two dominant notes in German\n\nliterature before the war-a red-blooded realization which derided the \"old\nmoralities \" and Nietzschianism which sacrified the \"nearest to the far-\n\ntherest\" in order to ensure the domination of the strong-gave Germany\nthe spiritual justification for all the falseness and brutality of the Great\nWar. If a similar literature, reënforced by songs, motion pictures, and\nradio broadcasting which reaches the vast majority of Americans, is not to\nbreed an unrestrained individualism in America, it must be counterbalanced\nby a still more impressive and frequently presented democracy.\n(f) To devise valid tests and measurements of the democratic control\n\nof conduct, and of the presence or absence of particular controlling elements and of the materials and methods most effective in developing them.\nFirst, the studied adaptation of essentials thus approved and analyzed and\nof all contributory results of research and experimentation : to all domestic\ninstitutions, agencies, and organizations reaching large or representative\ngroups : and the dissemination of adapted essentials and material to all of\n\nthem found on inquiry willing to teach or to broadcast democracy as a\nwhole or in part.\n\nSecond, their adaptation and dissemination to foreign or international\ninstitutions, agencies , and organizations on the request of the foreign governments in the jurisdiction of which they are located, or on the approval\nof the Secretary of State.\n\nAlmost every American is reached and influenced through a variety of\n\ninstitutions, agencies, and organizations, which may be roughly grouped\nas follows: the school system of the country, public and private, from\n\nkindergarten to university or professional school ; educational agencies,\norganizations, and associations other than schools; phonograph companies\nand radio broadcasting stations and agencies ; moving picture corporations,\n\nboards of censors and distributing agencies ; lecture bureaus, lyceums, and\nChautauquas; libraries and museums ; educational foundations ; the press ;\n\nthe churches; religious institutions and organizations, and church schools ;\ninstitutions and organizations intended to promote the welfare of special\ngroups; financial, commercial, vocational, labor, and other industrial or-\n\nganizations; non-partisan civic and welfare organizations; political organizations ; organizations for the furtherance of the fine arts ; organi\n\n"}
{"page": 439, "printed_page": null, "text": "412\n\nNATIONAL EDUCATION ASSOCIATION\n\ntions devoted to physical exercises and amusements ; women's clubs ; and\nsocial organizations, including fraternal and beneficial organizations, social\nclubs, patriotic societies, and associations of Americans who are foreign-born\nor of foreign descent.\n\nThe irresistible force of a collective education and broadcasting through\nsuch bodies. Each body such as the foregoing has a far-reaching machinery\nfor directing and influencing its membership.\n\nEach individual American\n\nis a member of a variety of groups and subject to the influence of a variety\nof agencies and organizations.\n\nAs there is less likelihood of the peculiar selfishness or undemocracy of\none group coinciding with that of others, than of its being counteracted\n\nby the corresponding democracy taught or broadcasted by a variety of other\ngroups, when the majority of such agencies are united in a National democracy program each element in democracy is likely to be effectively taught to\neach individual American and to the whole American people.\nThe willingness of varied and opposing agencies to further an authoritatively specified common democracy . There are few American social agencies which are not already engaged in the furtherance of some element\nessential to democracy or in the actual performance of some form of democratic service. Many industries are experimenting with means to insure\nequivalent return to capital, labor, and consumer. Great foundations have\nspent millions in unselfish efforts to better the public health or to make\neducational opportunities more equal. Churches have organized Americanization activities through a sense of responsibility for foreign groups\nover which they have peculiar influence. Fraternal and social organizations are engaging in numberless forms of welfare work and public service.\n\nNever in the history of civilization have so many agencies concerned themselves with so many aspects of the common good.\nIn addition to this, powerful agencies are insisting upon democracies,\nwhich they find essential to their own welfare. The Federation of Labor\nhas insisted upon public official access to all truth concerning the affairs of\n\ncorporations, necessary to judge whether or not they are so conducted as\nto conflict with the common welfare.\n\nThe Railroad Board has made\n\nthe claim that Governmental interference with railroad management and\nthe limitation of railroad profits have not yet been proved necessary to the\ngeneral good.\n\nMany agencies are themselves international, or, if not so called, international in their activities .\n\nnational.\n\nMany of these services and interests are inter-\n\nMany organizations furthering or capable of furthering democ-\n\nracy in America are themselves international.\n\nThe likelihood of an enlarged furtherance of democracy by such agencies.\nThe willingness of such agencies to enlarge their furtherance of democracy\nis made highly probable through the following safeguards against political\nor social propaganda on the part of the Conference or the suspicion of it:\nthe submission to such agencies of tentative specifications of democracy\nessentials before they are recommended by the Conference; provision for\n\n"}
{"page": 440, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n413\n\nadapting both the mode of expressing them and methods of broadcasting\nthem, to the peculiar purposes and organization of each agency; and the\nfact that each agency is asked to broadcast only such essentials as it voluntarily chooses to further.\nTHE PLANNING, SUPERVISION , AND SUPPORT OF CONFERENCES AND MEETINGS OR PROGRAMS\nAND PROCEDURES IN MEETINGS, LOCAL, NATIONAL, FOREIGN , OR INTERNATIONAL FOR\nTHE FURTHERANCE OF THE TEACHING OR BROADCASTING OF\n\nAPPROVED DEMOCRACY\n\nESSENTIALS\n\nOrganization of the Conference and its staff, and Procedure for organizing the Conference-The officers of the Conference, who together shall\nconstitute its executive committee, shall consist of a president, a vice-president, and a secretary, themselves members of the Conference, elected by its\ntwo thirds vote, and like other members, serving without salary. As soon\nas the necessary funds are available, the members of the executive committee\nof the Conference shall nominate one or more candidates for the office of\n\ndirector of the Conference, conduct an election by mail, and immediately\nappoint the candidate receiving a two thirds vote.\n\nThe director shall serve for a term of five years. He shall serve as\ntreasurer of the Conference, prepare its annual budgets, and disburse all\nmonies, subject to the approval of the executive committee, and contingent\nupon the adoption of the budget by the Conference. He shall appoint and\nemploy the entire working staff of the Conference as hereinafter specified ;\n\nand all appointees and their activities shall be under his control. With\nthe approval of the executive committee, he shall, from time to time, call\ninternational conferences, for the advancement of democracy and world\npeace.\n\nHe shall appoint two assistant directors for a three-year term, who\n\nshall respectively have charge of a Research Division and a Broadcasting\nDivision, and who shall together plan the activities of an editorial department.\n\nThe Research Division. An assistant director responsible to the director for all research carried on by: permanently employed specialists ;\nassociates in research paid by the Conference but in the regular employ\nof American and foreign colleges, universities, and other scientific institions; and research fellows who as graduate students in American or foreign\ninstitutions shall receive stipends from the Conference. The research staff\n\nthus constituted shall not only carry on each type of research as already\nspecified and limited, but shall annually, or from time to time, report upon\nall research of significance to the advancement of democracy which has\nbeen carried on elsewhere.\n\nThe Broadcasting Division. An assistant director responsible to the\ndirector for all broadcasting carried on by special agents, familiar with\nthe contributions to democracy, the democratic or undemocratic characteristics andattitudes and the consequent needs of the various kinds and grades\nofschools and types of organizations, already listed as broadcasting agencies ;\nand with the contributions and attitudes concerning democracy, international coöperation, and world peace of foreign countries or peoples and of\n\n"}
{"page": 441, "printed_page": null, "text": "414\n\nNATIONAL EDUCATION ASSOCIATION\n\nforeign or international agencies. These special agents shall be responsible\nfor the adaptation of the results of research to particular broadcasting\nagencies; for the personal contacts, correspondence, circulars, and plate\nmatter likely to be used in broadcasting by each particular agency and in\neach country and locality ; and for the holding of local democracy conferences and participation in group and local meetings and programs, subject\nto the approval of the assistant director. The staff of the broadcasting\ndivision shall also include representatives for each broadcasting organization\n\nand locality, who shall correspond with the assistant director or special\nagents concerning all of these matters, and take the initiative in having\ndemocracy emphasized in organization programs, and in coöperating with\nother agents in the same locality for joint action and conferences.\nThe Editorial Department . Subject to the general direction of the\ndirector as to the apportionment of time and resources, among particular\npublications and to the specific suggestion of topics and material by the\nassistant directors, the Conference staff shall include a sufficient number\nof skilled editors or editorial writers familiar or who shall become familiar\n\nwith the types of research carried on, and with the various types of broadcasting agencies. They, together with a sufficient number of translators,\nshall prepare for publication the results of research both American and\nforeign, and the material to be broadcasted at home and abroad.\nFinancial support-In order to avoid all suspicion of domination by\nselfish individual or group interests, the financial support of the Conference and its staff should be provided by a representative variety of individuals, foundations, and organizations, and the management and expenditure of the funds thus procured should be wholly under the control of the\nConference and its executive committee.\n\nFinancial contributions by any\n\norganization or agency should not be a condition to its representation in\nthe Conference, and non-contributing organizations should have the same\nvoice and vote in the Conference as those that contribute.\n\nIn addition\n\nto the full report of all expenditures made to the Conference itself, report\nshould also be made to each contributor.\n\nThe annual salary of a director with the required experience and standing\nshould be at least fifteen thousand dollars; of each of his two assistants,\n\nseventy-five hundred; and of each of at least thirty specialists, special agents,\nand editors, six thousand. A minimum of fifty other employees necessary\nduring the first two years of organization would probably average fifteen\nhundred dollars. The traveling and living expenses of the Conference and\nexecutive committee, and of special agents, must be provided for, together\nwith an adequate per diem attendance fee for each member of the executive\ncommittee at its monthly meetings.\nAll of these suggestions and provisions are tentative. The whole scheme\nis so elaborate and far-reaching that it can be finally formulated only after\nmuch deliberation and investigation. Since the Conference itself is coöperative, the working out of its organization should be coöperative.\n\n"}
{"page": 442, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n415\n\nThe Committee which now asks to be discharged, has taken only the\nfollowing steps: the calling of a democracy conference in connection with\nthe present session of the Council and the Association ; an inquiry by the\nConference into the conditions essential to the success of future confer-\n\nences and to the work of a permanent staff; and its unanimous request\nnow transmitted to Council that Council shall ask the Representative\nAssembly of the National Education Association to appoint a Democracy\nConference Committee to prepare plans for a permanent organization such\nas has been outlined, discover the extent to which individuals, foundations,\n\nand organizations will financially support a Conference staff if organized,\nand call within a year another conference of representatives of all nonpolitical organizations reaching National groups, with a view to the permanent organization of a National Democracy Conference.\n(Dr. Yocum then read the following resolution reported from the\nDemocracy Conference : \"RESOLVED, that this Conference on the Teaching\nof Democracy, consisting of unofficial representatives of the International\nKindergarten Union, the Federation for Child Study, Daughters of the\nAmerican Revolution, the United Child Welfare Association, the National\nCatholic Welfare Conference, Daughters of 1812, National Security\nLeague, Federal Council of the Churches of Christ in America, Girl Scouts,\nTransportation Institute, and many other National organizations which\nhave expressed sympathy with the purposes of the Conference, requests\nthe National Council of Education to recommend to the Representative\n\nAssembly of the National Education Association, the creation of a Conference Committee on the Teaching of Democracy, to which shall be\ntransmitted the records and findings of the present committee of the Council, and which shall be authorized to continue in coöperation with other\norganizations in this field, the development of the National Conference\non Teaching Democracy, along the lines suggested in the report submitted\nto the present meeting of the Council by the said committee.\"\nHe then moved: \"That the President of the Council be instructed to\n\nmove in the Representative Assembly that the President of the National\nEducation Association be authorized to appoint a Democracy Conference\n\nCommittee to confer with other National organizations concerning the\nbest means for carrying on the work begun by the Committee on the\nTeaching of Democracy ;\n\"And that on the passage of such motion by the Representative Assembly,\n\nthe Committee on the Teaching of Democracy be discontinued by Council.\"\nAfter commendatory remarks by Dr. Seerley and Dr. Keyes, the resolution was unanimously adopted.)\n\n"}
{"page": 443, "printed_page": null, "text": "416 .\n\nNATIONAL EDUCATION ASSOCIATION\n\nJUNIOR HIGH SCHOOLS IN WASHINGTON\nFRANK W. BALLOU , SUPERINTENDENT OF SCHOOLS, WASHINGTON, D. С.\n\nThe junior high school is an accepted institution in school organization\nin the United States. It has passed the experimental stage. As to its\neducational advantages there is no longer serious debate among educators.\nThe increase in the number of junior high schools has been nothing short\nof phenomenal. Educational authorities assert that the first junior high\nschool was established in 1909. According to the United States Bureau\nof Education, thirteen years later, i. e., in 1922, 456 different cities reported\nhaving 733 junior high schools.\nAlthough the junior high school has become an accepted institution in\ntheory, nevertheless it has not been universally established.\n\nFurthermore,\n\nthe time has been too short for it to find its ultimate place in the six-threethree plan of organization. Some cities are moving rapidly toward a uniform system of six years of elementary school, three years of junior high\nschool, and three years of senior high school. Many cities are only partially\norganized on the six-three-three plan. For various reasons, still other\ncities have not adopted the six-three-three plan of organization, and hence\nhave no junior high schools.\nIn 1919, two junior high schools were opened in Washington, one for\nwhite pupils and one for colored pupils. These two schools were established in two old buildings formerly used for high school purposes, but\nvacated when new high school buildings were provided. From the beginning these schools increased greatly in size and prestige. The Board of\nEducation has now adopted the policy of extending the junior high school\nsystem throughout the city.\nImmediately following the beginning of my administration of the school\nsystem of Washington, in 1920, appropriations were secured for two new\njunior high school buildings. These buildings were completed and occupied\nin December, 1923. In addition, one building formerly used as a high\nschool building and another as an elementary school were converted to\njunior high school purposes in September, 1923. As a result, during the\npast school year there were in operation six junior high schools in the city\nof Washington.\n\nSteps have already been taken for the conversion of two elementary\nschool buildings for junior high school purposes, one of which will be opened\nin September, 1924, and the other on February 1, 1925. In addition, sites\nhave been purchased on which will be located two new junior high school\nbuildings similar in plan and design to the new buildings which have already\nbeen occupied.\n\nThe situation in Washington is most favorable for the organization and\ndevelopment of a complete system of junior high schools. A large anfount\nof schoolhouse construction must take place in the immediate future. All\n\nof the elementary schools are filled to capacity, and most of them are\nexceedingly congested.\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n417\n\nThe high schools are likewise so congested that most of them have been\nobliged to adopt a double-shift program. From the standpoint of finance\n\nitwill be more economical to build junior high schools than it will be to\nbuild both elementary schools and high schools. Moreover, a system of\njunior high schools will provide better educational facilities than can be\nprovided by making additions to the elementary schools and to high schools.\nBy establishing a system of junior high schools, congestion can be most\nreadily relieved in both the elementary schools and the high schools.\nIn some cities, the junior high schools have been associated with the\nelementary schools in organization, administration, and supervision. In\nother cities they have been associated with the senior high schools, providing a combined course of six years for junior and senior high schools.\nIn Washington, the junior high school is a separate and distinct institution. It is established in a separate building, with its own principal.\nWhile the first two junior high schools established in Washington were\ncity-wide schools, the junior high schools subsequently established have\nbeen regional schools.\n\nThe two schools originally established received the pupils from all parts\nof the city who elected to go to those institutions. This has been unsatis-\n\nfactory, both financially and educationally.\nThe number of pupils electing to go to the junior high school from any\nsingle elementary school has not been sufficient to reduce the number of\nteachers in that elementary school. The bringing together in the junior\nhigh school of these pupils from a large number of different elementary\nschools, has resulted in increasing very materially the total cost of educating those pupils in the junior high schools. In addition, the pupils\nelecting to attend our city-wide junior high schools have been for the most\npart pupils who were not getting along well in their respective elementary\nschools. Too frequently they have been \"misfits\" and \"failures. \" The\nbringing together of a thousand such pupils into one, institution has made\na very difficult educational problem. Undoubtedly, as conditions make\nit possible, these two original junior high schools, which still operate largely\non a city-wide basis, will become regional junior high schools.\nThe regional junior high school is so located as to accommodate all of\nthe seventh and eighth grade pupils in elementary schools within their\nrespective districts. The ninth grade work for such pupils is also provided\nin the junior high school rather than in the senior high schools.\nUndoubtedly the most important asset of any school is its corps of\nteachers. This is doubly true of the junior high school, since it is a departure in many respects from the traditional elementary school on the\n\nonehand or the senior high school on the other. If the junior high school\nteacher is to succeed, she must have a clear idea of the educational objectives\nof the junior high school. This requires professional reading and systematic instruction. Moreover, elementary school teachers who become\njunior high school teachers must be qualified to teach subject matter more\nadvanced than the elementary school\n\n"}
{"page": 445, "printed_page": null, "text": "418\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn preparation for the opening of junior high schools, it became incumbent upon the school officials to determine upon a plan of procedure for\nqualifying junior high school teachers that would be reasonably sure to\nguarantee that those who qualified for such positions would have a thoroughgoing knowledge of the subject matter which they would teach in grades\nVII , VIII, and IX of the junior high schools, and that they should have a\n\nproper professional understanding of the aims, methods, and organization\nof the junior high school. In working out a program for qualifying teachers already in the service, it was the desire of the school officials to ask\nteachers to do no more than was necessary to demonstrate that they possessed the above-mentioned qualifications.\n\nEach teacher of academic subjects in the junior high school is expected\nto teach two different subjects in order that pupils may not have too many\ndifferent teachers, particularly in the early years of the junior high school.\nTeachers of music, drawing, shop work, general science, and physical\ntraining teach only their specialties.\nTo qualify for a junior high school position, an elementary school teacher\nwith the usual two-year normal school diploma, was required to pursue\ncourses in subject matter of two academic subjects and an approved professional course on the aims, methods, and organization of the junior high\nschool.\n\nIn lieu of the usual written examinations, the board of examiners agreed\nto accept certificates covering such courses. The marks earned in the\n\nabove mentioned courses were accepted in the place of the marks usually\nearned in the written examination, and no written examination as such was\nrequired.\n\nThe school officials not only modified the usual procedure in the examinations for qualifying teachers, but they also, at the request of the teachers,\norganized courses for teachers to take as a means of qualifying for appointment.\n\nDuring the summer of 1922, and looking forward to the opening\n\nof junior high schools the following year, three courses were organized and\nconducted for a period of six weeks.\n\nFifty teachers took the course in English, 45 teachers took the course\nin geography, and 49 teachers took the course in mathematics. It stands\nto the professional credit of these teachers that they requested such courses\n\nand collectively paid the instructors for giving them, no public funds being\navailable for such purpose.\n\nArrangements were made with George Washington University, and with\nHoward University (for colored teachers), whereby teachers pursuing\nthese courses successfully might secure university credit by registering in\nthese respective institutions and paying a small registration fee.\nOne instructor was from the Lincoln School of New York City , another\n\nfrom the Maryland State Normal School, and one was a principal of a\nBoston high school; all were specialists in their subjects and well qualified\nfor their work.\n\nThe instructors reviewed the subject matter in the course of study pre\n\n"}
{"page": 446, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\nscribed for the junior high schools.\n\n419\n\nEmphasis was placed on subject\n\nmatter. Methods of instruction were subordinated. Teachers who pursued these courses speak in the highest terms of the value of the courses\noffered.\n\nTeachers who took the two subject courses during the summer of 1922,\nneeded a professional course on the junior high school in order to complete their preparation for appointment. Teachers requested the superintendent to undertake to organize such a course.\n\nAccordingly, Professor Thomas H. Briggs, of Teachers College, Columbia University, came to Washington each Saturday morning during the\nfirst half of the school year 1922-23, and gave two 2-hour courses for a\nperiod of 15 weeks, beginning October 7. One hundred twenty white\nteachers registered for the course provided for them and one hundred\nfourteen colored teachers registered for the duplicated course. A teacher\n\nwho successfully completed this course received two credits at Columbia\nUniversity and the grade earned was accepted by the board of examiners\ninlieu of a written examination on this professional subject.\nIn addition to the professional courses offered by Professor Briggs on\nthe junior high school, George Washington University organized and conducted subject matter courses for junior high school teachers in general\nscience and history during the school year 1922-23 .\nThe salary schedule which was recently enacted into law by Congress,\nand which goes into effect July 1, 1924, provides that teachers with elementary school qualifications who have in addition met the higher eligibility\nrequirements above described for teachers in junior high schools, will be\nregularly paid annually two hundred dollars more per year than teachers\nin the elementary schools. The principle of additional compensation for\nadditional preparation is thus specifically recognized in the new salary\nschedule for teachers who transfer from the elementary school to the\njunior high school.\nTeachers with high school qualifications, i. e., college graduates, who\nqualify for junior high school positions, receive, according to the new\nschedule, the same salary as senior high school teachers.\nIn contrast with the legal requirements heretofore prevailing, it is important also to point out that hereafter no distinction will be made between\nteachers on the two schedules in their assignments of work. Each teacher,\nwhether possessing elementary school qualifications plus, or senior high\nschool qualifications, will be expected to offer instruction to seventh, eighth,\nor ninth year pupils as the requirements of organization may demand.\nMoreover, the number of teachers who shall be promoted from the elementary schools or appointed from the high school eligible lists is unrestricted.\nThis means that as the supply of well-qualified elementary school teachers\n\nbecomes low, all appointments to junior high school positions may be made\nfrom the lists of candidates possessing high school qualifications and vice\nversa.\n\nAppropriate courses of study for the junior hi.\n\ne undoubtedly\n\n"}
{"page": 447, "printed_page": null, "text": "420\n\nNATIONAL EDUCATION ASSOCIATION\n\nsecond in importance only to the corps of teachers. Indeed, one of the\nprimary purposes in the establishment of junior high schools has been to\nprovide an opportunity for a thoroughgoing alteration, revision, elimination,\nand extension of the courses of study usually found in grades VII and VIII\nof the elementary school, as well as those in the first year of the high school.\nThe courses of study for the junior high school system now being organized in the Washington schools have originated with the teachers who\nare to use them. Early in the planning for opening additional junior high\nschools, committees on courses of study were formed for the different subjects of study to be taught in the junior high schools. Each committee\nwas made up of the teachers already in the junior high school and those\n\nwithin the school system who had qualified for appointment to those schools.\nIn addition to teachers the committees included also the heads of the de-\n\npartments in the high schools, who supervise their respective subjects in\nthe junior high schools. The course of study which had been in use in\nthe two junior high schools already established was placed in the hands\nof each committee.\n\nThe attention of the committees was also directed\n\ntoward courses of study in other cities and to such books as Charters'\nCurriculum Making. Each committee was given full authority to map out\na course of study consistent with the purpose of teaching the subject and\nwith the general organization of the junior high school.\nSuch utilization of the knowledge, ability, and experience of teachers\nhas the advantage of building up a practical course of study based on classroom experience, of securing the sympathetic understanding by the teachers\nof the course when adopted, and of affording helpful stimulus and proper\nencouragement to the teaching staff which must follow from such professional recognition.\n\nEvery thoughtful administrator of a school system realizes how important\nit is to the success of educational work that contentment of mind, har-\n\nmony, and coöperation exist among the workers in the school system.\nWhile any changes are likely to prompt uneasiness among employees involved, changes are essential if progress is to be made. Changes should\nbe made gradually. Progress must be made by slow evolution rather\nthan by sudden upheaval. Changes should do individuals no personal\ninjustice.\nThis broad fundamental statement of policy has guided the superintendent in Washington in his efforts gradually to reorganize the school\n\nsystem from the traditional eight-four plan of organization to the sixthree-three plan of organization, which incorporates the junior high school\nas an integral part of the school system.\nWith a view of utilizing the idea and abilities of officials concerned, and\n\nwith a further view of keeping the whole school system informed of plans\nunder way and changes contemplated, the superintendent constituted a\ncommittee of administrative and supervisory officials and administrative\narrangements pertaining to the junior high schools. This committee consists of the six junior high school principals, two supervising principals\n\n"}
{"page": 448, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n421\n\nrepresenting the elementary schools, two high school principals representing\nthe high schools, and the superintendent of schools and his two assistant\nsuperintendents .\n\nThis committee of thirteen school officials has passed upon the details\nofevery course of study prepared by the committees of teachers before said\ncourses were finally presented to the superintendent for his approval. This\ncommittee has determined all matters of organization as they pertain to the\njunior high schools, such as the length of the school day, the length of\nrecitation period, the time and length of the lunch period, extra-curricular\nactivities, provision for supervised study, provision for departmental teaching, program of studies and time allotments.\n\nThe final conclusions reached\n\nby this administrative committee have represented the combined judgment\nof the members of the committee, and have uniformly been put into operation by the official action of the superintendent.\n\nThe significance of the success which has been attained in establishing\nsix junior high schools in Washington in a period of four years cannot be\nfully appreciated unless certain local conditions are understood.\nIn the first place, the plan of organization of the school system is determined largely by law rather than by discretionary action of the Board of\nEducation. The organic law governing the school system was passed in\n1906, long before a junior high school was thought of in Washington.\nHence, there has been no legislative recognition or authorization for junior\nhigh schools except as carried in annual appropriation bills, providing\nmoney for the schools.\n\nIn the second place, appropriations for the schools are made in a very\ndetailed school budget which shows just how practically every dollar is to\nbe spent. Money is not appropriated for teachers' salaries, but rather for\naspecific number of high school salaries and a stated number of elementary\nschool salaries of various kinds.\n\nThe salary schedule adopted in 1906 and in effect to June 30, 1924,\nprovided for five different classes of salaries for elementary school teachers.\nThe lower salaries were given the inexperienced teachers who uniformly\n\nbeganservice in the primary grades. If they were to receive more than a\nhundred dollars increase after four years of service they must be promoted\nto the next higher grades. The result of this archaic provision was to put\nall inexperienced or comparatively inexperienced teachers into the primary\ngrades and all the older teachers into the upper grades.\n\nAs a result of the system of advancement of the more proficient teachers\nfrom lower to higher grades, some of the most efficient teachers in Wash-\n\nington were already to be found in grades VII and VIII.\n\nTheir high\n\nprofessional standing justified the school officials in giving them preferential consideration in the qualifying of teachers for the junior high school.\nThis made it easy to transfer classes from an elementary school to the\njunior high school, because frequently the teacher accompanied them.\n\nThe serious administrative difficulty arose from the fact that a teacher\ntary school subjects\non an elementary school salary could tea\n\n"}
{"page": 449, "printed_page": null, "text": "422\n\nNATIONAL EDUCATION ASSOCIATION\n\nin the junior high school, and a teacher on a high school salary could teach\nonly high school subjects. This made the organization of the junior high\nschool a very difficult problem. However, the new salary schedule which\ngoes into effect July 1, 1924, wipes out all of these legislative difficulties.\nThe fact that these six junior high schools have been organized under such\ndifficulties is due to the ingenuity of school officers and the fine cooperation\nof teachers.\n\nAthird fact of significance remains to be noted. The fundamental purpose of the junior high school is to improve the instruction of the pupils\nthrough a better adaptation to their needs of the subject matter and\nmethods of instruction. In the judgment of the speaker, there is no city\nin the country where the organization of the junior high school is more\nlikely to provide for this improvement than Washington.\nIt seems to have been the policy over a long period of years to build\nelementary schools of eight rooms. The type of elementary school in\nWashington is an eight-room building with four classrooms on each ot\ntwo floors and a good deal of waste space in the middle of the building.\n\nThis building was designed to accommodate eight grades, one room for\neach of eight grades. In Washington there are more than seventy-five\nsuch eight- room buildings.\n\nI need not point out that this type of building is wholly inadequate to\nprovide the necessary educational facilities of the modern school.\n\nSuch\n\nan eight-room building provides no manual training room, no domestic\nscience or domestic art room. It provides for no kindergarten. It provides for no differentiation of work among pupils, there being only one\nroom for each grade.\n\nMoreover, the seventh and eighth grade classes in\n\nthese schools are usually comparatively small, and the classes in the first two\nor three grades are usually far above the standard of forty pupils to the\nclass.\n\nObviously if the school system is to provide the facilities required in an\nup-to-date school system, the above mentioned facilities must be provided\nas additional accommodations. Pupils from these eight-room buildings\nare now sent to manual training and domestic science centers for specialized\nwork.\n\nAs a means of improving elementary school organization, where possible.\neight-room additions are being constructed to eight-room buildings and\nprovision is being made for the facilities which have heretofore been inadequately provided.\n\nHowever, a most important means of improving\n\nthe education of seventh and eighth grade pupils is by means of the junior\nhigh school. By taking seventh and eighth grade pupils out of these eightroom or sixteen- room buildings it will be possible to reduce the number\nof part-time classes and will decrease the number of over-sized classes\nin the elementary grades. Specialized facilities are likewise being provided\nin sixteen-room buildings, but in many instances the specialized facilities\n\nof the junior high school will be made available for pupils of elementary\nschool age.\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n423\n\nMore significant perhaps than anything else is the fact that by bringing\ntogether into the junior high school larger numbers of seventh and eighth\ngrade pupils, it is made possible to classify these pupils in accordance with\ntheir educational interests, individual capacities, and probable future educational careers. In my judgment, this is one of the most significant\ndevelopments attendant upon the organization of the junior high schools\nin Washington.\n\nBy way of closing let me point out that the establishment of junior high\nschools in Washington has been based on a clearly defined platform of\nwhich the following are important planks :\nThe fundamental purpose of the junior high school is to provide better\ninstruction than the traditional grades VII and VIII and the first year\nof high school have heretofore provided.\nThe program and procedure of the junior high school must be adapted to\nthe pupils rather than the pupils fitted into the school.\nThe junior high school must be neither a glorified elementary school nor\na young high school but a distinctive institution to meet its peculiar educational problems.\nThe courses of study must be especially prepared for the junior high\nschool: they cannot be appropriated from the grades or from the high school.\nTeachers must be as specifically prepared for the junior high schools\nas they traditionally are for the kindergarten, for the elementary school,\nor for the high school.\nJunior high schools should be established no faster than qualified teachers\n\nand other prerequisites can be provided.\n\nAN ILLITERACY PROGRAM\nCHARLES MC KENNY, PRESIDENT, MICHIGAN STATE NORMAL COLLEGE ,\nYPSILANTI , MICHIGAN\n\nThe purpose of this paper is to set forth the situation in the United\nStates with regard to illiteracy ; to set up a goal toward which to work,\nand to suggest the agencies by which the goal may be attained. Very few\nof the facts contained in this paper are new. They are to be found in\nthe various bulletins of the National Education Association and of the\n\nUnited States Bureau of Education, and in magazines and other publications; but, so far as the author knows, they have never been brought\ntogether as this paper proposes to do.\nBefore we can intelligently discuss the problems of illiteracy, we must\nagree upon a definition of illiteracy. Official reports which are quoted\n\nwhenever this subject is discussed, are based upon the Census Bureau's\ndefinition.\n\nTo the Census Bureau, an illiterate is a person who confesses\n\nthat he cannot write in any language. The census enumerator gave no\ntests and required no proofs. And yet under these conditions the census\nxireturns for 1920 revealed 4,931,905 illiterates. Here, the\n\n"}
{"page": 451, "printed_page": null, "text": "42+\n\nNATIONAL EDUCATION ASSOCIATION\n\nmately five millions above the age of ten who confess that they cannot\nwrite in any language. It has been generally assumed in discussing the\ncensus figures that inability to write carries with it the inability to read.\nThis is not the case. In some American schools writing is not, or at least\nwas not, taught in the lower grades, and some adults who attended such\nschools learned to read without learning to write. Some immigrants can\nread but cannot write. They say that in the schools they attended in their\nnative country writing was not required. Five hundred thousand persons\nwho could read but not write were listed by the Census Bureau.\nBut who is an illiterate ? Clearly, from a practical social point of view\nit is one who has not mastered the arts of reading and writing sufficiently\nto use them in daily life. And this implies ability to read the newspaper\nand to write at least family letters. Unfortunately we have no census\nof a State or of a community based on such a definition. However, we\nhave some very illuminating and disturbing data furnished by the tests\ngiven the men in the first army draft at the beginning of the World War.\nIt will be remembered that leading psychologists, through carefully\ndevised examinations, tested the mental ability of more than 1,500,000\nmen in the first army draft to determine the line of service for which they\nwere best fitted. These tests incidentally revealed the condition of literacy\namong these men. The results showed that 24.9 per cent of the men\nexamined could not read ordinary English or write a letter home. Here\nwas a practical test of literacy and the findings were humiliating and\nalarming. Taking the army tests as a basis, it is reasonable to accept the\nconclusion of the Illiteracy Commission of the National Education Association that there are approximately 20,000,000 of our population above\nthe age of ten who are practically illiterate, i. e. , who cannot effectively\n\nuse reading and writing in any language in their daily lives.\nThe standing of the United States among the leading nations of the\nworld with reference to illiteracy is not flattering to our pride. Our rank\nis tenth, with an illiteracy percentage of 6 per cent, based on the census\nof 1920, while Germany and Denmark lead the list with a percentage of\nless than two tenths of one per cent.\n\nOur nearest contestants for unde-\n\nsirable honors are France with 4.9 per cent, and England with 1.8 per\ncent of illiterates.\n\nHere, then, is our situation. Now let us look for causes. Outstanding\nare three : inadequate schools, inadequate and unenforced compulsory attendance laws, and immigration. Immigration is a large factor, as it sup-\n\nplies two fifths of our illiterates. Our ignorance and pride incline us to\nblame immigration for most of our illiterates, but the fact is that three\nfifths, that is, three millions of our five million illiterates, are native born ;\nand of the native born illiterates, approximately one and a quarter million\nare white, and one and three quarter million are colored.\n\nWe then must\n\nblame ourselves and no one else for our three million native illiterates\n\nabove the age of ten. The cause of this native illiteracy is twofold:\n\n"}
{"page": 452, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n425\n\npoor school facilities, and unenforced compulsory school attendance laws.\nIn some of our States which rank well educationally, we are still breeding\nilliterates in sections which are sparsely settled, and in certain States which\nare educationally retarded the situation is extremely disheartening. We\nhave decreased illiteracy but one per cent in ten years, and the last census\nreturns show a half million native born illiterates between the ages of\nten and twenty. What is more alarming, the last available figures for a\ncomplete year show that 1,437,783 children between the ages of ten and\nthirteen did not attend school a single day. Unless we mend our ways,\nthe problem of illiteracy will vex us for a hundred years .\nBut why bother about illiteracy ?\n\nThere is less of it in the United\n\nStates and in the world than ever before.\n\nWhat if a few millions of\n\nadults and children above ten years old cannot read or write? The human\nrace existed on this planet several million years before written language\nwas invented. There are enough who are literate to look after the concerns of humanity. Let the illiterates enjoy their ignorance. The reply\nto this let-alone argument is threefold: The first is humanitarian, the\nsecond is economic, and the last is patriotic. In the first place, we campaign against illiteracy for the purpose of subtracting from human misery\nand adding to human happiness. In this day of print, when the sleepless\nprinting presses are turning out tons of literature in the form of daily\npapers, of magazines, and of books; in this day, when the world, so far\nas intercommunication is concerned, has shrunk to the size of a county of\na century ago, it is pathetic to think that there are millions who are\nunable to get instruction or enjoyment from the printed page. When for\nany reason whatsoever we are personally deprived, for a time, of the\npleasure of reading, we begin to appreciate in a small degree the pathetic\ncondition of those to whom written language is an impenetrable mystery.\n\nThe humiliation and the loss of self-respect which come to those\n\nwho are illiterate are handicaps we can only imagine. Illiteracy is a\n\nbadge of inferiority, a disgrace which is felt to a more or less degree by\nevery one who is a victim of it. The testimony of those who in adulthood\nhave learned to read and write is touching and compelling. A world-\n\nwide war against illiteracy would be justified on purely altruistic grounds,\nfor happiness is a legitimate human goal.\nBut there are other considerations as well. It was a maxim of Napoleon that an army travels upon its stomach. So does a nation, so does the\nentire human race. We are assured by the world's best authorities that\nthe human race is nearing a critical situation so far as food supply is concerned. Most of the nations of the old world have already arrived at a\nstage of over-population. The new world is approaching the saturation\npoint. It will require all of the enlightenment and intelligence that the\n\nworld can muster safely to adjust population and food supply. The hope\nof the world in this direction lies in the development, popularization, and\nspread of scientific knowledge.\n\n"}
{"page": 453, "printed_page": null, "text": "426\n\nNATIONAL EDUCATION ASSOCIATION\n\nHere enters education. It takes educated brains to produce wealth.\nThe illiterate is economically inefficient and unproductive both for himself\nand for society. Compare the most illiterate and the least illiterate States\nwith respect to the production of wealth and note how the balance tips\nin favor of literacy. In 1920, the per capita production of wealth in the\nfive States which had maintained the most efficient school systems, measured by the Ayer's scale, was nearly double that in the five States which\nhad maintained the most inefficient school systems. Franklin K. Lane\nestimated that illiteracy is costing the Nation $825,000,000 annually.\nThe Commission on Waste in Industry estimates an annual loss of $1,000,000,000 in the United States on account of preventable sickness. These\namounts each approach closely the total cost of our public schools. The\nonly remedy for these enormous losses is education. Illiteracy breeds\nignorance, unproductiveness, poverty, ill health, and low moral standards.\nFor economic reasons alone the struggle against illiteracy must continue.\nBut there is another consideration which impels us forward in the effort\nto eradicate illiteracy, and that is patriotism-our interest in the stability\nand perpetuity of our political and social institutions. With a faith in\nthe political capabilities of the common man, which to the rest of the\nworld seemed fanatical, this Nation established manhood suffrage and\nhas added womanhood suffrage, and in several States the primary, the\ninitiative, the referendum, and the recall have been adopted. The government of this mighty Nation is in the hands of the people. Public opinion\nelects our officials and controls them while in office.\n\nThe ballot is at once\n\nthe hope and the menace of all democratic nations. It is a savior of life\nunto life or death unto death. An ignorant voter is a menace and a threat.\nan intelligent voter is a well-placed stone in the foundation of the republic.\nA voter who cannot read is necessarily a prey of the demagog and the\npolitical and social profiteer. The number of such voters is appalling. In\n1920, 4,333,111 illiterates were twenty-one years old or more, and consequently voters. In many of our States this unintelligent mass would be\nsufficient to turn the election and decide issues of tremendous social significance. In the old New England days, the town meeting was the forum of\npublic discussion and through such discussion the intelligent though illiterate\nman could become informed on public questions. That day is gone forever and the printed page in book or magazine or the daily press is the\nsource of information. A voter who cannot use the printed page cannot\nhope to be informed, and consequently is a dangerous voter. The country\ncannot safely perpetuate him.\nWe have now considered the present situation, the cause which produced it, and the reasons for an unceasing campaign against illiteracy. It\nremains to consider our objectives, ultimate and immediate, and the methods\nby which they are to be attained. Of course, our ultimate objective is the\nbanishment of illiteracy from the United States. Our first immediate\n\nobjective should be the stoppage of the supply of illiteracy. We stand\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL COUNCIL OF EDUCATION\n\n427\n\ntoday in the situation of a man who is pulling victims out of a river while\nsome one above is throwing them in. He has a perpetual job. The only\nsensible thing for him to do is to dispose of the men throwing the victims\nin. Analogously, it should be our first business to stop the creation of\nilliterates. A generation at most would settle the matter, if no more\nilliterates were bred.\n\nWe have found that immigration has been responsible for 2,000,000\nof our illiterates. Our new immigration laws will greatly reduce, though\nthey have not yet wholly stopped the influx of illiterates from alien lands.\nThe Bureau of Immigration reports that 11,356 persons who could not\nread or write were admitted to this country during 1923.\nThe second source of illiterates is insufficient schooling of the children.\nHere the line of procedure is evident. Our States that are backward\neducationally must have more and better schools. If the amendment to\nregulate child labor becomes effective, as no doubt it will, one source of\nilliteracy will be stopped, for when States quit working their children,\nthere is hope that they will send the children to school. Throughout many\nof our States there must be a better enforcement of the compulsory education laws. No blow at illiteracy would be more effective than one\ndelivered against laxity in the enforcement of the laws compelling school\nattendance. Need or greed or the indifference of parents should not be\npermitted to rob the children of the United States of their rightful in-\n\nheritance through the public schools and to weaken our social and political\nstructure through the breeding of illiterates.\nThe prevention of illiteracy through better school facilities and a rigid\nenforcement of attendance laws is clearly up to the States. An educational campaign of a fervid type is needed in some States to create new\nideals and set up new standards. Nothing is so hard to change as custom.\nWhat is stands in the way of what should be.\nIt is equally true that the education of adult illiterates belongs to the\nState. Illiteracy is a social blight and the resources of the State should\nbe pledged to its removal. A matter of such general concern should not\nbe left to philanthropy. A State program administered through the office\nof the State superintendent of education is a sound and approved method\nofprocedure.\n\nAnother immediate objective should be the writing on the statute books\nof every State a literacy requirement for voting. As has already been\nstated, an illiterate voter is a dangerous voter. Earlier in this paper, the\nstatement was made that in some States there are enough illiterate voters to\ndecide an election. In an attempt to discover what the several States are\n\ndoing to insure intelligent voting, the writer sent the following questionnaire to the State superintendent of education of each of the States:\n1. Does your State impose a literacy test for voters ?\n2. In your opinion, is it effective in its nature and operation ?\n\n3. In what year was the literacy law ena\n\n"}
{"page": 455, "printed_page": null, "text": "428\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe replies show that thirty-three States have no literacy qualifications\nfor voters. Fifteen have such qualifications. Of the fifteen, seven, namely,\nCalifornia, Delaware, Maine, Massachusetts, Mississippi, New York, and\nSouth Carolina, have a law requiring educational qualifications for voters\nwhich is reasonably effective. We may reasonably challenge some of these\nreplies. Massachusetts has had a literacy test for voters since 1780, while\nthe New York law was passed in 1921. The writer has not investigated\nthe nature and efficacy of these State laws with the exception of New\nYork's.\n\nA constitutional amendment adopted by the State of New York provides\nthat all new voters shall pass a literacy test, and the legislature has placed\nthe issuing of literacy certificates in the hands of the Board of Regents of\n\nNew York University. The law is in successful operation and is a model\nfor the other States to copy. It is likely that no single act would call\nthe attention of the American public to the subject of illiteracy more than\nlegislation making literacy a qualification of all new voters.\nSo far our attention has been centered upon those who cannot read or\n\nwrite in any language, but we must not overlook the ten million immigrants\nwho, though they can read and write their native tongue, are illiterate so\nfar as English is concerned. These, too, should be included in our program. We should not trust the interpretation of our social and political\ninstitutions and traditions to a foreign language press, not so much from\nfear of wrong motives on the part of such a press, as of inherent inability\nto understand and appreciate our institutions and ideals. Splendid work\nhas been done for this class in several of our States.\n\nThe writer has\n\nrecently received a letter from Charles N. Herlihy, State supervisor of\nadult alien education of Massachusetts, which states that during the last five\nyears more than 100,000 adult illiterate foreigners have learned to read\nand write English in the public school classes in the following States:\nNew York, Connecticut, Rhode Island, Delaware, Pennsylvania, Ohio,\nSouth Dakota, Minnesota, and California. It is encouraging to know\nthat several of the Southern States are efficiently organized in the matter\nof eradicating illiteracy, namely, South Carolina, North Carolina, Alabama\nArkansas , and Oklahoma.\n\nWe have stressed the responsibility of the States in preventing and re-\n\nmoving illiteracy, but this does not signify that we think the Federal\nGovernment has no responsibility in the matter. On the contrary, we\nhold that education is a National concern and that the Federal Government\n\nshould coöperate with the States in promoting it.\nThe country is ready for a great forward movement against illiteracy\nSince this is distinctly an educational movement we have a right to look\nto the educational forces of the States to initiate it where it has not already\n\nbeen launched. The years ought not to be many until every State is\nthoroughly and effectively organized for the purpose of removing the dark\ndisgrace of illiteracy from our fair land.\n\n"}
{"page": 456, "printed_page": null, "text": "Department of Business Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-FREDERICK G. NICHOLS, Graduate School of Education, Harvard University ,\nCambridge, Massachusetts\n\nVice-President- FREDERICK BEYGRAU, Evander Childs High School\n\nNew York City .\n\nSecretary-HELEN L. PRICE, South Philadelphia High School for Girls,\nPhiladelphia, Pennsylvania\nLocal Committee-H. E. Warner, Principal, L. G. Hines, Junior High School,\nWashington, D. C,\n\nThe Department of Business Education was created in response to a petition\nread at the meeting at Saratoga Springs, N. Y., July 12, 1892, from the Business\nEducators' Association, requesting admission as a department of the National\nEducation Association. See Proceedings of 1892, page 31. The Business Educators' Association was organized in New York City, in 1878. Its constitution was\nrevised for acceptance by the Department of Business Education and may be\nfound on page 958 of the Proceedings of 1894.\nFIRST SESSION\n\nTUESDAY AFTERNOON , JULY 1 , 1924\n\nHIGH-SCHOOL\n, BUSINESS TRAINING PROBLEMS\n\nPRESIDING- Isaac Gans, President, Washington Chamber of Commerce.\nTEACHING WORLD ECONOMICS IN THE HIGH SCHOOLS-E. Dana Durand, Bureau of\nForeign and Domestic Commerce, U. S. Department of Commerce, Washington, D. C.\n\nEDUCATION FOR RETAIL SELLING-Alvin E. Dodd, Manager, Domestic Distribution\n\nDepartment, U. S. Department of Commerce, Washington, D. C.\nBUSINESS EDUCATION FROM A BUSINESS MAN'S STANDPOINT-Brig. Gen. Anton\nStephan, General Manager, Dulin & Martin Co., Washington, D. C.\nSECOND SESSION\n\nTUESDAY AFTERNOON , JULY 1 , 1924\n\nJUNIOR HIGH SCHOOL BUSINESS TRAINING\n\nTHE RELATION BETWEEN THE SEPARATE COMMERCIAL HIGH SCHOOL AND THE COSMO-\n\nPOLITAN HIGH SCHOOL-Allan Davis, Principal, Business High School, Washington, D. C.\n\nTHE SCOPE OF JUNIOR HIGH SCHOOL COMMERCIAL EDUCATION-Clyde B. Edgeworth,\nSupervisor of Commercial Education, Baltimore, Maryland.\nCONTENT AND PRIMARY AIMS OF AN ELEMENTARY BUSINESS TRAINING COURSE AS A\n\nFORERUNNER OF BOOKKEEPING- Elizabeth Smith, Junior High School, Trenton,\nNew Jersey.\nBUSINESS ARITHMETIC FROM A VOCATIONAL POINT OF VIEW-C. E. Bowman, Head of\n\nCommercial Department, Girard College, Philadelphia, and Instructor in\nTeaching Methods, School of Education, Temple University, Philadelphia.\nTHE VOCATIONAL NEED FOR BUSINESS WRITING IN THE JUNIOR HIGH SCHOOL AND\nHOW TO MEET IT-Elmer G. Miller, Director of Business Education and Supervisor of Writing, Pittsburgh, Pennsylvania.\nSPECIAL PROBLEMS OF THE JUNIOR HIGH SCHOOL TYPEWRITING TEACHER AND H\nTO SOLVE THEM-Laura Hedges, Washington Junior High School, Rod\nNew York.\n[429]\n\n"}
{"page": 457, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n430\n\nTHIRD SESSION --THURSDAY AFTERNOON , JULY 3 , 1924\nSENIOR HIGH SCHOOL BUSINESS TRAINING\n\nChairman , John Aubel Kratz , Chief, Rehabilitation Division, Federal Board for\nVocational Education, Washington, D. С.\nBUSINESS MEETING.\n\nGETTING THE MOST VALUE OUT OF COMMERCIAL GEOGRAPHY- Calvin O. Althouse.\n\nDirector, School of Commerce, Central High School, Philadelphia, Pennsylvania.\n\nCLASSROOM HELPS IN TRAINING A TYPIST-Mrs . Frances M. Butts, Business High\nSchool, Washington, D. C.\nCLASSROOM HELPS FOR THE SHORTHAND TEACHER-Mrs. Helen L. Campbell, Eliza-\n\nbethtown College, Elizabethtown, Pennsylvania.\nOFFICE PRACTICE ON A VOCATIONAL BASIS\n- Lewis A. Newton, Office Practice Department, East Boston High School, Boston, Massachusetts .\nBUSINESS ENGLISH AS A PART OF STENOGRAPHIC TRAINING- S . Augusta Taintor,\nTheodore Roosevelt High School, New York City.\nTEACHING BOOKKEEPING SO AS TO REALIZE ITS MOST IMPORTANT EDUCATION AND\n\nVOCATIONAL VALUESL.L. Jones, West High School of Commerce, Cleveland,\nOhio.\n\nDISCUSSION ( Ten Minutes ) .\nAt the business meeting, which was called to order at 2 o'clock, the following\nofficers were elected:\n\nPresident-L. L. Jones , West High School of Commerce, Cleveland, Ohio.\n\nVice- President-Irving R. Garbutt, Supervisor, Commercial Education, Cincinnati, Ohio.\n\nSecretary-J . O. Malott, Commercial Department, Yeatman High School, St\nLouis, Missouri .\n\nTEACHING\n\nWORLD\n\nECONOMICS IN HIGH SCHOOLSABSTRACT\n\nE. DANA DURAND, UNITED STATES\n\nBUREAU\n\nOF\n\nFOREIGN\n\nAND DOMESTIC\n\nCOMMERCE, WASHINGTON , D. C.\n\nComparatively few of our youth are able to continue their scholastic\neducation beyond the high school. The high-school course, therefore,\nshould be as far as possible complete in itself, and should give the boy or\n\ngirl all that its limited duration will permit in preparation for life. The\ntendency after leaving school is toward specialization. The high school\nmust, therefore, seek to impart breadth of knowledge and of thought.\nThe biggest phenomenon in the world is its economic activity, making\na living, producing, exchanging, and consuming goods and services. No\neducation is worthy of the name which neglects this all-important field.\nFor the man or woman engaged in any independent business, a broad\nknowledge of economic phenomena, and ability to reason concerning them\nare essential to success.\n\nFor others, whatever their occupation or station,\n\nsuch knowledge and reasoning power are essential to good citizenship.\nEducators generally recognize the importance of including in the highschool curriculum something regarding such subjects as the basic principles\n\n"}
{"page": 458, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n431\n\nof economics, the economic history of the United States, its industries and\ncommerce, its economic life and problems. There is, of course, great room\ntor improvement in instruction in this field. It is my task to emphasize\nthe need for giving our high-school boys and girls a world point of view\nof economic life.\n\nIt is trite but profoundly true that the world is growing smaller, more\nclosely knit together; that each nation is becoming more dependent on the\nothers. The World War not only aroused our consciousness of world\ninterdependence but actually greatly increased the number and strength of\nthe bonds which tie the United States to Europe, to Asia, to South America,\nto Africa, to the islands of the sea. While there is no other important\n\ncountry whose prosperity is so little affected by foreign conditions as the\nUnited States, nevertheless our economic and political relations with the\nrest of the world are highly and increasingly important. Foreign countries increasingly supply us goods essential to our comfort, and conversely\nwe must seek abroad for markets for increasing quantities of goods with\nwhich to pay for needed imports. The United States has become the\nchief creditor nation, the greatest source of capital for foreign investments.\nThe business of many million Americans is very directly affected by things\nforeign, and in any case the American, as a citizen of the world, owes it\nto his fellow citizens throughout the world to seek some knowledge and\nunderstanding of their economic life.\n\nIn high-school study of world economics, emphasis should be laid on\nbroad aspects rather than minute details. One must not lose the forest in\nthetrees. Casual relations should be stressed. Broad comparisons should\nbe made among countries as regards the basic characteristics of their economic life, such as density of population, standards of productive efficiency\nand of living; relative importance of agriculture as compared with manufacturing and mining industries; degree of economic self-sufficiency, and\nthe like. In the study of history--and modern history certainly has an\nimportant place in the high-school curriculum-emphasis should be on the\nbroader aspects, on underlying causes, on the relation of economic factors\nto political and military events.\nIt is perhaps hardly practicable in the high school to offer courses\n\nspecifically designed to prepare the student to engage in foreign trade.\nThe number of persons whose future career will be chiefly concerned with\nforeign trade is limited and few of those who actually enter it can foresee\nthat it will be their field. The training that will best prepare for domestic\nbusiness will go far toward preparing for foreign business. One should\nnot confuse broad training for business with specialized training in clerkship, stenography, letter writing, accounting, though of course the importance of clerkship as an occupation in itself or as a stepping-stone to\n\nhigher occupations is not to be minimized.\n\n"}
{"page": 459, "printed_page": null, "text": "432\n\nNATIONAL EDUCATION ASSOCIATION\n\nBUSINESS ARITHMETIC FROM A VOCATIONAL POINT OF\nVIEW-ABSTRACT\nCHARLES E. BOWMAN, HEAD OF COMMERCIAL DEPARTMENT, GIRARD\nCOLLEGE , PHILADELPHIA, PENNSYLVANIA\n\nSurveys and interviews with employers of clerical help show that, aside\nfrom absolutely necessary qualities of character and general intelligence.\nboys and girls are desired to show qualities of accuracy, are careful and\nsystematic, make good figures, and do neat work generally. They are not\nso particular about technical training.\n\nTo meet these conditions and develop these qualities, the following outline of a course in business arithmetic for junior high schools is suggested:\nContent-The course should be intensive, not extensive, covering the\narithmetic common to most business houses, chiefly the fundamental opera-\n\ntions applied to whole numbers, common and decimal fractions, and percentage, with business applications. More advanced topics should be\ncovered in a later course, preferably near the end of the senior high school\ncourse. This course is primarily to develop foundational skill in general\nbusiness arithmetic, being entirely non-technical in character .\n\nMethod-Accuracy should be the first consideration; speed secondary.\nPupils should be trained to depend on themselves for the mathematical\n\naccuracy of their work, not on the teacher or a set of answers. To accomplish this, they should be required to go over their work after it is completed, carefully checking results. They should be taught to realize the\nvalue of accuracy, and the cost of inaccurate results.\nDaily drill should be given on the most important units, such as addition, invoicing, and interest. Drill should be given under pressure as\nregards time, and no credit should be given for inaccurate results. Frequent contests should be held, to stimulate interest. Results should be\nposted. A spirit of competition should be developed.\nThis part of the arithmetic course should call for no outside or home\n\nwork.\n\nIntensive, sustained effort in class, with every pupil busy all the\n\ntime, will make for skill.\n\nVery little class time should be used by the teacher in explanation of\nprinciples. The arithmetic of business calls for no involved problems, at\nleast by pupils of this age.\nReasonable short cuts should be taught and required to be used.\n\nThe\n\npupil should be taught to scan his results from the standpoint of reason.\nthus avoiding absurd answers .\n\nHigh standards of neatness must be main-\n\ntained in all written work.\n\nPlain, legible figures, systematically ar-\n\nranged, must be insisted upon.\n\nResults Such training will function in two ways-it will carry over\nwhenever the child secures a position, and will establish a thorough foundation and ideals of accuracy invaluable in more advanced commercial work.\n\n"}
{"page": 460, "printed_page": null, "text": "433\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nTHE VOCATIONAL NEED FOR BUSINESS WRITING IN THЕ\nJUNIOR HIGH SCHOOL AND HOW TO MEET IT\nELMER G. MILLER, DIRECTOR OF COMMERCIAL EDUCATION, PITTSBURGH\nPENNSYLVANIA\n\nSince there are but fifteen minutes at my disposal in which to speak on\nthis important subject, I will assume that each of us recognizes and accepts\nthree pertinent facts: first, that good writing is more than an accomplishment, it is a modern need ; second, that writing is the vehicle which carries\nforward all other subjects of our curriculum to greater progress and development; third, that we shall have need for good writing just as long\nas we have need for written expression in education.\n\nThe junior high school and vocational education are perhaps the two\nmost important features of present-day educational programs. How should.\nhandwriting function in the junior high school and what is its place in\nvocational education ?\n\nAs a means of written expression, handwriting in the high school is as\nimportant as any other school subject. .Speech is considered the noblest\nacquisition of mankind, yet, strange to say, after years of study under the\nbest instructors in English, it is not uncommon to hear it said of our high\nschool graduates, \"They have been exposed, but somehow the subject\nmatter did not take.\" Small wonder then that handwriting, which is\nthe most useful of all arts, does not always \"carry over\" one hundred per\ncent from the intermediate grades through the high school without any\nfurther special attention. When our teachers and school officials once\nrecognize that handwriting is not only a manual art but a mental art as\nwell, they will understand more fully why most people consider the\nprocess difficult and also why the progress is not more rapid.\nSince the introduction of the typewriter in our junior high schools, there\nis a tendency to minimize the importance of the teaching of handwriting.\nThis is not only a mistaken idea but also a short-sighted policy, for, while\nit is true that the typewriter has greatly reduced the volume of longhand\nwriting, it has not in any way lessened the demand for good quality. In\nfact there never was a time when good writing counted for so much with\nbankers and business men as it does today.\nIt is quite obvious that business writing is a vocational need in the\njunior high school. As a vocational subject, instruction should be offered,\nwith credit, to ninth year pupils only. They are then ready to pass with\na grade of from 80 to 90 on the Ayres scale and from that stage on through\nthe high school, it is more or less a problem of administration.\nThe principal of the school has a right to expect and to demand that\nthe writing, at all times, be at least on a par with the standard set by the\nAyres scale. In other words, the principal can have just the kind of\nwriting he desires , and he usually does.\n\nIn the seventh year, spelling and handwriting hould be taught together,\nIn the eighth\nthe writing lesson always preceding the\n٢٦\n\n"}
{"page": 461, "printed_page": null, "text": "434\n\nNATIONAL EDUCATION ASSOCIATION\n\nyear, writing and junior business training should be combined, the first\ntwenty minutes being devoted to writing, and the remainder of the period\nto business training. In the ninth year, writing and first year bookkeeping\nshould be taught in the same period by the same teacher, the first fifteen\nor twenty minutes for handwriting, and the remainder of the period for\nbookkeeping. This plan affords a splendid opportunity to bridge the gap\nbetween the movement drills and the actual writing; and, after all, it is\n\nthis application of the skill gained during the writing lesson to the daily\nwritten work that makes for progress in the teaching of handwriting.\nIt is a good plan to follow a systematic outline for each semester's work,\nand to keep before the pupils the definite aims to be accomplished. Mind\nand muscle must work in perfect unison to produce satisfactory results in\nthe short time allotted to this study. While following a definite outline\nit is also important to grade the letters of the alphabet according to form\nand movement.\n\nMeasuring the results at frequent intervals is another very effective\nmethod of stimulating interest on the part of the pupils.\n\nThere are many\n\nrecognized standard scales for measuring handwriting.\n\nThe following\n\nlist will be found in general use : Ayres, Freeman, Houston, Lister, Palmer,\n\nThorndyke, Walker, Zaner. On account of its simplicity and of its wide\nrecognition by school authorities, the Ayres scale is very popular. By the\nuse of a measuring scale, the teacher can evaluate the personal equation in\nthe examination. Pupils are better satisfied with this method of grading\nbecause they themselves can use the scale in measuring their own work.\nAlways remember that writing scales do not deal with the process, neither\ndo they show how to improve poor writing; they simply measure the\nfinished product.\nSome of our educators stress the importance of teaching individuality in\n\nhandwriting, while others contend that it develops sufficiently withou\nbeing taught. Individuality should be encouraged to a reasonable degree,\nbut it should be kept in mind that individuality does not mean peculiarity\nor illegibility, it means something characteristic and distinctive.\n\nIn clesing let me add that the progress made in this study depends\nsomewhat upon the mental attitude of the teacher toward the work. As\na great poet has said: \"For his heart was in his work, and the heart\ngiveth grace to every art. \" The teacher who handles this subject as if\nit were a million dollar job usually \"puts it over.\" While Mr. Roosevelt\noccupied the highest position in our country, a senator marveling at his\nsuccess, took occasion to ask the President the real secret of his ability.\nIn his characteristic manner, Roosevelt replied, \"I like my job.\"\n\n"}
{"page": 462, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n435\n\nCLASSROOM HELPS IN TRAINING A TYPIST\nFRANCES M. BUTTS , BUSINESS HIGH SCHOOL, WASHINGTON , D. C.\n\nIf \"Classroom Helps in Training a Typist\" be understood as not meaning devices merely, but devices plus all other classroom factors affecting\nthe progress of learning, any detailed and analytical discussion of the subject must of necessity include the relation of aims and ideals in typewriting\nto the underlying aim in commerce ; honest and efficient exchange, which is\na direct outgrowth of the great American ideals of self-reliance; respect\nfor public opinion; equality of opportunity and education, and will to\nactivity, as well as the following topics :\nThe teacher : Aims and attitudes; breadth of vision ; personality ; aca-\n\ndemic training; professional training; professional experience ; practical\nexperience.\n\nThe pupil: Aims and attitudes ; native abilities; acquired abilities ; physical fitness; education; will to activity ; environment.\n\nThe classroom: Heat; light; ventilation; equipment, i, e. , desks, chairs ,\ntypewriters, filing cabinets, phonograph, display boards, etc.\nThe textbook: Clear and explicit instructions in operative technique,\nthe mechanics of English, secretarial training, business ethics, and professional subject matter; practice material to give facility of execution, impart\nknowledge, and develop æsthetic appreciation; drills to develop accurate\nreach-touch habits, evenness of touch, concentration, and rhythmic speed ;\n\nillustrations of form and artistic arrangement, machines and attachments,\ntechnical performance, finger gymnastics, speed artists in action, graphs\nand charts, and commercial activities ; supplementary practice material and\nachievement tests for intensive practice; information and descriptions of\ndomestic and international speed contests and civil service examinations ;\nworthwhile publications listed and described.\nMethods and devices : The three stages of progress: the initial habit\nformation period, the habit acceleration period, and the period of artistic\nproduction and creative typewriting.\nThe initial habit formation period : Habit analysis ; uniform conditions ;\nthe right beginning; class en rapport : position at machine, correct reach\nand touch, keyboard technique by example.\nRhythm drills : Home-row, reach-touch drills, four-finger reach-touch\n\ndrill, and two-finger reach-touch drill, words of high frequency for additional practice.\n\nPaper control: Size and quality; insertion and removal; margins and\nspacing; stamped papers; proof reading; error analysis ; grading; budget\npreparation; filing; manifolding; review and repetition for habit fixation.\nThe habit acceleration period: Literary gems and business selections for\ncopy.\n\nMotivation: The phonograph and speed records, the dictaphone ; counting; direct dictation ; speed contests ; graphs and devices .\n\nThe period of artistic production and creative typewriting: The mathe\n\n"}
{"page": 463, "printed_page": null, "text": "+36\n\nNATIONAL EDUCATION ASSOCIATION\n\nmatics of typewriting ; the artistic side of typewriting, i. e., order, balance,\nsymmetry, rhythm ; placement principles; arrangement principles ; transcription; stencil cutting; office appliances ; form letters; personal communications ; report writing ;specialized secretarial training.\n\nCLASSROOM HELPS FOR THE SHORTHAND TEACHERABSTRACT\nHELENL. CAMPBELL, DIRECTOR, COMMERCIAL TEACHER TRAINING DEPARTMENT, ELIZABETHTOWN COLLEGE , ELIZABETHTOWN , PENNSYLVANIA\n\nAfter the enthusiasm and vision of the splendid speeches and inspiring\naddresses of the Convention have faded a little, the teacher searches her\n\nmemory for some concrete bits to fit into her everyday life in the classroom -some ways to vary and lighten the monotony of recitations, to\nshare with her pupils what she has so generously received.\nThere is not a great deal that can be done about the classroom, too often\n\nit must be accepted \" as is,\" but we want to talk a bit about the way it can\nbe adapted to the use of the shorthand class.\n\nMuch of the discipline of a class can be controlled by the mere mechanics of the recitation, and since discipline is so often the teacher's bugbear, some of the plans for the recitation that will help on this big problem\nmay be discussed here.\n\nAnd since so many hours of both teacher and pupil must be spent in\nroutine class work in the schoolroom, it seems wise to plan to make that\n\nwork as easy of accomplishment, as helpful to all concerned and as stimulating to teacher and pupil as is humanly possible. It is the little \"something new\" that wakens interest and vitalizes the recitation, and any\ndevice that gives the individual pupil a part to play, is sure to be worth\nwhile from the standpoint of discipline and subject matter.\nWe seek to find every new scheme and suggestion to make the routine\nand repetition that we know is inevitable, a little more interesting by a\nthoughtful development of personality in the work, and a recognition of\nthe \"joy of achievement. \"\nBUSINESS ENGLISH AS A PART OF STENOGRAPHIC\n\nTRAINING-ABSTRACT\nS. AUGUSTA TAINTOR , THEODORE ROOSEVELT\n\nHIGH SCHOOL , NEW YORK\n\nCITY\n\nIn certain circles nowadays, we hear much about fundamentalism and\nmodernism, two principles around which the world of religious thought\nseems to be revolving and dividing into warring factions. These names\nhave become a part of our daily speech, and have taken on a wider significance than that merely religious, for we often hear them used in educa\n\n"}
{"page": 464, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\n\n+37\n\ntion, in business, and in politics. May we not with equal success use them\nin relation to the much discussed and apparently unsettled question of\nwhat kind of English will best prepare stenographers to do their work to\nthe better satisfaction of their employers and to the happiness of all\nconcerned?\n\nI believe that we all subscribe to the fundamentalist creed of what a\n\nstenographer should be able to do. We believe that she should be able\nto spell; to punctuate; to recognize and to write good sentences; to know\nsomething of paragraph structure; to compose letters herself that are not\nonly clear, concise, and correct, but also attractive and pleasing in style.\nThemethod of obtaining this result is what is of interest to the modernist. Casting aside theories that seem to him to have failed because they\napparently have not produced the results desired, he loudly affirms his\nbelief in what he is pleased to call Business English, as the only means by\nwhich the stenographer can attain to her earthly paradise.\nCertain fundamentalists, on the other hand, harking back to their own\nEnglish training and to the principles on which they were brought up in\ntheir youth, believe with all their heart that only by a somewhat intensive\nstudy of certain classics, whose age vouches for their respectability, can\none be saved.\n\nStill others of a more modern school have ventured to state their con-\n\nfession of faith in the beliefs of both fundamentalists and modernists,\nknowing that, after all, both are seeking the same salvation but are merely\n\ntaking a different road on their way to the City of Attainment. To these\nthere is no such thing as school English or home English or business\nEnglish, but there is, most emphatically, such a thing as good English.\nwhich one can acquire, if one is not born to it, by uniting the best of the\nviews and theories of both modernists and fundamentalists.\nWe have been mistaken in the belief that business demands little and\n\nwe have also been mistaken in the assumption that it is possible to gain\n\nthat little by constant drill on what seemed to be the essentials without\nalso giving something which would lead one to think, to grow, and to live.\nBusiness demands much, and because it does, it behooves teachers to make\n\nequally great demands upon students, so that they will talk well, write\nwell, and think well.\n\nTEACHING BOOKKEEPING SO AS TO REALIZE ITS MOST\nIMPORTANT\n\nEDUCATIONAL\n\nAND\n\nVOCATIONAL\n\nVALUES—ABSTRACT\nLLOYD L. JONES, WEST HIGH SCHOOL OF COMMERCE , CLEVELAND , OHIO\n\nHas bookkeeping a place in secondary education ? Most of us will\nanswer in a lusty affirmative. But it is true that any hurried, half thought\nout plan to revive the course, set up objectives, change the methods, and\nselect the materials would be bad judgment. It seldom happens that two\n\n"}
{"page": 465, "printed_page": null, "text": "438\n\nNATIONAL EDUCATION ASSOCIATION\n\nhigh schools in the same county, or even in the same city, agree as to courses\nin bookkeeping, or as to when to begin, or when to stop, or what sort of\nteachers should handle the subject. In Cleveland, a committee on bookkeeping was appointed and organized to study the problems .\nThe talk will be a brief summary of the work of the Cleveland committee\n\non bookkeeping. This committee of five has been working since September\nof 1923, and it is very fortunate, indeed, to have for its chairman, W. L.\nConnor, Director of Reference and Research, Board of Education, Cleveland, Ohio.\n\nThe committee found that it is the duty of the teacher to determine the\nobjectives of courses in bookkeeping, in secondary schools. Next, these\nobjectives were to be evaluated and material found by which these objectives\nmay be realized. It is the duty of the teacher to find out whether the books\noffered as material are interesting, complete, accurate, and contain sufficient\npractice material to realize the objectives.\nThe teacher of bookkeeping cannot do these things alone. He ought to\nbe organized with other bookkeeping teachers and in close touch with the\nregular Educational Research Department so that the efforts of all teachers\n\nmay be coördinated, and assistance rendered at points where needed by the\neffective research department.\n\n"}
{"page": 466, "printed_page": null, "text": "Department of Child Hygiene\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-Dr. William A. Howe, State Medical Inspector of Schools ...... Albany, New York\n.. Cleveland, Ohio\nVice-President-Dr. E. A. Peterson, Public Schools ...\nSecretary Dr. Charles H. Keene, Director, Bureau of Health Education,\n.... Harrisburg, Pennsylvania\nDepartment of Public Instruction ....\n\nThe Department of Child Hygiene was known as the Department of Child\nStudy until July 13, 1911. See Proceedings of 1911, page 870. The Department\nof Child Study was created at the Asbury Park meetings, July 10, 1894.\n\nceedings of 1894, page 40.\n\nSee Pro-\n\nIn July, 1924, the department was merged with the\n\nDepartment of Physical and Health Education under the name of the Department\nof School Health and Physical Education. See Proceedings of 1924, page 96.\n\nTuesday Afternoon, July 1, 1924\nINTERESTING SCHOOL CHILDREN\n\nIN HEALTH\n\nDr. Elton G. Littell, Medical Director, Board of Education, Yonkers, N. Y.\nDISCUSSION LED BY\n\nC. E. Turner, Assistant Professor of Biology and Public Health, Massachusetts\nInstitute of Technology, Cambridge, Mass.\nNUTRITION OF THE SCHOOL CHILD\n\nDr. Talliaferro Clark, United States Public Health Service, Medical Officer\nin Charge of Field Investigation in Child Hygiene, Washington, D. C.\nDISCUSSION LED BY\n\nJohn Gebhardt, Director, Department of Social Welfare, The Association for\nImproving Conditions of the Poor, New York City.\nTHE EDUCATION OF CRIPPLED CHILDREN\n\nEdgar F. Allen, President, International Society for Crippled Children,\nElyria, Ohio.\nDISCUSSION LED BY\n\nAlice Christianar, Principal of the Sunbeam School for Crippled Children ,\nCleveland, Ohio.\nDENTAL HYGIENE IN THE SCHOOLS\n\nDr. Nils Juell, Member, Board of Education, Minneapolis, Minn.\n\nThursday Afternoon, July 3\nJoint Meeting with the Department of Physical and Health Education\nPHYSICAL EDUCATION IN THE CITY SCHOOLS\n\nDr. Walter F. Cobb, Director of Physical Education and Hygiene, Public\nSchools, Baltimore, Md.\nMENTAL HYGIENE AND THE SCHOOL PROGRAM\n\nDr. Francis N. Maxfield, Director, Bureau of Special Education, State Department of Public Instruction, Harrisburg, Pa.\nDISCUSSION LED BY\n\nDr. Shepherd Ivory Franz, Director of Laboratories, U. S. Hospital for\nInsane, Washington, D. C.\n[\n439]\n\n"}
{"page": 467, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n440\n\nGAMES AND\n\nHEALTH PROGRAM\n\nAnne Raymond, Specialist in Health Education, Playground Athletic League,\nBaltimore, Md.\nWHAT 13 NEEDED FOR BETTER SCHOOL MEDICAL INSPECTION AND HEALTH SERVICE\n\nWilliam A. Howe, State Medical Inspector of Schools, Albany, N. Y.\nDISCUSSION\n\nFor minutes of business meeting see Department of Physical and Health Education.\n\nINTERESTING SCHOOL CHILDREN IN HEALTH—\nABSTRACT\nELTON G. LITTELL, MEDICAL DIRECTOR, BOARD OF EDUCATION,\nYONKERS , NEW YORK\n\nCoöperation is of extreme importance in school health service.\n\nThe\n\ncoöperation of the children is essential to the correction of their physical\ndefects and faulty health habits. In order to get the coöperation of the\nchildren, it is necessary to resort to devices that will hold their interest.\nAmong such devices are scales for weighing the children, from time to\ntime ; procedure in nutrition classes ; class health challenge cups; health\ncontests of various kinds; health honor rolls; health ships; health plays and\ndemonstrations ; health crowns ; health houses; health thermometer; school\nboard of health; health army ; and health charts.\n\nTo arouse the interest of the child in achieving and maintaining health,\nan appeal may be made to his personal vanity: The boys may be inspired\nwith the desire to become bigger and stronger, and the girls bigger and\nprettier. Continually watching the scales will so interest some children,\nthat they will endeavor to increase their weight by following the health\nrules given.\n\nChildren readily become interested in nutrition classes. The ideal way\nto conduct such a class is to have a nutrition expert take charge of the\n\nwork in a scientific way. The children should be weighed and measured\nas early in the term as possible, and once each month. Their weights\nand heights should be charted by classes. Children more than ten pounds\nunderweight should be weighed weekly. They should have individual\nweight charts, and should be admitted to the nutrition class, under the\ndirection of a teacher or nurse. Then those who fail to gain in weight for\none month, should be referred to their own physicians, or to the nutrition\nclinic at the dispensary.\n\nHealth contests are of value in stimulating interest, as only a contest\ncan.\n\nThe conditions of these must be determined by the need of the\n\nschool .\n\nThe contestants should be classes rather than individuals, or the\n\ncontest may be between groups such as clubs. The health contest should\naim to correct physical defects; to show a percentage of 100 in the use\n\nof the toothbrush; to have all pupils free from nits ; to have no cigarette\nsmokers ; to have every child vaccinated; to attain perfect regularity in\n\n"}
{"page": 468, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n441\n\nattendance; to achieve strict obedience to all the health rules; to draw the\nbest health posters, and write the best essays on health subjects.\n\nClass health challenge cups-These cups are silver trophies, presented\n\nnot to an individual but a class for its health efforts. They promote class\nspirit. The individual receives the benefit in better health. An individual\ncupmay be presented to the child making the greatest physical gain in the\nschool year.\n\nWeight charts-These may be recorded by classes with monthly weighings, or for individuals who are under weight and are weighed weekly.\nHealth honor rolls-They are readily made of sheets of cardboard, cut\n\nto receive small slips, each with the name of a pupil who has had all his\ndefects removed.\n\nThe children will strive to get their names on this roll.\n\nOne boy with a sinus discharging matter into his mouth, resisted all efforts\nformore than ayear, to have that source of poisoning removed. On learning that if his tooth were extracted, his name would be placed on the\nhealth honor roll, he asked permission to visit the dentist, and had the\ntooth extracted.\n\nHealth ships-These are made of cardboard, and carry names of defects\nas they are removed, either on the sails, or on the lifeboats to be attached\nto the ship or the life-buoys.\nHealth plays and demonstrations-These are of great educational value\nto the children and others, and may include toothbrush drills, exhibitions\nby Cho-Cho, the Health Fairy, Happy, etc.\nHealth crowns-The names of defects as they are removed from the\nentire class, are recorded on the points of the crown.\nHealth houses-These can be built to show the ideal house, with the\n\nproper sanitary arrangements in each room, or the actual construction of\nthe house, each brick carrying the name of some child who has removed all\nof his remediable defects, or who has attained the highest score in health\nhabits.\n\nHealth thermometer-The rising mercury shows the number of defects\ncorrected, or the increasing number of children who are taking milk instead\nof tea and coffee.\n\nHealth ladders-With the child ascending as the number of his defects\nare corrected.\n\nSchool board of health-This consists of a health officer and a representa-\n\ntive from each grade, who help with the morning inspection records and\ngeneral health work of the classroom.\n\nHealth education may be introduced into the classroom as a part of the\ncurriculum, in English, as subject for composition on health and foods; in\ngeography, in showing the production and preparation of foods; in history,\nwhat the development of medical science has done to make habitable certain\nportions of the world, such as Havana, Canal Zone, Manila, etc., and in\nart, the drawing of health posters on health subjects.\n\n"}
{"page": 469, "printed_page": null, "text": "442\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis health work in the public schools is of the first importance, as, for\nsome, it is the only chance they will ever have to get an understanding of\nhygiene and the right principles of living.\n\nNUTRITION OF THE SCHOOL CHILD -ABSTRACT\nDR . TALLIAFERRO CLARK, UNITED STATES PUBLIC HEALTH SERVICE, FIELD\nINVESTIGATION IN CHILD HYGIENE, WASHINGTON, D. C.\n\nHeredity may be considered the principal factor in evolution of the race.\nOn the other hand, environment, if interpreted to include social conditions,\n\nmay modify heredity for better or for worse. Among the social conditions\noperating to fix heredity characteristics, none plays a more important part\nthan those relating to the nutrition of the race. This is confirmed by\nanimal experimentation and observations on the human subject which have\nclearly shown the effect of the lack of certain food elements in causing\n\nthe development of \"deficiency\" diseases. But of still greater importance\nto the race is the effect of underfeeding in certain essential food elements\nto a degree not necessarily accompanied by evidence of ill health, and continued from generation to generation, in causing retrogressive changes in\nheredity characteristics. Experimentation on rats has shown that defective\nnutrition has remote effects with cumulative action through successive generations, so that the physical condition of the stock becomes progressively\nworse.\n\nBecause rats do not differ materially in many respects from human beings\nin their reactions to dietary restrictions, and because of the more exact\nknowledge of the principles governing nutrition gained through animal\nexperimentation in recent years, it is apparent that measures designed to\nimprove the nutrition of the school child may properly be considered from\n\nthe standpoint of (1) the nutritional status of the individual to enable him\nto take the best possible advantage of educational opportunity, and (2) the\neffect of these measures on the child as the potential father of the race.\nThe great prevalence of malnutrition among all classes of school children.\nreported by observers from all sections of the country, indicates that the\nmaintenance of good nutrition is a major health problem which may be\nadversely affected by a number of factors. Of these may be mentioned\neconomic status; parental ignorance of basic principles of good nutrition;\ncommunity customs and habits, which are responsible for the raising of\nstaple crops of inferior food value because of the ease and relative low\ncost of production; and the improper wholesale preparation of food before\nit reaches the ultimate consumer.\n\nExamples of this are found in the\n\nexcessive bolting of flour in milling, manufacture of butter substitutes, and\nin canning. To these must be added lack of parental control and the\npersonal food likes and dislikes of individual children, and the success\nachieved in combating them.\n\n"}
{"page": 470, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n443\n\nThe maintenance of an adequate school medical service and sanitary\n\nsupervision of school buildings, classrooms, and school grounds is a prime\n\nrequisite for promoting the nutrition of school children, individually and\ncollectively. Special attention must also be given to the hygiene of instruction, provision for play, regulated exercises, and the organization of\nclasses for children suffering from handicaps. Through the instrumentality\nof a properly equipped follow-up system into the homes, the school can\nbring about desirable changes in the habitual diet of children in conformity\nwith well established principles of good nutrition.\nIn many respects the importance of efforts to maintain nutrition of the\nchild as an individual, is overshadowed by the larger aspect of the effects\nof these efforts on future generations. Unless they succeed in bringing\nabout an understanding and appreciation of the far-reaching effects of these\nmeasures on future generations, when continued from generation to generation, the full fruits of such endeavor will not be realized .\n\nThere is increasing evidence that large classes of the population may be\nsuffering from vitamin underfeeding and living in \"the borderland between\nhealth and disease.\" For this reason no effort should be spared during the\nimpressionable period of school age to bring about an almost automatic\nobservance of the requirements of healthy living. To this end, all fundamental related forms of school work should be harmoniously fitted to the\ngeneral plan of health instruction and health supervision, and the combined\nwisdom of the teacher and the medical advisor should be utilized for this\n\npurpose. Courses in health should be prescribed and given weight in\nthe school curriculum corresponding to that for major subjects.\nEducators are now taking a broader view of their responsibilities, and a\ndeeper interest in health as an educational problem than in the very recent\npast. Every year witnesses better provision for school health supervision,\nand closer correlation of health teaching with the teaching of other subjects in the curriculum. One could well envy their opportunity for\npromoting health and the part they should and do take for the betterment\nof the race.\n\nTHE EDUCATION OF CRIPPLED CHILDREN-ABSTRACT\nEDGAR F. ALLEN , PRESIDENT, INTERNATIONAL SOCIETY FOR CRIPPLED\nCHILDREN, ELYRIA , OHIO\n\nIn discussing the question of the education of the crippled child, it is\nessential for us to have brought plainly into view what we mean by a\n\ncrippled child, and where the crippled children are to be found. Also, we\nshould have rather a complete knowledge of the real needs of the crippled\n\nchild, as well as an understanding of the fact that the physical care and\neducation of such children necessarily go hand inhand.\nof our people\nSomehow, a recognition of this hitherto neg ..\nis pained\nis taking shape in the minds of our citizens.\n\n"}
{"page": 471, "printed_page": null, "text": "444\n\nNATIONAL EDUCATION ASSOCIATION\n\nby the thought of suffering crippled children, while the same public mind\nand eye see real economic value for the State in their restoration to inde-\n\npendence and usefulness, through the means of special education and scientific care, leading to the helping of their physical condition, and often their\ncure.\n\nBut neglect or misunderstanding of the crippled child has continued for\nso many centuries, that it is now more than a problem of marshaling and\napplying medical and educational forces to alleviate suffering and create\nvaluable citizens. With little or no help in view for them, crippled children have slunk far into the pit, where they are not seen. They must be\nsought out. They must be made to understand that it is not a disgrace\nto be crippled. The child and parent must have faith restored, must be\nencouraged to hope, and, above all, made to feel that we care.\nI do not wish to infer that crippled children have, in all cases or everywhere, been neglected. Private philanthropy has cared for many. Medical men, who come closely in contact with them, have done much in acting\nand speaking in their behalf. Where parents have had sufficient private\nmeans, the crippled child has, of course, had care, but with these we are\nnot here concerned.\n\nAlthough surgical, medical, and other relief measures are many times\n\nessential, and indeed often urgent, it must not be forgotten that approximately only twenty-five per cent of the crippled children of the country\nrequire hospital care. It is obvious, therefore, that the majority of the\ncrippled children should be provided with either correctional exercises or\nspecial pre-vocational training, according to the nature of their handicaps.\nTwo objects should be kept clearly in mind in dealing with this problem:\nfirst, the general educational and pre-vocational training of the crippled\nchild; second, the establishment of means for supervising the physical\ndevelopment of the child. This second factor comprises such services as\nmassage, muscle training, supervised exercises, and various forms of\nmechanotherapy, together with regular medical attention.\n\nTo obtain the special school for crippled children is simple. In most\ncases a room set apart in a regular school building, with equipment peculiarly adapted to the handicapped child, is provided. Such a special school\nmakes possible additional pre-vocational training. It provides proper and\nadequate diets. A limited number of pupils permits of special attention\nfrom the teacher, and this offers a means whereby selected calisthenics,\nmassage, and exercise of the weakened body may be had. It permits\nmedical inspection and advice; and modern transportation facilities make\nregular attendance possible. Rest periods, which are a part of the daily\nroutine, assist in the most rapid mental and physical development of the\nchild.\n\nIn order to establish the work, it has seemed advisable in some States to\n\nprovide, through legislation, for the reimbursement to local boards of\neducation from State funds, of an amount sufficient to cover the additional\n\n"}
{"page": 472, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n445\n\ncost of special care for the crippled child. The amount should cover such\nitems as transportation, extra pay for teachers specially trained, hot lunches,\nspecial gymnasium equipment, adjustable seats, and such other appliances\nas may be necessary for the adequate physical care and education of crippled\nchildren.\n\nThe sizes of these classes should be limited both as to minimum and\n\nmaximum.\n\nThe cost of too small a class is excessive.\n\nToo large a class\n\nmakes effective teaching impossible. A minimum of eight and a maximum\nof from sixteen to twenty is suggested by some who have studied this\nproblem.\n\nThe procedure for the establishment of special schools for crippled\nchildren is somewhat as follows: Enumerate the children eligible for special\ninstruction; obtain the approval and coöperation of the superintendent of\nschools and the Board of Education; where State aid is available, request\nthe assistance of the State Department of Education in arranging the\ndetails of organization.\n\nIn the education and care of the crippled child, two questions must be\nanswered. First, what do we mean by, and how do we define, a crippled\nchild? Second, where does the crippled child live? For want of a better\ndefinition, we have used the one recommended by the Board of Inquiry\nat Birmingham, England, as follows : \" One whose (muscular) movements\nare so restricted by accident or disease as to affect his capacity for selfsupport.\"\n\nSecond, the problem of the education of the crippled child in a large way\nhas a great deal to do with the location of such children, because if we\ncould say that, in a certain State, as, for example, the State of Michigan,\nall the crippled children were located in the city of Detroit, it would be\none problem. But if, as really is the case, these children are located in\nevery section and in every corner of the State at a ratio of perhaps three\nto every thousand population, then we are confronted with another problem.\nPlease bear in mind that in all our efforts in behalf of the crippled child,\nwe have worked on the fundamental theory that facilities for the care,\ncure, and education of crippled children should be made available near\n\nhome; that the institutional plan is not fitted to bring the greatest service\nto the greatest number.\n\nViewing the problem on that basis, it would seem to me that we have\nin the education of the crippled child, the city and rural problem. The\ngreatest problem in the education of the crippled child is that of the rural\n\ndistricts, and especially so in those isolated districts where property value is\nso low that the cost of special education is prohibitive.\nRegarding the location of these children, let me explain what I mean,\nby taking the example of the State of Ohio. We have in that State seven\ncities which have a total population of close to three million, and in those\nseven cities, about half the population of the State is represented. Located\nin those seven cities are probably nearly half the crippled children\n\n"}
{"page": 473, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n446\n\nState. But there are three million people living outside of those seven large\ncities. Now it is children outside of the large cities that are the most difficult to reach.\n\nWe found in one county 196 orthopedic cases-not a thing being done\nfor them, and no educational facilities-children from ten to twelve years\nold, that had never been to school. I have no formula to meet this condition, but it suggests itself to my mind that State aid must be given to meet\nsuch conditions, which are even more pronounced in many States than in\nOhio ; so, in a State educational program it would appear that the crippled\nchild should be included.\n\nThis may be worked out by the establishment of special classes for crippled children with the consolidation of rural schools, and in the consolidations of such schools, plans can be made for the establishment of the\nspecial classes for the crippled.\nMy plea is for scientific care and better educational facilities for crippled children within the public school system of a State. The education\n\nof a cripple \"is not philanthropy, it is enlightened self-interest.\"\nIt is my suggestion that each State make a survey of the conditions in\nthat State, with reference to the education of crippled children; that proper\n\nlaws be enacted to give small communities State aid; that the necessary\nrequirements for the establishment of schools in districts, in small cities,\nand in large cities, be outlined; that a tabulation of costs be made as to\nthe expense of the education of the crippled child compared with the education of the normal child ; that the training of the personnel necessary for\nthose schools should be promoted; that the value of training and education\nfor the crippled child be approximately figured out, to the end that the\npublic may understand and be aroused to the possibility of changing these\nhuman liabilities into assets .\n\nAfter fourteen years of study and work for and among crippled children.\nit is my opinion that the greatest service we can perform for them is education. While we should care for them and cure them if possible, educate\nthem we must, because, when we realize the value of an education to the\nnormal child, we can really multiply that by ten in computing the value\nof an education to the crippled child. As a matter of fact, if that child\ncannot be cured, his only hope of becoming a self-supporting and respected\ncitizen is through education.\n\nDENTAL HYGIENE IN THE SCHOOLS—ABSTRACT\nNILS JUELL, D. D. S. , MEMBER, BOARD OF EDUCATION\nΜΙΝΝΕΑΡPOLIS , MINNESOTA\n\nOne of the first things with which an American, traveling in England.\nis struck is the frequency and the frankness with which the Englishman\nmentions his liver. The English liver, it seems, is continually getting into\npolite conversation, on every sort of occasion. Both men and women talk\n\n"}
{"page": 474, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n447\n\nabout it. It is the first organ inquired after, when one Englishman meets\nanother. \"Good morning, old top! I say, how's your liver this morning ?\"\nNow, I am not here to say that we as a Nation are making a mistake\nin not taking a franker interest in our livers. The fact is, the liver\nactually doesn't deserve the national reputation it enjoys in England, because there are other organs of the body whose welfare is even more vitally\nbound up with the Nation's good health and prosperity. It would show\nmore scientific enlightenment for a nation to talk about its teeth. It would\nbe an excellent idea for us in America to dignify our teeth to the position\nof social prominence which the liver enjoys in England. Suppose, for\ninstance, we greet each other every day with the question, \"Good morning.\nHow are your teeth this morning ?\" Now, that would be a good National\nhabit for Americans to get into.\n\nIt would be a constant reminder of the\n\nimportance of healthy teeth and their relation to daily health.\nMedical science, day by day, is attaching more and more importance to\nthe teeth and the fundamental relation they bear to the health of the entire body. America as a Nation is getting self-conscious about its teeth,\neven though our teeth have not yet become a leading topic of social conversation. The time is coming, and coming rapidly, when bad teeth and\nan unhealthy mouth will carry a social stigma, simply because they will\nbe looked upon as a physical disgrace. Social opinion always eventually\nfollows and supports scientific opinion.\nAll scientific minded persons are in thorough agreement about the importance of the oral hygiene movement which is endeavoring to make a\nwedge in social opinion by operating through the public schools. The\nbig undertaking that lies just ahead is the education of the public. That\n\nalways is the stumbling block in the way of any progressive endeavor.\n\n| It is generally the case with any new scientific movement that very little\nimpression can be made on the members of the older generation. That\n| obstinate reactionary idea that what was good enough for the past is good\nenough for the present is practically incapable of being uprooted. It is\ntoo firmly entrenched in human nature. Therefore, the logical channel\nthrough which to induct any progressive idea into society is through the\n\nchannel of youth. The younger generation is just as receptive to progressive ideas as it is to reactionary ideas, and in fact more so. That is the\nreason why the future of the oral hygiene movement depends upon the\nthoroughness and efficiency with which it is put into operation in the public\nschools. The school children of today are in a position to acquire scientific\nhabit of thought concerning the care of their teeth.\nWe, as teachers and school administrators, are in a better position than\nanybody else to realize the urgency of the situation which calls for a more\ncomplete and better equipped system of oral hygiene in the public schools\ntoday. We realize the appalling truth of recent statistics which declare\nthat \"seventy to ninety per cent of American school children have decayed\nor defective teeth.\"\n\nThe results of this condition, its relation to mental\n\nability, and the handicap which it places upon the school child in his\n\n"}
{"page": 475, "printed_page": null, "text": "448\n\nNATIONAL EDUCATION ASSOCIATION\n\nscholastic progress are familiar facts to us, because they are daily forced\nupon our attention. Dr. Charles H. Mayo's recent assertion that \"Ninety\nper cent of all diseases are conducted through the mouth and the sinuses\n\nof the head,\" is a statement of whose significance the educator is keenly\naware, because he realizes, to the fullest extent, the close relation between\nphysical fitness and mental achievement.\n\nThe educator is in a position to lend to the oral hygiene movement the\ncoöperation which is so vitally important. Particularly is it important that\nthe teacher in the classroom should grasp the vision of what a thorough\nprogram of oral hygiene may mean to the future of American school\nchildren. Many teachers are responding to that vision, and in certain\nschools the success of the oral hygiene work is largely attributable to the\nenterprise which individual teachers are devoting to the teaching of hygiene\nin the classroom .\n\nThe toothbrush problem in connection with the dental hygiene work\nwas, of course, a large one. In some cases the parents indicated an un-\n\nwillingness to purchase toothbrushes for their children. The cost was, in\nsome cases, a serious obstacle. The problem was finally solved by getting\na $500 appropriation from the Junior Red Cross, together with a $ 100\nfund from the board of education, to be used as a revolving fund for\ntoothbrushes. Five thousand brushes were sold last year at a cost of\n10 cents each. These brushes were distributed by the medical nurses,\ndental nurses, and through the clinics.\nOn the second survey of each school, each child's teeth are checked with\nreference to cleaning, filling, and extraction.\n\nIf no work has been advised\n\nin the preliminary survey, the case is checked OK and a gold star placed\nafter the name.\n\nAs fast as each child has his teeth put in a thoroughly\n\nhealthy condition, he obtains his gold star.\nAt every examination, each child receives a notification slip, which grades\nhis mouth as \"good,\" \"fair,\" or \"poor. \"\n\nIf his grade is \"fair\" or \"poor,\"\n\nhe receives in addition a dental certificate to be signed by a dentist upon\nthe completion of all necessary dental work. When the certificate has been\nsigned, indicating that the work has been done, it is returned to the\nteacher, who keeps it until the check-up the following month.\nOn the second and successive visits, the records are checked by collecting the signed certificates and rewarding gold stars to those pupils who\nmerit them. Those who have neglected to have the advised dental work\ndone are further urged to complete their treatments, or are referred to the\n\nnurse for clinical attention, if the parents are too poor to send the children\nto their own dentist.\n\nThe success of the educational program in the schools, and the appeal\nmade to the pride of the pupils themselves can be gauged by a comparison\nof the results found by the dental nurses in the same schools on two suc-\n\ncessive surveys, thirty days apart. On the first examination of 47 schools,\nseventeen and one half per cent of the children were found to have perfect\n\nteeth; on the next examination thirty days later, the record had gone up\n\n"}
{"page": 476, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n449\n\nto thirty-seven and one half per cent perfect teeth. This progress was a\nresult of the ardor with which the children threw themselves into the game\nof ahealthy mouth, and endeavored to bring their rooms up to 100 per cent.\nThe reparative work in the Minneapolis schools is accomplished by three\nclinics, with two chairs in each clinic, one for the dentist and one for the\nhygienist. Dentists are engaged for half time and paid on an hourly basis .\nComparative daily and weekly reports to the supervisor are required, and\nthese have proved a means of increasing both the quality and the quantity\nof the work. In the past year, 6729 patients were taken care of at the\nreparative clinics. Twenty-one thousand three hundred twenty-five operations were performed. Three thousand seven hundred eighty-six defective\nsix-year molars were restored to usefulness. The number of prophylactic\ncases reported by the clinic nurses was 13,379.\nThese three phases of dental work in the public schools, the educational,\nprophylactic, and reparative, cost the Minneapolis taxpayers, last year,\n$12,763 for service, and $1249 for dental supplies and equipment. The\nbudget for the coming year allows $16,696 for service and $1200 for supplies. This expenditure represents only five cents out of the health promotion dollar expended by the Minneapolis public-school system. No provision is made in the budget for dental work for grades above the seventh ,\nso, to take care of this lack, the Ladies' Auxiliary of the Minneapolis District Dental Society has proposed to found and equip a modern clinic and\npay the expenses of a dentist for one year. This proposal has been gladly\naccepted by the schools.\nTo supplement the lectures on oral hygiene in the classrooms, Minneapolis teachers are using a reader, \"The Tooth Brush Man's Own Book,\"\n\nwritten by Hayle C. Cavanor. This book has been adopted for use in\nthe lower grades and is highly recommended by teachers and dental staff.\nA series of \"Health Habits \" cards written by Nettie M. Strate is also\nused in the oral hygiene classes.\nThe crux of the dental hygiene campaign, then, as educators should see\nit, is the response of the individual pupil. If we can foster the \"clean\ntaste habit\" among the youth of the Nation we have achieved the most\nvital aim of oral hygiene.\n\nMENTAL HYGIENE AND THE SCHOOL PROGRAM–\nABSTRACT\nFRANCIS N. MAXFIELD, DIRECTOR, BUREAU OF SPECIAL EDUCATION\nPENNSYLVANIA STATE DEPARTMENT OF PUBLIC INSTRUCTION\n\nHARRISBURG, PENNSYLVANIA\n\nThe importance of mental hygiene in the early years of childhood is\ncoming to be recognized. Many of the mental attitudes and mechanisms\nand characteristics of personality which make for successful social adaptation and happy living in later life, or tendencies to sullenness, fits of\n\n"}
{"page": 477, "printed_page": null, "text": "450\n\nNATIONAL EDUCATION ASSOCIATION\n\ntemper, unsocial attitudes, and the like, have their origin in the mental\natmosphere of the home during the pre-school period. Many of the maladjustments of so-called normal adults, as well as the mental disturbances\nof patients in mental hospitals, owe their origin to lack of careful training\nand preventive mental hygiene in this early stage of development.\nBut in spite of the importance of this pre-school period we must not\nignore the fact that the school has a responsibility in this matter of mental\nhygiene which must be recognized. It is more important for a boy or girl\nto learn to get on with other people than to learn to compute interest or\nto know the principal exports of South Africa. To learn to control outbursts of temper, to develop qualities of leadership, to mingle happily with\nothers in work or in play, is a part of any well-rounded scheme of education.\n\nIt is not a fad or a frill.\n\nAlthough no two children are exactly alike in their emotional and social\nreactions, any more than they are in their abilities or capacities for learning,\n\nand though heredity is a factor that cannot be ignored, the fundamental\ntendencies from which these emotional and social reactions develop are much\n\nmore nearly the same at birth than many of us realize. These instinctive\ntendencies to want food, to be afraid, to be angry, to enjoy some sense\nexperiences, and to dislike others, are characteristic of the human race\nrather than of the individual child. We call these by the term \"human\nnature, \" signifying thereby the common heritage of all human beings.\nThey are of a neutral character in that, of themselves, they are neither bad\nnor good, but are potential for either satisfactory or unsatisfactory development, which depends far more on nurture than on heredity. They show\nthemselves in many types of behavior not properly described as instincts but\nincluded in the concept \"human nature.\" Let me mention curiosity, the\ndesire for approbation, readiness to imitate others, the joy in plays, the\ncompetitive spirit, jealousy, etc., as examples of names which we give to\nsome of these aspects of the child's character and personality. We are not\nmuch concerned in this discussion with any scientific classification of these\ntendencies, impulses, desires, or interests of childhood. The problem of\nthe teacher is much the same, however systematic psychology may name,\ndefine, and classify.\n\nHealth is a primary consideration. The child is a psycho-physical\norganism, and mental life is intimately bound up with physical growth and\ndevelopment and with physical well-being. Hours of sleep, proper exercise\nand diet, and regularity of meals are as important for mental hygiene as\nfor nutrition and growth. The functioning of the endocrine glands and\nthe body metabolism generally affect character as well as height and weight.\nFocal infections produce mental as well as physical symptoms. The health\neducation program of the well-organized school system is the foundation\non which a program of mental health must be built. Moreover, many of\nits organized activities in games and athletic sports not only lay the foundation for mental hygiene work, but themselves may teach directly such\n\n"}
{"page": 478, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n451\n\ndesirable qualities of character and personality as self-control, a spirit of\nfairness, team work, and qualities of leadership which make for successful\n\nsocial adaptation during the school period and in later life.\nNot only is health a primary consideration in a mental hygiene program,\nbut conversely good mental hygiene is promotive of health. Especially\nin our emotional reactions we find an interplay of cause and effect in the\nnervous, vascular, visceral, and endocrine systems, which we cannot separate\nas \"mental\" or \"physical.\" \"Mens sana in corpore sano\" has been quoted\nin support of our physical education program, but it means more than\na daily dozen, or six glasses of water a day. In its broader meanings\nthis motto signifies the inseparable connection between the aspects of hygiene\n\nwhich have been designated as mental and physical. A corollary of these`\npropositions is that in the case of problem children a careful medical review\nof the case is imperative. Nor should we forget that negative findings are\nsignificant in this analysis.\nThe physical surroundings of pupils must also receive consideration.\nNot only such matters as lighting, heating, ventilation, adjustment of desks,\nsanitary conveniences, etc., but the presence of sunlight, the cheerful effect\nof properly tinted walls, pictures on the walls, and plants and flowers in\nthe windows all play a part in creating a desirable schoolroom atmosphere.\nSome schoolrooms are cheerful or even exhilarating, while others are unpleasant or even depressing.\nThe personality of the teacher cannot be too strongly emphasized. No\ntrained skill in the methods of teaching the subjects of the curriculum\ncanentirely make up for the bad effects of the strident voice, the irritated\nor fatigued air, or the nagging manner of the teacher whose own mental\nhygiene is not what it should be.\nIt is desirable for teachers as well as parents to understand more fully the\npsychology of the development of social conformity in children. From birth\nthe child's impulses and inherited tendencies to different types of behavior\nbring him in contact with his physical and social environment. Some of\nthese reactions bring him certain satisfactions, largely of a sensory character\nat first.\n\nThese reactions tend to repeat themselves and to become fixed as\n\nhabits or behavior patterns. Other reactions bring him discomfort and\nare less likely to be repeated. He reacts to praise or blame, to social appro-\n\nbation or disapproval, and still later in life to certain ideals of conduct.\nBut through all the life of the individual there continues much of this\nconflict between that which gives immediate satisfaction and gratification,\n\nhis own selfish egocentric wants and interests, and the demands of his social\ngroup. The desire for self-expression and independence of action is often\ninconflict with the demand of the environment, and in particular with the\nrules and standards of the social group. Social conformity is demanded\n\nof him at every turn. Successful social adaptation implies learning just\nhow far he can go in independent action and where he will meet with social\nrestraint.\n\n1\n\n"}
{"page": 479, "printed_page": null, "text": "452\n\nNATIONAL EDUCATION ASSOCIATION\n\nTeachers and parents often forget how many things a child has to learn\nin order to practice social conformity. They seem to take it for granted\nthat it is an easy matter for the child to know that he will be praised for\nthis and blamed for that, as the case may be. Yet the complexity of social\nadaptation can hardly be exaggerated. If we play a game we must have\nrules. The rules might be different and we could still have a game, but\nwithout rules there would be no game.\n\nA desirable organization of mental hygiene work in the schools means\nclose coöperation between the schools and the child welfare agencies for\nrecreation, correction, and social service in the community. The juvenile\ncourt deals with the failures of the home and the school and yet school\nauthorities often have little contact with the judge and his probation\n\nofficers.\n\nUnfavorable home conditions may be improved by good social\n\nwork. The playground, the dance hall, and the boys' clubs as well as\nsuch organizations as the Junior Y. M. C. A. and Y. W. C. A., Boy and\nGirl Scouts,etc., all may share in the solution of this problem.\nOne of the most promising developments of teaching method in recent\nyears for purposes of good mental hygiene in our schools is the socialized\nclass exercise, or recitation. If children can be made to feel that the\nteacher is one of them, or more experienced member of their group,\nengaged with them in the fascinating process called \"school,\" the less\nlikely will be the appearance of symptoms of maladjustment and failure\nto make social adaptations.\nThe socialized recitation or group exercise has a wider degree of adapta-\n\nbility to individual differences, and gives more opportunity for the favorable development of personality than the old fashioned question and answer\nmethods. Its objectives include good mental hygiene as well as the\nmastery of content.\n\nWhen this kind of school work starts with the nat-\n\nural interests of children, and includes a range of activities so that there\neven the child who is dullest at academic work has some part suited to his\nability, and the brightest child is finding opportunity to do his best, children not only learn more but improve in mental health, and maladjustments in school work become less frequent.\nA development of the individual child in character and personality so\nthat he will be wholesome minded and happy in the work and play of the\nworld, making satisfactory social adaptations in family, business, and\ncommunity life, sensitive without more sentimentality, self-controlled without morbid repressions, finding self-expression but remaining socialminded-it is this kind of development that is the objective of the mental\nhygiene program in our schools and colleges .\n\n"}
{"page": 480, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n453\n\nGAMES AND HEALTH\nANNE RAYMOND, SPECIAL HEALTH TEACHER, PLAYGROUND ATHLETIC\nLEAGUE, BALTIMORE, MARYLAND\n\nWhen visiting the physical education group, I was anxious to see how\nthe members of the physical education family worked together. At once\n\nI was impressed by the tremendous social value of play, and realized that\npeople obviously could not teach others how to play fair, how to win and\nlose, without themselves learning to play the game.\nI saw what a fertile field was before me for the health education pro-\n\ngram. To me, health education had always had its magic beginning and\nthrilling interest sustained by the play spirit. Long since, sponsors of the\nhealth education program, particularly the child health organization,\nrealized the magic of play and games when they called their program,\n\"The Game of Health,\" and necessary health practices, the \"Rules of the\nGame.\" From the time the little fellow of three toddles after his daddy,\nplaying Bear, until the conservative older individual follows the golf ball\n\ninto \"the rough,\" the magic of play calls alike to his inner man, and the\nspirit of play thrills him with its magic.\nI have been associated with many groups which have accomplished great\nthings in health education, but never in my experience did the way seem\nso clear, the journey so easy as in my work with the physical education\ngroups. Every person, from the top down, was ready for the additional\nstress of Health Habits in Play. They were eager to have their school\nor their city or their county make a good showing in the big field meets.\nApril was obviously not the time to begin to get ready for June, so what\nmore logical than to take stock in September, weighing and measuring\nand examining children, and trying, through the entire winter, to have\nevery boy and girl in perfect condition by June.\nA description of how one county carried on its program will give a\nconcrete example of the way in which health teaching became an integral\npart of the physical education program. The school authorities had felt the\nneed of better health habits, and already had placed an excellent report\ncard in their schools. A full page was given to the health report of the\nchild, with leading questions such as, \"Do I weigh just right ?\" \" What\nshould I weigh ?\" \"How many hours do I sleep ?\" etc. A required\nnumber of health habits was specified as a beginning for the teacher.\nThen came the special health teacher from the Physical Education Department of the State. This department had built up in every county\n\nof the State a faith and comradeship which insured to the special health\nteacher the immediate interest and earnest coöperation of every person\nfrom the superintendent, to the smallest child who had some secret am-\n\nbition to play on some team. So widespread was the interest of the county\nin the activities of the Physical Education Department that, at many a\ncounty meet, there were representatives from every school in the\n\n"}
{"page": 481, "printed_page": null, "text": "45+\n\nNATIONAL EDUCATION ASSOCIATION\n\ncounty, even from the most outlying rural sections. The attitude of the\nchildren, teachers, and school authorities toward the Physical Education\nDepartment and an excellent supervisory staff from the board of education, combined to make conditions extremely favorable for beginning a\nhealth program.\n\nThe special health teacher of the Physical Education Department began\nthe health program as the next logical step in the general physical education program of the State. Her first contact with school authorities was\n\nmade through the medical inspector, and her first attempt to interest children and teachers in \"Playing the Game of Health\" was made in connection with the physical examinations in the rural schools.\n\nMy work was particularly with the teachers, as they are with the children each day, and are in a position to make the teaching of health habits\neffective.\n\nTeachers were reached directly through classroom demonstrations and\npersonal conferences and large regional meetings. Their interest was\nsustained by follow-up letters containing new suggestions and a certain\namount of assistance in the form of games, stories, and devices.\nThe demonstration classes were the most effective means of getting my\nprogram to the teachers. Such a period of teaching was the means of\ndemonstrating the possibilities of \"Playing the Game,\" in connection with\nthe regular school work, and showed conclusively that instead of being\nan added burden, health teaching could be used to make other subjects\nmore interesting and vivid. Perhaps the greatest value of such a class\nwas to show the teachers how eagerly children respond to the appeal of\nthis subject when it is presented to them in terms of everyday life and\nachievement.\n\nSpecial emphasis was given to the value of weighing and measuring as\nthe means possible of gauging each child's results from month to month.\nKeeping or gaining right weight became to a child a stepping-stone to\nthe fulfillment of his desire or ambition, whether it were the immediate\n\nattainment of a place on the team, or some secret ambition to become a\ncaptain on the high seas.\n\nThe demonstration class was followed by meetings with the teacher in\nwhich period a fuller explanation of the subject was given. Definite\nobjectives were defined and described, helpful material and references\nfurnished, and a few concrete devices, games, and projects suggested as a\nbeginning for the work.\n\nIn the regular large teachers' meetings, a place on the program was\ngiven to health education. An endeavor was made to reach every teacher\npersonally at least once, either with a visit to her room or in a small\nteachers' meeting or institute. Direct follow-up was impossible, except\nin a few instances, so contact was kept with the teacher through correspondence.\n\nFollow-up letters sent from the central office encouraged teachers to\n\n"}
{"page": 482, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n455\n\ncontinue the health work and gave them new games and suggestions for\ntheir program at least once a month. Teachers were encouraged to write\nin for assistance and to send in any suggestions which would prove helpful\nto someone else.\n\nI tried to show how play, which is a joyous activity to every boy and\ngirl, can be used as an incentive to accomplish many a task. A boy may\nwish to be president at some far away date, but he very decidedly wants\nto play well and be happy today. Pointing out to him his defects in a\nway to cause him shame or confusion mortifies him and achieves nothing.\nBut we can show him how he can improve on what he has and is.\n\nIn the first establishment of health habits, the play spirit and games\noffer an ever thrilling interest and carry over many a habit which had\npreviously been slighted. If a child gets to be captain of his row, and\ncan choose sides for dodge ball, washing, drinking three glasses of milk a\nday, and eating green vegetables do not seem too great a task, and after a\nwhile become habits, and even before that, the boy sees a difference; first,\nwhen old Judge Scales weighs him, and then, later, in the improvement\nin the games themselves. Many a girl and boy goes to sleep early with\na smiling face, realizing the advantage he is getting over an opponent\nby three hours' longer rest. Life, after all, is but a sense of values, and\nwe must help our children establish their standard.\n\nThe relay race, long cherished by children and teachers alike, loses no\nvalue when used as a teaching device in a spelling class. Instead of one\npoint, obtainable in the old game for speed, we now have four points to\nwork for. One point for correct spelling, as we write a word on the\n\nblackboard and dash back to our seats ; a second, for naming some food\nwhich will help growing boys and girls to gain; a third for variety in the\nfoods we've learned to eat, and, lastly, one point for speed if we think and\nact quickly.\n\nThe game of \"midnight,\" when the old fox gets us if we are up after\n12 o'clock, does not lose when called \"eight o'clock\" game, and instead of\nthe fox, an old witch steals the sparkles from our eyes if we are up after\n\"eight o'clock.\" She is too busy before that, getting the sparkles from\nlittle children's eyes, but at eight o'clock she comes to us, and if we are\nnot in bed then, she steals one sparkle, and next day all the school can tell\nwhich ones were caught by her.\nI do not wish a milk bottle as a prize for every race; but to me, play\nand getting ready for play are inseparable, and I am looking forward to\n\nthe day when the physical education program will include the elementary\nprinciples of the health education program; the day when correct health\n\nhabits and right height and weight are part of the requirements for every\nchild; when we see at every athletic meet the \"athletic lunch,\" and\n\"milk bar,\" and no longer the dill pickle, hot dog, and coca-cola lunches.\n\n"}
{"page": 483, "printed_page": null, "text": "456\n\nNATIONAL EDUCATION ASSOCIATION\n\nWHAT WE NEED FOR BETTER SCHOOL MEDICAL INSPECTION AND HEALTH SERVICE\nWILLIAM A. HOWE, M. D., STATE MEDICAL INSPECTOR OF SCHOOLS,\nALBANY, NEW YORK\n\nWe need first to understand what we mean by school medical inspection\nand health service. In brief, it might be described as modern preventive and\ncorrective medicine, educationally applied to the mental and physical\nhealth of school children. It is a medical educational system of health\nexaminations, of health teaching, of health training, of health achievement, of health restoration, of health conservation, of health direction.\nIt is, in short, the establishment and maintenance of mental and physical\nhealth. In its practical application, it deals with the complex organism\nof the human body, with its many interdependent functions of life, and\nwith environmental conditions that exert a strong determining influence\n\nover mental and physical development. What we need, in order to\norganize and administer more effectively such a system of school medical\ninspection and health service, might be briefly presented in part as follows :\nSchool authorities need to appreciate more deeply the value of the work.\nand to give to it their enthusiastic support, financial and otherwise. School\nmedical inspection and health service should be made a major subject in\nevery school. It is the duty of school authorities to see that this is done.\nThis is primarily and fundamentally one of our most urgent needs for the\nadvancement of the service. As active workers in this health field, we\nshould exert our individual and united efforts to secure its proper recog-\n\nnition and placement in the educational system of the country.\nBetter school housing conditions are much needed.\n\nWe can not expect\n\nto accomplish satisfactory health results, either mentally or physically, in\nbuildings that are insanitary and otherise unfit for the housing of children.\nMany of the acquired physical defects of children, as well as much of the\ninefficiency of teachers and the retardation of pupils, are due to bad housing conditions. These should be promptly remedied, when found.\nEvery school building should have one or more rooms suitable for a school\nhealth center, in which should be assembled and closely articulated the\nactivities of the school medical inspector, the school nurse, the physical\ndirector, and all others doing health work in schools.\nBetter medical service and more appreciation of its importance are\nneeded. We must have efficient medical direction, if we hope to secure\n\nsatisfactory results in school medical inspection and health service. We\nmust not depreciate the need and value of capable medical guidance, and\nwe must insist upon its provision. We need more physicians, better trained\nand better paid, to take up the work. Our medical colleges and post\ngraduate institutions should provide special courses in preventive medicine\nand sanitation. Practical field instruction might be given by those in\ncharge of the health work in schools in the city in which the medical\ncollege is situated.\n\n"}
{"page": 484, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n457\n\nBetter understanding and more sympathetic coöperation by parents must\nbe encouraged.\n\nWe can not expect parents to coöperate with us in our\n\nhealth program, unless they fully understand what we plan to do for and\nwith their children.\n\nParents should be made to feel that next to the home,\n\nthe schools are the most concerned with the mental nad physical welfare of\ntheir children. Their confidence in the safety and wisdom of the health\nservice should be carefully safeguarded.\nTeachers better trained in personal health and in child health, are much\nneeded. To the classroom teacher is given the greatest opportunity to\nrender effective aid in school medical inspection and health service. By\n\nher mentality, her temperament, her personality, and her health, she molds\nthe mental and physical lives of the pupils under her direction. She needs\nto be better prepared to meet this great responsibility. She needs to know\nmore of the establishment and maintenance of good health for herself and\nfor children. It is the duty of the State to see that she is thus informed\nand trained. This preparation should begin on her first admission to\nschool, and should continue throughout her normal or college training. All\nnormal schools and institutions in which teachers are trained , should estab-\n\nlish and maintain a model system of school medical inspection and health\nservice. Physical as well as mental qualifications should be demanded for\nadmission. Practical health instruction and direction should be given to\nprospective teachers throughout their training, and physical fitness should\nbe required for graduation.\nSimple practical health instruction and direction should be given to\n\nevery child. When a child first enters school his physical and mental\ntraining should become a regular part of his education. It should be made\na part of and not a part from his entire educational career. It should\n\nbegin with a thorough physical and mental examination. The findings\nshould be fully recorded, and he should be given a rating on the basis of\nconditions found. These ratings should be reported to his parents, who\nshould be urged to give such attention as might be necessary to improve\nthe condition of the child. Children should also be advised regarding\ntheir physical defect. We must have the confidence and coöperation of\nchildren, to get them well and to keep them so. School credit should be\ngiven for physical fitness as well as for mental advancement. Parents and\nchildren should know this and give it their support. The health instruction to be given to children should be reduced to its simplest terms in\n\nsubject matter taught and in training given. It must be made interesting,\neasily understood and of such a practical character that they can easily\nutilize.\n\nBetter educated and better trained nurses and hygienists are much needed\n\nto assist in the work. For many years the nurse has contributed much to\nthe success of school medical inspection and health service. More recently\nthe dental hygienist has fully demonstrated his value in the field of preventive dentistry. More and more is being expected of these co-workers\ninthe program of school health. As their services will be increasingly\n\n"}
{"page": 485, "printed_page": null, "text": "458\n\nNATIONAL EDUCATION ASSOCIATION\n\ninstructional and directional, it will be necessary to establish higher educational qualifications for their preparation and adıninistration of the work.\nBetter coöperation among ourselves and with others is another great\nneed.\n\nTo secure coöperation one must so conduct himself that others can\n\nwork with him. Show a desire to assist others and you will find others\nwilling to assist you. The greater you succeed in coöperating with others,\nthe more you will accomplish by their reciprocation in the particular field\nfor which you are responsible. Mutual care should be exercised not to\nconfuse coöperation with administration, as is sometimes done by wellintentioned people.\n\nBetter administration is greatly needed in most systems of school medical\ninspection and health service. The efficiency of any system of health service is largely determined by the efficiency of its administration. Certain\nfundamental essentials for better administration should be borne in mind;\n\ni. e. , responsibility of its administration ; standardization of administration ;\n\nsimplification of system ; correlation of all interdependent activities.\nBetter financial support for the work is greatly needed. Economy applied to the health of school children is expensive business. The child, the\nhelpless victim, is the one who eventually pays the price, ill health, unremediable defects, failure in life. Too many of our systems of school\nmedical inspection and health service are poorly financed. There are too\nmany instances where the cheapest doctor, who makes the poorest medical\ninspector, is employed to direct the work.\n\nThis discredits the system with\n\nparents and the community, and invites failure.\nLegislation in keeping with present ideas of school medical inspection\nand health service is also much needed. There is great need of better\nlegislation to promote school medical inspection and health service. This\n\ncould be obtained by keeping our legislators better informed as to what\nwe are doing for the health of children, and what should be done for them\nMost of our lawmakers are keenly interested in child welfare, and would\ngladly support any practical measure presented to them to advance such\nwork.\n\nMore of the right kind of publicity regarding the work is much needed.\n\nPhysicians, as a class, are not given to publicity. To do so is not regarded\nby them as ethical. This policy should not be disturbed, as personal school\nhealth conditions should be regarded as confidential between the medical\n\nadvisor, the child, and the parent. We should remember that there is a\ngreatdifference between parental notification and public information. The\npublic, however, should be informed as to the general activities of the\nservice and of the results accomplished. This should be done by those in\ncharge of the work and signed by them. The better we can keep the\npublic properly informed, the greater will be public interest and support.\nWe need to establish and maintain a moderate school day , with a moderate\n\namount of work for children.\n\nFrom the viewpoint of health, mental or\n\nphysical, our curricula are overloaded, and the hours demanded for study\n\n"}
{"page": 486, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\n\n459\n\nand recitation are too long. The school day of the average child in the\nupper grammar grades and in the high school begins at eight o'clock or\nearlier in the morning, and ends at nine, or even later, at night. We\nshould have a school day of sufficient length and a course of study of such a\nkind as would enable children to do a reasonable amount of work and then\n\nquit until the next day. Such a plan would be more conducive to their\nmental and physical health. They would accomplish more throughout\nthe school year than under the present plan of mental speeding and insufficient rest.\n\nMore generalization and less specialization is desirable. In health work\nin schools, we need to avoid the grave danger of over-specialization. Except for supervising and stimulating purposes, we cannot expect school\nauthorities to finance experts for an increasing number of special fields of\nschool health service.\n\nTo be sure, we need a certain number of efficient\n\nspecialists for administrative and reference purposes, but we are in greater\nneed of more co-workers with a better general knowledge and with a keener\nobservation of the health conditions and health requirements of the whole\nchild and of every child.\n\n"}
{"page": 487, "printed_page": null, "text": "Department of Classroom Teachers\nOFFICERS\n\nPresident-IDA CHRISTINE IVERSEN , 215½ Catalina St....\n\nLos Angeles, California\nNorfolk, Virginia\n\nVice-President-LUCY M. HOLT ....\nSecretary-ANNA RIDDLE ....\n\n..... St. Joseph, Missouri\n\nOther Members of the Executive Committee :\nJULIA E. SULLIVAN ..\n\nCharlestown, Massachusetts\nKansas City, Missouri\n.. Portland, Oregon\n\nANNA M. THOMPSON\nJULIA SPOONER ...\n\nThe Department of Classroom Teachers held its first session at the St. Paul\nmeeting, July 8, 1914. It was organized in response to petitions representing classroom teachers in all parts of the country. See Proceedings of 1914, page 909.\nThe Department of Classroom Teachers coöperates with the National League of\n\nTeachers' Associations, whose officers for 1924-25 are : President, Mrs. Elizabeth\nHaney, 314 University Avenue, S. E., Minneapolis, Minn.; vice-president, Anna\nPeterson, Haddon Hall, Cincinnati, O.; secretary, Harriet Scofield, Park Avenue,\n\nMinneapolis, Minn; and the National Council of Primary Education, whose\nofficers for 1924-25 are : President, Ella Victoria Dobbs, Associate Professor of\nIndustrial Arts, University of Missouri, Columbia, Missouri ; Secretary, Lucy\nGage, Assistant Professor of Education, Peabody College, Nashville, Tennessee.\n\nSECRETARY'S MINUTES\n\nFIRST SESSION\n\nTUESDAY AFTERNOON, JULY 1, 1924\n\nMeeting called to order by the president.\nPresident Iversen : You will see that the program calls for one inspirational\nspeaker followed by committee reports. It is with a sense of real satisfaction that\nI present to you Mark Keppel, superintendent of Los Angeles County schools,\nCalifornia, who will speak to you on \"Teacher, Whither Goest Thou ?\"\n\nMr. Keppel : Your chairman has told you that I have been engaged as an\ninspirational speaker. Well, now, if the speech is inspiring, I wish you would\ntell me about it afterwards .\n\nPresident Iversen : Before proceeding with the committee reports, I am going to\nask Miss Spooner to make a report for the executive committee. There will be\nno discussion or action, as that will be taken care of at the business meeting\non Thursday.\n\nMiss Spooner: The department at the Oakland meeting directed the executive\ncommittee to prepare rules of procedure to govern the election of officers for the\ndepartment, the report to be made at the first business session this year. We are\n\nreading the report at this meeting, which is not a business session, and you will\nact upon it Thursday.\n\n(The report was then read. )\nPresident Iversen : Next on the program will be discussion of the National\nEducation Association Tenure report by Mr. Fred M. Hunter, of Oakland, California. We have been hearing a great deal about the tenure report, but I understand that you want to hear still more. It seemed to the executive committee at\nthe Chicago conference that it would be well to have a supplementary report from\n[460]\n\n"}
{"page": 488, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\nthe National Education Association chairman on this committee.\n\n461\n\nWe will let\n\nMr. Hunter have fifteen minutes if he wants it, and then you may talk back\n\nto him as much as you please. It gives me great pleasure to present Mr. Hunter,\nnow.\n\nMr. Hunter: I assure you that what I shall do this afternoon will be pretty\nmuch of a repetition of what I did at the Representative Assembly yesterday\nmorning. However, inasmuch as this is a problem in which the Classroom\nTeachers' Department is particularly interested, I am very glad to take up the\n\nreport again for discussion here. Our worthy president may be somewhat disappointed if she anticipates that the committee has added anything to the report,\n\nor that this is a supplement to it. It is precisely the same report, but it is presented\nhere for a little more intimate discussion, and for consideration by the body of\nclassroom teachers in much the same way that it was considered before the\nRepresentative Assembly.\n\nPresident Iversen : May I say, Mr. Hunter, that in large bodies this group is\nmore or less timid, but we feel that here we shall be likely to give fuller expression, and I think you will be glad to have us do that.\nMr. Hunter: I shall be delighted to have a full and complete discussion. I\nam glad indeed that the classroom teachers are learning to give expression to\ntheir own attitudes and desires. My own experience with classroom teachers in\n\nCalifornia has shown them to be not quite so timid as the president indicates.\nNow this tenure report is serious business. It is serious business from the\nstandpoint of what the National Education Association, the great National\norganization of the teachers of the United States, is going to do, whether or not\nits leadership is to be intelligent; whether or not it is to be of real help to those\ngroups and those organizations that are trying to bring about sane tenure legislation. What we do here at this meeting will have much bearing on what teachers'\n\norganizations in the various States do in carrying out their programs toward\nteacher tenure. It is most important to see the point of this whole matter in the\nlarge. It is most important that we know what we can expect, that we do not\ntry to do too much at once, nor go too far; that we understand the public that\nwe have to deal with, and that we do not overreach ourselves in our attempt to\ndo the right thing by ourselves and by the schools.\nAgood many of you, I assume, are not delegates and possibly did not hear\nwhat was said yesterday, so I am going to repeat the outline. I shall not go into\nmuch detail .\n\nA lively discussion from the floor followed, in which a large number participated.\n\nPresident Iversen: A report from the Committee on Single Salary Schedules\nwill now be given. The returns from the questionnaire sent out to the field\nindicated that the question of single salary schedules was one of great interest, and\nas the city of Denver has so well worked out this principle in its schedule, Cora\n\nB. Morrison, an elementary teacher of Denver, was asked to serve as chairman of\nthe committee. The report was given by Alma Krusen, president of the Denver\nCassroom Teachers' Association, and discussed by Miss Dutton, of Illinois ; Miss\nMcDermott, of California ; Miss Pettibone, of New York ; Miss Spooner, of\nOregon; Miss Oldham, of Washington ; Mr. Cranston, of California, and others.\nPresident Iversen: The next subject is organization. We have a good organization worker in Missouri, and we have made him chairman of a committee for\n\nthe study of organization work. It gives me great pleasure to introduce Mr.\nRussell Sharp, teacher in the high schools of Kansas City, Missouri.\nMr. Sharp: Your committee has been somewhat doubtful as to the ends which\n\nitwas to attain and the limits of the discussion within its province. We built\nwithout a foundation; we shot at an uncertain target. Our fondest hope has\n\nbeen that we might provoke a thought or arouse a group interest from which\nsomething more definite might develop during the years ahead.\n\nPlease bear in\n\n"}
{"page": 489, "printed_page": null, "text": "462\n\nNATIONAL EDUCATION ASSOCIATION\n\nmind that the members of the committee confined their labor to collecting data,\nand that the speculative conclusions of the report are drawn by the chairman\nalone. In the initial analysis of our problem, we regarded it as having two\naspects, and we set ourselves the task of making the following contributions :\ncollection and compilation of data concerning local organizations of teachers , and\nrecommendations as to the methods whereby the National organization may\nestablish more intimate relations with local groups.\nBy means of the first investigation, that is, the collection of data concerning\nlocal organizations, we hoped to formulate some definite suggestions as to procedure in organizing. We have not accomplished this purpose; our failure is\ndue in part to insufficient time and insufficient data, but chiefly it is due to the\nfact that conditions vary so greatly in different systems that any attempt to\nstandardize organization would be worse than useless.\nIt goes without saying that the secret of success for this or any other department\nlies in its ability, first, to establish contact with small units or individuals, and\nsecond, to furnish a constructive program of leadership for the group. No one\ndoubts the presence of leadership among the classroom teachers of America, but\nleadership is well-nigh useless without a means of communication between the\n\nleader and his followers.\n\nThe local organization problem, and, in fact, the\n\nentire question of wholesome development of the Department of Classroom\nTeachers are dependent upon securing contact of groups and upon the service of\nthe department as a clearing-house for ideas and a device for the promotion of\nconstructive movements .\n\nThe effect of such publicity upon local organizations would, we believe, be\nastonishing. With an effective medium of communication among teachers, the\nleadership which is now exhausted in local campaigns could contribute to National\nprogress. In return, realization of the effectiveness of the service of the National\n\nAssociation to the individual and to the local group would induce many who are\nnot affiliated with the National Education Association to come into the fold.\nThus, eventually the cost of maintenance of the publication would be offset by\nthe revenue from increased membership. The time is not yet ripe for other\nproposals in behalf of local organizations, though much constructive work is to\n\nbe done.\n\nYour committee will be glad to turn over to the proper person the\n\nremaining suggestions and data not here presented. We now make the single\nrecommendation that the department strongly urge that an adequate medium of\ncommunication under the sole direction of the Department of Classroom Teachers\nbe provided for by the National Education Association. I wish also to file with\nyou a splendid report of the history and aims of teachers ' organizations in\n\nMassachusetts, perpared by Miss Annie G. Scollard, of the Wendell Phillips\nSchool, Boston,\n\nPresident Iversen: Now, I am sure that you have something on your minds\nconcerning this subject, and will you let Mr. Sharp lead you out a little bit, or will\nyou lead him out?\nThis led to a discussion from the floor on the subject of effective organization\nand the value of establishing some definite means of communication between classroom groups. Miss Julia Spooner, speaking for the executive committee of the\ndepartment, stated that the publication of a bulletin had been thoroughly considered, and that it would probably be published as soon as it could be worked out.\nPresident Iversen: About a year ago, Dr. Guy M. Wilson, of Boston University, offered us his services. The problem on which he has been working has\nto do with the evaluation of teacher recitations. This work by Dr. Wilson and\nhis associates is in the nature of an introductory report. If it is something that\nwe like, we shall go on with it during the year; if we do not care for it, it is our\nprivilege to reject it. It gives me great pleasure to introduce Dr. Wilson, of\nBoston University.\n\n"}
{"page": 490, "printed_page": null, "text": "463\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\nMr. Guy M. Wilson: I have been going home from the meetings of the\nNational Education Association, the past few years, telling my students that I\nthought at last we were arriving at the point of a real profession. If, during\nthis convention, I do not attend any other meeting than this one, I shall go home\nfeeling the same way.\n\nIt is very inspiring to see the classroom teachers themselves discussing the\nlarger, if we may say, extramural problems of the profession in this statesmanlike\nway.\n\nThe time was in the past when we discussed only the problems relating\n\nmore strictly to the classroom work. Nevertheless, I am sure that we don't forget\nthose problems, but I shall ask you to follow me for just a few minutes in\npresenting to you this problem, which was initiated a year ago last February\n\nin discussion with the former president of this organization.\n\nThe idea is this,\n\nas I understand it, that in certain lines we have come to the point of using more\n\nor less scientific methods of judging results. In many progressive classrooms\ntoday, instead of the teacher giving a grade on writing, for instance, she allows\nthe pupil to judge the quality of his work by using scales of comparison. The\nsuggestion made was that we do the same thing with reference to the units of\nclassroom work.\n\nIn the discussion which followed, many interesting illustrations were given of\nthe ability of children to measure and classify their own work when they were\ngiven the opportunity to develop judgment with reference to their own products.\nSECOND SESSION- THURSDAY AFTERNOON, JULY 3, 1924\nBUSINESS MEETING\n\nThe meeting was called to order by President Iversen at 2:45 o'clock. A program of procedure was announced.\nMiss Spooner was appointed acting secretary to relieve Miss Riddle, who was\n\nslightly indisposed. Mrs. G. M. Brumbaugh, of Washington, D. C., acted as\nparliamentarian. The minutes of the business meeting held at Oakland were\nread and approved.\n\nMiss Iversen then gave her president's report, which included a report of the\nChicago conference and a regional conference held at Oakland, California.\nMiss Iversen: The executive committee at the first meeting in Oakland made\n\nregional conferences its objective.\n\nIt was a new field, and the committee pro-\n\nceeded carefully. Each member responsible for the regional conference in her own\nsection did what seemed best for each particular section. Nine conferences have\nbeen held.\n\nRecommendations from these conferences as acted upon by the executive com-\n\nmittee will also be open for your deliberation and action. Suffice it to say here\nthat regional conferences have met with the unanimous approval of all participants, and promise a practicable machinery for future contact.\n\nThe mid-winter executive committee meeting was held at Chicago in February.\nThey were a succession of executive meetings, one program conference, and\none get-together breakfast. This conference was a success. Every one presentabout forty-talked freely and happily. According to the department by-laws,\nno business can be transacted at the winter conference, but the following recom-\n\nmendations were made: ( 1 ) That hereafter the delegates' list which appears in\nThe Journal shall have the delegate's name, with the educational position of the\ndelegate; ( 2) That this conference request the secretary of the Association to\nfurnish the editor of The Journal all the information as to delegates by position,\nso that the first report of the delegate body in The Journal may contain that information; the purpose being to know how many classroom teachers are delegates.\nThese requests were sent to the secretary of the Association.\nThe publications conference, held at the Willard Hotel, Monday evening, June\n30, was at the request of the teachers at the Chicago conference. Practically all\n\n"}
{"page": 491, "printed_page": null, "text": "464\n\nNATIONAL EDUCATION ASSOCIATION\n\nlocal bulletins were represented. There was no program, only informal discussion. Much interest was evidenced, and the suggestion was made that this become\nan annual affair. It was the first time that the editors or representatives of local\n\nbulletins had met, and much good may come from this small beginning. Surely\nthere is great work for local bulletins.\nCommunications-After the Chicago meeting, the executive committee wrote\nletters of appreciation to boards of education, recognizing the value of participa-\n\ntion in organization work as a means of professional growth, and also recommended that all possible publicity be given school boards which recognized professional growth through organization work as well as growth through university\nextension work. There is a growing generosity along this line. Every teacher\npresent at that conference was there without loss of salary.\n\nA teacher from\n\nColumbus, Ohio, said it was the first time in the history of her city that a\nclassroom teacher had been sent under those favorable conditions .\n\nCorrespondence-Letters have been sent to State Association officers concerning\nrecommendations made at the various regional conferences . Several communications have been sent to each of the seven hundred affiliated classroom teachers'\n\norganizations including a brief report of the winter conference. Reports and\nother material have been sent directly to the editors of local bulletins. Much correspondence has been carried on with the director of the Division of Classroom\nService at headquarters.\n\nBudget-The committee, in accordance with the by-laws, submitted to headquarters before June 1 a budget request totaling $10,500. Last Saturday the\nexecutive committee was invited by the National Education Association committee on audit and budget to meet with them in conference. Owing to the deficit in\nthe Association's treasury, we were requested to revise the budget downward.\nSince it seemed commensurate with good business, the budget now reads: Travel-\n\ning expenses of president and executive committee, $3500 ; allowance for parttime freedom of president, $ 1000 ; secretarial help, $400 ; printed reports, $200 ;\noffice supplies, $ 100 ; regional conferences, $ 1800 ; total $6000.\nFraternity-I firmly believe that the department president should visit the field,\nbut that takes time and money. My delightful visits en route from Chicago to the\norganizations in St. Joseph and Kansas City reaffirm my convictions. There has\n\nbeen abundant opportunity to visit nearby cities in my, own State, but that was\nprecluded because of school work. Invitations to participate in general programs,\nState and local meetings, have been taken advantage of as far as an all-day school\nprogram would permit.\nI make no apologies for the administration. It is not the work of one individual;\nit represents the thinking of many. The department has advanced since a year\n\nago.\n\nThe surface may not reveal it, but remember that in the building of a\n\npermanent structure much work must be done under ground. A more workable\n\nrelationship with headquarters has blazed the way for the next administration.\nRegional conferences have been sufficiently tried to prove their worth. The classroom teachers are closer together than ever before. I heartily believe that the\ndepartment is on, the threshold of a great work.\nMiss Iversen then gave a brief résumé of the regional conference held at Oakland April 12, 1924, with about forty teachers in attendance. I have learned\n(1) that a regional conference, particularly if it is to be a work conference, cannot be linked up with a State meeting; ( 2) these conferences must reach more\nlocal organizations as a nucleus for further dissemination; ( 3) the Oakland conference was a success for the lessons it taught, and all present were unanimous in\n\ntheir approval of the regional conference idea as a means of bringing classroom\nteachers into closer working relationship.\nRegional conference reports by members of the executive committee followed.\n\nMiss Riddle : We organized a regional conference in St. Joseph February 16,\n\n"}
{"page": 492, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n465\n\n1924, which was attended by 225 people, including about 80 teachers from the\nrural district. While it was called a northwestern regional conference, it was\nreally a regional conference of northwestern Missouri. In organizing, one of\n\nour big objectives was to interest the out-of-town teachers, especially the rural\nteachers, who feel that they do not have the means of contact that we city teachers\n\nhave; so we were very much pleased to have 80 of those teachers present.\nThe conference was most informal, and most of the time was spent in discussing\nways and means of promoting the interests of the classroom teachers throughout\nthat section. We are making a study of the single salary schedule and of\ntenure. We indorse the recommendations of other regional conferences in these\nmatters.\n\nMiss Sullivan: I held two conferences before the Chicago meeting. The first\none included representative teachers around Boston, and the other one was for\nteachers representing the towns south of Boston. In New England we have some\ntraditional difficulties that we are trying to overcome, and you may remember I\nhad a paper last year on the question of equal pay. From various towns I\n\nreceived letters asking for data and for suggestions as to help, and I was going\nto select some of those towns in which to hold regional conferences for instance,\nin Providence, and around Portland, Maine. Of course, that would mean the\nloss of two days, and $200 would not mean very much, so I abandoned that idea\nfor this year. At the Chicago meeting I made the report on my two Boston conferences and submitted the two resolutions from those conferences.\n\nThese were\n\nadopted, and probably will be brought up later for action by this body.\nMiss Thompson: Madam President and fellow teachers, last autumn we\nsteered our bark on uncharted seas. We called a regional conference in Kansas\nCity, Missouri, October 29, 1923. A large and responsive group of classroom\n\nteachers from Kansas City, Missouri ; Kansas City, Kansas, and the smaller towns\nin Missouri and Kansas responded. Mr. Russell Sharp was appointed secretary,\nand the speaker was elected chairman. Since we had no traditions to follow nor\n\nprecedents to break, we plunged headlong into a discussion of classroom problems\nfrom the viewpoint of the teachers.\nFour definite recommendations were made and plans were laid for a dinner\n\nconference later in the year. An enthusiastic group of teachers attended the\ndinner. An interesting program was rendered, and the efforts of the members of\nthe various committees to coöperate was an evidence of good fellowship. The\ncontacts of members from different cities working on the same committee established new viewpoints for all. The important achievement was the report of the\nrecommendations committee, whose chairman was Miss Helen McMillan.\nThe major problem which the Kansas City Teachers' Club had tried to solve\nthe previous year was to make fewer the number of interruptions of classroom\nwork. A burlesque, \"What Killed Teacher,\" was presented to show the baneful\nefforts of propaganda and other interruptions which disturb the minds of pupils\nand prevent concentration and continuity of thought.\nThe next regional conference was held in St. Louis at the time of the Missouri\nState Teachers' Association, and included teachers of East St. Louis, Illinois, and\nadjoining territory. The subject of rating was discussed from every angle.\nMiss Olive M. Jones, our honored president, explained the New York plan and\n\ngave wise counsel regarding the use and abuse of rating systems .\n\nMiss Jones\n\nhas on several occasions highly commended the work of the St. Louis conference .\nSt. Louis also held a fellowship meeting, the minutes of which are submitted,\n\nthe principal subject of discussion being teachers' pension laws.\nOn February 2, 1924, a regional conference was held in Topeka, Kansas, at\nthe time of the State meeting.\nWe have endeavored in these conferences to secure coördination of effort and\n\nunity of action by classroom teachers from all types of schools.\n\nWe believe\n\n"}
{"page": 493, "printed_page": null, "text": "466\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat more harmonious relations exist among teachers from the kindergarten to\n\njunior college as a result of these discussions ; and a closer union, we hope, between local groups and our National Education Association will be the outcome\nof these regional conferences .\nMiss Spooner: The first of the regional conferences in the West was held in\n\nSeattle during the latter part of October, 1923.\n\nWe sent a communication to all\n\norganized groups announcing the meeting, which was to be held on the Saturday\nfollowing the Washington State Association meeting. It was announced also\nin the Seattle Grade Club Magazine and in the Portland Grade Teachers' As-\n\nsociation Bulletin. Wherever there was no organization of teachers, the county\nsuperintendent was written to in order to have him announce to his teachers this\nconference.\n\nThe meetiing was handled on the delegate plan. Every organization, rural or\ncity, was asked to make one person responsible for that meeting. Twenty-three\npersons, representing fourteen organizations, besides unorganized groups of the\nState, and covering every part of Washington and two counties of Oregon, attended.\nMiss Elyea, of Tacoma, was made chairman and Miss Mitchell, of Spokane, was\nappointed secretary. The discussion was not on any assigned topic. Professional\n\ntraining and ethics, teacher welfare work, participation of teachers in National,\nState, and local convention programs, recognition of classroom teachers on the\nNational Education Association executive board, and relation of social problems\nto educational work were some of the subjects discussed.\nThe second conference was held at Spokane in April, in connection with the\n\nmeeting of the Inland Empire Association. The local committee of teachers\ngraciously took over the work of notifying the Montana, Idaho, and Washington\nteachers, and I took care of eastern Oregon. Two hundred teachers were present.\nI do not know how many different organizations were represented, for I was\nnot able to make any tally of the different organizations or the names of the\npersons present. The officers elected for the Seattle conference presided. We\nwere glad that the teachers in the Inland Empire regarded this as a second\nmeeting of the one regional conference. They told me they believed that next\ntime they will succeed in inducing the officers of the Inland Empire Association\nto provide in their program for a conference of this kind.\nThe formal subjects presented at this meeting were: What the National Edu-\n\ncation Association can do for the rural classroom teacher ; teachers for special\nsubjects, and preventive rather than curative measures . There was but one\nrecommendation made by the Spokane conference, and that grew out of a paper\nby Miss Jean Soules. The Department of Classroom Teachers was asked to\nconduct a survey which would ascertain whether the cost of overcrowding classrooms, with consequent retardation, is not equal to or greater than the cost of\nsupplying an adequate number of classrooms and teachers. The request was\ngranted.\n\nIn addition to reaching the teachers of this northwest region through these two\ncenters, our financial condition will enable us next year to add a southern Oregon\nregion, one centering in Pocatello, Idaho, or Salt Lake City, Utah. Perhaps we\nwill be able to begin work in the unorganized small towns.\n\nWith the increase\n\nin our appropriation, I am sure the worker in the western district will be able to\nget some good results. Reports were published in various bulletins, and publicity was given in some of the newspapers .\n\nSummary of the recommendations made at the regional conferences-That we\nfavor classroom teachers as chairmen of all classroom committees and departments in State and National organizations ; also classroom teachers be given place\non convention program; that all data collected this year by committees be passed\non to next year's committee; that the executive committee select certain definite\n\ntopics from the reports of the regional conferences, submit them for discussion at\n\n"}
{"page": 494, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n467\n\nconferences next year, and make a summary to be presented at the 1925 meeting ;\nthatthe matter of delegate basis of classroom teachers be considered by the classroom\nexecutive committee with the view of bringing it before the Washington meeting;\nthat a survey of local organizations be made, culminating in the publication of recommendations as to the best type and methods of organizations; that a campaign be\nstarted to abolish the short period of licensing of teachers ; that a campaign be carried on to convince administrators and the public of the right of teachers to a voice\n\ninthe shaping of educational policies ; that the principle of a single salary schedule\nbe endorsed; that a general effort be made by classroom teachers to encourage universal attendance at Sunday school; that a study be made of the question of teacher\n\nrating; that a certain amount of professional study be done by every classroom\nteacher each year; that the Journal of the National Education Association be made\nmore valuable by the publication of a summer school directory, giving the cost per\npoint and other helpful information; that there be an open forum in the Journal in\nwhich articles by teachers may be published; that the classroom teachers put on\n\nacampaign of education through the Journal of the National Education Association, emphasizing the great need of fewer interruptions and less distractions in\nclassrooms, and more opportunity for concentration, and that the subject of un-\n\ninterrupted classroom work should be presented by a teacher to every parentteachers' association; that a nation-wide campaign be launched for a 'Quiet Zone'\nperiod of twelve weeks in each school year, during which time no outside affairs\nbe given place or publicity in the schools ; that the Department be asked to take\n\nup with the National Association the matter of representation on its executive\nboard; that the department be asked to promote and standardize the preparation\n\nof teachers ; that normals and schools of education be asked by the department\nto teach professional ethics and that in States where a code has been adopted,\nthe teaching be in accordance with the code; that the department communicate\n\nwith each State organization and ask that the Classroom Department be given\naprogram on the State convention; and that the Department of Elementary Education be abolished .\n\nThe following officers were elected for the year 1924-25 : president, Julia A.\nSpooner, Box 188, No. 3, Lents Station, Portland, Oregon ; vice-president, Eula F.\nHunter, 1324 E. Morphy Street, Fort Worth, Texas ; secretary, Rosa M. Burmaster ,\n21712 W. Main St. , Muncie, Indiana. Miss Jean Soules, of Spokane, Washington,\nwas elected for a term of three years as the representative of the Western section on the executive committee.\n\nOther members of the executive committee are:\n\nMiss Anna Thompson, of Kansas City, Mo., (term expires 1926) , and Miss Julia\nSullivan, of Boston, Mass., ( term expires 1925 ) .\nRecommendations-The secretary stated that the executive committee had con-\n\nsidered all of the recommendations made at the various regional conferences , and\nwas ready to place some of them before the department for consideration from\nthe floor. The following recommendations were adopted:\nWe endorse the principle of the single salary schedule, provided it is worked\n\nout on an equitable basis for teachers' experience and those of college training, and\nrefer this resolution to the committee to bring in recommendations of what constitutes such a basis .\n\nWe recommend the study of the question of teacher ratings.\n\nWe recommend that a certain amount of professional study should be made by\nschool authorities.\n\nWe recommend that means of making The Journal more valuable to the National\n\nEducation Association members by an open forum in which articles by teachers may\nbepublished.\n\nWe recommend and endorse a greater effort for universal peace.\nWe recommend that the clerical work of the teachers be reduced to a minimum.\n\n"}
{"page": 495, "printed_page": null, "text": "468\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe endorse the standardized preparation of teachers and ask the National Education Association to promote standardization.\nWe recommend that the executive committee be instructed by this department\nto make urgent requests of the proper authorities that the classroom teachers be\ngiven an adequate medium of communication.\nWe recommend that the editor of The Journal print the delegate list in The\nJournal with the educational position of each delegate.\nAdjourned.\nThe annual dinner of the department was held on Thursday evening, July 3,\nin the ballroom of the Raleigh Hotel. Good fellowship reigned among the three\nhundred guests, and all joined heartily in the songs written for the occasion.\nMiss Ida Christine Iversen, retiring president, introduced the new officers and\npaid tribute to the faithful service of those retiring. Brief addresses were given\n\nby Superintendent Frank Ballou, Washington, D. C.; Miss Olive M. Jones, President of the National Education Association, and W. T. Longshore, president of\nthe Department of Elementary School Principals. The speaker of the evening\nwas then introduced : Mr. Reynold E. Blight, editor of The New Age, who spoke\non modern schools from a layman's standpoint.\n\nCONSTITUTION OF THE DEPARTMENT OF\nCLASSROOM TEACHERS\n\nAdopted at Boston, Massachusetts, July, 1922; amended July 5, 1923\nNAME\n\nARTICLE I. The name of this department shall be the Department of Classroom\nTeachers of the National Education Association.\nPURPOSES\n\nARTICLE II. The objects and purposes of this Department shall be :\nSECTION 1. To secure higher educational qualifications for teachers ; to secure\nteacher participation in school management; to secure adequate salaries, tenure,\n\npensions, and such other conditions as will enable teachers properly to function\nas a vital factor in educational progress to the end that the teaching service of\nthe country may be improved.\nSECTION 2. To promote, encourage, and assist organizations of classroom teachers and to promote coöperation among such organizations and the members thereof.\nMEMBERSHIP\n\nARTICLE III . Members of the National Education Association who are employed\nas classroom teachers and all members of classroom teacher organizations acting\nas officers or agents of such organizations, whether employed as teachers or not,\n\nshall be eligible to membership in this department, provided that no person shall\nbe eligible to membership herein unless such person shall be a member of the\nNational Education Association.\nOFFICERS-ELECTION\n\n- DUTIES\n\nARTICLE IV. The officers of this department shall be a president, a vice-presi-\n\ndent, and a secretary, and all such officers shall be elected by a majority vote of\nthe members present at the annual meeting of the department. The officers shall\nserve for a term of one year from the date of their election and until their suc\ncessors are elected, and shall perform the usual duties pertaining to the respective\n\noffices which they hold and such other duties as may be imposed upon them by\n\n"}
{"page": 496, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n469\n\nthis Constitution and the By-Laws of the department. It shall be the special duty\nofthe president of the department to prepare a program for the annual meeting\n\nof the department by and with the advice and consent of the executive committee\nand advisory council.\nEXECUTIVE\n\nCOMMITTEE -ELECTION\n\nARTICLE V. SECTION 1. The president, the vice-president, the secretary, and\nthree members of the department, who shall represent three different sections of\nthe country, to be elected in the manner hereinafter provided, shall constitute the\nexecutive committee. Elections to the executive committee shall be made by the\ndepartment at the meeting at which this Constitution is adopted. The candidate\nreceiving the highest number of votes shall serve on the executive committee for\naterm of three years ; the candidate receiving the next highest number of votes\n\nshall serve on the executive committee for a term of two years, and the candidate\nreceiving the next highest number of votes shall serve on the executive committee\n\nfor a term of one year. Annually thereafter, the department shall elect one member of the executive committee in place of the member whose term expires and the\nmembers of the executive committee so chosen shall thereafter serve for a term\n\nof three years.\nEXECUTIVE\n\nCOMMITTEE\n-DUTIES\n\nSECTION 2. The executive committee shall assist the president in preparing the\nannual programs and shall perform such other duties as may be imposed upon\nitby the department. The executive committee shall have power to employ an\nassistant secretary and such other employees as it may deem necessary to carry\n\non the work of the department, and, subject to the ratification of the department,\nto fix the terms for which such employees shall be employed and the salaries to\n\nbepaid to such employees and to prescribe the duties of such employees, in addition to the duties imposed upon such employees by this Constitution and any bylaws adopted by the department. The executive committee shall have power to\ndesignate centers at which regional conferences of the department shall be held.\n\nTheexecutive committee shall conduct the business of the department in the interim\nbetween the annual meetings of the department.\n\nThe executive committee shall\n\nbe authorized to fill all vacancies in its own membership. All such interim appointments shall be filled by election at the next annual election.\nBUDGET\n\nSECTION 3. On or before the first day of June in each year, the executive committee (of this department) shall prepare and submit to the executive committee,\nthe board of directors, and the representative assembly of the National Education\nAssociation, through the secretary of the Association, a budget setting forth the\nproposed expenditures to be made by this department during the ensuing year and\nthepurposes for which such proposed expenditures are to be made. Such budget\nshall set forth a statement of the estimated receipts of this department during the\nensuing year from membership dues levied under the provisions of Section 9 of\nArticle V of the By-Laws of the National Education Association, and a statement\n\nof the amount of money estimated to be necessary to be appropriated from the\nfunds of the Association for this department for the ensuing year. It shall be the\nfurther duty of the executive committee to see that the funds so set aside and so\nappropriated shall be disbursed for the purposes of this department in the manner\nprovided for in the budget.\nREGIONAL\n\nCONFERENCES\n\nARTICLE VI. SECTION 1. Regional conferences shall be held at centers designated\nbythe executive committee for the purpose of discussing and formulating educa-\n\nnonal policies and programs for the general meetings of this department and for\nthe further purpose of carrying into effect the policies and programs of this\n\n"}
{"page": 497, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n470\n\ndepartment and for the purpose of extending and educating the membership of this\ndepartment. The president shall have power and authority to call such regional\nconferences at such time as he shall deem advisable, provided that no\n\nsuch\n\nregional conferences called, as herein provided, shall conflict with any meetings\nof the Association.\nADVISORY\n\nCOUNCIL\n\nSECTION 2. The officers of such regional conferences shall be a chairman, selected\n\nby the conference, and a secretary, appointed by the executive committee.\n\nThe\n\nchairmen of the regional conferences shall constitute the advisory council of this\n\ndepartment, and when any conference fails to elect a chairman that center shall\nbe represented on the advisory council for that year by the secretary. The officers\nof the regional conferences shall submit written reports to the assistant secretary.\nANNUAL\n\nMEETING\n\nARTICLE VII. The annual meeting of this department shall be held at the same\ntime and place as the annual meeting of the National Education Association, and\nshall consist of business sessions and such programs as may be authorized by the\nexecutive committee. A conference of the officers, executive committee, advisory\ncouncil, and other members of the department shall be held at the same time and\n\nplace as the meeting of the Department of Superintendence of the National Education Association .\n\nThe president of the department shall be charged with the duty of preparing a\nprogram for such conference.\nAMENDMENTS\n\nARTICLE VIII. This Constitution may be amended by a two-thirds vote of the\nmembers present at any annual meeting of the department, provided notice in\nwriting of such proposed amendment shall have been filed with the secretary of\nthe department at least ninety ( 90) days prior to such annual meeting and published in the two issues of The Journal of the National Education Association next\npreceding the annual meeting of the Association, or by unanimous consent of the\nmembers at any annual meeting when notice of the proposed amendment has not\nbeen filed with the secretary and published as herein provided.\n\nTEACHER, WHITHER GOEST THOU ?\nMARK KEPPEL, SUPERINTENDENT OF LOS ANGELES COUNTY SCHOOLS\nLOS ANGELES , CALIFORNIA\n\nEducation is at once the most intensely local question, and at the same\ntime the most intensely National question that confronts any people. In\nour country, the development of an educational system has been very largely\n\na matter of chance.\n\nIt has been so because of the peculiar fact that edu-\n\ncation is a local question and a National one. In its administration, it is\nalmost absolutely a local question ; in our political approval of education, in\nprofoundly wise pronouncements with respect to it, it strikes us as a National\nquestion. Call on any great political leader in America, and ask him to\ntalk to you about education, and he will give you the finest wisdom that\ncan be offered by anybody ; and yet, as a matter of fact, if you will study\nthe real story of the real statesmen of America, you will not be able to\nfind half a dozen men in National public life whose declarations with\n\nrespect to education are any more than oratorical platitudes.\n\n"}
{"page": 498, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n471\n\nTheodore Roosevelt understood the problem of education, and understood\nit so well that he expressed it as it ought to be expressed. He said : \"The\nUnited States of America is as much interested in the educational welfare\n\nof a little boy on a ranch in Texas, as in the educational welfare of the\nproudest child of the proudest family in New York City.\" And there were\nleaders who said that Roosevelt was playing to the galleries; that he was\nindulging in a political platitude. To the average National politician, a\ndoctrine of that kind is nothing more nor less than political platitude.\nUnder our system of education, the support of schools is local, and so\nit a child is so fortunate as to choose a great city as his birthplace, he has an\nopportunity to be educated in one of the best free public school systems that\ncan be found, but if he is so unfortunate as to choose as his birthplace a\nfar-off mountain canyon, a stock farm in the desert, or any place that is\nsomewhat remote, or more remote, or most extremely remote from a great\ncity, he has the misfortune of having chosen for himself inadequate educational opportunity.\nNow, I am well aware that most educational leaders are prepared to tell\nus that one of the great things we need for education, first of all, is\nadequate training of the teacher; following adequate training of the teacher\nwe need tenure for the teacher; and following tenure for the teacher, we\nneed the continuity of support.\nTo my mind, the thing that is needed most in education in America, is\nequality of educational opportunity for every boy and girl, and we cannot\npossibly realize equality of educational opportunity until the teachers-the\nclassroom teachers of America-realize the need for that thing.\nI see you here today. I know perfectly well that you come from the\nrich cities of America.\n\nThere may be a few of you here from smaller com-\n\nmunities, but you are from rich communities. When I say \" rich communities,\" I mean communities that have a great deal of wealth in proportion to their number of children. Now, you may know superintendents or\nsupervisors who happen to be paid a fair salary for serving in a school\n\nsystem that is relatively poor, but the rank and file of the teachers, the classroom teachers of America, who are teaching in the school districts where\nwealth is expressed in children and not in money-those teachers are not\nhere. Even on excursion rates, they cannot afford to come, because the\nsalaries paid to them are inadequate ; and the salaries paid to them are not\ninadequate because the people of those communities do not believe in\neducation.\n\nIt would be difficult to find a community anywhere in America where the\ncommon people do not believe in free, public education. It would be diffi-\n\ncult anywhere in America to find a community where the people are unwilling to go their limit in taxing themselves to give to their children the\nkind of educational opportunity that they ought to have.\n\nIn California, we elected a governor by a majority of 200.000, whose\nplatform was that he was going to practice rigid economy. Communities\nsupport him and his State policy, and turn right around and put a bond\n\n"}
{"page": 499, "printed_page": null, "text": "472\n\nNATIONAL EDUCATION ASSOCIATION\n\nissue on themselves to the utmost limit. They applaud him for his address\ndeclaring that the thing that is needed is economy, that this wicked, wastefulness in the public schools must stop, and then they turn right square\naround with the sound of his speech still echoing in their ears, and vote\nbonds to the limit, because to their mind there is no extravagance in a local\ncommunity taxing itself to the limit for the support of its schools. And\nif wealth were equally divided, if the relative amount of wealth per child\nwere the same in every community and every State, everywhere, there\nwould be such a thing as equality of educational opportunity; but there\ncanbe no such thing, because we have by chance permitted our educational\nsystem to develop in its administration and in its taxing power as a local\ninstitution.\n\nWe believe in it as a National institution; we believe that\n\neducation is the supreme business of the state; our political friends tell\nus that the teachers in time of peace are the Nation's first line of defense.\nand that in time of war they are the second line of defense, and they tell\n\nus how they love the little red schoolhouse. You ask Congress to go down\ninto the National pocketbook and dig up an adequate supply of money so\nthat there may be a fair and equal chance for every boy and girl inAmerica,\nand see what happens. Well, the thing that happens will not be the thing\nthat matches with the words of the people who do the talking. Strange\nto say, there are a lot of us who refuse, by active personal individual support, to adhere to the doctrine which we declare we intimately believe in,\nnamely, that there ought to be equality of educational opportunity for every\nboy and girl.\n\nAnd so we try to tell what is wrong with the rural schools; this is wrong\nand that is wrong; but there is only one thing wrong with the rural schools,\nand that is poverty-upright, outright, downright, inright, persistent, everlasting, eternal poverty. And that condition will continue for the rural\n\nschools until the classroom teachers of America get it into their inner consciousness that that is the real thing that is wrong with the schools of\nAmerica. I believe that when the classroom teachers of America really\nunderstand that, they will be able to do the things that need to be done not\n\nonly to speed up the oratorical ability of our congressmen and our senators\nand our presidents, but to speed up their official activity to the point where\nthey realize that you cannot provide the bread of life by offering people\npretty speeches .\n\nThe best schools in America are in the cities. They will continue to\nbe in the cities.\n\nIn my own little county, if a girl wants to teach in the\n\ncity of Los Angeles she may start in at $1400, and if she teaches long enough\nshe may get $2100 as a grade teacher.\n\nIf she wants to start in a little city\n\nalongside of Los Angeles, after she has taught three years in that city she\nmay get $1400. Then if she wants promotion, she must move into the\ncity of Los Angeles. And that city that can never pay more than $ 1400\nunder present conditions, can never hope to hold in its teaching faculty the\nlive, progressive, aggressive, determined young men and young women who,\n\n"}
{"page": 500, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n473\n\nwhile they are willing to devote themselves to the blessed cause of education unreservedly, prefer to devote it without starvation.\nAs a matter of fact, that little district alongside of the big city helps to\nkeep the big city alive, helps to make its wealth. The great city of New\nYork depends for its wealth upon every man and woman and child beneath\nthe starry banner of liberty, and it owes to every one of us a fair measure\nofsupport for our schools in our communities, no matter where they may be.\nBut I hear the people say, \"Oh, you couldn't tax the whole country for\neducation for a local community. You couldn't do that.\" Well, our\nwriters tell us that in times of peace the teaching body of America is our\nfirst line of defense; what is our second line of defense in that time ? Why,\nthe army and the navy.\n\nIt is our first line in time of war; and I don't\n\nbelong to that school of people who are going to close up the army and\nthe navy; I am ready to do away with the army and the navy when the\ntime comes that selfishness is no longer dominant in Europe. We never\nhesitate to tax anybody, everybody, everywhere, to get the money to take\ncare of the army and navy : and having laid the taxes, we are not seriously\nconcerned where we put the navy or where we put the army, or where\nwe put the navy yard or where we put the arsenal, or where we put\nthe fort. We are not seriously concerned about that. We put those\nthings where we believe they will best contribute to National defense.\nWhere would the money spent on free popular education best contribute to\nNational defense?\n\nIt would best contribute to National defense in those\n\nschoolrooms where now there is not enough money being spent. And where\nisthat? It is increasingly as you get away from the larger cities, but you\nbeginto find it as soon as you get away from the city.\nThere are American States that under present conditions, if they tax\nthemselves to their taxable limit for the education of their children, cannot\npossiblyprovide all the teachers that are necessary to teach all the children\nin those States, where they have 40 children to the room-not 20 to the\nroom but 40 to the room-and pay an average salary of $900 a year to the\nteachers. And I have heard statesmen, I have heard ministers, I have heard\nLawyers, I have heard newspaper editors, I have heard all the representatives of the learned professions except school teachers, telling people that\nthey ought to go back to the country. As long as present educational conditions continue in America, no wise father or mother whose boys and girls\nare growing up is going to be lured by that cry of \"back to the country.\"\nThe country is not the best place for a boy or girl these days, because the\nproper opportunity is not offered to the boy or girl in the country. Pick\nahundred thousand country children from the back counties of any one\nof our States and put them alongside a hundred thousand picked from one\nof our great cities; you will find that the children of the great cities, by\nyears, weigh more, are farther advanced in their studies, are clearer of\nmind, are stronger as athletes, and are more capable in every respect.\nWhy? Because they have all the opportunities that wealth can offer to\n\n"}
{"page": 501, "printed_page": null, "text": "474\n\nNATIONAL EDUCATION ASSOCIATION\n\nthem, while the children in the country have had only the opportunitiespractically-that nature could offer to them. And nature is dependent on\nrainfall and snow and sunshine, and a lot of conditions that need to be\n\ngreatly helped by the thoughtful and energetic study and activity of man.\nNow you say, \"What is the teacher going to do about it?\" I hope the\nteacher is going to think about it. And no thought is worth thinking that\ndoes not pass over into action. You haven't any time to waste in thinking\nif your thinking is not going to pass over into action.\nHave you read the newspapers ? Have you read the indictments of the\n\npublic schools? Are you familiar with what they charge us with? We are\ncharged with everything. They charge us with those two boys in Chicago.\nWe are no more responsible for those two boys in Chicago than we are\n\nresponsible for the Crucifixion, 1900 years ago. They charge us for the\nwave of crime that is sweeping the country. We are not responsible for\nthe wave of crime. The responsibility for this condition that is upon\nAmerica is upon those who have not adequately, through their statesmanship, grappled with the problem of ignorance.\nThe great menace of mankind is ignorance. The slavery of mankind is\nthe slavery of ignorance. The great Teacher declared that he was come\ninto the world that men might know the truth, and the truth should make\nthem free.\n\nThere is no freedom in the world except the freedom of intel-\n\nligence, and the only way to get the freedom of intelligence to the great\nmass of the people, is by giving the great mass of the people an adequate\npublic school system. Giving them an adequate opportunity is to provide\nenough money to pay an adequate salary to a properly trained man or woman\nto teach in the classroom of every public school in America.\n\nHow much ?\n\nI don't care. I am not at all affrighted about the money that we put\ninto education. Our great fire insurance companies have a lot of paid\norators going up and down the country telling us about preventable fires.\nLast year, five hundred million dollars worth of property burned, and\n$375,000,000 of it was preventable, and they have men telling us about it,\nand telling us to be careful where we throw our cigarette stumps. Well,\nif I was a school teacher I would be careful about that.\n\nBut those selt-\n\nsame fellows that are so tremendously interested in preventable fires tell\nus nothing about that preventable fire that represented an expenditure\nof $2,300,000,000, last year, for smoking-tobacco. Why worry about the\n$500,000,000 that we wasted in houses and barns and car shops and havstacks, and things of that kind, when we aren't at all concerned about the\n$2,300,000,000 that we wasted for cigarettes and pipe tobacco and so forth?\nI have a notion that, if we had the figures collected, we would find there\nare today in America six million boys and girls who are not given a fair\nand equal educational opportunity, and that there are 250,000 classroom\nteachers who are not receiving a square deal, because we have a financial\nsystem for the support of free popular public education in America that is\njust about as inadequate and inefficient and childish as anything that can\nbe found in Government in America, and I do not believe that any political\n\n"}
{"page": 502, "printed_page": null, "text": "475\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\nparty now operating has any intention of doing anything about it. They\nmay pass resolutions. We have been spoon-fed on resolutions. It is baby\nfood. What we want is action; what we want is money. How many\nthousand years will it take Congress to appropriate a hundred million dollars\nto start this work going? Perhaps our grandchildren will have opportunity\nof announcing that the bill has been signed by the President.\nPerhaps we need a minister in the President's cabinet. It might be a\ngood thing to have a watch-dog who would bark a little bit, but I want to\ntell you that we need a few paper dollars back in the little rural schools\nin the mountains, on the deserts, and in the cotton fields; wherever there\n\nis inequality, we need a few of the paper dollars that belong to Uncle Sam\nagreat deal more than we need a minister in the President's cabinet.\n\nWhat\n\nwe need is the bread of life for our boys and girls who are not now getting it. How are we going to get it? Well, there is only one way to get\nit; that is to go after it.\n\nI have heard some friends say that it is the duty of every boy and girl to\neducate himself or herself, and I agree with that. Self-effort is supreme ;\nit cannot be avoided, but there must be opportunity afforded for the exercise\nof self-effort. The gate of opportunity is open to boys and girls in the big\ncities, but it is not open to boys and girls in smaller cities, and still less is it\nopen to boys and girls in the country; and the more remote you are, the less\nthe gate is open; and if open at all, the shorter the time that it is open.\nAnd the teachers, as we follow them in our thoughts out into the country\nand away from the cities, are increasingly, ever more and more, giving their\nlives as martyrs, trying to maintain an American Nation with American\nideals, and trying to do it with inadequate salaries and inadequate support. When I think about it, I feel like saying, \"Teacher, whither goest\nthou, to martydom or to crash the gate ?\"\n\nDISCUSSION OF NATIONAL EDUCATION ASSOCIATION\nTENURE REPORT\nFRED M. HUNTER, SUPERINTENDENT OF CITY SCHOOLS, OAKLAND\nCALIFORNIA, CHAIRMAN\n\nI am glad indeed that the classroom teachers are learning to give expression to their own attitudes and desires. My own experience with classroom\nteachers in California has shown them to be not quite so timid as the president indicates. We have a bunch of them in Oakland that tell the superintendent where to head in, when they feel like it, and the superintendent\nusually heads in, too, let me tell you. And some of them are right here in\nthe front seat.\n\nNow this tenure report, fellow teachers, is serious business. It is serious\nbusiness from the standpoint of what the National Education Association,\nthe great National organization of the teachers of the United States, is\ngoing to do whether or not its leadership is to be intelligent; whether or\n\n"}
{"page": 503, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION ASSOCIATION\n\nnot it is to be of real help to those groups and those organizations that are\ntrying to bring about sane tenure legislation. What we do here at this\nmeeting will have much bearing on what teachers' organizations in the\n\nvarious States will do in carrying out their programs toward teacher tenure.\nIt is most important to see this matter in the large.\n\nIt is most important\n\nthat we know what we can expect; that we do not try to do too much at\n\nonce; that we do not try to go too far; that we understand the public\nthat we have to deal with; and that we do not overreach ourselves in our\n\nattempt to do the right thing for ourselves and for the schools.\nThe purpose of the Tenure Committee was, in the first place, to make\nsure that there was a very clear distinction between the purposes of tenure:\n\nbetween what teachers' organizations are going to do in tenure, and the\ninterests of the public schools. We can expect not to get very far, if we\nundertake simply in a selfish attitude a program toward tenure. What\nwe do must be done for the children and the schools of America.\n\nYour\n\ninterests and mine are identical with the interests of the public schools of\nthis country.\n\nThe interests of the classroom teacher, so far as tenure is\n\nconcerned, are identical with the interests of the schools of this country,\nand I think the evidence here in this report shows that very clearly. That\nwas the first purpose of the committee.\nThe second purpose of the committee was to furnish a body of facts.\nWhat are the facts ?\n\nNow, most of the arguments against tenure are sup-\n\nported by opinion; and I am afraid in the past a good many of our efforts\nin behalf of tenure have been supported pretty largely by opinion. Our\nopinions may be right, but when we get up against political machines, and\nsometimes when we get up against entirely sincere but hardheaded business\nmen and statesmen, we need facts, and it was the purpose of the committee\nto furnish, in its survey, some means whereby organizations that are striving\n\nto bring about the right sort of legislation as to tenure might have the\nmaterials with which to work.\n\nNow the committee hopes finally to suggest a remedy as to what a tenure\nlaw should be, and to suggest a set of standards towards which teachers\nshould work in defending their policy of tenure. The policy of tenure is\nunquestionably defensible, as you will see from the evidence given here. If\nteachers are to defend that policy, then it is the opinion of the committee\nthat there must be some standard of professional improvement which the\nteachers themselves set, and with which they can go to the public and say :\n\"These are the things that we are doing to improve ourselves professionally.\nThese are the things that we are doing to make ourselves better and stronger\n\nteachers. We are asking nothing in this matter of tenure only in the name\nof right and justice and of the public schools; if you give it to us we will\nlook out for the very best professional interest of the whole teaching body\nof the United States and of our State.\"\n\nNow, the outline of the facts as presented here is as follows: The com-\n\nmittee first considered the problem of teacher turnover. They considered\nthe matter of political dismissals ; they considered the matter of court cases\n\n"}
{"page": 504, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n477\n\nor the status of the teacher as shown by court decisions in this country ;\nthey considered the matter of present practices in tenure, that is, what do\nthe State laws now contain on teacher tenure ? What do the local regulations provide concerning teacher tenure? What do foreign countries do\nwith reference to teacher tenure? All of these points were considered by\nthe committee.\n\nThen the committee secured a list of the proposed measures, which are\nbeing pushed before State legislatures by teacher organizations, and the\ntendency of those measures. They then attempted to set up, by what we\nthink is a defensible and valid method of investigation, a standard, I will\nnot say of attainment, but a standard upon which all teachers could stand\n\nrelative to dismissals. Friends, if we were to do what some of us have\nsometimes, in our feeling of outraged justice, proposed to do, make it impossible ever to dismiss a teacher, we would do the worst thing for sane\ntenure that we could possibly do. You all understand that, just as well\nas I do, and all of you ought to remember that, even at times when you\nare smitten. Even at times when we feel that political groups have outraged\nthe profession in your community, remember not to do things that are going\nto react upon the sane program that you are finally seeking to secure.\nNow, I have heard groups talk, sometimes, just a little bit insanely about\nthismatter. I have heard them advocate things which, upon sane reflection,\nthey could not defend, and which would react against the very thing that\nthey are intending to secure.\n\nThe teaching profession must set up its own standards of merit.\n\nFor\n\nwhat ought a teacher to be dismissed ? All the tenure laws thus far name\n\ncertain things for which a teacher ought to be dismissed, or provide for\ndismissal for certain causes. Where shall we go for the best standard for\nthat? Shall we leave it to the legislature to do by guess ? Shall we try\nto guide sentiment in communities and States, out of our own wisdom,\n\nout of our own research, out of our own findings ; or shall we let it be done\nby political groups ? No; the only wise way is to do it ourselves, just as\nin the case of professional standards, the profession ought to set those\nstandards, and so we ought to decide by vote the best way that we can, as\nto what the standards for dismissal or retention should be. And finally,\n\nthe committee attempted to prove the validity of its methods.\nWe will first consider the instability of the profession-and, friends,\nhere is a place where the identity of the interest of the teacher and the\ninterest of the school, or the interest of the public school system, are entirely\ncoincident : Is our profession stable ? Well, it is not, and the statistics\nand other definite facts show very conclusively that it is not.\nA survey made by the teachers of the State of Washington shows that\ntenure in that State is very unstable. The percentage of teachers in the\nvarious groups or communities that are new to their positions each year, in\nsmall communities is 76.9 per cent. A survey by Mr. Sanderson, assistant\n\nState superintendent ofWisconsin, shows a percentage ranging from 65 to 68\nT\n\nper cent of rural te\n\nthe State of Wisconsin, to be new in their\n\n"}
{"page": 505, "printed_page": null, "text": "478\n\nNATIONAL EDUCATION ASSOCIATION\n\npositions. In New York the survey shows that the life of the teacher's certificate is about six years, and surveys in various other States show the same\ndeplorable condition.\nThen the committee secured at first hand the estimates as to teacher\n\nturnover from the State superintendents, all States but two responding,\nrepresenting 705,000 teachers. These estimates show that at least 110,000\nare new each year in those States. That is a percentage of 16. Sixteen\nper cent of the total teaching body of the United States is new each year.\nThe range is from four per cent in Florida to 47 per cent in Wyoming.\nNow, take the cases of political dismissal. The report does not contain\nall the facts concerning the cases of political dismissal, but I was directed\nby the committee to present them to you now. I am not going to hesitate\nin the least to tell the facts that are in our possession. I think they should\nhave been printed in the report. However, some of the officials of the\nAssociation thought it unwise to print these, but I am going to see that\nthey are printed in the record here, and I will be glad to furnish a list\nof those instances to any group of teachers who are working for tenure,\nwho may want to use them. I am going to tell them to you now.\nThere have been a number of outstanding and noteworthy cases of dismissal of high educational officials, that have attracted the attention of the\nNation.\n\nSuch examples as these : Dr. Thomas E. Finegan, of Pennsylvania;\n\nDr. Charles E. Chadsey, of Chicago; Dr. Withers, of St. Louis; Superintendent Stockton, of Johnstown, Pennsylvania, and Dr. William L. Ettinger, New York City. Dr. Ettinger was dismissed by a political machine\nthere within a month or two of the end of his four-year contract, simply\nfor political purposes and political punishment.\nI would like to ask if any superintendent of schools that dares, with his\nteaching body and the profession behind him, to stand for a progressive\nprogram in education that means the education to good citizenship of all\nthe children of all the people, is safe in his position? Is there any place\nin the United States where he is safe ?\n\nIf there is, I don't know of it.\n\nThe\n\ncases that I am about to present are outstanding instances of spoliation for\npolitical purposes of teaching bodies, most of them in large cities.\nThere is first the Portland case: The report from the subcommittee of the\n\nPortland case says the public schools suffered from politics and gross favoritism; injustice was inflicted on many teachers who were dismissed without\nwarning and without even knowing the cause of their dismissal. No teacher\nfelt secure in her position solely because of her efficiency. If her principal\nor some influential patron had a grievance against her, she had no opportunity to defend herself, or to disprove the assertion of one whose complaint might be founded on a trivial matter. The whole teaching corps\nsuffered from the demoralization that such a state of uncertainty would\ninevitably cause, and the election occurred so late in the school year that\nteachers who were not reëlected had scant opportunity to secure positions\nin other schools for the next year.\n\n"}
{"page": 506, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n479\n\nIn many instances, this state of affairs resulted in subservience, and\nefficiency suffered accordingly.\n\nThe next case is that of Chicago. It is well known all over the country.\nYou people know it probably as well as I do, but I will give the figures\nofit as reported by the subcommittee for Illinois, working under the tenure\ncommittee of one hundred. Sixty-eight teachers were dismissed in Chicago\ntor purely a political reason and no other, fifty-four of whom, as the report\nsays, were rated A and B on a four-point scale. That act, combined with\nthe result of a court decision-I shall mention court decisions very shortly,\nandyou will see the point of this when I do-resulted in the Illinois tenure\nlaw, which I am very sorry to say applies only to the city of Chicago.\nIn the city of Denver, in the summer of 1915, seventy-six teachers were\ndischargedby a political board after school was out, without warning, and\na school system was wrecked, for what purpose? To satisfy the desires\nofapolitical machine, in order that they might appoint teachers to the places\nofthese who had been dismissed, and for no other reason.\nThen there is the case of San Diego, California. This is in our own\nState, and I happen to know just what happened down there, and I know\nhow quickly the other school systems of the State picked up the teachers\nwho were dismissed. We took two of the principals in Oakland, they have\nbeen two of our leading principals ever since. The city of Los Angeles\ntook the dismissed high school principal, and put him in as assistant superintendent.\n\nHe is there now, one of the most efficient in the whole corps .\n\nMy friends, the San Diego school system was simply wrecked by a\npolitical board that went in for that purpose, to create for itself support\nthrough the teaching body of the public schools, and to intimidate teachers\nso that they would not express their own opinions, and would do nothing\nbut stand behind the political board who intended to build up a political\nmachine for itself. Twenty-one teachers were discharged, every one of\nwhom, principals and all, had a satisfactory record.\nThe case for tenure can be proved on this evidence alone.\n\nI am not\n\nsure that it can be proved upon the matter of teacher tenure, because we\nare not sure yet that tenure will cure this instability that is shown in the\ndata concerning teacher tenure, but in this matter of political dismissals\nthere is yet to be found a single instance in which any board or any group\nof politicians has been able to take over for political purposes the teaching\nbody in a city where tenure prevails under State law or city rules. The\ncase for tenure, I say, can be made upon this matter of political dismissals.\nNow, I must say one more thing. Court cases and what they show have\nagreat deal to do with our program. Our program, friends, must be set\nup in view of the fact that practically all the court decisions show very\nconclusively that the attitude of the court concerning the position of\nteachers is that boards of education, in the absence of tenure legislation,\nare the judges of the fitness of teachers, and the sole judges of the fitness\nofteachers. It is all right to clothe boards of education with certain powers\n\n"}
{"page": 507, "printed_page": null, "text": "480\n\nNATIONAL EDUCATION ASSOCIATION\n\nto judge the fitness of teachers, but is not right to give them absolute power\n\nto \"hire and fire\" at will, because if that power is given, friends, boards of\neducation themselves being political bodies, are subject to the machinations\nand the intrigues of these various political groups that the public schools\nought always and must always fear and guard against. So remember that.\n\nSINGLE SALARY SCHEDULES\nCORA B. MORRISON, ELEMENTARY TEACHER, DENVER, COLORADO, CHAIRMAN\n\nIn February, 1924, at the request of the president of this department, a\ncommittee of Denver teachers was appointed by William A. Shute, president\nof the Classroom Teachers' Association, to prepare a national report on the\nsingle salary schedule \"for the edification of classroom teachers.\" The\ncommittee so appointed consisted of thirteen women and three men, and\nrepresented all grades in the system from the kindergarten to the twelfth\nyear, inclusive.\nThis committee decided to secure first hand data which would enable it\n\nto determine the following points of outstanding interest to classroom\nteachers: How many cities have adopted the single salary schedule? What\nwere the reasons for changing from the conventional type? What arguments are used for or against it where it has been tried? What has been\nits effect upon the teaching body subject to its provisions ? Is there any\nevidence that interest in the plan is increasing?\nThree different questionnaires were sent: one to 166 teachers' organizations; one to twenty-five cities known to operate under the conventional\n\nschedule; and one to 154 cities reported by the Research Bureau of the\nN. E. A. , as claiming some sort of single salary schedule, a total of 345\nquestionnaires. Each questionnaire defined a single salary schedule as one\nwhich embodies the principle of equal salaries for all teachers of equal\npreparation and experience.\n\nThirty replies were received from teachers' associations in cities having\nthe conventional type of schedule. These cities were large, fifty per cent\nhaving populations in excess of 100,000.\nTen of these organizations reported that either the superintendent or the\nboard of education did not approve the single salary schedule. In eleven\ncases there was no opposition by the administration.\n\nIn ten cases the ex-\n\npense was regarded as prohibitive, and in fourteen cases teachers were\ncharged with lack of effort to secure it. Six organizations were studying\nthe subject and preparing to ask for the new schedule.\nFifteen teachers' organizations, in cities having the single salary schedule\nin operation, replied, eleven from cities west of the Mississippi River. In\neight of these, the teachers had been active in securing the new schedule. In\ntwo cases the superintendent had been the leader in the movement. In\none, it was a substitute for a merit system.\n\nIn only three cases was the\n\nschedule worked out by the superintendent without the aid of teachers. In\n\n"}
{"page": 508, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n481\n\none case the work of the teachers' committee was revised by the superintendent with unsatisfactory results.\nThe reasons for establishing this type of schedule, the arguments favoring\nit and results obtained from it were practically the same as those reported\nby superintendents in systems operating single salary schedules.\nTwo questions were asked on a questionnaire sent to twenty-five large\ncities operating the conventional schedule: \"Are you in favor of the single\nsalary schedule for teachers ?\" and \"Will you state your reasons for or\nagainst this form of schedule ?\"\n\nEleven superintendents replied. Of these one had just established the\nsingle salary schedule in his system; another will put it into operation next\nyear; two are now studying it; one had made no study of it ; one was very\nmuch opposed to it; and four expressed approval of the single salary schedule. One of these, from a great northern industrial city, wrote as follows :\n\"I believe in the slogan: Equal pay for equal training. I believe, further, that\nmuch of the success of a child in his school work is determined by what happens\n\nto him in the early grades . I know, also, that the care and education of children\nin the kindergarten and first grades if this care and instruction are based upon\nintelligent measurement and study-require a very high order of ability.\nI am convinced that a person cannot be adequately trained to do the work in\nthe elementary grades in less than four years, and that if there were incentives\n..\n\nfor elementary teachers to invest the amount required for four, six, and eight\nyears of study on elementary problems, the investment would be made. The best\nincentive that I know of is the salary schedule. In my judgment the ideal salary\nschedule would give equal pay for equal ability, but at present the most satisfactory means of encouraging development of ability is through equal pay for equal\ntraining.\"\n\nThis particular group of eleven superintendents studying the new\nschedule, certainly shows the balance of sentiment is in its favor.\n\nSeventy-three of the 152 cities reported as claiming to operate single\nsalary schedules, replied to the questionnaire. Thirty-six of these ranged\nin population from 3000 to 50,000. Nine reported populations ranging\nfrom 100 to 400 thousand, Minneapolis being the largest and Denver next\nin size. Nine of the twenty-five States represented are east of the Mississippi river.\n\nThe first question asked was this : \"What conditions led to the estab-\n\nlishment of the single salary schedule in your school system ?\" Replies\nindicated that recognition of the unfairness to teachers of the old type of\nschedule, combined with the necessity of finding some way of holding\nsuperior teachers in the service of the elementary schools, had led to adoption of the single salary type. In many cases it was evident that the dissatisfaction of teachers with the differentiated schedule had been a factor\n\nin the establishment of a democratic plan of paying teachers.\n\nIn a number\n\nof cases no schedule had existed previously and the adoption of the single\nsalary type registered, perhaps, the advent of a young and progressive\nsuperintendent.\n\nConcisely stated the new schedule was advocated by superintendents for\n\n"}
{"page": 509, "printed_page": null, "text": "482\n\nNATIONAL EDUCATION ASSOCIATION\n\nthese reasons: It is easy to operate and permits better business methods;\nit eliminates class consciousness among teachers and defeats unionism; it\ncontributes strongly to a feeling of unity and satisfaction in the corps ; by\nfinancial recognition of additional experience and training, it promotes\ntenure; it attracts superior ability and training to the elementary schools,\nand gives elementary teachers a higher appreciation of their service; it\nemphasizes high standards of professional attainment and encourages professional study and growth, thus producing more efficient teaching in every\ngrade; it permits the transfer of teachers without financial loss from positions for which they are not adapted to positions where they can render\nefficient service; the work of the elementary teacher is as valuable to a\ncommunity as the work of the high school teacher, and should receive the\nsame reward where qualifications are the same; preparation, experience,\nand professional growth present the \"only reasonable basis\" for salary\ndifferences; \"justice\" or \"fairness to the teachers\" was named by thirtysix superintendents as the basic argument for the single salary schedule.\nAn eastern superintendent wrote :\n\"I cannot see why any arguments are needed to justify the single salary schedule. The program justifies itself on its face. Only those who are grossly unfair\nin their attitude toward life would dare oppose it.\"\n\nAnother from the middle west replied :\n\"This form of schedule puts an emphasis upon adequate training for teaching,\nupon experience, and upon growth in service. It recognizes practically, what any\nreasonable person must admit in principle, that a child is as important at the\nage of five or six as he is at the age of fifteen or sixteen, and that the teaching\n\nprocess is probably equally difficult at every point. It ends the old draining away\nof crack teachers from the lower grades.\n\nAs far as getting men is concerned,\n\nwe have had no trouble in commanding able men with salaries that honestly pay\nthoroughly able women.\"\n\nIn most cases the change to the new schedule was immediate and with\n\nincrease. In general, the mechanical process of putting the plan into operation was to formulate the schedule, basing it upon training, experience, and\nprofessional growth ; to secure its adoption by school boards ; to obtain from\nteachers in the service definite statements of their professional preparation\nand experience; to evaluate these according to definite standards included\nin the schedule, and then to place teachers in their respective salary groups\nafter formulating a new budget.\nDifficulties to be overcome were: Evaluating preparation and professional\ntraining; recognizing and evaluating experience gained in other school sys\ntems. The practice varied from no recognition in some cases, to five or\nsix years in accredited schools in others; adjusting elementary teachers\nalready in the service on the higher levels of the schedule according to\npreparation and experience in the particular system; placing on the schedule\nthe older teachers who could not be expected to meet the new standards.\nbut who had given long years of faithful service in the system. In this,\nusually, great consideration was shown by special adjustment.\n\n"}
{"page": 510, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n483\n\nNo one reported any friction and frequently it was stated \" easily done.\"\nIn no case were existing salaries reduced, and in all cases new teachers\nentered under the provisions of the new schedule.\n\nThe effect of the schedule upon extension courses and professional study\nand growth was encouraging. The following are examples of the comments made on this point: One hundred per cent increase; one hundred per\ncent attended summer school the first year, ninety-five per cent the second ;\n\nfrom six teachers taking professional courses before it was introduced\nto 100 the first semester after; more than doubled the amount of professional study, etc.\nThe larger number of superintendents reported an increase in the\n\nfinancial burden ranging from ten per cent to fifty per cent. Eighteen\nreported no increase, but indicated that the additional expense was met by\nincreasing teacher load, by better business management, and other economies. No one reported any objection on the part of taxpayers to the\nnew plan.\n\nThe committee briefly summarized the results of this investigation as\nfollows:\n\n1. The number of cities operating a single salary schedule probably does not\n\nexceed eighty and a great majority of these are small.\n2. There is an indication of increasing interest in this subject on the part of\n\nsuperintendents and teachers in large systems. The establishment of the new\nschedule in the great city of Minneapolis is encouraging.\n3. Many arguments are advanced in favor of the plan, and practically but one,\nits cost, against it.\n4. The effects of the schedule upon the morale and efficiency of the teaching\nbody are uniformly good.\n5. The argument that high school teachers would not favor the establishment\nof a democratic schedule is disproved.\n6. Classroom teachers of all groups were active in formulating schedules and\nsecuring their adoption in the majority of cities operating this plan.\n7. Ignorance and indifference in regard to this important question exist to an\namazing extent among organized groups of classroom teachers, particularly in\neastern localities .\n\nSPECIAL REPORT FROM DENVER\n\nOut of our experience in a system which has successfully operated a\nsingle salary schedule for four years, the committee begs leave to submit\nthe following special report :\nFirst, we define a single salary schedule as one which pays equal salaries\n\nto all classroom teachers having equal academic and professional preparation and training, and equal experience.\nSecond, we assert as a fundamental truth that the teaching service rendered on each successive level of the school course of twelve years requires\n\nequal-though not necessarily the same ability and knowledge, is equally\nvaluable to the community, and, therefore, should receive equal reward\nwhere teacher qualifications are the same.\n\n"}
{"page": 511, "printed_page": null, "text": "484\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe realize that single salary schedules will vary in form and detail in\ndifferent localities, but the true single salary schedule, which type we claim\nin Denver, will take into account, we believe, but two fundamental factors\nin determining the salary of a particular teacher at a given time, namely.\nacademic and professional training, and length of service.\nThe success of every school system depends in largest measure upon the\nfaithful service of the average teacher, the type which comprises the great\nmajority of classroom workers in each group in the system. It is this large\nbody which school administrators should especially consider, because under\nright conditions and progressive leadership the level of natural ability and\nof professional attainment and efficiency in this great majority will rise\nhigher from year to year.\nNo single factor in a school system contributes more to this upward trend\nin the mass of teacher ability and service than does the salary schedule.\nThe schedule, therefore, is of vital importance, not only to teachers, but to\nadministrators .\n\nThe so-called merit factor, operated to influence salaries, destroys at\nonce, we believe, the single salary feature of the schedule, and the morale,\nand, hence, the efficiency of the great body of teachers on whose happy and\nearnest coöperation the success of the system depends. So, too, that particular form of special privilege which establishes a differential based solely\nupon sex, destroys the single salary feature of the schedule as well as the\nprinciple of justice and democracy which it is designed to establish in the\nschools.\n\nWe therefore regard the factors of merit and sex as objectionable features\nwhich should be carefully considered by classroom teachers. These\nfeatures, we believe, will disappear, as teachers, both men and women.\nthroughout the country become more alive to their individual responsibilities, and as a result, refuse to endorse conditions which react to lessen\n\nthe highest efficiency and progress of the great body of workers in our\npublic schools.\n\nWe in Denver claim that the single salary schedule, safeguarded by a\nprobationary period of three years for entering teachers, and by a progressive system of supervision, is, in itself a merit plan, reducing inefficiency\nto a minimum on every level of the system. The claim that such a\nschedule drives men out of the system is denied by the men on this committee, who assert that, instead, men in larger numbers will be drawn into\nthe service of the elementary schools where the salaries are equal to those\nin the high schools.\n\nThe building of the schedule is of prime importance, because it determines the future qualifications of the teaching body. It should state\ndefinitely the standards of professional attainment on which salary rewards\nare based, and its provisions should foster constantly rising standards.\nSuperintendents should have the ability and the willingness to lead in building a schedule, but a single salary schedule should, we believe, be made\ncooperatively, superintendent and teachers working together.\n\nIn no other\n\n৮,\n\n"}
{"page": 512, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n485\n\nway can the object to be attained by the schedule be understood and appreciated by those who must serve the schools under its provisions. Furthermore, when the schedule is thus formulated, there will exist that close\nand sympathetic coöperation between the two factors which insures success\nin carrying out its provisions and securing its objectives.\nThis type of schedule is not, as some seem to believe, the product of\njealousy and selfish ambition ; rather, it is a supreme expression of the\nlonging of the American classroom teacher for justice and democracy in the\nschools. The discerning superintendent will not fail to recognize this\nfact, and to take advantage of the tremendous forces which underlie this\nreform.\n\nThe claim is sometimes made that the single salary schedule will tend\nto become automatic. \"Once the principle is established that high school\nteachers and elementary school teachers are equal, why not all teachers,\nirrespective of merit, length of service, or preparation?\" Those who make\nthis claim overlook the basic principle of the single salary schedule. This\nschedule, as we have said, rewards with equal salaries high school teachers\nand elementary teachers of equal preparation and length of service. To\nargue the disappearance of this distinctive feature of the schedule, is simply\nto argue the substitution of a different schedule for the type which is under\nconsideration.\n\nIncidentally, we should like to ask those who advance the objection if\nanything can be more automatic or more deadening in its effect upon the\ngreat mass of teachers in a school system than the conventional differentiated type of schedule ? Under such schedules the only hope of teachers\nin the lower grades for social, professional, or economic recognition is to\n\nleave those grades as soon as they can and join the elect in the high school.\nAs the number of positions in the higher years of the school course is\nlimited, eighty per cent of the teaching body must remain where it is unrecognized, unappreciated, and grossly underpaid. It is impossible, we\nbelieve, to overestimate the destructive influences of such schedules upon\n\nthe efficiency of the elementary schools and the evil effects do not end\nthere and we unhesitatingly assert that the sooner the differentiated type\nof schedule is displaced by something more reasonable, the better for the\neducational interests of the Nation.\n\nElementary teachers provide the foundation for all higher education.\nIn addition they bear the sole responsibility of educating the masses of the\npeople, and to them also is chiefly entrusted the task of Americanizing the\nforeigner, and of socializing and democratizing community life. Increasing demand for greater efficiency in the elementary schools makes it the\nduty of administrators to establish those conditions which will react in\n\nadequate service to the public. We believe that the single salary schedule\npresents a reform in our educational system which will accomplish this\npurpose, and we therefore advance the following as our final argument\ninits favor:\n\nThe single salary schedule recognizes the fact that the elementary\n\n"}
{"page": 513, "printed_page": null, "text": "+86\n\nNATIONAL EDUCATION ASSOCIATION\n\nteacher, in order to meet efficiently her vital responsibility to the public,\nshould be as well trained and educated as the high school teacher, and it\n\nendeavors to provide a salary which will not only enable her to make\npreparation, but which will hold her permanently in the service of the\nelementary schools. At the same time it protects the right of every elementary child to a well prepared, adequately paid instructor, and by so\ndoing advances the educational interests of the masses of the people, which\nin every community depend so largely upon the elementary schools.\nThe single salary schedule may increase the cost of the schools to the\npublic, for it means higher salaries to the largest group of teachers, but\nit means immeasurably better schools. In time the American public wil\nbe convinced, as the Denver public is convinced, that \"the product of\nsuperior teaching is real,\" and then the cost of this reform will become a\nmatter of secondary consideration.\nIt would be impossible for a committee of Denver teachers reporting\non the single salary schedule to close the report without an expression of\nappreciation for our Board of Education whose broad-minded, publicspirited policy led them to adopt this just and democratic principle in\nsalary rewards, nor can we fail to mention the splendid leadership given to\nthis reform by our superintendent, Mr. Jesse H. Newlon.\nWe cheerfully commend Mr. Newlon as a master builder of salary\nschedules, and we take pleasure in announcing that the final adoption of\nthe single salary schedule early in 1920 marked the beginning of a new\nera of progress and achievement in the schools of Denver .\n\nREPORT OF THE COMMITTEE ON EVALUATION OF INSTRUCTION OF THE DEPARTMENT OF\n\nCLASSROOM\n\nTEACHERS\n\nGUY M. WILSON , PROFESSOR OF EDUCATION, BOSTON UNIVERSITY\nBOSTON , MASSACHUSETTS, CHAIRMAN\nA STANDARDIZED SCALE FOR MEASURING RECITATION\n\nUNITS\n\nProfessional leadership in education is not confined to any one group.\n\nEach group is developing its own leadership, setting its own problems and\ngoal, and working forward coöperatively. The superintendents, the principals, the classroom teachers, the normal schools, the colleges each group\n\nis developing a professional policy and program. While each group welcomes help and suggestions from others, yet the best psychology to apply is\nquite surely Dewey's doctrine of interest or growth from within. Not\nonly is it good teaching psychology, but the suggestions coming from the\ngroup itself are more likely to be cogent and applicable.\nThe president and council of the Classroom Teachers a year ago last\nFebruary at Cleveland began to consider a means of improving classroom\n\n"}
{"page": 514, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n487\n\nwork through a definite scale consisting of evaluated recitation units.\nThey wanted something definite and specific with which to compare daily\nrecitations and by which to judge them .\nIn carrying forward the work it was decided to recognize the well-known\nrecitation, techniques as developed through professional schools-namely,\ndrill, appreciation, problem, and project. With this in mind, teachers\nthroughout the country have been asked and are hereby further asked to\nassist in getting good word-pictures of recitation units, with the idea of\nhaving them judged and arranged in order of merit. The purpose is to\nconstruct finally a scale of standardized units applicable to each recitation\ntype. The work has gone forward slowly, and in this preliminary report\nthe attempt is made merely to get the idea before the classroom teachers\nand to solicit further coöperation. Fairly good drill units are at hand and\nthese will be used to illustrate the plan.\n\nThe technique of drill-Good drill technique is generally recognized\nas involving the following points :\n(1) Thorough motivation, which means that the work is understood\nby the child, that he sees its use and application, that it is vitally connected\nwith his present interests, that a feeling of need is developed, that his\nfundamental impulses are involved, and that there is real desire and choice.\n\n(2) . The second step in good drill is that the child knows what to do .\nHe not only knows what to do, but he knows exactly in what manner\nit is to be done. Drill work is usually simple, but it sometimes goes forward without the child knowing what it is all about or why he is doing\nthe particular thing.\n\n(3)\n\nThe third step in good drill is systematizing the drill. This means\n\nthat all members of the series shall be included, that the work is broken\n\nup into appropriate units, that most emphasis is placed upon the more\ndifficult points, and that records are kept on each pupil as to his weakness\nor particular needs.\n\n(4) Good drill technique observes the laws of memory . The following\nare some of the details included under this point: ( a) Repetition is\n\neffective in proportion to interest and attention ; (b ) Variety in procedure\nhelps in holding the interest and attention ; ( c) Time limits should be observed and drill should cease before interest and attention begin to wane ;\n(d) Secure accuracy and correctness in all responses ; ( e) Arrange for\nrecall and use at gradually lengthened intervals .\n\n(5) Application. The final step in drill is adequate use or application.\nThis is easy, provided the first step, proper motivation, has been observed,\nbecause it means that before the drill begins there is use for the material\nand that nothing is drilled upon which is not useful and for which there\nis not an immediate worthwhile application.\nIn line with this technique, a scheme for scoring drill teaching units\nhas been worked out, but before giving the completed scheme it will be\nnecessary to note the general points to be kept in mind in all teaching.\n\n"}
{"page": 515, "printed_page": null, "text": "488\n\nNATIONAL EDUCATION ASSOCIATION\n\nTeaching levels-The general points involved in good teaching may be\nusefully designated as connected with various teaching levels. Four important teaching levels according to the chief center of interest are the\nfollowing : ( 1 ) textbook as center, (2) subject-matter as center, (3) teacher\nas center, (4) pupil as center .\nRousseau insisted that the child become the center of the school work,\n\ninstead of subject-matter or book. Froebel carried Rousseau's philosophy\ninto the schoolroom and worked for motor expression and social participation. Pestalozzi emphasized self-activity. Herbart gave us the doctrine\nof interest, which under Dewey, became a more vital force in the schoolroom and is recognized generally today as motivated or purposeful activity.\nIn work that is fully motivated or purposeful, the child is the real center.\nHis interest, his needs, as they broaden out into the community and real\nlife contacts, become the proper basis for teaching.\nThe score card for drill technique-The score card for drill technique\ntakes into consideration the levels of teaching as well as the technique of\ndrill. It adds also the proper choice of material, socialization of the\nrecitation, and the skill of the teacher. Thus as it finally stands, it involves five points: material, motivation, technique, socialization, skill of\nthe teacher. The tentative form of the score card for drill technique as\ndistributed for use in judging recitations follows on page 3 .\nThis score card was applied to reports of drill units of work and was\n\nfound much more helpful than at first anticipated. Following are a few\nof the samples which have been judged together with the scores of the\njudges and the median of total scores . The samples given are arranged\nin order of median score from poorest to best, but they are not intended as\na final scale, scarcely a tentative one. They are given merely to indicate\nthe method of procedure until standardized units have been selected for\neach value on the scale. It may finally be decided to show several samples\nfor each value, so as to make the final scale as helpful as possible in all drill\nsubjects .\nEXERCISE\n\nI\n\nMathematics-Reported by F. G. Houghton\n\nWhen I was very young I attended a small country school. The teacher called\nme to her one day and said, \"You say your tables so well that I am going to give\nyou a big arithmetic.\" She handed me a copy of Greenleaf's Practical Arithmetic.\n\nand assigned a half page to be memorized. The lesson was headed \"Arithmetical\nPrinciples .\" One was that multiplying a dividend multiplies a quotient. I think\nI had never learned the terms dividend or quotient, but I memorized the rules\nbefore I went home, and I received commendation for a perfect lesson. So far\nas the technique of teaching was concerned I think that was the poorest I ever\nexperienced.\nCriticism of the Poorest Lesson\n\n1. Story of the lesson.\n\na. Assignment. Simply a statement of the page and extent of the lesson.\nb. Recitation. Child repeated the words included within the assigned paragraphs. The teacher praised the child for perfect memory work.\nc. Next assignment. Child told to do examples in addition given on a certain\npage. No relation to the preceding lesson.\n\n"}
{"page": 516, "printed_page": null, "text": ".\nmaterial\nUseless\n\n.\nrial\n\nTeacher\n.\nIndifferent\n\nPoor\n.\nTechnique\n\nNo\n.\ninterest\n\n0\n\n20\n\ntion\n:\n\nrial\n.\n\n.\nneed\nfelt\n\n.\nrial\n\nuse\nsees\nchild\nThe\n1.\nbe\nmust\nwork\nThe\n2.\n\ninbe\nmust\nThere\n5.\n.\nappeals\nstinctive\n\n.and\nchoice\nsire\n\ndebe\nmust\nThere\n4.\n\na\nbe\nmust\nThere\n3.\n\n60\n\n.\ncall\n\n.\ndrill\nof\n\nuse\nsees\nchild\nThe\n1.\n\ndebe\nmust\nThere\n4.\n\n.Application\n4.\n.\ntion\n\n.\ncall\n\nrefor\n)(rovision\ne\nP\n\n.\ndrill\nof\n\n.\nApplication\n4.\ntion\n.\n\nof\n.\ndrill\n\n3.\nlaws\nthe\nObserving\n\nthe\nSystematizing\n2.\n\n1.\nto\nwhat\nKnowing\n\nof\nODrill\n(3)bservation\n\n.of\nTeacher\n)S(kill\n5\n\nSRecita) ocialized\n(4\n\n.\nApplication\n4.\n\nre)Pfor\ne\nrovision\n(\n\ntime\nthe\nof\nL\n)\nd\nimit\n(\n\nand\n)A\nc\norccuracy\n(\nresponse\n.of\nrectness\n\n)R. epetition\na\n(\nproVof\n)\nb\n(ariety\n\nof\n.\nmemory\n\ncedure\n.\n\ncall\n.\n\nrefor\n)(rovision\ne\nP\n\ncorand\n)A\n(ccuracy\n.of\nresponse\nrectness\ntime\nthe\nof\nL\n)\nd\n(imit\n\ncedure\n.\n\ncorand\n)A\n(ccuracy\n\n)(epetition\nR.a\nproof\n)V( ariety\nb\n\n.of\nresponse\nrectness\ntime\nthe\nof\nL\n)\nd\n(imit\n\n)R. epetition\na\n(\npro)Vof\nb\n(ariety\n\nlaws\nthe\nObserving\n3.\n\n.\ndrill\n\n3.\nlaws\nthe\nObserving\n\n.\ndrill\n\ndo\n.\n\nbe\nde4.\nmust\nThere\n\na\nbe\nmust\nThere\n3.\n\ninbe\nmust\nThere\n5.\n.\nappeals\nstinctive\n\nchoice\n.and\nsire\n\n.\nTechnique\n\nthe\nSystematizing\n2.\n.\nmemory\nof\n\nDrill\nOof\n(3) bservation\nto\nwhat\nKnowing\n1.\n\n.\nneed\nfelt\n\n.\ninterests\n\npresent\nwith\nnecting\n\na\nbe\nmust\nThere\n3.\n\nbe\nmust\nwork\nThe\n2.\nconpersonal\nand\nreal\n\n.\napplication\nand\n\nuse\nsees\nchild\nThe\n1.\n\nT\nhorough\n)Motiva(2\n\nmatechosen\nW\n(1)matechosen\nell\nW\n(ell\n\npresent\nwith\nnecting\n\ntion\n:\n\n100\n\nbe\nmust\nwork\nThe\n2.\nconpersonal\nand\nreal\n\ninbe\nmust\nThere\n5.\n.\nappeals\nstinctive\n\n.and\nchoice\nsire\n\n.\nTechnique\n\n.\nneed\nfelt\n\n.\nrial\n\nMotivaT\n(2) horough\n\n.\napplication\nand\n\n.\ninterests\n\n80\n\nthe\nSystematizing\n2.\n\n.\ndo\n\n1.\nto\nwhat\nKnowing\n\nDrill\n3)(bservation\nOof\n\n.\nappeals\nstinctive\n\nof\n.\nmemory\n\ncedure\n.\n\na\nbe\nmust\nThere\n3.\ndebe\nmust\nThere\n4.\n.and\nchoice\nsire\ninbe\nmust\nThere\n5.\n\n:\nTechnique\n\n.\nneed\nfelt\n\ntion\n:\n\nbe\nmust\nwork\nThe\n2.\nconpersonal\nand\nreal\npresent\nwith\nnecting\n\n.\napplication\nand\n\nuse\nsees\nchild\nThe\n1.\n\nMotivaT\n(2) horough\n\n.\nrial\n\nTECHNIQUE\nDRILL\n\n.\ninterests\n\ndrill\n.\n\ndo\n.\n\npresent\nwith\nnecting\n\nconpersonal\nand\nreal\n\ntion\n:\n\nMotivaT\n)(horough\n2\n\n.application\nand\n\n.\ninterests\n\n40\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\n489\n\n"}
{"page": 517, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n490\n\n2. Analysis of lesson.\nTechnique-none .\n\nTeaching done by the book.\nTeaching skill-none.\nResults-first assignment gave child satisfaction in accomplishing an as-\n\nsigned task.\n\nSecond assignment gave increased skill in adding.\n\n3. Cause of failure.\nNo teaching done.\nSCORINGS\n\nON\n\nEXERCISE\n\n1.\n\nMATHEMATICS\nScores\n\nScale\n\nMaterial\nMotivation\n\n05-5-20-20-00-0\n0-10-\n\nTechnique\n\n0-50--0--0\n\n0-0-0\n\n0\n\n0-0-0-0-1)\n\n0-0-0-0-0-0-0-0\n\nSocialization\nSkill of teacher .\nScore..\n\n0-0-0-0-5-0--0-0\n\n0--15-5-25-25-0-0-0\nMedian o\nEXERCISE\n\nV\n\nArithmetic, Grade I-Reported by Gladys Darrah\n\nI. The poorest lesson I ever observed was a number lesson taught in the first grade.\nThe teacher asked the question, \"How much is 2 plus 2?\" Back came the\nanswers, \" 6,\" \" 10,\" \"3,\" \"4,\" \"7.\" Here the teacher stamped her foot and said,\n\"Hush! Hush ! Some one gave the right answer. How much is 2 plus 3 ?\"\nII. Analysis of lesson.\n1. Technique involved-I think it was meant to be drill.\n\n2. Type of teaching-there did not seem to be a center. At least I couldn't\nfind one.\n\nIII . Degree of skill-no skill visible.\nSCORINGS ON EXERCISE V. ARITHMETIC.\nMaterial\nMotivation\n\nGRADE I\n\n5--0-50-20-0-20-10-0-20-20-10-0-10-0\n0-0-0-0-0-0-0-0-0-0-0-0-0-0-0\n\nTechnique\n\n0-0-0-0-0-0-0-0-0-0-0-0-0-0-0\n\nSocialization\n\n0-0-0-0-0-0-0-0-0-0-0-0-0-0-0\n\nSkill of teacher .\n\n5--0-0-0-0-0-0-0-0-0-0-0-0-0--0\n10-05-0-20-0-20-10-0-20-20-10-0--10-0\n\nScore...\n\nMedian 5\nEXERCISE\n\nGrammar.\n\nX\n\nHigh School-Reported by A. E. Lewis\n\nI. Story of Lesson: The pupils of a city high school were to study the parts of\nEnglish Grammar. The teacher sat back and took things easy, the most conspicuous\n\npart of his job lay in his nibbling a cake of chocolate. The pupils were indifferent\nand inattentive, the answers to questions were given in a sluggish manner and their\nanswers lacked accuracy. The next assignment was a further study of English\ngrammar in form of a review of the day's lesson.\n\nII. Analysis of Lesson : The technique involved seemed to be based on drill. The\nparts and rules of grammar were to be memorized verbatim. The book was the\ncenter of the lesson.\n\nBoth teacher and pupils were concerned only in the book and\n\nits content.\n\nIII. Degree of Skill : Neither on the part of the teacher nor the pupils was there\nany degree of skill displayed. It seemed that both the teacher and his pupils had\nto be there at that time, and both justified the requirements of attendance in body\nonly, their minds being elsewhere.\n\n"}
{"page": 518, "printed_page": null, "text": "491\n\nDEPARTMENT OF CLASSROOM TEACHERS\n\nIV. The result: The result of the lesson was as near nil as a lesson could be.\nThe total effect was detrimental .\n\nV. The Résumé: The cause for this failure seemed to rest wholly upon the\nteacher . He was sluggish and certainly lacked ambition. His attention was not on\nthe lesson nor on the pupils. He did the minimum. All he did was to ask questions\n\nof those pupils who indicated, by raising their hands, that they knew the answer.\nThe teacher answered \"Yes\" or \"No\" to those answers. At times he was too lazy\nto say \"Yes\" or \"No,\" but indicated it with a movement of his head.\nThe pupils, as a whole, gave little attention; they were either dreaming or doing\nother lessons . They seemed to take the teacher's attitude toward the lesson, and he\nseemed extremely bored. The display of laziness and inattentiveness shown by the\nteacher was an incentive for the pupils to imitate him.\nSCORINGS ON EXERCISE X.\n\nGRAMMAR .\n\nHIGH SCHOOL\n\nMaterial\nMotivation\n\n0-0-0-0-0-0-0\n\nTechnique\n\n0-0-0-0-0-0-0\n\nSocialization\nSkill of teacher .\nScore.\n\n0-0-0-0-0-0\n\n0-10-20\n\n0-5-5-10\n\n0\n\n0-0-0-0-0-0-10\n0-10-20-\n\n0-5-5-20\n\nMedian 5\nEXERCISE XI\n\nArithmetic, Grade IV-Reported by Marie Boland\n\nThis is a report on teaching long division in the fourth grade. The pupils\nwere given a number of three or four places to divide by thirteen ; the teacher\nassumed that this was the most logical procedure, as the class was supposed to have\nmastered the table of twelves. The children were then told to multiply thirteen\nby all the numbers between one and ten. They were then told the number of\nfigures in the dividend , two or three, as the case called for. This number was\ncompared with the multiples of thirteen and the multiple nearest the partial divi-\n\ndend was selected. The quotient figure was then written and the multiple written\nunder the partial dividend.\n\nThe figures in the dividend were crossed as they were\n\nused in the partial divisors. This method of writing all the multiples of every\ndivisor used (between thirteen and one hundred) preceded every long division\nexample. By this method a great deal of time was wasted and the work was\ninaccurate.\n\nThis method was a failure because the subject matter was made the center. The\npreparation for the lesson was also a failure. The pupils were not made to realize\n\nthat they already had in mind many facts about division that would serve as a\nbackground in solving the new problem.\n\nIf the class had been led to see the\n\nrelationship between short and long division, the process would not have been so\ndifficult and uninteresting. Moreover, the class lost the valuable practice of\nthinking for themselves and estimating results .\nSCORINGS ON EXERCISE XI.\n\nMATHEMATICS .\n\nGRADE IV\n\nMaterial\n20-20-20-10-5-5-20\n\nMotivation\n\n0-0-0-0-0-0-0\n\nTechnique\n\n0-0-5-5-5-5-0\n\nSocialization\nSkill of teacher\nScore...\n\n0-0-0-0-0-0-0\n0-0-0\n\n5-0-0-0\n\n20-20-25-20--10-10-20\n\nMedian 20\nEXERCISE IX\n\nReading, Grade I-Reported by E. J. Andrews\n\nIt was years ago and I can see her now as she sat beside her desk in the little\nschool. She was not so old in years, but her methods were. She was ..\naad\nbegun teaching after leaving high school, with no training for her\n\n"}
{"page": 519, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n492\n\nReading was taught by spelling the words from the board, over and over again,\nuntil form and spelling were fixed in the minds of the pupils. She was conscientious ,\nworked hard, and the children learned the facts taught. They could read their\nFirst Reader from beginning to end. The reading lesson consisted in each child\nreading the entire lesson while the teacher pointed to the words.\nA special reading lesson stands out in my memory.\nJohn, who was very slow ( and who would not be slow under these conditions ? ) ,\nhad at last mastered the art.\n\nWould I like to hear him read ?\n\nOf course I would.\n\n\"John, get the book and come here.\"\nJohn did. The place was found so that John had close contact with it while he\nhugged it close.\nThe teacher pointed-\"Now ready.\"\n\"I-can-see-the-cat, \" said John, with no change in the voice to show that it\nwas a sentence that had reached an end.\n\"Drop it !\"\n\n\"I-can-see-the-cat,\" said John, and down went the voice and nod went\nJohn's head.\n\"Yes, go on.\"\n\n\"Do you see the cat?\" and again came the same monotone and the same indefinite ending.\n\"Hook it!\"\n\n\"Do you see the cat?\" Thus John hooked it.\nAnalysis-technique-drill. Words learned by speiling.\nType of teaching-book as center.\nDegree of skill-poor.\n\nResults-poor; still in justice I must say that the children knew what they were\ntaught.\nCauses of failure-The teacher was not trained for the work.\noutlook was not conducive to growth.\nEXERCISE IX: READING\n\nHer limited\n\nGRADE I\n\n15-15-10-5-15-10-15-15-15-15-15-15-20-10\n\nMaterial ....\nMotivation\n\n0-0-0-0-0-0-0 -\n\n() -\n\n0-0-0-\n\n0-0-0\n\nDrill technique\n\n0-\n\nSocialization\n\n0-0-0-0-0-0-0-0-0-0-0-0-50\n\n0-0-0-0-0-0-0-0-0-0-0-0-5\n\nSkill of teacher.....\n\n55-5-0-10-5-5-5-50-550-5\n\nScore....\n\n20-20-15-5-25-15-20-20-20-15-20-20-25-20\nMedian 20\nEXERCISE VI\n\nSpelling , Grade VI-Reported by A. Rebecca Parsons\n\nThe lesson was spelling in a sixth-grade class of fifty-one pupils.\n\nThe assignment was from the Merrill Spelling Book, sixth year, page fifty-nine,\nlesson forty-three. Learn to spell the words, look up their meaning in the dictionary, and use them in sentences .\n\nDuring the twenty-minute period allotted to spelling the teacher dictated the\nwords in lesson forty-three and five review words. The pupils collected these\npapers and also the sentences .\nThe teacher then returned the written spelling papers of the previous day\n\nand told the pupils to write each misspelled word one hundred times after school.\nDuring the remainder of the period she read sentences from the written papers\n\nof the previous day's lessons. The pupils tried to correct the mistakes or to improve the sentences.\n\nThe following show how little the children accomplished by trying to select a\nmeaning of an unrelated word and then using that word in a sentence :\nInsincere means artificial. My mamma wears insincere teeth.\n\n"}
{"page": 520, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n493\n\nVentilate means to fan. Mamma ventilates grandma when she is sick.\nMedley means mixed . You can buy the best medley sodas at Mr. Bemis' .\n\nThe next assignment was the same as the previous day, except that it was lesson\nforty-four. In fact, all of the assignments and recitations were the same except\non Fridays. Then the pupils wrote the words assigned for the week. Once a\nmonth they had a spelling match. Usually the pupils were spelled down on the\nmonth's review; if not, the teacher turned to the words of the previous month.\n\nAnalysis of the lesson: The only use for the material studied was to obtain a\npassing mark of seventy per cent in spelling and to avoid writing words one\nhundred times after school.\n\nSince the lesson was not taught and since the responses were not automatic, no\ntechnique was involved.\nThe teacher was the type that used her energy on the subjects she liked to teach,\n\nand, unfortunately for the class, spelling was not one of them.\nForty-three pages of Merrill's Speller was the center.\nDegree of skill and results were very poor.\nCauses of failure:\n\nI. The material was not suited to the class and did not supply their needs .\nII. The method did not reach the individual pupil.\nIII. It did not provide for recall and drill.\n\nIV. It did not develop the interest of the pupils or develop their responsibility.\nSCORINGS ON\n\nEXERCISE VI: SPELLING\n\nMaterial\n\nGRADE VI\n\nSkill of teacher ....\n\n10-5-20-10-5-10-10\n0-0-5-10-5-5-0\n0\n5-0-5--10-5-5\n0-0-0-5-0-0-0\n0-5-5-5-5-10-10\n\nScore..\n\n10-15-30-35-25-30-25\n\nMotivation\n\nTechnique\nSocialization\n\nMedian 25\nEXERCISE XIV\n\nSpelling, Grade V-Reported by Rebecca Parsons\n\nThis lesson was conducted in grade five.\nscale used as a study list.\n\nThe material was the Ayres' Spelling\n\nThe only class work done by the teacher was to assign ten words to be studied at\nhome. The class work consisted of writing the ten new words assigned and the\nten review words taken from any of the four previous assignments. The work\n\nwas motivated by a star record. Each pupil having 100 per cent paper getting a\nstar for daily work and two stars for a weekly review paper. The lessons were\nfurther reviewed by a monthly spelling match.\nThe technique was not evident.\nThe teacher was not aware that she was not doing good work.\nThe text was the center.\n\nSkill was lacking .\nResults were poor.\n\nThe cause of failure was inefficiency of the teacher.\n\nThe lesson lacked thorough motivation, skilled teaching, drill technique.\nSCORINGS ON EXERCISE XIV: SPELLING-GRADE V\n\nMaterial\n\n20\n\nMotivation\n\n100\n)\n\nTechnique\nSocialization\n\n00\n\n5-0-\n\n10\n\n10--0\n\nSkill of teacher....\nScore.\n\n20-20\n\n( 1-\n\n(\n)\n\n20-20-20-20\n\n20\n\n10-20-15\n0-0-0\n0\n\n10-10-\n\n10-20-\n\n40\n\n"}
{"page": 521, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n494\n\nEXERCISE VII\n\nArithmetic, Grade IV-Reported by Isabelle Heinlein\n\nThe following lesson was given to a fourth grade :\nThe teacher had \"flash cards,\" each card containing a combination from the\nmultiplication table. She told the class that they would play a game to see which\nrow could get the most correct answers . If a pupil missed , he was to leave his\nseat and go to the back of his row. She told them they must be able to answer at\nonce, or she would call on another pupil. Accordingly, she began by holding up a\ncard before the class and called on the first one in the first row; then another\n\ncard for the second, and so on, calling on each row in turn. The consequence was\nthe last three rows knew they would not be called on at once, so they had time for\n\ngiggling and whispering. Then, too, the teacher did not understand how to\nmanipulate the cards quickly, so the lesson lagged. At the close of the lesson,\nshe made no attempt to have the combinations missed written on the board for\n\nfurther drill. She simply let the class answer in concert those which had been\nmissed.\n\nThe errors in each row were counted, and 10 was allowed for each\n\ncorrect answer.\n\nThe first row had won.\n\nThis lesson was a drill lesson.\n\nThe\n\nmaterial was good and was poorly motivated. The teacher was inexperienced,\nawkward, and unskillful. The lesson did not show good results because the\nteacher did not understand the technique of drill. The pupils understood what\nthey were to do, but the teacher did not make the drill short and snappy. It was\nlong and dull. The teacher secured repetition but not with attention. She drilled\n\non the easy combinations, such as 3 x 10, as much as on the difficult ones, such as\n7 x 9. She ought to have kept an account, or rather, had each child who failed\nkeep an account of his errors, so as to prevent the same mistakes in the next\nlesson.\n\nThe recitation was not socialized .\n\nSCORINGS ON EXERCISE VII : ARITHMETIC-GRADE IV\n20\n\nMaterial\nMotivation\n\n20-20-20-20-20-20\n\n5-10-5-15-20--10-10\n5-5-5-0-10-10-5\n\nTechnique\nSocialization\nSkill of teacher\n\n5-0-0-0-0-0-0\n5\n\n5-5-0-0-5-0\n\n40-40--35-35-50\n\nScore.\n\n45-35\nMedian 40\n\nEXERCISE XIII\n\nSpelling, Grade IV-Reported by Rebecca Parsons\n\nThis lesson was taught to a fourth-grade spelling class.\n\nThe teacher was using\n\nthe Merrill Speller as the basis of her work. She carefully eliminated from the\nword list any words which the children could not readily understand. The\nmajority of the class were very alert and seemed more interested than the majority\nof classes about a written review lesson. A second look at the happy faces, however, marred the beauty of the picture, for dotted here and there among them were\n\nlittle people who seemed to have no part in the contest. When I inquired the cause\nof the keen interest expressed by so many, she said that this was the last review\nlesson of the month and that all of the pupils obtaining 100 per cent on the four\nreview lessons were to have a group picture taken and were to receive one as a\nreward for good work.\n\nThe teacher had a list of the twenty-five review words on the board. She began\n\nthe lesson with the following oral drill : A child went quickly to the board,\npointed to a word and called on another pupil to pronounce it; he pronounced the\nword and pointed to another, and in turn called on a third to continue the work.\nAfter all the words had been pronounced, the pupil who pronounced the last word\n\n"}
{"page": 522, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n495\n\npassed to the board and quickly erased a word and asked some member of the\nclass to spell the word erased. When all of the words had been erased, they\n\nwrote the review lesson, collected the papers, and gave them to the teacher for\ncorrection.\n\nShe then taught the lesson for the following day: ( 1) She went to the board,\n\npronounced a word plainly and then wrote it on the board in syllables, after which\nthe class pronounced it together.\n\nthis word.\n\n( 2) Several pupils made a sentence containing\n\n(3) Individual pupils in a section pronounced again. (4) She then\n\nunderlined the part which she considered hard. ( 5 ) The children then looked at\nthe word two or three times. ( 6) After erasing the word, several pupils spelled\nit. (7) She continued in this way till five words were taught. ( 8) The pupils\nthen tried to write the words from memory. ( 9) All of those who succeeded were\nallowed to stand; by this they showed that they were considered the best workers\nby their teacher. ( 10) She then rewrote the words on the board so that the pupils\nmight have the correct lesson and also that she might have them for review work\non the following day.\nShe closed the lesson by telling them that they were beginning a new month's\n\nwork and that she hoped the ones who failed this month would study hard enough\nto be included in the next group picture.\n\nA glance at the teacher's plan book showed that she used a variety of drill\ndevices; that she used various spelling games which kept the interest of the class ;\nthat all words assigned were understood and useful.\nThe technique was drill.\nThe teacher was enthusiastic and interested in her work.\nThe pupil was the center.\nThe degree of skill was fair..\nThe results were good from the teacher's standpoint. She used as her basis of\n\nmeasurement the marks obtained on the studied reviews which covered only a\nweek'swork .\n\nThe cause of success was that the teacher used well chosen material; that she\nthoroughly motivated her work, and that she used the drill technique with a fair\ndegree of skill.\nSCORINGS ON EXERCISE XIII: SPELLING GRADE IV\nMaterial\nMotivation\n\n15-20-10-20-20-20\n\nTechnique\n\n10-15-20-20-15-15\n10-5-10-10-15-10\n10-10-15-15-20--15\n\n15-10-25-20-10-20\n\nSocialization\n\nSkill of teacher.\nScore...\n\n60-60-80-85-80\n\n80\nMedian 80\n\nEXERCISE XII\n\nArithmetic, Grade VII-Reported by Gladys Darrah\n\nI. Study of Lesson :\n\n1. Assignment-drill in using decimal point in U. S. money problems. Seventh\nGrade.\n\nEach child went to store and asked for a blank form of a bill on which\n\nhe was to order a bill of goods containing at least seven articles.\n2. What happened during the recitation period : Articles on the bill the significance of the spacing and how to total a bill-placing special emphasis upon the\ndecimal point used in U. S. money. The pupils then filled out the bill as directed.\nOnepupil acted as a storekeeper-placing a large advertisement for special sale of\ngroceries on the board. From this sale bill the child was to select the articles he\n\nwished to buy. Another child acted as clerk and together they marked bill paid,\nifthe child had his bill in correct form and added correctly.\n\n3. The next assignment-a similar plan to be followed the next day in which\neach child was to plan what food for one day would cost in his family and to present this in the form of a till.\n\n"}
{"page": 523, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\nII. Analysis of the lesson :\n1. Technique involved drill.\n\n2. Type of teacher-placed the pupil in the foreground. She was energetic and\nthoroughly interested in each child's work and the work being presented.\n3. Degree of skill- excellent.\n4. Results were excellent. Children so interested they appeared disappointed\nwhen the period closed.\nSCORINGS ON\n\nEXERCISE XII : ARITHMETIC-GRADE VII\n\nMaterial\nMotivation\n\n20-20-30-20-20-20-20\n\nTechnique\n\n20-20-20-20-20-20-20\n\n20-20-20-20-20-15-20\n\nSocialization\n\n20-20--15-20-20-10-20\n20-15-15-20-20-20-20\n100-95-100-100-100-85-100\n\nSkill of teacher...\nScore..\n\nMedian 100\n\nEXERCISE VIII\n\nEnglish, Grade IX- Reported by Bernice Hartley\n\nI. Story of the Lesson:\n\n1. Assignment-a drill in letter-writing for ninth grade English. Each child\nwas asked to write the teacher a letter of request with the promise if well written\n\nthat the request would be granted. One boy asked to make a post-office and be a\npostmaster. This request was granted. On a day appointed each child was to\nwrite two letters that would require an answer, one of these to be a business\nletter. These letters were to be put into the \"post-office\" and the postmaster was\nto distribute them with the help of an \" assistant.\" The class was divided into\n\"pairs\" so each child would receive two letters .\n\n2. What happened during the recitation period: ( a) The teacher made arrangements for the postmaster to take charge. After the letters were distributed,\nseveral were read by pupils and ( the pupil) .\n\n( b) Necessary corrections were\n\nwritten by the pupils. The children were very much interested in the letters they\nreceived and took great care in replying. The teacher gave help if necessary.\nAfter the letters were answered the \"postmaster,\" the \" assistant\" and teacher corrected the replies as they were read by students. A committee of three students\nmade a list of errors in grammar and spelling, to be taken up in the following\nlesson.\n\n3. The next assignment, a new \"postmaster\" was chosen by the class and details\nof general postal knowledge was assigned for investigation. The following were\n\nnoted : ( 1 ) money order, ( 2) registered mail, ( 3 ) special delivery, (4) foreign\nmail, ( 5 ) parcel post. One boy volunteered to find laws regarding mails that\nevery one should know. ( 7) Classes of mail.\nThese topics were assigned to different students, who were to file such information with the \"postmaster\" within one week, when the class would take up this work\nagain.\n\nII . Analysis of lesson :\n\n1. Technique involved-drill chiefly. Next assignment might be a problem, but\ninvolved much drill.\n\n2. Type of teacher-pupils were center, vitally interested in drill in letter\nwriting. Teacher in background, but in control always. She aided pupils and\nmade suggestions, but at the same time the pupils felt that it was their \"drill, \" not\none imposed upon them. Each child participated.\n\n3. Degree of skill-good subject matter, good motivation, good drill; evidently\na high degree of skill.\n4. Results-excellent.\n\n"}
{"page": 524, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\nSCORINGS\nMaterial\n\nMotivation\nTechnique\nSocialization\nSkill of teacher\nScore..\n\nON\n\n497\n\nEXERCISE VIII: ENGLISHGRADE VII1\n20-20-20-20-20-20\n\n20\n\n20-25-30-20-15-20-20\n20-25-20-20-5-2020\n20-15--15-20-15-20-20\n20-15-15-20-15-20-20\n100-100-100-100-70-100-100\n\nMedian 100\n\nLet it be repeated that the above eleven units have not been sufficiently\n\njudged and have not been compared with a sufficiently large number of\nother similar units to make possible any final judgments as to relative rank .\nHowever, the eleven illustrations give an idea of what is wanted in the\nfinal product scale.\n\nThese illustrations become mirrors by which the\n\nteacher sees herself. If the classroom teachers succeed in carrying through\nthis enterprise to its satisfactory completion, it will mean that there are\n\ngood illustrations for each level of excellence from zero to approximately\none hundred, for practically all of the subjects of the schoolroom and for\neach of the major techniques, possibly also for certain combinations of\ntechniques.\n\nThis enterprise undoubtedly is one thoroughly worth while. The teacher\nis aided by general self-criticism, or by the application of general standards. However, if we are to learn to speak in specific terms as to the\nmerits of a recitation we must have more than general standards.\n\nWe\n\nmust have a scale of definitely evaluated units .\nScales for the other major techniques-The coöperating group have made\nbeginnings on each of the other major techniques : Appreciation, problem,\nand project. They involve the same five points : Material, motivation ,\ntechnique, socialization, skill of the teacher. The chief point of difference\nisin the details of teaching technique. It is assumed that teachers in general know what we mean by appreciation work, by problem work, and by a\nreal project. ( See Strayer, \" The, Teaching Process;\" Earhart, \"Types\nof Teaching;\" Davis, \"The Technique of Teaching ;\" and Wilson, \" Teaching Levels, Teaching Technique, and the Project,\" in the April and May\nnumbers of the Journal of Educational Methods.)\nThe other techniques will not be here developed in detail.\nCoöperation for the final scale-Classroom teachers are asked to co-\n\noperateby carefully writing up recitation units similar to those listed above\nfor possible use in the final scale for drill technique. Report fully and\naccurately. Reports are needed for all points on the scale from poorest to\nbest. At present the largest number of the illustrations are either very\npoor or very good. Not many have come in on the intermediate points .\nTeachers willing to coöperate are urged therefore to make full reports on\naverage recitation units, as well as on very poor and very good ones .\nReports are wanted for each major technique, drill, appreciation, problem,\nproject. Report fully. Study the samples given. Send reports to G. M.\nWilson, School of Education, Boston University, Boston.\nThis is an enterprise depending upon the cooperation of classroom\nteachers. The work can not be satisfactorily completed unless there are\nmany reports. Too few reports will be a handicap: too many will not be .\n\n"}
{"page": 525, "printed_page": null, "text": "498\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE CLASSROOM TEACHER-ABSTRACT\nREYNOLD E. BLIGHT, EDITOR, THE NEW AGE MAGAZINE, WASHINGTON, D. C.\n\nThe classroom teacher is the most important factor in the entire school\norganization. He is the real educator, because he directly contacts the\npupils. He not only informs the minds of the little ones under his care, but\nsubtiy and surely he molds character and determines the set and direction\n\nof the little lives under his influence. It is no hyperbole to say that he is\nfashioning the very character of the civilization that is to be.\n\nHe has\n\nthe making of the citizens of tomorrow. The very substance of future\nsocial organization is being created in the classrooms of today.\n\nKnowing the splendid significance of his work, he should always be a\nprogressive, ever holding heart and mind open to new ideas, finer ideals,\nand more splendid objectives, not only that a higher educational efficiency\nmay be promoted, but that the best results may be produced socially. If\nthe ideal citizen, that highly desirable combination of intelligence and\ndisinterested patriotism in whom alone the assurance of democratic progress\nlies, is ever produced he will be developed in the classrooms of the public\nschools.\n\nFor this reason, it is imperative that the classroom teacher keep himself\nfree from every non-educational influence. Neither fear nor hope of favor\nshould be al'owed to divert him from his high calling.\nUnhappily, there are many non-educational interests that are seeking to\ninterfere with the natural and orderly progress of education. Let me\nidentify two of them, that I may make myself clear.\nThe first I would mention is the ordinary board of education. There\nare members of boards of education with an educational sense and an\n\nendowment of common sense, who realize that the noblest function of a\nboard of education is to keep \"hands off. \" The usual board of education\n\nsuffers from an abnormally large bump of conceit and officiousness and is\ncontinually interfering with the teachers, to the detriment of the children\nand the retardation of education.\n\nEducation is a highly complex thing and only those who are specially\ntrained to education should presume to direct it.\n\nIt were as wise to set a\n\ncommittee of plumbers to run a battleship, or a board of grocers to perform the surgical operations of a great hospital, as to expect a board consisting of a lawyer, a politician, a suffragette, a fariner, and a gravedigger\nto supervise the educational activities of a community.\nOn many occasions I have declared that the ordinary board of education\nis an incubus upon modern education and I reiterate it.\n\nEducation is a\n\nmatter for experts.\n\nThere is a tendency that is fraught with grave danger, the tendency\nto exalt the business department at the expense of the cultural devartments.\nPlausible arguments can be advanced for a two-headed school system, the\nbusiness department to be supreme in all business transactions, the cul\n\ntural to be supreme in all distinctively cultural activities.\n\n"}
{"page": 526, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n499\n\nSuch an organization is sure to come to grief. Business seeks to curb\neducation in the alleged interests of economy, or efficiency, or scientific\nmanagement, or some other equally specious thing, and the fight is on.\nOfcourse it goes without saying that school funds should be administered\n\nwith efficiency and economy, but it should never be forgotten that the sole\npurpose of a school system is to educate the children, and there is no\n\nsecondary objective. Money, supplies, records, organization, everything\nshould be subordinate to this one great purpose; and auditors, business\nsupervisors, efficiency experts, and other financial specialists should never be\npermitted to handicap the normal development of education under the\nguise of economy or efficiency.\nThe public school is the most significant institution in America, and its\nfuture rests in the hands of the classroom teachers. Hold high the torch\nof enlightenment and let its radiant beams dissipate the night of illiteracy\nand ignorance. Your work is not done until knowledge covers the land\nas the waters cover the sea.\n\n"}
{"page": 527, "printed_page": null, "text": "Department of Deans of Women\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-Agnes E. Wells, Dean of Women, Indiana University ...... Bloomington, India\nFirst Vice-President - Anna V. Day, Dean of Women, Milwaukee-Downer\n.....Milwaukee,\n\nCollege.\n\nWiscon\n\nSecretary-Florence Kellogg Root, Dean of Women, The College of\nWooster..\n\nWooster ,\n\nO\n\nThe Department of Deans of Women was formerly the National Association\nof Deans of Women. Its meeting is first reported in the Proceedings for 1918,\npages 391-417.\n\nThe eleventh regular meeting of the National Association of Deans of Women\n\nopened with a business meeting Monday, February 25, 1924, at 10:00, Miss Agnes\nE. Wells, presiding.\nThe reading of the minutes was dispensed with, since they had been published\nand sent to all members .\n\nThe minutes of the Executive Committee meeting of October 13 were read and\n\napproved. Moved, seconded and carried that the recommendations in the report\nbe adopted.\nMiss Allin, chairman of the Local Committee on Arrangements, welcomed the\nmembers of the Association on behalf of the deans of Chicago.\nThe minutes of the Executive Committee meeting of February 24 were read\nand approved. Various announcements were made.\nThe report of secretary was read. Moved, seconded, and carried that it be\naccepted and placed on file.\nTreasurer's report was read. Moved, seconded, and carried that it be accepted\nand placed on file .\nThe next business to come before the meeting was the proposed amendments to\n\nthe by-laws . All the proposed changes were read and then taken up seriatim.\n1. First Amendment to Article III .\n\n(a) After Section 4 insert an additional section, designated as Section 5, to read.\nThe title of life member shall be conferred upon any active member who pays fifty dollars\nat one time. She shallbe exempt from payment of further annual dues\n\nMovedby Miss Blitz and seconded that amendment be adopted as read. After\nsome discussion it was moved by Miss Pierce that motion be tabled. Motion was\nlost. After more discussion the original question was voted upon and carried.\n2. Second Amendment to Article III .\n\n(b) Renumber present sections 5 and 6, to 6 and 7, respectively.\nMoved by Miss Newton that amendment be adopted as read; seconded, and\ncarried.\n\n3. Amendment to Article VII.\n\nCross out figure 2 and substitute 3. Article as amended to read:\nAnnual dues of all members shallbe $3, payable at or before the annual meeting\nMovedby Miss Kerr that amendment be adopted as read; seconded, and\ncarried.\n\n4. Amendment to Article IX .\n\nSection 2.\n15001\n\n"}
{"page": 528, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n501\n\nAfter the word vice-president insert the word secretary. Section as amended\n\nto read:\n\nThe program committee shall consist of the president, the second vice-president,\nthe secretary, the chairman of the committee on relations to other organizations,\nand the chairmen of the sections.\n\nMoved by Miss Amos that amendment be adopted as read ; seconded, and\n\ncarried.\n\nElection of officers .\n\nMiss Anna M. Klingenhagen, reporting for the Nominating Committee, presented\nnames ofAgnes E. Wells, President, and Martha Doan, Secretary. Miss Klingenhagen moved the adoption of the report. Seconded and carried. Moved that secretary cast unanimous ballot for these officers .\n\nMeeting adjourned.\nFlorence K. Root, Secretary.\nSECOND BUSINESS MEETING- FEBRUARY 27, 1924\n\nThe second business meeting of the Conference of the National Association of\nDeans of Women was held Wednesday afternoon, February 27, 1924, at 4:30\n@clock, in the ballroom of the Blackstone Hotel, Chicago.\nThe minutes of the previous meeting were read and approved.\nReports of Standing Committees\n\nPress and Publication-Miss Katherine Alvord, DePauw University, Greencastle,\nlad.\n\nMoved by Miss Pierce, seconded, and carried that this report be accepted and\nplaced on file.\n\nRelations to Other Organizations-Miss Anna M. Klingenhagen, Oberlin College, Oberlin, Ohio.\n\nMovedby Miss Alvord, seconded, and carried that this report be accepted\nandplaced on file.\n\nHealthCommittee-Miss Anna E. Pierce, New York State College for Teachers,\nAlbany, N. Y.\n\nMoved by Miss Kerr, seconded, and carried that this report be accepted and\nplaced on file.\n\nMembership Committee-Miss Thyrsa Amos, University of Pittsburgh, Pittsburgh, Pa.\n\nMoved by Miss Pierce, seconded, and carried that this report be adopted\nandplaced on file and that the plans be put into immediate operation.\n\nReport of Audit Committee was postponed till end of meeting.\nSpecial Committees :\n\nBudget Committee-Miss Florence Loring Richards, Winona State Teachers\nCollege, Winona, Minn.\n\nMoved by Miss Grote, seconded, and carried that report be accepted and placed\non file with the understanding that this budget is tentative and should be for\nguidance in the expenditures for the years 1924-1925 .\nPlatform Committee-Miss Anna E. Pierce, New York State College for\nTeachers, Albany, N. Y.\n\nMoved by Miss Kerr, seconded, and carried that this platform be adopted.\nCommittee on Registration of Available DeansThe substance of this report was given by Miss Wells. The action of the\nExecutive Committee in regard to this was read by the Secretary. Moved by\n\nMiss Voigt, seconded, and carried that the vote of the Executive Committee to\ndiscontinue this committee be confirmed.\n\nResolutions Committee-Miss Irma Voigt, Ohio University, Athens, Ohio.\n\n"}
{"page": 529, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n502\n\nMoved by Miss Klingenhagen, seconded, and carried that report be accepted\nand placed on file.\nThe reports of all these committees will be found in the published proceedings\nof the Conference .\n\nMoved by Miss Voigt, seconded, and carried that Miss Voigt be our\nrepresentative.\nReport of Audit Committee.\nMoved by Miss Kerr, seconded, and carried that the report of the Audit Committee be placed on file.\n\nMoved by Miss Easley, seconded, and carried that there be a written statement\nof our appreciation of the thoroughness and accuracy of our treasurer, Miss Man\n\nHooker Johnson, and also a vote of thanks to the auditor.\nAdjourned-5:30.\nFlorence K. Root, Secretary.\nPLATFORM FOR THE DEPARTMENT OF DEANS OF WOMEN\nADOPTED AT THE ANNUAL MEETING OF THE NATIONAL ASSOCIATION OF DEANS OF WOMEN,\n\nFEBRUARY 25-28 , 1924, CHICAGO, ILLINOIS\n\nTo carry out the object declared in its by-laws, the Department of Deans of\nWomen is committed to the following platform:\n\n1. A thoroughly educated and otherwise qualified dean of girls or of women in\nevery secondary school and institution for higher education of women in America\nhaving 50 or more girls or young women in attendance.\n2. Publication and general distribution of all papers prepared by deans on the\nvarious phases of their work helpful enough to deserve perpetuation.\n3. Organization of State and local associations of deans in all States and communities where the number of deans and advisers justifies it.\n\n4. Continued and thorough investigation of educational and social problems to\nthe end that the schools may attain greater efficiency and make the largest possible\ncontribution to public welfare; this investigation to include a study of the facilities\n\nand professional preparation needed by deans of women and of girls to insure the\nhighest type of service in this field.\n\n5. Coöperation with other organizations and with men and women of intelligence\nand vision everywhere who recognize that there is a scope to the work of deans\nof women which as yet has not been realized.\n\nHOW HIGH SCHOOLS ARE COŐPERATING WITH\nPARENTS\nBERTHA FERGUSON , HOME VISITING TEACHER , ROOSEVELT HIGH SCHOOL\nΜΙΝΝΕΑPOLIS , MINNESOTA\n\nIn one of H. G. Wells' novels, \"The Time Machine\" is a magical contrivance enabling its possessor to go any number of years either forward or\n\nbackward. Had we a time machine, we should visit today a certain school,\nin a certain city, in a certain mid-western State, some thirty-seven years\nago. The school at that time enrolled six hundred and fifty-four pupils.\npossessed a faculty of twenty-nine ; offered four courses of study-English.\nLatin, Greek, Modern; had a manual training department with thirty\n\nboys taking carpentry and mechanical drawing. The main difference be\ntween the English and the Latin course was that the former featured\n\n"}
{"page": 530, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n503\n\netymology, mental and moral philosophy, while the latter featured Latin.\nThe presence of Greek and the absence of chemistry marked the Greek\ncourse.\n\nGerman and French were offered in the Modern course .\n\nOld-fashioned classrooms abounded. One long table constituted equip-\n\nment for chemical research. In the graduating class were fifteen who had\ncome up through the tribulations of etymology, higher mathematics, Greek,\nand Latin composition. The idea dominating this school was the traditional one of preparation of a select few for college. If a boy did not\nsucceed in Greek or Latin, or vaguely doubted their value to him, the\nprobable answer was that he did not know what was good for him. If he\ndidnot\"do well in school,\" why, the door always opened outward. Great\nsimplicity marked the whole scheme of education in the good old days .\n\nToday that school is the same in name only, and its progress is approximately that of the nine other high schools of that city or of any other midwestern city of the same size. That school has today the best of modern\nequipment; it enrolls 3542 pupils, 1733 of them boys; it graduated last\nyear 509; it has a faculty of 121, and offers five strongly differentiated\ncourses the academic, industrial, commercial, technical, and agricultural.\nThe idea dominating this school and its courses of study is not the\ntraditional one of fitting a somewhat privileged group for college, but\nrather that expressed in 1911 by a certain committee of the National\nEducation Association, \"to return to society intelligent, able-bodied, and\nprogressive citizens .\"\n\nToward this end of serving society, there is, at least, the beginnings of\na system of vocational guidance; there is offered a variety of subjects to\nhelp students explore their tastes, capacities, and limitations ; there are\n\nscholarship committees for those who fail, placement bureaus for those\nwho must work; medical attention, child guidance clinics, student advisers,\nand home visiting teachers for those maladjusted in any way.\nWhat has happened within these thirty-seven years ? What Aladdin\nrubbed his lamp that all these servants to education should appear ? From\ncoast to coast has swept almost like a religion a somewhat touching faith\nin education. Thomas Jefferson's dream of popular education is being\nrealized. Since 1890 the number of public high schools in the United States\nhas increased from less than 3000 to more than 14,000, and the number of\n\nall high schools, both public and private, from less than 5000 to more than\n16,000. Within the same period, the number of pupils attending has\nincreased from about 300,000 to more than two millions.\n\nGreat industrial, social, and educational changes have taken place,\nchanges which are enabling millions of boys and girls to remain in school\nbeyond the elementary grades. It must be said to the credit of the American public high school that when at its doors there finally arrived the\n\npoor child as well as the rich, the slow as well as the brilliant, the socially\nunprivileged as well as the socially privileged, the foreign born as well as\nthe native born-its inelastic, inflexible, traditional courses began to adapt.\nIts etymologies, its higher mathematics, its philosophies did bend and crowd\n\n"}
{"page": 531, "printed_page": null, "text": "50+\n\nNATIONAL EDUCATION ASSOCIATION\n\nup and out a bit to make way for courses more suited to the varying needs\nand capacities of the individual.\n\nDo we realize that no other country in the world is making so tremendous an experiment in free education for \"all the children of all the\n\npeople ?\" Within the last thirty years parents have turned over their children to the schools in such numbers that the first care had to be to give them\na room, a seat, and a book, and to provide for them something like mass\neducation, at least.\nBut there is no such thing as pausing in this tremendous experimenting\nwith free education. Much has been accomplished since 1890. The large\npublic high school has, like the young man in the Bible, many possessions\nand, like him, is seeking the Kingdom of Good. But like him, when\nmeasured by the standard of the highest, we who are closest to it must\nadmit that notwithstanding its many possessions, it, also, is yet sadly lacking.\nFrom the point of view of one privileged to visit constantly the homes,\none who finds that few serious problems arising in school do not first arise\nin the home, one who knows how few are the problems that can be\nsolved without including the home-from this point of view the large high\nschool of the present time is lacking. It is lacking in opportunity for personal contact between teachers and pupils, teachers and parents, teachers\nand the community as such.\n\nIf we, parents and teachers, care to rescue the schools from becoming\nregulation factories where buttons press, belts move, machinery whirrs, and\nteachers step out in turn to fasten on this, that, or the other educational\nnut, bolt, or screw as the child passes by like a little Ford car in process\nof assembling, then more time must be found somewhere for teachers to\nbecome better acquainted with the child and the environment from which\n\nhe springs. This piece-work scheme is better in the assembling a.Ford than\nin the assembling of a future citizen; however, I believe that if more\nsympathy and imagination could be put into even a Ford, the sum total\nof the world's weariness would be greatly reduced.\nBut I am not afraid that the schools, like the young man in the Bible,\nmust go sorrowful away, when the demand comes for humanizing. This\ndemand will be heeded as other demands have been.\n\nJ\n\nThere are organiza-\n\ntions already existing to establish closer connection between parents,\nteachers, and children. Parent-teacher associations, student advisers, deans\nof girls, school nurses, child guidance clinics, guidance and placement\nbureaus, and visiting teachers are already plying between the school and\nthe home, helping the school to educate the home and the home to humanize\nthe school.\n\nIn the mid-west parent-teacher associations have done, perhaps, their\nmost successful work in child welfare, a work completely systematized,\nand guided in part by boards of education; in the better enforcement of the\nanti-cigarette law, and in maintaining speakers' bureaus for furthering\neducational measures. In Minneapolis, as a means for peaceful penetration of the home by the school, a magazine has been very successful. Parents\n\n"}
{"page": 532, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n505\n\nand teachers form the staff, and contributing editors are the superintendent of schools, city librarian, professors of the State university, social\nservice workers, psychiatrists, and psychologists from the child guidance\nclinic. This magazine is sent free of charge to all parents having children\ninschool up to the sixth grade. Its circulation is forty thousand, and it is\ndesigned to reach those who do not attend meetings, and who do not read\nunless the material is put before them.\nStudent advisers, deans of students, scholarship committees, in the limited\ntime allowed them, are significant. Later arrivals in the field of school and\nparent coöperation are the child guidance clinics and the home visiting\nteacher. Six child guidance clinics are now in operation in the United\nStates. Two are demonstrating at present-one in Los Angeles, and one\nin Minneapolis. That word demonstrating is good, for to the average\nperson, the work is a showing of something new, yet something that, one\nmight think, should have occurred to us years and years ago. Child guidance\nclinics, by treatment in childhood, aim to reduce the number of people who\nmay become social misfits, mental wrecks, delinquents, or dependents. The\nchild guidance clinic deals with the problem child, the child who shows by\nhis conduct that he is in some way maladjusted, the causes being either\nphysical, mental, or emotional, both heredity and environment contributing. These problem children are the ones not reached by the usual treatment of the school, the ones requiring closer study by trained workers,\nsuch as physicians, psychologists, psychiatrists, experts in mental testing,\nand special social workers. The fact that no intelligent treatment can be\ngiven without close study of the close cooperation with the home, points\nthe way to a time when the school will not wait for so much actual\n\ndelinquency to arise before entering the home with authority to study it\nand educate it.\n\nAnother effort of schools to coöperate with parents was that made in\n1906-07, when educators in Boston, Hartford, and New York felt the\nneed for some one who would study, from the point of view of the school,\nthe home, and the neighborhod, maladjusted children, or in plain words,\nchildren not \"getting along in school.\" They called upon educational\nBurbanks to produce a strange, new variety of teacher, who proved to be\nan interesting combination of truant officer, school nurse, classroom teacher,\nand social worker. Although the social worker tends to predominate in\nthe visiting teacher, there are about her vestigial remains of her three\nformer stages of evolution-truant officer, school nurse, and classroom\nteacher. In 1921, New York had 17 ; Boston, 15; Chicago, 8; Minneapolis,\n15, with numbers since that time steadily increasing.\nThe home visiting teacher is the most direct and frequent coöperating\n\nmedium between home and school which school systems possess. She deals\nwith anything referred to her by parents, principal, or teachers. She uses\nall the means existing in the home as well as those within the school, connected with the school, or coöperating with it. Every one else around the\nschool is more fixed than is the visiting teacher. She must be willing to go\n\n"}
{"page": 533, "printed_page": null, "text": "506\n\nNATIONAL EDUCATION ASSOCIATION\n\nor to stay, to sit or to stand, to listen or to talk, to mediate, mitigate, or\n\nmilitate. Her day is a monotony of variety.\nAlways there are the problems of failures in scholarship and failures in\n\nconduct with causes most complex. Heredity or environment which ? I\nused to think that over the shoulders of every child peered generations of\nhis ancestors. Sometimes I was almost embarrassed by the glances of\nthese peering ancestors, and imagined I saw hardy Highlanders, temperamental Irishmen, sea-roving Vikings, or more langorous peoples from\nsunnier climes. My embarrassment has considerably lessened since I have\nlearned that environment plays a greater part than before supposed. I\nam now much more concerned with the very direct glances of the fathers,\nmothers , sisters, and brothers whom I meet in the homes .\n\nChildren fail in both scholarship and conduct, because they lack adjustment educationally, physically, or emotionally. Hatred of some subject\nhas sent boys in my district to hide in the woods. I spent gasoline to no\navail on a certain boy named James, until I learned from James and his\nmother how the lad loathed music and art.\n\nHe said he had no voice and\n\nseemed to live in fear of being called on to sing a solo. Music made\nhis tame breast savage. \"Why can't I drop them ?\" he implored. \"Why\nnot?\" said his teachers. \"Why not?\" said I to the principal. It is now a\nyear since poor James was delivered from music, art, and truancy at one\nstroke. In certain cases, the greatest service the school could do the home\nwould be to make some such change. Which is sacred, the course of study\nor the child ?\n\nOne day last fall when the whole countryside blazed green and gold,\nand every bush was a-burning, Olaf, a friend of mine, aged fifteen, heard\nthe River Bottoms, an enchanted region near the Falls of Minnehaha, calling\nwith all too siren a song. His parents had seen him headed for school with\nan unusually studious look on his shining morning face. That morning he\n\ndid not arrive. The news was soon relayed to me, and I was presently\nchugging up to his father's grocery store. \"Not in school, eh ?\" The\nrising inflection. Alas for Olaf! Yet did he in fact need my pity,\ndisporting himself as he, no doubt, was at that moment among the\ngorgeous colors that were blazing and trumpeting from every hillside ?\nIn conversation with Olaf next day, I learned of mystic rites observed\nbetween him and his father in the woodshed behind the grocery store. He\nwas a shortset, sturdy, little Viking, with blue, unwinking eyes, and impassive face, who thought things out for himself. Another visit to the home.\n\nand another with Olaf brought out a carefully concealed hatred of the\ncourse he was taking. After that change was made, he has braved the\ntemptations of another wonderful autumn without truancy.\n\nThe emotionally disturbed child is to be reached only through some\nchange in environment. I once plainly asked the parents of a boy who\nwas a behavior case, to forego quarrelings and threatenings of divorce until\n\nthe boy had finished high school. He had told me in gloomy slang that\nhe \"was goin' to beat it, if they didn't quit chewin' the rag where he\n\n"}
{"page": 534, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\nwas.\"\n\n507\n\nTheir conversations at home were sort of endurance tests to see\n\nwho should have the last word. They agreed to \"cut it all out for the\nkid's sake.\" The boy gave no more trouble after that, commenced to look\nhappy, actually gained flesh, and plans to graduate next year.\nBadly dressed children are apt to be unhappy and to take it out in some\nconduct disorder. An old red sweater huddled up around a boy's ears\nis more than a physical irritant. He perhaps knows he is making no hit\nwith the girl near him, and there will be attempted compensation somewhere in the school day for that humiliation. Often a pretty blouse for a\nhovdenish girl acts like a charm. She must, of course, live up to her\nclothes.\n\nWhenever the fateful sentence is heard, \"I must go to work,\" there\nmust be first aid from the visiting teacher. If a boy has just passed his\nsixteenth birthday and left school without notice, then the school visitor\nmust try to get him once more into the fold. Parents are cordial, interested,\nand often surprised that we take the trouble. Violets in early spring are\nnot prettier than is the sight of one of these rescued ones to the rescuer.\n\nBut often there is no rescue. Not long ago, a mere scrap of humanity\njust fourteen, blue-eyed, fair, immature in every way, followed me down\nthe hall to say: \"My grandmother says to tell you if I can't get a work\npermit and a job. I must go to work.\" I visited. He must indeed go\nto work. Fourteen dollars a week, earned by his grandmother who worked\n\nin a laundry, did not give much margin for herself, the boy, and the\ngrandfather, old and sick. Came a day when, through the placement bureau,\nthere was news of a job for the Blue-Eyed Scrap. Rejoicing ! Back he\ncame to wind up his business at school, rescue his gym shoes, return his\nlocker padlock, and get his precious fifty cents, restore certain objects to\nother \"guys\" and bid goodbye to teachers.\n\nHe was flushed and happy at\n\nthe future unrolling before him, for was he not to be a gorgeous errand\nboy? Poor little soldier of fortune. It all looked like a fine, new game to\nhim. He could not know that almost surely the cards were stacked\n\nagainst him . The big worry now is lest he lose that precious job by\n\"playing around on it,\" for there is likely to be quite a bit of play yet\nleft in a lad of fourteen .\nSometimes I return to the school before the close of the afternoon session .\n\nThe building viewed from the outside is handsome, modern, the best looking building in the district. Is it my fancy that it seems a bit aloof,\nremote ? The people of the district worked hard to get this school; they\n\nare immensely proud of it, and sometimes, I think, a trifle afraid of it.\nThere is so much for that school to do for that district.\n\nIn order to do it,\n\nits parents and its teachers must get Dewey's idea ( I quote him) \"that\nevery community has the right to expect and demand that schools supported\nat public expense shall serve community uses as widely as possible, that\nthey must cease to be isolated , academic institutions.\"\norganizations should get that idea, too.\n\nParent- teacher\n\nI pass within the building. The bell terminating the fifth period will\n\n"}
{"page": 535, "printed_page": null, "text": "508\n\nNATIONAL EDUCATION ASSOCIATION\n\nsoon ring. I stand close to the wall to be out of traffic. Doors open on\nevery floor. Here they come, the ninety and nine just ones with whom I\nhave little to do, and the few not so just, with whom I have much to do.\nAs they pass on their way to another hour of shop, laboratory, library,\ncooking, sewing, gymnasium, orchestra, chorus, study, or recitation, they\nseem to me, on the whole, products of something hopeful. Their different\ndestinations suggest a promising variety of courses, and programs-evidence\nthat the schools do seek to adjust to the changing needs of a democracy.\nI am almost pharisaically thankful that I am attached to the public schools ,\nbecause I feel that in the matter of seeking to adapt to the changing needs\nof mankind, to put it conservatively, they compare very favorably with the\nchurch, for instance, the courts of law, the penal institutions, all designed\nto guard society.\n\nI know well that in that crowd surging past me, go altogether too many\nwho will drop out because of poverty, and I wish that the public would\nmove more rapidly in the matter of scholarships for these and good systems\nof part-time education. I know that passing me in that crowd are pupils\nwho will emerge as serious problem cases, trouble, which might be pre\nvented, could the school reach the home more rapidly, frequently, and\nthoroughly. Then I find myself wishing for a larger number of teachers,\nsmaller classes, longer advisory periods, and opportunity for some teacher\nto enter every home in the district.\n\nAll these things mean increased expense, yet what James Bryce called\nour great experiment in democracy must fail if our other great experiment\nin free education be in any way checked. When the schools let the parents\nknow what is being attempted, what is yet needed, and what values they\nplan to return to society by the right kind of schools, do you think there\nwill be much question as to whether or not America's experiment in free\neducation shall continue ?\n\nIDEALS WOMEN SHOULD UPHOLD IN POLITICS\nHELEN FRASER, LONDON , ENGLAND\n\nThis subject covers so wide a field-it covers all the ideals of democracy\nin reality, that it is difficult to do more than choose in a short speech some\nof the many great things we should work for and uphold. It is appropriate\nand suitable to discuss this subject in a world in which the women of\ntwenty-nine countries are voting, and we know our problems as women\nin democratic countries have a great similarity.\nI should place before us as our first ideal the necessity of our doing everything possible to see that women are interested in their citizenship-everything we can do to make women and men feel that democracy's hope rests\non interest in politics and on intelligence, knowledge, and vigilance in\npreserving liberties. In our country women vote well in parliamentary\n\n"}
{"page": 536, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\nelections, the average vote being about 75 per cent of the electorate.\n\n509\n\nIn\n\na division where I fought, it was actually 87 per cent.\nThe second need and ideal is education in politics, and that we need\n\namong women. Here those non-party or rather all-party organizations we\nhave can play an admirable part, because we need not only the party\neducation, but the education these bodies give. Our great need is to desire,\nto get at and to work from, the facts of our social conditions and laws.\nThere is, for instance, the great field of social and moral relationships,\nmarriage, the right of release from unhappy marriage, parentage, child welfare, social well-being, to say nothing of the great field of education, in\nwhich we ought to be informed. There is finance, how governments get\nand spend money, and there is our industrial system as affected by law.\nThese should be known to the electorate, so we should set education\nin politics before us as a definite ideal.\nThen I should put next our duty of carrying on the work for total\nequality for women, equality of opportunity to serve, to have all life and\nall labor for our province. You who meet here today, I who speak, are\nhere because women and men pioneered in the past and stood for this\n\ngreat principle of equality. We should carry on the work and seek to\nestablish in our laws, moral and social, this principle expressing in law\nthe highest level we have reached. But here I wish to emphasize that I\n\nfeel strongly that the only laws that are sound on morals and relationships, are those that express a reality of standards reached by a large\nnumber of us. To pass laws that are \"outside\" of our facts is of little use.\nOur aim then here is to get the full free expression of the genius of\nmen and women in democratic government.\n\nWe know that we need that\n\nbasis of equality of expression and service to build well. If we take our\nwork in the political machines of our country and see what usefully can\nbe put before us as ideals to strive for, I want to suggest that we women\nshould strive to cultivate impersonality in our work, to realize and to act\n\non the realization that contests on issues and principles need have nothing\npersonal in them, nor should personal rancour be there.\nPolitics demands from those active in it the power to give and take\nhard knocks, to regard victory or defeat as equally unimportant if the\nissues fought for are believed in. The way we fight is the thing, and it is\nwise to preserve our tempers and our sense of humor. Every crowd\nknows the difference and feels it, between hard knocks taken and given\nwith good feeling and sportsmanship and the opposite.\nWe must learn to know when it is worth while to stand out to the end\n\nfor some principle and when it is wise to compromise and make terms .\nThis demands that valuable quality built partly of knowledge and partly\nof experience, judgment, and this brings me to another ideal we should\nplace constantly before us, the finding of good leaders. Democracy cannot\nsucceed without good leaders and good representatives. We are always\ncomplaining of our governing houses, but is it not true to say that a country\ngenerally gets the government it deserves. We must seek our leaders,\n\n"}
{"page": 537, "printed_page": null, "text": "510\n\nNATIONAL EDUCATION ASSOCIATION\n\ndaring leaders, cautious leaders, home leaders, international leaders, every\ntype and kind of good representative-we need them.\n\nWe need to feel\n\nand to make our young people feel that to be a politician is as great a\nvocation as exists .\n\nI sometimes say half-humorously and half-seriously that here in America\nthe word politician is an expletive while with us it is a proper noun! We\nneed to make politics an honorable profession and see that we let into it\nonly those who have the right qualities. Women can help here appreciably.\nWe should see to it that we face and make our leaders face issues honestly\n\nand without sentimentalism, that we get some idea, not only of the issues\nwe face, but of what solutions we have. It is a period in which we appear\nfor the moment to have no background ideals. Many of us have lost those\nwe had. They were changing and going and the war helped the shattering. We have plunged into an era of experiments in every line, and politics\nis not in a water-tight compartment by itself-all the great things of life,\nreligion, science, education, industry, politics, are intertwined, and everywhere there is a hunting for truth and a throwing up of facts. It is\nprobably all useful, but man seems to need as well some sort of ideal conception as to where we go and what we strive for, and I venture to suggest\nthat politics might concern itself with at least two, one the problem that\nis essentially that of this civilization, whether we are going to do what\nwe must do if we are to go on advancing as a civilization-make the\nmaterial forces we control, the mechanism we have built up, serve the\nspiritual, the moral, the full life of a man.\nThis is our great problem and I suggest our ideal should be to control\nmaterial for spiritual ends, to work for the building of a world in which\nindividuals shall find their vocations, shall live free and full and rich lives,\nshall realize true values\n\na world in which we shall not have senseless\n\nvulgar luxury at one end of our scale and destitution at the other. It means\ngreater and greater wisdom, more and more knowledge-it means vision\n\nand proportion, tolerance and faith; it is an ideal worth working for.\nThe second is international relationships. Our ideal should be understanding and coöperation between nations ; a world working in real peace.\nWe shall reach that ideal, I believe, not only by frontal attacks on\nwar, but by getting those great forces in man, self-assertive, self-preservative, and aggressive, turned in to fighting, as William James suggested,\nand to subduing nature, to fighting disease, wrongs, injustices, cruelties,\nand evils of every kind. Constructive work together among the nations\nhelps to this ideal; of the great work of education, your special task, one\ncan only say in truth that there is no work greater today.\n\nIt has no\n\nfrontiers-knowledge, art, and science know no national boundaries in\nreality, and, perhaps, it is true to say that the struggle rests between\neducation and the destructive forces of the world.\n\nTo work out these\n\nideals politically is a great and, I venture to suggest, an inspiring task.\n\n"}
{"page": 538, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n511\n\nWOMEN IN POLITICS\nMRS . FRANK M. WARREN , REGENT, UNIVERSITY OF MINNESOTA\nMINNEAPOLIS, MINNESOTA\n\nThe discussion which has just preceded these remarks has shown you\nclearly the ideals which should animate those who propose to be good\ncitizens in our country or in any other. My remarks are directed to make\n\nclear the need for having citizens with such ideals actively working to\nmaintain our government, and to make clear also the method by which\nsuch people should work for their country. Today I am speaking to you\nnot as an educator, not as a member of a university board, but as a practical politician, as one who has served as a county chairman for the\nwomen of the Republican Party in Hennepin County, Minnesota.\nFor just a few moments I should like to review some of the political\nhistory of women since the ratification of the Nineteenth Amendment .\n\nYou can remember the war days when our government for the first time\nrealized fully the value of the work of the women of this country. In the\nspring of 1920 we began to hope that our work would be appreciated\nand that we should have the right to vote in the Presidential election.\n\nMinnesota we could not vote in the June Primary Election.\nwait until Tennessee had ratified.\n\nIn\n\nWe had to\n\nIn November we voted for the first\n\ntime. However, we did begin to organize in the spring of 1920. Why ?\nBecause in North Dakota we had a group of disgruntled and discouraged\nfarmers who were ready to barter their birthright of freedom for the supposed remedies that might be found under the red flag which was being\nobscured under the organization of the Non-Partisan League. They were\nready to accept, apparently, any cure for their economic and political ills.\nThe leaders of the Republican Party in Minnesota saw that if the NonPartisan League were to be defeated in our State, it must be done by the\nwomen's vote in the November election. In May the responsibility of\norganizing the women of Hennepin County, which is one-fifth of the vote\n\nof the State of Minnesota, was delegated to me as county chairman.\n\nThis history I have passed on to you because of my desire to impress\nupon every woman present the fact that the question of government is in\nno way an abstract matter. Our government does not exist apart from\nus. We, the people of the United States, are the government. We talk\n\nabout government of the people, by the people and for the people. What\nhave we in reality ? A government of the people by a comparatively few\npoliticians largely in the interest of those who work for legislation. Women\n\ninpolitics! Men in politics ! Neither is true. A few women are in politics\nand a few men. This statement is proved by any close analysis of any\nvote cast in any election of our country. The largest vote ever cast in my\nown county was cast in 1920 and was a 70 per cent vote. The percentage\n\nin the last three years has varied to as low as a 30 per cent vote in special\nelections.\n\n"}
{"page": 539, "printed_page": null, "text": "512\n\nNATIONAL EDUCATION ASSOCIATION\n\nSo today I am here to talk to each of you about your government and\nto help to answer some of those fundamental questions which each woman\n\nmust answer if she is a good citizen and a real lover of her country. The\nfirst question is, \"Why go into politics ?\" ( The word politics is used as it\nalways should be used, to signify the science of government, the active\nparticipation in the work of government.) Why go into politics ? Because\nwe believe in our experiment in government. We want to see our Republic\nsucceed. We want to know that we have each done our part in making\nthat success possible. We want a right to criticize. This right we could\nnot have and could not rightfully exercise if we hold aloof and let the\nother fellow do it.\n\nIn 1920 we were threatened in Minnesota with a program that would\nhave wrecked our State just as it did almost wreck North Dakota. If the\nwomen had stayed at home and neglected to go into politics, there might\nbe today in Washington not only an agricultural bloc, but a very real,\nradical menace . Our great Nation cannot survive if the thinking people\nare not actively interested in the practical work of government, which\nmeans politics . More and more it is coming to be a question of the Constitution or not the Constitution. Every woman must answer this question, \"Why do I not go into politics ?\"\nYou may say, \"Yes, I am interested in my government, but what must\nI do to show my interest ; to make it effective?\" The answer is, \"Join\nsome political party.\" We, as women, have inherited a belief in the socalled indirect method. We have always achieved our results through\nsome kind of external influence. Now we are obliged to face a change\nwhether we will or not. Two of the greatest of our political ills come\nfrom an effort to gain results without party organization. First, the\ngovernment by blocs, and second, government by propaganda. The present\nsituation in many of our State Legislatures and even in Congress today is\na direct result of the belief of many citizens that it is better to vote for\nthe man and not the party.\nHow can we have a government which will work out a constructive\n\nprogram if that government is made up of individual programs ? Representative government which was planned under our Constitution cannot\nfunction without party programs. We cannot have programs without\norganization behind it. It is the duty of every voter to contribute to the\nmaking of those programs, and so I say, \"Join a party !\"\nJust now we are having a demonstration of an effort to govern by\npropaganda. Perhaps the Bok Peace Plan is the greatest effort that has\n\nbeen made to create a national program through propaganda. Undoubtedly,\nit deserves support and appreciation. What results may be achieved are not\nyet clear. In Europe we are watching closely the breaking down of\nparty government and the effort to maintain national policy through a\ngovernment by groups. It would seem that we might learn a lesson from\nthe countries across the Atlantic. The kind of party organization which\n\nwe should join is not the old party which we think of as the old machine,\n\n"}
{"page": 540, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n513\n\nbut the kind of organization which begins in each voting precinct and\n\nwhich gives each voter a real share in the party plan. This kind of party\norganization is possible only when the voters are all interested and anxious\nto serve. Who are the greatest enemies of law ? We might name them\n\"Miss Sentimentality, \" \" Mr. Self Interest, \" but greatest of all, \"Mrs.\nIndifference.\"\n\nPerhaps more difficult to answer than \"Why go into politics ?\" or\n\"How?\" are the questions, \"When ?\" and \"Where ?\" Government begins\nwith the choosing of the candidate. We have unsatisfactory conditions\nlargely because citizens of splendid character and high ideals have no desire\nfor office and have no self-interest to prod them on. Not long ago one of\nthe men who had been an outstanding leader in our State Legislature said\nto me, \"What a pity it is that the good people have no political programs\nand no candidates who are willing and anxious to run.\"\nWe have now two methods for choosing candidates; one known as\nthe Primary Election, and one as the Caucus Convention System. Either\norboth might be effective if the patriotic citizen would work at the right\ntime. The only effective time to work to accomplish political results is\nwhen the candidates for office are being chosen. Last year in our city\nthere were two vacancies to be filled on our School Board.\n\nUnder our\n\nprimary law any one who is a citizen and of age may file. The candidates\nwho filed voluntarily were those who had been on the board and had represented on the board the radical group and the organized labor group, and\nhad not represented all of the citizens of Minneapolis. This seemed a\nmatter which should interest the mothers and fathers of the children of\n\nthe city. We wanted to elect one woman, if possible. No machinery was\nprovided to support any candidate or to persuade any candidate to file.\nFor almost two weeks three of our Minneapolis women worked almost\n\ncontinuously to persuade a woman who was qualified and who would\nmerit the support of the thinking voter to run. Then, in order to elect the\ncandidate, they formed a voluntary committee of about two hundred.\nThis committee collected the necessary funds to meet the expenses of the\ncampaign. In the meantime, a group of men brought forward a candidate.\nThe result was that the two unsatisfactory members of the board were\n\ndefeated by a very convincing majority. This election proved conclusively\nthat the intelligent citizen must work in the nomination of candidates.\n\nMoreover, it proved conclusively that Minneapolis is not Socialist, and\nthat its citizens can be counted upon when real issues are rightly presented.\nIt showed also the need for some plan for persuading the right citizen to\nfile for election and for following this up through the campaign. The\n\nPrimary Law, as we have it, successfully brings out the candidate who\nwants the office, but also successfully leaves at home the man who is fitted\nto fill theoffice.\n\nOur second method of choosing candidates is the Caucus Convention\n\nmethod. In every State this spring some plan will be put in operation for\nchoosing delegates to National Conventions where candidates for the\n\n"}
{"page": 541, "printed_page": null, "text": "514\n\nNATIONAL EDUCATION ASSOCIATION\n\noffice of President of the United States will be selected. My experience\nwith caucus and convention method is limited to Minnesota.\n\nI can only\n\ntell you how we are going to work in that State. Under the party organization of the Republican Party there will be in each precinct a caucus on\nthe third of March. The delegates chosen at this caucus will go to counts\nand district conventions. The county convention will choose delegates to\ngo to the State convention. The district conventions will choose delegates\nto go to the national conventions. We shall have two delegates from each\nof the ten districts, in all twenty, and seven delegates at large from the State\nconvention to the national convention, so that when the national convention\nassembles at Cleveland Minnesota will have twenty-seven delegates. Hence\nthe voter in Minnesota, who has a choice for candidate for President must\n\nregister that choice on the 3d of March in the precinct caucus . In 1920,\nwho nominated the Republican candidate for President? Was it the good\ncitizen who traveled over the country talking for Mr. Hoover, or for Mr.\n\nWood, or for Mr. Lowden, or Mr. Johnson ? Was it the independent\nvoter who voted for the man ? You will agree with me that the delegates\nassembled in the National Republican Convention in Chicago nominated\nthe Republican candidate.\n\nUndoubtedly, you will say the caucus and convention system is bad.\nIn my estimation, neither system can possibly be good when approximately\n50 per cent of the citizens of our country make no effort to express an\nopinion at the right time. Our Republic is established and our Constitution has made it a representative Republic. The citizens who wish\nthat Republic to succeed must work not part of the time, but all the timenot at the wrong time, but at the right time. It seems particularly fitting\nthat the educators of the country should lead in the creation of a sentiment\namong our people for good government and good government should\nmean government which is really effective. Effective government should\nmean intelligent work at the right time.\n\nEvery one who lives in this\n\ncountry, whether she wishes it or not, is more or less in politics. My plea\nis to be not only in politics, but to be in it intelligently.\nWhat are the obstacles which confront the conscientious man or woman\n\nwho is making an effort to do political work ? The first is a general feeling, especially among the women, that political work is not \"quite the\nthing.\" This feeling, especially among women may be, perhaps, justified.\nThe business man has felt that he has not time to give to political work.\nThe average citizen has failed, even to vote. Yet, we must find some\nremedy and surely the remedy is not to be found by staying at home and\n\nby staying out of politics.\nThe second obstacle which the political worker finds is the exaggerated\nidea of independence, especially the idea of the voter who sees the man\nand not a program. In this connection I have no wish to be misunderstood.\n\nI am, by no means, in favor of a policy of the party, right or wrong.\nThe intelligent voters must work together for a constructive program and\nonly organized effort can be successful. The third great obstacle to be\n\n"}
{"page": 542, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n515\n\novercome in political work is the very general ignorance on the part of\nthe voter of when to work.\n\nMost voters feel that going to the polls on\n\nelection day and marking carefully a ballot constitutes his sole duty as a\ngood citizen.\n\nThe last, and perhaps the greatest difficulty in political work, especially\nfor women, is the problem of financing what we call politics. In the\npast party organization has largely been financed by a few. It is not\nsurprising that there has been so little real interest in party government,\nsince so few of the voters in any party have been interested enough to give\nany financial support whatsoever.\nWhen we were working in suffrage organizations we looked forward\nto the day when women might express themselves through the ballot .\nWhat are we, who are interested in the Government of our country today,\nlooking forward to? First, a time when we shall have an awakened\ncitizenship, a time when we shall have at least a ninety per cent vote in\neveryelection. Next, a time when the work of the Government will attract\nto it our finest business men, our most intelligent women who will be supported in this work by a loyal and patriotic citizenship. And lastly, we\nlook forward to the time when the leaders for the next generation will be\ntrained in our educational institutions in such a way that the service in\npolitics will be as interesting and as vital as any service to their country in\ntime of war. This program requires the devoted support of all of the\neducators of our country.\n\nTHE\n\nRURAL\n\nSCHOOL\n\nDEMONSTRATION\n\nWORK\n\nIN\n\nLAGRANGE AND JOHNSON COUNTIES, INDIANA , AND\nTHE NEW DIVISION OF SCHOOLHOUSE PLANNING IN\nTHE STATE DEPARTMENT OF PUBLIC INSTRUCTION\nH. L. SMITH, DEAN, SCHOOL OF EDUCATION , INDIANA UNIVERSITY\nBLOOMINGTON , INDIANA\n\nThe 1921 session of the Indiana State Legislature was confronted with\nthe problem of school legislation. There was a general feeling among the\nteaching profession that progress along certain lines of educational development could best be fostered by additional legislation. This thought was\nshared by the 1921 legislature, but the members were not sure of the\nnature of the legislation required. It seemed to them advisable, therefore,\nto arrange to have the situation carefully gone over before reaching a\ndefinite decision as to the special legislation to propose. Consequently,\nwhen a group of school administrators in the State advocated a State\n\nSchool Survey as preliminary foundation work on which to base future\nlegislation, the legislature approved the plan by passing an act providing\nfor the appointment by the Governor of a State educational survey commission, whose duty it would be to arrange for a survey and report findings\n\n"}
{"page": 543, "printed_page": null, "text": "516\n\nNATIONAL EDUCATION ASSOCIATION\n\nto the Governor within a year so that time would be available for a careful\nstudy of the findings before the meeting of the next legislature.\nThis commission carefully canvassed the country for the proper persons\nor organizations to make the survey, It soon developed that the funds\navailable for the work were by no means sufficient to pay for an adequate\nsurvey. Only $10,000 of State money was available and a satisfactory\nsurvey was estimated to cost between $40,000 and $50,000 .\nIt was finally decided to request the General Education Board to\nprovide the additional funds necessary and to make the survey. The\nrequest was made and the General Education Board replied favorably .\nDr. F. P. Bachman, of the General Education Board, was made responsible\nfor preparing the report to the State Survey Commission. The report was\nmade to the survey commission late in the fall of 1922. On the basis of\nthis report the survey committee made its definite recommendation to the\nState legislature.\n\nMany weaknesses in the Indiana public school system were revealed\nin the tabulations and discussions contained in the survey. Consequently,\nmany bills were proposed at the succeeding legislature calculated to remedy\nthe situation. One important measure relating to the training required in\nthe preparation of teachers was passed. Another important proposal\nrelating to the unit of administration of the rural schools was defeated.\nOther less important matters related to the schools were considered, some\npassing and some failing.\n\nThe State legislature having failed to satisfy itself as to just what measures should be adopted to remedy the evils revealed by the survey, the State\nSuperintendent of Public Instruction decided that he must assume the re-\n\nsponsibility of gathering more information of a definite character that might\nbe put at the disposal of the 1925 legislature to assist in the proper solution\nof the State's educational problem.\n\nHe, therefore, asked the General\n\nEducation Board to place funds at his disposal with which to make certain\neducational experiments and to carry on other educational demonstrations\nthat would determine the educational value of certain forms of organization, instruction, and general administration.\nThe General Education Board responded favorably and placed at the\ndisposal of the State superintendent a total of $52,000 divided into two\nfunds. One, a fund of $12,000 for the development of a division of schoolhouse planning within the State Department of Public Instruction; the\nother for the purpose of demonstrating the value of supervision of instruc-\n\ntion in the rural schools. To the total fund an additional $20,000 has been\ngiven by the General Education Board.\n\nIt should be said also that the\n\noriginal $52,000 was given outright for expenditure as the State superintendent sees fit. The General Education Board is not conducting the\ndemonstration work, nor is it officially supervising the work.\nThe State superintendent chose as his assistant in carrying out these two\nprojects H. L. Smith, of the School of Education, Indiana University.\nwho gives two thirds of his time to the State work, one half of the State\n\nLI\n\nப\n\n"}
{"page": 544, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n517\n\ntime being devoted to schoolhouse planning work and one half to the rural\nschool demonstration work.\n\nIn the schoolhouse planning part of the work effort is made to advise\nwith school officials who seek advice concerning standards that should\nprevail in the construction of new buildings. It is the hope that this\ndivision will have considerable influence in assuring future school buildings\nthat will be more adequately planned and more safely and endurably constructed.\n\nAside from aid given school officials in connection with the selection of\nproper school sites and the planning of proposed buildings this division\nhas sponsored the first State-wide Indiana conference on schoolhouse\n\nplanning, which was held at Indianapolis, February 7, of this year. This\nconference was attended by city boards of trustees, township trustees,\ncounty and city superintendents, architects, construction engineers, heating and yentilating engineers, contractors, and members of boards of health .\nThere is also in press now a State department pamphlet of directions\nconcerning schoolhouse planning that is intended for general distribution\nto school officials within the State.\n\nThe organization for the operation of the schoolhouse planning division\nconsists of the director of the division and two assistants, who are members of the Inspection Division of the State Department of Public Instruc-\n\ntion, but who have arranged to give a portion of their time to the schoolhouse planning work.\nIt is not compulsory that the State department be consulted in these\n\nmatters, but the service is provided for those who care to avail themselves\nof it. Because of limited funds the consultations are generally held in\n\nIndianapolis though the director or one or the other of the assistants\nwillgo inperson to any locality where an official invitation is extended and\na guarantee of payment of expenses incurred is. made.\nFor the demonstration work Lagrange County, in the northern part of\nthe State, and Johnson County, in the south central part, were chosen.\nThe trustees of these counties as well as representative citizens and the\ncounty superintendents requested that these counties be chosen. Two rural\nschool supervisors were chosen for each of the counties. These four super-\n\nvisors have been spending all of their time supervising instruction. The\ngeneral administrative duties are still carried on by the superintendents\nwho, in reality, are assisted in their supervisory duties by the four supervisors.\n\nThe conviction on the part of those that are conducting the demonstration is that the additional expense incurred through the addition of supervisors will be amply justified by the increased knowledge gained by the\npupils. In order to test out this supposition, educational tests were given\nthree weeks after the opening of school in the fall in reading, arithmetic,\nspelling, language. Similar tests will be repeated near the end of the\nyear and the progress made in the meantime along these lines can thus\nbe determined.\n\n"}
{"page": 545, "printed_page": null, "text": "518\n\nNATIONAL EDUCATION ASSOCIATION\n\nTwo check counties were also chosen.\n\nThese counties are Whitney,\n\nin the northern part of the State, and Rush, in the central part. The\nsame tests were given in these counties in the fall and similar ones will\n\nbe repeated there at the same time they are repeated in the two demonstration counties in the spring.\n\nThese two check counties will not have the\n\nbenefit of supervision, though, and any greater gain that may be made\nin the demonstration counties than in the check counties can probably\n\nbe charged largely to the factor of supervision. The county superintendents\nand the teachers in the check counties were urged to put forth their best\neffort during the year in order to show as much progress as possible.\nMoreover, arrangements were made for the county superintendents in the\n\ncheck counties to accompany the superintendents in the demonstration\ncounties on a trip to Maryland, where rural supervision in operation was\nobserved for a one-week period.\nThe plan is to continue the demonstration for a period of two years in\nthe hopes that two years will be sufficient time in which to indicate to the\n\ncitizens of Indiana something of the value there may be in better supervision\nof instruction. The supervisors give all of their attention to improving\nthe actual classroom teaching. They do this by teaching for observation\non the part of the teacher, by suggesting teaching materials and methods\nthat the teacher has not thought of and in criticizing the work of the\nteacher as it is observed by the supervisor.\nThe division of school demonstration is organized with a director\nresponsible directly to the State Superintendent of Public Instruction.\nRecommendations that pass through the director to the superintendent\nare worked out in conferences with one or the other of two cabinets.\n\nOne of these cabinets is composed of members of the staff of the State\nsuperintendent of public instruction. It is desirable that the demonstra-\n\ntion work receive the benefit of the judgment of the State superintendent's\nstaff. Moreover, it is the purpose of the workers in the demonstration\ncounties that State department policies be supported insofar as possible.\nThe second type of cabinet is composed of the workers in the field.\nThere are two of these cabinets one in each county. Through the\ncourtesy of the county superintendents who, together with the trustees,\nare by law responsible for the administration and supervision in their\nrespective counties, these duties have been delegated to the State superintendent of public instruction, who, in turn, has delegated them to the\ndirector of demonstration.\n\nThe director of demonstration, therefore,\n\nbecomes ex officio the chairman of each county cabinet, which is composed\nof the director, the county superintendent and the two supervisors. In\nLagrange County the city superintendent of the Lagrange schools is also\na member of the cabinet, since the city schools of Lagrange are included\nin the demonstration. The city schools of Johnson County are not\nincluded in the demonstration.\n\nIn the absence of the director the county\n\nsuperintendent is chairman of the cabinet meetings. In these cabinet\nmeetings educational policies are worked out and the detail of putting\n\n"}
{"page": 546, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n519\n\nthem into operation is left to the initiative and judgment of the respective\nofficers. The county superintendent assumes the responsibility of general\nadministration and the supervisors assume the responsibility of supervision\nof instruction. The director advises with each in his or her particular\nline of work .\n\nThe policies worked out in these cabinet meetings are always in harmony\n\nwith the aims and purposes originally set forth in a three days' conference\nheld at Indianapolis, Indiana, in August preceding the beginning of the\ndemonstration at which the State superintendent, certain members of\nhis staff, the director of demonstration, the director of the Indiana school\nsurvey, the county superintendents of the two counties concerned, the\nsuperintendent of Lagrange County, representatives from the county, and\ncity boards of education of these counties were in attendance.\n\nWith the aims and purpose of the demonstration crystallized in the large\nat this original conference, the workers went directly to their respective\ncounties and with these aims as guides decided in conference with the\nteachers of the counties just which of these aims should be undertaken\nand when. The actions of the county cabinets during this year are limited\nto the purposes agreed upon in the county institutes with the teachers.\nThus, the teachers themselves become a party to the project. The county\nand the township institutes are organized in both counties with the idea\nof furthering the demonstration work.\n\nOn the administrative side the demonstration seeks to bring about a\nmore effective use of the school funds. To this end the textbooks were\nfurnished to the pupils at 5 per cent profit for operation. This resulted\nin considerable saving of money and also in getting the books into the\nhands of the pupils with a minimum of delay.\nAn attempt was made also to effect a system of cooperative buying of\nfuel and school supplies. This plan did not materialize in Lagrange\nCounty and was only a partial success in Johnson County. A saving of\nmore than a thousand dollars in the year's coal supply was effected in\nJohnson County, however, through the pooling of the buying power of\nthetrustees.\n\nThe main effort of the demonstration, though, is directed toward the improvement of instruction. The full time of the two grade supervisors in\neach county and one day a month given to the high schools by a member\nof the State superintendent's staff is given for this work.\n\nOccasionally, general meetings between the director of the demonstration and the four rural supervisors have been held for general discussion of\nthe problem and its proper solution .\nThe burden of the work of supervision of instruction is carried by the\nfour supervisors-two in each county, though the director of the demonstration, the county superintendent, the city superintendent, and the\nprincipals have a part in the work. The director and the county and city\nand methods of\nsuperintendents advise with the supervisors as to\ncarrying them out. The county and city sur\nasionally ac-\n\n"}
{"page": 547, "printed_page": null, "text": "520\n\nNATIONAL EDUCATION ASSOCIATION\n\ncompany the supervisors in their daily work and advise with them afterwards. The director of the demonstration is now devoting one day each\nweek in each county to such visiting with the supervisors. The principals\nare invited to visit classes with the supervisors also so that they may be\nbetter prepared to keep the supervisors' plans going well in their absence.\nThe supervisors themselves conduct their work through several channels.\nThe first few weeks they spent largely in developing their plans and\ngetting these plans before the teachers in bulletin form. These communications were followed by short visits to the various rooms. These visits were\n\nfollowed with group meetings of teachers of the same grades or types of\nschool . These meetings were at first generally held after school hours.\nSome of the trustees have more recently consented to have these meetings\nduring school hours. When they are held during school hours the usual\nplan is to have all but one of the schools dismiss so that the teachers may\n\ngather at the school first to observe teaching and later to discuss the\nteaching observed.\n\nThe great portion of the time of the supervisors now is being devoted\nto personal visitation of teachers and observation of their work in the\nschoolroom. These observations are followed by individual conferences\nin which the work observed is discussed.\n\nThe two months following the close of schools in the spring will be\ndevoted to an analysis of the work of the year, the preparation of a report\nsetting forth the results of the efforts thus far made and in formulating\nplans for next year.\n\nTHE NEEDS OF HIGH SCHOOL GIRLS AND HOW THESE\nNEEDS ARE MET BY A DEAN OF GIRLS\nJEANNETTE MC DONALD, DEAN OF GIRLS , TECHNICAL HIGH SCHOOL\nOMAHA, NEBRASKA\n\nFor every girl in the high schools of the United States ten years ago,\nthere are three today; for every one twenty years ago, there are four\n\ntoday; and for every one thirty years ago there are ten today. This'\n\n|\n\nincrease in high school attendance is to be attributed mainly to two causesthe growing belief that a high school education is a distinct business asset\nand the compulsory education laws, which in many States require school\nattendance of every child under sixteen. In Nebraska high school enrolment has increased 2539 per cent in thirty years .\n\nIn 1890 the high school student body was a highly selected group, composed mostly of boys and girls from cultured homes-homes where books\n\nand pictures, good taste and good cheer made an adequate foundation upon\nwhich to build the academic work of the high school of a generation\nago. I recall a class which I taught some fifteen years ago. There was\nscarcely a pupil in that class whose parents were not well-educated. I\nwas teaching the sons and daughters of lawyers, doctors, ministers,\n\n"}
{"page": 548, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n521\n\nteachers. In those days the shifting of responsibility for the conduct of the\nchild from the school to the home was a logical procedure. His parents\nwere quite as capable of dealing with the problem as were the school\nofficials. The latter felt, and rightly, that their obligation was met when\nthe parents were notified. This custom still persists in most high schools,\nthough the returns today do not justify the expenditure of time, effort,\nand money.\n\nToday the percentage of high school students who come from adequately\nequipped homes is shockingly less than it was even ten years ago. The\nbulk of the increase in attendance, then, is to be accounted for in the\ngreat influxof young people from families, whose highest ambition for their\nchildren even ten years ago did not exceed the possible completion of\nthe eighth grade. In seven years I have found among the parents I have\nhad occasion to interview only one who is a graduate of a high school .\nFor the most part, these parents have had little of formal schooling .\n\nThey are hard-working, and honest, and ambitious for their children, but\nthey are quite unable to furnish, or even to grasp the need of furnishing\nfor the growing child, the proper environment. Neither have they the\npreparation for dealing with the adolescent. Their energy goes to the\nstruggle for food, clothing, and shelter, and they are all too often unable\nto supply these necessities in sufficient quantity. They look to the school,\nand justly, I believe, to do whatever is necessary to make of their son or\ndaughter a social asset. The opportunities for schooling which they have\nnot had, and which they are struggling to give their children, seem to them\na panacea for all ills. The notice saying that their girl has not met the\nrequirements of the school is a blow, against which they do not know how\nto defend themselves other than by berating the girl and blaming the\nteacher. Haven't they done their part? Why doesn't the school do its\npart?\n\nSome of us are still trying to run our high schools on the plan of\nthirty years ago. The personnel of the student group today bears no\nresemblance to that of the last generation. The needs of our group have\n\nchanged, but we still strive in many places to meet those needs with\nantiquated machinery.\n\nTheoretically the responsibility for the social,\n\nmoral, and religious life of the child should fall upon the parents. Practically this responsibility cannot be met in the homes until we grow in\nevery community a set of parents capable of dealing with the very complicated problem of supplying the environment, the activities, and the\nhigh ideals necessary for the nurture of a well-rounded social being.\nIt is difficult for those of us who belong to the last generation to realize\nthat the day when the high school's sole responsibility was scholarship is\npast. A new vision of the school's obligation to the community has broadened our field and increased our task, until nothing that affects the life of\nthe girl or boy is extraneous to the interest of the school and its officials.\n\nMost of the girls in our high schools today are between the ages of\nfourteen and eighteen. A few are under fourteen, more perhaps are over\n\n"}
{"page": 549, "printed_page": null, "text": "522\n\nNATIONAL EDUCATION ASSOCIATION\n\neighteen; but the mass will be found to be within the given limits-the\nage of change and unrest. What are the needs of these girls?\nPerhaps there is nothing so soul satisfying to the administrative officer\nas the well organized plan for the year's work a teacher's schedule, a\nroom schedule, a program card for every pupil and everything in readiness\nto push the button on the opening morning. It does seem that it should\nall work smoothly. The first day, as we all know too well, closes with\nchaos in the vicinity of the main offices. Most complaints are easily adjusted. But here is Mary who weeps because she has been assigned to\nsewing, or cooking, or biology, or almost anything. It doesn't matter\njust what-Mary is fifteen. She had a vision of what her program might\nbe; and lo! it seems to be something else. Mary's troubles are real to\nMary at fifteen-more real, more serious, more poignant than they will\never be again. She needs to confer with someone not immersed in the\ngeneral rush of routine duties; someone with time, patience, and understanding, to whom she may pour out the cause of her dissatisfaction. It\nis useless to tell her she must follow her program. She is fifteen and unhappy. The school exists to serve her in the interests of the community.\nIt is vital that Mary shall approach her work happily. Nobody can estimate the value of Mary as an asset if she determines to make her life a\nsuccess; nobody can estimate her possibilities for harm, if she remains discontented. The school must not fail. Here is a task for a dean of girls.\nThere are other unhappy Marys in every school ; and of no two are\nthe causes of their miseries, real or imaginary, identical. Sometimes it is\na broken family-the father and mother have separated; or there is a stepparent. Sometimes there is financial depression in the home; the father\nout of work ; the mother ill. The prolonged interview with Mary brings\nout the real cause of her distress. The vital task is to help her adjust\n\nher difficulties, to see them in their right relation, to recognize herself\nas a responsible member of society whose business it is to live in peace and\ncomparative happiness with her family. Sometimes it is necessary to see\n\nthe step-father or mother and to smooth the way for Mary's new resolution to find an opportunity to function. Such adjustments are the province\nof a dean of girls .\n\nThere is another Mary who, together with one or two special chums,\nthinks herself sophisticated. She and her companions have been exposed\nto much misinformation about sex. This forms the basis of vulgar, obscene\nnotes which pass current among the girls and boys who, because of ignorance, are attracted by such. From time to time, all too infrequently,\nthese notes are intercepted. Here is a plague spot revealed. On whom\nshall devolve the task of eliminating the poison and putting in its place\nthe beautiful truth about the beginnings of life? These impressionable\nfifteen-year-old Marys are eager for the truth. They want to know.\n\nIt is useless to send for their parents. If, as parents, they were capable\nof doing their duty by Mary, she would have been inoculated against the\ndisease of obscenity.\n\nHer mind would not have been soiled with vulgarity.\n\n"}
{"page": 550, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n523\n\nWho then shall help patiently, understandingly, effectively ? Who but\nthe dean of girls?\n\nIn every high school is the girl who tries to conceal her real complexion\nfrom the world. She admires lips of carmine, such as blaze on the covers\nof cheap fiction magazines. She affects the plucked and penciled eyebrow ;\nshe likes her lashes separated with messy black pigment ; and she especially\nadmires the vivid orange-red cheek bones, surrounded with an undue\namount of powder applied in hasty daubs, or slightly revealed through a\nsolid mask of whitewash. Who shall deliberately, persistently, gently,\nconvey toher the fact that our external appearance is not our own business,\nexcept in the privacy of our own rooms ; that, when we go forth to mingle\nwith our kind, good taste demands that we shall consider the standards\nofthose with whom we would associate, and that we may not offend with\nimpunity? Here again is work for a dean of girls.\nClosely allied to the girl with the excessive make up is the girl who\nwears inappropriate clothing. If long dresses are fashionable, hers are\nthe longest; if tight skirts are worn, hers are the tightest; if short sleeves\nare in vogue, hers are the shortest; if earrings are dangling, hers are most\nconspicuous for their length, breadth, and brilliancy. One girl so arrayed seems like fifty. She is omnipresent. Her chosen field for conquest\nis the gathering place of the athletic teams. These heroes seem to be\nespecially susceptible to this type of girl. She will walk through a group\nof boys, and by some art known only to her, touch with her elbow, or\nhand, or foot every boy in the group with the result that some boy or boys\nwill follow her down the corridor or the street as she, with apparent innocence, goes on her way. Who shall deal with the school \"vamp \" ? \"\nWhose shall be the task of laboring to bring about a change, or deciding\nthat the school is better without this particular center of insidious influence ? The lines must be carefully drawn. Here is not the place for\nhasty decision. Evidence must be conclusive. The gathering of evidence\nrequires time; the evaluation, judgment; and the decision, courage. Who\nin a school faculty will undertake the task except the dean of girls ?\nKatherine, ambitious, determined, trustful, with home conditions wholly\n\ninadequate to help her fulfill her ambition, wishes a high school diploma.\nHer mother has not learned to read or write.\n\nThe family finances are\n\nlow. She needs clothing and school supplies. She doesn't wish to be\nan object of charity, but she does need money. Can we find a place for\nher to work after school ? She can take care of children. Perhaps there\nwill be an opening later; but in the meantime she must continue. A loan\nis arranged for. Katherine borrows on her note whatever she needs to\n\nmeet immediate demands. Katherine's private financial affairs must not\nbe known to her fellow students.\n\nHer business transactions must be\n\ncarried on confidentially. Who shall manage this and all similar cases ?\nWho so well as the dean of girls ?\nI have been citing individual cases-cases with which I have had to deal.\n\nEvery girl who is not happily adjusted to her surroundings at home or at\n\n"}
{"page": 551, "printed_page": null, "text": "524\n\nNATIONAL EDUCATION ASSOCIATION\n\nschool becomes a problem. To ignore her or to deal with her inadequately\nis reckless. The routine and publicity of the main office is little suited to\nthe intimate interview. Whether it be dissatisfaction with a program,\nfailure in the home, excessive use of cosmetics, vulgarity, extreme dress.\nlack of material resources, or the petty discipline which results from\nfriction in the class room, irregular attendance, and undue tardiness, every\nhigh school has its quota of such problems, and should have an official whose\nspecial function it is to study the affected pupils and lessen, at least, the\npossibilities of permanent harm.\n\nI am devoting the greater part of my discussion to those intimate problems which must be dealt with sympathetically, firmly, and above all\nprivately-those problems the solution of which requires so much attention\nand patience-those problems which are most vital in the lives of the\nadolescent girls affected; but there is another and a larger group of girls of\nwhom the dean must think.\n\nIn every high school, as in every other group, the normal, healthy girls\npredominate and the needs of these girls should be the chief concern of\nevery dean of girls; for, from among these must come the women who\nare to be the leaders in the community life of the next generation. These\ngirls need a vision of what their lives should be. They must make their\nideals effective through activities; they must develop character through\naccepting responsibility; they must be practiced in coöperation; they must.\nin fact, be prepared for a more adequate motherhood than were the girls\nof the past generations. Wherever one thousand, two thousand, or more\nyoung people are gathered together there is unlimited opportunity for girls\nto get the vision of a larger social service, through direction of their interests.\n\nIt is a physical impossibility for a dean to come in close personal touch\nwith every normal girl in a large high school; but it is essential that a line\nof influence be established between the dean and each girl. The latter\nmust come to feel that influence and to know that the way from her to the\ndean is open and inviting.\n\nIn no way can a dean so directly reach all normal girls as through an\norganization with membership dependent only on enrolment. A girl's\npresence in the school makes her perforce a member of the organized group.\nGirls desire popularity and leadership, and in an organization they readily\nsee an opportunity to have their efficiency recognized.\nIn planning an organization including all girls, care must be taken to\narrange for a widespread distribution of responsibilities. It is most desirable to have as many sets of officers and committees as there are classes in\nthe school. Girls will approve a plan which calls for six or eight presidents, as many vice-presidents and secretaries, with the same number of\nsets of committees. Each section may work separately at times; at other\ntimes, in conjunction with other sections. The executive committee should\nbe composed of officers of all sections. Each section may have charge of a\ngeneral assembly at least twice a year. Thus they will have experience in\n1\n\n"}
{"page": 552, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n525\n\nplanning and carrying through a program with all that such an exercise\nentails of selection, preparation, and direction. Every committee of every\nsection should have a member in each of the smaller units of the school,\n\nso that information concerning any project undertaken by a committee may\nreach all girls directly.\n\nSuch an organization as this would not and should not overlap in any\nway a self-government plan which may be functioning. This organization\nshould devote itself wholly to questions which especially pertain to girlsquestions which the girls feel should not be discussed in mixed assemblies.\nIn a high school attended by both boys and girls we know how rarely\nagirl is elected president of any group if there is a boy in line. In a high\nschool which graduated its first class in 1876, the election of a girl to the\npresidency of the senior class for the first time was considered of sufficient\nimportance to be noted on the front page of a leading paper. In this particular school the girls have probably predominated in every class. Women\nneed to develop confidence in each other, Why not begin the development\nwith the high school girl?\n\nThe unostentatious directing of such an organization as I have briefly\nsketched will consume both time and thought but will yield large returns.\nThrough it the dean may touch the life of every girl. Through it she\nmay awaken in the girl a desire for social service, and give her ameans of\ntraining the forces within her, of recognizing her human relationships, and\nofmaking the best use of her social and material environment. Arranging\nprograms, planning entertainments, establishing standards of conduct and\nscholarship, writing notes of sympathy, finding ways of being helpful, developing a sense of at-oneness with all the girls of the school, of the neighbor\nhood, of the world-these are specific lines along which a group of organized girls may move.\nEvery high school in which girls are enrolled must eventually have the\nservices of a woman specialist, or of several women specialists, whose duty\nit shall be to create an atmosphere and develop an influence which shall\npervade the life of every girl and make it possible for her to experience the\njoy of becoming a well-rounded woman whose privilege it is to serve. All\nof this has become the province of the high school since our student body\nis no longer a selected group.\n\nHOW THE NEEDS OF THE HIGH SCHOOL GIRL ARE\nBEING MET BY THE PARENT\nMRS . W. S. HEFFERAN , NATIONAL CONGRESS OF PARENTS AND TEACHERS\nCHICAGO , ILLINOIS\n\nThe discussion of the occasion covers the most critical period in the life\nof the individual-adolescence-a period which is the acid test in both\nhome and school as far as training is concerned. Becaus\nlequacy\n\n"}
{"page": 553, "printed_page": null, "text": "526\n\nNATIONAL EDUCATION ASSOCIATION\n\nof most homes the training offered by the high school assumes immense\n\nimportance. More and more it is assuming responsibility for the care of\nthe health of youth, its scholarship, and its social development through\nservice. Through its extra-curricular activities and its tests for aptitudes.\nthe high school assists youth to select its life work.\nAdolescence is a new birth, for then the higher and more human qualities are born. There is a physical, mental and spiritual change of which\nparents become aware but because of lack of intelligence and training are\nunequipped to meet. Modern life is hard and increasingly so upon our\nyouth. The home and the church and very often the school fail to understand its nature, its needs, and beyond all else its perils. Now youth demands a greater knowledge of mind and body to protect it against temptation and to assist it in the choice of a vocation and nothing helps more than\nlong intimate talks with the elders on life's problems; the making and\n\nspending of money, on men and marriage, politics and civic affairs. It\nflatters them and makes them want to do and be and act their very best.\nThe idea of service can now be best developed and the opportunity for\nservice must be given in the home through participation in the work and\nwelfare of the household. Unfortunately, home study and music absorb\nmost of the leisure hours of high-school girls, and desirous of seeing them\nprogress they are shielded from active participation in household cares and\nresponsibilities which would be immensely developing. I shall rejoice on\nthe arrival of the day when household economics is no longer an elective\nbut a required subject, given a dignity and a recognition-this recognition,\nthat the first requisite of any human life is the need of being fed and clothed\nand even bathed, in order that efficiency may be secured for the higher\nthings of life, for some time as a mother, a daughter, a wife, or sister, the\nhealth and happiness of a household are in a woman's hands.\nUntil one hundred years ago there was little machinery arranged for\ngirlhood's education. Her important training lay with the family groups\nand she was educated through participation in the work and welfare of\nthe household. It has been said that then girls were workers in every\nkind of task from lighthouse tending to scalping marauding Indians.\nNinety-five per cent of all teachers are women and ninety-nine per cent\nof the training of the young is in the hands of women in the home and\nschool. Every woman, as parent, precedes the teacher as the child's earliest\nand most important teacher. Again 27,000,000 women were brought into\ncitizenship by the Nineteenth Amendment and every woman, as citizen,\nbecomes responsible for the better conditions in home, school, and society.\nTherefore the girl's education today must equip her for a threefold function, either or all of which may be hers-parent, teacher, citizen. In this\npreparation the schools must assume a large share of the responsibility.\nVast changes in the education of girls have taken place since a Massachusetts town discussed whether females, being a tender and interesting\npart of the population, should have any rights to be pupils in the public\n\n"}
{"page": 554, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n527\n\ntown school. Where there happened to be extra benches they decided to\nadmit them for two hours a day. By the State, county or city, education is\nnow possible for girls and boys alike from kindergarten to the professional\nschool.\n\nThe most important additions to the opportunities offered by the high\nschools are the extra-classroom activities which have been vastly increased\ninthe last decade and which have been greatly improved since the advent\nof the dean of girls. These activities are quite sufficient to develop the\nsocial nature of the pupil and to take up all the time the high school girl can\nafford to give or should give to social life. Music can be supplemented\ninthe home, but the auto and movies, which together take up much of the\ntime of the adults, leave few opportunities for the home to do anything\nworth while for the social life of the child.\n\nI know a school which in a large sense promotes the social and service\nlife of the child in a very satisfactory way. Once a month there is a\nforum open to all high school pupils. The first half of the program was\nmade up of debates, readings, music, etc., and the last half dancing. Part\nof the faculty and several of the parents attend each time, the meeting\ncloses at 11 P.M. and children must go home. Then there are four parties,\nfreshmen, sophomore, junior, and senior, closing at eleven o'clock, and\nchaperoned by many parents and most of the teachers who participate in the\ndancing. Children must return home, that is, they must not attend another\ndance. Then there are classes in social dancing during winter semester.\nThe school requests that social affairs during holidays be arranged after\nconsultation with the parents so there will not be an excessive amount of\nentertaining. I should say that 95 per cent of the social life of the pupils\ncenters in school. At Christmas and Thanksgiving time a well ordered\nplan ofparticipation by the children in simple giving is carried out. Where\nthe homes of children outside this school have touched socially on the lives\nof these children there has been a marked contrast:\n\nI have come to realize that, with the tendency of young people to dominate the home and the inadequacy of parents generally that the educational\ninstitutions must plan simple but delightful social functions and call upon\nthe parents for financial and moral support. The result will be better all\naround. Social activities sponsored by schools are far more democratic than\nthose held in the home because they must include all of a class and there\nwould be no chance for social distinction. Here and there a parent-teacher\nassociation has attempted to plan chaperoned dances with some degree of\nsuccess, but when planned by deans and executed by both parents and teachers the result is more satisfactory.\n\nNever have our young people been subjected to so severe temptation as\ninour own time. Increasing city life with its prematurities, the get-richquick spirit in the air, the desire on the part of the young to be all, act all,\nand do all befitting adult estate all these lack the regulations that healthy\nyouth must have, and in an atmosphere of . ”\nthey rush rather than\n1\n\ngrow into maturity.\n\n"}
{"page": 555, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n528\n\nTo the deans, the universal mothers, we turn with hope that with\nwoman's instinct they sense the needs. We ask that you men and women\n\nof the secondary schools put down the algebra or Latin occasionally and\ntalk to the young people about the care of the body, the attitude toward\nthe opposite sex, courtesy, kindness, the making and spending of money, and\nideals. The reactions are far beyond anything we can immediately sense.\nIf we are to educate these young people, using the word in its broadest,\nfullest meaning, the more entirely we can fill their field of vision with the\nschool and its allied activities, the greater hold we shall have upon them.\nEducation has hardly tapped the intellectual and spiritual energies of\n\nyouth. Your young people have ambitions which are infinitely precious.\nTo a large degree our ability to meet successfully the baffling social problems of our present civilization rests upon our utilization of these energies\nand ambitions. The future depends largely upon our young people. If\nthey are given an opportunity to prepare themselves, not only will they\nplay their part courageously, but they will bring a high degree of genius to\nthe solution of the most intricate problems humanity has ever been called\non to face.\n\nNEEDS OF THE HIGH SCHOOL GIRL AND HOW THEY\nARE MET BY SOCIAL AND PHILANTHROPIC ORGANIZATIONS\n\nANNE T. BINGHAM, M. D., PSYCHIATRIST, GIRLS' SERVICE LEAGUE\nOF AMERICA, NEW YORK CITY\n\nIn studying the life of an individual, the school period stands out as an\nimportant one . It represents at the start brand new adaptations which\nare difficult for many children, some of whom react by developing neurotic\nor personality traits which never cease to hamper them. As the work\nbecomes more difficult, demands on physical strength, on brain and nervous\nbalance are naturally greater, and children having narrow margins of\nreserve in these fields show signs of strain. It is well known that not\nonly mental development, but also the emotional life is strongly influenced\nby school experiences of all sorts and since during adolescence, which coincides with the high school period, the emotional life is particularly active,\nit is of vital moment to society and to these problem youths that they be\nunderstood and properly treated. I have come here today to tell you of\nthe beginning that we have made along this line in New York and of how\nit all came about.\n\nIn social work, as in medicine, prevention should be our ultimate aim,\nand we believe that it is becoming so. Therefore, a desirable reaction to\n\nexperiences with physical, mental, or social illness is a wish to prevent these\nabnormal conditions. For over ten years the organization which I repre-\n\nsent, formerly known as the New York Probation and Protective Association, now the Girls' Service League of America, made intensive studies of\n\n"}
{"page": 556, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n529\n\nso-called delinquent girls. As a result of such studies, we convinced ourselves of the truth of certain things, an important one being that there is\n\nno criminal type. This means, of course, that we must reckon with the\nindividual, with his peculiar personality, his very own reactions to circumstances which his emotions and his degree of intelligence or mental soundness determine. It means also that impersonal treatment is unintelligent\nand wasteful. We believe that the same principle of individualized study\nand treatment applies to any sort of problem, whether delinquent or not.\nFurther, in our experiences with delinquents, we found repeatedly such undesirable characteristics as a grudge attitude, a feeling of inferiority, morbid\nrepression, excessive sensitiveness, seclusiveness, inhibiting dissatisfaction.\nInmany instances, habits of pernicious thinking and doing had become so\nfixed that it was hard to alter them. While this was especially true for\nthose whose mental equipment was poor, it was by no means confined to\n\nsuch, and we felt that if antisocial tendencies and unhealthy mental attitudes\ncould be detected and treated early in adolescence, social disaster might be\nprevented for some, and nervous or mental breakdown averted for others.\nAnd so, when about three years ago our Association, organized to help girls,\nreceived an appeal from one of New York's largest high schools for assistance in understanding some of its problem girls, it responded by offering\nthe time of its psychiatrist for two half days a week, because this work\nseemed alogical part of our preventive program.\nThere may be confusion about this word \"psychiatrist.\" To some, it is\nsynonymous with \"psychologist\" ; to others it implies one who is merely\n\ninterested in the mentally sick, the insane, while many are inclined to apply\nin a vague way the term \"psychoanalyst\" to anyone interested in mental\nprocesses. By way of explanation, may I say that the psychiatrist, unlike\n\nthe psychologist, has had general training in medicine, in addition to specializing in nervous and mental diseases, and is further interested in studying\nin great detail a person's adaptation to life, his personality make-up, his\n\nemotional reactions, his intellectual development. Physical and nervous\nstates are also taken into consideration by the psychiatrist, who after accumulating all this material, seeks to evaluate it and then to see what needs\n\nto be done and what can be done, the idea being to prevent as far as possible nervous, mental, social disaster if they are threatened and to help\nthe individual concerned to live efficiently and happily.\nNone of you think for a moment that the only function of the school\nis to train children along academic lines. To develop ability in mathematics\nor languages or sciences is not enough. We need in our communities\ncitizens with good nervous balance, a proper regard for ethical values,\n\nwhose viewpoints are not warped by unhealthy personality traits. In far\ntoo many instances, since homes and churches may be inactive in meeting\nthese needs, it is to the schools that we look, and I believe that modern\npsychiatry can offer practical coöperation.\nIn March, 1921, we began in Wed\nIrving High School, New\nYork City, what is, I believe, pion\ning psychiatry to high\n‫ةيلا‬\n\n"}
{"page": 557, "printed_page": null, "text": "530\n\nNATIONAL EDUCATION ASSOCIATION\n\nschool problems. Let me emphasize the important fact that this school\nrecognized its need for a greater understanding of difficult cases so that\nfrom the start the principal, the two deans, and the teachers were most\ndelightfully and intelligently coöperative. Without such a spirit, the work\nof a psychiatrist in the school would have been of little value, as so much\ndepends on the execution of suggestions and on an intelligent use of material\nwhich the examination reveals.\n\nBriefly outlined, the method that we use is as follows: A girl who is\nconsidered a problem may be referred for examination by any teacher or\nby any one else in the school having contact with the pupils. Among reasons\ngiven for asking for an examination are : (1) scholarship: which may be\neither poor, or inconsistent with rating obtained in entrance group psychological tests ; ( 2) behavior, either unruly, as found in discipline cases,\nor peculiar. You all know that the majority of pupils in high schools at\nleast adapt themselves after a little time to classroom routine, but there are\nalways some who are conspicuous because of such things as over-aggressiveness, painful self-consciousness, evidence of tension, of emotional instability,\nof excitability, of depression or apathy, or pre-occupation. It is with these\nexceptions that the psychiatrist is concerned, as they may be cases of definite\nmental or nervous sickness, or they may be hampered by a natural predisposition for such conditions and be passing through some trying experience where help is badly needed. Peculiar behavior is found also in those\nwith difficult personality traits, already alluded to in speaking of delinquents.\nOne sees in those children who complain of favoritism at home and unfair\n\nmarks at school, and disloyalty of friends, the beginning of an antisocial\ngrudge attitude, or an even more serious paranoid trend.\nIn addition to unsatisfactory scholarship and peculiar behavior, the pupil\nmay be refered for examination because she appears (3) physically unfit.\nOf course, no medical treatment is given in the school, but when conditions\ndemanding attention are found, the children are sent to different places\nwhere they can receive it. I am sure I do not need to dwell upon the\ninfluence which a physical defect has upon scholarship and behavior, nor\non the benefit which follows suitable treatment. Inattention, lack of\ninterest, restlessness, lawlessness in school, frequent absence, truancy, undesirable companions, are frequently associated with eye strain and headache,\nand proper glasses, faithfully worn, may bring about surprising changes in\nschool work and conduct. The child who is always having colds and\ntonsillitis naturally becomes discouraged over getting back in school work\nand may cease to try, a bad attitude to acquire. Certain conditions of the\nductless glands result in restlessness, irritability, and headaches, symptoms\nwhich are relieved when properly treated. Both teachers and doctors should\nget the habit of looking at these conduct phenomena as manifestations of\nsomething, the causes of which we are to seek. Important as are the\nphysical reasons for referring a child for examination, even more important and certainly less often recognized are obscure emotional states.\ndependent on great sensitiveness, feelings of inferiority, perhaps because of\n\n"}
{"page": 558, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n531\n\ndeformity or speech defect, or morbid fears, anxiety, depression, all of\nwhich have a great effect in the development of the personality, and which\nconsequently need to be recognized and treated.\n\nThe next step after the name of a pupil has been presented for examination is to have some one, a dean, a grade adviser, or some teacher assigned\nto assist in this special work get together material which the psychiatrist\nneeds to have; that is, a clear statement of the problem as the school sees\nit, the scholarship and behavior record, and an account of any contacts with\nthe family, and the report of the psychologist, for, in addition to the group\npsychological tests, we have individual Terman tests given to all these children, who are specially studied. Washington Irving High School is fortunate enough to have its own psychologist, paid for in part by a private\nindividual, the balance supplied by proceeds from a school play. In other\nschools where we work, our organization gives the time of its psychologist for the individual Termans.\n\nThe follow-up work which develops\n\nfrom a study of the case is carried on usually by the one who has gotten\nthe material together and by a visitor who does some calling in homes.\nThe service of the visitor is for the present supplied by our organization.\nThe method of the examination which we use is to meet the pupil in-\n\nformally, the introduction including some general statement as to the\npurpose of the examination, and the implication is often given that since\nthe doctor's time in the school is limited, and, therefore, all students can-\n\nnot be seen by her, it is a special advantage to those selected. In other\nwords, we try to prevent any feeling that a special examination designates\none as peculiar, and we think we succeed, for it is a rare exception if a\ngirl fails to give good cooperation. An important part of the examination is a detailed account of the family and home situation, with the girl's\nreaction to her parents, her brothers and sisters, her school experiences.\nWe want to know also where her interests lie, whether in books , music,\n\nsports, domestic arts, handwork, or chiefly in \"having a good time.\" We\ngetan idea of her general physical condition, including previous illnesses,\noperations, accidents, tendency to headaches. We question her about her\nhygiene of living, such as habits of eating, tea and coffee drinking, sleeping. We get an idea regarding her nervous stability, from finding, for\nexample, if she has had convulsions or St. Vitus dance; whether she is\n\nexcitable, easily frightened, possessed of a violent temper; whether she\nis anail biter or a sleep walker; whether in times of stress she becomes\n\nnauseated or develops a headache. Following this inquiry a physical examination is given for the purpose of finding if there are conditions which\nneed attention. Then comes inquiry into mental processes; we ask about\nthe mood, whether phlegmatic, happy-go-lucky, depressed, elated. We\nseek to know how much a part imagination plays in the girl's life; how\nmach she day-dreams, and if she does, to what extent a phantasy life encroaches on reality. We try to get at causes of sensitiveness, of feelings\nof inferiority, or \"being different,\" or of being discriminated against. We\nquestion regarding the presence of fears and compulsive ideas. We wish\n\n"}
{"page": 559, "printed_page": null, "text": "532\n\nNATIONAL EDUCATION ASSOCIATION\n\nto gain an idea of the girl's instinctive needs, her affections, her sources\nof satisfaction.\n\nWe want to know her ambitions, her plans for the\n\nfuture in order to see if they are impracticable. In this connection we\ntake into consideration the findings of the psychologist, and the scholarship\nrecord, and the presence or absence of talent which her class work has\nbrought out. On the basis of positive things, which all this examination\nreveals, a plan is suggested for each pupil, and, of course, these plans are\nessentially individual. They may be concerned merely with a temporary\nchange of program, or a radical change of course, or extra help with a\ndifficult subject. The lack of understanding or of sympathy on the part\nof a member of the family may call for an interview in which one seeks\n\nto interpret the child to the parent, or vice versa. Additional recreation\nor a special type may be indicated, or companionship for a shy, lonely girl\nwho broods over her unpopularity. Special consideration may be asked\nof teachers for girls who over-compensate for timidity and painful selfconsciousness by quick rather than thoughtful answers or for those who\ncan never bring themselves to take any voluntary part in class work. One\nwonders how teachers of large classes are able to individualize their pupils\nat all and it is not strange that these difficult adolescents are often not\nunderstood, that they need to be interpreted to their teachers, as well as\nto their families. There may occur in our plans suggestions for physical\nbetterment which may be undertaken in the school, such as correctional\nexercises, or extra food for malnutrition children, or we may attempt to\ndevelop more intangible things, such as an ethical sense, a more responsible\nattitude, self-confidence based on achievement, or a better realization of\n\npersonal assets. We know that much energy is lost through inhibitions\nand conflicts of an emotional nature as well as by the lack of harmony be-\n\ntween ambition and capacity for achievement.\n\nTherefore, it is absolutely\n\nessential that the child's inner life be reached if we are to understand and\n\nplan wisely.\nAbout a year after this work had been started in Washington Irving\nHigh School we were asked to give some time regularly to two high\nschools in Brooklyn, Erasmus Hall and Bay Ridge. We have been able\nto examine in these two schools, girls who present unusual difficulties. We\nhave also seen by appointment at the offices of the organization girls sent\nfrom other high schools in Manhattan. When possible, we think it a\nmutual advantage to go to the schools, as the whole process then becomes\n\nsimpler and more natural. Also, it is valuable to have opportunities for\nconferring on the spot with the teachers of these girls whose real problems\nare often quite different from those which appear in the classroom.\nLast year we held in two of the high schools where we have made examinations a series of case conferences which were attended by teachers\nespecially interested in the pupils discussed, and also by representatives\nof different social and religious organizations working with adolescents.\nWe had several objects in view in holding these conferences. We wanted\nto present cases in their entirety so that the teachers might look further\n\n"}
{"page": 560, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n533\n\nthan classroom behavior in their understanding and treatment of problem\nchildren. Also, we wished to help teachers recognize early signs of nervous\nand mental illnesses, as well as to realize that certain personality traits\nwhich are actually or potentially serious, may be checked or modified\nif detected early. Other reasons for these conferences were to bring together for concrete application the resources of the school and the community and to get from diversified points of view expert help for our\nproblem girl.\n\nSince we began our school work three years ago, about two hundred\ngirls have been examined. Unsatisfactory scholarship comes first among\nthe reasons for referring, but the underlying causes for this condition are\ninterestingly various. For example, among three girls seen in one day\non this score, one was definitely dull and not mentally capable of carrying the course which she was attempting. The second was bright enough\nto do creditable work, but was a spoiled child who had never exerted herself to do anything hard and she had no stimulation at home to do her\n\nbest. Her parents indulgently overlooked her failures, telling her that\nnext time she would surely do better and not to worry, so she did not.\nVery satisfactory improvement which has persisted resulted from an appeal\nto her to brace up, followed by judicious encouragement in school and a\nmore sensible parental attitude. The third girl who had a superior type\nof intelligence was undoubtedly kept from doing the brilliant work which\nmight have been expected of her because of an emotional experience. She\nwas an only child, fond of both parents, but particularly devoted to her\nfather. No wonder she was upset when she found that her mother was\nsuing for a divorce, which was granted. The conflict which all this in- .\n\nduced was terrific for this sensitive adolescent, whose reason told her that\nshe should not love her father as she had, whose emotions told her that\nshe did. She could not concentrate on school work and planned to leave\nto take a position. Relief undoubtedly followed the telling of her trouble ;\n\nshe was encouraged to remain in school and certain adjustments were\nmade there.\n\nThe child became much happier, more nervously stable and\n\nthe quality of her work improved.\n\nA sixteen-year-old girl was referred because she had attempted to cut\nher wrists, supposedly with suicidal intent. She was a neurotic child,\n\nwith a pronounced inferiority feeling. This probably originated on a\nphysical basis, as muscular weakness following diphtheria necessitated the\nwearing of braces when she was small.\n\nShe felt that she could not run\n\n'nd play like other girls; that she was clumsy, and she dreaded ridicule\nto a morbid degree. She avoided competition where she would appear\nat a disadvantage, and when she entered high school, physical training was\n\ndreaded, because she feared physical injury and also failure and ridicule .\nShe cut classes to such an extent that she knew her parents must soon\nhear of it, and she felt she could not face her father's displeasure. Perhaps even death was preferable, she thought. At any rate, she might\nbecome an object of interest and pity. The whole situation was talked\n\n"}
{"page": 561, "printed_page": null, "text": "534\n\nNATIONAL EDUCATION ASSOCIATION\n\nover with her, including an analysis of the development of her fears, and\nthe need stressed for gaining ascendency over them. Long and valuable\ninterviews were held with both of her parents who gratefully promised\nto coöperate. Her physical training teacher gladly gave her special attention until she gained enough confidence so that she voluntarily took the\nonce-dreaded exercises. Since then, there have been no further complaints\nof her conduct in school and her work in all subjects has improved.\nAn examination was requested for an attractive fourteen-year-old girl\n\nbecause she seemed nervous and unhappy and reported having done automatic writing. She was an orphan living unhappily with paternal uncles.\nwho compelled her to give up one pleasure after another. Her mother.\nwhom she idealized, had died in a hospital for the insane. This child was\nnaturally nervous and sensitive, and because life was so hard for her she\nfound her phantasies a great resource, and came to depend on them more\nand more. Shortly before we saw her she had been feeling quite disturbed because told that she must leave school, almost her last pleasure,\nin order to do more work in her uncle's bakery, which she hated. When\ntrying futilely to do French exercises she found herself writing automatically\nwhat she considered a reassuring message from her dead mother. Certainly her conflicts and yearnings were reaching a pathological expression,\nand we recognized the serious possibilities. We were not able to persuade\nher relatives to leave her in high school, but in order to insure for her encouragement and recreation we brought her to the attention of teachers\nin a continuation school, as well as to the Protestant Big Sisters. This\ngirl regarded those who interested themselves in her in high school as\nreal friends and came back to see them sometimes.\n\nAfter a while she\n\nasked for an office position which was procured for her and which proved\na happy placement. She now seems quite normal and adjusted.\nAmong the first girls seen in Washington Irving High School was one\nwho was referred for what her teachers considered a speech defect but\nwho was found by the psychiatrist to be a case of dementia præcox, with\ndefinite hallucinations.\n\nShe was in the dressmaking course and received\n\npassing marks in that, but she took little or no part in oral class work .\nShe might easily have been sent to a hospital for the insane, but since\nshe presented no dangerous symptoms, did not disturb classes, and was\nevidently getting something from school, we resolved to let her stay,\nfor we realized that her interest there was her strongest link with reality\nand that, consequently, it was to her advantage to have every effort made\nto foster such interest.\n\nEach term her new teachers were told about\n\nher so that they might understand her better and she has just graduated.\nWe do not know what the next chapter in her life will be, but certainly\nit is greatly to the credit of a huge city school that such a child has been\npatiently and skillfully handled for such a period of time.\nI should not stop without making a point that although in speaking on\n\nthe topic assigned, my emphasis has been placed on high school girls, all\n\n"}
{"page": 562, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n535\n\nthat has been said applies equally to boys. In fact, an adviser of students in one school where I work often says that more problem boys than\ngirls are sent to her and in dealing with them she has received valuable\nhelp from getting a psychiatric viewpoint.\nThe special nature of this help has been illustrated in the cases cited,\nbut since they are described so briefly, the point may not have been made\nclear that it is that of an expert, that it cannot be given by people without\nmedical and psychiatric training. The experience of the psychiatrist in\ndealing with the mentally sick makes it possible for him to recognize early\ndanger signs which are not obvious to the untrained observer, but which\nwhen found indicate pathological mental processes. These are discovered\nthrough studying the behavior of the child, learning the mood, getting\nthe modes of reaction, listening to spontaneous talk and drawing the individual out so that she reveals her perplexities. Only after the psychiatrist has obtained this intimate knowledge of the individual is he in\na position to plan constructive treatment.\nIn connection with these special examinations, certain clear cut needs\nhave been emphasized, such as a greater variety of courses in high schools\nso that a pupil may be tried out in different lines of work in the same\nschool rather than be sent from one to another or discharged, procedures\nwhich are certain to accentuate a sense of failures.\n\nBesides waste of time\n\nand injustice to children, there is incalculable expense involved in forcing\nthem to continue in courses obviously unsuitable, as shown by repeated lack\nof success. These special classes are needed for two types of pupils, the\ndull, slow ones who can learn, given time enough, and those who are\nso dull that they cannot ever hope to complete regular academic work,\nbut who can get a cultural background if given more time in school. Extra\ntime of teachers to give individual help would be a boon to many pupils\nwhose difficulties are specialized. We need greater facilities for making\nhome and family adjustments, work which the right kind of visiting\nteacher can do so efficiently.\nWe cannot expect such conservative bodies as Boards of Education to\n\nprovide for psychiatric work in schools until its practical value has been\nproven. Accordingly, demonstrations of such work for a time will probably need to be financed by foundations, private organizations or philan-\n\nthropic individuals. The important thing is for the schools to appreciate\nthis special need and demand that it be met. I wish that I might inspire\nyou to go back to your schools, resolved to leave no stone unturned to\nhave your problem children understood and treated.\n\nIn conclusion I wish to quote from a report of the National Committee\nfor Mental Hygiene a paragraph which has a direct bearing on what\nwe have been talking about :\n\"It is becoming more and more apparent that the most effective work\nin the prevention of insanity, as well as in increasing the efficiency and\n\nhappiness of those who do not become insane, must be done in early life.\n\n"}
{"page": 563, "printed_page": null, "text": "536\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe know that much mental disease and more disaster from imperfect adjustments to life of a little different sort depend upon inadequate equipment to deal with difficult situations and upon attempts of people to live\nupon levels of activity for which their mental equipment and training has\nnot fitted them. We know that in not a few cases these inadequacies of\nequipment and this tendency on the part of people to take up tasks for\nwhich they are manifestly unfitted may be recognized at a very early\nperiod and there is reason to believe that much could be done to remedy\nthese conditions by recasting educational methods and providing for individual needs . This, after all, is the true purpose of mental hygiene.\"\n\n"}
{"page": 564, "printed_page": null, "text": "Department of Educational Publications\nChairman, Arthur H. Chamberlain, San Francisco, California; program prepared\nby J. W. Searson, University of Nebraska, Lincoln, Nebraska.\n\nTUESDAY AFTERNOON, JULY 1, 1924\nNEW PROBLEMS IN BUILDING A TEXTBOOK BUSINESS\n\nMr. Hesse, World Book Company, Yonkers, N. Y.\nDISCUSSION\n\nHenry B. Dewey, Educational Manager, Houghton Mifflin Company, Boston,\nMass.\n\nEDUCATING THE PUBLIC TO HIGHER STANDARDS OF TEXTBOOK MAKING\n\nC. E. Douglass, Assistant Superintendent of Schools, Baltimore, Md.\nDISCUSSION\n\nCharles Swain Thomas, Educational Editor, Atlantic Press, Boston, Mass.\n\nEDUCATING THE PUBLIC TO HIGHER STANDARDS OF\nTEXTBOOK MAKING\nC. E. DOUGLASS , ASSISTANT SUPERINTENDENT OF SCHOOLS\n\nBALTIMORE, MARYLAND\n\nIt is becoming increasingly important that school administrators keep\nthe public informed of the aims, activities, and achievements of the school\nsystem. The present is a period of questioning, and the attitude of the\npublic is markedly critical. An adversely critical attitude thrives upon\nmisinformation or upon ignorance. We may deplore the consequent obstruction to the constructive work we wish to accomplish, but this critical\nattitude follows now, as it always does follow, a period of positive, creative\nachievement. It is a perfectly normal condition. This wave of critical\ninquiry offers an opportunity which should be seized. Facts should be set\nforth convincingly to the end that the public may endorse every justifiable\nmeans to promote the cause of education.\nRecent growth in systematic school publicity is quite noteworthy. In\nmany cases publicity work has had its inception in the \"drive,\" and has\n\nbeen inspired by war conditions. Fortunately, however, the \"drive\" with\nits attendant ills, has largely given way to a same day-by-day, week-byweek, year-by-year presentation, in a systematic way, of the information\nwhich the public needs and wants . It is well indeed if the hurrah campaign for better salaries and better buildings can be supplanted by the more\ndignified continuous information movement which addresses itself to in-\n\ntelligence and good citizenship.\n[537]\n\n"}
{"page": 565, "printed_page": null, "text": "538\n\nNATIONAL EDUCATION ASSOCIATION\n\nA great deal of excellent publicity has been given to teacher salary\nneeds and to building needs, but the supplies and equipment needs have\nfared less fortunately. This is particularly and singularly true of the\ntextbook requirements. In this case, the public has too often been fed\nupon scandal, real or supposed, more often supposed than real. We are\nfed up on \"book graft,\" \"state adoption scandals,\" \"corruption of school\nofficials,\" petty \"controversies\" over religious, National, or racial bias in\ncontent of books and so on ad nauseam .\n\nThe textbook has often been\n\nthe football of politics, and the \"tax bugaboo\" has been used to secure\nsome of the worst of legislation, abominable alike to the schools and to\nthe publishers . We agree with Mr. S. Y. Gillan \"It is not a square deal\nto assume that publishers are pirates or to ignore the profoundly important\nservice which they render to our schools through the sharp competition\nwhich keeps them always alert to produce books that reflect the best in\nmodern authorship and mechanical make-up.\" A frank and open dealing\nwith the public should clear the field of the misapprehensions and prejudices\nwhich now operate to deprive the schools of the best to be had in schoolbooks.\n\nThe textbook is second in importance only to the teacher. \"The teacher\nand the textbook make a school.\" Doubtless, in many instances in this\nbroad land of ours the text is more than the teacher, regrettable as the\ncase may be! The teacher is merely the \"loud speaker\"; in the book is\nthe worth while message. In the words of Dr. Judd, \"There is no influence in American schools which does more to determine what is taught\nto pupils than does the textbook.\" Much the same may be said of methods of teaching. This insistence that the text is a determiner of school\npractice may seem to run counter to the tendency to decry a reliance upon\nthe text as indicating a mechanical and lifeless type of classroom work.\nThe text is and will be a major factor in school practice. What is needed\nis an improved skill in the technique of the use of the texts. Ifitbe\ndesired that pupils shall go \"less by the book,\" less in learning by rote, the\nanswer is not less book, but more books.\n\nNeither \" an emasculated book\"\n\nnor a \"cuckoo\" for a teacher, as one has put it, will serve in a live presentday situation.\n\n\"No field of human achievement, \" says Mr. Gillan, \"not even the application of science and invention to industry, shows greater improvement\nthan is seen in the schoolbooks of today as compared with those that were\nin use a hundred years ago, or even fifty years ago.\" And Dr. Winship\ndeclares the progress in the making of schoolbooks is marvelous, almost\nmiraculous. No agency in school progress receives higher praise than this.\nPublishers must be given credit for more than commercial enterprise.\nNo doubt, they are all in business to make money. They have done more.\nThrough the medium of books they constantly collect and disseminate new\nideas and new ideals. In this regard, there is no other agency which excels,\nThey are quick to discover budding genius, and to bring it out into the light\nof day. They furnish a highly specialized staff of critics who separate the\n\nworth while from the worthless, and having discovered worth, have fur\n\n"}
{"page": 566, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n539\n\nnished the proper avenue to the public. In fairness, this much should be\nsaid to offset the common run of gossip that publishers are intent always\nupon gouging a long-suffering public, intent only upon sales however made.\n\nThe book representative is usually both commercial and professional, professionally trained and with professional experience. Being thus equipped,\nhe is in aposition to render a distinct service to educational progress.\nBooks are about the cheapest thing we buy. Even in these days of rapidly\nvaulting prices, books remain on a comparatively low level. Competition\nhas clearly operated to keep down prices and to raise the quality. We look\ninvain for the doings of the much mooted \"textbook trust.\" The book item\nin the total school budget is only about two per cent. And this item is\nsecond in importance only to the teacher! The actual and the relative\ncost of books has been played up to the public more often in a false than\nin a true light. It has too long been the happy hunting ground for the\nsmall politician. The cry of extravagance in the purchase of textbooks is\ninmost cases pure buncombe. To haggle over the difference between the\nbest and the cheapest books, as is sometimes done, especially in state adoptions, is small beyond words to express. Dr. Winship, in appropriate sarcasm, shows how we might by years of economy, through the use of the\ncheapest books on the market, save the price of a circus ticket. The public\nwill be quite willing to buy the best and buy in sufficient quantity when\nproperly informed. The present tendency of school boards and boards of\nestimates to stint the schools in books, arises from insufficient information\nas to costs and the importance of the whole question. It is up to the ad-\n\nministrator to see that the necessary information is supplied. In no case\nshould he be willing to compromise and accept a cheap product. Nothing\nbut the best can be justified in the long run or in the short run. \"The\nremembrance of quality will remain long after the price is forgotten.\"\nIt is not solely a question of quality ; it is also a question of quantity.\n\nMore and more books are required to carry out a modern course of study.\nSome school patrons are like the old farmer who refused to buy a book,\nsaying, \"No, I got a book.\" 'This is not a one book age. A few years\nsince a single reader was found in the first grade! Now we are not quite\nrespectable if we do not have ten or a dozen. Let the parents see how\nmuch better their children read all of these dozen books than they could\n\nread the one when they passed from the first grade. Through the use of\nbetter books and more of them, the first grade teacher has doubled her\nachievement. No better justification of costs need be given.\nMuch could be said in favor of the scientific use of score cards in the\n\nselection of books. They undoubtedly aid in the formation of clear judgments. They do more. They indicate the lines upon which those who\n\nselect should begin their campaign of education in the use of the books when\nthey have been adopted. Every problem of selection involves the teacher,\n\nthe principal, the supervisor, and the superintendent. These are they who\ncanbest inform the public as to reasons for their choice. They, upon the\n\nadoption of a text, are called upon to\nHere is the proper beginning of any att\n\nproperly introduced.\npublic to higher\n\n"}
{"page": 567, "printed_page": null, "text": "540\n\nNATIONAL EDUCATION ASSOCIATION\n\nstandards. The assumption that a new book will be seized upon and\nworked to its maximum efficiency even by the best teachers is without secure\nfoundation. The common practice in letting a new adoption find its way\nby chance is to be condemned. There should be a reason for every adoption,\npresumably, a reason that reaches into every classroom where the book is\nto be used, and it will require much effort to secure the results desired.\n\nThe administration only begins with the formal adoption; the major part\nof the work comes in effecting the adoption by the entire educational force.\nA teacher of shop practice is presumably well-trained in the use and care\nof tools. Doubtless, the major part of his training centers about just this.\nHowever great the variety of the tools in his shop, he must know their\nvaried uses and abuses.\n\nHe must know how to secure from them their\n\nmaximum efficiency. It really seems not to have occurred to us that there\n\nis a parallel in the case of the grade teacher. Here the texts are the tools,\nand there should be developed a technique in the use of books, which in\nthe nature of the case,would require as much or more skill than is required\nof the shop teacher. Some enterprising publishing houses have been more\nready than school administrators to see the importance of such technique\nand they send out missionaries under the title of \"expert demonstrators.\"\n\nIn most cases they establish standards of efficiency in the use of their books\nquite unattained even by the best local teachers and supervisors who have\nnot concentrated upon the problem.\n\nIt is still left as a matter for the\n\nimagination to determine what improvement we should see if our school\nsystems should be put on a thorough going campaign in the use of all basic\nbooks, and should we carry this idea into all teacher training institutions.\nSome day we shall see that there is as much technique in the use of a map\nas there is in the use of a saw . We shall parallel the publisher's extreme\ncare in the choice of type, the color of paper, the length of time, and scores\nof other details which make the modern text a finished product, by an\nadequate appreciation expressed in the skill with which we use the tool.\nThere is much to be accomplished in the development of technique in textbook use, in order to conform to the demand that pupils be made more\nindependent in thought. We must do far more than merely get information\nfrom the printed page. The central administration should assume the\n\nobligation of seeing that the use of all adopted books is thoroughly taught.\nHere is the beginning of that education of the public to higher standards.\nThe trained teacher will in turn instruct pupils in the use of books.\nPupils must learn to work conscious of their skill. For a student in the\nmachine shop not to know a buzzsaw from a grindstone might be fatal;\n\nfor a student in geography not to know the various uses of maps may be\nfatal to him, but the date of the funeral would not be so definitely fixed.\nThe pupil should be carefully introduced to the nature and habits of a\nbuzzsaw before he is given his license to operate it; the student of history\n\nor geography should know something of the nature, the individuality, the\naims, of his texts which are to serve him before he begins to solve the problems of the universe. Books have an individuality, and it should be culti\n\n"}
{"page": 568, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n541\n\nvated. Often we hear pupils say, \"the book says,\" or even more familiarly,\n\"it says.\" This must be downright flattery to the author who has put so\nmuch of himself into the text, and the publishers who have dressed \"it\" up\nwith such pride! Dr. Hall-Quest very appropriately advises a preview of\nschoolbooks.\n\nThe public will demand the best available textbooks when the school\npeople themselves stand adamant for them. The public will appreciate the\nvalue of texts of the highest order only when the school people themselves\ndemonstrate their value. No teacher should underrate the tools with which\n\nshe works. \"Unskilled workmen blame their tools.\"\n\nThe textbook, hav-\n\ning reached a high plane of development, requires increased skill to make it\nfunction.\n\nParents want and are willing to pay for the best for their children. It\nis an obligation upon school people to show what is best, and to show why\nthe schools demand more and more. Just how this desired end shall be\nattained, depends upon the locality involved. There is no better means of\npublicity than the school itself. Schools in which there has been for a\nnumber of years a consistent, continuous effort at publicity now find many\nproblems easy of solution, because the public knows the school's work and\nthe school's needs. The \"open house\" plan by which patrons secure firsthand information in regard to their schools, is perhaps most effectual. The\ndaily press should be a constant ally in publicity work. The press and the\nschool have a common interest. A school system is fortunate if it has a\n\nwell-established publicity department, and through its publications can do\nmuch to disabuse the minds of the public of the many false notions concerning textbook deals which run rampant. There is scarcely a community\nwhich does not have organized groups through which the schools make\ntheir case. The woman's club may be a source of strength at budgetmaking time. School administrators who wisely carry on a continuous\ninformation service rather than depend upon a spasmodic \"drive\" in times\nof need, should find their reward in an enlightened public which will see\nthat the need for the best books shall be cheerfully met.\nEDUCATING THE PUBLIC TO HIGHER STANDARDS OF\nTEXTBOOK MAKING\nCHARLES SWAIN THOMAS , HARVARD UNIVERSITY, CAMBRIDGE\nMASSACHUSETTS\n\nEmerson in one of his poems phrased his optimistic philosophy in a rhyme\nthat makes it easy for us to recall this thought :\nHeartily know\nWhen the half gods go,\nThe gods arrive.\n\nIt is true, of course, that in recent years, under the tutelage of Dean\n\nInge in England, ably supported by Senator Lodge in America, some of the\nmore skeptically minded and the more easily swayed have commenced to\n\n"}
{"page": 569, "printed_page": null, "text": "542\n\nNATIONAL EDUCATION ASSOCIATION\n\ndoubt the law of progress. But there is yet within us enough of the midVictorian philosophy to encourage allegiance to the dictum that through\nthe ages there is still running one unceasing purpose and that the thoughts\nof men are widening with the process of the suns. And we can steadily\nreassure ourselves by the patent knowledge that as a people we are irrevocably committed to the optimistic belief that the products of today are infinitely\nsuperior to the products of yesterday.\nIf anyone doubts this, let him try to sell a 1917 automobile at a price\nwhich he thinks it is really worth. His conviction in the public's preference\nfor the newer model will be most grimly confirmed. Here the ratio of\nvalues, past and present, is far in excess of \"sixteen to one.\"\nWhile all publishers can, on taking their inventories, find solace in the\ncontrasting thought that some of their textbooks which were published in\n1917 are not completely depreciated by the swift procession of these few\nyears, we nevertheless know that our clientele is growing keener and keener\nin examining the dates of publication of specific texts; they examine them\ncritically, not cursorily. The pre-Volsteadian preference for the older\nvintage is no longer obtrusively voiced. The search for textbooks-like\nthe search for automobiles-is for the more recent models.\n\nBut if my suggested analogy with the automobile is correct, this search\nfor the newer model is not decided by a mere fetish for newness; we are\n\nnot completely blinded by glossy varnish, by the shimmer of nickel, or by\nthe luxury of velour.\n\nThe reason for the demand for the new is based\n\nupon the conviction that experience and research in educational engineering have evolved a product that is better fitted for the present system of\nthe transportation of ideas.\n\nPublishers have, in fact, educated the public by educating themselves.\nTheir editors are closely identified with educational research; they have\nencouraged it in many ways. They watch the professors in their investigations. They are here at this great convention to inform themselves of the\nnewer discoveries and the newer emphasis in education. One of these\n\nideas may yet be a mere embryo. It will develop into something tangible\nwhen the educational investigator and the educational editor, having pooled\ntheir mental and material resources, present a product that elucidates in the\n\ncosmic form of a text an idea that was but recently an uncaptured nebula,\ncarelessly whirling in an unacademic macrocosm .\n\nBut this process of evolving a text is not so simple as this condensed narrative might imply. Before the new textbook is allowed to appear in its\nfinal dress, there must be many conferences, prolonged correspondence, and\n\nthe most cordial co-workmanship with the artist, the engraver, the printer.\nand the bookbinder-all bending one way their total coöperant to the end\nof producing a faultless piece of work. How unattainable this ideal is, no\none knows so well as the publisher himself. No one knows so well as he\n\nhow many plans have to be made and re-made, how many adjustments and\nre-adjustments in the process of manufacture. All the while, the embattled\nimps of error seem to be lurking on all the outskirts of our skirmish lines.\n\nJust how they execute their campaign we never know. But in their guerrilla\n\n"}
{"page": 570, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n543\n\nwarfare they mix our sheets, renumber our pages, blotch our illustrations ,\ncrumble our plates, cut our threads, thicken our ink, put curious crimps in\nour paper, and finally make our type mysteriously read what the maddest\nman in his maddest moment ne'er conceived.\n\nEven before the book is off\n\nthe press, we have commenced our never-ended work on the corrigenda\nblanks. But this is not an inventory of our woes; we'll not darken the\npicture further by dwelling upon the nefarious articles which our critics\nwrite, when our work is finally reviewed in the press. Nor shall we detail\nwhat happens to it when it is subjected to the scrutiny of unfriendly\ncompetitors.\n\nYet just because we have kept in such close touch with modern educational thought, because we have been ready to coöperate in bringing into\nconcrete form the results of scientific research, because we have kept\nvaliantly at our fight to reduce error and present an aesthetic product, because in the face of criticism we have kept our blooded head unbowedbecause of all this persistent spirit of endeavor, we have finally won the\nconfidence of those administrators who have been intent on the task of pro-\n\nviding their children with the most efficient tools for carving out their\nschool career.\n\nIn the midst of his coöperation with the spirit of modern research, the\nprogressive publisher has not been so deeply engrossed with the newer\nscientific movement in education as to allow himself to grow callous and\nindifferent to other vital needs. Indeed, the most marked characteristic of\nthis type of publisher is seen in the important consideration which he gives\nto the human element in education. He has fully realized that the most\n\nsignificant initial act in the learning process is mental arousal. Both he and\nthe teacher must consistently act in the spirit of the great pedagogical\ncredo we must interest before we can instruct.\n\nThus to secure the highest success in making his textbook a real imparting agent, the alert publisher is sparing no pains. He goes out to secure\nan author who knows practical classroom conditions and who has the power\nof communicating his ideas in ways that are simple, graphic, cogent. The\npublisher insists that while this man may be temporarily employing his time\nas an author, he is all the while a teacher-a super-teacher, if you will, no\nlonger isolated in the narrow walls of District 10; his classroom is the\nwhole nation, the number of his pupils an uncounted multitude. But his\nmethod is still personal; he is not satisfied until his clear, direct English has\nmade each item intelligible even to Bud Slow of the low I. Q.\nMoreover, this author-teacher-or perhaps you prefer the reverse order,\nthis teacher-author-is no longer so heavily garbed in the traditions of the\nhampering academic gown, nor so choked by the starched collar, that he\ncannot be human and natural in his treatment and comment.\n\nHe is even\n\nso human that he can at times be humorous; for humor, he insists, should\nnow play a part that has been too long denied its proper place in educational\nprocedure.\n\nThe editors of the present era are a\nin the un-academic material which the\n\nmore liberal spirit\nJust as a politician\n\n"}
{"page": 571, "printed_page": null, "text": "544\n\nNATIONAL EDUCATION ASSOCIATION\n\nwho is still living may in reality be a statesman, so a modern author may\nreally write as good English as many of those whom we call classic. We\nstill encourage the classics, of course, but we accept the dicta of our teachers\nof English that pupils are demanding their proportionate share of the modern. And we, as publishers, are glad to meet this demand, for our sympathies are also modern. Shakespeare lived three hundred years ago. His\nthoughts were not always our thoughts, nor his ways our ways. Booth\nTarkington, Charles Boardman Hawes, Owen Wister, John Masefield,\nRudyard Kipling each is of our generation. We all understand each\nother. If by issuing the modern material in attractive form we can help\nthe teacher to develop in his pupils a keener interest in reading, we certainly shall not be hampered by the outgrown orthodoxy which but so\nrecently restricted the realm of choice.\nWe have by our more liberal policy enlarged the vision of drama and of\npoetry. We have almost completely sheared away the pupils' former dread\nof the essay, and all that the term once unhappily connoted. We shall\npersist in our desire to humanize the schools by viewing sympathetically the\ntastes and the attitudes of the younger generation.\nWhile we concern ourselves with the substance of our textbooks and\n\nstrive to make this substance intelligent, we shall recognize at the same\ntime that there is in each child an aesthetic nature that should be developed,\na nature that quickly responds to the beauty of the printed page and the\ncover which enshrines it. By our attention to type, to illustrations, to paper,\nto binding, to color, and ensemble, we are trying to create correct aesthetic\nvalues. We are anxious that the child shall take pleasure in possessing the\nbook, in calling it his own, in placing it upon his own shelf. More and\nmore we shall wish to publish our textbooks-especially those of the less\ntechnical type-in a form that will win a permanent place in a private\nlibrary.\n\nHow then shall we educate the public to higher standards of textbook\nmaking ? Again our analogy. Simply follow the methods of the automobile manufacturer and promoter. The best sales-talker is, after all, the\nproduct itself-its obvious excellencies în substance and format.\n\nWe natu-\n\nrally covet the best surroundings ; an attractive room, a trimly dressed\nteacher who knows the art of salesmanship, an attractive bouquet of cut\nflowers a rubber plant, too, if you insist. But our cautious customer will\nnot be wholly won by these externals. How does the instrument perform ?\n\nHow does it behave in action? How well does it transport its load on\nunpaved highways ? How effectively does it function ? And what of its\nendurance ? Once convinced by these tests, and our patrons will freely buy .\nWe have educated the public up to a certain standard by taking the initiative\nourselves and building, with the aid of educators, a better product. We\nshall educate them to still higher standards by building still better products ,\nand convincing them of the new inherent values.\n\nOur best advertisers\n\nshould be those pupils who study our texts, and carry away with them the\nmessage which we have taken infinite pains to impart.\n\n"}
{"page": 572, "printed_page": null, "text": "Department of Elementary Education\nThe Department of Elementary Education, formerly the Department of Elementary Schools, was created in 1870 by constitutional provision, when three different\nNational associations-the National Teachers' Association, the American Normal\nAssociation, and the National Superintendents ' Association-were merged into\none all- inclusive organization. See Proceedings of 1870, pages 214-215. Inasmuch\nas the work of this department has been taken over by the Department of Classroom Teachers, it was discontinued by order of the Board of Directors in July,\n1924. See Proceedings of 1924, page 96.\n\nDepartment of Elementary School Principals\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-W. T. Longshore, Greenwood School .\nSecretary\n-Mrs . Jessie M. Fink, Palmer School ...\n\n.Kansas City, Missouri\n..Grand Rapids, Michigan\n\nThe Department of Elementary School Principals, temporarily organized as the\nNational Association of Elementary School Principals at the Atlantic City meeting\nof the Department of Superintendence in February, 1921 , became a department of\nthe National Education Association at Des Moines, in July, 1921 .\n\nCHICAGO MEETING\n\nTime again has rung down the curtain upon a most successful meeting. Chicago\nsurpassed herself upon this occasion. From every standpoint it was a great meeting.\nThe largest number in years of noted educators in all fields of education were in\nattendance. The general spirit of the convention was marvelous in its harmony\nand constructiveness. The Smith-Jones combination effected an hitherto unap-\n\nproached achievement in peace and prosperity. Each zealously determining to\nmagnify the service of the other, these two great leaders set the pace for professional courtesy and genuine expression of appreciation.\nThe programs of our Department were splendidly presented and caused much\nfavorable discussion. The attendance at every meeting was record breaking.\n[545]\n\n"}
{"page": 573, "printed_page": null, "text": "546\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe Second Annual Dinner\n\nThe Department of Elementary School Principals met in their second annual\ndinner in the ball room of the La Salle Hotel, at six- thirty o'clock, Tuesday evening, February twenty-sixth. Five hundred sat down to a feast to delight\nthe most fastidious , and to regale the most blasé intellectual of the intelligencia.\nSeated at the speakers table were : President, W. T. Longshore, toastmaster, Dr.\nEdward J. Broome, superintendent of schools , Philadelphia ; Mr. Fred M. Hunter,\nsuperintendent of schools, Oakland, California ; Olive M. Jones, President of the\nNational Education Association ; Charles H. Judd, of the Department of Education of the University of Chicago ; Miss Rose A. Pesta, president of the Chicago\n\nPrincipals ' Club ; Dr. A. E. Winship, of Boston, Massachusetts; Charl O. Williams, legislative secretary of the National Education Association ; Mrs. Jessie\nM. Fink ; John L. Bracken ; Dr. William B. Owen ; J. W. Crabtree; S. D. Shankland; Arthur S. Gist ; George A. Beers ; Mary McSkimmon; Anna Laura Force ;\nJ. D. Williams ; Miss Margaret McCooey; Mrs. Fred Hunter ; and Mrs. W. B.\nOwen.\n\nThe qualifications of the Chicago principals make them a select group. Each\nmust be a university graduate, and in addition must successfully pass a special\nexamination for the principalship.\n\nThus Chicago assures itself the best in way of preparation and scholarship.\nThat this highly specialized group has formed a professional association for the\nadvancement of the principalship and the adequate recognition of its responsibil\nities and possibilities is an outstanding accomplishment. The eyes of all the sister\nclubs of this country are upon it and are rejoicing in its success .\n\nDon C. Rogers has demonstrated his efficiency in the report appearing in this\nissue of the Bulletin.\n\nIt will serve as a pattern for many a smaller club and\n\nundoubtedly be the means of effectively answering some of the stupid laymen who\nbeset our budgets and who are actually incapable of analyzing a situation or\nproperly interpreting a scientific analysis when presented.\nThe hospitality extended by the Chicago Clubs will long be among our most\npleasant memories. The Chicago Principals' Club gave a charming reception\nto this Department at the Chicago Art Institute, Monday evening, February 25.\nThe Ella Flagg Young Club is an organization of women principals in Chicago.\nMiss Isabel Dolton is the president. The Ella Flagg Young Club entertained\nthirty-five delegates with a ride over the boulevards of Chicago and a most\ncharming tea at The Edgewater Beach Hotel. Saturday afternoon, at Mandel's\nIvory Room at a beautifully appointed luncheon, the Club again entertained\nMiss Olive M. Jones, president of the National Education Association, Miss Sara\nRhodes, president of the New York Principals' Club, and Mrs. Jessie M. Fink,\nsecretary of the Department of Elementary School Principals .\nA constant flow of wit, humor, and wisdom for three hours kept the large assemblage in a state of delight. Every section of the country was represented\nand brilliantly did the delegates acquit themselves. Not a stock story nor a\nstupid thing was enunciated ; everything was alive and up to the minute. There\n\nwas a radiance of brightness that was truly refreshing. Peace and brotherly\nlove abounded.\n\nThe custom has been established to make these events annual,\n\nand certainly nothing can do more to bring us to a greater understanding of our\nindividual and collective aims than these discussions under such auspicious circumstances .\nThe Officers' Luncheon\n\nThe officers of the Department met at a luncheon at the Hotel La Salle Tuesday\nnoon. Present at this luncheon were President W. T. Longshore, Secretary Jessie\n\nM. Fink, Executive Committee members Anna Laura Force and Mary McSkim-\n\n"}
{"page": 574, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n547\n\nmon; First Vice-President J. D. Williams; Third Vice-President George A. Beers ,\nand Editor of the current Yearbook Arthur B. Gist.\n\nThe subject of the Fourth Yearbook came in for discussion and suggestions were\nin order. The advisability of an Editorial Council for the Bulletin was presented\n\nby the Secretary and favorably considered by the Board.\nItwas moved and seconded that an organization of a Department of Elementary\nSchool Principals be organized in every State association on the same basis as is\norganized the Department of Elementary School Principals in the National Education Association.\n\nCarried.\n\nOur Department has had a phenomenal growth. It is now nearly four thousand\nstrong. It has been doing constant work in the matter of the status of the principal .\nThis meeting brought out the fact that several cities of the country have solved the\n\nvexed question of supervisors. Chicago, Detroit, Minneapolis, Oakland, Seattle,\n\nDuluth, and others gave evidence of their satisfaction. That the principal in these\ncities is unhampered in supervision and adequately recognized, is a step in the\n\nultimate adjustment of the less favored localities. That superintendents the\n\ncountry over are agreeing with our point of view is a thing in itself for congratulation.\nIt only goes to show that when our premises are sound and then effectively\n\npresented a way for their incorporation into a policy is immediately opened up.\nThe Chicago Principals' Club, of which Miss Rose Pesta is president, is unique.\nThis Club is a National inspiration. When we can so believe in a cause as to pay\nthirty dollars for annual membership dues in it, we may hope to stand for some of\nthe things that does the Chicago Principals' Club.\nDon C. Rogers is the special secretary of this organization. His is the research\nand statistical work.\n\nRetained for his services he is alive to the activities of all\n\nsimilar organizations and keeps the Bulletin in constant touch with the field of\nhis endeavors .\n\nThis Club has principals of all departments in its membership-that is, elementary, junior high, and senior high school.\nA pace was set us by Payson Smith and Olive M. Jones that will keep us stepping right along for the next few months and possibly years. Every time either\nof them enunciated a syllable it was one of inspiration, of virility, ennobling,\nquickening our faith in our vocation and filling our hearts with a deep sense of\ngratitude for the opportunity which is ours to serve.\nOur own President, W. T. Longshore, provided our Department with a program\n\nunsurpassed, if ever equalled, and to him we owe a debt of appreciation. Upon\nevery program he represented us not only in our sessions, but also in those of\nthe various activities.\n\nAt every great dinner we ( vicariously) sat at the tables of the great.\n\nOur\n\nDepartment is at the front line of active service. It is growing daily in importance\nand numbers. New avenues of endeavor are constantly opening up to us and we\nmust be ready to respond to every call.\n\nCommunity singing was led by Mr. John\n\nBeattie, supervisor of music in the schools of Grand Rapids, Michigan.\nNOTE. Several of the addresses, given at the Chicago and Washington meetings\nare published in the April and October Bulletins of the Department of Elementary\nSchool Principals.\n\n"}
{"page": 575, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\n\nTHE RIGHT RELATIONSHIP OF COÖPERATION BETWEEN\nTHE PRINCIPAL AND SUPERVISORS\n-THE CHICAGO PLAN\nMARGARET MADDEN, PRINCIPAL, DOOLITTLE SCHOOL, CHICAGO, ILLINOIS\n\nIt is very encouraging to have Chicago listed under a title which seems\nto imply that the right relationship of coöperation exists between the principal and the supervisor. It really does. At least the coöperation is as\nperfect as it is humanly possible to make it, for the principal is the supervisor. If I were to adhere to the subject as printed on the programA Case Study of How It Was Worked Out and Is Working Out in\n\nChicago-I should simply have to take one school and show you how the\nprincipal as general manager of the school gets along with himself as\nsupervisor. It would make an interesting study, I believe, for, after all,\nit is the real problem of the Chicago principal. His responsibilities are so\nnumerous and varied that as supervisor he is constantly asserting to his\nother self: \" I will not be set aside. I am the most important person on the\n\npremises. This building, the desks, the supplies, the teachers, the engineer,\nthe reports, you, and all of your other work put together exist for one\npurpose that John Smith and Mary Jones may have as nearly as possible\nan equal opportunity for the best and most desirable growth as citizens\nof this republic, and it is my business to see that they receive it.\" Sometimes the supervisor wins out and sometimes the general manager, but for\nthe most part a very harmonious relation exists .\nMr. Longshore has indicated, however, that I am to tell how the\nChicago schools are supervised. He has dignified the procedure by the\nname \" The Chicago Plan. \" It is not so much a plan, for that implies\na certain amount of elaborateness, as a vital theory. The theory in our\ncity is that the principal is in the fullest sense the responsible head of the\nschool. The rules of the Board of Education explicitly state his position\nin the following words:\nPrincipals of schools are the responsible administrative heads of their respective\nschools, and are charged with the organization, supervision, and administration\nthereof.\n\nThey shall establish and enforce such regulations not contrary to the Rules of\nthe Board of Education or the regulations of the Superintendent of Schools as may,\n\nin their judgment, be needed for the successful conduct of their schools.\n\nIt would be difficult to imagine a regulation giving greater freedom and\nat the same time demanding a more responsible accounting of stewardship\n\nthan the above. It might be necessary to add that it is a living rule, not\nsimply a paper regulation which reads well but fails to function in a\nspecific instance.\n\nIt is based on the belief that each school is a unit having\n\nspecial problems, which differ radically often from those of other schools\nin the system. The principal is deliberately invested with large powers in\nthe expectation that in this way he will develop the initiative, judgment.\nand feeling of complete responsibility necessary to make of him an intelli-\n\n"}
{"page": 576, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n549\n\ngent leader of the community, a professional expert responsible for the\neducational aims and procedure within his school, as well as a successful\nmanager of a large organization having not only its human, but also its\nbusiness side.\n\nOf all of these phases of the principal's work the one in which we are\nespecially interested is that having to do with the supervision of instruction. For this, the principal is entirely responsible.\nThere are, strictly speaking, no subject supervisors to relieve him of his\nresponsibility. There are, however, special teachers of music and art,\nexpert teachers of these subjects who go from school to school, but their\nfunction, as the name indicates, is that of special teacher rather than\nsupervisor. They never, for example, rate the teachers. I would not\nhave you understand that they invariably take the class while the teacher\nsits by and observes for the simple reason that that is not always the most\nhelpful thing to do. Their work is coördinated throughout the city by\nthe Supervisor of Music and Art, respectively, whose duties are largely\nadministrative and who rarely have time to visit the schools. The special\nteachers are responsible to the principal while in the building and work\nunder his direction and through him.\nIn this connection, it may interest you to know that at the present time\nthe Course of Study Committee of the Chicago Principals' Club is working on the course of study in art, music, manual training, and household\narts. The supervisors of these subjects, who have heretofore made the\ncourses in these special branches, are working with the committee, giving\ntheir hearty coöperation to the effort of the principals to make these subjects, where necessary, a more harmonious part of the curriculum.\nAlthough the work of the principal is often exceedingly difficult, almost\noverpowering especially in some sections of the city, it does not occur to\nthe average principal to regard his responsibility for the entire conduct of\nthe school as an unwelcome burden. On the contrary, he guards it\njealously, is restive under any arrangement which divides his authority\nand works hard to remove any condition which interferes with his grasp\nof the total situation.\n\nTo mention only one instance-innumerable difficulties arose when the\ncity playgrounds in connection with the schools were independent of the\norganization of the school and the supervision of the principal. Now that\nthey are regarded as an integral part of the school these difficulties have\ndisappeared and although their adoption has added to the responsibility\nof the principal he rejoices because practically the last division of authority\non the school premises has passed. This feeling is not the result of any\nempty desire for authority, but is an outcome of his firm conviction and\nexperience that any other arrangement is not in accord with the best interests of the school.\n\nIt is evident that such a conception of the principalship as I have outlined provides at the same time great possibilities for development or for\ndeterioration. This much is certain: in either outcome the responsibility is\n\n"}
{"page": 577, "printed_page": null, "text": "550\n\nNATIONAL EDUCATION ASSOCIATION\n\nsquarely placed. On the whole, it is probable that given a high standard\nin the way of qualification for appointment the balance will be on the\nfavorable side. The very confidence placed in the principal for the successful professional leadership of his school is a challenge to him to keep\ninformed of what is going on all over the country in the field of educationthe questioning of traditions, objectives, methods and materials of instruction; the latest modern developments in the teaching of reading, or spelling; the analysis of difficulties in arithmetic; the insistence upon the importance of purpose; of the attention to outcomes in the formation of habits\nand attitudes all of these things and much more must be part of his\nworking knowledge if he is to lead. He must know how to enlist the\ninterest of his teachers in these problems; must know how to lead them\nprofessionally; how to organize them to work coöperatively for the realization of worthy common objectives. If he does these things he grows and\n\nhis school grows-pupils as well as teachers. If he does not, his school\n\ndeteriorates, and so does he. (\nYou may well ask: Is there no means of making sure that this deterioration may not take place ? Is it not possible that the principal, however\ncarefully selected, may fail to measure up to the requirements of his position? How is the superintendent to know whether each school is meeting\nits problems effectively ? Unless these questions can be answered satisfactorily the system is surely open to the criticism of laxity, if not worse.\nIt is obvious that in a city as large as Chicago or even half as large, the\nsuperintendent cannot come into personal touch with the schools enough\nto know them thoroughly. It is not necessary that he should. Whatever\nprovision he may make for city-wide tests such as are given from time to\ntime in this city, he knows that these indicate only one side of the school\nwork. Although, too, the central office is in a position to make a study\nand draw conclusions from statistics on retardation, subject failures, etc.,\nthe one in charge of this work knows that even these read differently in\nthe light of local conditions. Another means must be provided to enable\nthe superintendent to know whether all is going well in the city schools\nfor which he is responsible.\nTo meet this necessity as well as for other obvious reasons, the city is\ndivided into ten districts each in charge of a district superintendent selected\nfrom among the principals by the superintendent of schools. The work\n\nof the district superintendent is necessarily not so clearly defined as that\nof the principal. The rules of the Board of Education provide simply\nthat \"The district superintendents shall do and perform such duties as\nshall from time to time be assigned to them by the Superintendent of\nSchools.\" This, you see, is an extremely elastic clause which makes it\npossible for the superintendent to enlarge or curtail the responsibilities of\nthe district superintendents and to alter the character of their work in\naccordance with his particular policies. The district superintendent is\nthus in one sense a deputy of the superintendent. It has been the custom\nfor him to visit the schools in his district (25 or 30) so as to be thoroughly\n\n"}
{"page": 578, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\ninformed at first hand of the conditions in each school.\n\n551\n\nI have never seen\n\nhis duties explicitly stated in writing, but I judge from personal observation and experience that he is expected to know whether the principal is\nsolving his problems-administrative and educational-efficiently, and to\npoint out to him, if necessary, where a specific action is not in accordance\nwith the general policies of the superintendent on the side of organization\nand administration, and in what respects the school as a whole is not up\nto the standard.\n\nI have stated the negative side because it may be assumed that he encourages by his interest and commendation the good things he sees. By\nmeans of individual conferences and regular monthly meetings with the\nprincipals of the district, he endeavors to improve the educational procedure in their schools. This is done sometimes by talks on the part of\nthe district superintendent himself, but more frequently by round-table\ndiscussions of specific phases of curriculum and method or other problems\nof common concern. These meetings have proved distinctly and practically helpful to all of us. To give a typical example: one district superintendent has found that a powerful means of improving instruction in\nthe various schools is the pooling of information and exchanging of ideas\nwithin the group. In accordance with this idea the principals of the district have been organized into committees to study means of improving\nthe teaching of geography, history, English, and arithmetic. The committee necessarily limited their work to some phase or grade. One group,\nfor example, selected 4B geography because of the problem of teaching.\nwithout a textbook; another 8B history because of a distinctly new con-\n\ntent and the difficulty which the teachers found in securing material to\nwhich the pupils might have access.\nWhen the reports were presented, principals, instructors at normal\nschools, and grade teachers took part in the program, and the teachers of\n\nthe grades concerned as well as the principals were present.\n\nThe dis-\n\ncussions and the wealth of concrete material collected by the committee\n\nfor the sake of illustration were very stimulating.\nFor the most part the Chicago principals have been thrown upon their\nown resources, with the result that they have voluntarily taken up the\nstudy of their own problems. This, I believe, is the direct outcome of\nthe policy of making the principal, unaided by special supervisors, responsible for the supervision of instruction. You will find one group of\nthe Principals' Club-for example, working on the course of study.\n\nYou will hear heated arguments, points of view challenged and defended with passionate earnestness. You will see another group diligently\nand carefully going over supplementary reading material ; evaluating it ;\nrejecting some and stating their reasons, and recommending others to the\nsuperintendent for use in the schools. You will see another group doing\nthe same for textbooks; another preparing a report for general distribution on some problem of supervision. Some of you have received the first\nof these published reports. Another group at the present time has just\n\n"}
{"page": 579, "printed_page": null, "text": "552\n\nNATIONAL EDUCATION ASSOCIATION\n\ncompleted an excellent piece of work, outlining in considerable detail\nways of organizing the administrative duties of the principal so as to\nallow him more time for supervision ; another is preparing a questionnaire,\ngiving for the benefit of all principals concrete examples of good supervision in the Chicago schools.\nOnly last week if you had attended a meeting of the Education Committee of the Club you would have seen at least fifty principals after school\nhours, earnestly participating in just such work as I have indicated, as late\nas six o'clock at night. Remember that all this is voluntary and describes\nonly some of the active work done by principals in the club and in groups\noutside of the club for the sake of helping one another to solve common\nproblems.\n\nIt would be out of place here to describe other numerous investigations\nand activities going on among the principals on the side of administration,\nlegislation, community work, school architecture, etc. I have spoken of\nthe work on educational problems to show that the Chicago principal is\nalive to his professional responsibilities and that this \"aliveness\" has probably come from the fact so much is expected of him that he must keep\nabreast of what is going on if he expects to hold the confidence that has\nbeen placed in him.\nSECRETARY'S MINUTES\nWASHINGTON MEETING\n\nThursday afternoon, July 3, the business meeting of the Department of\nElementary School Principals was held. It was called to order by President W. T. Longshore, who with the consent of the members assembled.\nomitted the reading of the minutes of the last meeting, since they had\nbeen previously published in the October BULLETIN of 1923.\nThe report of the treasurer, Courtland V. Davis, showed a balance on\nhand of $907.00. A motion was made by Mr. Williams of Birmingham,\nAlabama, that the report of the treasurer be adopted.\n\nMotion carried .\n\nMr. Williams, chairman of the Resolutions Committee, presented a\nnumber of resolutions. (See special report.) Ide G. Sargeant moved the\nadoption of these resolutions.\n\nCarried.\n\nIn the absence of Helen B. Shove, chairman of the Nominating Committee, Mrs. Marsh presented the report of this committee and moved its\nadoption: President, Jessie M. Fink, Grand Rapids, Michigan: Secretary, Ide G. Sargeant, Paterson, N. J.; Treasurer, Courtland V. Davis,\nNorfolk, Va.; First Vice-President, Sara L. Rhodes, New York City;\nSecond Vice-President, John Merrill, Detroit, Michigan: Third VicePresident, H. B. Norton, Birmingham, Alabama.\nMember of the Executive Committee, W. T. Longshore, Kansas City,\nMo.\n\nMiss Ruth Pyrtle, of Nebraska, made a motion that the secretary cast\nthe ballot for the nominees for all offices as read.\n\nCarried.\n\n"}
{"page": 580, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n553\n\nThe officers for 1923-24 are as follows :\n\nPresident; Jessie M. Fink ( Mrs. C. E.) , Grand Rapids, Michigan .\nFirst Vice-President, Sara L. Rhodes, New York City.\nSecond Vice-President, John Merrill, Detroit, Michigan .\nThird Vice-President, H. B. Norton, Birmingham, Alabama.\nSecretary, Ide G. Sargeant, School No. 10, Paterson, New Jersey.\nTreasurer, Courtland V. Davis, Stewart School, Norfolk, Virginia.\nExecutive Committee :\n\n1925, Mary McSkimmon, Brookline, Massachusetts.\n1926, Anna Laura Force, Denver, Colorado.\n1927, Luise Krauss, San Francisco, California.\n1928, W. T. Longshore, Kansas City, Missouri.\nAmotion was made that a vote of thanks be given our retiring president\ntor his able and efficient service.\n\nCarried .\n\nAsimilar motion was made thanking Mr. Gist, editor of the Yearbook,\nfor his magnificent contribution to our department. Carried.\nRetiring President Longshore thanked the officers and editors of the\n\nYearbook for their loyal and untiring coöperation.\nThe newly elected President, Mrs. Fink, was then called to the chair.\nand spoke of her deep sense of responsibility as this year's pilot of the\nDepartment. She bespoke the coöperation of every individual member,\nrealizing it would be required to carry to a successful issue the numerous\nactivities devolving upon this Department for the coming year.\n\nREPORT ON EDUCATIONAL PROGRESS\n\nIDE G. SARGEANT, PRINCIPAL, PUBLIC SCHOOL NO. 10 , PATERSON\nNEW JERSEY\n\nUnusual activity in the educational field is reported from all parts of the\nNation. The broadening conception, by the people at large, of the part\neducation must play in their own welfare is shown by the increased outlay\nfor new buildings, better equipment, smaller classes, and better trained\nteachers. And this in the face of critics who view with alarm the ever-\n\nincreasing amount appropriated for the schools. Fortunately for the public\ngood these critics belong for the most part to a class un-American in attitude if not so by birth. Either because they were educated in exclusive\nprivate schools or because of their vast wealth, they have drifted out of\nsympathy with the common man, lack confidence in his ability to rise above\na certain level and wish to train their own children in an exclusive circle\n\nwherein they cannot become contaminated by association with the children\nof the masses. To them, taxation to train the average child beyond what is\nnecessary to make him an efficient cog in the industrial machinery is an\nunwarranted use of the taxing power. The recent utterances and reports\n\nof certain prominent individuals and leaders of large accumulations of\ncapital justify my statement.\n\n"}
{"page": 581, "printed_page": null, "text": "554\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis is not the attitude of our people, taken collectively.\n\nThey have\n\nfaith in the common man and in the public school. Just as rapidly as our\nschool forces can demonstrate clearly the need of more money it will be\ngranted by the taxing power. The average man has the good sense to\nknow that our National well-being and safety depend upon an ever-ascend-\n\ning scale in the level of general intelligence and morality. Safety of the\nindividual and of property depends upon this.\ninstrument by which it must be done.\n\nThe public school is the\n\nFor this reason it must be made as\n\nefficient and complete as human ingenuity can devise. For this reason the\n\nschool forces must organize, study, and clearly set forth by suitable publicity\nwhat the needs of the schools are.\n\nIt is our business.\n\nWe are the paid\n\nagents of our people to do this work. It is our part to lay bare the truth.\nDo this and we shall have the most generous support.\nNo department of school work has shown a greater awakening to the\npossibilities lying before us through proper organization and coöperation\nthan the Elementary School Principals. It may be well to review some of\nthe information coming to our committee from the principals throughout\nthe Nation.\n\nChicago principals assess themselves $30 annually in dues and employ a\nsecretary to carry on needful activities in connection with their school work.\n\nSeattle principals paid the expenses of their president to the Department\nof Superintendence meeting in Chicago last winter. His expenses were also\npaid while he was making a survey of the schools at Denver, Sioux City,\nChicago, Minneapolis, and Spokane.\nBoston is working out a plan for citizenship training based on the\nfollowing outline :\nI. A study of the characteristics resulting from the development of the fundamental virtues .\n\nII. A study of the characteristics resulting from adjustment of life work to native\nendowment.\n\nIII. A study of characteristics resulting from the developed capacity for the right\nuse of leisure .\n\nDetroit and Kansas City report remarkable work with the platoon form\nof organization.\n\nPittsburgh's most outstanding progressive accomplishment was the establishment of a vocational trade school.\n\nCourses leading to a trade are now\n\noffered in shoe repairing, tailoring, auto mechanics, carpentry, printing,\nmachinist, and electricity, with other courses in preparation. Pre-vocational centers were established to care for the over-age and retarded pupil.\nThe platoon school idea has resulted in the changing of many traditional\norganizations into platoon schools.\n\nThere has been an extension of centers\n\nfor mental deviates and the Board of Education has just launched a fivemillion-dollar building program for junior and senior high schools.\nPhiladelphia shows magnificent progress in educational growth along\nscientific lines.\n\nBeginning last year, they selected twenty-four schools to reorganize on\n\n"}
{"page": 582, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n555\n\nthe basis of grouping by intelligence. Each grade was broken up into\nthree groups, (a) composed of those pupils who, as a result of an intelligence test, supplemented by the opinion of the teacher and the principal,\nproved the ablest; (b) , the next ablest section ; and ( c) the third ablest\nsection of the grade. Of course, this is only possible where a school is\nlarge enough to break up the grades into three groups. The result has\nbeenhighly satisfactory to teachers, children, and parents. There has been\nvery little criticism of the plan, and we are considering its further extension.\n\nIn September, Philadelphia will establish a new type of institution, in\nthe form of a demonstration school.\n\nThis will be a full- sized elementary\n\nschool, fully equipped, and manned with picked teachers who will be placed\non a special salary intended to attract only the best. The classes will be\nof normal size, the children will be the \"run of the mill.\" The object of\nthis school is to demonstrate through daily activities the possibilities of our\ncourse of study as developed by picked school teachers. This school is to\nhelp young teachers and others who need to observe good teaching and our\ncourse of study exemplified at its best. We hope to get a good deal of\nprofessional stimulus from this experiment.\n\nPhiladelphia is one of the first of the largest cities definitely to adopt the\n6-3-3 plan as a city-wide organization. We are not utilizing abandoned\nelementary schools for junior high schools but we are building new buildings which cost from $800,000 to $1,000,000 each and which are especially\nadapted to the purpose. In addition to three elementary school-buildings\nwhich were converted into junior high schools, we have now five specially\nbuilt junior high schools in operation. These accommodate about eighteen\nhundred pupils each and are confined strictly to the work of the seventh ,\neighth, and ninth years. Every convenience in the way of equipment is\nprovided, and specially trained teachers form the faculties. This fact is\nrecognized by the salary schedule with a maximum of $2800. In the fall\nwe shall open four more such schools. We are completing plans for the\nconstruction of about twenty-four.\n\nA teachers' council, known as the Philadelphia Public School Council,\nhas been successfully established and is operating very well, indeed. The\npurpose of this council is to facilitate the coöperation of the teachers with\nthe administration and to assist in the solution of problems which affect\nthe welfare of the teachers.\n\nGrand Rapids has accomplished some excellent work along Americanization lines. Her policy of registering the name, the street address, and making a personal call on every foreigner within her boundaries explains how\nit is done. She declares that the success of her plan depends on three factors, namely:\n\n(a) A board of education who is willing to authorize sufficient classes\nto take care of the enrollment.\n\n(b) A well organized parent-teachers' association throughout the city.\n(c) A good organizer to enlist the coöperation of a community in this\nproject, for it is a community affair.\n\n"}
{"page": 583, "printed_page": null, "text": "556\n\nNATIONAL EDUCATION ASSOCIATION\n\nHer citizenship classes show a gain of 699 in attendance in 1923 over\nthe number in attendance in 1922.\n\nHer work along orthopædic lines is hardly less remarkable. The Mary\nFree Bed Guild, cares for an average of five hundred patients a year in\nits clinic. This Guild has certainly set a pace for a community organization.\n\nPaterson's notable achievements in the educational field has been the\n\nreplacement of her old elementary schools by new buildings, representing\nan outlay of several millions and the building this year of a girls' high\nschool at the cost of a million and a half.\n\nThese institutions have all that\n\nis best in school architecture and equipment. She has also established a\nschool for the crippled and blind. Her salary schedule for teachers places\nher among the few leading cities of the Nation. She is one of the pioneers\nin appointing one of her own teachers a member of the board of education,\nand this teacher has been a marked success as a board member.\n\nA feature at Schenectady that deserves more than passing notice has\nbeen the establishment of six centers for intermediate or junior high\nschools. Although in operation less than a year her superintendent reports\nthe following gains : The pupils now have real joy in doing school work ;\nbetter teaching has resulted from the introduction of the intermediate school ;\n\noverloading by older pupils is now very rare ; discipline is easier and better;\nbetter scholarship; pupils stay in school at least one year longer; this type of\nschool affords greater opportunity to develop leadership; good citizenship is\nemphasized in the most practical way that is, by actual practice; supervised study lessons and often the elimination of home study; and more and\nbetter training is now given in the practical arts and in the fine arts.\nWhen we consider that the cities I have mentioned are but a type of the\n\nlarge number in this broad land who are building for better things, we\ncan see that the forces of education are becoming more aggressive and there\nis much hope for the better life.\n\nMany of our leading thinkers are discussing seriously the fact that in\nspiritual growth we have not kept pace with material inventions and discoveries and because of this fact we are suffering the distressful life mentioned by H. G. Wells. What is more, other thinkers besides Mr. Wells\n\nsee the only solution of our troubles in a new type of school, presided over\nby a new type of schoolmaster. One who is no longer shy. One who dares\nto be arrogant if the need be. One who is aggressive in the fight for the\nright.\n\nProfessional organizations-The last five years have been a period of\nmuch activity among principals. During this time, both National and State\norganizations have been formed. These associations have committees working on important problems the solution of which will do much to bring a\nmore effective procedure into the field of public school work.\n\nWe have only begun to spend money in education. Vaster and still\nvaster sums will go into this work as the intellectual horizon of our people\nbroadens . But with these increased expenditures will come an added re\n\n"}
{"page": 584, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n557\n\nsponsibility to the head of the school to see that none of the money is wasted\nand that the advantages accruing to the school community are equal to any\ninthe land.\n\nNo principal can meet these demands unless he actively supports the\nprofessional organizations of his group as well as the general associations.\nHe must be familiar with the yearbooks, the bulletins, the monographs, the\nstudies, the committee reports and the work of the various meetings. And\nthere is no agency by which he can keep in touch with all this information\nexcept through his membership in his group association.\nSchool clerks-We have now reached the point where we must consider\nhow we can free the principal from the waste of clerical routine and need-\n\nless consumption of his time, if he is to familiarize himself with educational\npublications, do effective work with his teachers and meet the demands of\n\ncommunity projects. This can only be done through efficient organization\nwhich should begin at the office.\n\nIn a study made last year by the Committee on Educational Progress of\nthe Department of Elementary Principals, it was found that the schools of\n\nthe country as a whole, were woefully poverty-stricken in office equipment,\nclerks and assistants for supervisory work. These are factors of vital importance in enabling the principal to do the work which he is supposed to do\nand which he must do if he measures up to the demands being made upon\nhim in our developing school system. Every mechanical appliance which\nwill make more effective the time and efforts of the principal and teacher\nshould be found in the office with a trained clerk to operate them. Not\nthe mere office clerk of a commercial house but one who in addition to these\n\nrequirements is able and willing to take care of ninety-five per cent of the\nofficial routine of the school without encumbering the principal or assistant\nprincipal with it. This clerk should have sufficient executive capacity to\nconserve the time of the principal for real professional work in the classes,\nand prevent needless interruptions and waste of his time. She should have\n\nher work well organized to ensure all necessary reports being made on\ntime. Her records should be sufficiently complete to enable her to inform\nprincipal and teachers of meetings to be attended. And it should be a\npart of her work to inform them on the day of the meeting. It should be\nher work to note the absence of teachers and secure substitutes. She should\n\nwatch the records of absence and tardiness of pupils and notify the principal\nimmediately if any class is notably delinquent. She should be a person of\nsufficient judgment and good taste to turn out much work from the typewriter and duplicator in the way of outlines, new material, plans and\nhelps, copy for which is furnished her by principal or teachers.\nShe must have self-control, tact, a close mouth, and be courteous at all\ntimes. She should be a person who is able to give a long term of service\nandbe placed under tenure on the same basis as the teacher. Inasmuch as\nthe sort of clerk which I have described will be of as much worth to the\nschool as a teacher, her salary should be on the same schedule .\n\nI have outlined to you the kind of clerk which a school must have, if ie\n\n"}
{"page": 585, "printed_page": null, "text": "558\n\nNATIONAL EDUCATION ASSOCIATION\n\nis to function on the same efficient basis as our successful industrial plants.\nIf the principal is to be relieved of clerical routine to an extent that will\nenable him to give the major part of his time to true teacher training and\nenable him to function as a leader of community organizations, as our\n\nbest thinkers now claim he should do, such a clerk is an imperative need.\nIn the study cited we found there were schools in the country with the\ncomplete equipment, efficient clerk, and professional principal outlined in\nthis talk, but this situation is not general.\nWho is to blame for this lack in working machinery ? The boards of\neducation ? No. In the long run boards of education give us all that we\nhave; the vision, organized sense, and industry to prove is needed. I dislike to say it, but it is a fact that the fault is our own.\nThe truth is, many principals do not know what constitutes a complete.\nworkable office outfit for a school. Others having it do not know how to\nmake the most effective use of it.\n\nStill others do not know how to secure\n\nthe largest service from the school clerk .\n\nThis association can do a valuable piece of work in outlining the organization of the office routine and duties of the school clerk so as to secure\n\nthe maximum of time for the principal to work with his classes.\n\nUniversity\n\nschools of education would do well to note this need, and give a brief course\non the equipment and organization of an efficient school office.\nOur study on educational progress has disclosed a number of problems\nwhich can only be dealt with by group action.\nAs yet, we have not shown ourselves as skillful as we should be in conducting educational drives. Carefully organized drives have been found to\nbe in the most effective way to bring any important proposition before our\npeople, whether to be acted upon by official boards or the people themselves.\nIt takes away all danger of personal friction.\nSupervisors-Our study reveals the fact that in the country as a whole,\nthe province of the special supervisor is in a nebulous state. In some systems\nthere is much friction and the special supervisors are a nuisance and a\nhinderance to educational progress. In some systems principals decline to\nshow the coöperation necessary to make the supervisors' work the success it\nshould be. In other systems supervisors, principals, and teachers are working in perfect coöperation and securing splendid results. This is a troublesome proposition. Principals and supervisors should get together, clear up\nthe difficulties and work out a plan acceptable and helpful to all.\nIn those systems where the special supervisor is functioning most efficiently,\nthe supervisor acts exclusively as an expert adviser or instructor with no\nadministrative powers. All administrative duties being the province of the\nprincipal.\n\nAssistant principal-We found the status of the assistant principal\nundefined. For many it is an empty title as they teach every period in the\nday with no free time for supervision. There is no definite agreement\neven among superintendents, as to how many teachers can be supervised\n\neffectivelyby one individual. This can be determined and should be deter\n\n"}
{"page": 586, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\nmined in the interests of the children.\n\n559\n\nIt should be taken up at once by\n\nour National department.\n\nSecretary, Board of Education-Within the last few years, there has been\natendency on the part of secretaries of educational boards to organize themselves into bureaucrats. In some systems they have actually usurped the\npowers of the superintendent, bully principals and teachers, belittle and\nmisrepresent principals and teachers to members of the board of education\n\nand become insulting and petty tyrants. In some instances secretaries have\nbeen legislated out of office to get rid of them by retiring them on pensions .\nThis is a matter that should be dealt with vigorously by our National and\nState associations. This is a very important position and it is vital to the\nwelfare of the schools that it be filled by a high-grade broad-minded man.\nClass welfare-Then there are questions that deeply concern the comfort\n\nof the pupils. One of the most necessary is the reduction of the number of\npupils per teacher ; no teacher can do justice to a class of more than thirty\nchildren and our people as a whole should know it. Modern apartment\nhouses and business plants are equipped with awnings and electric fans for\nthe comfort of the occupants. Yet in ninety per cent of our schools the\nsouth and east exposure of the building are without awnings, rooms without\nfans with teachers and children sweltering in the heat of early summer and\nfall. It is a mystery why some humane society has not taken up the matter\nof this disgraceful situation .\nThe windows on the eastern and southern side of all school buildings\n\nshould have awnings and the rooms equipped with electric fans for hot\nweather. Common mercy to the little fellows spending so many hours\nthere demands it.\n\nPrincipals, both elementary and secondary, have it within their grasp\nto do a work for the Nation and for civilization never before vouchsafed\n\nto any group or profession in human history. Are we ready to accept the\nchallenge?\n\nDuring the year the schools have been severely criticised by such wellknown publicists as H. G. Wells, Upton Sinclair, Dr. Nicholas Murray\nButler, and Dr. Henry Pritchett. We may feel that some of these writers\nhave indulged in poetical license and overdrawn our faults, but all of us\nwell informed know that they have a substantial basis for their assertions .\nIt isuseless for us to play the ostrich and hide our faces. We are confronted\nby cold facts.\n\n\"The Goslings,\" by Upton Sinclair, pictures conditions in the schools\n\nthat are not only cruel, shameful, and disgraceful but extremely dangerous\nto the body politic if true.\n\nFor us to ignore or attempt to dismiss his\n\ncharges as the work of a sensation monger, shows us to be lacking both in\nthe self-respect and the intelligence to grasp its psychological effect upon\nthe public and the rank and file of the teaching corps. A strong committee\nof this department should be appointed and properly financed to go to the\nbottom of the matter. If Upton Sinclair has lied then his untruth should\nbe laid bare.\n\nIf he has told the truth and the \"black hand\" and crooked\n\n"}
{"page": 587, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n560\n\npolitics have the schools by the throat, it should be blazoned from the\nhousetops until the people arise in their wrath and drive the malefactors\nfrom the temple of childhood divorcing the schools forever from everything but honest administration.\nBecause it overemphasized the growing expenditures for public education and gave utterance to a discreditable babyish wail about increased\ntaxes therefor, the eighteenth Report of the Carnegie Foundation for the\nAdvancement of Teaching aroused intense hostility, and greatly lessened\nthe effectiveness of its many excellent assertions, suggestions and conclusions.\n\nA careful reading of this report has convinced me that a com-\n\nmittee of our department could do a valuable piece of work for the schools,\nby giving this report a careful study, separate its vagaries from its truth,\nand make their own report thereon at our winter meeting.\nThe most important single element of gain to education during the last\n\nfive years has been the collapse of the idea that there should be a close\nanalogy between the school system and the military system; with its gradations of rank; its feudal notion of loyalty to the chief rather than to the\nwelfare of the community; its tradition that all information about the\nschools should come from the head of the system, and that any expression\nof views, or the exercise of initiative by a school worker below the rank of\nsuperintendent is a species of insubordination. The imperialistic idea of\norganization for American schools, as for American business, was an importation from the old world and has been a heavy handicap to American\nprogress. It has made of teachers the \"shy and specialized class,\" cited\nby Wells. It has made possible, the wrongs suffered by teachers; their\nbitterness, and has created the despicable double-faced sycophants in some\nof the principalships pointed out by Upton Sinclair.. In many systems it\nendangered one's position and future for one to express an original idea,\nunless credit was given to the \" chief. \" The deflation of this imperialistic\nnotion is giving us a superintendent of larger calibre, one really a leader\nby right of merit, one who resembles the expert chairman of a board of\ndirectors in a big business enterprise. Principals are getting away from\nthe \"cog-automaton\" type and developing into real educational leaders.\nTeachers are sitting in council with principals and superintendents, writing\ncourses of study; rules for the government of schools and becoming members of school boards. Already the democratic idea has given us more\ncourageous and better trained teachers. It has brought a single salary\nschedule with equal pay for equal attainment in many systems .\nTeacher recruiting-The biggest task ahead is the proper organization\nof the school forces and creating an esprit de corps. Much as we have\ndone in this line we are still far from being on as effective a basis as the\nneed requires.\n\nNot only must teachers be aroused to the call of our time\n\nbut the public must be thoroughly informed of the needs. America must\nbe made to see that it is not merely schools for children for which we are\n\npleading but public safety. The shocking case of Leopold and Loeb in\nChicago, and the Cooneys in New York, are a thundering challenge to the\n\n"}
{"page": 588, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n561\n\nvirility of school and community. We cannot evade our responsibility if\nwe would. It is not education in the three R's alone but the safety of life\nand property for which we are working.\nThousands of classes are without teachers or properly trained teachers .\n\nChildren are growing up in ignorance of the verities. This summer at the\nmilitary camps our Government will spend thousands in training young\nmen for war.\n\nIs our danger of invasion by a foreign foe as great as our\n\ndanger from the Loebs, the Leopolds, the Cooneys, the bandits, the conditions disclosed by the oil investigations and the booze hounds ? Why\nnot establish great summer camps for teachers, similar to the military\ncamps, where large numbers of our best young men and women can be\nbrought together to give them training, arouse their enthusiasm and aid\nrecruiting for teaching ?\nIf we are going to induce the grade of ability, which we must have, to\nenter the work of teaching, the whole attitude of this Nation must be\nchanged toward the work. The financial value of the position; its standing in the eyes of the community as compared with other callings ; the\nrespect which citizens generally have for teachers as being persons of\nsound sense and practical judgment, need to be greatly changed, if our\nyoung men and women are to enter the work with the same avidity and\nenthusiasm as they enter law, medicine, and business. What could do\nmore to arouse the imagination of the Nation, to the magnitude and importance of education than for the United States Government to establish\n\ngreat summer school camps throughout the Nation for the training of\nteachers as is now done for embryonic soldiers at summer military camps?\nBring to these summer schools for teacher-training as instructors the best\n\nthe country can offer in the way of inspiration and understanding of the\nNation's problems and possibilities. For the parent it would mean a\nteacher of the right kind for his children. For the capitalist it would mean\na teacher capable of teaching the value of property rights. For labor it\nwould mean a teacher able to train the coming generation in a proper\nunderstanding of what constitutes justice and its absolute necessity to\nany permanent adjustment of the difficulties between labor and capital.\n\nTHE SCHOOL LIBRARY\nJOY E. MORGAN , MANAGING EDITOR OF THE JOURNAL AND DIRECTOR OF\nTHE DIVISION OF PUBLICATIONS , NATIONAL EDUCATION ASSOCIATION\n\nTo discover, to formulate, to diffuse knowledge-these are the methods\nofhuman progress. To discover and formulate knowledge have come to\nbe the task of great universities and of far-flung laboratories maintained by\ngovernments and private corporations. The discovery and formulation of\nknowledge have moved so much more swiftly than its diffusion that there\n\nis an appalling gap between the lives of intelligent men and their ignorant\nneighbors. One finds side by side lives regulated by intelligence and those\n\n"}
{"page": 589, "printed_page": null, "text": "562\n\nNATIONAL EDUCATION ASSOCIATION\n\nstill groping blindly in the mire of prejudice and ignorance. To bridge\nthis gap is the task of education. It is the biggest task that man knows.\n\nItis the task that Wells had in mind when, referring to the present \"age\nof confusion,\" he wrote that \"the race is between education and catastrophe. \" Education is the first and last duty of society-not alone the\neducation of children, but the education of all the people all the time.\nWhen we speak of education we are too inclined to think of the school\n\nand of universal compulsory education on the elementary level.\n\nSuch\n\neducation is necessary for the realization of Christ's vision of the brother-\n\nhood of man and the gospel of service-conceptions in which are rooted\nthe finest things of modern society.\nBut elementary education is only the beginning-a small beginning\nindeed when compared to the vast stores of intellectual and spiritual riches\n\nthat the race has accumulated and is adding to, minute by minute. The\nelementary school at best can teach only the simplest beginnings of knowl-\n\nedge and form the habits and attitudes which will carry the youth into\nthe richer and growing realms that lie beyond its doors.\nThe moral obligation to be intelligent has never been greater than now.\nIt is the task of intelligence to guard, to preserve, to increase, and to transmit the institutions and the ideals that have been dearly bought by the\n\ngenerations behind us. To build into the life of the child an appreciation\nof the moral obligation to be intelligent and the desire to be intelligently\n\nright is the greatest task of the elementary school. This is a matter of\nattitude, of inspiration, of example, of atmosphere, of the nobility of the\nteacher. The next task of the elementary school is to equip the child with\nthe techniques and the tools which are necessary to the intelligent lifeto teach him how to maintain a program of continued development which\nwill carry him forward and upward.\n\nIn practice these two tasks of the school are not performed separately.\nThe child comes to value the precious obligation to be intelligent by actually\nliving and working in an atmosphere of enlarging intelligence. It is to\nprovide that atmosphere that the school library exists. Seen in this light\nthe tremendous significance of its task becomes apparent. It is a task that\ncannot be adequately met merely by a collection of books. It is a task that\nrequires living personality. As the teacher is the heart of the school, the\nlibrarian is the very soul of that atmosphere of intelligence of searching\nafter inspiration and truth-without which the library is a deadly thing.\nBecause it must deal with a limited segment of knowledge, the elementary school tends naturally to become restricted, dogmatic, and narrow.\nThe early teacher training institutions were drill schools in the things that\n\nteachers in turn were to drill into the minds of pupils.\n\nLittle opportunity\n\nwas there for that free play of intelligence which is the life of educationfor that spontaneous adventuresome quest of knowledge which finds its\nhighest exemplification in the true scientist.\nWhat the free pursuit of knowledge means in the life of a man is\nbrilliantly shown in the delightful personal story of Michael Pupin in his\n\n"}
{"page": 590, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\n563\n\nrecent book, From Immigrant to Inventor. He is carried along in an\nunusually happy and fruitful life by the free pursuit of intellectual adventure. Let us realize that all the rudimentary things that the child\nneeds to learn can be taught without sacrificing this free pursuit; yea, can\nbe taught better by using it as a motive power.\nIn olden days the rod was the symbol of the teacher and teaching was\noften a brutal business. Competition, ratings, grades, and degrees have\nlargely supplanted the rod, and schoolmasters are beginning to have a vision\nof a brighter era when the child's natural urges will largely supplant competition, ratings, and other artificial incentives. The development of the\nschool library is a step in that direction. It recognizes two fundamental\nprinciples of education which parents and teachers too often forget: ( 1 )\nthat all education is self-education, and ( 2) that education is the product\nof the child's experience during the entire twenty-four hours of the day.\n\nThe library gives the child an opportunity to educate himself. It gives\nhim fruitful self-imposed tasks for those hours of leisure, which may be\nthe significant hours of his life.\n\nI wish it were possible to take the school library for granted and to\nsuggest the books it should contain and the kind of organization and management that would make it most useful.\n\nBut we cannot take the school\n\nlibrary for granted. Its place and importance are appreciated by very\nfew. The trained school librarian is still a rarity, except in the larger\ncities. There are over 700,000 teachers in the United States. The best\npractice indicates that there should be one librarian for every ten teachers .\nThat would require 70,000 trained librarians. If each librarian should\nserve ten years that would require an annual class of new recruits number-\n\ning 7,000 each year. Our present library training schools can supply barely\none one-hundredth of that number, taking the same standards of preparation for librarianship that have been established for teaching.\n\nWe are indeed in a day of beginnings. Among the next steps are these.\nFirst, let every school buy more good books for children -not only story\n\nbooks, but books on mechanics and science and art and biography and every\nphase of life's activities. Second, let every school assign to some one the\ntask of developing the library, relieving that person of all or a part of his\nother duties to give him time for his library opportunities. Third, let\nevery school that can, employ on full-time a trained librarian, even if to\nget a trained librarian it must select its best teacher and send her at public\nexpense to the best library school and into the best library systems for\n\ninstruction, and inspiration. And finally, let there be developed adequate\ninstitutions for the training of librarians-men and women of great heart\nand sound mind, with love of children, with faith in humanity, with a\n\ngrowing sense of the importance of intelligence in every act of daily life ;\nleaders who can play their part in building citizens to match the great\ninstitutions and the gigantic problems of our dav. Trained and sustained\nintelligence for the masses of mankind everywhere is the vision of this\ngeneration. In the realization of that vision the school library, leading out\n\ninto the public library, will have a larger and larger part.\n\n"}
{"page": 591, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n564\n\nDRILL IN ARITHMETIC-ABSTRACT\nWILLIAM MAXSON , PRINCIPAL, WHITE PLAINS , NEW YORK\n\nArithmetic, the science of number and the art of computation, measures\nquantity in terms of more or less. The number relations which determine\nthis more or less are obtained through the four processes : addition, subtraction, multiplication, and division.\nArithmetical problems are quantities expressed in language to be interpreted or thought out and then the necessary processes performed for secur-\n\ning the desired results. The accuracy, rapidity, and ease with which these\nprocesses can be accomplished determine the educational and commercial\nvalue of arithmetic.\n\nInaccuracy, slowness, and difficulty in executing the fundamental operations bring to the child dislike and discouragement, to the teacher a sense\nof failure in arithmetic teaching, and to the school system a censure from\nbusiness for turning out such weak and inefficient products.\nThe remedy is to give to the fundamental processes the thought and time\n\nthat their importance demands, to start the child right, keeping in mind the\nultimate object to be obtained and never allowing a method of procedure,\nmental or physical, to be used that will need changing later when drill\npractice is forming habit.\nSupervise closely all formative drills to see that eye, mind and hand are\ncoördinating, producing right habits of thought and action. Train the\nchildren to harmonize their mental and physical reactions, as the physical\nand mental are closely interwoven.\n\nDo not allow children to take the hand off the work, look around, or go\nthrough useless motions as these detract from attention and produce distraction and slowness.\n\nUse individual examples to increase the children's power and ability to\nperform some particular number act independently. Have them stop, when\nmistake is made, and work a new example which has the possibility of\naccuracy in it. Never force or allow drill practice to go beyond the fatigue\npoint, nor do drill work for the sake of being busy.\nFinally use a system of tests that shows the steady improvement and\ngrowth of each individual child, one in which bright children may attain\nand get credit to the limit of their ability, unhampered by the slower ones,\nand the slow children may work up to their capacity, not becoming discouraged in the vain attempt to go beyond their present proficiency, a condition which never drags bright children down but brings slow ones up.\nRemember one may excel another but he never grows until he can excel\nhimself.\n\n"}
{"page": 592, "printed_page": null, "text": "Department of Higher Education\nThe Department of Higher Education, formerly the Department of\nHigher Instruction, was created in 1870 by constitutional provision, when\nthree different National associations-the National Teachers ' Association,\n\nthe American Normal School Association, and the National Superintendents' Association-were merged into one all-inclusive organization, with\nprovision for general sessions and department meetings. See Proceedings\nof 1870, pages 214-215. Inasmuch as this field is adequately covered by\nother National organizations, the Department of Higher Education was\ndiscontinued by vote of the Board of Directors, July, 1924. See Proceedings of 1924, page 96.\n\nDepartment of Immigrant Education\nSECRETARY'S MINUTES\nWashington Meeting\n\nOFFICERS\n\nFresident-CHARLES M. HERLIHY, State Supervisor of Adult Alien Education, Department of\nEducation, Boston, Massachusetts.\nVicePresident-FLORA D. SMITH, Professor of Educational Sociology, University of Kansas ,\nLawrence, Kansas.\n\nSecretary--ROBERT C. DEMING, Director of Americanization, Department of Education, Hartford, Connecticut.\n\nThe Department of Immigrant Education was established by vote of\nthe Representative Assembly, July 8, 1921. The first meeting was held\nin 1922. See Proceedings of 1921, page 460 ; Proceedings of 1922, page\n905. In 1924 the name of the department was changed to Department of\nAdult Education. See Proceedings of 1924, page 566.\n\nThe Annual Meeting of the Department of Immigrant Education of the National\nEducation Association was held in the Oak Room of the Raleigh Hotel, Wash-\n\nington, D. C. , on Tuesday afternoon, July 1, 1924, with about 125 in attendance.\nAt 2:10 o'clock, President Herlihy called the meeting to order, with the follow-\n\ning introductory remarks..\nThe Department of Immigrant Education is the youngest department in the National Education Association. The first meeting was held in Boston in 1922. Subsequent meetings have\n\nbeenheld in Cleveland, San Francisco, and Chicago. Reporting professionally on the work of\nour department since the San Francisco meeting in 1923. I am glad to be able to state that\nthere have been two upstanding developments: ( 1 ) Official recognition of our work by the\n\nDepartment of Superintendence was given, this year, on the program of the Chicago convention in February. (2) The membership campaign resulted in securing approximately 200\npaid-up members from six or seven states in the Union. This number is a good beginning.\n[565]\n\n"}
{"page": 593, "printed_page": null, "text": "566\n\nNATIONAL EDUCATION ASSOCIATION\n\nNext year we should be able to enroll at least 500 of the several thousand teachers engaged\nin Americanization work. Every member will receive a complete report of the papers presented at the two meetings on July first and third.\n\nThe splendid exhibit here was arranged and mounted by Miss Aiton, Mrs. Kiernan, and\nseveral Washington teachers. The exhibit will remain in place during the convention, and\nyou are urged to bring your friends to see this complete display of Americanization material.\nThe enrolment of adult immigrants in public school classes this year is estimated at 200,000,\nWherever State education leadership has been provided, one finds a flourishing program.\nTwelve states have organized Americanization divisions in the State Department of Education.\nObviously the imperative need of the hour is for similar action in every State having an\nadult population native or foreign needing school help in learning how to speak, read and\n\nwrite English and in preparing for citizenship.\nThe success of the programs of immigrant education that have been conducted during the\npast several years, justifies the immediate expansion of such work under Federal, State, and\nlocal school departments. There is no more important need confronting the school people\nin Americanization than that of securing adequate educational leadership in the Federal Bureau\nof Education or in the reorganized Federal Department of Education.\nThis is a task to which we must allbe committed during the coming school year.\n\nThe following resolutions were then taken up in order, discussed, moved, and\nvoted, and a Committee on Resolutions, consisting of Marguerite Burnett, of Dela-\n\nware, Isabelle MacLean, of Lynn, Mass., and W. C. Smith, of Albany, N. Y., was\nappointed to consider all resolutions for transmittal to the National Education\nAssociation.\nResolutions submitted to the Committee on Resolutions of the National Education\nAssociation.\n\nRelating to the Literacy Test ( reading and writing English understandingly) as\na qualification for citizenship, and also as a qualification for voting.\nThe U. S. Census of 1920 shows approximately 4,900,000 not literate in any\n\nlanguage ; another 1,000,000 or more, though speaking our language, are unable\nto read and write English.\n\nThere is no provision in the present naturalization\n\nlaw requiring ability to read and write English understandingly as a qualification\nfor citizenship. Moreover most States have no such reading and writing requirements for voting and the native born illiterate citizen, numbering 4,333,111 could,\nthrough their combined vote, swing any National election. Such a condition is\ninexcusable in a democracy, and causes ignorance of, and indifference to, our\nGovernment, laws, and institutions.\nWe, therefore, urge upon the Congress and the President, the wisdom of requiring the ability to read and write English understandingly, as an additional\n\nqualification for citizenship, and that such a test be administeredby the Federal\nagencies already in existence, the Bureau of Naturalization and the Bureau of\nEducation.\n\nWe further recommend to such States as are not already provided with a literacy\ntest for voting, that they adopt a test of reading and writing English under-\n\nstandingly, to be administered by the educational authorities of the State.\nRESOLVED: That the name of the Department of Immigrant Education be changed to \"De\npartment of Adult Education.\" It is understood that the functions of the new department\nshall include the activities in the field of education for those native and foreign born adults\nwho need instruction in the fundamental elementary subjects.\nRESOLVED: That the National Education Association endorse the appointment of a specialist\nin adult education in the Federal Bureau of Education, or in the Department of Education\nwhen organized.\n\nRESOLVED. That State Departments of Education be urged to appoint school supervisors of\nadult education.\n\nThe President then appointed the following Auditing Committee: Mary F.\nPotter, Susan P. Moulton, and Lillian Clark.\nThe business meeting then adjourned .\nAt 2:40 P.M. the departmental program began.\n\nOn Thursday afternoon, July 3, 1924, the business meeting of the department\nwas called to order at 3:45 o'clock, following the conclusion of the program. About\n125 people were present.\n\nAn oral report of the secretary was received, and the report of the treasurer,\nMiss Thorngate, was read as follows :\n\n"}
{"page": 594, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n567\n\nRECEIPTS\n\n$177.00\n\nAmount received for membership dues .......\nDISBURSEMENTS\n\nPrinting programs for Superintendent's Department, N. Ε. Λ.......\nRubber stamps\nPostage Stamps\nExpenses of secretary's office\n\n$14.75\n2.45\n2.00\n\n21.51\n\nTotal\n\n$40.71\n\nBalance on hand..\n\n40.71\n\n$ 136.29\n\nThe report of the Auditing Committee was as follows and the report was accepted.\nThis is to certify that the auditing committee has today (July 2, 1924) examined the accounts of the treasurer, Miss Thorngate, and has found them to be correct.\n\nThe Nominating Committee then reported the following officers in nomination :\nPresident-Mr. Charles M. Herlihy ; Vice- President-Miss Flora D. Smith; Secretary-Mr. Robert C. Deming ; Treasurer-Miss Ella Thorngate.\n\nUpon vote, the secretary was instructed to cast one ballot in favor of these\nofficers and they were so elected and the report accepted.\n\nW. C. Smith, for the Resolutions Committee, announced the approval of the\nNational Education Association of the change of name of the department to Department of Adult Education.\n\nThe literature circularized by the Interpreter Magazine was then described, and\nit was moved and voted that the department subscribed as an organization member.\nThe President then announced two new available textbooks .\n\nThe motion was moved, recorded, and voted that an Exchange Bulletin for ex-\n\nchange suggestions be financed and circularized among the members, and that a\ncommittee for this purpose be appointed by the chair.\nIt was moved by Miss Burnett that the Committee on Research and Teaching\nProblems be continued for the coming year, and it was so voted.\nThe meeting then adjourned:\n\nOUTLOOK FOR IMMIGRANT EDUCATION FROM THE\nSTANDPOINT OF THE U. S. BUREAU OF EDUCATION\nJOHN J. TIGERT , UNITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D. C.\n\nPublic education is not a matter of age, sex, or race. Ignorance is an\nevil, no matter where it exists, nor whence it comes. The education of\nimmigrants who reside in this country in compliance with laws is the duty\nof the States of the Union for precisely the same reasons and in precisely\nthe same manner as the education of those whose ancestors came here generations ago from Europe, Asia, and Africa.\nThe twenty-three million children of the Natión demand first consideration as a matter of course. Childhood is the best time for teaching, and\nevery effort must be made to train the youth of the land for efficient and\npatriotic citizenship. If the full duty of the States had been done from\n\nthe beginning, there would be now no problem of adult illiteracy, so far\n\n"}
{"page": 595, "printed_page": null, "text": "568\n\nNATIONAL EDUCATION ASSOCIATION\n\nas native citizens are concerned. But nearly three million native-born\nadult illiterates tell a story of wasted opportunity and of duty unperformed.\nThat stigma upon American civilization must be removed, and that quickly.\nJust as the States of the Nation allowed nearly three million of their\nown people to enter upon full adult citizenship without education, so the\nNation as a whole has permitted nearly two million adults of foreign birth\nto become American citizens without even the minimum of education.\n\nThe problem which must be solved, therefore, is to provide education in\nsome degree for nearly five million adults. It is immaterial for practical\npurposes how they happened to be here-whether they grew here or came\nhere. The duty is the same. The mass of ignorance is with us, and it is\nhanging over us like a pall. It must be removed.\nThe only difference in dealing with the parts of the problem is in the\nmanner of procedure. To teach an adult who speaks no English differs in\ndetail from teaching an adult who does speak it. It involves time, patience.\nand skill, but it is a duty that must be performed, nevertheless, difficult\nthough it may be. Even those new citizens who have been educated in\ntheir own countries must learn our language and become imbued with our\ntraditions and ideals. Many of them have come to us for economic opportunities which were denied to them in European countries.\n\nWe have no\n\noccupational castes; we desire none. Elementary education gives the tools\nfor occupational freedom, among which the basic ones are language and\nnumber. We desire that our new citizens have access to secondary education as well, including both academic and vocational opportunities. The\nbetter education of immigrants is a cause worthy of our best efforts, and\npresents problems whose solution tests the mettle of American educators.\nThe attitude of the United States Bureau of Education toward the\n\neducation of immigrants differs in no particular from its attitude toward\nthe removal of ignorance in any other form. It is prepared to go to the\nfull extent of its abilities in rendering that aid. In accordance with its\ntraditions, its aid must be confined to suggestion and information.\n\nIn the past, a division of immigrant education was maintained, and\nspecialists were employed to give personal assistance when it was demanded.\nbut that service was discontinued after the close of the World War seemed\n\nto make it less necessary. To reestablish it would require Congressional\naction. We have, however, from time to time, published bulletins intended\nto help those engaged in this specialized work, and we are prepared to continue to do this as appropriate manuscripts are presented to us and as funds\nare available for the purpose. As much more will be done as the Congress\nwill permit us to do. It is a proper function of the Bureau to undertake\nthis work, and we are anxious to do it.\n\n"}
{"page": 596, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n569\n\nTYPES OF IMPORTANT RACIAL INFORMATION WHICH\nTEACHERS OF AMERICANIZATION SHOULD POSSESSABSTRACT\nALBERT E. JENKS , NATIONAL RESEARCH COUNCIL, WASHINGTON , D. C.\n\nVery correctly the Americanization worker has come to recognize that\nhis task has a genuine scientific foundation. A fundamental part of this\nconsists of objective knowledge concerning the groups of peoples with\nwhom he works. We must avoid the too frequent errors of minimizing\nthe importance of mental, ethnic, and national groups ; and the primitive\nconception that differences between human groups are sure marks of\ninferiority.\nThe goal of universal likeness among groups of peoples is one impossible\nof attainment, and further, it is a false goal. The goal is for each group,\nwithout fail, to add its contribution to the ever richer and more varied\n\npeoples and cultures of developing humanity.\nThe American National group has already started to perfect its con-\n\ntribution, namely, that of an ever-developing democracy guaranteed to its\ncitizens by written legal procedure.\nSo the Americanization worker needs to know those biological, political,\neconomic, social, and cultural types of facts about our immigrant groups\nwhich will enable the worker to assist the immigrant most quickly and\nhappily to add at his best level his contributions to this Nation which he\ncame to help perfect.\n\nIt must be remembered that persons from these many groups of immigrants are not soulless pawns to be picked up at will and placed here and\nthere. Each comes from a vital group of people which, perhaps, for thou-\n\nsands of years, has had its physical and cultural personality. Each of\nthese old-world groups has developed its own physical type. Each has\ndeveloped an economic process and a government, to provide its needed\nfood and protection. Each has developed its philosophies, sciences, arts,\nand education to feed its ravenous mind. Also, each has developed its\nsystem of morals and religion in an attempt to satisfy its hungry soul.\nEach group has made, and is still making in its home nest, an important\nand necessary contribution to world civilization .\n\nThe task of the Americanization worker is to assist the immigrant peoples\nto help America make her important and needed contribution.\n\n"}
{"page": 597, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n570\n\nSOME ATTITUDES OF THE FOREIGN-BORN\nLIFE IN AMERICA -ABSTRACT\n\nON THEIR\n\nDR. JULIUS DRACHSLER, COLLEGE OF THE CITY OF NEW YORK\nNEW YORK CITY\n\nEvery teacher should have a sympathetic knowledge of the background\nof his pupils. At Columbia University, the teachers were asked to study\ntheir adult pupils from the point of view of their American background.\nFrom this group of pupils, about forty different definitions of Americanization were obtained.\n\nWith respect to the European background of this group, the teachers\nlearned definite facts concerning their cultural attainments and progress.\n\nIt was shown that the immigrant experiences a process of cultural changes ;\nand it was possible to contrast one cultural group with another.\n\nFour\n\nkinds of contrasts were noted; i. e., with regard to the following: economic\nconditions ; leisure time; contact with Government officials; religious experiences.\n\nTo secure this information, questionnaires in foreign languages were\ndisseminated, asking the immigrant to report his experiences, but without\n\ngiving his name and address. In this way, much information was obtained.\nshowing the immigrant's preferences for some of his own customs, and,\nhappily, pointing out the best on both sides of the Atlantic, with great\nbenefit both to the immigrant and to the teachers. Such information and\nmaterial should be taken into consideration when instructing the pupil.\nShall we ignore the assimilation of our foreign-born ? Or shall we\nadopt a policy of compulsion ? Or shall we encourage rapid assimilation.\nmaking allowances for the cultural background which the immigrant brings\nwith him?\n\nTHE PATRIOTIC EDUCATION LEAGUE OF LYNN\nMASSACHUSETTS\nMRS .\n\nISABELLE D.\n\nMACLEAN ,\n\nCITY SUPERVISOR OF\n\nAMERICANIZATION\n\nLYNN, MASSACHUSETTS\n\nThe permanence and healthy growth of the Lynn plan of Americanization are due to the fact that, from its very beginning, both native and\nforeign-born have coöperated. The Lynn plan originated during the\nWorld War and was one of the many Americanization committees, safety\ncouncils, and similar organizations created at that time. The few such\norganizations that have survived the receding wave of war-time sentiment\nowe their existence, I believe, to the fact that they were founded by representatives of both native and foreign-born who fully realized that the\nend of the war did not mean cessation of their activities, but rather that\nthe reconstruction period brought greater responsibility and broader opportunity for service to the whole community.\n\n"}
{"page": 598, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n571\n\nThe Patriotic Education League of Lynn is an organization of foreignborn men and women who are outstanding leaders among their various\ncompatriots. The League originated in 1918, and was known as the Lynn\nAmericanization Committee. As a result of sentiment created by National\nEducation Week, members of the committee expressed a desire to reorganize under a new name and with definite objectives. Accordingly ,\nin January, 1922, the organization adopted the name \"Patriotic Education\nLeague of Lynn\" with the following aims: To promote education of both\n\nnative and foreign-born; to bring about a better understanding of the contribution made by the foreign-born to American life; to encourage aliens\nto become citizens of the United States, and to advise and assist persons\ndesiring to bring relatives to this country, realizing that only those possessing a high standard of qualifications should be admitted for permanent\nresidence in the United States. Membership is open to any foreign-born\nadult of greater Lynn. The by-laws especially provide that the city supervisor of Americanization shall be, ex-officio, a member of the league with\nfull powers and privileges of membership; also that the supervisor shall\nact as the secretary of the league. Other officers are annually elected by\nballot. All records and papers pertaining to the business of the league are\non file at the office of the supervisor of Americanization and are at all\ntimes open to the inspection of the members of the league, to the school\ncommittee, and to the superintendent of schools.\nA sympathetic and intelligent understanding of racial groups, and especially of the political, religious, and social reactions of the various foreignlanguage groups upon each other is essential to the formation of any organization of native and foreign-born, if it is to function. I believe that\nit is impossible to select any one \"racial leader\" who can truly represent\nall of his people. Consequently the membership of our league includes\nat least three outstanding leaders of each so-called \"racial group.\"\nActivities of the league include the following : Recruiting of pupils for\nAmericanization classes through the distribution of information by means\nof posters and notices in the foreign press and announcements by the\nforeign clergy in the churches and synagogues ; assistance in arranging for\npublic mass meetings; the dissemination of matters relating to immigration\nand naturalization laws; and endorsement of the policies of our public\nschools. Individual members have been of great assistance to the superintendent of schools and to the supervisor at various times in solving school\n\nproblems involving pupils whose parents are unable to speak the English\nlanguage. Members of the league have assisted in our teacher-training\ncourses by giving lectures demonstrating the experiences, feelings, and\nviewpoints of the various racial groups.\nAn important branch of the work has been a series of visits to the various\ncity departments such as the police and fire departments, the public library,\nand the hospital. Cases needing advice upon citizenship and immigratior\nare brought to the attention of the supervisor by members of the league.\n\nIndividuals have coöperated with the United States Department of Justice.\n\n"}
{"page": 599, "printed_page": null, "text": "572\n\nNATIONAL EDUCATION ASSOCIATION\n\nAs a result of all these activities many harmful activities that existed in\nour city have been abolished; radical propaganda has been discouraged; the\ncharging of fees for naturalization advice has been discontinued, and much\nof the indifference of native-born Americans has been overcome.\n\nBeing a woman, I have found it possible to go into the homes of the\nforeign-born and to establish friendly relationship with the foreign-born\nmother who so often yearns for companionship and who readily responds\nwhen we talk about her babies and her home. Although a woman, I have\nalso been able to go into the coffee houses and foreign clubs and to attend\n\nmeetings of various foreign-language societies and lodges. As a friend\nof the people, I attend their christenings, weddings, and funerals. I am\nat their call every day and twenty-four hours of the day.\nNo matter how well planned an organization may be; no matter how\ncarefully its activities are mapped out; it will stand or fall upon the type\n\nof its leadership. I believe that it is better to attempt nothing by way of\nan Americanization program than to allow the wrong kind of person to\nattempt to bring into friendly touch the native and the foreign-born. The\nideal director of the work is first of all a \"good mixer.\" Additional\nessential qualifications include a sympathetic appreciation of the needs of\nthe foreign-born, enthusiasm for service, a magnetic personality, knowledge\nofOld World background of the races ; practical experience, special training\n\nin methods, and, most important of all, the possession of sensibilities so\nfine that one can exercise the tact required to bring into friendly relation-\n\nship the divergent types that make up our foreign-born population.\nI frankly admit that it is only after several years devoted to a study of\nour local community conditions that I have been able to secure the loyal\nsupport of the many foreign-born leaders who coöperate in the work of\nthe league. I firmly believe that only a public institution such as the\npublic schools can formulate and direct the activities of an organization\ncomposed of so many varying personalities.\nWhen an organization numbers in its membership racial leaders speaking\nmore than twenty languages ; when it brings together in friendly discussion\n\nfor common good, both Jew and Gentile; when scholar and illiterate sit\ndown together to plan an educational program; and when prejudice and\nmisunderstanding are superseded by friendliness and loyalty to American\nideals and institutions, then we may feel that we are reaching a solution\nof the great problem of Americanization. With humble pride we claim\nthat the Patriotic Education League of Lynn has done all this.\n\n"}
{"page": 600, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n573\n\nSUBJECT MATTER MOST VITAL FOR THE ADJUSTMENT\nOF THE NON- ENGLISH-SPEAKING WOMAN TO\nAMERICAN LIFE\nMRS. ELIZABETH A. WOODWARD, SUPERVISOR OF IMMIGRANT EDUCATION\nSTATE DEPARTMENT OF EDUCATION , ALBANY, NEW YORK\n\nNo department of immigrant education requires greater attention in\nthe immediate future than that which includes day classes for foreign-born\nwomen in the homes.\n\nIf we are to hold the busy mothers in the classes\n\nuntil they gain a working knowledge of the necessary English, it behooves\nus to find out what are the interests and needs of this special group.\nWhat subject matter is required to help them make the many adjustments\no American life ? We realize that in listing the following needs of\nforeign-born women, language is only one of the many means of adjustment; but it bears upon and in a measure underlies all other needs :\nAmerica's appreciation of her achievements; adaptation to American\ncustoms, institutions; and ideals; opportunity for recreation and social\nlife; the understanding of the people who deal with her children in health,\nschool, and other local agencies or institutions; freedom from fear; opportunity to share in community responsibiblity and community improvement ;\na common language, and a desire to fulfill the formal qualifications for\ncitizenship.\n\nMany of the adjustment needs just enumerated have to do with attitudes and experiences leading to a variety of adaptations. The pathetic\npart about the list is that many of our uneducated foreign-born people\nare often unconscious of a lack or unable to recognize it as a cause of\ndifficulty. One duty of the immigrant education worker is to arouse the\nwomen to a consciousness of certain \"shortages,\" either individual or racial.\nAdult pupils have very definite interests and are conscious of a number\nof reasons for learning English. But it is only recently that teachers have\nmade a scientific study of individual or group interests and minimum essentials in regard to subject matter.\nThe subject matter presented in our classes differs not only with the\nracial groups, but with the individuals in each class in respect to : extent\nand quality of old-world education; cultural ideals; length of time in the\nUnited States ; chronological age; mental age; mental attitudes which help\nor hinder in class work, i. e. , degree of self-confidence, hindering tradition\nand fears, particularly of women from southern Europe.\nThe women who go out into industry have language needs that differ\ngreatly from those of the women who stay at home. After a teacher\nbecomes the American friend of the foreign-born women, she is in a\nposition to select and develop material which meets the needs of each\nindividual.\n\nIn order to discover the specific needs of these women, a pamphlet entitled \"Topical English Achievement Test\" was prepared. This pamphlet\n\n"}
{"page": 601, "printed_page": null, "text": "574\n\nNATIONAL EDUCATION ASSOCIATION\n\nrepresents the results of five years of State work with immigrant women.\nIt is a compilation of subjects used in more than one hundred fifty classes\nof foreign-born women organized by the Emergency Committee which\nconducted intensive work, with twelve full-time specialists, in New York\nCity. Dr. Albert Shiels became interested in the study and was instrumental in having the pamphlet printed by Teachers College. Copies were\nsent to all cities and towns where it was known that work with immigrant\nwomen was being conducted. The teachers were requested to check the\nsubjects listed and return marked copies for use in the preparation of a\nsecond study.\n\nThe new development in this was the checking of topics as used outside\nof class and independent of the teacher.\n\nIt was a simple matter for the\n\nteachers to check topics talked of, read, or written about in class, but how\nthis class work was put into practical use in the daily life of the pupils was\napparently more difficult to record. The text of the pamphlet was the\nstatement of John Dewey: \"Intelligence becomes ours in the degree in\nwhich we use it.\"\n\nThe last page of the pamphlet contained suggestions to teachers for\nencouraging pupils to give more time to practicing their knowledge of\nEnglish.\n\nThe pamphlets were returned from five States : Massachusetts, Connecticut, Ohio, Delaware, and New York. Of the number examined, 62 were\nfrom New York State, and 24 from cities in the other four States.\n\nIn the\n\npamphlets which were returned, the following things were noted:\nInability of teachers to discover how much of their class work functioned\nin the daily lives of their pupils was indicated by failure to check the second\ncolumn; this was probably due to one of three causes: Class in beginning\nstages of work; lack of time to know pupils outside of class; lack of scientific interest in the study of her subject matter. The same reasons doubtless would account for the failure of most of the teachers to check the last\n\npage of the pamphlet dealing with the encouraging of pupils to practice\nEnglish outside of the class .\nAll of the general or introductory topics listed, including the reading\nof public signs, were universally recognized as valuable. Surprisingly few\nused lessons dealing with food or food materials; this is readily explained\nby the fact that many of the classes consist of Jewish people.\nOne would have expected wider use of topics connected with clothing\nand the home-making arts. Marketing and shopping topics were universally used; also a number of those connected with health and the school.\nThe returns indicated that the textbooks used were probably responsible\nfor the meagerness of topics under these heads. A large number of teachers\nused extensively the topics connected with the post office, journeys, living\nquarters, public institutions, and recreation.\n\nA great many teachers failed\n\nto record teaching of letters and notes with the exception of postal cards\nand notes to teachers about school children.\nIn the miscellaneous list most teachers checked stories of our holidays,\n\n"}
{"page": 602, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n575\n\nand the names of famous men and women whose lives had been briefly\n\ntaken up. Few gave selected stories from American history of subjects\nrelated to citizenship, government, and local city departments; this doubtless indicates that the work is in its beginning stages in those cities.\nSeveral of the teachers listed the national airs and folk songs found to be\n\ninteresting and appropriate, and teachers, for the Emergency Committee\nin New York City, gave a list of fifteen plays, which have been given by\nwomen in the English classes. Several reported that their groups had\nattended carefully selected movies and had assisted in the understanding\nof the story by the reading of sub-titles by preparation beforehand : \"The\nCovered Wagon,\" \"Abraham Lincoln,\" \"Uncle Tom's Cabin,\" \" My\nCountry,\" and other movies were listed.\n\nThe value of the pamphlet in my opinion is that it is an attempt to\nwork from the standpoint of the pupil and her needs rather than from that\nof people not in direct contact with foreign-born women. As a scientific\nstudy of subject matter, it is a valuable beginning and not in any sense\na conclusion.\n\nA few aspects not sufficiently emphasized in the pamphlet were the following: A greater use of visual instruction by lantern slides, or educational\npictures and texts on the screen should be emphasized. Greater attention\nto the use of libraries by the classes. The need for class and traveling\nlibraries as well as lists of books in simple English for the women to use\nfor their own pleasure or for reading to their children. Greater attention\nto story hours in English, to test the ability of the women to understand.\nGreater emphasis on the need for attendance at parents' meetings, or public\ndiscussions and lectures in neighborhood houses.\nWider use of pictures in the notebooks, as well as useful illustrative\nmaterial, such as: children's report cards; money order slips; deposit slips\nand checks for banks; change- of-address cards, and other local helps. More\nattention to excursions, not only to public institutions, but to health agencies,\nhospitals, schools of all kinds, playgrounds, museums, and parks. Lessons\nonall of these, \"before and after taking,\" are of the greatest benefit to the\nhome-bound women.\n\nTeachers in their school life frequently forget that interest in English\nhas often been initiated by health agencies or settlement classes.\n\nWhere\n\nthis has been responsible for arousing interest, the lesson material is already\nindicated; i. e., hatmaking, dressmaking, cooking, canning, food for the\nbaby, or first aid.\nMore classes could be organized with these normal interests in the short-\n\nunit home-making courses if the field contained more people familiar with\nthe foreign-born women. It certainly points to the need for employment\nof more teachers specializing in immigrant education.\nDr. James Harvey Robinson points out: \"The chief difficulty that adult\neducation in all its forms encounters is the sad lack of really appropriate\nbooks.\nAdults have a strong and in the main quite justifiable\ndislike of textbooks. How, then, is the right kind of book to be supplied?\n\n"}
{"page": 603, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n576\n\nOnly by making those prepared to write such books, conscious of a crying\nneed for them.\"\n\nDr. Caroline Hedger, of Chicago, speaking of this handicapped group,\nsays : \" The alien adult woman is largely cut off from contact with native\nAmericans by the circumstances under which she lives. We all feel acutely\nthe need of common standards of civic righteousness, public health, and\nfamily life, but the immigrant woman cannot acquire these things when\nshe has little or no knowledge of our tongue, and little or no chance of\nobserving American life at its fullest and best.\"\nUntil we lead the foreign-born woman to conscious responsibility for her\nplace in American life, the ideals of our country are not being realized.\n\nLESSON MATERIALS IN READING AND WRITING FOR\nTHE FOREIGN-BORN ILLITERATE —ABSTRACT\n\nHARRIET AHLERS, DIRECTOR, WOMEN'S WORK, HARTFORD, CONNECTICUT\n\nThe successful preparation of materials in reading and writing for the\nforeign-born illiterate, depends upon certain paradoxical propositions.\nIt often happens that the better and more thorough the preparation of\nmaterials, the more quickly the illiterate is driven away. That is, the\nilliterate person's absolute unfamiliarity with formal education is not always\nentirely appreciated by the teacher. The attention of the illiterate must\nbe caught in an informal way, at the point where he actually shows interest,\nnot where the teacher thinks he should show interest.\n\nBut does this mean that there should be no formal program for this\nelementary phase of the work with foreign people? Decidedly not, for\nthe second point is that although a technical approach is essential, it must\nbe concealed in a non-technical attitude toward the whole situation.\n\nWhy\n\ndo we eagerly listen to the playing of a Rachmaninoff or a Kreisler ?.\nBecause each, a thorough master of technique, has not let technique master\nhim.\n\nIt should be so with the teacher of illiterates.\n\nHow shall this technical approach be accomplished ? The illiterate wants\nto read, without the appreciation of what reading means. Reading English\nis a matter of interpreting symbols-symbols which are so familiar to us\nthat we often cannot comprehend their unfamiliarity to others. Imagine\nyourself trying to read music, if you had never seen a note or had the scale\nexplained. What laborious mental attempts you would make, if you were\ntold that you must master a stone covered with Egyptian picture writing.\nTo the adult foreign illiterate, reading must be taught as the process of\ninterpreting individual symbols. Where the child accepts reading, and\nremembers as he accepts, the adult rejects because of his greater powers of\nreason and judgment. There should be a logical plan, then, of appealing\nto these adult powers.\n\n"}
{"page": 604, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n577\n\nDoubtless all teachers have had the experience of receiving memory\nechoes of an oral theme in a reading lesson, rather than actual interpretation of the printed symbols. The English language contains only twentysix symbols, but some forty-odd elementary combinations of sounds. Schools\nfor the deaf have worked out a technique from which teachers of the\nforeign-born can learn a great deal, and adapt this knowledge to their\nown particular field.\n\nFor example, the forty or more elementary sounds from the deaf school\ncharts can be given in a series of themes which are close to the pupils'\ninterests. Step by step, the pupil will learn the sounds and recognize their\nsymbols as they are repeated, word after word. This mechanical scheme,\nsecondary to the real human interests of the theme, will be found to\nground the pupil in the real understanding of what reading is. The\nwriting lesson can then be based on the reading lesson, until the formation\nof the symbols is also mastered.\nThe illiterate pupil has no use for abstract ideas or disconnected knowledge. A woman does not simply want to read and write; she wants to\nread the street car signs as she goes to her work, the placards in the grocery\nstore where she buys her food; she wants to sign her son's report card, or\nleave a note for the milkman.\n\nThe secret of successful materials in reading and writing for the\nforeign-born illiterate is that they must be essentially human in their appeal,\nbutbased upon a technical understanding of the meaning of English symbols.\n\nTHE CITIZENSHIP COURSE FOR NATURALIZATION\nCLASSES-ABSTRACT\nLILLIAN P. CLARK, FEDERAL BUREAU OF NATURALIZATION\nWASHINGTON, D. C.\n\nIn developing a practical citizenship course which will meet the needs\nof future citizens, the Bureau of Naturalization is endeavoring to solve\nsome of the problems which are confronting teachers and supervisors inter-\n\nested in immigrant education. In order that this Bureau may be of the\ngreatest service possible to candidates for citizenship and their teachers it is\nrequired to take into consideration the various existing conditions involved\nin the instruction of our future citizens.\n\nFirst of all, the Bureau is interested in not only those men and women\n\nwho are ready to petition for their final papers, but also those men and\nwomen who have declared their intention of becoming citizens. In these\ntwo groups of people there are candidates whose previous education ranges\nfrom illiteracy to university training and whose knowledge of our language,\ncustoms, and government varies equally as much. It is therefore necessary\n\nthat material prepared by the Bureau be sufficiently comprehensive that all\nandidates may find in it what they need most.\n\n"}
{"page": 605, "printed_page": null, "text": "578\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn the second place, there are candidates for citizenship living in all the\n48 States, not only in cities of every different size, but also in rural communities, lumber camps, on ranches, and farms. They live under every\nkind of industrial, economic, climatic, and social condition conceivable.\nThe Bureau's course of study must be fundamental enough to be applicable\nwith slight adaptation to local conditions, and lessons on rural life must\ngo along side by side with lessons on urban life.\nIn the third place, candidates for citizenship must secure their citizenship training in the public-school classes in order to avail themselves of\nthe material published by the Bureau. The public-school classes on the\nwhole are supported by local funds and the amount of time which may be\ndevoted to citizenship classes is determined by the amount of money available. The frequency and length of session varies from one to five times\na week and from one to three hours per session. In general the public\nschools group their pupils into three or four grades, beginners, intermediates, advanced, and special citizenship. It is most essential that the\nBureau arrange its course of study in such a way that it will easily become\npart of the public-school curriculum. Furthermore, ample material must\nbe provided to satisfy classes which meet frequently and run through the\nentire school year.\n\nFourthly, in addition to the meager educational qualifications required\nby law many candidates for citizenship must meet additional standards set\nby the local judges-for example, in Washington and Baltimore a man\nmust be able to read English (the current daily newspaper being the usual\ntest) . In some sections a candidate must show a certificate from school\nshowing that he has attended through a certain period of time. To enable\ncandidates to meet these standards an acceptable course must contain the\nmaterial which will be valuable to them.\n\nThe citizenship course of the Bureau of Naturalization is published in\nthe Federal Textbook on Citizenship Training. It is divided into three\nparts, one for each grade, and a manual for teachers accompanies each\n\npart. The manual contains a general discussion on the procedure of the\nspecific grade and also suggestions for developing each lesson.\nMany candidates have not yet learned to speak, read, and write enough\n\nEnglish to satisfy their daily needs. Before they begin to study about\ngovernment it is necessary for them to learn our language as a common\nmedium through which the teacher and pupils may study together. So\nthe first part of the Bureau's textbook is called \"Our Language.\" With\nthe exception of a few lessons at the beginning, most of the lessons are\nwritten in conversational style. They deal with the most common activities\nof life and they give to students the words they will use in such situations.\nIn those instances where life in small towns and rural communities would\n\npreclude the use of the original lesson there is a supplementary lesson to\nsatisfy the need. Before the lessons of Part I were printed they were distributed in tentative form and experimented with in various parts of the\ncountry, in cities and towns of various sizes, in mixed classes and special\n\n"}
{"page": 606, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\nclasses for women, so that they would be practicable generally.\n\n579\n\nThe sug-\n\ngestions of the teachers and supervisors who tested the lessons were embodied in the course in order that all teachers interested in citizenship\n\ntraining might benefit from their experience.\nWhen students have learned the language of their daily activities they\nare prepared to enlarge the circle of their interests. Such content should\nbe given them as will arouse in them a desire to take a greater part in\nthe life of the community where they live. In view of this fact the second\npart of the Federal Textbook now in the press is entitled \" Our Community.\" It is for intermediate students. It contains lessons on educational, social, business, and civic interests which will give students a better ⚫\nidea of community life, its activities, and the citizen's responsibility to his\n\ncommunity. There are also biographical sketches of the great Americans\nwho have particularly contributed to the welfare of communities, such\n\nAmericans as Benjamin Franklin, Thomas Jefferson, Eli Whitney, Robert\nFulton, Clara Barton, Horace Mann, etc. The lessons are written so\nas to present either a general or specific situation for discussion and through\nsuggested questions to make the situation apply to the particular localities.\nWhen students either in school or in their every-day experience have\nlearned our language and know about the community in which they live,\nthey are interested in acquiring knowledge about their State and country.\nThey want to know about the history, geography, economic conditions ,\nprinciples, and ideals of the government of their adopted country. Асcordingly Part III of the Federal Textbook, which is now in the process\nof preparation, is entitled \"Our Nation. \" It is to contain several lessons\non the activities of State government, as a link to join the community\nto the Nation. Then will follow lessons on the history of our Nation,\nnot so much from the political point of view as the social and economic.\nThe large periods of history to be treated are discovery, exploration, and\nfirst immigration, the Revolutionary period, the forming of the new government, its present form, expansion and westward movement, industrial\nrevolution, the causes and consequences of the Civil War, the age of industry, the Great War and reconstruction period. As geographic conditions have affected growth and development of our Nation they will be\ndiscussed in the course. At the end of the book there will be printed the\nConstitution of the United States so that teachers and students will be\n\nable to turn to it readily when they are studying the lessons on our\nGovernment.\n\nWhile the lessons proceed in logical order, each lesson is a unit in itself\nand may be adapted to the regular and special classes according to existing\nlocal conditions. In its complete form, it is one of the few citizenship\ncourses which systematically provides a basic book for each of the accepted\ngrades and in so doing takes into consideration the immediate needs and\nincreasing interests of the individual.\n\n"}
{"page": 607, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n580\n\nThis citizenship course is at your service and the Bureau of Naturalization stands ready to coöperate with you in every possible way within the\nlimits placed upon it by Congress.\n\nSCORE CARDS FOR TEXTS IN ADULT IMMIGRANT\nCLASSES\nJOHN W. LEWIS, DIRECTOR OF AMERICANIZATION, BALTIMORE, MARYLAND\n•\n\nThe past six or seven years have marked almost a complete revolution\nin the textbooks in use in immigrant education.\n\nFrom time to time, a\n\nworker, dissatisfied with texts as they were, brought forth a new text,\nconfident that this latest child of his brain and experience is the perfect\none to take away at last the burden of the English teacher. The goal\nin the evolution of a completely satisfactory text or texts, however, has\nnot yet been reached.\n\nIn spite of the wide divergence in the quality of texts produced, there\nis a fairly uniform although hazy conception of the standard by which\nthe merit of texts should be judged. In line with the general tendency\nof science to adapt itself more and more to statistical methods of measure-\n\nment, the question is asked, \"Can a satisfactory score card be prepared,\nby which we can judge text and give a precise estimate of their comparative\nmerit?\"\n\nI confess that I do not believe it can be formulated.\n\nIn making\n\na satisfactory textbook, there are many elements, each of which must be\nsatisfactory. In some textbooks, one element may be so weak or objectionable that it precludes the satisfactory use of the book, no matter how\nperfect the text may be in other particulars. Accordingly an exceedingly\nlow score on any vital point or group of points may invalidate the result\nof a comparatively high total score.\nAs a tentative standard for the text of an elementary textbook, I have\nprepared the following outline. The limitations of any attempt to assign\nscore values to each of the points are quite apparent.\nSCORE CARD FOR ELEMENTARY TEXTBOOK\n\nGeneral Choice of Subject Matter\nTotal ........ 45\n\n1. Suited to the most immediate practical needs of adult im-\n\nmigrants. (Both in general subject matter and specific\n\n20\n\nvocabulary.)\n2. Suited to the interest of the student.\n\n3. Material tactful arousing no antagonism ( applying also\n\n5\n\nto title) .\n\n4. Does the material ( and exercises) represent the most\nvaluable use of space ? Is there needless repetition\nwhich has no pedagogical value ? Does it contain material which might better be put into a teacher's\nmanual , etc. ?\n5. Material suited to the ability of the students.\n\n5\n\n15\n\n"}
{"page": 608, "printed_page": null, "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n581\n\nMethod\n\n1. Theme method in early lessons .\n\n2. Themes of a character easily dramatized.\n\n•}\n\n( Subjective\n\nand abstract words omitted in early stages ) .\n\n10\n\n3. Proper sentence structure.\n\n5\n\n4. Proper length of lesson.\n5. Systematic progression.\nLogical sequence of subject matter.\nLogical sequence of sentence and language elements ,\nwithout too many new elements introduced at once.\n6. Does it leave the theme method at the proper point, leading gradually to the intermediate method of oral\ndevelopment ?\n7. Does it provide sufficient conversation ? ( Usually in exercises following the early lessons. Later, conversation should be woven into the lesson proper.)\n8. Provision for review (including some use of previous\n\n3\n\n8\n\n3\n\n3\n\n3\n\nmaterial in different form in new lessons . )\nLanguage drill exercises, etc.\n1. Grammar taught inductively-not formally.\n\n2. Suggestive exercises for drill (in complete sentences ) .\n3. Not too many new language forms, etc., introduced at\nonce. Should be logical progression in their develop-\n\n8\n\nment.\n\n4. Conversational exercises properly varied to secure maximum language drill.\nIllustrations\n\n1. Profusion of necessary illustrations.\n2. Omission of unnecessary illustrations.\n3. Tactful, not offensive to adult immigrants .\n4. Constructive in their suggestion.\n5. Clear and not subject to confusion.\nGeneral make up and printing\n1.Strength of binding and quality of paper.\n2. Type large and clear.\n3. Proper page make up.\n(Each sentence separate in early lessons, later in paragraph form) .\n\n5\n\n2\n\n3\n7\n\n2\n\nThe intermediate text must meet, in general, the same standards, with\nthe following important changes .\n\nThe content can be gradually enlarged to include needs not so immediate\nthough none the less vital to the immigrant. As the content changes in\nthe later intermediate work and as it shades into advanced work one other\n\nimportant test must begin to be applied-namely, the material must be\nfree from any attempt at propaganda for any economic, political, or industrial point of view. Americanization must not be considered as solving\nthe problems which might better belong to industry or to political science.\nIn certain places the program of Americanization has been the handmaiden\nof a group who would throw bread upon the waters to have it return later\nin the form of toast to their economic or other advantage. Americanization must in no sense be considered as a \"sitting on the lid\" of things as\nthey are. It must, however, in the more advanced work lay down the\nfundamental principles of Americanism broadly considered together with\n\n"}
{"page": 609, "printed_page": null, "text": "582\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe \"rules of the game\" governing the methods by which any changes may\nbe brought about.\n\nTo set the ultimate goal is not the province of Ameri-\n\ncanization, and textbook content must be judged accordingly.\nThe theme method, of course, has been abandoned long before the intermediate work is reached.\n\nThe test of method in the intermediate text\n\nis the degree to which the text lends itself to the accepted method of oral\ndevelopment of the lesson.\n\nThe need of conversational exercises as such\n\nand the need of reviews in the text become progressively less important.\nSilent reading of course becomes progressively more important.\nTo the best of my knowledge there are no satisfactory texts now available\nfor the adult foreign-born illiterate. The usual texts move along much\ntoo rapidly. The satisfactory text must move much more slowly with a\ngreat deal more repetition. Especial care in the selection of vocabulary\nmust mark a satisfactory text for illiterates, to the end that phonic elements\nmay be more quickly built up inductively.\nTime does not permit extensive comment upon the tests for texts for\ncitizenship education. There are, however, one or two elements that\nshould be considered. In the first place, the requirements of the naturalization examination has resulted in placing too great emphasis upon the form\nof government and too little emphasis upon the fundamental principles\nwhose understanding is essential to the making of an effective citizen. To\nknow the forces in one's community which shape public opinion in order\nthat the citizen can exert a more critical attitude towards news and in-\n\nformation is vastly more important than knowing whether the State's\nelectoral vote is eight or twenty-eight. To understand the fundamental\napplication of the rights of citizenship, to understand their logical coro'lar.es\nin civic responsibilities, to eliminate the lockstep from voting require more\nthan an understanding of the form of government. There will be in the\ncitizenship education of the future a greater emphasis placed upon these\nother elements to the end that intelligent public opinion, fearless and\nuncontrolled, will in larger measure replace the blind adherence to partisan\ngroups.\n\n"}
{"page": 610, "printed_page": null, "text": "Department of Kindergarten Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident\n-MARION B. BARBOUR, Head of Kindergarten Department, State Teachers College,\nChico, Calif.\n\nVice-President GRACE BROWN, School of Education, Cleveland, Ohio.\nSecretaryCATHARINE R. WATKINS, Director of Kindergartens, Washington, D. C.\n\nThe Department of Kindergarten Education grew out of a meeting of\nthe Froebel Institute of North America, which met in connection with\nthe Association's meeting in Madison, Wisconsin, in 1884. See Proceedings of 1884, page 74. This department coöperates with the International Kindergarten Union, whose officers for 1924-25 are : President,\nElla R. Boyce, Fulton Building, Pittsburgh, Pa.; secretary, May Murray,\n1008 Investment Building, Washington, D. C. The Union publishes a\nmonthly magazine, Childhood Education .\n\nTheDepartment of Kindergarten Education of the National Education Association\nheld two afternoon sessions in the Rose Room, Washington Hotel , as scheduled in\n\nthe official program, Marion Barbour of California, president, presiding. At both\nmeetings the Kindergarten Association of the District of Columbia furnished\nflowers, which gave another touch of beauty to an already attractive room.\n\nThe keynote of the meetings was the scientific approach in the education of\nyoung children, and this keynote dominated all the papers and discussions.\nAtthe first session, July 1, there were approximately three hundred fifty persons\npresent, and all speakers listed in the official program were present, with the exception of Dr. John B. Watson. Dr. Watson was represented by Mrs. Mary Cover\nJones, of the Department of Psychological Research, Teachers College, Columbia\nUniversity. Mrs. Jones has been closely associated with Dr. Watson in his experimental studies in child behavior, and her paper ably discussed the subject which\nDr. Watson was to have presented.\n\nThe paper by Gail Harrison was a fine, forceful plea for a more scientific environment in the education of young children, and at its conclusion a series of slides\n\nshowed the practical application of the methods suggested.\nThe report on \"A Typical Kindergarten Day,\" by Mary Dabney Davis, outlined\nthe plan of the committee appointed to prepare and publish a circular on this subject,\nand showed the progress which had been made during the past year.\nBefore adjournment of the session, the president, Miss Barbour, asked that a chairman of the Committee on Resolutions be nominated from the floor.\n\nNetta Faris\n\nwas nominated by Miss Vandewalker, and, after the motion was duly seconded,\nwas unanimously elected. Miss Barbour requested that this committee, and the\nCommittee on Nominations, be ready to report at the business meeting, Thursday.\n\nOn Wednesday afternoon, at the Hotel Raleigh, a delightful luncheon was enjoyed by the kindergartners and their friends. Dr. John J. Tigert, U. S. Commissioner of Education, gave a most interesting and happy address and Robert L.\n[583]\n\n"}
{"page": 611, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n584\n\nHaycock, assistant superintendent of schools of the District of Columbia, who represented the superintendent, spoke of the early history of the kindergarten in Washington, and of the progress which had been made during the twenty-five years in\nwhich kindergartens have been a part of the city school system. Miss Barbour\nspoke a few words of gracious greeting to the guests, and at the conclusion of the\nluncheon, all joined in giving a cordial welcome to May Murray and Mabel Osgood,\nwho will make Washington their future home.\nAt the second regular session, July 3, approximately two hundred were present.\nTwo of the speakers listed on the official program were unable to be present, Mrs.\nHelen T. Woolley and Bess V. Cunningham. Mrs. Jones as a substitute for Mrs.\nWoolley, gave a continuance of her talk of Tuesday on the experimental studies\nof young children. There was no one to represent Miss Cunningham.\nMaude Reed, of Teachers College, Columbia University, spoke on \"The Need\nof Instruments to Measure Kindergarten Education,\" and showed the present\n\nnecessity for establishing some objective standard to measure kindergarten achievement.\n\nThe business meeting, which immediately followed the discussion of Miss Reed's\npaper, was called to order by the president. The local secretary, Miss Watkins,\nread the minutes of the San Francisco meeting, which were accepted as read.\nThe report of the Nominating Committee was read by the chairman, Mary G.\n\nWaite, and the following officers were unanimously elected to serve the Department\nof Kindergarten Education, National Education Association, for the year 1924-25:\nPresident, Edna Dean Baker, president of the Kindergarten and Elementary College,\nChicago ; vice-president, Margaret Holmes, assistant director of kindergartens, New\nYork City ; secretary, Fannie Smith, principal of the Fannie A. Smith Training\nSchool, Bridgeport, Conn.\nThe report of the Committee on Resolutions was read by the Chairman, Miss\nNetta Faris, and was unanimously accepted. It reads as follows :\nRESOLVED : That the Kindergarten Department of the National Education Association,\nmeeting during its sixty-second annual convention, thanks the school officials, teachers, Govern\nment officials, and citizens of Washington for their genuine and generous hospitality.\nFor the careful arrangement of the luncheon, the artistic posters announcing it, and for\nthe flower decorations, we thank the kindergartners of Washington and their efficient leader,\nCatharine Watkins .\n\nWe, as a department, appreciate the illuminating exhibit of the Bureau of Education, aren\nthe hospitality extended by the Secretary of the Interior, the Commissioner of Education, and\nthe kindergarten specialists, and we take pride in the kindergarten project worked out by the\nWashington children, and reproduced with painstaking care by our representatives in the Bureau.\nRESOLVED : That as a body we go on record as approving the strengthening of this depart\nment through publicity and whatever means will be effective in bringing kindergarteners in\nlarger numbers to the National Education Association convention.\n\nWe also recommend that kindergartners throughout the country make greater effort to\nacquaint the general public with the value of the kindergarten as the foundation of public education, and the necessity for this training for every child in America.\n\nRESOLVED : That we endorse the policy of the International Kindergarten Union in open\n\ning an office in Washington, and recommend that the kindergarteners enthusiastically suppo\nthis office and the new journal of Childhood Education .\n\nRESOLVED : That we endorse the policy of those training centers that consider the ages of\nfrom four to eight a psychological unit, and are training their teachers to deal intelligent y\nwith this period, and we urge that, in adopting this policy, sufficient time be given for\nsufficient training.\n\nRESOLVED: That we thank the Executive Board for the practical and interesting program\nfurnished, so in keeping with the scientific spirit of the times, and we urge that kindergaftners\nparticipate in this forward movement to make kindergarten education, in its finest sense, soer.\ntific, realizing that in doing this it need not in any way conflict with those principles or deais\nwhich have made the kindergarten so vital and important a part of education.\nMARGARET C. HOLMES\nCLARA S. BROWN\nNETTA FARIS, Chairman .\n\n"}
{"page": 612, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n585\n\nCONDITIONING AND RECONDITIONING -AN EXPERIMENTAL STUDY IN CHILD BEHAVIOR\nMARY COVER JONES, DEPARTMENT OF PSYCHOLOGICAL RESEARCH\nTEACHERS COLLEGE , COLUMBIA UNIVERSITY, NEW YORK CITY\n\nYou are all familiar with the conclusions which Dr. Watson reached\n\nfrom his genetic study of emotions : that there are only three fundamental\nemotional patterns present at birth: fear, rage, and love, and that the\nstimuli which call out these reactions are very few and simple. You also\nknow, from experience and casual observation, what a multitude of emo-\n\ntional responses are possible in an adult, and how varied are the stimuli\nwhich can arouse emotions.\n\nI should like to describe some experiments in which an artificial fear\n\nsystem has been built up, serving as an illustration of the process by which\nthe simple emotions of the infant become the enormously complex emotions\nof adult life. Further, I have several experiments to describe, in which a\n\nfear system has been eliminated. But, before turning to these experiments,\nI ought, perhaps, to give a brief description of a method which has been\nrecently adopted by psychology : the conditioned reflex method.\nAn illustration of this is provided by an experiment carried out at\n\nColumbia by Dr. Hulsey Cason; the subject is seated in a dark room. A\nsudden bright light flashed into the eye causes a concentration of the pupil ;\nthis reaction of the pupil is an original, infantile, and non-conditioned reflex\nofthe unstriped sphincter muscle of the iris.\n\nA bell is now sounded simul-\n\ntaneously with the flashing of the light; the pupil, of course, contracts as\nformerly. The interesting part follows: After a number of such combined\ntrials, the bell is sounded without the flash of light, and the pupil contracts\nto the sound of the bell alone. The response has been transferred, or extended, from a biologically adequate stimulus-the light flash-to a previously indifferent auditory stimulus-the bell. The pupillary reflex may\nthus be said to be conditioned by a substitute stimulus-the sound of the\nbell.\n\nWhat Cason demonstrated in the case of the unstriped or involuntary\nmuscles, Pavlow had earlier demonstrated for a duct gland, the parotid.\nKrasnogorski, and later Mateer, working with children, demonstrated that\nstriped or voluntary muscles could likewise be conditioned, and Watson,\nby conditioning a fear response, demonstrated the method for a complicated\npattern response, involving-as we understand the term, emotion-visceral,\nstriped muscular, and glandular reactions. Dr. Watson's experiment is\ngiven in detail in his article, \"Studies in Infant Psychology\" (Scientific\nMonthly, Dec., 1921 ) . I should like to mention it briefly because it is a\nprelude to our work at the Hecksher Foundation, in New York City,\nwhere Dr. Watson served as advisor.\n\nThe subject, Albert, eleven months old, was afraid of nothing but a\nloud sound made by striking a steel bar. This made him cry. By striking\nabar at the same time that he touched a white rat, this fear of the sound\n\n"}
{"page": 613, "printed_page": null, "text": "586\n\nNATIONAL EDUCATION ASSOCIATION\n\nwas extended to the rat.\n\nAfter seven combined stimulations-rat and\n\nsound-he not only became greatly disturbed whenever he was shown the\nrat, but this fear had spread to a white rabbit, cotton, a fur coat, and the.\nexperimenter's hair. It did not transfer to his wooden blocks, however,\nnor to other objects very dissimilar to the rat.\nIn a recent lecture, Dr. Watson stated : \"We have shown experimentally\nhow to produce fears, and how a fear spreads in such a way that, without\nseparate conditioning, the subject becomes afraid of many moving and\nfurry objects. What we have not shown is how to remove fears, how to\nbreak these attachments, and give other stimuli in the environment a chance\n\nto have their effect upon shaping his constructive activities. Neither\nhave we shown what will happen to fear of the other objects in the series,\nif this fear is unconditioned. Will they disappear at the same time? That\nis, will the unconditioning to one stimulus-say, the loss of fear to the\nrat-spread without further training to other stimuli-the rabbit, and the\n\npiece of cotton ? It seems to me that we stand here just on the treshold\nof obtaining information which will be of invaluable help in every home\nin the land.\"\n\nDr. Watson intended to continue the study of Albert in an attempt to\n\nanswer some of these problems, but Albert was removed from the hospital,\nand the series of observations was ended.\n\nAbout three years later, when work was begun at the Hecksher Foundation, I discovered a case in the laboratory which might have been Albert\na bit older. Sidney was 2 years and 10 months of age when we first\nbegan to study him. He was afraid of a white rat, and this fear extended\nto a rabbit, a fur coat, a feather, cotton wool, etc., but not wooden blocks\nnor similar toys.\n\nIn abridged form, our first laboratory notes on Sidney read as follows :\nSidney was put in a crib in the playroom, and immediately became absorbed in\nhis toys. A white rat was introduced into the crib from behind. At sight of the\nrat, Sidney screamed and threw himself flat on his back, in a paroxysm of fear.\nThe stimulus was removed, and Sidney was taken out of the crib and put in a chair.\nBarbara was brought to the crib and the white rat introduced as before; she exhibited no fear but picked the rat up in her hand; Sidney sat quietly watching\nBarbara and the rat. A string of beads, belonging to Sidney, had been left in the\ncrib; whenever the rat touched a part of the string he would say, \"My beads,\" in\na complaining voice, although he made no objection when Barbara touched them.\nInvited to get down from the chair to play, he shook his head, his fear not yet sub\n\nsided. Twenty-five minutes elapsed before he was ready to play about freely.\nWe recognized our good fortune in having this case, for it enabled us\n\nto begin where Dr. Watson left off: first, with the problem of uncondi\ntioning a fear response to an animal, and, second, with the problems of\ndetermining whether unconditioning to one stimulus spreads without further training to other stimuli.\n\nWe soon found that Sidney showed even more marked fear responses to\na rabbit than to a white rat.\n\nWe decided to use the rabbit for our uncon-\n\n"}
{"page": 614, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n587\n\nditioning, and to proceed as follows: Each day Sidney and a group of three\nother children were brought into the laboratory to play. The other children were carefully selected because of their satisfactory adjustments, especially their entirely fearless attitude toward the rabbit. The rabbit was\nalways present during a part of the play period. From time to time, Sidney\nwas brought in alone so that his reactions could be compared with those\nformerly observed, and progress noted.\n\nBy analyzing the notes for each session, taking account of the situations\nwhich were avoided at one time and tolerated or welcomed at another, I\n\nwas able to make a chart which indicates along the axis the series of experimental sessions, and along one axis the increase in tolerance. The degrees\nof tolerance, as determined from our records, are 19 in number, ranging\nfrom almost utter terror at the sight of a fear object, to a completely positive response with no signs of disturbance. On this chart, A means a\ndegree of fear in which the sight of the rabbit causes a very violent disturbance; B means that the sight of the rabbit 20 feet away in his cage\ncaused crying; Q represents a stage at which he pets the rabbit frequently\nas it runs around the room, and S a degree of assurance with the rabbit\nwhich is not in the least upset by the presence of another child who shows\nmarked distress. Along the other axis, 1 represents the date, December 4.\nwhen unconditioning began; 11 and 12 represent March 10 A.M. and\nMarch 10 P.M. There was a period from December 17 to March 7\nwhen Sidney was not available, owing to quarantine conditions. The first\neight periods show how Sidney progressed from great fear at the sight of\nthe rabbit to a tranquil indifference and even a voluntary pat on the rabbit's back when other children were setting the example. At this period,\nSidney was taken to the hospital with scarlet fever. He did not return\nfor more than two months . The sharp descent in the curve shows what\n\nhappened to Sidney's fear patterns while he was away. We were at a loss\nto explain this, until quite casually we learned from the nurse who had\nbrought Sidney home from the hospital that just as they were entering a\ntaxi a large dog running past had suddenly jumped at them ; both the nurse\nand Sidney had been very much frightened, Sidney so much so that he lay\nback in the taxi pale and weak, so that his attendant debated whether or\nnot to return him to the hospital. This seemed reason enough for his\nprecipitate descent back to a fear level equal to that at the beginning of our\nobservations. Seeing a large dog, when ill, in a strange place, and with an\nadult who also showed fear, was a greater fear situation than our training\ncould have fortified him against.\nAt this point in his unconditioning we began a different method. Sidney\n\nwas seated in a high chair and given food which he liked. The experimenter brought the rabbit in a wire cage as close as she could without\narousing a response which would interfere with his eating.\n\nGradually, through the presence of the pleasant stimulus, \"food,\" whenever the rabbit was shown, the fear was eliminated in favor of a positive\n\nreaction. Occasionally also other children with positive reactions to the\n\n"}
{"page": 615, "printed_page": null, "text": "588\n\nNATIONAL EDUCATION ASSOCIATION\n\nrabbit were brought in to play as before. These facts are of interest in\nfollowing the charted progress. The first decided rise was due to the pres-\n\nence of another child who influenced Sidney's reaction. The notes for this\nday read:\nLawrence and Sidney, sitting near together in their high chairs, eating candy.\nRabbit in cage put down, 12 feet away. Sidney began to cry. Lawrence said,\n\"Oh, rabbit,\" clambered down, ran over and looked in the cage at him. Sidney\nfollowed, stood close, and watched.\n\nThe next two decided rises occurred on the days when a student assistant, Dr. Silberberg, was present. Sidney was very fond of Dr. Silberberg, whom he insisted was his \"papa.\" Although Dr. Silberberg did not\ndirectly influence Sidney by any overt suggestion, it may be that having\nhim there contributed to Sidney's general feeling of well-being, and thus\nindirectly affected his reactions. The fourth rise was like the first, due to\nthe influence of another child.\n\nAt the twenty-first session we have in our notes :\nSidney with candy, in high chair. Experimenter brought rabbit, and sat in front\nof the tray with it. Sidney cried out, \"I don't want him,\" and withdrew. Rabbit\nwas given to Edward, another child who was sitting near. His holding the ani-\n\nmal served as a powerful suggestion; Sidney wanted the rabbit on his lap, and\nheld it for an instant.\n\nThe decided drop at 42 was caused by a slight scratch when Sidney was\nhelping to carry the rabbit. The rapid ascent following shows how quickly\nhe regained lost ground.\n\nWe are still in touch with Sidney, who has gone home to a difficult\nenvironment, but shows still in our last interview, as on the later portions of the chart, a genuine fondness for the rabbit. And what happened\nto the fear of the other objects which had been observed ? The fear of\ncotton, fur coats, feathers was completely absent at our last observation.\nThe reaction to the rats, frogs, and the fur rug with a stuffed head was\ngreatly modified and improved. While he did not show the same positive\nfondness for these that he did for the rabbit, he had made a fair adjustment.\n\nWhat would Sidney do when next confronted with a strange animal ?\nAt our last observation, we presented a mouse, and later a tangled mass of\nangleworms . At first sight, Sidney showed a slight distress reaction and\nmoved away, but before the period was over he was carrying the worms\nabout and watching the mouse with undisturbed interest.\n\nBy uncondi-\n\ntioning Sidney to the rabbit, we have apparently helped him to get rid of\nmany other superfluous fears\nsome completely, some to a less\ndegree. We also, apparently, have increased his tolerance and decreased\nhis resistance to strange animals and unfamiliar situations .\n\nHowever, this study of conditioning and unconditioning is still incomplete. Sidney's fear of the animals which we showed him was certainly\nnot a directly conditioned fear. Where the fear originated we do not\n\n"}
{"page": 616, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n589\n\nknow, nor do we know what Sidney would do if he were again confronted\nwith the original fear situation. All of the fears which we unconditioned\nwere transferred fears, and we have not yet learned whether the primary\nfear can be eliminated by training the transfers.\nBut Sidney is no longer available for our laboratory, and a third child\nwill have to furnish the material for this further study. Then, of course,\nwe shall need to multiply these reports of one case until we have a large\nenough number of examples to form a unit which can be statistically treated.\nDr. Watson has drawn up plans for an infant foundation, where psy-\n\nchologists, with a qualified staff, can bring up children under controlled\nconditions. I shall not go into the details of his plans for securing these\nchildren, and rearing them, but some of the results which he hopes would\nbe accomplished by such a laboratory may interest you. I quote from Dr.\nWatson as follows :\n\nOne reason why behavioristic psychology has not made more speedy progress in\nits attempts to make a science of behavior is due to the fact that most of its basal\nlaws and concepts must be worked out along genetic human lines. This work is\n\ndifficult and expensive, but it will yield quick and lasting returns .\nDifficulties-The difficulty of studying genetic psychology in any large and\nadequate way, comes from the fact that in order scientifically to study the increas-\n\ning complexity of human development the observations must begin at birth and\ncontinue through a number of years, possibly through adolescence. Minute daily\nand almost hourly observations must be maintained on each child-not only mere\nobservation, but controlled observation. Our previous work has shown that everything that happens to a child is of importance in its future development ; trivial\nthings like the slamming of a door, the sudden thunder shower, one angry temper\n\ndisplay of a parent, playing one child against another.\nSo important are these things, both for developing a personality and the understanding of a personality, that almost hourly biographical history must be written\nabout each child. Naturally this can never be done for all children of all time.\nBut it must be done upon a sufficiently large number of developing human beings,\nand for a sufficiently great length of time, for the laws of human development to be\nworked out.\n\nNumber of children needed-This work should be started with a group of not\nmore than twenty or twenty-five children; not that a larger number is not needed,\nespecially if racial differences are ever to be studied, but that seems to be the\neconomical scientific group to start on. The number is sufficiently large to yield\n\none unit of a great scientific undertaking. A larger number could not be wisely\nhandled by one scientific group of workers .\nWe suggest starting with this group, with human material as homogeneous as\n\npossible, beginning at birth or as soon thereafter as possible, the whole group to be\nofAnglo- Saxon stocks, of native-born parentage. The results obtained from this\ngroup would serve as a standard or basis of comparison for a similar study with\n\ngroups of Jewish, Chinese, Italian, or French, and negro stock.\nBroad general results-( 1) A new and scientific psychology would write itself ;\nwe would throw away the things we now call psychology. This psychology would\ngrow out of facts, unprejudiced by the past, untrammeled by history, philosophy,\nor religion. ( 2) The relative effects of environment and heredity could be accurately weighed and evaluated for the fir\n3) In the complete form of\nint would become possible\nthe experiment the intercomparison of r.\n\nfor the first time-Anglo-Saxon, Jew\n\nNor would intercom-\n\n"}
{"page": 617, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n590\n\nparison be so long delayed. If the experiment even started out successfully on the\n(4)\nAnglo- Saxon group, other such undertakings would immediately follow.\nPractical rules for guidance in rearing and educating children would follow almost\n\nimmediately. Society has little but tradition to guide it along these lines. Mothers\nthemselves feel today the responsibility of rearing children as never before. The\nnursery school is looking as never before for facts to guide it. They, too, have\n\nto depend all too much upon theory to guide them. Physicians and even pediatricians\nknow nothing of the laws of behavior.\nFor years we have needed an institution for training in motherhood. In connection with a study of this kind, provision will be made for training for motherhood, not only by giving lectures illustrated by scientific results , but also by giving\n\nopportunity for developing a technique for rearing children through actually\nhandling them with their own hands .\n\nMore detailed psychological results-A complete, thorough, and convincing story\nof the development of man's emotional life, both experimental and observational\nMan at birth is endowed with certain emotional forms of response: love, fear,\n\nrage. What other forms, if any, develop as age increases ? What of jealousy ,\nembarrassment, grief, shame, shyness ? No one knows because no group has ever\nbeen scientifically studied. The behaviorist believes that the development of the\nemotional life of the human will be an open book to him, if such opportunity\nfor study is ever at hand.\n\nTHE PRESENT STATE OF PROGRESS OF THE COMMITTEE\nDETERMINING “A TYPICAL KINDERGARTEN DAY.\" AN\nINDEX OF KINDERGARTEN WORK\nMARY DABNEY DAVIS, CHAIRMAN, DARIEN , CONNECTICUT\n\nThere are two questions stimulating the beginning of our committee\nwork: \"What is going on in the kindergartens throughout the United\nStates, and what educational principles are demonstrated in this kindergarten work ?\" and \"Who will profit by knowing the answers to th\nquestion ?\"\n\nIt is well known that there is, in kindergarten practice, a variety of\nways of conducting language studies, dramatic and industrial arts, and\nscience and studies of home life. This may be due to the training of the\nteacher, or of the supervisors, or principals; to administrative emergencies\nor to the many experiments now being carried on throughout the country\n\nin the education of little children. Would not superintendents who or\nganize kindergartens and engage the teachers be helped by knowing the\ndifferent possibilities of kindergarten work? Would this not be true, too,\nof supervisors, training teachers, primary teachers, and parents? Granting\nthat as true, the committee then considered whether kindergarten teachers\n\nwould not find it helpful to know how these superintendents, supervisors,\nand teachers evaluate the various kindergarten procedures.\nThe committee has outlined two plans for gathering the material which\n\nmay meet the questions listed. The first plan is to gather stenographe\nreports of kindergarten work in every State of the Union. The State\nare zoned with a committee member in charge of each zone. Directions\n\n"}
{"page": 618, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n591\n\nfor stenographers have been prepared to aid the uninitiated and to provide\nacertain amount of necessary uniformity in the form of the reports. The\nteacher reported upon is to have the opportunity to explain any irregularities in the day's work. These reports will be studied by the committee,\nand a group of representative reports will be sent to the superintendents,\nsupervisors, training and primary teachers, and parents for study and\nevaluation. All personality will be eliminated from the report by having\ncode numbers replace the names and locations. The results of these\nevaluations will determine the problems for the next work of the committee.\n\nThe second plan of the committee is a multiple response questionnaire\nwhich will give each kindergarten a voice in the \"Typical Kindergarten\nDay.\" This questionnaire will deal with kindergarten curricula, administrators, teacher training, and the sources of immediate help available to\nthe teacher.\n\nThe success of determining what constitutes \"A Typical Day\" rests\nwith those actively engaged in the work. Your active coöperation is\nwarmly solicited. If you can provide a stenographic report, or can send\nthe addresses of those who will earnestly aid our study, your help will\nbe greatly appreciated.\n\nTHE NEED OF INSTRUMENTS TO MEASURE\nKINDERGARTEN EDUCATION\nMARY MAUDE REED , KINDERGARTEN - FIRST GRADE EDUCATION DEPARTMENT\nTEACHERS COLLEGE , COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe need of objective measures to determine the efficiency of kindergarten\ninstruction and means of instruction was forcibly brought to the attention\nof our kindergarten department when asked to participate in city surveys\nseveral years ago. The surveys were class problems in which many students\nwere to participate and in which all students were to be instructed in the\ntechnique of conducting a survey. It became necessary then to devise a\nmeasure which would give a rating of the entire kindergarten situation\nand to make the rating as objective as the rating of any score card can\nbemade.\n\nIn a study of the methods of work for the analysis of administrative\nproblems in surveys, it was found that standards were established and\n\nrating cards made to cover almost everything in that department from the\nminute book that the board of education used to the most extensive and\n\ncomplicated school building that can be erected. This department is continuing to make these instruments of measure so that every detail of\n\nadministrative work may be brought to the light and judged by the standards that have been set up.\nIt was found that the students and instructors who surveyed the in-\n\nstructions in the elementary and high school had objective group tests of\nintelligence and achievement. These to a certain extent could be used\n\n"}
{"page": 619, "printed_page": null, "text": "592\n\nNATIONAL EDUCATION ASSOCIATION\n\nin comparing the work of the school system surveyed with other systems.\nObjective measures of any type were not available for kindergarten instruction. Important as the need is for instruments to measure kindergartens\nin surveys, we are faced with even more pressing demands for objective\nmeasures. The recent article of Dr. Snedden in the Supervisory and\nAdministrative Magazine, would indicate a need to enlighten our critics\nrather definitely on what kindergarten standards are. We find one type\nof critic who thinks the kindergarten can be abolished because this same\n\ntype of work can be done at home. The facts that so comparatively few\nhomes would be equipped to do kindergarten work, and that so few parents\nare trained, or could or would take the time to give children the experiences\nthey are able to get in school, are facts that are not reckoned with in their\nprojected new theory on the education of children of kindergarten age.\nThe other group of critics who feel that children do not really learn\nanything should be met with the facts that result from objective measurements. Many of these critics are not opposed to kindergartens, but feel\n\nthere is no real program of kindergarten education, that it is a hit and\nmiss type of instruction which may do no harm, but certainly does not add\nto the child's efficiency. These are not the comments of the ignorant, but\nof those ignorant of what kindergarten instruction really does .\nThere is great need also to assist administrators who generally do not\nknow how to evaluate kindergarten instruction. There is a group, owing\nto their ignorance of kindergarten standards, who think everything kindergartners do is all right. In a recent rating of teachers in a large city\nsystem, by an assistant superintendent, most of the kindergartners received\na rating of A, and the rest received B. The teachers of the elementary and\nhigh-school departments were rated in a much more normal distribution\nof A, B, C, D, and E. That this rating would be justifiable, no kindergartner would agree. Can we afford to let it continue? It is as irritating\nto be overvalued as undervalued. What help can be given these administrators in the form of an objective measure which will give them the help\nthey need to judge a kindergarten adequately ?\nAssistance to administrators is needed also in determining the unit costs\nofkindergarten instruction on the basis of an acceptable day's work. The\ncosts should be worked out in terms of supplies, equipment instruction, and\nsupervision, and on the basis of standards that are conducive to the best\ntype of kindergarten instruction.\n\nThere is a rather critical issue before us\n\nnow which was brought out in a very recent survey. The kindergarten\nsupplies and equipment seemed quite adequate in this school system.\n\nIn\n\nother words, the habit of providing supplies and equipment to the kindergarten had become fixed. The first grade, however, was given the most\nmeager help in supplies and equipment, which limited teachers in their\nendeavor to establish a more informal organization, and do a more progressive type of work. The question immediately becomes one of having the\nkindergarten share with the first grade, or allowing the first grade to have\nsupplies and equipment necessary to carry on the type of work that the\n\n"}
{"page": 620, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n593\n\nnew organization demands. Unless kindergartners can produce the facts\nthat show the necessity for the supplies and equipment that they are now\nusing, there is danger of reducing the amount.\nUnit costs based on an acceptable day's work should bring help also to\nthose schools where the allowances in supplies and equipment are too\nmeager to give efficient kindergarten instruction. In a city recently surveyed, one teacher was responsible for 125 children in a foreign district,\nwith a young untrained high-school graduate to assist her. This presents\nthe problem of the number of children one teacher should have in order\nto do an acceptable day's work. The unit cost of kindergarten instruction\nwill be very seriously influenced by the decision of kindergartners on this\npoint.\n\nThe report of the Educational Finance Inquiry Commission of New\n\nYork State shows a wide range in the current expenses of kindergarten\neducation. The expenditure in villages per pupil ranged from $21 to $141\nin 1920, and from $18 to $372 in 1921. In cities, the range in 1920\nwas from $33 to $151, and in 1921 from $21 to $ 113. The figures suggest the desirability of inquiring into the size of classes, the number of\nsessions, and the length of the kindergarten day. We question whether\nany of these figures are justifiable. How can extravagance of material\nas well as inadequacy be eliminated ? Knowing this wide range of kindergarten costs, our next problem obviously would be to determine whether\nthe difference in accomplishments are sufficient to justify the difference in\ncosts.\n\nWe need standards and instruments to measure progress in order to\nguide teachers in service. The eagerness with which kindergartners are\nutilizing material that is now being worked out is somewhat indicative\nof the help for which they are eagerly waiting.\nStudents in training must also be helped to get a scientific attitude in\nthe methods of work they are accepting. The indoctrination of a method,\na point of view or a philosophy of education is the surest way to kill\nprogress. To give students the best methods of work that we know, with\na questioning attitude and a desire to experiment and measure results, will,\n\nI believe, produce the type of kindergartner that will carry on in the\nfuture the fine work that has been done and is being done at present.\nAn earnest effort is being made to give students this type of training in\nmany institutions. In the past year in our own college, students were given\nmore opportunity than ever before to do scientific observation, construct\n\ninstruments to measure, and use these and the standardized tests in real\nsituations to meet real problems. Students in practice defined the problem\npresented by the group assigned to them, tentatively determined the method\nof work they felt could probably be best utilized to accomplish their goals,\nand then devised a measuring instrument to see what had been accomplished. These measures were crude, but we believe gave them in practice\nthe importance of stating objectives in terms of the needs of children and\n\nthe courage to look at their accomplishments and criticize their own methods\n\n"}
{"page": 621, "printed_page": null, "text": "594\n\nNATIONAL EDUCATION ASSOCIATION\n\nobjectively. The supervisor gave her criticism as usual, always ultimately\nchecking with the results that the students' objective measure showed.\nI do not wish to imply that kindergartners have not been active in setting standards and working toward ways of measuring instruction. In the\npast two years, there have been contributions. I regret that lack of time\nmade it impossible to make a complete survey of these contributions for\n\nthis meeting.\n\nI shall refer largely to those from Professor Hill's depart-\n\nment at Teachers College :\n\n1. The Bintner-Cunningham group tests of intelligence have been found\nvaluable in our school problems in making classifications, and in giving us\nvaluable assistance for the making of a course of study.\n\n2. The tests of Dr. Cunningham for reading readiness and number for\nyoung children are in the process of being made. They were used this\nspring, with others, in a survey made to determine the functioning of the\nCliffside curriculum.\n\n3. A test to measure the phonic readiness of young children, by Frances\nKern-Raymond and Hubbard, I believe will prove a valuable contribution.\n4. The dissertation of Dr. Ruth Andrus, which is now in press, contributes a habit inventory of children from two to four, and presents her\nmethod of scientific observation from which her data were compiled.\n5. The habit inventory of Dr. Rogers and Professor Hill for five- and\nsix-year-old children has set up definite goals, and was, I feel, the great\ninspiration to the Horace Mann Teachers in the writing of the present\nConduct Curriculum.\n\n6. The dissertation of Lois Hayden Meek, which is soon to go to press,\nis a contribution on the ability of young children of kindergarten age to\nlearn and remember, together with her conclusions on the right distribution\nof practice.\n\nShe also gives a record of the cues that her experimental\n\ngroup employed in getting and remembering words.\nEdith Barnum made a similar study, this past year, with a group of\nforeign children in the first grade. The problem was to construct a test\nthat would show the progress of the class as a whole, also the individuals\nin the class, and locate some of the difficulties of the child who was slow\n\nin learning to read. Tests in matching, recall, and recognition were devised\nby Miss Barnum. The study extended over the entire term, with a group\nof 25 children.\n\nThe results of the tests showed the relative amount of\n\nchildren's progress in the work they were doing, and, in a limitedway, thev\nlocated some of the difficulties of children who were slow in learning to\nread. The study also presented many interesting problems from the point\nof view of the teacher's method. This study will probably be continued\nanother year before the detailed findings will be published. It has certainly\nstimulated much thinking on the right distribution of practice, and demands\na keener observation and check of this phase of the teacher's instruction\nin reading.\n7. A test to measure children's ability and growth in fine and industrial\n\n"}
{"page": 622, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\n\n595\n\nart is in the process of being made by Margaret Mathias. This is an\ninstrument of measure that Professor Hill has wanted for many years .\n\n8. Rating cards to determine the mental, physical, social, and emotional\nmaturity of young children have been in use by the students in scientific\nobservation under the guidance of Drs. Andrus, Taylor, and Cunningham.\n9. A score card to which groups of students in Professor Hill's practicum\nfor two years have made valuable contributions to measure the many\naspects of kindergarten instruction, will soon be available. We hope this\ninstrument will give a basis for measuring kindergarten work, helpful particularly for administrative use in making surveys.\n\nThis kindergarten score card can probably never be an exact measure of\nkindergarten education, but it can make it necessary for the person who is\nusing it to judge all of the aspects of the kindergarten situation. \"It gives\nthe kindergartners an opportunity to get all of their goods to market,\"\nnamely, instruction, curriculum, children achievements, supplies, equipment ,\nand room conditions.\n\nIt will give as accurate a judgment on kindergarten work as possible\non a situation which cannot be measured at present by standardized objective\ntests. It will not give the person judging the insight he does not possess,\nbut opinion in score card has a better chance of being opinion up to the\nlimit of insight than unanalyzed opinion. This instrument can never\nmeasure with any more accuracy than the person judging has insight in\nkindergarten work, but we believe it will keep even administrators from\n\nthinking that all kindergarten teachers are perfection and consequently do\nnot need the inspiration of leadership to keep them moving, and it should\nshow standards and needs for supplies, equipment, and room conditions.\nWe hope the score card will clarify objectives for teachers. The objectives that we set up need not be accepted by the kindergarten world at\nlarge. They are the ones that a group of about 125 kindergartners have\ndetermined as essential. We hope these may soon be replaced by better\nThe objectives we have set up are, at present, the best we know.\nWe hope that the score card will help teachers to estimate their own\ngrowth in the light of these standards. Compare their ratings with their\nsupervisors, and account for their failure in securing a satisfactory score\nones .\n\nor their success in securing one.\n\nThe objectivity of this rating card is at present very hopeful from the\nresults of scores obtained by the students in the practicum class. It was\narranged to have eight students go to a kindergarten for the same session\nand give independent ratings. The objectivity that the scores showed was\nencouraging. It is our purpose to test the rating card by having administrators, teachers in service, and students in practice, use it. Two ratings\n\nfor the same teacher will be given by the same person at sufficiently long\nintervals. The rating of kindergarten supervisors will be compared and\ncorrelated with superintendents' rating.\n\nThe road to making an objective measure is long and many times discour\n\n"}
{"page": 623, "printed_page": null, "text": "596\n\nNATIONAL EDUCATION ASSOCIATION\n\naging. Dr. Strayer told me that the Strayer-Engelhardt score card for\nschool buildings was seven years in the making, and the recent score card\non secondary schools by Dr. Engelhardt was five years in the making.\nSince the kindergarten score card is but three years old, we have no\nreason to be discouraged. A great improvement was made this year, and I\nfeel that our plan of using it next year will work out its weakest spots.\nThree years ago on my return to Teachers College to do further study,\nI was a member of a class where all the progressive movements in education were being reviewed. Being the only kindergartner in the class, and\nhearing no one else refer to the kindergarten advancements, I made bold to\ntell of the progressive steps kindergartners had taken. \"Have you any\nquantitative results to show us ?\" was asked. Silence ! I made a solemn vow\n\nthat if it were necessary to convince people outside of the kindergarten field\nthat we were not marking time, I would work for this cause, though I had\nlittle appreciation or feeling for it at that time.\nQuantitative results may not be necessary to convince kindergartners of\nthe progress they are making, but if it is necessary to have them in order\nto make our co-workers understand what we are doing, I feel that part of\nour time must be devoted to this cause. I hope that we may avoid the\nblunders that the early workers in other departments have made.\n\nThe best\n\nway to eliminate these errors is for kindergartners to become masters of\nthe technique, and work in close coöperation with the specialists. The\nideals for which kindergartners stand must not be sacrificed by this new\nmovement. It must be so managed that, instead of sacrificing ideals, the\nmeans will be a surer way of gaining them.\n\nThe education of children of kindergarten and nursery age is recognized\nwith renewed emphasis by educational leaders as the most important period\nin a child's life. Kindergartners are thus faced with a great responsibility\nLet the good work progress then with all of the help that scientific procedure\ncan contribute.\n\nA little four-year-old at Horace Mann School, was given a vocabulary\ntest. \"What is a hen?\" asked Dr. Taylor. \"A hen?\" said the child:\n\"I'll tell you about a hen. If you put a hen on a nest of eggs and let her\nstay there a long time she will hatch out a lot of little chicks, and the hen\nis the mother. \" \"What is a stone?\" asked Dr. Taylor. \"A stone?\" ( a\nmoment's hesitation) . Well, if you take a great big stone and put some\nstones under it, and let it stay a long time it will hatch out a lot of little\nstones. \" Dr. Taylor proceeded to write down these words of wisdom. He\nlooked at her rather doubtfully, and said: \"You don't need to write that last\npart down-about the stone, but it is the truth about the hen.\"\nNow, I, too, believe that we can't write down everything on the findings\nof objective measures, but it is the truth that we need them and should\nwork to perfect them. One of its biggest helps was to set up a method of\ninvestigation, and an attitude of inquiry for the group of teachers in that\nschool.\n\n"}
{"page": 624, "printed_page": null, "text": "Department of Music Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-MRS. ELIZABETH CARMICHAEL, Supervisor of Music, Public Schools , Fort Dodge,\nIowa.\n\nSecretary-LAURA BRYANT, Supervisor of Music, Public Schools, Ithaca, New York.\nLocalCommittee-CLARA BURROUGHS, MRS . CARRIE L. BYRAM, and EDITH B. ATHEY.\n\nThe Department of Music Education was created by the Board of\nDirectors at the Madison, Wis., meeting in 1884. See Proceedings of\n1884, page 23. This department coöperates with the Music Supervisors'\nNational Conference, whose officers for 1924-25 are : President, W. Otto\nMiessner, 110 Reed Street, Milwaukee, Wis.; secretary, Winifred C.\nSmith, Cicero, Ill., and with the Music Teachers' National Association,\nwhose officers for 1924-25 are : President, Charles N. Boyd, 131 Bellefield\nAvenue, Pittsburgh, Pa.; secretary, D. M. Swarthout, University of\nKansas, Lawrence, Kans.\n\nThe Department of Music Education of the N. E. A., held its annual meeting,\nTuesday afternoon, July 1 at 2:00 o'clock in the Music Room of Central High\nSchool.\n\nAt each meeting the attendance was more than three hundred. A number of\nWashington children assisted in the various demonstrations .\n\nTuesday Afternoon, July 1, 2 o'clock\nMusic Room, Central High School\nWASHINGTON TEACHERS' CHORAL CLUB, conducted by George H. Gartlan, Director\nof Music, Public Schools, New York City.\nBliss\n\"A Midsummer Night\" .\nCoerene\n\"The Landing of the Pilgrims\"\nADDRESS-\n\nThomas E. Finegan, Director, Education Division, National Transportation\nInstitute, Washington, D. C.\nTHE ORGANIZATION AND CONDUCT OF A SCHOOL ORCHESTRA\n\nJames F. Price, Associate Director of Music, Public Schools, Hartford, Conn.\nDEMONSTRATION OF THE KINSCELLA METHOD IN PIANO CLASS LESSONS ( \"Lincoln\nWay\n\")\n\nBy sixty children from the rural schools of Buffalo County, Nebraska, and\nfrom the public schools of North Carolina and Freeport, Ohio.\n\nMrs. Sawyer,\n\nKearney, Nebr., presiding.\nTHE TEACHING OF MUSIC APPRECIATION AS A PHASE OF MODERN EDUCATION\n\nLouis L. Mohler, Teachers College, Columbia University, New York City.\nFollowing this there was an informal reception.\n[597]\n\n"}
{"page": 625, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n598\n\nThursday Afternoon, July 3, 2 o'clock\nMusic Room, Central High School\nSPECIAL MUSIC NUMBERS, conducted by George H. Gartlan, Director of Music,\nPublic Schools, New York City.\nChoruses from \"King Sol in Flowerland\"-Pageant, by pupils of Washington\nschools .\nPRACTICAL ADVICE TO THE GRADE TEACHER\n\nGeorge H. Gartlan, Director of Music, Public Schools, New York City.\nSCHOOL MUSIC IN 1836, 1886, 1911, 1936\n\nMrs. Frances Clark, Head of Education Department, Victor Talking Machine\nCo., Camden, N. J.\nDEMONSTRATION OF THE TEACHING OF MUSIC APPRECIATION BY TWENTY CHILDREN\nOF THE WASHINGTON SCHOOLS\n\nLouis L. Mohler, Teachers College, Columbia University, New York City.\n\nTHE TEACHING OF MUSIC APPRECIATION AS A PHASE\nOF MODERN EDUCATION\nLOUIS L. MOHLER, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nA number of decades have passed since first there was a movement\nstarted to introduce music into our schools as a part of our general scheme\nof education. The subject has met with approval throughout the country,\n\nbut the practice of it is incomplete. A reason for this is that music as\nsubject matter has sufficient scope to allow its presentation to take on a\nnumber of different phases. If a certain need arises, and some phase of\nmusic other than that which is being presented will meet this need, the\neducator and the public will approve; the phase then becomes evident, but\nits real character will remain to be established.\n\nIt has been admitted that to be able to \"sight-read\" or to \" note-read\" is\nof value, since it gives pupils the means with which to become acquainted\nwith the literature of song. This particular phase of music teaching has\nbecome known throughout the country. There are comparatively few\nschools that have not practiced it. To be able to read music by the aid of\nsymbols may be a part of the educative value of the subject, but it is a\nsmall part. The end attained through its acquirement offers a very narrow\noutlook upon the art.\nIt has also been admitted that to develop a technique for playing upon an\n\ninstrument, or upon several instruments, has value. This phase of music\nteaching has not been so generally practiced as the other, for pupils have\nbeen allowed to choose whether or not they will develop their ability along\nthis line. The accomplishment has value in so far as it permits the pupil\nto become acquainted with some of the music which has been created for\nthe instrument used; but the broad field of instrumental music does not\n\ncome within his horizon through this means ,\n\n"}
{"page": 626, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n599\n\nThese two phases of music teaching have remained rather constant\nthrough all these years of trial, and in both phases the stress has been\nplaced on trying to reach some certain definite result as an end.\nThe scheme of education is continually shifting and this fact affects the\npresentation of music as well as of any other subject in the curriculum.\nOne objection to the two phases of music teaching previously mentioned is\nthe fact that subject matter has been exalted at the expense of the child.\nSo here and there we may now find a situation where the teacher of music\nfollows the lead of the pupils. In such situations the teacher retains the\nright to suggest possibilities and to direct the leads advanced by the children. If children are allowed to express preferences and if their opinions\nare considered, even though not always accepted, they will be interested.\nSuch freedom permits the development of a natural, normal growth.\nIn some school systems where the process of learning to \"note-read\" had\nbeen made the main issue-and this has become almost universal-we may\n\ntoday find an occasional group that is allowed to decide for itself whether\nor not it will devote the period to learning to read music by the use of\nsymbols; while another group, given the same freedom, decides that they\ncare more for singing the good standard song melodies for the pleasure of\nbecoming acquainted with them, and for the pure joy of doing them well.\nOther situations have been observed in a more recent investigation, which\nreveal the fact that in case a child had shown very little interest in his\nmusic, he is not encouraged to remain in classes above the fourth grade\nwhere the doing of music is stressed.\n\nModifications in the presentation of certain phases of a subject, as has\nbeen observed in music, are common to all the subjects that make up the\nmodern curriculum. Social conditions change and the viewpoint of the\neducator shifts to adjust itself to the change. As we consider the present\nstatus of music in education, we find that there is a growing sentiment which\nfavors the idea that technique should be taught only when there is a need\nfelt for it; that playing and singing singly are a very small part of a music\neducation; that if social needs are to be met, pupils must be prepared to\nenjoy concerts and recitals which they will hear, as well as the music of\nthe home; that it is of greater importance to stress the making of intelligent,\ncreative, appreciative listeners than to attempt to make performers, for it is\nas listeners rather than as performers that we enlist the interest of the\nlargest part of a social group; that the use of the player piano and the\nphonograph with their rolls and records are means for establishing the basis\nof musical understanding through which will develop an ever increasing\nability to enjoy the world of good music literature.\nThis brings our consideration of music in education into the immediate\n\npresent. The one particular phase of the subject which the educator today\nconsiders worth while discussing more than any other, is the one which he\nterms Appreciation. He is first interested in having children to know\nabout music before they are asked to do music. For, \"Men are not in\n\nfluenced by things but by their thoughts Want things.\"\n\n"}
{"page": 627, "printed_page": null, "text": "600\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe present attitude toward the teaching of music in our public schools\nis no doubt due to the fact that after many years of trial in which the\nacquiring of technique was the first consideration, the attempt to have children do music without any knowledge of why they were doing it has\nresulted in little use being made of this acquired technique. Moreover, the\nmasses seem to prefer to hear a low type of music. The educator does not\nbase his judgment on the attainments of a few, but he bases it upon what\nis being done in large groups or in society as a whole.\nSince we know that the great amount of best types of music material, as\nexpressed by orchestras and solo instruments, is now almost as easily available as the literature of prose and poetry, we may next consider some ways\nfor presenting this material so that it will become a part of the pupils'\nexperience. It requires greater skill and a broader culture to present successfully a lesson in Appreciation than it does to teach the technique of\nreading music, or to teach the technique of playing upon an instrument.\nHowever, we will admit that in teaching technique it requires a certain\nability to do rather than to know why.\n\nThe unit of presentation in teaching a technique for singing or playing is\nsmall, while in teaching appreciation of music in any of its phases, the scope\nis broad. The materials used represent the experience of the human race,\nvery much in the way that literature does. Hence, the teacher must have a\n\nbroad experience, not perhaps in technique as for a performer, but in the\ntechnique of teaching which must be supported by a knowledge of the life\nof the race as it is represented in science, in history, in literature, and in art.\nAmisfortune in all lines of education is that those who elect to teach are\n\ngenerally what has been termed a scholar. They are grave, intense, and\nself-centered, rather than lively, broadly practical, and wholly sympathetic.\nMusic teachers usually step from the ranks of performers. This type of\nteacher, candidly speaking, esteems knowledge, not for attaining other\nvalues but as a value in itself. They are apt to stress the formal, to train\nthe fingers and the eye, rather than the imagination, the temperament, and\nthe heart. They lack the flexible, playful fun element in their make-up,\nand so cannot successfully teach a lesson in music appreciation, or in the\nappreciation of any other art.\nFirst of all, art is a play expression.\n\nThe chief interest of the child is\n\nplay. The artist and the child are akin in what they achieve; but the\nchild must be properly introduced to the material which the artist has\ncreated. The teachers are the mediators. They must not only know their\nsubject, but they must know children as well. They need to be practical\npersons who can make use of the present in developing the experiences of\nthose who are intrusted to their care .\n\nBut no matter with how great discernment they choose their subject\nmatter, or how adept they are as performers, or how versed in the laws of\nesthetics, or how great a knowledge they may have of emotional standards,\nthe lesson in Appreciation will be a failure if they do not beget enjoyment\n\n"}
{"page": 628, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n601\n\nthrough it a failure if they do not build up habits of enjoyment which will\nfind their continuing objectives in the preferment of the best .\nOur present authorities on methods of teaching do not advocate the use\n\nofdefinitely worked out, formal lesson plans for the presentation of such\nsubjects as history, reading, or mathematics. Surely they would not agree\nthat definite plans should be laid out for the teaching of so comprehensive\nand varied a subject as the types of music literature, or the different types\nof any other art.\n\nIt seems justifiable to say that in teaching Appreciation, as in teaching\nother subjects, the teacher would want to be in accord with the principles\nand practices of modern education. This being so, they will begin their\npreparation for a lesson by considering the experience and needs of the\ngroup they are to teach. They will choose material that has some qualities that are with the group, or are within the experience of the group. If\nthe case demands, they are allowed to create such an experience for the\ngroup. Then by aiming at conditions that are back of these qualities in the\nmusic-the conditions that caused them to be and connecting these with\nsome feature of the children's present experience, they will have made the\nintroduction.\n\nThis makes the procedure of teaching each selection depend\n\nupon the group to which it is to be presented.\nChildren have a natural tendency to like a thing that is beautiful; they\nwant to possess it. This may be an object, a story, or a selection of music.\nBut a picture or a musical selection is not merely beautiful. It is beautiful\nand worth while because of some certain quality or qualities that it possesses. It is through these qualities, as has been shown, that the successful\nteachers make their appeal. It is through these qualities that interest is\n\nenlisted and enjoyment created. Through a continuous repeated similar\nprocedure with the best creations of the artist and the composer, the teacher\nmay hope to establish habits of preferring the best and most worth while.\nSuch a procedure is analogous to, or is a type of, learning process. Through\nit the teacher does not aim so much at certain definite results as ends, but\nrather initiates a process of learning and becoming.\n\nThe tendency in modern education is to stress the synthetic before teaching analysis. Music should not be analyzed before it is enjoyed. Like\nreligion, it comes to us as an experience. If an experience appeals to us as\nbeing worth while, we may become eager to analyze it. This is a psychological process and its principles dominate the successful Appreciation lesson.\nIn music, the first step is to have the children hear the selection; its mood\nis the basis of appeal. After they have enjoyed it, and have expressed the\n\ndesire to possess it which they will manifest by asking to hear it again and\nagain, they will want to know about the composer, and how the music\ncame to be. They are now seeking to know the conditions back of the\nmusic that compelled the qualities that made it appeal to them.\nThis is a natural development, an inquiry to know about structure and\ntorm, which, through its own volition, will lead into an increasing desire\n\n"}
{"page": 629, "printed_page": null, "text": "602\n\nNATIONAL EDUCATION ASSOCIATION\n\nto acquire the rudiments of technique by which they may express the thing\nthey enjoy. Such an approach to music, and such a procedure, invites\ndiscernment and discrimination, and analysis follows. It follows because\nwe give the strongest incentive to study, when we make children want to\nstudy.\n\nThe person who has not enjoyed music is surely not interested in the history of it, nor in how it is constructed, so why should he care to make it?\nOn the other hand, the pupils' acquaintance with music may begin through\na course of dissection. This can be done, but the acquaintanceship may\nbecome irksome, and a distaste for the subject may be developed. We may\neasily convince ourselves of the danger of such procedure by experimenting\n\nwith a poem. If, the first time we take up the poem, we begin to study\nout the rhyme scheme, the meter, the form, and the phrasing, we will want\nto say that the poem has no charm, and if all poetry is to be read in this\nway, we will have none of it.\n\nOur better judgment leads us to prefer the other way. The psychological procedure is the natural, happy way, and through it music becomes\na beautiful experience-something everyone in a group can enjoy, and\nsomething in which every one in a group can participate. Through this\ntype of procedure, music becomes a keen pleasure and creates a desire to\nhear more and more. It is only through accustoming young children to\nknow what is good in music that we can hope to accomplish real musical\nprogress.\n\nIf children ask to hear MacDowell's, To a Water Lily, Greig's, To\nSpring, or even a part of Schubert's well-known Symphony, as they would\nask for a flower, then they are progressing musically. They are indeed\n\nprogressing faster than those children who are rigidly held to the sightreading exercise, to the incipient rote song, or to the mastering of the keyboard. We cannot make children musical, or influence them to prefer\ngood music, by decrying the evils of poor music, but by conscientiously\nelecting to give them every opportunity to form an acquaintance with the\nbest in the great scope of music literature.\nMusic is an art expression and has its origin in an ideal. Such being the\ncase, it becomes one of the most poignant means for establishing high ideals.\nThe composer of music is not a direct teacher, but what he has created and\nwhat his creations reveal, are interpretations of the best as life should be.\n\nThrough his suggestions he disciplines the imagination and ennobles our\nsympathy. He offers enjoyment that is within the reach of every one. It\nis a type of enjoyment that lasts, and controls through this life-and beyond.\n\n"}
{"page": 630, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n603\n\nTHE ORGANIZATION AND CONDUCT OF A SCHOOL\nORCHESTRA-ABSTRACT\nJAMES F. PRICE, ASSOCIATE DIRECTOR OF MUSIC, PUBLIC SCHOOLS\nHARTFORD, CONNECTICUT\n\nDefinite steps to stimulate orchestral interest are not only worth while,\nthey are manifestly important. They may take any or better all of\nseveral approaches: by means of the phonograph ; by frequent reference ;\nby brief concerts; by local or outside organizations; by the coöperation of\nprivate teachers.\n\nExperience urges that individual trials, no matter how large or how\nsmall the list of candidates, are not only helpful; they are necessary. The\ntrial should involve a prepared piece, without accompaniment, and some\nsight work with or without accompaniment.\n\nOrganize the orchestra with the symphony orchestra as a model.\nStudents are without but nevertheless should have the most expert advice\non the choice of instrument. Many instrumental misfits would therefore\nbe avoided. Concertmaster should be chosen not only for his playing\nability; he should be dependable; he should stand well in school ; and, if\n\npossible, his playing should have an element of spontaneity which is contagious. All important positions should be filled by the most careful selection. Let dependability and initiative count for more than finger facility.\nAssign responsibility and see that students who are given positions of trust\nmeasure up to their opportunities.\n•The successful director should have, or should acquire, a reasonable\nknowledge of the generalities of each instrument of the symphony orchestra\nwith particular knowledge of at least one. He should develop a decisive\nbeat and should be ready at all times to give all the extra work necessary\nto obtain results. He should be familiar with the historical background\nof the composition studied, and should give some time at rehearsals to\nappreciation.\n\nThe year's study should focus in a public performance, either independently, if the orchestra is large enough, or jointly with glee club or\nchorus. It is part of the educational scheme. All education is a public\nperformance, to a greater or lesser degree. Furthermore, if parents will\nnot come to the schools we must take school activities to the parents.\n\nSCHOOL MUSIC IN 1836, 1886, 1911 , AND 1936\nMRS . FRANCES CLARK, HEAD OF EDUCATION DEPARTMENT, VICTOR TALKING\nMACHINE COMPANY, CAMDEN, NEW JERSEY\n\nWe are living in a strange time, a world epoch which no man has as yet\nbeen able to explain. We have drifted from our ancient moorings socially,\n\npolitically, religiously, and morally.\n\n"}
{"page": 631, "printed_page": null, "text": "60+\n\nNATIONAL Education ASSOCIATION\n\nTo the puzzled mind of one remembering the dawning of the twentieth\ncentury, the dazed, beaten, and baffled Puritan conception of things in the\nupheaval of the war periods, even the present attitude of the plunging, reckless, unfettered multitude of our conglomerate people is fraught with deep\nmisgivings and grave forebodings. From many angles, we would seem to\nbe headed toward complete disruption and destruction. Out of the chaos.\nhowever, there still shines the steady purpose of our foundation-freedom\nand liberty within law, progress with order.\nEducation has felt the pressure of these changing currents of general\nthought no less than politics and religion and social usages; but education\nhas been steadied in the stream by the guiding fact that it deals with the\nminds of little children and must therefore be held doubly responsible.\nIt has been inevitable that the newer psychology should have brought\nabout many changes in schoolroom practices, in text matter, group activi-\n\nties, individualized recitation, socialized projects, motivating the effort required, etc. , thus lifting the whole process from routine, time-honored drill\ninto specialized development of the individual within the social group.\nMusic as a branch of education has undergone the same metamorphosis\n\nas has other subjects. With the Greeks, music was a fundamental in education, centuries before any of the so-called three R's were developed, but\nit was the music of the individual and social activity, used to express emo-\n\ntions of love, hate, rapture, devotion, and worship. Music was a part of\nlife in all its relations, and the evanescent, ethereal, intangible breathing\nout of the music spirit, bridged as it were, the uncharted heavens to a real\nor imaginary Olympus, where dwelt the gods of myth, or the great Spirit.\nthe unknown God.\n\nMiriam and her maidens cared little for scale or mode,\n\nbut poured out their voices with rhythmic dances of rejoicing. The muses\ndanced gaily their hymns to Apollo, recking not of note, bar, or chord.\nThe struggles of the early church to break away from the rhythm of\nthe dance song, led to the development of the \"plain song,\" the hymns,\nmasses, and chants of Saints Ambrose, Gregory, and others. The other\ngreat tap-root of music, the folk song, was tabooed entirely because of the\nunsavory reputation of its dance song ancestor.\n\nFrom the church, then, came the development of the science and technique of music, the staff scales and notation, the science of polyphony and\ncounterpoint and harmony, but from the daily life and expression of the\nfolk in their rhythmic dances and songs, came the development of pattern\nand form.\n\nWith the breaking of the shackles of churchly domination at Worms,\nand the inventing of the printing press in the fifteenth century, and the\n\nflowering of the Renaissance, modern music was born, sired by the stern\nformality and intellectuality of the church, but mothered by the plebian\n\nbut humanly heart-throbbing, life-giving folk song and folk dance.\nIf we can but remember that Jamestown and Plymouth Rock were con-\n\ntemporary with the very beginning of modern music, that the first feeble\nattempts at opera and oratorio with a scant accompaniment of lutes, guitars,\n\n"}
{"page": 632, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n605\n\ntherabo, etc. , were coincident with Jamestown and Puritan New England,\nandwere only just accomplished when the Pilgrims left England for Holland; if we can but remember that our century of colonization was the very\nsame century that saw in Europe the work of Monteverde, Caccini, Scarlatti,\nCouperin, and the rest, struggling for a new form of expression, new instruments, new combinations, new forms of writing music; if we can\nbut remember that Haydn, who first grouped the instruments into families\nand developed the modern orchestra, was born the same year as our great\nWashington, perhaps we may realize how modern, after all, music is.\nComing away from the old world protesting at the mis-use of music\nas it was practiced, a strong body of people, firmly convinced that music was\na thing of evil, with infrequent communication with the other side, little\nopportunity to know and understand what was going on in the development\nofmusic in the more advanced countries over there, it is not much to be\nwondered at that the first century went by with but little change from the\nnarrow limitations of psalm singing, or that the next century rolled on\ninto oblivion with only a meager development of concerts, hymn writing,\nchoral societies, and a beginning of light opera in three or four cities.\nThe Revolution had come and gone, bringing our alliance with France,\nand after 1814, our lasting peace with the Mother Country. The soldiers\nof these wars, English, German, and French, brought us into contact with\nthe progress being made in those countries. Many remained here and\nbecame teachers and performers in the ever-increasing concerts of that day.\nThe early years of the nineteenth century saw a great awakening of our\nquiescent love for music, increased efforts to make music, to use music, and\nto broaden the opportunity of our people in their newly aroused desire to\nunderstand music.\n\nFrom such root sprang the singing school, which flourished as widely as a\nsocial institution, as a very remarkable outburst of desire to know music\nand to acquire the power to read the mystic symbols, leading to expression\nofthe simple hymn tunes in vogue. To these were soon added glees, pieces,\nanthems, and choruses, though all of the simplest sort.\nWe come then to the year 1836, with the old world revelling in the work\nofHandel, Haydn, Gluck, Mozart, and Purcell, enjoying orchestras, operas ,\noratorios, and many fine concerts in all the large cities! The new world\nwas much behind, but our people were still much absorbed by their stupendous task of conquering a continent and evolving a nation. The same\nyear saw our invention of the telegraph and the steamboat, but music\nwas in its swaddling clothes. It is clear that the opportunity was ripe\nfor a new step.\n\nLowell Mason, returning from study in Germany, saw his beloved Puritan New England lagging behind, and sought an opening to achieve reform\n\nfor later generations by reaching the children. He found that children\ncould be easily taught to read simple music, and made the plea that such\nknowledge would augment the number of recruits to the church choirs.\nThe movement began in 1836 by a petition to the school committee from\n\n"}
{"page": 633, "printed_page": null, "text": "606\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe Boston Conservatory, in which Mason was a teacher. To prove the\npoint, Mason began the experiment, without salary, in the Hawes School\nof Boston, in 1837. So excellently did the plan work that in 1838 he succeeded in having his plans adopted by the school committee and publicschool music started on its career as a part of school work.\n\nFrom Boston the idea spread and was taken up quite generally in the\nprincipal cities throughout the country. Mason and his followers used a\nwise pedagogy by founding this work upon the already established American\nidea of using music as a home, church, and community asset, rather than\nupon the foreign thought of individual preferment and cultivation of\nindividual geniuses.\nThere arose quite early two widely divergent processes of teaching-the\none by the leading of voice, violin, or piano, aiding the pupils to sing a larger\nrepertoire of songs than could be mastered by actual reading; and the other\nby insisting on actually reading by note every song sung, both methods\nprefaced by much scale singing and endless drill on exercises for sight\nreading.\n\nFifty years swept by, and the Civil War period passed into history with\nschool music almost exactly the same as when it first began. Then came\nthe epoch-marking period of 1886, when Luther Whiting Mason published\nthe first of the long list of graded courses of special material for the schools .\nThe earlier material used had been largely singing school texts, hymn\nbooks, etc.\nIn order to prepare teachers to become supervisors and to use the new\nmaterial intelligently, summer schools were established at Boston and\nDetroit, in 1886 and 1887.\nThe National School in Detroit drew ambitious prospective supervisors\nfrom all over the middle west. I well remember my first session, that of\n1891.\n\nLuther Whiting Mason himself was the dean.\n\nThe business de-\n\ntails were ably managed by a young stripling, Clarence C. Birchard. Children's songs were presented by Mrs. Cox, now Mrs. Heath, of Chicago.\nProfessor Lott, of Columbus, Ohio, taught voice, Professor Veazie, of\nBoston, and others made up a brilliant and earnest faculty. J. M.\nThomson, of Joliet, Illinois, and his friend, Churchill, now deceased, were\nstalwart, handsome young men with voices of concert timber. Osborne\nMcConathy was there as the young protégé of Mr. Mason, and Peter\nDykema as a boy observer.\n\nVery soon the Silver, Burdett Company and the American Book Company published courses of school music, and organized summer schools to\nprepare supervisors to present them. Full honor and praise must be given\nto these companies for their splendid pioneer work. There were no schools\nin the country anywhere then offering courses in public-school music, and,\nwithout these summer schools, the work would have been retarded, if indeed\nit had ever begun .\n\nSwiftly now the whole subject forged ahead with astonishing speed.\nFour or five different courses of study were published, supervisors began to\n\n"}
{"page": 634, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n607\n\nenlarge their borders, reaching out to choral performance on public occasions and concerts of notable pretension. At the World's Fair in Chicago\nin 1893 was brought out the great possibilities in the child voice through\nthe teaching of William Tomlins. He was the first to present the spiritual\npower of pure tone production and the need of safeguarding the miniature\nvoices of children. He was an apostle of using real classic song material\nand inspiring the children to give them exquisitely. The battle between\nrote singing and note singing was waged in this decade with increased\nacerbity.\n\nRobert Foresman was an early worker for more and better songs, and,\nwith Eleanor Smith, made a notable contribution to the available song\nmaterial. Samuel Cole, the present dean of supervisors, and Walter Aiken,\nRussell, Jepson, Stewart, Butler, Croxton, were pioneer workers.\nMusic in high schools became an alluring possibility. Much splendid\nmaterial was brought out, notably the Laurel Song Book by Tomlins and\nthe Students' Song Book by McConathy, both published by Birchard.\nAs the scope of choral singing began to be evidenced both in high school\nand the grades, it came to be felt that something more than piano accompaniment was needed; also the fact was realized that the great world of\ninstrumental music was as a sealed book to the children of this country .\nWe had taught singing and sight-reading, and then more singing, but never\nhad the children heard music which was beyond their own ability to produce. A very few high schools began to organize orchestras, the one most\n\noutstanding being that of Richmond, Indiana, under Will Earhart, which\nstill holds foremost place. Statistics are difficult to obtain, but it is safe\n\ntosay that one could count on the fingers such orchestras of full symphonic\narrangement in the entire country, and, so far as known, there were no\ngrade orchestras of symphonic organizations.\nIn 1907, a group of some sixty-five supervisors met in Keokuk, Iowa,\nto observe some rhythm work being developed by Mr. Hayden. The\ngathering together seemed so promising for mutual exchange of thought,\nopinion, and method, that it was decided to form a permanent organization,\nand the Supervisors' National Conference was the result. The oppor-\n\ntunity for observation of others' work, the interchange of best thought, the\nspirit of emulation, the dissemination of new ideas and advanced methods\n\nhave brought the membership from the original sixty-five to nearly three\nthousand.\n\nInthe twenty-five years from 1886 to 1911, there had been phenomenal\ngrowth in interest in school music, but near the close of that period a new\nelement entered; namely, the perfection of the science of reproducing sound\nand its development into the reproducing of high-class music.\nAt first a toy, the talking machine, had been brought forward into the\n\nrealm of musical instruments and began scientific and satisfying reproductions of the great artists in 1906.\n\nBy 1910, it was seen that a miracle\n\nhadbeen wrought in the possibility of taking the great music of the world\ninto the schoolroom by means of these recordings. Not only the folk music\n\n"}
{"page": 635, "printed_page": null, "text": "608\n\nNATIONAL EDUCATION ASSOCIATION\n\nof all lands, and art songs, choruses, arias, etc., beyond the pupil's capacity\nto produce, but practically the entire repertoire of instrumental music was\nthus brought within the reach of children everywhere.\nIn 1911, the first organized work was begun to sift and sort the riches\nof this storehouse and adapt to school conditions and to the stages of development of the child mind, such music as seemed helpful and desirable,\nand to add special recordings to round out and complete a real course in the\nart of listening to music itself.\nModesty forbids any detailed statement as to what this miracle of discovery and application has meant to school music, but the results are patent\nto all. Doubtless partially because of this new possibility of hearing the\nlighter classics played by orchestra, trio, quartet, and solo instruments, the\nspread of organizing grade and high-school orchestras has been astonishing.\nLiterally thousands of cities now have both in not only one but many of\ntheir schools and the ensemble of these groups on occasions is a marvel of\naccomplishment. These orchestras led at once to the need of teaching of\nthe violin and other instruments in classes. One hundred pupils in a\ntrombone choir was a feature recently in exposition of such teaching. Two\nhundred violin pupils all bowing exactly together was another inspiring\nsight.\n\nThe piano lesson, long a solitary thing, has been brought into communal\nrelation and the discovery made that emulation, the spirit of doing as well\nas another, and the joy of companionship, have banished the bogy of the\nclock and made class lessons more effective, more rapidly progressive than\nthe individual lesson. Miss Kinscella, the leading exponent of piano class\nteaching, builds her system on the principle that pupils shall not be admitted\nto the class earlier than third grade or nine years of age, wisely insisting\nthat the first and second grades be given over to much hearing of good\nmusic, a preparation in the language of music before attempting its\ntechnique.\n\nGreat emphasis is laid on the conscious development of the rhythmic sense\nduring the preparatory period. With a repertoire of rhythmic melodies\nacquired, the keyboard work proceeds with remarkable celerity. All these\nclass lessons lead inevitably to astonishingly fine amateur orchestras in\ngrades and high school, and these in turn to the civic and community\norchestras.\n\nSeveral of the large symphony orchestras are now undertaking to encourage these embryonic future feeders by arranging to have their best players\nteach the school orchestras. Such a prodigious amount of teaching of the\norchestral instruments is going on, that a great section has been formed in\nthe M. S. N. C. for discussion of methods.\n\nIn 1911 there were only a scant half dozen ; in 1924 there were hundreds\nof them all over the country.\n\nEver since the perfecting of the talking machine, and later the player\npiano, there has been growing another new phase of school music which has\nbrought about a decided change in the entire situation.\n\n"}
{"page": 636, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\n\n609\n\nThe opportunity in the schools, to study music itself, rather than about it,\nhas changed the whole plan of study. Music appreciation has now become\nthe most fascinating, the most vital phase of school music.\n\nTo hear the real music accurately and adequately reproduced, to learn\nto listen discriminatingly, to compare, to judge, to love beautiful music with\nor without reason, to analyze, to pick to pieces for motive, phrase, form,\nconstruction, to feel the pulsing of the rhythm, to float, to swim or sink\nor battle with the waves of emotion-this is to make music a part of life, to\nlive in music, and to permit music to live in the inner consciousness.\nWhat shall we do with this great opportunity for giving the children real\nmusic with which to work ? Shall we insist on remaining no farther advanced than we were in the period of the eighties, when note naming was the\nonly work attempted, or shall we stand still as if in the early years of the\ncentury when better song singing had contributed its joyousness to the\ndeadly, dull drill of the earlier decade-and do nothing more ?\nThe so-called regular work in school music, meaning generally merely\nthe grinding away at note reading, is fast giving way before the realization\nthat, after all, the music itself is of more importance than any amount of\ntalk about music, that the study of music is more vital than plodding\nthrough uninteresting, meaningless exercises constructed to present some\nproblem in tonality or meter or note lengths.\nThe thinking supervisor is looking straight at the situation with eyes\nof this year of 1924, and is beginning to realize that this is one place where\none may eat the cake and have it, too, for it is being proved that, given the\nproper amount of discriminating hearing of just the right music, suitable to\n\nthe age and grade, together with purposeful rhythmic activity expressed\nbodily, then felt mentally, the required sight reading may be completed in a\nmodicum of the time formerly squandered upon it.\nChildren must be taught to read music, must be sent out into life with\n\nthe power of acquiring the message of the printed score, must hear what\nthey see and see what they hear, but the hearing must come first to prepare\nthe way for the visual work of later grades.\nThe rise of the music memory contest has been illuminating. It has\ncaught the attention and focused the thoughtful minds of hundreds on the\n\ngreat joy in the process and the resultant amount of real musical knowledge,\nbut far more the lasting interest of the participants.\n\nThere is now a very general movement to expand the idea, to begin in\nthe early part of the year and proceed more leisurely to the goal, which is\nprecisely the start needed to inaugurate a real course in music appreciation .\nMusic appreciation, as it is coming to be taught, is more music understanding or, better still, music relationships. In these newer aspects of real\nteaching with the real music, the question arises what is the place of music\n\nappreciation in the general scheme of music work? It has formerly seemed\nenough if one lesson out of five might be devoted to this special phase, but\nthe results shown are driving the program makers into a corner where this\n\nquestion must be answered.\n\nWhy not place the study of music itself in the\n\n"}
{"page": 637, "printed_page": null, "text": "610\n\nNATIONAL EDUCATION ASSOCIATION\n\ncenter of the scheme and let it serve all the others? Let it prepare the way\nfor the piano classes, the violin classes, and the other instrument classes.\nLet the study of real music develop in advance the bothersome time or meter\nor rhythm troubles.\nLet the singing of many songs from safe patterns serve as a short-end\nprocess of increasing the song repertoire. Why not use a modified Eurythmic plan to bring to every child a conscious coördination of mind, pulse, and\nbodily expression of the rhythmic flow or the measure of meter? Why not\nknow and whistle, sing, or play a hundred beautiful melodies, as given out\nby the varied rich tone coloring of the orchestral instruments ? Can any\nsentient being doubt that if the twin fundamentals-rhythm and\nmelody-may thus be used as the foundation of the music work, that the\nmastery of the visual recognition of the symbols of the language will not be\nlearned in a fraction of the time now squandered on it, because of the very\nlack of this preliminary period of ear training?\nWhy not use simple classics as models of phrasing, tone production,\ncadence, form, style, and finish, with the children in lower grades, before\nthey take up orchestral instruments in solo or ensemble work ? Why not\nprepare the way for junior high-school music analysis and form by teaching in the grades, characteristic rhythms, theme recognition, simple form?\nIf the junior high school may have the analysis of the classic and modern\nsuite, the overture, the sonata, etc., the high-school analysis of symphony\nand opera is half done.\nIs it too much to expect that, within the remaining twelve years of this\nfirst century of school music, we shall see all the children in our schools\neverywhere understanding music as only the specially trained adults\nnow do ?\n\nWhen the primary grades universally begin at the beginning a logical\ncourse in ear training with music, secure the bodily coördination with mind\nand pulse, and acquire a repertoire of beautiful melody, is it too difficult\nto vision that the later elementary grades will easily master sight-reading?\nWhen they add to their store of melodies, definite study of rhythm, theme\nrecognition, instruments, etc., the junior high-school work in nationality,\nfolk song, simple form, and analysis will make it possible for the high\nschools to send young people out real musicians and able to play on at\nleast one instrument, with a knowledge of the development of music,\n\nfamiliar with the best works of the greatest masters, and able to judge discriminatingly between the good and the cheap and banal.\nWemay confidently expect, by 1936, a great expansion in choral contests\nand band and orchestra contests. The memory contest will have become a\ntest of the year's work in music appreciation, instead of a short spasmodic\neffort, participated in by all the children. The subject of music interpretation with the expression of the suggested mood in free dance rhythms .\nthe study of program music, and the dramatization of hundreds of music\nstories, must inevitably lead to the opera form of expression.\nCommunity and civic opera is beginning to burgeon, and the high schools\n\n"}
{"page": 638, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 611\n\nwill furnish well-trained dramatists as well as singers for the choruses and\nminor rôles. Two American operas have been recently given, and there is\n\nno reason why hundreds of high schools should not give simple opera with\ntheir own chorus and principals, and their own orchestras, when, in a few\nyears more, there shall have been written American operas with suitable\ntexts and worthy music.\nA prophet may see school music in 1936, \" a thing of beauty and a joy\nforever,\" having kept pace with the advances that will have been made in\nother subjects and in the social world as well. We shall then have a\nBureau of Music in the Department of Education, with a fully equipped\norganization to render aid to the rural districts everywhere.\nThe National Conservatory will offer opportunity for advance study, to\nthe graduates from the long list of splendid schools and colleges, which will\nbe offering fine, complete courses in music with full degree.\nIn the matter of literature, some one will have arisen to write of \" the\n\npsychology of the child mind in relation to music;\" \"the effect of nationality\nand racial types of mind on composition ;\" \"the use of the folk song and\ndance forms by great composers,\" etc. , etc.\n\nOur Supervisors' Journal will have developed into a real music magazine and the National Conference itself into a professional congress or convention, such as the superintendents' section of this body with State super-\n\nvisors, county supervisors, instrumental supervisors, big city and little city\ngroups, and general convocations addressed by the greatest educators and\nmusicians in the country.\n\nIs it not thrilling to see around the corner to what school music can do\nin the next twelve years, rounding out a century marked by the devotion\n\nand consecration of many of the pioneers and the rapid progress now possible because of the infinitely better support than was formerly known and\nthe vastly increased opportunities for preparation ? Six States now have\nState supervisors, and by 1936 there will be many more.\nIf Lowell Mason could drop into the schools of some of our cities now,\n\nhe would be lost in amazement, and in 1936 utterly dazed. As the progress .\nin the twenty-five years from 1886 to 1911 was greater than in the first\n\nfifty years, and the first twelve of this last period of twenty-five years is\nincomparably greater than in the preceding twenty-five years, so the next\ntwelve years must bring expansions of which we do not now even dream .\n\nWith the possibility of teaching by radio, with the astonishing reproductions of talking machines and player pianos, we may truly aspire to making\nschool music not only the most important phase of music teaching, but one\nof the most vital subjects in education.\n\n"}
{"page": 639, "printed_page": null, "text": ""}
{"page": 640, "printed_page": null, "text": "Department of Normal Schools and Teachers\nColleges\n\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-MANFRED J. HOLMES, Illinois State Normal University ...\nNormal, Illinois\nNorth Adams, Massachusetts\nVice-President-ROY L. SMITH, State Normal School .........\nSecretary-NED H. DEARBORN, State Normal and Training School.\nOswego, New York\nThe Department of Normal Schools was formed at the Cleveland meeting, Au-\n\ngust 19, 1870, by a reorganization of the American Normal School Association which\nhad been organized in 1858.\n\nSee Proceedings of 1870, page 176 ; Proceedings of\n\n1906, page 524. In 1924, it was voted to appoint a committee to discuss the possibility of combining with the American Association of Teachers' Colleges . The\nappointment of the committee was deferred. See Proceedings of 1924, page 614.\n\nThe Department of Normal Schools coöperates with the American Association of\nTeachers' Colleges and Normal Schools, whose officers for 1924-25 are : President,\nGuy E. Maxwell, Winona, Minn.; Secretary- treasurer, H. C. Minnich, Oxford,\nOhio, and with the National Society of College Teachers of Education, whose officers for 1924-25 are : President, Allen S. Whitney, University of Michigan, Ann\n\nArbor, Mich.; Secretary, Arthur Jones, Room 108, College Hall, University of\nPennsylvania, Philadelphia, Pa.\nFIRST SESSION\n\nTUESDAY AFTERNOON, JULY 1, 1924\n\nThe meeting was held in the auditorium at Wilson Normal School, Washington,\n\nD. C., Tuesday, July 1, 1924. In the absence of the president, M. J. Holmes, of\nthe Illinois State Normal University, and of the vice-president, Roy L. Smith, of the\nState Normal School, North Adams, Massachusetts, the secretary called the meeting to order at 2 P.M. George V. Frasier, president of the Colorado State Teachers College, Greeley, Colorado, was unanimously elected chairman of the meeting.\nThe program was carried out as printed in the official bulletin. Lively discussion\nfollowed the reading of the papers . The attendance was 120.\nAnominating committee was appointed, consisting of George H. Black, president\n\nof the State Normal School, Ellensburg, Washington; W. P. Morgan, president of\nthe State Teachers College of Macomb, Illinois ; and Guy E. Maxwell, president of\n\nthe State Teachers College, Winona, Minnesota.\nThe meeting was adjourned at 4:45 P.M. until Thursday, July 3, at 2 P.M\n[613]\n\n"}
{"page": 641, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n614\n\nSECOND SESSION- THURSDAY AFTERNOON , JULY 3, 1924\nWilson Normal School\n\nThe temporary chairman was introduced by the secretary and matters of business were taken up for discussion. It was moved that the president appoint a\ncommittee to confer with a committee from the American Association of Teachers\n\nColleges and Normal Schools to discuss the possibilities of amalgamation of the\ntwo organizations.\n\nThe motion was seconded and carried. The appointment\n\nof the committee was deferred .\n\nThe following officers were elected : President-George V. Frasier, president\n\nState Teachers College, Greeley, Colo.; vice- president-Theda Gildemeister,\nDepartment of Education, State Teachers College, Winona, Minn.; secretary-Ned\n\nH. Dearborn, formerly director of the Training School, State Normal School,\nOswego, N. Y.\nThe program as contained in the official bulletin was carried out in detail.\nThe attendance was 185 .\n\nExpressions from the floor and informal comment indicated the satisfaction\n\nwith which the group in attendance viewed the quality of the program. Many\nthanks are due to the staff of the National Education Association headquarters,\nespecially to Agnes Winn, director of the Division of Classroom Service. Without\nher splendid coöperation it is doubtful if the attendance would have approached the\ncreditable proportions it did. Again, due to her coöperation, the Wilson Normal\nSchool auditorium was made available for the meetings. The room was spacious\n\nand conveniently located to the central meeting point of the Association.\n\nTo the\n\nauthorities of the Wilson Normal School we are indebted for their many courtesies\n\nand fine hospitality. The meeting adjourned at 4:30 p. m.\nNED H. DEARBORN, Secretary,\n\nDepartment of Teachers Colleges and Normal Schools.\n\nWORKING CONDITIONS ESSENTIAL TO HIGHEST\nEFFICIENCY AND ECONOMY\n\nGUY E. MAXWELL, STATE TEACHERS' COLLEGE, WINONA, MINNESOTA\n\nI ask permission to present some aspects of the problem of standardizing\nour teacher training. I venture to do this, notwithstanding the somewhat\njustified antipathy that is aroused by the word itself, and in spite of the\nactive opposition that the effort to standardize teacher training may possibly awaken. However, if we agree that \"the way to resume is to resume, \" it seems to me that the threefold way to get suitable and effective\n\nworking conditions even in teachers' colleges is not only to talk about conditions a thing we have done for fifty years but also to agree upon\nstandards and to conform to them.\n\nThat this whole matter of arriving at and using higher norms is slowly\nevolving and exceedingly significant, I wish now to show, for I am convinced that the growth and service of all our teacher preparing institutions\ncenter in adequate and fully applied standards .\n\nDiversity-Few institutions are so diversified as our teachres' colleges and\nnormal schools. The causes of this diversity are quite apparent.\n\nThese\n\n"}
{"page": 642, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 615\n\ninstitutions, the adaptation of a German idea, tagged with a French name,\nand developed in a new continent under theretofore unknown social and\n\npolitical conditions, are even now scarcely out of the experimental stage.\nThey were established quite spontaneously in new States to serve newly\ndevised systems of public schools and to meet immediate and pressing demands for teachers. These demands, however, carried wage returns of\nnot more than twenty or thirty dollars a month, making impossible an extended and adequate preparation. Again, there was no source of trained\nworkers in the field and no institution which through outstanding leader-\n\nship was accepted as typical for the group. There was little in the practice\nof the time, or in the writings of the leaders of educational thought, that\ncould serve as a guide. Organization, courses, and procedure were dependent upon local circumstances and the special needs of the community\nto be served.\n\nRegarding these diversities, an investigator, as late as 1897, declared :\n\"I do not see how these variations could be either more marked or more\n\ndefinite if the plan was to put forth as many theories and experiments as\nthe human mind could invent. There is no typical State normal school\nThere\nyet developed. It remains for the future to develop it.\nis scarcely any reciprocity between schools of this class, and very little faith\nin one another's work.\n\nThere is no disposition to get together\n\nand formulate any plan that will unify their professional efforts, but a\nconstant disposition to show peculiarities and specialties, and oppose others\nin their notions just as peculiar and provincial. Until there is a change\nin their policy and purpose, the normal school will remain an indefinite\nand unsolved problem.\" (H. H. Seerley, N. E. A. Proceedings of 1897,\np. 713.)\n\nBeginning of unity-This very department which brings us together\ntoday was the first of the unifying factors within these institutions. The\nAmerican Normal School Association was organized in 1858 and continued\nas such until 1866, when it became, by reorganization, the Department\nof Normal Schools of the National Teachers Association, and finally the\nDepartment of Normal Schools of the National Education Association.\n\nThus for sixty-five years the normal schools have had an effective national\norganization , and the topics and papers of this department cover a very\nwide range of professional study.\nThe Chicago report-The first formal inquiry looking toward the\nstandardizing of certain aspects of normal school work was authorized by\n\nthis department in 1885 when a committee was appointed, \" to prepare a\nreport on the curricula and methods of teaching in the different normal\nschools,\" and to discover what concerted action the normal schools of the\nUnited States should take in order to raise the standard and increase the\nefficiency of their work.\n\nData were gathered upon thirty-five topics covering organization, courses\nof study, and methods of instruction, from fifty representative schools in\nthirty States. The inquiry brought together a mass of well-analyzed de\n\n"}
{"page": 643, "printed_page": null, "text": "616\n\nNATIONAL EDUCATION ASSOCIATION\n\ntail, and afforded effective information for students of the normal school\nproblem. This report was presented at the Chicago session of 1886.\nMany of these recommendations of forty years ago sound strangely familiar\ntoday.\n\nWhile the authors of the report hesitated to recommend any standards,\ndeclaring that \"much remains to be done before sufficient data are at hand\nfor any extended generalizations,\" nevertheless the influence of the report\nwas far reaching and helpful.\nThe Los Angeles report-For several years progress in standards was\nslow. But a notable forward movement was inaugurated in 1895, when\nthe following resolution was adopted :\nWhereas, we deem it necessary for the development and the efficiency of the\nNormal Department,\nRESOLVED, that a committee of five be appointed by the president to meet during\n\nthe year and formulate a report, to be presented at the next meeting, upon such\neducational topics as directly concern the department.\n\nThis committee divided the problem into ten sub-problems, and secured\nthe appointment of subcommittees for special study of each of the ten\nseparate inquiries.\n\nIn 1897, preliminary reports were submitted, succinct and promising.\nThe committee did not deem it to be its province to interpret or evaluate\nits findings, but declared significantly regarding certain variations that\n\"it would seem that some sort of standard should be established, that the\n\nnormal schools might command more respect as a factor in public education and thereby accomplish more good\".\n\nThe discussion of the report brought further appeals for recognized\nstandards, for definitions, for minimum essentials in professional study,\nfor diplomas that would pass from State to State, for common ground to\nstand on. \"I would urge that this body proceed to define,\" said one. \"The\nminimum of necessity, the maximum of opportunity,\" was a happy adjustment proposed by another. That there were doubts, however, as to the\nfeasibility of applied standards is indicated in this quotation: \"Suppose this\ncommittee goes on and does this work, what will it effect ? Whom are you\ngoing to affect; what are you going to reach ? It seems to me, gentlemen,\nyou are simply wasting time. To say that this shall be the work which\nwould allow a school to call itself a normal school, is absurd. When you\n\nhave got it done, you will print it, and we will go on doing just the same\nwork as before.\"\n\nIt was in 1899, four years after its creation, that the committee presented its final report to the Department of Normal Schools, at Los\n\nAngeles. The report of sixty-seven pages is a most elaborate paper and\ncovers \" almost all the questions that have interested the normal school men\nof the country. \" To have secured an agreement among the eight members\nof the committee, and to have submitted a report so much better than any\nsimilar effort before or since, deserves high praise.\n\n"}
{"page": 644, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 617\n\nThese two reports are the principal formal contributions of the Department of Normal Schools during fifty-seven years in developing a favorable\nattitude toward standards. The work consisted primarily in making available the information regarding what the schools were really doing; assuming, perhaps wisely, that what was most commonly done was best done\nbecause it had the majority backing of earnest workers under varying conditions throughout the country, and was therefore verified and justified\nunder the law of survival.\n\nThe scientific group-The influence of the Los Angeles report of 1899\nwas far reaching, and apparently served to meet the demand for standards\nfor a dozen years, or until about 1910, when at least three new influences\naffecting normal school standards began to be felt. One of these was and\nis the educational measurement movement sponsored by the increasing\ngroup of scientific students of education. In this group should be noted\nthe work represented by Judd and Parker, and by well known surveys of\nnormal schools, such as those of Missouri, Wisconsin, and Michigan, and\n\nsuch State surveys as those of Indiana and Kansas, which include studies of\nthe normal schools.\n\nThe North Central Council Committee-The second influence affecting\nthe further development of normal school standards is an organization,\ninitiated in 1902 by a group of normal school presidents, and first known as\nthe North Central Council of State Normal School Presidents, and now\nknown as the American Association of Teachers' Colleges. This body, in\n\n1916, created a committee on Standards and Surveys which has from time\nto time submitted to its parent body studies and recommendations dealing\nwithmany aspects of teacher training, such as the faculty member load, the\nstudent load, form and content of catalog material, scholastic and professional preparation for faculty members, unit costs of operation, requirements for admission of students, salary schedules, standards for training\n\ndepartments, approved syllabi, inside surveys, and others.\nThe North Central Association of Colleges and Secondary Schools, in\n1918, adopted standards for accrediting teacher training institutions\nwhereb to determine the standing of applicants for place in the accredited\nlists of that body. With the standards set by the North Central Association as a pattern and point of departure, the committee on Standards and\nSurveys submitted a proposed statement of standards and principles for\nadoption by the council, and at the Cleveland meeting of the American\nAssociation of Teachers' Colleges, in February, 1923, secured the first\nadoption by the council, and at the Cleveland meeting of the American\nment of standards and principles for teacher training institutions.\nThe first set of normal school standards was, therefore, finally adopted\n\nby an authoritative body of teacher training workers just sixteen days before\nthe one hundredth anniversary day of the opening by Samuel Read Hall,\nat Concord Corner, Vermont, on March 11, 1823, of the first teacher training institution in America.\n\n"}
{"page": 645, "printed_page": null, "text": "618\n\nNATIONAL EDUCATION ASSOCIATION\n\nSTANDARDS FOR ACCREDITING TEACHERS' COLLEGES AND NORMAL\nSCHOOLS\n\nAdopted at Cleveland, Ohio, February, 1923, by American Association of\nTeachers' Colleges\n\nThe Standard American Teachers' College or Normal School is a school\nwith two-year, three-year, and four-year curricula designed to afford such\ngeneral and professional education as will best fit students for specific\nteaching in elementary and secondary schools .\nThe following constitute the minimum standards for accrediting teachers colleges and normal schools.\n\n(1.) Such schools should require for admission the satisfactory completion of four years of work in a secondary school approved by a recognized accrediting agency, or equivalent of such course.\n\n(2.) Each curriculum leading to a diploma or degree should be duly\nunified, recognized separately, and only if the following conditions are\nmet\n:\n\n(a) The two-year curricula leading to diplomas should together have\na minimum enrollment of 80 students fully matriculated\naccording to the provisions of Standard 1 above .\n\n(b) The four-year curricula leading to baccalaureate degrees should\n\ntogether have a minimum enrollment of 60 students fully\nmatriculated according to the provisions of Standard 1 above,\nwith not less than 25 in the junior and senior years.\n(3.) Such school should require for a diploma not less than 60 semester\nhours or equivalent, and the requirement for graduation with the baccalaureate degree should be not less than 120 semester hours or the equivalent.\n(4.) The minimum scholastic requirement of all teachers in such schools\n(except assistants in the training school) should be equivalent to that\nrequired for a standard bachelor's degree, supplemented by special training\nor experience, or both, of at least three years . The minimum scholastic\nrequirement of the head of a department should be equivalent to that\nrequired by a master's degree.\n\n(5.) The average teaching program of a teacher in such schools should\nnot exceed 16 hours of 50 to 60 minutes each, herein called \"class hours,\"\n\na week, in actual teaching or the equivalent in art, music, laboratory, shop,\nor supervisory instruction, or in physical education.\n\nThe class unit for\n\ninstruction should not exceed 30 students.\n\n(6.) Such teachers' colleges and normal schools should provide adequate\nfacilities for observation and practice teaching, making this work the\nintegrating and controlling factor of the curriculum.\n(a) The number of pupils annually enrolled in the training department ( including children in public schools used for practice)\nshould not be less than four times the annual number of\n\ngraduates from the institution.\n\n"}
{"page": 646, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 619\n\n(b) The teachers in the training department (including the director\nand assistants) should number not less than one-third the entire\njunior college faculty of the institution, and (excepting assistants) should possess the same degree of preparation as other\nmembers of the junior college faculty.\n(c) Each student candidate for the diploma (60 semester hours of\ncredit) should be required to pursue the equivalent of one\nschool year of observation-practice of not less than one daily\nclass hour or a total of 180 hours .\n\n(7.) Such schools should be provided with library and laboratory equipment sufficient to develop adequately and to illustrate each course announced.\nThe library should contain not less than 8,000 live, well-distributed, professionally administered volumes, and should be maintained by an annual\nappropriation for the purchase of books of not less than $1,000.\n(8.) The location and construction of buildings, the lighting, heating\nand ventilation of rooms, the nature of laboratories, corridors, closets, school\nfurniture, water supply, apparatus, and methods of cleaning, should be such\nas to insure hygienic conditions for students and teachers.\n(9.) Such schools should receive an annual income for maintenance and\n\noperation of not less than $50,000, of which not less than $25,000 should\nbederived from stable sources other than students' fees. Increase in faculty,\nstudent body, and scope of instruction above the minimum set in the foregoing paragraphs, should be accompanied by increase in operating income.\nThe teacher's load-Turning now to one of the more specific aspects\nof the topic announced, we note that these standards quite definitely set\nthe limits of the teacher's load when they limit the class hours to 16 a\nweek and the number of students to 30 to a class.\n\nIn terms of student-\n\nhours for each teacher the maximum load is 480. But with the exigencies\nof program organization and the irregularities of classification, the practical\naverage for the teachers in any institution, even under these standards, will\nfall materially, perhaps to 300 student-hours. Now these maxima are set\nfor such general classroom subjects as mathematics and history. They\nshould be modified for English composition to 12 hours a week with 25\nstudents to a class, or 300 student-hours ; for shop and laboratory work, to\n20 hours a week, with 20 students to a class, or 400 student-hours; for\nphysical education to 18 hours a week with 30 students to a class, or 540\nstudent-hours.\n\nWhile teachers' colleges and normal schools have within recent years\nmade progress in the reduction and better adjustment of the faculty load,\nit is a fact that the load is much heavier than the load carried by faculty\nmembers in the standard academic colleges of the country. When Presi-\n\ndent H. A. Brown, of Oshkosh, compared figures secured from 75 teachers'\ncolleges, with those secured from 50 academic colleges, he found the foll\ning contrasts : The average size of classes in classroom subjects in\ncolleges was 34 students to a class, against 24 students in ac\n\n"}
{"page": 647, "printed_page": null, "text": "620\n\nNATIONAL EDUCATION ASSOCIATION\n\nclasses; the teaching load in hours a week in classroom subjects in teachers\ncolleges was 18 hours against 14 hours in academic colleges. If we combine the average number of classes a week with the average number of\nstudents to a class, and thus get the student-hour load a week for each\nof the two kinds of colleges we find that the average student-hour load\n\nin classroom in teachers' colleges was 612 against 336 for academic colleges.\nOf the standards .noted above, the one which is designed to limit the\nload of the critic teacher reads as follows : \"The teachers in the training\ndepartment, including the director and assistants, should number not less\nthan one-third of the entire junior college faculty of the institution.\"\nUnder the forms of group instruction used in the college or normal\ndepartment, as opposed to the individual observation, instruction, and\n\ncriticism by the critic teacher in the training school, the academic instructor\ncan, on the average, care for at least twice as many students as the critic\n\nteacher. If we permit half as many teachers in the training department\n(according to our standard) as in the college department, they can care\nfor one fourth as many students.\n\nThe figures that the standards suggest\n\nas permissible maxima at the present time for the average instructor in\nthe college department, are from 25 to 30 students. For the critic the\nnumber will then become six to eight students.\nWhere there is one training teacher for each grade of thirty children,\nthe number of student teachers assigned to such teacher should not exceed\neight. This limit is fixed by a consideration of the interests of the child ren\nthemselves, by the capacity and strength of the training teachers, and by\nthe welfare of the student teachers, each student receiving such individual\noversight and instruction as will be noted in naming the qualifications for\nthis position.\n\nPresident Brown found in his inquiry among 75 teachers' colleges that\nthe average number of student-teachers to each critic teacher was from\n\n9.5 to 14.5, depending upon whether the critic supervised both general and\nspecial subjects or whether he had only general subjects, being relieved\nfrom the supervision of special subjects. If we take the lower of these\ntwo averages, 9.5 students to each critic, we find that the average is 58\nper cent greater than our standards would permit, while the average\nclassroom teacher of such subjects as mathematics and history, with his\naverage load of 34 students, was only 13 per cent overloaded when compared with our permissible maximum.\n\nThe training department of the normal school is the most important\n\nphase of teacher preparation. Whatever the laboratory is to the young\nchemist, or the hospital to the beginning surgeon, that the practice school\nis to the teacher in training. It is the culminating and most significant\naspect of his professional preparation.\nThe best interests of the children of any training school demand that\nat least one third of the actual instruction of the children be given by\nskilled teachers, either supervisors, paid assistants, teachers of special subjects, or department heads. Under this condition the education afforded\n\n"}
{"page": 648, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 621\n\nthe children in the training department will be definitely superior to the\n\naverage instruction in the public schools of the same community. On the\nbasis of two thirds of his time, no critic teacher should be expected to carry\na supervisory load heavier than the one suggested.\n\nThe training teachers in the normal school should be possessed of the\nsame general and professional preparation, experience, skill, and general\nworth as other members of the normal school faculty, and should, therefore, be remunerated upon the same salary schedule as their colleagues .\nThey should have an equal part in faculty meetings, in service upon com-\n\nmittees, and an equal part in establishing the policies of the institution.\nWhile training teachers should be selected primarily upon the basis of\ntheir craftsmanship, it is nevertheless necessary, if the student teacher is\nto be more than a mere apprentice, to demand such breadth and richness\nof professional study and experience as will enable the training teacher to\ndevelop a student's skill on the basis of principles with increasing insight\ninto the specific problems involved in teaching.\nThe training teacher is responsible for situations definitely more complex\nand difficult than the teachers of so-called academic subjects, or of theory\nsubjects in the normal or college department. The training teacher must\nhave effective command of the subject-matter of the elementary school\ncurriculum, of the principles of organization and instruction, and of the\nnature and nurture of children. Besides this very extensive knowledge\nand insight, this teacher must be an adept in the application of these prin-\n\nciples to specific cases; she must be able quickly to analyze any unfavorable\nsituation arising in her own instruction or in that of her student teacher.\n\nSuch analysis must be set forth in such manner as to make the student\nconscious of the principles involved, as we before said, and to assist the\nstudent to find a practical solution on the basis of such principles.\nIn addition to all this, the training teacher must be able to meet parents,\nto win the good will of the children and of student teachers, and withal\nshe should be healthy, hopeful, and wholesome.\nAgain the clock hour cost per student instruction in practice teaching,\nrunning as high as $2.00 an hour in some schools, is by far the highest\n\nof any form of teaching within the normal school. Such high-priced\nservice should be protected and directed by the best skill within the institution. Normal school authorities are as yet not magnifying sufficiently\nthe work of their training teachers, nor so adjusting salary schedules as\nto secure the standards of training teacher personnel which are here recommended .\n\nThe critic teacher is by all odds the member of the teachers' college\nfaculty who needs relief.\n\nIf the presidents of these institutions do not\n\nrealize this grave situation and remedy it forthwith, they will no longer\nbe able to secure adequately trained and competent teachers for this work.\nEntire facultyIn order to fulfill the conditions established by these\n\nstandards a teachers' college will have to have in its college departme\na ratio of students to faculty not to exceed fifteen to one.\n\nP\n\n"}
{"page": 649, "printed_page": null, "text": "622\n\nNATIONAL EDUCATION ASSOCIATION\n\nBrown found that, in teachers' colleges, there was one faculty member in\nthe college department for 23 students while in the academic college there\nwas one faculty member for every 13 students.\nThe general assembly of teachers' colleges has always been a delightful\nand profitable exercise in each day's program, especially when it is employed\nas an instrument of instruction, a means for the development of personality.\nand a source of new ambitions, inspiration, and ideals. It should not be\nmerely a daily gathering for announcements.\nThe presence of the faculty at chapel insures a dignity and worth-whileness that cannot be secured when teachers are absent. The fully attended\nand enthusiastic chapel exercise is evidence that class instruction is not the\n\nonly significant influence in the school. Indeed, each teacher on the platform is so fully the \"observed of all observers\" that his influence at the\nchapel hour may be no less far-reaching than at any other hour of the\nday. That a teacher believes he can, or even demonstrates that he can,\nfor himself, better employ his time during the assembly period by being\nelsewhere, ought not to excuse him from the responsibility of sympathetic,\ncheerful, and coöperative attendance upon the daily exhibition of the unified,\norganic, and living character of the school. If a teacher cannot find any\nbetter justification for attendance at chapel than the mercenary one of receiving pay for such attendance, then let that thought cheer his drab and\nlagging spirit. Teachers are paid in cash for chapel attendance, but they\nactually earn what they receive when, as I have noted, they join in the\nexercise of the hour in a sympathetic, cheerful, and coöperative way. For\nany faculty member to sit as if greatly bored, to comment unkindly upon\nwhat is done, to shudder perceptibly at a grammatical error, to whisper\nsurreptitiously, is to make himself an unworthy holder of a responsible\nand respected place in the membership of a teacher training institution.\nA proposal-This Normal School Department in days gone by has\nrendered wonderful service to teacher preparing institutions. It has coordinated and refined their organization. More than any other influence\n\nit has prepared the way for effective standards of organization, curricula,\ninstruction, and service. Shall it not now carry on in the immensely important work which is still to be done? This department, through an\nagent or committee, should actively collaborate in this movement to secure\na desirable standardizing of our institutions and thus help to redeem the\nlost time of years gone by. Our department should help to prevent the\nscattered and noncumulative character of the studies heretofore made, or\n\nnow being made, making such material available so long as it is effective.\nThis department should help furnish prompt, dependable, and relevant\ninformation of the activities in teacher preparation throughout the country ;\nthe significant acts of boards of directors ; the changes in certification laws\ninvolving professional training ; additions or other changes in the curricula\nof teacher training institutions ; the modifications in procedure or standards\n\nwithin the high school training departments or county training schools of\nthe country ; and other worth-while information .\n\n"}
{"page": 650, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 623\n\nNow time to move forward-What has now been accomplished in\nthe way of standardizing the work of normal schools and teachers' colleges\nis a beginning only and should be continuously extended and refined. There\nmust be adopted a usable nomenclature, the recognition of the applied\nscience of education; a capitalizing of experience and research ; a conscious\nand unified purpose; substitution of specific aims and policies for generalities; a coördination of educative factors within each institution ; and a\n\ndiscovery and use of the best ways of developing teachers. Teachers' colleges have yet thus to win their rightful place in the main current of\nAmerican education, and to do so in terms of the needs of the public\nschool, for which they are maintained and for which they are professionally\nresponsible.\n\nThe long continued failure of normal school workers of days gone by\nto reach definite norms, a failure which the conditions of the time perhaps made unavoidable, we must not in our day continue or repeat. Our\npredecessors constantly sought to generalize upon what was being done,\nto find an average, to discover what ought to be done by what the supposedly best schools were doing. We must now set up norms for teacher\ntraining which are based upon the new science of education, and in accordance with the increasing needs of public education and the welfare of\ndemocracy. We must spread far and wide the knowledge of the standards\nthus set up. We must centralize the influence of the majority of the better\nteacher training institutions in the country in just such organizations as\nthis department and as the American Association of Teachers Colleges,\nand through the influence of these bodies, help the understandardized\nschools to press forward to the place which they ought to occupy.\nWe now have a fund of acceptable and accepted knowledge of teacher\n\ntraining procedure, gathered in hundreds of conferences, papers, and committee reports. We have taken a century for preparation. We must now\nestablish and administer reasonable standards, and not wait either to be\n\ngoaded into respectability by some outside authority, or to die in our neglect .\nIt is now high time to agree upon, establish, and measure up to the\nnorms which will place teacher training upon the high level justified by\nits indispensable character in preserving and vitalizing our democracy.\nIn closing, permit a comment upon the happy condition in which, as\nteachers' college workers, we now find ourselves. In our associates we\nenjoy the influence of a refined, loyal, intellectually alert and magnanimous\ngroup of teachers. We are thrown into happy and sympathetic contact\nwith a selected group of young people, the best product of our schools.\n\nEach of these students has chosen to follow our own calling, largely, no\ndoubt, through the unconscious influence of some former teacher. The\nsympathy that grew up between this guide and the student is itself proof\nand promise of the student's scholarly attitude and of his high ideal of\nservice. The salary for teachers is not yet so high nor their work so easy\nas to attract to the teachers' college the shallow and ease-loving type of\nyoung person. Many students whom we help to become teachers will, in\n\n"}
{"page": 651, "printed_page": null, "text": "624\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe not distant future, render for the field of education service more significant than our own. While fifty years ago the normal school was a modest\neffort to prepare young students to teach the simple tools of reading, writing, and numbers, the teachers' college is now a complex and extensive institution with new problems and constructive undertakings, maintained in\na social situation where our mechanical ingenuity has outstripped our moral\nand civic insight and practice. In our common task of preparing teachers\nfor the public schools we are engaged in the most fundamental and indispensable enterprise to which the State gives itself in its effort to maintain\n\nitself and to perpetuate our civilization. Surely, each of us has a man's\njob, accompanied I trust by all we require for contentment, growth, adventure, and high achievement.\n\nTHE CHOICE OF MATERIALS ENTERING INTO THE CURRICULA OF TEACHER TRAINING INSTITUTIONS\nFRANK E. BAKER, PRESIDENT STATE NORMAL SCHOOL, MILWAUKEE\nWISCONSIN\n\nI have chosen to discuss this subject because it seems to me that the\ngreatest weakness of the teacher-training institution, the correction of which\n\nlies within our own hands, is in the curricula.\nThe choice of materials entering into the program of studies of teacher\n\ntraining institutions is in utter confusion. This is shown by two considerations ; namely, the entire lack of any central or fundamental principles\nrunning through the criticisms of the curricula of normal schools and\nteachers colleges, and the constant changing of the curricula in those institutions that are progressive and that are trying to keep their schools up to the\nbest thought of the day.\n\nI have before me criticisms of the curricula of teacher training schools\nby twenty-three presidents and deans of State normal schools and State\n\nteachers' colleges. They are as diverse in character as the men who made\nthem. Furthermore, many of the criticisms are of the type that sound\ngood but mean little ; such, for instance, as, \"Too much hash and too little\nbeefsteak.\" Many of us have had experience with attempts to change\nthe curricula of teacher training schools. Those who have had this experience probably remember the general unsatisfactoriness of the results,\nand the desire on the part of everyone to have another revision at the end\nof the first year, and another at the end of the second year, and so on.\nWe need, above everything else, a scientific study of curriculum making\nin teacher training institutions. Such a study should first collect the facts\nin regard to the curricula of the leading teacher training institutions of\n\nthe whole country. Such studies as those made by Professor Bagley and\nhis staff have rendered great service, but we have never had nation-wide\n\nstudy of the curricula of these schools on a scientific plan.\n\n"}
{"page": 652, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 625\n\nHeretofore, we have depended entirely on questionnaires. But ques-\n\ntionnaires, admirable as they are, do not get facts. A fact is usually defined as something that can be seen or experienced independently by two\nor more reputable people. When I answer a questionnaire, I put things\ndown as I see them, from my viewpoint and background, and I may, and\ndoubtless often do, see things that cannot be seen or experienced by\nanother reputable person.\nWith the facts all in, the study should next proceed to formulate, in the\n\nlight of these facts, and on the basis of a sound philosophy of education,\nsome fundamental principles to guide us in the selection of materials for\nthe curricula of teacher training schools.\nI am going to venture, this afternoon, to law down a few such principles. Some of them are not mine and are generally accepted; others,\nthat are mine, probably are not fundamental and will most certainly be\nvigorously criticized.\n\nThe first principle, that the curricula of teacher training schools must\nbe completely professionalized, has come to be generally accepted. The\nonly trouble with it is that few seem to know exactly what is meant by a\nprofessionalized curriculum. We will recognize that a course of study\nin American history, given in a State normal school or a teachers' college,\nshould differ greatly from a course in the same subject given in a liberal\narts college, but few teachers of history can tell clearly and definitely\nwherein the differences lie.\n\nProfessor Bagley has pointed out that, from the standpoint of curricula,\nthere have been three classes of State normal schools.\n\nFirst, there have been the review normal schools, in which the large\npart of the curricula was devoted to a review of the materials to be taught\nin the elementary schools. The Pennsylvania normal schools of ten years\nago were of this type.\nOf another type, were those schools that accepted the principles that\nthe materials to be taught in the elementary schools had been sufficiently\ntaught in the high schcools, and devoted their main energies to giving\ncourses in methodology. The New York State normal schools of ten\nyears ago were examples of this type, and the county normals of Wisconsin\nare present-day exemplars.\n\nOf the third type, were those schools that accepted the principle that the\nmaterials to be taught in the elementary grades had been sufficiently taught\nin the high schools and devoted themselves to liberalizing courses of college\ngrade, followed by a few methods courses and a short period of practice.\nThe normal schools of the middle west were the best examples of this\ntype.\n\nThose who have made a study of the problems of teacher training have\ncome to feel that none of these three types do or ever will meet the situation\n\nand that the solution of the problem lies in the development of schools\noffering professionalized courses of college grade. They believe that State\nnormal schools and teachers' colleges should offer no courses that do not\n\n"}
{"page": 653, "printed_page": null, "text": "626\n\nNATIONAL EDUCATION ASSOCIATION\n\nhave a definite professional bent, and that do not require much intellectual\nexercise as the average course offered in the liberal arts college.\nThe second principle that I should like to lay down to guide us in the\nselection of materials entering into the curricula of teacher training schools\nshould not be necessary, but unfortunately it is. Stated rather baldly,\nthe principle is that the curricula of State normal schools must be made\nand kept intellectually respectable.\nApplying these two principles to the three classes of normal schools\nmentioned above, we shall arrive at the following conclusions: The first\ntype, the so-called review normals, were neither professional nor intellectually respectable ; the method, or device, or panacea normals may have\nbeen professional but were not intellectually respectable; the third type\ncame nearest to intellectual respectability but they were not professional.\nThe second principle will bar out of our curricula certain courses that\nhave been offered in all State normal schools.\n\nThe so-called method\n\ncourses have been largely mere notebook courses in which the instructor\nhas dictated devices and panaceas to be taken down in notebooks by the\nstudents. Such courses have no intellectual standing and must be ruled\nout of the curricula.\n\nMany of the normal schools have offered courses in library reference.\n\ngiving one or two points credit and requiring fifteen or thirty class hours\nof work. My observation of these courses has led me to believe that they\nhave been almost exclusively the notebook kind. The work, as I have\nseen it, has required little intellectual effort. If we must teach normal\n\nschool students how to use a library, it can be done by a member of the\nlibrary staff in four or five lectures, as a part of one of the regular English\ncourses, the students being required to carry on during the time of these\nlectures enough regular work to give the course intellectual standing.\nThis brings me to a third principle which should not perhaps be dignified by the term principle, but should be considered only as a statement of\npolicy. No normal school curriculum, whether of two, three, or four\nyears' duration, should attempt to teach everything that a teacher needs to\nknow. The attempt to do this has been the bane of normal school curriculum making. There are many things a teacher should know that can\nbest be learned as a by-product of experience. In fact there are some things\nthat can be learned from an actual situation only.\nAn illuminating example of this demand that a normal school curriculum\n\nmust include everything a teacher needs to know, was given by a normal\nschool president who demanded that all two-year curricula in a certain\nsystem of schools should include a course in presiding. I was reminded\nat the time of an institute lecturer who traveled over a certain State ad-\n\nvocating that every boy and girl should be taught to graft trees; and ot\nthe more extreme case of an educational crank who maintained that every\n\npupil should be taught to write with his left hand to prepare him for the\npossible emergency of the loss of his right hand.\n\n"}
{"page": 654, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 627\n\nI think that a study of the facts of curriculum making in teacher training\nschools will lead to a fourth principle; namely, that there must not be too\nmuch differentiation and that we have already gone too far in this direction .\n\nThis tendency to differentiate has resulted in or at least has encouragedover-departmentalization. I know some normal schools that are departmentalized to an extravagant degree, a tendency which has been fostered\nby the demand for differentiation .\nWhen a scientific study of curriculum making in teacher training schools\nis made, it will include a careful formulation of the ideals of teacher train-\n\ning and a scientific analysis of the work of the classroom teacher.\nIn closing, I wish to say again that our greatest opportunity for the improvement of those working conditions that favor efficient teaching in the\nState normal schools lies along the line of a better selection of the materials that make up the curricula of these institutions.\n\nA CRITIQUE OF EDUCATIONAL METHOD\nT. J. MC CORMACK, LA SALLE- PERU TOWNSHIP HIGH SCHOOL\nLA SALLE, ILLINOIS\n\nItwould be an interesting and illuminating task for the statistical department of some teachers' college to collect from contemporary and historical\nliterature all the definitions of education that had ever been given, and to\nclassify and collate them according to their generic affinities. After the\npedagogic broom had collected these definitional scraps of the centuries into\nthe sacred academic dustpan, then, by the proper shaking a trick known\nonly to adepts and through the mysterious alchemy of self-fertilization\nor logical parthenogenesis, the true and satisfactory definition would emerge,\nand research would have reached its goal. Such appears to me the present\nfashionable mode of inquiry. I am going to try another method of approach, which may be termed the critical or analytic approach.\nEducation is a very general concept, embracing many diverse points of\nview and approach, vast and various bodies of subject matter, widely different objectives, and numerous methods of procedure. It is a fluid concept\nwith quicksilver content. As the logicians say, its \"extension\" is immense,\nits \"intension\" very narrow. Like all very general concepts, from its\nvery nature, it teems with contradictions and paradoxes. In our discussions we focus always only a small part of the field, but the rest always\npersists in intruding itself. The lowering hinterland, the giant associational\nshadows always haunt us, and darkness or contradiction results.\nConsequently, education is not an autonomous science with its own\ncharacteristic methods of procedure, with its own characteristic concepts\nand categories like physics, chemistry, or biology. It is a composite technique; and this, its composite character, has created much of the confusion\n\n"}
{"page": 655, "printed_page": null, "text": "028\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat has arisen in educational thinking. It has given rise to confusion of\nmethods of procedure, of criteria and tests both of subject-matter and\n\nobjectives, and to shiftings and substitutions which resemble the operations\n\nL\n\n1\n\nof the manipulator of walnut shells at a country fair, more than of a\nscientist clear as to his methods and goals.\nThe researches and procedures of education range from statistical science,\nwhich is a branch of mathematics, through biology, psychology, logic, ethics,\nand esthetics, down to economics, sociology, and the technique of learning\nand teaching. Education employs the results reached by all these sciences\nand uses them for different purposes and needs, such as administration,\nconstruction of curricula, the formulation of the learning process, and the\nteaching procedure, the classification of human material, the statement of\nobjectives, and the rules for reaching these objectives. Education in this\nrespect resembles agriculture and applied sociology, which are concerned\nwith the applications of tributary sciences rather than with the elaboration\nof results peculiarly their own through methods characteristically their own.\nThe sciences which so contribute to education differ widely in nature.\nSome are, at least in method, natural sciences, like psychology, which aims\nat the establishment of general laws of mental procedure and which is\nconcerned with generic types and abstractions as distinguished from individuals. Some of them are historical or genetic sciences, which deal with\norigins and developments, which are concerned with events or individuals\nthat have a history and that occur only once in time. Some of them are\ncombinations of the physical and genetic procedures, as various branches\nof both psychology and biology may at times be. Again, others of the\nsciences concerned are sciences of norms and standards, of objectives and\ngoals, the normative sciences, like logic, ethics, and esthetics which tell\nus not what is, but what ought to be, not what the laws of events actually\noccurring are, but what the ideals and ends that ought to be realized generally in persons and events.\n\nIn many of our procedures, two or more of these sciences are combined,\nwith the result that sometimes there is confusion. For example, the learning process is a formulation resulting from the fusion of two independent\nscientific quests : ( 1 ) A psychological quest, which determines the abstract\nor type mental processes by which the fictitious average child learns, and\n(2) a logical quest, or rather stipulation, that the procedure in question\nshall be the right or the correct procedure. Psychology as a natural\n\nscience explains bad learning and bad reasoning as lucidly and as nonchalantly as it explains good learning and good reasoning. Bad learning is as much a psychological process and just as much subject to natural law as good learning. In fact, we, as teachers are more concerned\nand more troubled with bad learning than with good learning; just\nas the theologian is more concerned about sin than about virtue. As\nteachers, error is just as important to us as truth. The truth or\nthe right process of learning is only one process, or a small group of\n\n"}
{"page": 656, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 629\n\nprocesses, out of an infinite number of possible wrong processes. It is the\none white ball taken from an urn that contains a myriad black balls.¹ In\nother words, when we select out of the thousand and one wrong learning\nprocesses that the child actually uses, that particular learning process which\nis correct, we mingle logic, which is a science of norms and standards, and\nscience that tells us what ought to be, with psychology, a science that tells\nus simply what is. And my contention here is that the \"logical\" selection,\nwhile admirable and desirable, is yet the result of a complicated theoretical\nprocess which will give the practical teacher little clue to the obstacles\nwhich he will encounter when dealing with that bundle of errors, prejudices,\nemotions, historical and social accidents, which is the child. Our greatest\nproblem, our great obstacle as teachers, is the fallacious mental process,\nwhich is legion, rather than the correct mental process, which is the single\nlogical ideal. The natural organic logic, the emotional logic, the pathological logic of the individual child placed in the classroom is our bridge of\nsorrows, and not the translucent celestial categories of the auto-anthropos\nof Aristotle. We are dealing with the living human person, a concrete,\n\nsingular event, which occurs only once in history, which has never occurred\nbefore, and which will never occur again, in just his particular idiosyncracy.\nHere lies the crux of the teaching problem. The physical, the natural\nsciences, like psychology and biology, in some of their aspects, seek out\nthe resemblances, construct abstract mental types of man, which are figments, establish general laws that apply only to abstractions, deal with\naverages that have only intellectual reality, are concerned only with universals, the solace of metaphysicians. The sciences like logic and ethics,\nwhich are normative and which set goals, are concerned with the limiting\nideals of absolutely correct thinking and absolutely right conduct, which\nfew human beings ever realize. Between these two extremes of human\nideal thought and human ideal action, between the metaphysician and the\nsaint, between Aristotle and Christ, the human child oscillates in a perfect\nintellectual and ethical vacuum. As theorists, in the past, we have given\nalmost exclusive attention to the white ball in the urn: I am now pleading\nfor attention to the thousand black balls.\n\nWhat is the remedy, so far as the teaching process is concerned ? The\nremedy lies in the shifting of the point of view, the point of attack, from\nthe sciences which may be called natural sciences, so far as method is concerned, and from the purely normative sciences like logic, to the points of\nview or levels of outlook which have recently been constructed by a consideration of the methods used in history. The historical sciences aim to\ngive a full and exhaustive account of events that happen only once, like\nthe individual child which the teacher treats. The object of these sciences\nis to understand, interpret, construct, or reconstruct some human thing\n\nwhich exists or has existed only once, which is unique and which will never\nhappen again.\n\nWe must seek our clue in the sciences of\"events\" and not\n\nSee W. Windelband, Præludien, Tuebingen, 1907.\n\n1\n\n"}
{"page": 657, "printed_page": null, "text": "630\n\nNATIONAL EDUCATION ASSOCIATION\n\nin the sciences of \"laws. \" The reality which we teachers envisage is the\nreality that is now undergoing development in concrete children toward\ndefinite personal and social ends. To the physical inquirer, qua physical inquirer, the individual has no scientific value ; to the teacher nothing but the\nindividual has value; for him all values reside in the individual child and\nnot in the types and generic concepts of a child which either psychology or\nlogic constructs. The child is a being that has a history. His personality\nis the summation of that history. If we do not know the threads that bind\nhim to his particular environment and to his social past, we are lost. A\n\nknowledge of his individual social and mental history is as necessary to\nhis welfare and happiness-to his education or reconstruction as a knowledge of the laws of psychology and biology that explain him as a type\nhuman being. It is not the resemblances of the individual child to other\nchildren that constitute the problem of the teacher; it is his differences from\n\nother children. His entire value and significance consists in his uniqueness,\nin his never having been before, and in his never occurring again. \"There\nare no diseases,\" said a great physician, \"there are only diseased persons.\"\nThe problem of the teacher, like that of the physician, lies in the individual person that thinks, wills, feels, and acts, and not in the abstract\nhomunculi of psychology and logic. Teaching, in this aspect, is a genetic,\nan historical technique. Where it finds resemblances, and needs objectives,\nit may, like history, incidentally employ the results and the methods of the\nnatural sciences such as psychology and biology, or of the normative sciences\nlike logic and ethics. But its aim is essentially the construction or the reconstruction of this or that human personality in its social or ethical, in its\nintellectual, its esthetic and its vocational aspects..\nOur personality is in part a growth and in part a fabrication. It is a\ngenetic or historical product; it is also an artifact, or something that is made.\nIt is a joint product of heredity and environment, of nature and nurture,\n\nand of the infinitely complicated actions and reactions, adjustments and\nreadjustments between these two conflicting or coöperating factors. For\nthis task we need all the help that psychology, biology, logic, ethics, sociology, and the rest can supply. But we must remember in all our teaching\nand in all our technique that aims at the construction of personality, that the\nchild we are teaching is a being that never was before and never will be\n\nagain. This fact, so far as method and approach are concerned, is decisive.\nA similar critique is applicable to many other inquiries that usurp the\nplace that teaching ought to occupy in education, and that are apt to divert\nour attention and energies from this cardinal function. For example,\ncurriculum-making, which we must have, is a purely \"scientific\" and not\nan individual procedure; it groups and classifies both subject-matter and\npersons ; it determines objectives and selects the appropriate material for\nrealizing these objectives in type persons. It is ethics, logic, and psychology,\nall combined. It is the real paradise of the pedagogic metaphysician; and\n1 See Rickert. Die Grenzen der Natures. Begriffsbildung, Tuebingen, 1902.\n\n"}
{"page": 658, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 631\n\nno joys are comparable to the ecstasies of its devotees. But it is not teaching. Teaching is the insertion of the curriculum dynamically under the\nskin of the individual child.\n\nI say \" dynamically,\" which means that the curriculum has to be translated into permanent behavior or conduct. The translators are the teachers.\nThey are the priests that officiate at the incarnation. We are here in the\npresence of a sacrament-the transubstantiation of the divine curriculum\ninto the flesh and blood of the child.\n\nAnd, as we all know, we are here in\n\nthe presence of a mystery. And why ? Because in this transubstantiation\nwe have to deal with the non-logical factors of mentality, such as imagina-\n\ntion, memory, and emotion ; and these non-logical factors of mentality refuse to be cast in the molds and patterns of natural science, with its steelcased concepts, categories, and laws. They are the fluid, jelly-like offspring\nof spiritual time, with all its freedom, all its eccentricity and individuality,\nand not the mechanical puppets of intellectual space.\nIt might seem as if I were arguing for an abandonment of the scientific\nprocedure. Not so. I am arguing for an extension of the scientific procedure to meet all the facts, and against the old and narrow restriction of\n\"science\" to mean exclusively physical or natural science, which left out of\naccount the historical or genetic sciences that aim to explain individuality,\nor in our particular field-personality. Personality is our main object of\nattack as teachers-the understanding of persons, which are historical individual products, with a view to their proper construction or reconstruction.\nAnd here we must again rescue the ancient conception, or perhaps vise\nto a futurist conception, that the mental organism of man is a unity. Practically and for conduct, man thinks with his entire organism. This is why\nin all the attempts made to measure intelligence, no satisfactory definition\nof intelligence has yet been given. We have been presented simply with\ntranslations into modern jargon of the old \"faculties.\" Intelligence, or\nmind, is a unity compact of intellect, will, emotions, instinct, perception,\nmemory and the rest.\n\nThe old intellectualistic error of the Greeks that\n\nconduct is the offspring of reason, has been shattered. It is now admitted\nthat the intellect, in a great majority of human beings, is the devil's advocate of the emotions. The rôle which the emotions play in the shaping of\nconduct and of thought was pointed out as long ago as 1884 and 1885\nby James and Lange; was popularized in the 90's by Ribot, but has only\nin recent years been utilized for the deliberate reconstruction of human\npersonalities and for the formulation of methods and techniques for the recreation of concrete human individuals. \"Society itself is largely maintained, not by knowledge, but by controlling and directing emotional responses between individuals.\n\nThe great desideratum today is the\nemotional education of human beings-the articulation and the coördination\nof the emotions.\"\nTo evaluate the emotional coefficient of mentality or\n\npersonality is our main problem as practical teachers.\n\nWhat is this but the\n\n1Adapted from J. B. Baillie, \" Studies in Human Nature,\" London, G. Bell & Sons , p I\n\n"}
{"page": 659, "printed_page": null, "text": "632\n\nNATIONAL EDUCATION ASSOCIATION\n\nold problem of \"interest,\" the engaging of the imagination of the pupil in\nhis subject, the stimulating of his emotions on the side of the objects which\nit is desirable for him to apprehend? Intellects differ qualitatively as well\nas quantitatively. The emotional penumbra, the emotional fringe surrounding and penetrating, energizing or paralyzing thought, is our vale of darkness; and into this dark vale only the historical method as applied to the\nindividual personality can throw light and bring release.\nTo summarize : Most of our troubles are not due to lack of intelligence,\nor even to physical defects; they are due to emotional instabilities, to nervousness, to \"moods,\" to habitual states of depression and pessimism, or\nto the opposite states of undue optimism and exaltation; they are due to\n\nmaladjustments, to prejudices and prepossessions, to fixed ideas and affectations, to infantile habits and reactions, such as day-dreaming and mooning,\ncarried over into adolescent or adult life, to refusals to recognize reality\nand to conform to what reality demands. And the great majority of these\ntroubles are not God-made, but are man-made, made by the people who\nsurround us, by our families, by the groups in which we live, and by ourselves .\n\nJust as we once believed that tuberculosis was hereditary but now know\nthat its origin is from some infection, so we formerly thought that mental\nand nervous troubles were inherited, but now know that most of them\n\nare social in their origin, having been acquired through social contacts, or\nthrough failures in adjustment, or are the results of unsolved mental conflicts, bad mental habits, and imitations of wrong mental patterns. This\nknowledge is one of the great saving discoveries of modern research, and\nis pregnant with more genuine hope for humanity than almost anything that\nthe triumphs of industry have offered. It is a hope for everyday salvation. Human mental happiness, like human physical happiness, is in large\nmeasure possible.\n\nBe it noted, too, that as a result of this knowledge, our notions of mental\nheredity will have to be revised.\n\nThe hereditarians, so far as \"mind\" is\n\nconcerned, are in retreat. The concept of mental heredity is shrinkingshrinking into what it originally was: the empty, formal concept of biological casualty, which means just what it means, and nothing more.\nThis new art, which seeks to discover the knowledge and the methods\nwhich will bring stability to human life and to society, has been slowly\nin the making for 2,500 years. Every science and all the techniques of\nphilosophy, religion, and literature have contributed to it.\n\nIt is still in its\n\ninfancy. Its day has just come. It is simply the organized common-sense\nof humanity, dealing with the nature of the human personality as a social\nand individual historical growth. It has been called by various names :\ndirective psychology, psychiatry, mental hygiene, and the rest. Its object\nis to lift the lid gently off the individual soul, and to seek glimpses into\nits bottomless abysses ; to find the combinations of the psychic chains that\nfetter our lives; to remove the obstacles and hindrances to the free life of\n\n"}
{"page": 660, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 633\n\nthe spirit; to give balance to the soul and the personality; and to lift the\nindividual to the level of the \"new freedom,\" which is possible through\nour increasing knowledge of human nature.\nSurely some knowledge of the immense progress which mental hygiene\nhas made should be brought to the attention of even the elementary teacher .\nSome idea of its point of view, of its method of procedure, of the results\nof its analysis of human personality, should be presented. This could be\ndone in a few lectures.\n\nThe vast amount of literature which the Mental\n\nHygiene Society, 370 Seventh Avenue, New York City, and the Society for\nthe Prevention of Juvenile Delinquency, 50 East Forty-second Street,\nNew York City, have published, is cheap, easily read, and within the reach\nof every one. Invaluable indications for the treatment of problems of discipline from sane, human, and genetic points of view, and for the correction\nof bad mental habits carried over from infancy and from troublous family\nand social environments, may be obtained from these sources. The most\n\nperplexing problem of all teaching, that is, why pupils with high I. Q.'s\ndo not learn, and why they do not behave well, finds tremendous illumination from this quarter. We know what the human logical machine is and\ndoes, we know in general what the volitional machinery of mental life is\nand does; let us learn from mental hygiene what the entire human organism is and does; remembering that conduct is an expression of the organism\nas a whole, and not of the intellect or of the will, or of the affective faculties\n\nseparately. The behaviorists watch simply the hands of the clock: they are\nthe disciples of Kirchoff, Mach, and Einstein. The old psychologists studied\nsimply the three wheels that run the three hands-the intellect, the will,\nand the feelings, where the feelings were the \"seconds\" hand : they are the\n\ndescendants of Descartes, Newton, and the great simplicists. But the\nmental hygienists dismount the entire hidden mechanism, and usually find\nthat the trouble is due to a defect or maladjustment in some microscopic\nspring, or in some tiny link, or in some neglected and concealed lever : they\nare the descendants of Lord Kelvin, Faraday, Pascal, St. Augustine, and\nChrist.\n\nTime prevents me from developing these analogies. The names of the\ngreat inquirers above given are not cited for rhetorical ornament, but as\nexamples of the way in which educational investigators unconsciously mimic\nthe methods of the physical sciences which are inapplicable to their domain.\nIn aping physics, we unconsciously but deliberately depersonalize things that\nare personal and dehumanize things that are human. This error was\npointed out three hundred years ago by one of the great creative geniuses\nof physics, Blaise Pascal. But the most noteworthy refutation of it may\nbe found in the teachings of Christ-the prince of pedagogues. Let those\nof you who are addicted to the reading of Scripture glance through the\n\nNew Testament, on your return home. Rarely will you find instances\nof the teaching of groups as groups, or references to the problems of organi-\n\nzation, of state and society, but always the solution of individual problems.\n\n"}
{"page": 661, "printed_page": null, "text": "634\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt is Peter, Zacchaeus, or Mary Magdalen. Always the individual attack ;\nalways the historical, the personal, the individual method.¹\nLet us who boast ourselves scientists not forget that \"science\" also is\na very comprehensive concept, embracing many different techniques and\nmethods, widely varying subject matters, dissimilar objectives, and many\ndiverse levels and qualities of reality; that \"science\" is not exclusively\n\nphysics, biology, psychology, but is also history, sociology, and psychiatry\nin a constructive sense; and that it is the business of science not only to\n\ndiscover types and universals, but also to explain the unrepeated individual\nand to construct the unique, the unrecurring person, of which no replicas\nexist in the repertoire of Nature. For us, God breaks the mold of every\nchild He makes. Adonis and the Hunchback of Notre Dame, Newton\nand the gibbering idiot, St. Francis and Nathan Leopold alike await our\nministrations .\n\nThe Bureau of Educational Counsel, established in September, 1923,\nin the La Salle-Peru Township High School, at La Salle, Illinois , embodies the practical application of the ideas above developed. Vocational\nguidance, now so widely accepted and applied in the schools, is only a\nspecific and narrow form of educational guidance. And educational guidance is primarily and necessarily ethical guidance. Ethics is concerned with\nconduct in all its aspects, and making a living is only one part, although the\nlargest and fundamental part, of the great, general field of human behavior. The object of life is something more than making a living ; the\nessentially human goal is living well. And living well involves many\nfactors and features which economics does not cover. The science which\n\nis here determinative is ethics, and ethics has as its object the humanizing\nof life, in addition to the commercializing and industrializing of life.\nHappiness, physical and spiritual adjustment, intellectual and esthetic understanding, the acquisition of poise and personality are also the objects of\nexistence.\n\nThus, all education, being essentially in its broadest sense ethical education, the great central problem of behavior is the problem of personality\n-to discover it, to expose it to the heritage of the ages, to stimulate and\nto develop it. In the construction or development of the human personality,\nproperly conceived by enlightened educational analysis, the vocational, the\ncivic, the social, the spiritual and the esthetic factor will each assume its\nproper perspective and function. In volume, life is probably nine-tenths\nvocational; but in human value, intensity, and desirability the remaining\none-tenth bulks far larger. And for those of us who are really human\nbeings the latter may be said to constitute the real goal of existence.\n\nThe study of personality, therefore, constitutes the center from which all\neducational procedure and guidance should radiate. This study is the object\nof the La Salle-Peru Bureau of Educational Counsel. The approach to\n\nthe problem is made from the normal side. This is the natural, the con\n1 See Hiblert Journal, G. Norwood, \"Organization, \" April, 1924\n\n"}
{"page": 662, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS AND TEACHERS COLLEGES 635\n\nciliatory approach.\n\nThe bureau is not a psychiatric bureau; it is not a\n\npsychopathic institution; it is an educational bureau. Its object is not to\ndiscover disease, after disease is established, but to prevent disease or eliminate it at its incipiency. But when disease is discovered and it is incidentally discovered in far greater measure than people commonly believeit is referred for treatment to the competent experts. However, diseaseinthis case the dissolution or dissociation of personality-is Nature's mode\nof laboratory analysis of the phenomena, and consequently the assistance of\nthe psychiatrist, or curer of mental troubles, must be frequently sought.\nThe bureau is in charge of a trained social psychiatric worker, who has\nhad experience as a high school teacher. A stenographer and full modern\noffice equipment are supplied. Every student in the school is interviewed\nand given ethical advice. Not only problem children but the normal and\nthe superior children are referred to the bureau. In difficult cases, the\ninterviews are repeated and the homes are visited. A psychiatrist and a psychologist from Chicago hold clinics when a sufficient number of cases re-\n\nquiring their attention have accumulated. The faculty of the high school\ncooperates by supplying school data and the educational history of the child\nto the bureau.\n\nThe bureau is supported by private donations. A detailed account of its\n\nactivities, methods, cost, and results will be published in a special report to\nbe issued in the autumn of 1924. This report may be obtained by application to the La Salle-Peru Township High School, La Salle, Illinois .\n\n"}
{"page": 663, "printed_page": null, "text": ""}
{"page": 664, "printed_page": null, "text": "..\n\nDepartment of Physical and Health Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-J. B. Nash, Supervisor of Physical Education of the Public\nSchools\n... Oakland, California\nVice-President\n-William Burdick, M. D. , State Supervisor of Physical Education.\nBaltimore, Maryland\nSecretary Charles H. Keene, M. D. , Director, Bureau of Health Education,\n........ Harrisburg, Pennsylvania\nState Department of Public Instruction.\n\nThe Department of Physical Education was organized in Denver, July\n9, 1895, in response to a petition to the Board of Directors. See Proceedings of 1895, page 944. In 1923, the department changed its name.\nto Department of Physical and Health Education. See Proceedings of\n1923, page 744. In 1924, this department, together with the Department of Child Hygiene, became the Department of School Hygiene and\nPhysical Education. See Proceedings of 1924, Minutes of Representative\nAssembly, page 52.\nThis department coöperates with the American Physical Education Association, whose officers for 1924-25 are : President, Carl Schrader, Department of Education, Boston, Mass .; secretary, J. H. McCurdy, Box G,\nHighland Station, Springfield, Mass.\nIt coöperates also with the American Child Health Association, whose\nofficers for 1924-25 are : General executive, Courtenay Dinwiddie, 532\nSeventeenth street, Washington, D. C.; secretary, Philip van Ingen, M. D.,\n532 Seventeenth St., Washington, D. C.\nIt also coöperates with the Playground and Recreation Association of\nAmerica, whose officers for 1924-25 are : President, Joseph Lee, 101 Tremont Street, Boston, Mass.; secretary, H. S. Braucher, 315 Fourth Avenue,\nNew York City. The American Physical Education Association publishes\na magazine, The American Physical Education Review , J. H. McCurdy,\neditor, Box 123, Highland Station, Springfield, Mass. The American Child\nHealth Association publishes a monthly, Child Health Magazine, Ellen C.\n\nBabbitt, editor, 370 Seventh Avenue, New York City. The Playground\nand Recreation Association of America publishes Playground, 315 Fourth\nAvenue, New York City.\nTuesday Afternoon, July 1 , 1924\nRURAL SCHOOL ATHLETICS\n\nNicholas Orem, Superintendent of Prince Georges County Schools, Upper\nMarlboro, Md.\n[637]\n\n"}
{"page": 665, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n638\n\nATHLETICS AND THEIR VALUE FOR CITIZENSHIP\n\nBaltimore, Md.\n\nWilliam Miles Maloy, Public Service Commission..\nGIRLS' ATHLETICS\n\nNew York City\n\nEthel Perrin, American Child Health Association .\nINFLUENCE OF ATHLETICS IN HIGH SCHOOLS\n\nSamuel M. North, State Supervisor of High Schools ..\n\nBaltimore, Md.\n\nThursday Afternoon, July 3\nJOINT MEETING WITH THE DEPARTMENT OF CHILD HYGIENE\n\nMinutes of the Combined Meeting of the Department of Physical and Health Education and the Department of Child Hygiene of the N. E. A. held in the Board\n\nRoom of the District Building, Washington, D. C., July 3, 1924.\nAfter a very interesting paper on \"Physical Education in High Schools \" by\nDr. Walter F. Cobb, Baltimore, Maryland, the sections went into a combined\nbusiness session.\n\nDr. Charles Keene, secretary of both departments, presided. The special combined committee on consolidation of these two departments recommended that\nthe Department of Physical and Health Education of the N. E. A. and the Department of Child Hygiene of the N. E. A. consolidate and combine into one\ndepartment-this new department to be known as the Department of School\nHealth and Physical Education of the N. E. Α.\nThe resolutions follow:\nWhereas, it is most desirable to consolidate and to strengthen the Departments of Physical\nand Health Education and of Child Hygiene of the National Education Association:\nTherefore, be it resolved; that the Department of Child Hygiene consolidate with the\nDepartment of Physical and Health Education provided the latter agrees and:\nBe it therefore resolved, that the President of the Department of Child Hygiene be di\nrected to appoint a committee of three to confer with a similar committee of the Department\n\nof Physical and Health Education for the purpose of bringing about this consolidation.\nThat this combined committee draw up a constitution and by-laws for the new department,\nthe same to be presented to the joint session of the two departments on Thursday afternoon\nnext, for the action of that committee:\n\nBe it further resolved, that the acceptance by the joint session of the plans and constitu\ntion proposed shall be held to substitute the new department in the National Education As\nsociation for the two departments concerned.\n\nThis consolidation committee submitted constitution and by-laws which were\nread and on motion, accepted and approved by the number present. ( See page 647.)\nThe next item of business was the election of officers for the new department.\n\nDr. Burdick nominated Dr. Charles H. Keene, director of health education, State\nDepartment of Public Instruction, Harrisburg, Pa., as president for the ensuing\n\nyear.\n\n( Moved and seconded that the nomination be closed.)\n\nOn motion of Dr.\n\nRapeer, seconded by Dr. Howe, the secretary was instructed to cast a ballot for\nthe office of president. Motion unanimously carried.\nOn motion, a unanimous vote of thanks was extended to the retiring presidents, Dr. William Burdick, president of the Department of Physical and Health\nEducation, and Dr. William Howe, president of the Department of Child Hygiene.\nMr. Melville Stewart, State supervisor of physical education, Charleston, W. Va.,\n\nwas nominated as vice-president. On motion, nominations for vice-president were\nclosed.\n\nDr. Katharine H. K. Wolfe, director of school health, Lincoln, Nebraska, was\nnominated as secretary-treasurer. On motion, nominations for this office were\nclosed.\n\n"}
{"page": 666, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n639\n\nOnmotion, the secretary was instructed to cast ballots for offices of vice-president\nand secretary-treasurer. Mr. Melville Stewart and Dr. Katharine H. K. Wolfe\nwere elected respectively as vice-president and secretary-treasurer.\nOn motion a committee, consisting of Drs. Burdick, Rapeer, and Keene, was appointed to submit at the closing of the meeting nominations for executive committee. The report of the committee was as follows : Nominations for Executive\nCommittee:\n\nTo serve 4 years-Miss Ethel Perrin.\nTo serve 3 years-Dr. Walter F. Cobb.\nTo serve 2 years- Dr. F. N. Maxfield.\nTo serve 1 year-Dr. William A. Howe.\nOn motion, the report of the committee was accepted and the above named\npersons elected to serve as the Executive Committee of the Department.\nOn motion, the meeting was adjourned.\nJ. F. LANDIS,\nActing Secretary.\n\nRURAL SCHOOL ATHLETICS —ABSTRACT\nNICHOLAS OREM, SUPERINTENDENT OF PRINCE GEORGES COUNTY SCHOOLS\nUPPER MARLBOROUGH, MARYLAND\n\nInthe topic assigned, one senses the implication that there is an essential\ndifference worthy of discussion in aim, need, opportunity, or method to be\npursued between rural and graded or high school athletics.\nThis difference cannot be one of aim, for may we not assume that the\npresent-day accepted aims of public school athletics are no longer debatable ;\n\nthat the major purpose of athletic contests and competitions among adolescent and pre-adolescent children is agreed upon with sufficient unanimity\nforus to say that the major benefit to be derived from school athletics is the\ndevelopment of character-individual character and since the group takes\nits ideals from the character of the individuals within the group, the promotion of a social consciousness and civic righteousness will make the next\ngeneration a bigger and a better one .\n\nNo other phase of our school program presents so favorable an opportunity as group athletics for attaining the greatest of all aims of education-character ; no other school exercise permits more effective use of\ninstinctive desires to win, to excel, to secure the approbation of others, to\ncontribute to group success, in developing habits of leadership, loyalty,\n\nforbearance, courtesy, fair play, coöperation, dependence on others and a\ndesire to contribute to the welfare of the group as a substitute for the\nanti-social traits of backwardness, sullenness, revenge, overbearing conduct, disregard for the spirit of fair play, and for the rights of others.\n\nThe properly conducted and supervised playground is the classroom of\nthe social virtues. Here children unconsciously learn how to get on with\ntheir neighbors. They learn patience and self-restraint, to await their\nturn, to be fair and honest, to lose with good grace. They learn that\n\n"}
{"page": 667, "printed_page": null, "text": "640\n\nNATIONAL EDUCATION ASSOCIATION\n\nresults are best attained by combined effort, by \"team play.\"\n\nThey learn\n\nto obey, to follow a leader, to subordinate their individual to the team\n\ngood. Here they prepare for the serious responsibilities of life.\nConduct is dependent.not upon what we think or know, but upon what\nwe do. We acquire habits not by mental processes, but by physical activity.\nThe ultimate and major aim, then, of athletics is correct social conductbehavior.\n\nIn this respect, in the matter of aim, even in the by-products listed above.\nthere is no essential difference between athletics in the rural and in the\ntown school .\n\nThere is, however, a difference in the degree of need and in the opportunity for organized systematic athletics.\nThe rural child, because of his relative isolation and lack of intercourse\n\nwith others, tends to acquire the non-social, though perhaps not anti-social,\nhabits characterized by backwardness, taciturnity, lack of leadership and\ncoöperation .\n\nThe rural teacher who excused the low score made by her\n\npupils in a standard test by saying that her pupils were afraid of the stranger\nwho gave the tests may have been stating a fact, but one the harmful\neffect of which might, in a measure, have been reduced by the aid of interschool physical contests.\nMore than anything else, the rural school needs the socializing influence\nof group athletics to promote the ideals of coöperation, good fellowship .\nand leadership; to develop habits of courtesy and affability, grace and alertness, that have a positive social value.\nAs a socializing influence, the rural school needs organized inter- and\n\nintra-school athletics and competitive games even more than does the town\nschool. The rural school children who journeyed five miles over bad roads\nfor a contest and were courteously and warmheartedly received and enter\ntained, went home more impressed by their reception than by the victory\nthey had won. They had a different outlook on the world.\nThrough the vision of Robert Garrett, of Olympic fame, and of William\nM. Maloy, former State senator, a man of wide civic interests, and under\nthe able leadership of William Burdick, director of the Playground Athletic\nLeague, Maryland, athletics of this sort have been fostered for a decade.\nwith the hope of influencing behavior rather than of promoting athletic\nexcellence. Under the Maryland plan, the year's athletics in each county\nculminate in a county-wide series of games and athletic tournament open\nto all schools and all pupils. From this the winners are sent to a Statewide Olympic in Baltimore. In this way the boy or girl learns an important lesson in citizenship by first representing the school and later the\ncounty. He develops, through experience, loyalty to a cause and to his own\npeople, and strives to advance the interests of the whole county group\ninstead of his own personal success. One of the important features of the\nState-wide meet is the fact that the country boys are entertained in the\n\nhomes of the local school boys, thus promoting social traits of the highest\n\n"}
{"page": 668, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n641\n\ntype and a healthy, harmonious relationship among the coming men and\nwomen of the State.\n\nPhysical education for us means education for behavior, for character,\nthrough the physical being.\n\nATHLETICS AND THEIR VALUE FOR CITIZENSHIP—\nABSTRACT\nWILLIAM MILES MALOY, PUBLIC SERVICE COMMISSION\nBALTIMORE, MARYLAND\n\nLooking back over a career of twenty-five years' participation in politics\nand public affairs, I can recall the part I was permitted to take in formulating such needed reforms as the Constitutional Amendment, establishing\nour State executive budget system, the consolidation of our State-aided\n\ncolleges, professional and agricultural schools, city and country home rule\nstatutes, and mining and other laws. All of these memories awaken pleasurable emotions, yet in this quick retrospect of nearly a quarter of a century\nof a full public life, there is nothing that I have had any part in doing\nwhich affords me so much genuine pleasure in recalling, as the fact that\nI helped start what is now our State-wide athletic work in Maryland. As\nI have said, the idea may have been mine, but I can claim no credit for its\ngreat growth, except the lending of encouragement to the movement.\n\nFrom long experience with the legislature, dating from my boyhood\nexperiences when my father was chaplain of that body, and from my own\nexperience as a member of the House and Senate, I was sadly aware of the\nantagonism between members from the counties and members from Balti-\n\nmore, the one large city of the State. Knowing the men from each section,\nI found that it was due to a lack of understanding, intimacy, and association. When the members knew each other the differences disappeared.\nMaryland, separated by the Chesapeake Bay, divided into tidewater and\nmountain lands, settled by Anglo-Saxon in one section, pure German in\nanother, and a large city peopled by descendants of immigrants who came\n\nfrom many lands, was more in need of integrating influences and agencies\nthan any other State.\n\nThat the next generation might be more closely knit together and even\nthe present people through their children be more closely tied, I conceived\nthe plan of having State-wide athletic meets with the visiting children\nhoused by the parents of the Baltimore participants.\nI interviewed Mr. Garrett and Mr. Burdick, who were the officers of\n\n- the public Athletic League of Baltimore. They gave me every encouragement.\n\nThe next plan was to get the appropriation.\n\nI was one of those\n\nwho made up the appropriation bill. I had named a reasonable sum to\nstart the work.\n\nThe bill was introduced, but due to the fact that the floor\n\nleader of the House and his associates failed to appreciate the need and\n\n"}
{"page": 669, "printed_page": null, "text": "642\n\nNATIONAL EDUCATION ASSOCIATION\n\nusefulness of athletic contests, the appropriation was three times stricken\nout of the bill and each time I had the Senate put it back.\n\nIt threatened\n\nto defeat the whole appropriation bill and the session was fast coming to a\nclose.\n\nThe House floor leader was adamant and I was immovable.\n\nFriends intervened, and to save the day the House floor leader finally agreed\nto a small annual appropriation of $4000 for the work. The floor leader\nand his supporters who held athletics for country boys as foolishness, have\nall since died, but I am happy to say that such was. Mr. Burdick's success,\nthat long before their deaths those who opposed the plan were among its\nmost ardent advocates and supporters.\nThe ends and aims that I had in mind have been promoted far beyond\nwhat I had hoped and the money has been well spent. Ten years have\npassed and the results are marked.\n\nIt is true that improved roads and\n\nautomobiles have been contributing causes, but I am sure that anyone who\nhas watched the growth of the work and has studied the results, will agree\n\nthat the State-wide meets following the country games and the housing\nof the county athletes in the homes of the city boys have been a powerful\ninfluence in knitting together through a more intimate acquaintance the\nwidely separated and differing sections of our State.\n\nParticipation in contests where good sportsmanship is demanded, where\na good loser and magnanimous victor are counted worthy, is a great help\nin elevating the standard of citizenship, but the end and aim which I had\n\nin mind aside from the good to the individual boy, was to promote a feeling\nof loyalty and to remove as largely as possible from the next generation\nof Marylanders the antagonism between the country and city which I\nhave frequently seen manifested.\nWhile this antagonism is not entirely gone and, of course, never will be\nabsolutely eradicated, ten years have made wonderful changes. Today\nroad and county school bills are freely supported by the city members,\nalthough the money comes largely from city taxpayers and goes mostly\nto rural sections. The country members likewise vote from the State\ntreasury large sums to be expended for improvements in the city. To this\nresult I believe the idea which was conceived in 1914, and which Mr.\nBurdick has made more than a reality, has contributed much. Citizenship\nin Maryland is better and broader, civic patriotism purer and loftier, the\nrelations between the people of the various sections of our State closer, the\nopinions and viewpoint of country and city more general and public-spirited,\nand Maryland is more nearly a political unit with homogeneous citizenry,\nlooking at problems from a State-wide viewpoint and a general welfare\nangle than ever before in its history. A worthy end and to a nearer\napproach to the attainment of this social and political ideal, our modest\nathletic project inaugurated in 1914, administered wisely and wellby Mr.\nBurdick, has contributed much.\n\n"}
{"page": 670, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n643\n\nGIRLS' ATHLETICS—ABSTRACT\nETHEL PERRIN, ASSOCIATE DIRECTOR, AMERICAN CHILD HEALTH\nASSOCIATION, NEW YORK CITY\n\nUntil a few years ago, programs of athletics for girls were confined to\nthe universities and colleges and private schools of the country. They\nalone had the wherewithal to furnish the expensive facilities required.\n- Since their girl students received the same educational privileges as boys,\nthey demanded also the same recreational advantages. Accordingly, the\n\n| most highly educated and best fitted women were engaged by these insti-\n\n- tutions of learning. These physical education teachers carefully guided\nthe athletic aspirations of this selected group of women students in the\nconservative way in which they should go.\nNext to the women's colleges, public school systems of the large cities\noffered the most adequate physical education programs for girls. Here\nagain opportunities and salaries are attractive enough so that physical\neducators with high ideals and vision naturally fall into these positions .\nThe happy result is that, on the whole, the physical training of girl students in large cities is well provided for.\nIn the public education system the girls' high school basketball gives\nrise to great criticism of the practice of inter-school competition in athletics.\nVast amounts of time and money are spent on the development of girls'\nteams.\nLong distance trips sometimes keep the girls moving from town\nto town, unchaperoned, for periods of a week at a time. And, what is\neven harder to understand, some authorities are permitting their girls'\n\nteams to be coached and managed by men.\n\nThe fact that the salaries of\n\nthe men coaches are paid because of other services to the school, and the\nsuccess of the men coaches as college or high school basketball players, are\n| arguments which are too feeble to justify the employment of the men\ncoaches for the girls' teams .\n\nThe influence of the men coaches often\n\nextends beyond the basketball teams. If the schools engaging men coaches\nhave any track and field work for girls, the men are again called upon for\nservice. It is more economical financially to have them do double duty\nthan to have properly qualified women.\nThe issue of competitive and commercialized athletics assumed an inter-\n\nnational scope when a private organization of women and girls was sent\nto represent American women in the Olympic games at Paris. Not long\nafter this , as you all know, Mrs. Hoover called a meeting here in Wash-\n\nington, which resulted in the organization of the Woman's Division of\nthe National Amateur Athletic Federation, with Lillian Schoedler as its\nexecutive secretary.\n\nIn its first year of existence the woman's division received assurance from\nall parts of the country of a need for such guiding policies as it might\nformulate.\n\nIt has been an intense satisfaction to Miss Schoedler and her\n\nexecutive committee that all of their plans have been received in a spirit\n\n"}
{"page": 671, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n644\n\nof coöperation. It was this cordial assurance and backing that gave the\ncommittee courage to call a first annual meeting in Chicago, last April.\nThe organization meeting in Washington was largely inspirational; but\nthe Chicago meeting was solid business. It afforded an opportunity to\nevery member present to express an opinion. Every viewpoint received\nconsideration. There were many interesting debates. The old conservatives and the young radicals all had a chance to influence the majority vote\non knotty problems .\n\nThere are two facts of special significance in the field of women's athletics. The first is the vote against awards of intrinsic value and against\n\ninter-collegiate competition in any form, which was taken at the last annual\nmeeting of the athletic council of American College Women. This is an\norganization composed of the undergraduate athletic association of women's\ncolleges and universities throughout the United States.\nAn important indicator of the trend of opinion concerning athletics for\n\nwomen is the large percentage of college and university directors of\nwomen's activities who either continue to disapprove of inter-collegiate\ncompetition or have changed from an attitude of approval to one of condemnation.\n\nATHLETICS IN HIGH SCHOOL\nSAMUEL M.\n\nNORTH, STATE SUPERINTENDENT OF HIGH SCHOOLS\nBALTIMORE, MARYLAND\n\nThe speaker is not responsible for the subject assigned him, nor does he\n\nknow why an early convert to the addition of properly administered athletics to the high school curriculum should have been dug out of his sarcophagous to discuss points of doctrine which have long since become\nancient history. It is, as we all know, rather difficult to discuss an axiom:\nand it is certainly axiomatic that a proper high school not only does take\nover, but, from the nature of the young human animal, must take over the\nathletic and other extra-class activities of its students. With its implications, this constitutes a large order ; however, the American high school is\nnot only the only institution of its kind the world has ever known, but it\nis now filling the largest order in the educational world as well. All new\nL\n\nsubjects are Cinderellas until the tax-paying Prince comes a-questing with\nthe magic slipper-manual training, domestic science, music, art. Butthe\ncase was easier for them than for athletics, for each of them was seen to\n\nhave some educative or training value, whereas athletics was mere plav.\ndiversion, sport, and neither produced anything the pupil could sell when\n\nhe left school nor afforded any mental training. The psychology of the\nemotions was, of course, entirely neglected. So athletics came into the\nhigh school, except in wise communities, solely because it was running\nwild, and the school had either to dominate it or be dominated by it; it\n\nreceived an arctic greeting and a grudging welcome. Even when in, it had\n\n"}
{"page": 672, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n645\n\nno status; it could not produce grades, as its outcomes were not tangible ;\nit afforded no towel-racks or angel-food cakes or commencement music or\nexhibition drawings. It was exactly like the mischievous orphans of our\n\nblood relatives whom we must adopt and support. No subject mishandled\nin the schools has so many and so patent capacities for evil; none, wisely\nand prayerfully administered, has done more for the school, the pupil, and\nthe community.\n\nIf time permitted, we might again profitably retrace the sanctions of his\nathletics in the light of adolescent psychology and physiology-but that\nwould be gratuitous in this group. We might dwell, with my friend Mr.\nBurdick, upon his favorite behavioristic outcomes. We might show the\nincreasing necessity for athletics and I mean here by \"athletics\" the activities group growing out of a well-considered and competently directed\n\nscheme for physical and health education-caused by the perfectly normal\ncompetitive instincts of the young human. The field is, even yet, so new\nand so big that we could run it out, with good results in several directions ;\nbut it seems to me, as a school man, that the beneficial influences of ath-\n\nletics that may be expected and are being daily achieved through careful\norganization and sensible, professional administration, may be ranged under\nthree value-groups, every one of the three essential to the best promise of a\nuseful life to be lived in America during the next half century : Physical,\nsocial, moral.\n\nOn the physical side-Athletics assures the completion of normal physical\ndevelopment in both boys and girls. Both overstrain and non-exertion are\n\neliminated, and the rationale of the procedure is made clear to the pupil.\nIt is no controversion of this statement to say that every hamlet in\nAmerica has always had its baseball nine, every Scotch farm-town ins\nsoccer team, every English village its cricket club. These are all, so to\nspeak, seasonal activities; but we are talking about adolescents who enjoy\nthe inestimable privilege of attending a reputable American secondary\n\nschool whose duty and pleasure it is to train every pupil, throughout the\nyear through a reasoned variety of exercises and game so to use his body as\nto get control of it, as well as so to use his mind as to get the optimum\nservice from the body. In our congested cities and towns this program is\nobligatory; in the open country it is, perhaps, even more mandatory, in view\nof the fact that rural children know how to play but few team games, and\n\nthat their life involves work and chores, bringing into play only and repeatedly certain specific limited portions of their whole musculature. In\na very real sense athletics strive for the classic \"harmonious development of\nthe whole man ;\" for, so we shall see, there can be no proper training in\nphysical development apart from a corresponding training in volitional ,\n\nemotional, moral, and social development-in short, athletics is at bottom\na behavioristic training.\n\nBesides the physical development usufruct, there are two other worthwhile by-products. Athletics teaches the pupil to keep well; and teaches .\nhim not only why he must keep well under the stimulus of doing his best\n\n"}
{"page": 673, "printed_page": null, "text": "646\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor himself and his team in the activities, but why he must keep well\nthroughout life. The laws of learning function here as well as every-\n\nwhere else the laws of use and effect and set up habit based on understanding and practice. We thus secure a strong presumption of a foundation equipment for the pupil of normal health and consequent resistance\nto disease.\n\nOn the social side-But the physical justification, adequate alone, is but\nthe necessary means to a far more important end-the social values. Ath-\n\nletics, from this aspect, both teaches manners and protects morals. It\nteaches manners by burning into the very soul of the adolescent the rules,\nthe courtesies, the folkways, the moves of the games; and it protects morals\nby long-circuiting untimely sex impulses.\nEvery form of athletics, as of every other human activity, has its rulesone must \"play the game;\" one must give as well as take; one must lose\nas well as win; and one must do this with self-control, with absolute fairness, with no devious underplay; and, to retain the respect of one's fellows,\none must win without vindicative exultation and lose without querulous\nsullenness . Any other conduct means for the individual the reprehension\nof his social group; and nothing is more cruelly just than the swift infliction\nof deserved punishment by adolescents.\n\nNor is anything more vital to an\n\nadolescent than the respect of his fellows. No judgment of an adult group\nin his later life can surpass, in power to blast or stimulate him, the sentence of his adolescent fellows. He must learn manners in athletics; and.\n\nso far as the athletic situation carries over into life, the athletic attitude\nof manners will be set in his social group behavior. The point is that, in\nathletics, there can be nothing hidden-no whispering, no prompting, no\ncheating, no cribbing, no favoritism; the contender performs in the open,\nand all eyes are upon him.\n\nIn the natural world we know that energy is transformable from light\nto heat, to motion, to electricity, to sound-to what else we do not yet\nknow. And it is not a speculation, but a sound physico-psychological fact\nthat the adolescent sex-impulse ( energy) can be transformed into other\ntimely and suitable forms of energy and activity, and that one of the most\nefficient means as yet known of effecting this transformation is normal\nparticipation in sane athletics, through which sex-impulses are long-circuited\ninto physical or intellectual activity. The phenomenon is a commonplace\nof psychology and, accordingly, justifies the high social value of athletics\nas a social stabilizer and producer of individual poise and balance.\nOn the moral side-Athletics is continuously teaching character and testing it. Every group game bears out this statement. The individual is\nsubordinated to the group-he must play with the group, for the group\n\nunder the rigid rules (folkways) of the game. Personal pique, individual\neccentricities, bodily or mental idiosyncrasies must be subordinated; everything must be focused upon the group's success. Orders must be obeved;\nself must be effaced; victory must be met with restrained elation and defeat\nwith ready acknowledgment of its causes. This is an extremely rigorous\n\n"}
{"page": 674, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n647\n\ndiscipline; but that it produces character, because it is continuously teachingand testing character, is true because it is motivated from within.\nIt is a dogma among secondary school people that the purpose of the\nhigh school is so to train boys and girls that they will do better the desirable\nthings they are going to do anyhow. Not only the most desirable, but the\nmost necessary thing for adolescents, as for us all, is to live coöperatively,\nsocially with our group.\nI submit, then, that among the most important beneficent influences\nof sane and proper athletics in the high school are the physical, social, and\nmoral values, their beneficent influences on the body, on the spirit, and on\nthe human environment of the pupil.\n\nCONSTITUTION AND RULES OF THE DEPARTMENT OF SCHOOL\n\nHEALTH AND PHYSICAL EDUCATION ADOPTED, 1924\n\nPreamble-For several years of the most formative period of their lives, most\nchildren in the United States spend a large part of their time in the public and\nprivate schools. Various provisions affecting the vital efficiency and physical\ndevelopment of these children have from time to time become a part of the school\nprogram, notably since 1900. These provisions include the sanitation of the\nschool plant, physical education, health supervision, the hygiene of instruction and\n\nmental hygiene, health supervision and training of teachers, and the health instruction and training of the children. In order that those engaged in the various\n\nphases of this broad service of educational hygiene may better bring about a unity\nof purpose and correlation of effort to meet their grave responsibilities ; that they\nmay better enlist the aid of all educational and community forces throughout the\nnation; and that they may unitedly study, discuss, and organize these forces into\nan integral whole for improved school health and physical education-the Department of School Health and Physical Education is hereby formed and the following constitution adopted :\nCONSTITUTION\n\nArticle I\n\nName-The name of this organization shall be the Department of School Health\n\nand Physical Education of the National Education Association.\nArticle II\n\nMembership-Membership in the Department of School Health and Physical\nEducation shall be defined to include members of the National Education Associa-\n\ntion who are professionally engaged in any phase of school health and physical\neducation activities .\nArticle III\n\nOfficers-Election-Duties - Section 1. The officers of this Department shall be\na president, a vice-president, and a secretary-treasurer, and all such officers\nshall be elected by a majority vote by ballot of the members present at the annual\n\nmeeting of the department. The officers shall serve for a term of one year from\nthe date of their election and until their successors are elected, and shall perform\nthe usual duties pertaining to the respective offices which they hold and such other\nduties as may be imposed upon them by this Constitution and the By-laws of the\ndepartment.\n\n"}
{"page": 675, "printed_page": null, "text": "648\n\nNATIONAL EDUCATION ASSOCIATION\n\nSec. 2. The president of the department shall prepare a program for the annual\n\nmeeting of the department by and with the advice and consent of the executive\ncommittee and advisory council. The president shall preside at all meetings of\nthe department and of the executive committee, appoint all committees not otherwise provided for, call meetings of the executive committee at his pleasure or\nupon written request of three of its members, sign all orders on the treasurer and\nperform such other duties as may from time to time devolve upon him. He shall\nbe ex-officio member of all standing committees .\n\nSec. 3. The vice-president, in the absence of the president of the department,\nshall perform all the duties of that office.\n\nSec. 4. The secretary-treasurer as secretary shall keep in the minute book of\nthe department a careful record of the proceedings of the department and of all\nits committees ; and he shall be responsible for their preservation.\n\nHe shall be\n\ncustodian of the seal of the department. He shall be the secretary of the executive\ncommittee. Within thirty days after any meeting of the department, and within\nten days after any meeting of the executive committee, the secretary shall furnish\na copy of the minutes of such meeting to each member of the executive committee.\nHis compensation shall be such as the department may direct before assuming\nthe office.\n\nAs treasurer, he shall give bond, approved by the executive committee, in amount\nfixed by such committee, the expense of such bond to be paid from the funds of\nthe department. He shall collect and have the custody of all the funds of the department which shall be deposited in the name of the department in an institution\napproved by the executive committee. He shall pay out of such funds only on\norders signed by the president and vice-president. He shall be ex-officio member\nof the enrolment committee and shall give his receipt, countersigned by a member\nof such committee, to each member of the department for payment of dues. He\nshall keep the accounts of the department and his accounts shall be audited by the\ncommittee on audits before the annual meeting of the Association, and at such\nmeeting he shall make an itemized report in writing of all receipts and expenditures.\n\nHe shall perform such other duties as may, from time to time, devolve upon him.\nHis compensation shall be such as the department shall direct.\nArticle IV\n\nExecutive Committee-Election-Duties-Section 1. The president, the vice-president, the secretary-treasurer, and four members of the department who shall be\nrepresentative of the various fields covered by the Department, to be elected in\nthe manner hereinafter provided, shall constitute the executive committee. Elections\nto the executive committee shall be made by ballot by the department at the meeting at which this Constitution is adopted. The candidate receiving the highest\nnumber of votes shall serve on the executive committee for a term of four years ;\nthe candidate receiving the next highest number of votes shall serve on the executive committee for a term of three years; the candidate receiving the next highest\nnumber of votes shall serve on the executive committee for a term of two years ;\nand the candidate receiving the next highest number of votes shall serve on the\nexecutive committee for a term of one year. Annually thereafter, the depart-\n\nment shall elect one member of the executive committee in place of the member\nwhose term expires, and the members of the executive committee so chosen shall\n\nthereafter serve for a term of four years.\nSec. 2. The executive committee shall be regarded as the administrative body\n\nof the department subject to the call of the president, except as otherwise provided for in the Constitution. To supplement and assist him in the conduct of his\noffice, the executive committee shall, by a majority vote of all its members, fill all\n\nvacancies, except that of president which is provided for in the Constitution.\n\n"}
{"page": 676, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION\n\n649\n\nThe executive committee shall assist the president in preparing the annual programs and shall perform such other duties as may be imposed upon it by the department. The executive committee shall have power to employ an assistant\nsecretary and such other employees as it may deem necessary to carry on the work\nof the department, and, subject to the ratification of the department, to fix the\nterms for which such employees shall be employed and the salaries to be paid to\nsuch employees and to prescribe the duties of such employees, in addition to the\nduties imposed upon such employees by this Constitution and any by-laws adopted\nby the department. The executive committee shall conduct the business of the\ndepartment in the interim between the annual meetings of the department. The\nexecutive committee shall be authorized to fill all vacancies in its own member-\n\nship. All such interim appointments shall be filled by election at the next annual\nelection.\n\nSec. 3. On or before the first day of June in each year, the executive committee\n(of this department) shall prepare and submit to the executive committee, the\nboard of directors, and the representative assembly of the National Education\nAssociation, through the secretary of the Association, a budget setting forth the\nproposed expenditures to be made by this department during the ensuing year and\nthe purposes for which such proposed expenditures are to be made. Such budget\nshall set forth a statement of the estimated receipts of this department during the\nensuing year from membership dues levied under the provisions of Section 9 of\n\nArticle V of the By-laws of the National Education Association', and a statement\nof the amount of money estimated to be necessary to be appropriated from the\nfunds of the Association for this department for the ensuing year. It shall be the\nfurther duty of the executive committee to see that the funds so set aside and so\nappropriated shall be disbursed for the purpose of this department in the manner\nprovided for in the budget.\nArticle V\n\nAmendments- ( a) An amendment to the Constitution or By-laws may be proposed by the executive committee or by a petition of at least ten regular members\nof the department.\n(b) The proposed amendment shall be read in regular session at least twentyfour hours before a vote is taken upon it.\n( c) A two thirds vote of the members present in a regular session shall be\nnecessary to make the proposed amendment a part of the Constitution.\nSection 9, Article V, By-laws of the N. E. A. reads as follows: \"Any department, by a\ntwo-thirds vote of those voting at any regular business meeting, may levy a membership fee\nto supplement its allowance from the Association. Such membership fees shall be paid to\nthe secretary of the department who shall transmit them monthly to the Secretary of the\n\nAssociation.\n\nSuch funds shall be added to the department's allowance from the Association\n\nand\nshall be used for the work of said department only, and shall be disbursed upon the\nrecommendation of the executive officers of the department in the same manner as other\nfunds of the Association are disbursed.\n\n"}
{"page": 677, "printed_page": null, "text": ""}
{"page": 678, "printed_page": null, "text": "Department of Rural Education\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\n\nOFFICERS\n\nPresident-JOHN M. FOOTE, State Rural Supervisor .\nVice-President- N. R. BAKER, Superintendent of Jefferson County\nSchools\n\nBaton Rouge, La,\n.Birmingham, Alabama\n\nSecretary-MABEL CARNEY, Teachers College, Columbia University .\nTreasurer-MRS. A. F. BEVERLY, Farm Life School ....\n\nNew York City\n\nWhitmell , Virginia\n\nIn 1907 the creation of a Department of Rural and Agricultural Education was\nauthorized by the Board of Directors. See Proceedings of 1907, pages 44-45.\nAt the Chicago meeting in 1919, the department was reorganized with the three\norganized rural groups then existing the National Association of State Super-\n\nvisors and Inspectors of Rural Schools, the County Superintendents' Section of the\nNational Education Association, and the National Association of Persons Engaged\nin the Preparation of Rural Teachers under the name of the Department of Rural\nEducation. See Proceedings of 1920, page 279 .\n\nTUESDAY AFTERNOON , FEBRUARY 26, 1924\nThe One- Teacher School\n\nMADE-TO-MEASURE ORGANIZATION INSTEAD OF MADE- OVER SECOND HANDS- Fannie\n\nW. Dunn, Professor Rural Education, Teachers College, Columbia University,\nNew York City.\n(a) THE POSSIBILITIES OF INDIVIDUAL INSTRUCTION- Carleton W. Washburne, Superintendent of Schools, Winnetka, Illinois.\n(b) THE PRACTICAL APPLICATION OF INDIVIDUAL INSTRUCTION IN THE ONETEACHER SCHOOL-U. J. Hoffman, Assistant State Superintendent,\nSpringfield, Illinois.\nSUPERVISING THE ONE-TEACHER SCHOOL-E. W. Ireland, Regional Supervisor, Danbury, Connecticut.\n\nIMPROVING THE ONE-TEACHER SCHOOL IN WISCONSIN-Annie Reynolds, Division\nof Rural Schools, Bureau of Education, Washington, D. C.\nGENERAL DISCUSSION .\nBUSINESS MEETING.\n\nTUESDAY EVENING, FEBRUARY 26\nResearch in Rural Education\n\nVALUE AND SIGNIFICANCE OF RESEARCH IN RURAL EDUCATION-E. J. Ashbaugh,\nBureau of Educational Research, Ohio State University, Columbus, Ohio.\n\nOBJECTIVE STUDIES IN RURAL SCHOOLS-Fred Cram, Iowa State Teachers College,\nCedar Falls, Iowa.\n\n[651]\n\n"}
{"page": 679, "printed_page": null, "text": "652\n\nNATIONAL EDUCATION ASSOCIATION\n\nSIGNIFICANCE OF THE RECENT STUDY OF INSTRUCTION\n\nIN CONSOLIDATED AND ONE-\n\nTEACHER SCHOOLS-\n\n( a) F. P. O'Brien, University of Kansas, Lawrence, Kansas .\n\n(b) L. M. Favrot, Field Agent of the General Education Board, Baton\nRouge, Louisiana.\nREPORT OF THE COMMITTEE ON CONSTRUCTIVE STUDIES-Norman Frost, Professor\n\nof Rural Education, Peabody College, Nashville, Tenn.\nTHURSDAY MORNING, FEBRUARY 28, 1924\nCommunity Relations of the Rural School\nTHE COMMUNITY FUNCTION OF THE RURAL SCHOOL-O. G. Brim, Professor of\n\nElementary Education, Ohio State University, Columbus, Ohio.\nDISCUSSION-Led by Adelaide M. Ayer, formerly State Rural Supervisor, Helena,\nMontana .\n\nEDUCATIONAL PUBLICITY FOR THE RURAL SCHOOL-Oscar M. Fogle, Superintendent\nSchools , Talbot County, Easton, Maryland.\nTHE PORTER SCHOOL, A NEW VISION OF THE RURAL SCHOOL IN COUNTRY LIFE-\n\nMrs. Marie Turner Harvey, Porter Rural School, Kirksville, Missouri.\nBUSINESS MEETING.\nSECTION MEETINGS\n\nSection I-State Supervisors and Inspectors of Rural Schools\nWEDNESDAY AFTERNOON , FEBRUARY 27, 1924\nChairman , N. SEARLE LIGHT, Department of Education, Hartford, Conn.\nVice- Chairman, W. J. HOLLOWAY, Department of Education, Baltimore, Md.\nSecretary, CASSIE R. SPENCER, Department of Education, Montgomery, Ala.\nTopic: Problems of Divisions of Rural Education in State Departments of Education\nWHAT FUNCTIONS OF A STATE SUPERVISOR OF RURAL SCHOOLS ARE MOST WORTH\n\nWHILE ?-Jewell Simpson, State Supervisor of Elementary Schools, Baltimore, Maryland.\n\nHOW TO GET THE MOST OUT OF A COUNTY INSTITUTE-Helen M. Hughes, Super-\n\nintendent of Schools, La Grange County, Indiana.\nHOW TO GET THE MOST OUT OF A SHORT COURSE FOR COUNTY SUPERINTENDENTS-\n\nMay Trumper, Superintendent of Public Instruction, Helena, Montana.\nPROBLEMS INVOLVED IN THE ADMINISTRATION OF STATE AID FOR TRANSPORTATION-\n\nGeorge Howard, Director of School Organization, Raleigh, North Carolina.\nTHE ONE- TEACHER SCHOOL AND THE ENJOYMENT OF LIFE-Florence M. Hale,\nState Agent for Rural Schools, Augusta, Maine.\nBUSINESS MEETING.\n\nSection II-County Superintendents and Rural School Supervisors\nWEDNESDAY AFTERNOON , FEBRUARY 27, 1924\n\nChairman, A. G. YAWBERG, Superintendent of Schools, Cuyahoga County, Cleveland, Ohio\n\nVice- Chairman, MRS. M. L. HALL, Superintendent of Schools, Shelby County, Shelbyville, Kentucky\n\nSecretary, AGNES SAMUELSON, Assistant in Rural Education Extension, State\nTeachers College, Cedar Falls, Iowa\nTopic: How to Raise the Standards of County Supervision\n\nTHROUGH TEACHERS' MEETINGS-Albert S. Cook, State Superintendent of Schools,\nBaltimore, Maryland.\n\n"}
{"page": 680, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n653\n\nTHROUGH A RESEARCH DEPARTMENT Joseph A. Baer, Assistant Superintendent of\nSchools, Cuyahoga County, Cleveland, Ohio.\nIHROUGH THE County Unit FOR SCHOOL PURPOSES-W. B. Prescott, Superintendent\nSt. Landry Parish, Opelousas, Louisiana.\nTHROUGH SUPERVISORY HELPS AND DEVICES-Earna Hildebrand, County Super-\n\nvisor Rural Schools, La Grange, Indiana.\nTHROUGH DEMONSTRATION TEACHING- H. C. Moeller, County Superintendent,\nWaterloo, Iowa.\nBUSINESS MEETING\n\nSection III-Rural Normal Directors\n\nChairman, RosAMOND ROOT, Teachers College, Columbia University, New York\nVice- Chairman, C. J. BIERY, Normal School, Bowling Green, Ohio\nSecretary, ELLA A. SMITH, Normal College, Ypsilanti, Michigan\nThis Section Will Not Meet This Year\nSection IV-Vocational and Rural Extension Workers\n\nWEDNESDAY AFTERNOON, FEBRUARY 27, 1924\n\nChairman, C. H. LANE, Federal Board for Vocational Education, Washington, D. С.\nVice-Chairman, CHARLES E. MYER, Pennsylvania State College, State College,\nPennsylvania\nSecretary, BETTY ECKHARDT, County Club Leader, Union, W. Va.\n\nTopic: How to Raise the Standards of County Supervision\nNATURE STUDY-O. G. Brim, Ohio State University, Columbus, Ohio.\nJUNIOR PROJECT WORK IN AGRICULTURE- H. E. Gayman, State Department of\nEducation, Harrisburg, Pa.\nBOYS AND GIRLS' CLUB WORK-Z. M. Smith, State Director of Vocational Educa-\n\ntion, Indianapolis, Indiana.\nELEMENTARY AGRICULTURE THROUGH THE GRADES-E. H. Shinn, U. S. Department\nof Agriculture, Washington, D. C.\nBUSINESS MEETING.\n\nSection V-Village and Consolidated School Principals\nWEDNESDAY AFTERNOON , FEBRUARY 27, 1924\n\nChairman, THOMAS J. SMART, University of Kansas, Lawrence, Kansas\nVice-Chairman, B. O. NORBY, Consolidated School, Eyota, Minn.\nSecretary, DORAH M. HERRINGTON , Consoidated School, Richland, Michigan\n\nTopic: The Form of Organization\nA COMPARISON OF SMALL AND LARGE HIGH SCHOOLS IN THE SOUTHERN ASSOCIATION-\n\nDr. Joseph Roemer, University of Florida, Gainesville, Florida.\nTHE RELATION OF\n\nSIZE TO\n\nCOST OF OPERATION\n\nIN\n\nCONSOLIDATED\n\nSCHOOLS OF\n\nIOWA-T. C. Holy, Iowa City, Iowa.\nTHE PLAN AND COST OF OPERATING THE SCHOOLS OF PRINCE GEORGE COUNTY, VA–\n\nR. K. Hoke, Superintendent of Public Instruction, Hopewell, Virginia.\nTHE JUNIOR HIGH SCHOOL REORGANIZATION IN SMALLER COMMUNITIES-Dr. L. V.\nKoos, University of Minnesota, Minneapolis , Minn.\nBUSINESS MEETING.\n\n"}
{"page": 681, "printed_page": null, "text": "654\n\nNATIONAL EDUCATION ASSOCIATION\n\nBUSINESS MEETING\n\nThe business session of the Department of Rural Education on Thursday morning was admirably conducted by President Foote, who had disposed of all the\nirritating causes of delay by having them ironed out previously at the executive\ncommittee meeting. Especially significant on this occasion was the report of the\ncommittee on Constructive Studies as made by Mr. Frost, of Peabody. This\nreport recommended that the department should make application to have a\nspecial investigator in the field of rural education appointed as a member of the\nResearch Division of the National Education Association.\n\nIt also advised\n\ncooperation with the National Society for the Study of Education, looking to the\npossibility of having this organization devote one of its forthcoming yearbooks\nto some rural school topic. In addition to this, Mr. Frost and his committee\noffered a list of topics for investigation by the department, and advised that\nthe president be authorized immediately to appoint a special committee on\nPrinciples and Platform of Rural Education, with O. G. Brim as chairman. In\nthis connection it was further agreed that all constructive committee work of the\ndepartment should be under the general guidance of Mr. Frost's committee and\nthat his committee should coöperate very closely with the Committee of One\n\nHundred on Rural Education appointed by Olive M. Jones, of the National\nEducational Association proper, and directed by H. W. Foght, of South Dakota.\nA plan of coöperation of this kind was later worked out between the two committees under which it was agreed that the Constructive Studies Committee of the\nDepartment of Rural Education of the National Education Association should\ndevote itself to matters of scientific research in rural education, while Mr.\nFoght's committee should deal with questions of publicity and financial support.\nAn important change in the constitution was next approved, enlarging the executive committee to fifteen members elected from the department at large. This\n\npassed without dissension and the fifteen persons named below were chosen for\nthis committee. The president was also authorized to appoint a special commit-\n\ntee on the revision of the constitution and by-laws, with the understanding that\nthis committee should report next February.\n\nUpon recommendation of Ernest Burnham, chairman of the board of directors\nfor the Journal of Rural Education, it was voted unanimously that membership in\nthe Department of Rural Education of the National Education Association be\ncombined with the subscription to the Journal of Rural Education and both offered\nfor a total of three dollars, with the further understanding that fifty cents of each\n\nsubscription should go to the department, and two dollars and fifty cents to the\nJournal.\n\nThe report of the Committee on Resolutions was then accepted and officers wer:\n\nelected as follows: President, Macy Campell, State Teachers College, Cedar\nFalls, Iowa ; Vice-President, N. Searle Light, Department of Education, Hartford,\nConn.; Secretary, Mabel Carney, Teachers College, Columbia University, New\nYork City; Treasurer, Mary E. Howe, Detroit Teachers College, Detroit, Mich.\nExecutive Committee : M. S. Pittman, Normal College, Ypsilanti, Mich.; Julian\n\nE. Butterworth, Cornell University, Ithaca, N. Y.; Norman Frost, Peabody College, Nashville, Tenn.; May Trumper, State Superintendent of Education, Helena,\nMont.; C. G. Sargent, College of Agriculture, Ft. Collins, Colo.; Chloe Baldridge\n\nSuperintendent, Nance County Schools, Fullerton, Nebr.; John M. Foote, Department of Education, Baton Rouge, La.; Cora Pearson, County Supervisor of\nElementary Schools , Montgomery, Ala .; J. S. Hoffman, Superintendent, Hunterdon\n\nCounty Schools , Flemington, N. J .; Richard J. Libby, Department of Education, Augusta, Maine ; Ernest Burnham, Normal School, Kalamazoo, Mich.;\nCharl O. Williams, Field Secretary, N. E. A., Washington, D. C.; Lee L. Driver,\nDepartment of Education, Harrisburg, Pa.; Katherine M. Cook, Bureau of Educa\n\n"}
{"page": 682, "printed_page": null, "text": "655\n\nDEPARTMENT OF RURAL EDUCATION\n\ntion, Washington, D. C.; J. L. McBrien, Department of Rural Education, Normal\nSchool, Terre Haute, Ind.\nREPORT OF RESOLUTIONS COMMITTEE\n\nWe, the members of the Department of Rural Education, hereby, again pledgę\nour loyalty and devotion to the cause of rural education.\n\nWe view with encouragement the public's growing interest in the general\nproblem of rural education. We appreciate the efforts and success of the Federal\n\nBureau of Education and the many other commendable agencies in consistently\nkeeping the public informed of the importance of better educational opportunities\nfor rural children .\n\nWe believe in equality of educational opportunity for all the children of this\ncountry and in the equalization of the cost of education. We believe that this\ncan be accomplished best through the participation of state and nation in the\n\nsupport of education.\n\nWe, therefore, favor legislation which will make such\n\nparticipation by state and nation possible.\n\nWe reaffirm our belief in the county as an efficient unit of support, administration, and supervision of schools in those states in which the county is an\nimportant civil unit. We again emphasize our endorsement of the appointive\nmethod as the best way of selecting the county superintendent of schools .\n\nWe recognize two definite trends in the attempts to improve rural educational\nconditions: the one, through the establishment of consolidated or centralized\n\nchools; the other, through the improvement of the one-teacher school.\n\nWe be-\n\nlieve that these trends are harmonious . We recommend the establishment of consolidated or centralized schools in those communities in which the conditions\n\nmake them practicable. We especially endorse the type of consolidated school in\nwhich secondary, as well as elementary instruction, may be offered. Where consolidated schools are not feasible, we urge that the one-teacher schools be improved to their maximum efficiency through better administration, organization,\nsupervision, instruction, and through increased support.\nWe appreciate the splendid contributions that thousands of conscientious teachers,\nsupervisors, and administrators are making to our country through their daily\nservice. We hope that the communities in which they labor will have the vision\nto evaluate their work properly and to compensate them adequately.\nWe believe in equality of training for rural and urban teachers, supervisors ,\nand administrators. We recommend those teacher training institutions which\n\nrecognize the necessity for special preparation for rural education and definitely\nprovide for this need.\n\nWe recognize the value and need for research in education.\n\nWe recommend\n\nthose who are devoting their time and attention to this important phase of\nwork. We believe that this department should continue to carry on definite\n\nprograms of study through its committees and divisions that will ultimately result\nin real contributions to rural education.\n\nWe appreciate the interest in rural education shown by the president of the\nNational Education Association, through the appointment of the Committee of\nOne Hundred on Rural Teachers Problems .\n\nWe pledge the coöperative assistance of this department to the members of that\ncommittee.\n\nWe hereby express our confidence in the management of the Journal of Rural\nEducation .\n\nWe commend the excellence of its content and urge that the members\n\nofthis department aid in extending its range of influence in every legitimate way\npossible.\nWe extend our sincere thanks to all who have contributed to the success of the\n\npresent meeting; to the officers of this department, to the people who have so\n\n"}
{"page": 683, "printed_page": null, "text": "656\n\nNATIONAL EDUCATION ASSOCIATION\n\nably taken part on the program, to the superintendent of Cook County for his\nkindly assistance, and to the officers of the National Education Association and\nthe Department of Superintendence.\nCommittee on Resolutions :\n\nGEORGE A. SEIKE, Chairman\nMACY CAMPBELL.\nC. G. SARGENT.\n\nW. J. AVERY.\nMARY ENSFIELD .\n\nVALUE AND SIGNIFICANCE OF RESEARCH IN RURAL\nEDUCATION\nE. J. ASHBAUGH , BUREAU OF EDUCATIONAL RESEARCH, OHIO STATE\nUNIVERSITY, COLUMBUS, OHIO\n\nSome time ago, upon walking into the office of the dean of the College\nof Education in one of our great universities, I was attracted by a motto\non the wall near his desk. It said this: \"Without research no progress\nhas been made, no great truth discovered.\" The words seemed to me to\nbe especially fitted for the place, because leaders in education should recognize the value of research .\n\nI am not concerned with an academic dis-\n\ncussion of the truth of the statement. It may be that some progress has\nbeen made and that some truths have been discovered purely by accident;\nbut I am sure that it speaks a proper attitude in this age of science and\nscientific method.\n\nSince the days of Bacon, scientific method, the method of research, has\nbeen applied in an ever-widening field. Modern science, whether biological\nor non-biological, has made its strides through research. Modern industrial life has been made possible only because of research. The conveniences that you and I enjoy, to many of which we have become so\naccustomed that we consider them necessities, are ours because of research.\n\nThe applications of steam and electricity, the utilization of light waves,\nthe rapidity of transportation and of transmission of knowledge all bear\ntestimony to the value and significance of research in the world about us.\n\nPractically within the last half century, the scientific method, the method\nof research, has been applied in the field of psychology. The most carefully controlled experiments and delicate instruments have been devised\nin order to ascertain accurately the way in which men think. The older\nconcepts set up by a priori reasoning have been tested by experimental\nmethods, and often found wanting. Progress has been made, however, and\ngreat truths discovered by means of the research activities in the psychological laboratories both here and abroad.\nHaving for some time investigated by sound research methods different\ntypes of mental activity in the laboratory, in more recent days the truths\ndiscovered and the theories which were verified have been transferred to\n\nthe classroom.\n\nHere, under the conditions which must be met in the school,\n\n"}
{"page": 684, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n657\n\nthe laws and theories which were established through research in the\n\nlaboratory have been subjected to the acid test of classroom practice. It\nis true that much has been done which does not merit the name research .\n\nMuch testing and modification of method, and many administrative changes\nhave been undertaken without the formulation of a definite hypothesis,\nthe establishment of controlled conditions, the initial and final check on\nresults, and the verification of the results which were secured, all of which\nare so essential to true experimentation. Much of the research has been\nthe mere collection of heterogeneous data without clear-cut purpose, and\nwithout use after its collection. Many of our teachers have failed to see\nthe value of research, because after the classroom procedure has been interrupted and their own time taken, perhaps, in securing data, they have\nnever learned that any use has ever been made of the information secured.\nThis is no condemnation of research, but it does reflect upon those who\n\ninitiated the research, and the responsibility for the antagonistic attitude\nwhich has developed in many places must rest upon those who have failed\nto carry research through to the place where it functions.\nPerhaps rural education has felt the influence of research less than\n\nthat of any other phase of our whole educational institution. There are\nwell-defined reasons why this should be true. The rural schools in many\nof our States have long been, and in some States continue to be, little\nautonomous units with almost no contacts with the educational currents\n\nwhich have been sweeping through the larger places. The small number\nof pupils, the isolation of the school, the limited training of the teachers,\n\nthe lack of supervision, the proverbial conservatism of the rural community, the lack of means of communication, have all contributed to this\n\ncondition. The local schools have been administered by one man, or by\na group of laymen whose vision of their problems and responsibility extended no further than the provision of some one to teach, and a building\nof some sort in which teaching might take place. Knowledge of what\nthe foremost thinkers in the field of education were thinking, and the truths\nwhich research workers were discovering did not reach these individuals\nwho administered the local school. Only to the extent that the textbooks\nbrought newer educational ideas, and an occasional teacher, on his own\ninitiative, secured some training, did the newer conceptions reach the community. Gradually, however, the situation has been changing. The extension of the powers and functions of the State departments of education,\n\nthe legal provisions affecting attendance, length of term, training of\nteachers, adoption of textbooks, equipment of school buildings, have brought\n\nsomewhat better conditions even to isolated rural schools. The development of county supervision in some States has materially added to the\nefficiency of the local teacher. The provision for consolidation of districts by which larger groups of children could be brought together, better\nequipped buildings provided, and more highly organized administration and\nteaching secured, has made another major step in the solution of the rural\neducational problem.\n\n"}
{"page": 685, "printed_page": null, "text": "658\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt is to be regretted, however, that all of these movements have not\nalways been based upon elaborate, careful research. We Have done a\n\nnumber of things on the basis of a priori reasoning and close logic without\nfull investigation of the facts.\n\nWe have assumed that certain things\n\nmust naturally follow, and sometimes found afterwards that the assumption was false. We have been so busy keeping the educational machine\ngoing, and following the changes which our neighbors were instituting\nthat frequently we have failed to demand the evidence which would justify\nthe changes made.\nIt seems to me, however, that the time is now ripe for a complete, thor-\n\nough, searching investigation of our whole situation. Enough tentative\nstudies have been made by sound research methods to point out the way.\nWhile another on the program is charged with the responsibility of bringing in a research program for this department to follow, I want to spend\nsome time in sketching with bold strokes and in large outline, the fields of\ninvestigation which, as I see it, must be attacked and upon which definite\ninformation must be secured, before rural education can take the place it\n\nought to have in this country. I shall discuss these fields under the following heads : the children; the teacher; the curriculum; building and\nequipment; and finance.\n\nThe children-In spite of the fact that almost every State in the Union\nrequires a school census to be taken, we are still in a state of deplorable\nignorance regarding the group which we have to educate. While in\nisolated cases the situation may not be true in detail, when we consider the\ncountry as a whole, the evidence seems clear that we do not know definitely\neven the most primary facts which should be ascertained by a complete\ncensus .\n\nIn a large number of cases where the school census has been\n\nchecked against the Federal census, sufficient discrepancies have been discovered to warrant the statement that we do not know accurately even\n\nhow many children there are. Here and there a county superintendent\nor district supervisor has cross checked the school enrollment and the\ninformation gained by the teachers after school has opened, with the school\ncensus and gotten highly reliable data on this point. In far more cases\nthis has not been done, and I submit to you the question: How can we\n\nhope to provide adequately for a group in which we know not even the\nnumber ?\n\nThe number, however, is probably of least importance, since with very\nlittle adjustment a few more may be taken care of without difficulty. But\nif teachers are to teach children effectively, they need to have available\nfar more information than that which will be secured by a simple list\nof names. Physical condition, especially as pertaining to health and\nremedial defects, needs to be ascertained with great exactitude. In a few\nof our States, provision is made through the health departments for\n\nphysical examinations of school children and supervision through visiting\nnurses.\n\nThis is well.\n\nBut that situation does not cover the country as\n\na whole by any means ; and even where there is some legal provision for\n\n"}
{"page": 686, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n659\n\nsuch inspection and supervision, the quantity provided is frequently wholly\ninadequate.\n\nOnly to the extent that by careful research methods we ascer-\n\ntain the magnitude of the problem and its significance as a factor in the\neducational process shall we have the data upon which to secure efficient\naction by our people.\nWe need to know the progress which children are making in school ; not\n\nsimply in terms of age-grade tables with the percentages of over-age,\nnormal-age, and under-age pupils, nor in terms of the percentage of children one, two, three, and more years retarded, but we need to know this\n\nprogress in terms of health, mental endowment, and the other factors of\nteachers, equipment, etc. In other words, we must, through research,\nascertain not only the status, but causal relationships. For a physician to\nexamine me and discover that I have three degrees of fever is of little\n\nvalue, unless he goes further and discovers why I have fever, and is able\nthereby to prescribe remedies .\nWe need to know the aptitudes and interests of our boys and girls with\n\nrelation to their environment, to each of the other factors already mentioned, and to those which will be mentioned hereafter. We need to know\nthe extent to which these interests persist, and the influence which the\n\nschool may have upon these interests and aptitudes. We need to have the\nbasis upon which we may apply certain well-known principles of education, such as the redirection of instinctive tendencies, the success of teach-\n\ning in accordance with natural abilities and interests instead of in opposition to them, etc. Wise teachers have discovered with individual pupils\nsome of these facts, but only thorough-going research will reveal the\ntundamental principles involved, and clear the way for the new teachers\nto secure quickly the information needed in local situations, and make the\nnecessary adjustments for efficient education. In brief, our research should\nreveal all the factors which can be revealed that are of value and significance in the education of our children.\n\nThese researches should reveal\n\ncausal relationships and should make possible educational prognosis in a\ndegree that is little dreamed of at the present time.\n\nThe teacher-We know roughly at the present time the number of\nteachers employed, their age, their lack of training, and the amount of\ninexperience which is prevalent. In the last few years, we have been\nhaving a number of careful investigations of the factors which make for\nteaching success. More or less regularly for two decades, we have been\nrating teaching on score cards of varying length and complexity, made\nup usually of items which the consensus of opinion of superintendents and\nsupervisors have judged important. Subjective judgments of men of experience, based on long and careful observation, are of value; but they\nshould be utilized in the formulation of an hypothesis which may then be\nsubjected to experimental evidence for its verification, rather than in the\nformulation of a statement which we shall call truth or law.\nmethod of science and of modern scientific research.\n\nThis is the\n\nBut as workers in\n\nthe field of rural education where the teaching situation is admittedly on\n\n"}
{"page": 687, "printed_page": null, "text": "660\n\nNATIONAL EDUCATION ASSOCIATION\n\na very low plane-perhaps the lowest-it is important that we should\nknow even more than this. We should, through scientific research, isolate\nthose characteristics which make for teaching success, and determine the\nvalue of each in relation to the whole. We should know the effect of\nnative endowment and professional training. We should know the significance of one year, two years, or more years of experience in terms of en-\n\ndowment and training. We should know not only what the professional\nexperience of these teachers has been, but their world experience also.\nAs indicative of the thing I mean, I will refer only to two bits of evidence that have recently come to my attention. In making a very brief\nsurvey of the rural school situation in one county in my State, I found\nthat in the one-teacher schools, fifty per cent of the teachers were new to\nthe district; fifty per cent had had less than two years of experience;\nthirty-five per cent of them were too young to vote; that a large percentage\nhad received all their experience in this same county, and that a considerable number had never been one hundred miles from home.\n\nTheir\n\nreading was of the most limited variety, involving little that was either\nprofessional or highly informational. Yet we expect these teachers to\nassist these children by means of textbooks, many of which were written\ntwenty to thirty years ago, to unlock the gates of knowledge, and develop\na world-wide vision and interest, and become intelligent citizens. The\nother illustration was from a simple test involving current events, all of\n\nNational importance and many of them of international importance, which\nI gave to a group of students in teacher training. The median score was\n\nthirty-six per cent, and the range from seven to sixty-eight. Even if a\nthird of the questions were not of major importance, it would still mean\nthat approximately half of these young men and women who are preparing\nto teach, were so little informed on questions of National and international\nimportance that they could not answer half of them.\nPerhaps it is not important; and yet it seems to me that we should know\n\nin some manner, possible only through scientific research, the value of\nworld experience, either direct or through the medium of our best news-\n\npapers and magazines, in the equipment of a successful teacher.\nCurriculum-What should we teach is an old problem, and the solution is not yet. But we are not worthy of the task entrusted to us if we\nare not conscientiously and vigorously attacking the problem. Because\na thing has come down to us from the past does not make it either good\nor bad.\n\nWe do not even know that it was a satisfactory instrument for\n\nthe earlier age; and even if it were, that would not guarantee that it would\nbe satisfactory for the present. A number of ideals have been increasing\nin importance during the last decade. A large group is certain that the\ncurriculum must be determined by an analysis of modern social needs\n.\nAnother group is quite as firmly convinced that the curriculum must be\ndetermined by the answer to the philosophical question, \"What is the\npurpose of life ?\" or \"What is worth while?\" Neither group, however,\nwill adequately determine the curriculum for us except to the extent that\n\n"}
{"page": 688, "printed_page": null, "text": "661\n\nDEPARTMENT OF RURAL EDUCATION\n\nthey interpret their goals in terms of children and the environment in\nwhich they live.\n\nA curriculum involves not merely materials for study, but a graded\nselection determined by two things : its adaptability to the progressive\ndevelopment of the child, and its efficiency in terms of securing successful\nsteps in the progress toward the ultimate ideal. Each unit of the curriculum must be weighed in terms of those two factors, and discussions\nabout the curriculum in terms of ultimate goals only are of very little\nservice to the school administrator, the teacher, or the child.\n\nIt will\n\nrequire real research at every stage of the procedure to determine what\nmaterials will make up a satisfactory curriculum in each of its numerous\n\ngradations. This research must be carried on by those who know, appreciate, and are devoted to the cause of rural education.\n\nNot that the\n\ncurriculum developed should be narrow in its rural viewpoint or vision,\nbut rather that it should be so closely associated at every step of the way\nwith the rural child's experience and environment that it would utilize\nthis fundamental basis for education in the development of a world-wide\nvision which is so important.\nBuilding and equipment-We have long passed the time when our conception of school buildings was that a room large enough to house a\nnumber of children was all that was needed.\n\nYet careful scientific\n\nresearch is needed to determine the most economical type of building which\nwill adequately care for the educational program; which shall be an efficient\naid in the carrying out of that program; and the equipment which will\nfunction effectively under more or less variable conditions.\nThe surveys that have been made of the one-room rural buildings,\nwhether in north or south, east or west, have tended to find the same con-\n\nditions in large measure : inadequate lighting from two, three, or even\nfour directions with inevitable results of cross lighting and eye strain ;\nheating conditions no better than our parents knew when they went to\nschool , and the ventilation even worse; toilets undescribable because of\n\ntheir filth and violations of commonly accepted standards. The New\nYork State Survey Report revealed fifty per cent having a light ratio\nof one seventh or less, with eighty-six per cent of the buildings having\nopaque shades, making the situation even worse. Alabama reports eighty\nper cent having lighting conditions injurious to the pupils' eyes. I found\nin Ohio a median glass area of one ninth, light coming from two sides\nin fifty-six per cent of the buildings, and from three sides in forty- two\n\nper cent more, and with opaque shades in the vast majority of cases. New\nYork reports eighty-five per cent of unjacketed stoves, Alabama nearly one\nhundred per cent such, and Ohio with forty-four per cent unsatisfactory\nfrom a heating standpoint, and sixty-nine per cent without provision for\nventilation.\n\nSurely these data and they could be multiplied almost indefinitelyindicate that, in general, rural people do not appreciate the inadequacy\n\nand the unsanitary condition of large numbers of their rural buildings.\n\n"}
{"page": 689, "printed_page": null, "text": "662\n\nNATIONAL EDUCATION ASSOCIATION\n\nEven a cursory examination of the facts available will convince one that\nnew buildings are being built in large numbers without the fundamental\n\nresearch which would have shown ways in which more adequate facilities\ncould have been provided at less actual cost; the relationship between\nequipment and efficient instruction has not been sufficiently well ascertained; and our teachers in training have not been given effective instruction concerning school sanitation, and the things which even the one- room\nrural teacher may do with whatever situation she finds .\n\nFinance-In all communities taxes are high. They may not be more\nthan one third or one half as high as in other communities of like wealth,\nbut they are high just the same. We need the most widely extended and\n\nintensive research of the whole problem of wealth, taxation, and relation\nof local and State support of rural education. Such studies as have been\nmade have been mostly with urban conditions, but those dealing with the\nrural conditions portray startling variations. The New York report is\nperhaps the best that has been made, and the evidence there is overwhelming. When the amount expended per pupil in various districts\nranges from less than twenty-five dollars to more than one hundred eightyfive dollars per pupil; when the tax rate, equalized for differences in\nassessed valuation, ranges from less than one mill to more than thirtythree mills ; when the true taxable wealth behind each school ranges from\nless than ten thousand dollars to more than nine hundred thousand dollars,\n\nit is evident that all children cannot have equal educational opportunities.\nThese data from New York rural conditions are doubtless typical of situations which might be revealed in other States. Only as we assemble such\nincontrovertible facts and make them known to our people will it be\npossible for State and Nation to solve this problem in behalf of the children.\nI have suggested lines of investigation in five major fields which seem\nto me to need immediate, concentrated, and Nation-wide attack. The\nvalue of these researches may be summarized as follows :\n\nFirst, it would make us intelligent about the magnitude and importance\nof our task. Comparatively few of us can really claim to be that at the\npresent time. Certainly large numbers of our teachers and administrators\nof rural education have not caught the vision of the task beyond their own\ncommunity, if they have seen it in its entirety there. The first step in the\nsolution of any problem is a clear, concise statement of it.\nSecond, when such researches as I have suggested have been carried\n\nthrough, education will be truly adjusted to the needs of both children\nand society. It may fairly be questioned as to whether it is adjusted to\neither at the present time. Have we not blundered along long enough,\nout of step with both groups that we are supposed to serve ?\nThird, it will make possible adequate training of our teachers. Some\n\nof these researches are absolutely fundamental to the formulation of ans\ncomplete teacher-training program. The problem of teacher-training inst\ntutions can never be solved until many of the factors already enunciated\n\nhave been differentiated and their significance in the educative process\nclearly defined,\n\n"}
{"page": 690, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n663\n\nFourth, it will give us a firm basis for legislative action which will\nremove certain restrictions and limitations under which we are now work-\n\ning, and will make possible the realization of a new vision of rural education. I submit to you: Are not these values sufficiently worth while to\nchallenge our utmost endeavor to make real the researches needed ?\n\nAs has been stated, beginnings have been made along most of these lines.\nThe thing needed is that they be pushed through to completion. This\nprogram at the Department of Superintendence in 1924, to me is significant because of the large place given to the idea of research in its every\n\nsession. To me this signifies, that the last barrier to the emancipation\nof childhood is crumbling; that rural education-perhaps the last field\nto be influenced by the spirit of scientific research-is becoming thoroughly\nawake to the movement . I cannot conceive of this group taking a step\nbackward. Having discovered an instrument by which knowledge so\n\nimportant and so useful may be ascertained, I am sure that the work will\nbe carried through to completeness.\n\nI feel that the words of the great\n\nteacher may be appropriately used in this connection : \"Ye shall know the\ntruth, and the truth shall make you free.\"\n\nOBJECTIVE STUDIES IN RURAL SCHOOLS\n\nFRED D. CRAM , IOWA STATE TEACHERS' COLLEGE , IOWA CITY, IOWA\nThis title has been interpreted to indicate a desire for a discussion of the\n\ntesting and measuring of rural schools in Iowa by the so-called standardized\ntest.\n\nIn Iowa, there are three types of schools which are wholly or partly rural :\n(1 ) One-teacher schools ; and when reference is made to rural schools,\nthis is the type that is usually in mind.\n(2) Consolidated schools ; consolidation, in Iowa, having a slightlydifferent meaning from that obtaining in some other states . Here, it means\nthe reorganization of several independent or subdistricts into a new cor-\n\nporation, with a centrally located building, which may be in the open\ncountry, but is usually in a town. When such consolidation is formed the\nold units of administration cease to exist, and a board of five members,\nelected at large, controls the new unit.\n(3) Village and town schools which extend their district boundaries to\ninclude several farms ; or extend the privileges of attendance to outsiders,\nthe district paying tuition if no school is provided locally, the parents paying\ntuition otherwise, excepting in high school, where the district always pays\nthe tuition.\n\nThe work of measuring the rural one-room schools is almost entirely\nin the hands of the county superintendent. It is the exceptional teacherpossibly not to exceed an average of five or six to a county-who does any\ntesting with standardized tests on her own account.\n\nThe rural one- room\n\nschool has a teacher whose preparation is too short in time to permit giving\n\n"}
{"page": 691, "printed_page": null, "text": "664\n\nNATIONAL EDUCATION ASSOCIATION\n\nher an understanding of standard tests. She has too many classes to give\ntime to the service if she knows how. She usually lacks the inspirational\npower which is characteristic of those who function in this field. She has\nno funds with which to secure the material. And too frequently she has\nno help from higher up.\nThe work of measuring the consolidated and town schools is usually left\nto the superintendent of the school, though many county superintendents\nassume as much responsibility in this connection as they do in the case of the\none-teacher type of school. Most of the superintendents and principals\nin these small graded schools are college graduates, and many of them\nhave had thorough courses in the theory and practice of measurements.\nFrequently those abundantly able to do the work find no time to do much\nof it, or cannot get the board to supply the material.\nIn those schools where considerable measuring is being done, it is almost\nalways the superintendent or principal who is doing it. The classroom\nteacher is seldom held responsible for this type of work. The time has\narrived, in my opinion, when tests and measurements need no longer be\nconsidered an administrative experiment. The problem solved by testing\nis partly one of administration, but it is more one of instruction. Our\ngreatest difficulty is to get the superintendents to see the necessity of training their teachers in the interpretation of test results through the study\nof the individual paper.\nHow do those in authority get this work done? There are various\ntypes of campaign carried on in Iowa, among which five may be mentioned\nas practically covering the field: the county institute; the study center;\nthe survey; the consultative service ; and the extension credit class.\n\nThis\n\ndoes not include, of course, regular courses in tests and measurements in\ncolleges and normal schools.\nThe county institute-The county superintendent brings a specialist for\ntwo days' work, to which meeting the teachers are required by law to\ncome, and for which they are paid their regular salary. The specialist\nis usually allowed to handle the work as he may prefer, few county superintendents indicating to him what particular line they should like to have\n\nfollowed up. It goes without saying that about all that comes of the\nservice in institutes is a speaking acquaintance with the subject. It simply\ngives teachers who are willing to listen a chance to know a little about\n\nthe history, the theory, and the administration of tests. They become\nslightly acquainted with the field covered, and are fortunate if their\ninstructor puts them through a test themselves.\n\nSeldom does the teacher\n\nfeel, at the end of the two days, that she is at all qualified to do the work\nin her school.\n\nA few, without doubt, try it, and continue to use it.\n\nbecoming more or less expert through practice and study. A few try it\nwho ought not to.\nThe study center-The study center is a Saturday meeting under the\ndirection of the county superintendent, with instructors furnished at the\n\nexpense of the State Teachers' College, through its extension service.\n\n"}
{"page": 692, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n4665\n\nUnless a series of meetings is provided for, to which the same instructor\n\ngoes again and again, it is obvious that the time is too short to do more\nthan introduce the subject. It has been found that this work practically\ntalls flat in study centers, unless there is the actual administration of a\ntest. If one of the more simple ones is used to demonstrate with, live\n\nteachers will occasionally secure copies and undertake to see what they\ncan do in administering them. A few county superintendents have had\ntheir teachers secure a book on the subject of tests, and have had a series\nof meetings, in which the subject is studied under the direction of a specialist. With such treatment, the average teacher ought to be able to do\nsome testing with fairly accurate results.\nThe survey-The survey of a school may be one of many different types.\nBoth the State University and the Teachers' College do this type of work.\nBut the survey in which all the work is done by a specialist, who in due\ntime makes a report as to his findings, with recommendations, is, in its pure\nform, limited to the University, in Iowa. The Teachers' College is not\nsupposed to make a survey, unless the teachers get training in service.\nWhen this plan is fully carried out, we refer to the campaign as consultative service, rather than as survey.\n\nConsultative service-This is the type of work which is coming to be\nthe outstanding feature for teacher help in Iowa.\n\nIt will, of course, be\n\nunderstood that this type of service, in one way or another, at one time or\nanother, covers practically all phases of help in classroom instruction, and,\nto some extent, classroom supervision. Here, we are limiting our discussion to the type of consultative service which has to do with standardized\ntesting.\n\nCarried out in its best form, so far as we now know, the program is as\n\nfollows: Testing by a specialist; meeting of teachers to score papers ;\nmeeting of teachers to tabulate results; graphing by specialist to show\nresults; instruction in study of the individual papers; recommendations by\nthe specialist or a follow-up worker ; practice by the teachers on the work\nrecommended ; re-test, preferably by the teachers ; conclusions drawn.\nItwill be at once apparent that this campaign may be varied in many\nways at many points. Local conditions, the purpose the superintendent\nhas in mind in putting on the program, the amount of assistance needed\nby the teachers and superintendent, the availability of the specialist, the\nfunds at the disposal of the authorities, etc., will affect the campaign and\nits results.\n\nCredit extension classes-Instructors are sent from the campus at Cedar\nFalls to points within the State to hold regular classes. As much time is\ndevoted to the work as is theoretically necessary to complete the same course\nat Cedar Falls. A large percentage of these so-called credit extension\ncourses are in tests and measurements. Regular college credit is given,\nand a percentage of credits toward graduation may be made in this wav.\nTeachers who have taken this course should be able to conduct all types\noftesting and measuring in their own or other teachers' rooms .\n\n"}
{"page": 693, "printed_page": null, "text": "666\n\nNATIONAL EDUCATION ASSOCIATION\n\nExamples of a county-wide survey-In the fall of 1922, the county\nsuperintendent of Calhoun County, Iowa, Helen Wilson, invited me to\nstart a testing program with the Illinois examination. We visited enough\nschools to acquaint her with the way of going at the work, and I introduced the subject of tests and measurements in the institute. The test\nwas administered to the teachers, who were cautioned not to do any drill\nwork in their schools, before the testing program was over. There is\nno indication that any of the teachers made any attempt to \"plug\" for\nthe survey. Miss Wilson then tested every one-room school in the county\nexcepting one. The papers were scored and tabulations made. The material was then turned over to me . We decided to attack Silent Reading,\n\nas it was below standard. Nothing, of course, could be done for native\nintelligence, and in the fundamentals of arithmetic the pupils were up to\nnorm, or nearly so. The situation was graphed. A series of eight meetings were held, so placed over the county as to require no teacher to go\nmore than five miles to be present. The graphs were presented to the\nteachers, after which remedial measures in silent reading were developed.\nAbout two and a half to three hours were given each group. These\nmeetings were held in mid-winter. Late in the spring, the county superintendent re-tested the silent reading performance of the pupils. Her\nreport is that there was not so good a gain as she had looked for.\nA similar campaign, covering a wider range of subjects, was carried on\nin the schools of Black Hawk County, a year earlier. The modus operandi\nin this county was to test about half the county, have a meeting of the\nteachers, administer the test to them, and have the teachers finish the task.\nOn the whole, results show higher scores in the teacher-tested schools than\nin the ones tested by the specialist, but the difference is not striking. This\ncampaign was put on under the auspices of the State Teachers' College\nand the county superintendent, H. C. Moeller, of Waterloo, and reported\nto the Rural Education Committee of the National Council of Education.\n\nThe report was later published as a bulletin of the college, and can be\nsecured under the title, \"Surveying Rural Schools.\" The campaign is\nreferred to here, to call attention to the fact that our campaign in Black\nHawk County brought better results than the one just referred to in Calhoun County. There is no essential difference between the two counties,\nso far as we know, to explain the difference in results. Both have teachers\nabove average, with leaders of scientific attitude and broad outlook.\nL\n\n"}
{"page": 694, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n667\n\nDISCUSSION OF THE REPORT OF THE COMMITTEE ON\nA COMPARATIVE STUDY OF INSTRUCTION IN CONSOLIDATED AND ONE- TEACHER SCHOOLS\nL. M. FAVROT, FIELD AGENT OF THE GENERAL EDUCATION BOARD\n\nBATON ROUGE, LOUISIANA\n\nThere is no question that the report under discussion is a valuable study\nin the field of comparative instruction. The subject is one about which\nthere is need for investigation and discussion. In Mr. Abel's study on\nconsolidation and transportation (Bulletin No. 41, U. S. Bureau of Education), he states that \"the past thirty years has been a period of awakened\ninterest in rural schools, a period of rapid enactment and betterment of\nconsolidation and transportation laws, and a period of more united effort\nin bringing about consolidation.\" State and county school authorities in\ngreat numbers have lost faith in the one-teacher school. Many regard it\n\nas an undesirable relic of by-gone days, incapable of accomplishing any\ngood, an antiquated piece of school machinery that must be annihilated as\nquickly as possible. Yet notwithstanding all the efforts of the past thirty\nyears, we still had in 1920 in America, 45 per cent of the rural teaching\ncorps working in 187,951 one-teacher schools. The one-teacher rural\nschool is still enough in evidence to impress a distinguished English historian,\nor writer of fiction, and cause him to tell the world that we are still a Nation of \"little red schoolhouses.\" Whatever we may think of the small rural\nschool, there are still enough of them left for us to take some notice of them\nand work to make them better.\n\nIt is, therefore, time indeed that a com-\n\nparative study of instruction in the two types of rural schools be undertaken, and the Department of Rural Education owes a debt of gratitude\nto the chairman and members of this committee, and to the 158 State di-\n\nrectors and local coöperators who assisted in gathering and compiling the\ndata.\n\n1\n\nThe committee laid its plans with the utmost care, and proceeded to\ndo its work with a degree of thoroughness which makes the finished product\na real contribution to the scientific study of an educational problem. There\nis a prodigious amount of work involved in the testing of 15,652 pupils,\nin scoring approximately 80,000 test papers, in analyzing, grouping, regrouping, and compiling facts and scores, and in figuring medians and per .\ncents in the preparation for the eight tables from which are derived the\nfindings of the study.\n\nI agree with Mr. O'Brien, in his review of the study in the September,\n1923, Journal of Rural Education , that the method and technique employed in the study are well selected and the applications carefully controlled. The calculations and general findings of the report I am accept-\n\ning without question as published, except for the revision of Table 5 which\nthe chairman of the committee himself placed in my hands, and which increases the median of the several grade medians showing the difference in\n\n"}
{"page": 695, "printed_page": null, "text": "668\n\nNATIONAL EDUCATION ASSOCIATION\n\nachievement of the two types of schools, from 27.5 per cent to 33 per cent.\nI agree furthermore with the editorial appearing in the April number of\nthe Journal of Rural Educatiton that the report is unsettling, and that we\nneed a more extended study for the purpose of trying to answer some of\nthe questions that this study has raised, for, after all, when we attempt to\nconsider this report in its entirety, it does appear to leave us with these\ntwo outstanding questions before us: Is the consolidated rural school as\ngood as we thought it was ? Is the one-teacher rural school as bad as we\nthought it was ?\nThe summary of the report brings out such differences as are found to\nexist in results of instruction in the two types of schools and also such\ndifferences as might have bearing on instruction. Several of these differences are regarded as insignificant. Others are significant.\nThe report considers the relative value of instruction in the consolidated\nand one-teacher rural schools based on standardized tests given in the very\n\nfundamental subjects of reading, writing, spelling, arithmetic, and language.\nThe results of these tests and of a comparison of administrative differences\nare here summarized under the following general findings :\nBoth grade-achievement and age-achievement differences are in favor of\nthe consolidated school, the general median difference in both cases being\n33 per cent of a year's work. In other words, the consolidated school\nchild in grades three to eight is approximately 57 days ahead of the oneteacher school child in the five subjects in which these children have been\ntested.\n\nThe age-achievement differences increase with advancing ages, and the\ngrade-achievement differences increase from grade to grade. Whereas the\n\nthird and fourth grade children in the consolidated school are only onefourth of a session ahead of those in the one-teacher school, the eighth\ngrade children in the consolidated school are very nearly one-half of a\nsession ahead of those in the one-teacher school.\n\nMore than half (56 per cent) of the elementary teachers in consolidated\nschools have training two years or more above high school, while only a little\nmore than one-fourth of the teachers (28 per cent) in the one-teacher\nschools have equivalent advanced schooling.\nThe committee has felt warranted in concluding its report with six sig-\n\nnificant questions. These questions literally take one's breath away. After\nbeing in the rare atmosphere of a scholarly and scientific treatise, one\nfeels something of a jolt at being brought face to face with questions that\nare so fundamental, so practical, so far-reaching, so challenging, and, one\nmight almost say, so revolutionary. Clearly the committee has been disappointed in the results of the tests given in the consolidated school, and agreeably surprised at the results of those given in the one-teacher school. Be-\n\ncause of this, they have felt warranted in asking questions which have a tendency to make us wonder whether we have for many years been magnifying\nthe value of the consolidated rural school and minimizing the possibilities of\n\n"}
{"page": 696, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n669\n\nthe one-teacher school. Since these last six significant questions strike at\nthe very foundations of current administrative American policy in rural\neducation, one is compelled to pause and consider their significance.\nThe first question asks : \"Why is there such a small difference in the\nresults of instruction between the two types of schools ?\" One's first reaction to the question is, is the difference so very small-a difference of\nmore than two months in the ability of the pupils in the lower elementary\ngrades, and of more than four months in the ability of pupils in the higher\nelementary grades ? Who can tell us what difference we might have a\nright to expect ? True, the results disprove, in so far as these subjects are\nconcerned, the extravagant claim sometimes made that instruction in the\nconsolidated school is 100 per cent better than in the one-teacher school.\nBut in no subject or grade in which pupils are tested are results in the\none-teacher school superior to results in the consolidated school.\n\nIs not\n\nthis fact significant in showing the superiority of the consolidated school?\nAgain, are the data on which the findings are based, of such a nature as\nto enable us to reach the conclusions reached by the committee as to results of instruction in the two types of schools ? Note that the committee has measured the value of instruction in these two types of schools\n\nin terms of efficiency in the three R's, and thrown in the Trabue language\ntest, which is in the nature of an intelligence test. Isn't it a fact that the\nuntrained teacher most frequently found in the one-teacher school doesn't\nknow that school teaching consists of anything more than hammering away\nat the fundamental arts of reading, spelling, writing, and numbers ? Her\nmethods may not be modern or pedagogic, but backed by her constituency,\nshe conceives her job to be to teach books and the fundamental school arts .\n\nWith attention largely centered on this task, ought not the results to be\nsatisfactory? In the consolidated school we find the trained teacher seek-\n\ning to interest her pupils in the beauties of nature and the elementary\nsciences, in the rich content of geography, history, and civics, in music and\nart, in the arts of home-making and agriculture, and in a curriculum that is\nbroad and rich and in close touch with humanity and all of its interests.\nHave we really measured the differences in results of instruction when we\nhave measured only instruction in the fundamental school arts?\nThe next question asks : \"To what extent does the difference in teacher\nqualifications account for the instructional differences in favoring the consolidated school ?\" The data do not show clearly the difference in qualifications in the two types of schools. Table 8 shows that a larger proportion of elementary teachers in consolidated schools have training two years\nor more above high school than in one-teacher schools. The record does\nnot show whether these two years above high school were spent in a teachertraining institution or in college. If spent in a college, it might be diffi-\n\ncult to show that these teachers can teach reading, writing, arithmetic, and\nspelling any better than the teachers who had less than two years' training\nabove high school. If spent in a teacher-training institution, we would have\n\n"}
{"page": 697, "printed_page": null, "text": "670\n\nNATIONAL EDUCATION ASSOCIATION\n\na right to expect greater ability in teaching the fundamental arts. What\nassurance have we, however, that even the teacher-training institutions, with\nthe emphasis that many of them place on general psychology, general principles of method, school management, and history of education are preparing the teachers adequately for the practical work of teaching the fundamental arts, and of doing their work so thoroughly as to assure satisfactory\nscores in standardized tests ? Until we have more information as to the\nnature and extent of the professional training of the teachers in the two\n\ntypes of schools, it will be difficult to attempt to answer the question as to\nhow far teacher qualifications may account for the instructional differences\nfavoring the consolidated school.\nThe third question is: \"Is the consolidated school realizing on its opportunities ?\" Just what are the opportunities of the consolidated school ? The\nadvocates of consolidation find in it a more effective unit of school organization, administration, and supervision; an opportunity for a more just distribution of taxation and handling of school finances ; a means of community\n\nand social betterment ; of wider play activities and a wider use of the school\nplant; of promoting public health, and a better school attendance. As\nalready noted, the opportunity of the consolidated school lies in presenting\na broader, richer curriculum, in appealing more largely to the interests\nof children, and in developing their social and civic welfare. To attempt\nto answer the question, then, it would be necessary to have many facts not\nfound in the data considered. Limiting the scope of the question to include\ninstruction only, the opportunities for superior instruction in consolidated\nschools lie either in employing better trained teachers or in closer super-\n\nvision, or in both.\n\nIf the consolidated schools have employed trained\n\nteachers, and the instructional differences between the two types of schools\nare not what they should be, the blame may not yet necessarily be on the\nconsolidated school, and the question may take the form: \"Is the normal\nschool realizing on its opportunities ?\" If instruction in the consolidated\nschool is not properly supervised and effective supervision in rural school\nis still in its infancy-the consolidated school is probably not realizing on its\nopportunities in this field, and the committee has done well to direct atten\ntion to the possibilities in supervision.\nThe fourth question is : \"Have we not erected costly buildings, installed\nelaborate equipment, and set up extensive organizations, and assumed that\nthey would produce superior classroom results ?\" This question does not\nappear to be warranted by the findings of the study. We may infer from\nthe question that the committee had in mind, through it, to call our attention to the time, effort, and money spent on these external things, to the\nneglect of that which is fundamental, the training of the child. Of course,\n\nno thoughtful person would assume that buildings, equipment, and organization of themselves produce superior classroom results .\n\nQuestion number five asks : \"Does not the study create a higher regard\nfor what the one-teacher school is accomplishing ?\" Perhaps it does create\n\na higher regard for what the one-teacher school accomplishes in teaching the\n\n"}
{"page": 698, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n671\n\nfundamental school arts, if we accept the committee's judgment that the difference in the results of instruction between the two types of schools is small .\nBut does that necessarily create a higher regard for what the one-teacher\nschool is accomplishing in the way of providing an education for the rural\nchild? It has been said that the one-teacher school of the past, developed selfreliance and self-help among pupils of a certain type of mind, and that this\nwas probably worth more to the pupils than the finest schemes of instruction\nyet devised. To prove the truth of this, our attention has been called to\nthe products of the one-teacher school who have achieved distinction in\n\nvarious walks of life. The otiose tendency about which former Superintendent Joyner, of North Carolina, delivered an address, as president of\nthe National Education Association, several years ago, is more likely to find\nexpression in the graded school where help is ever present in time of trouble,\nthan in the one-teacher school where the ambitious boy knows that if he\nexpects to succeed, he must shift for himself. Some of us school men sometimes say that we would be willing to have our children taught in oneteacher schools.\n\nWhen we do so, however, do we not think of the one-\n\nteacher school of the past with an experienced and well-educated teacher\nin charge? Do we not think of sending our child from our own home in\nwhich he has the social and cultural environment that we wish him to have ?\n\nDo we not think perhaps of our own ability to help the child occasionally\nover some of the difficult places ? Do we not thus in many ways limit our\nexpectations of what a school should accomplish ? We are to-day, however,\nengaged in the tremendous task of educating everybody for American\ncitizenship in its broadest sense, and it will take a strong argument to convince school administrators that the one-teacher school, even at its best, is\nequal to the task.\n\nQuestion number six asks whether it would not be wise, in the light of\n\nthe report, to recommend some modification of a consolidation program\nwhich contemplates the abandonment of the one-teacher school and the\ntransportation of all the pupils to a central school. Various systems of\npartial consolidation and grade limitation have already been tried out successfully in several States. The plan of transporting all pupils to a central\nschool has already been modified in many different ways. Administrators\nof rural schools have been quick to try out great numbers of plans that\nwould avoid the complete abandonment of all one-teacher schools, and\nsave the expense of transporting all pupils to a central school. This particular significant question, therefore, is being answered by experiments\ngoing on in different parts of the country.\n\nThe study has not advanced a legitimate argument against consolidation\nor in favor of the one-teacher school.\n\nPerhaps the consolidated school is\n\nnot realizing on its opportunites. Perhaps the teachers have not been\ntrained in all respects as they should be trained. Perhaps supervision has\nnot yet set up for the different grades and classes distinct goals, and provided the inspiration and the machinery needed to attain its goals. Perhaps\nitwould be unwise to close the one-teacher school which is able to retain\n\n"}
{"page": 699, "printed_page": null, "text": "672\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe teacher whose personality and consecration have done so much for the\npupils of successive school generations, provided this teacher is enjoying\nthe comforts and common decencies of life in a satisfactory boarding place.\nIt is not intended in this discussion to deny the implication of some of\nthe significant questions. It would be interesting and profitable to know\nthe distinguishing features of both types of schools, the one-teacher and the\nconsolidated, that are actually getting satisfactory results. This study\n\nbears out studies that have been made in connection with State surveys.\nIn the Indiana State survey, for example, the average achievement of fifth,\nseventh, and eighth grade pupils in schools of six or more teachers in the\nsubjects of reading, spelling, and arithmetic is .4 of a year greater than in\none-teacher schools. The average achievement of pupils in the city schools\nin the same State, grades, and subjects, is practically a year better than in\none-teacher schools. Apparently, then, from this and other surveys that\nhave been made, the closer the organization, administration, and supervision\napproach the standard of the city school, and the farther removed from the\none teacher school, the more likely the school is to be efficient even in teaching the fundamentals .\n\nIn conclusion, the report of the committee offers superintendents and\nsupervisors of rural schools, as well as trainers of teachers for rural\n\nschools, much food for thought. In making this study the committee\nhas carefully done an arduous task. Perhaps it has over-reached itself\nin making some of its significant questions at the close, so broad and\nall-inclusive. However, if in asking these questions, the committee inintended merely to stimulate discussion which would result in improvement of instruction in rural schools, the questions have been so selected\n\nas to strike at some of the fundamental problems in rural education.\nIf, on the other hand, some of these questions are designed to reflect\nupon the value of consolidation, to stay the progress of this movement, and\nto upset a policy that has received general acceptance in this country, then\nit must be said that there is nothing in the findings and conclusions of the\nstudy to justify such action. The study will have served a useful purpose\nif it becomes the starting point for a more extended study of the value of\nthe two types of schools, and if it stimulates improvement of instruction\nin all rural schools .\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nCONSTRUCTIVE\n\nSTUDIES\nNORMAN FROST , PROFESSOR OF RURAL EDUCATION , PEABODY COLLEGE\n\nNASHVILLE, TENNESSEE\n\nThis committee originated two years ago at the Chicago meeting of the\nDepartment of Superintendence of the National Education Association.\nAt that meeting of the committee it was recommended that three studies\nbe undertaken by the Department of Rural Education, and chairmen were\n\n"}
{"page": 700, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n673\n\ndesignated who were asked to make up their own committees with the\nadvice of the president of the department and the secretary. The three\nsubjects selected at that time were as follows :\n\n(1) Comparative instruction in one-teacher and consolidated rural\nschools. John Foote was chairman of this committee, and the study has\nbeencompleted, reported to the department, and the committee discharged.\n(2) A study on rural school attendance. Adelaide Ayer is chairman\n\nof this committee and the study is being prosecuted. It is recommended\nthat the committee be continued .\n\n(3) A study on the rural school curriculum and junior extension work.\n0. G. Brim is chairman of this committee, and he has found the study\nimpracticable at this time. It is recommended that the study be temporarily\nabandoned.\n\nAt this time it is recommended that the department undertake a study\non the fundamental principles and background of rural education ; that\n0. G. Brim be made the chairman of this committee; and that he be\nrequested to select the members of this committee with the advice of the\n\nsecretary and president of this department.\nSome question has been raised as to the feasibility of carrying on studies\ninthis manner. Most people who are members of this department do not\nhave time for extensive work outside of their regular duties, and we have\nno material funds available for assistance in prosecuting such studies.\nFor this reason it is recommended that in addition to an attempt to continue the studies above suggested, the Department of Rural Education\nshould recommend to the National Education Association that a special\ninvestigator in the field of rural education should be appointed as a member\nof its Research Department. It is recommended that a special committee should be appointed to take up this matter with the officials of the\nAssociation.\n\nIt is further recommended that the members of the Department of\nRural Education individually should take up with the directors of the\nNational Society for the Study of Education the possibility of including in\nsome of their studies investigations of particular interest to rural education. Such work by the National Society for the Study of Education might\n\ntake the form either of a special yearbook on rural education, or of the\ninclusion of chapters on the rural aspects of general investigations which\nthe society is undertaking. For the convenience of members a list of the\ndirectors of the National Society is here appended, and members of this\norganization are urged to write them.\nIt is further recommended that the following lists of topics for possible\n\nstudies be submitted to the department, and be published in the Journal of\nRural Education, with the request that members of the department and\nothers interested in rural education, indicate to the Committee on Construc-\n\ntive Studies the topics in which they are interested and upon which they\nare willing to work. This committee asks authority to recommend to the\npresident of this department, from time to time, that specific topics be\n\n"}
{"page": 701, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n674\n\ninvestigated, and to recommend chairmen of committees to undertake such\ninvestigations.\nThe following topics are submitted in connection with the above recom-\n\nmendation : The curriculum of the rural school; financing of rural education; the equipment and plant of the modern rural school; the principles\ninvolved in the location of rural schools; the organization of county departments for the administration of rural schools ; instructional differences\n\nbetween schools of the country and schools of the city; a system of records\nfor rural schools; the curricula of rural education divisions in teacher train-\n\ning institutions; grade limitation for small rural schools instead of complete\nconsolidation; age-progress of pupils in rural schools; the functions of\n\nprincipals of small town and consolidated schools; community functions\nand relationships of rural schools ; certification of rural teachers; the organization of the one-teacher school; state legislation in regard to rural education; a continuation of the study on the results of instruction in one-teacher\n\nand consolidated schools; classification of children in rural schools, and the\nintelligence of country people.\n\nTHE PORTER SCHOOL : A NEW VISION OF THE RURAL\nSCHOOL IN COUNTRY LIFE\nMARIE TURNER HARVEY, THE PORTER SCHOOL\nKIRKSVILLE, MISSOURI\n\nIt is obvious from the arrangement of the program that this topic was\nchosen to present the practical and practicable service of the rural school\nin its community. It is further obvious that at best eleven years of history\n\ncompressed into a twenty minutes' report can be only suggestive, and I\nknow of no better way to present it than in narrative form under the\nfollowing heads :\n1. Original purpose in initiating the experiment.\n\n2. Original conditions and special difficulties.\n3. First steps .\n\n4. Snap shots running through the period since 1912, suggesting that:\n(a) Legitimate classroom procedure aroused latent creative forces\nin the community, and gave them direction for the permanent good of all concerned ;\n(b) Extreme individualism and the narrow selfish attitude of child\n\nand parent gradually evolved into a coöperative and generous neighborliness ;\n\n(c) Old and young alike grew in self respect and ceased to gauge\ntheir social worth by the customary \"city yard stick;\"\n(d) Social and intellectual standards were raised as shown by the\nfact that the occasional undesirable school entertainment and\n\nmelodramatic \"revival meeting\" in surrounding districts\nceased to interest the young people ;\n\n(e) A surprising degree of culture was developed in one decade.\n\n"}
{"page": 702, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n675\n\nTwo years' work in the Department of Rural Education in a Missouri\nState Normal School forced me to see that Missouri's outstanding education problem was the improvement of her rural elementary schools. While\npublic sentiment was being created in favor of consolidated schools, I saw\nclearly that for many reasons, consolidation must proceed slowly for a\ndecade or two, and the fact that more than 5,000,000 rural children of\nvarying ages were receiving their only preparation for citizenship in these\none- room schools impressed me deeply.\nI reasoned somewhat like this : \"Approximately one- fourth of this number, or more than a million children, will be leaving these schools annually.\n\nThey will be men and women in an incredibly short time. They will be\nestablishing homes, participating in the public business of the district, the\ncounty and the State. Often, they will exert the determining influence\non public policies, conscientiously, but alas! many times to the detriment\nof the cause they would serve, and for self-evident reasons. Therefore,\nin view of these and other related facts, these 200,000 one-room schools\nshould make the closest approach to educational efficiency in the shortest\npossible time; and to do this, the logical \"next step\" would be the placing\nof a qualified mature teacher in this one-room school.\n\nMy confident and enthusiastic advocacy of this theory, supported by\nsuccessful demonstration in the rural demonstration school on the campus,\n\nelicited approval from the student teachers, who always qualified it, however, with the challenge: \"But Mrs. Harvey, this could not be done in the\ntypical school situation. You do not know conditions in the country.\" So\nI came to see the need of an experimental study of the possibilities of this\ntype of school being made, and I finally won my own consent to undertakeit.\n\nThe decision was made partly because my experiences as teacher and\nprincipal of a St. Louis suburban school for a decade, and later in a normal\nschool, qualified me for such study; partly because I could not then doubt\nthat such demonstration would do, something towards winning the active\n\nsupport of the farming people of Missouri on the one hand, and on the\nother hand would encourage the making of a more flexible course of study,\n\na new type of daily program, and ultimately the abandonment of the\npresent universal so-called graded system with its corollary, the \"eighth\ngrade graduation,\" which I have long known was worse than ineffective,\nand to which I am unalterably opposed.\nThe initial steps included finding a district with a school suffering from\nall the characteristic ills, and having also a vacant house available for the\nteacher's home. Porter school met every required test. A four-room\nshack was rented by the teacher, who had agreed to \"teach\" the school for\neight months at $50.00 a month with the sub rosa understanding with the\nschool board that if she could prove satisfactory to the patrons, and if\nthey would cooperate in her reasonable demands, which did not contemplate a high tax, she would remain three years.\nntof\nols, a man of vision and\nThanks to the county sup\ncourage, I was free to wo\nurriculum, daily pro:\n٠٠\n\n1\n\n1\n\n"}
{"page": 703, "printed_page": null, "text": "676\n\nNATIONAL EDUCATION ASSOCIATION\n\ngram, etc. , and proceed at all times according to my best judgment.\nBriefly, the school was to be a real \" laboratory.\"\nSince a fair appraisal of values calls for a knowledge of original condi-\n\ntions, the following outstanding items of assets and liabilities are given:\nOn October 14, 1912, the opening day of school, there were twenty-three\naverage children ranging in age from five to seventeen years; a teacher\ndevoted to the problem of rural life and its improvement through the\nmedium of the school; one family, the father a board member, of which\nboth parents were persons of liberal education and culture and the finest\n\nideals of community service; $200.00 in the incidental fund and $400.00\nin the teacher's fund.\n\nFirst among the outstanding liabilities, I would place the determined\nopposition to progress by the major number of taxpayers whose children\nhad long since left the school and the neighborhood, and whose activity\nwas prompted by mixed motives of economy-for progress to such as these\nalways means insupportable tax-and petty personal revenge against certain\ncitizens now needing a school.\n\nThere was an absolute lack of coöperation, initiative and, worst of all.\nlack of faith in the possibilities of bringing about a permanent régime of\nprogress through education on the part of the major number of those sending children to school.\nThere were three illiterates (through no fault of their own) among the\nwell-to-do taxpayers, and saving two or three families, all others had such\neducation as was afforded by the old Porter school . Nowhere could be\nfound a more striking example of extreme individualism and social, spiritual, and intellectual starvation than existed in this school district of nine\n\nsquare miles of excellent farm land, contiguous with Kirksville, a town of\n8,000 population and the seat of the oldest normal school in the State.\nThe measure of the community can be taken by viewing the schoolhouse.\n\na shack built by a jack carpenter at a cost of $600.00 some twenty years\npreceding, a house that was everything but what it should have been\n\nhospitable to the tramping fraternity, but allowing its children to freeze\nhands and feet in the severe winter. It was necessary to call a mass mecting to secure the favorable sentiment of the community before the board\nwould agree to let the teacher lock windows and door effectively against\nthe tramps lest they react on the farmers by burning haystacks and barns.\nPrevious to 1912, these creatures burned window shutters, toilet doors\nand many bushels of coal unmolested.\nIn 1912, night riders circulated a petition to find sufficient money to\ncarry the case to the Supreme Court if necessary, rather than allow that\n$200.00 to be applied to the purchase of a furnace for the basement room,\n\ndug and concreted by voluntary labor donated by the faithful few. That\nthe records showed at the close of the year the almost perfect attendance\n\nof the enrolment, due in part to the improved physical conditions ; and\nthat the furnace consumed exactly the same number of bushels of coal\n\nas was used the preceding school year for an irregular attendance of the\n\n"}
{"page": 704, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n677\n\nten pupils enrolled, softened their attitude not one iota. Their supreme\nindifference to the needs of a good school, their neglect of their most obvious duties as citizens, were directly traceable to their own lack of education. They were descendants of homesteaders here, the majority of whom\nhad moved westward from Pennsylvania, and lived always under pioneer\n\nconditions quite independent of \"schooling.\"\n\nIn the main, they repre-\n\nsented the work of the old Porter school and all similar schools.\n\nIn such unfriendly atmosphere, and amid most sordid surroundings was\n\nthe school begun. I regret time does not allow a detailed account of procedure the first day and during the early weeks, but I must content myself\nwith assertions and leave it to you to link these into an intelligible whole.\nChildren are reasonable beings, and in this case they readily agreed to\nthe trial of a new plan which it was explained would bring them long\nrecitations and study periods and other large benefits. The plan included\nthe classification into four groups largely on a basis of age and ability to\nread, a flexible daily program of never more than sixteen formal recitations,\nand the elimination of the report card, the quarterly examination, the copy\nbook, the spelling book, and such texts as the primary physiology and language book, and also every nerve-racking, envy-creating artificial stimulus.\nThe \"A\" group included five boys and two girls from fourteen to seventeen years, intelligent, hopeful young folks, only two of whom could read\nas well as an average sixth grade pupil. Very soon, they were named the\n\"Senior Group,\" thus removing the stigma of an eighth grade classification\ninname and limitation of studies. The \"D\" group enrolled six little folks\nfrom five to seven years. Through the latter, it was possible to win gen-\n\neral confidence, not only because of the ease and rapidity with which they\nread, wrote, dramatized, etc., but also because it afforded other pupils\nopportunity to strengthen weak places in their own educational structures ;\nwhereas the senior group, with mature minds and awakened ambitions ,\n\nquickly became valuable aids in interpreting the purpose and procedure\nof the school to the community. Here, too, was the first social unit,\norganized within ten weeks as a parliamentary body, self-styled \" The\nShakespeare Reading Circle.\"\nAmong other things, the general program contemplated teaching children how to read and what to read ; giving them power to think, to study,\nand to speak and write good English; developing in them a respect for\nall kinds of labor well performed ; convincing them that farming is a funda-\n\nmental occupation and that it is as respectable to be a good farmer-citizen\nas to be a good merchant; giving them a vision of a realizable country\nhome, and ambition to own one, and be a worthy inmate of such home.\n\nThere was never any thought of \"vocationalizing\" the school or condemning all children to the farm regardless of capacity for another life.\nRealizing that the welfare of the children demanded a mutual interest\n\nand understanding between parent and teacher, ways were discovered that\nfirst year to secure the presence of parents at irregular intervals at Thanksgiving, Christmas, and Washington's Birthday. Invitations motivated\n\n"}
{"page": 705, "printed_page": null, "text": "678\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe English and hand work. The programs, always built from the regular\nschool work, soon had the desired effect on the pupils as well as on the\nparents, who found literature, history, and music through the medium of\ntheir children interesting and instructive. The teacher always gave an\n\ninformal talk, though even she did not then realize the possible results\nfrom these simple beginnings .\nIn the spring of 1914, shortly before the annual school election, when\nthe school's fate hung in the balance, a group of little ones appeared before\nthe community gathering in a patriotic exercise. When little Mary said\n\nin ringing tones in response to roll call, \"Davy Crockett said 'Be sure you\nare right and then go ahead, \" there was a visible stir in the audience;\nwhen six-year-old Jamie responded, \"John Quincy Adams said, 'No man's\nvote is lost that is cast for the right, \" the men began to nod to each other;\nand when Johnny responded : \"Benjamin Franklin said, 'We must all hang\ntogether or assuredly we must all hang separately, \" loud heartening\napplause filled the room.\n\nSentiment became a settled conviction on hear-\n\ning an older pupil quote feelingly, \"O strong hearts and true! not one\nwent back in the Mayflower ! No, not one looked back, who had set his\n\nhand to this ploughing.\" Their school was saved by one vote that year,\nand the time came when no opposition vote was cast.\nEvery meeting of this kind stimulated the parents with new understanding, new hope, and determination to realize such hope, and left the community on a higher plane of thinking. Never was it necessary to resort\nto the antiquated \"pie supper\" or \"box supper\" or senseless plays so generally used in the rural situation. Never was Shakespeare more thoroughly\nenjoyed than by this community when they saw their sons and daughters\nin a very creditable interpretation of \"The Merchant of Venice,\" the play\n\nbeing preceded by a sketch of the author and the story of the play; and it\ncan readily be seen that because of the dramatization of such literature as\n\"Miles Standish, \" \" The First Christmas Tree,\" the \"Christmas Carol. \"\n\netc., the younger children early learned to enjoy Longfellow, Van Dyke,\nand Dickens, and began to build their personal libraries.\nAt times, I am inclined to say it was music that harmonized, socialized.\nand stabilized the community and proved the most valuable aid in advancing the school's interests. Good music-vocal, piano, and band-is at all\ntimes at the command of the community today.\n\nL\n\nAnother phase of the school's work is suggested by the following excerpts\nfrom themes read at the Class Day exercises, 1919. Ruby, secretary of\nthe poultry club, writes on \"Four Years of Poultry Club Work,\" in which\nshe says, \"Mr. Kempster scored our chickens, but no prizes were given.\nOne boy made enough\nWe consider knowledge gained our prize.\nmoney from chickens to pay for his lessons in the junior band. A girl paid\nfor a $40 cornet. Two sisters are paying for their piano. One girl bought\na Liberty bond.\" John, president of the junior band, reports its first\nyear's history saying, \"It is the purpose of the junior band to keep music\nalive in the community,\" then tells that the total cost to date is $421 , and\n\n"}
{"page": 706, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n679\n\ncloses with the challenge, \"In the long run will it be a good investment ?\nWe will leave the answer to you.\" And Mary, secretary of the pig club,\nexplains in her report of two years' work, \"Through the pig club, we are\ntrying to raise pigs profitably so that we can get a college education, for\nno member of our class will be satisfied without a higher education.\"\nOn the ninth anniversary of the new Porter school, by this time a traditional date in the community, the high school group gave an original play\nentitled, \" The Dwelling Place of Progress,\" involving both the school's\nhistory and prophecy. Note the titles of the scenes: A New Order of\nThings; Three Months Later; Signs of Local Leadership and Initiative;\nThe Mustard Seed.\n\nIt was admirably written and presented, and made a profound impression on old and young. It is significant in this connection, that John, with\nno educational background, whose father in 1913 warned me, \" My boys\n\nlike you awful well, but I hear you're trying to start a high school and I\nwantyou to know right now that I'm agin high school\"-named this play,\nand practically wrote the last scene. Furthermore, John, graduated from\nhigh school with honor, is this year successfully teaching a rural school\nof forty pupils six miles from Porter, at $80 a month, and will have his\ncollege degree before ceasing school work.\n\nStatistics are dull, but these should be offered : On the opening day,\n1912, the Senior Group averaged 15 years ; on the closing day, seven\nyears later, the out-going eighth grade averaged 14 years; the ninth grade,\n15 years; and the tenth grade, 17 years . One hundred per cent of the\npupils seek a high school education, some more. The \"Beginners of 1912 \"\ncompleted the elementary work and three years of high school offered at\n\nPorter in ten years of eight months' terms. All were honor senior high\nschool students in Kirksville.\n\nIn conclusion, I would show you three pictures which are self-explanatory:\n\n1. Time, eight P.M., Saturday, April 19, 1921. Place, main floor of\nthe Porter school, presenting the appearance of an attractive living room.\n\nTwenty-five young people from ten to twenty-three years of age are in\ntheir places for the regular Saturday night band practice of two hours.\n\nForty other persons, parents and neighbors, are here, too. Glen is home\nfrom the College of Engineering. Glen slips into his old place, for he is\nin practice, being a member of the university band, one of twenty freshmen chosen on examination. The fathers slip off and bring seven gallons\nof ice cream. The concert is done. The mothers serve all with generous\ndishes of cream, and a social hour follows. Innocent, wholesome pleasures ,\n\nthese, and they tie the young people to home, school, and community.\n2. Time, December 28, 1923. The hour, seven P.M. Place, the basement room. The occasion, a dinner party, four former students acting as\n\nhosts to the graduates of the school. The improvised dining room, the\ntable attractively arranged, the decorations simple and artistic, pay tribute\nto the ingenuity of the hosts. Note the large red candle in a nest of holly\n\n"}
{"page": 707, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n680\n\nin the center of the table, symbolical of Porter lighting the way for country\nchildren. This is emphasized in the souvenir booklet, including program,\nclever songs, and the roster of graduates, for the cover shows a single\ncandle with the quotation, \"How far that little candle throws its beams.\"\nAs I look at the sophisticated young people about that table, I recall the\ncomment of a banker's wife who, on visiting the school in the early days,\nsaid, \"Why, these children look as though they had their regular baths.\nThey do not look like country children.\" About this table sit four engaged in farming, six teachers, three of whom are young men, three college students, and three high school students. This picture includes a\nunique program of speech and song, the organization of an alumni \"to\nstrengthen the ties of friendship and actively support the upbuilding of a\nschool that will serve the children of the future as it has served us,\" and\n\ntheir decision to begin by buying an acre of land to add to the school\nground.\n\n3. February 20, 1924. Schoolroom, 12:30. Luncheon is finished.\nWe hear the bugle call. The fourteen-year-old cornetist is calling her\norchestra together, and promptly ten children from eight to fifteen years\ndisappear below. Practice is over and instruments in place by one o'clock.\nUpstairs, several girls are numbering the new individual towels with a\npretty outline stitch. Alice, thirteen years old, is at the piano practicing\nthe new song for the Longfellow Reading Circle to include in their program Friday afternoon. There is a group of \"beginners\" playing a bird\ngame at one of the tables.\n\nMax chooses to build a castle with the blocks.\n\nThere is a group of little girls playing rook. Outdoor play is not practicable today. Although the postman could not make his route all week\nand distances are great, twenty-eight children have managed to be at\nschool regularly and punctually. Only one six-year-old had to be absent.\nThus, in a decade, a community described by the county superintendent\nof schools as \"hopeless,\" and which had no standing in the county, has\nassumed a prominent place in the public eve in spite of most discouraging\neconomic problems, and is a community of happy homes.\nSummed up briefly, this story makes it clear that there are unsuspected\npossibilities in this type of school, and that the present outstanding need\nof rural children all over this country is the mature qualified teacher with\nideals of service to the individual and the group.\n\nWHAT FUNCTIONS OF A STATE SUPERVISOR OF RURAL\nSCHOOLS ARE MOST WORTH-WHILE?\nI. JEWELL SIMPSON, STATE SUPERVISOR OF ELEMENTARY SCHOOLS\nBALTIMORE, MARYLAND\n\nThe school system of Maryland is the exemplification of the school law,\nwhich contemplates and provides for equal educational opportunities for\nall children who attend the public schools.\n\n"}
{"page": 708, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n681\n\nThis equality of opportunity is provided for by certain financial, adminis-\n\ntrative, supervisory, and teacher grading standards. The financial standard\nin Maryland provides that in each county there shall be collected a direct\ntax of 67 cents; and to each county, in addition to this there is distributed\nby the State enough funds to enable the minimum standard educational\nprogram to be maintained.\n\nThe administrative standards are maintained by the 23 county superintendents, two-thirds of whose salaries are paid by the State. The superintendents must measure up to certain requirements of preparation, experience, and achievement ; and although appointed by the county boards of\neducation, their appointment must be approved by the State superintendent.\nThus administrative equality, as far as it is possible to secure it, is assured\nthroughout the State.\n\nSupervisory oversight of classroom teaching and methods is provided for,\nbythe appointment of a supervising or helping teacher for every 50 teachers\nemployed. These supervisors, also, have to be properly qualified, and their\nappointments approved by the State superintendent ; and as is the case with\nsuperintendents, two-thirds of the supervisor's salary is paid by the State.\nYou will now see that by these provisions, administration and supervision\nof standard quality are secured throughout the State, and reach directly to\nevery school.\n\nThe sole function of the supervisory staff is to strengthen and to give\nassistance to the methods of classroom instruction. Therefore, it is valuable\n\ntojust the extent that supervision renders the school experience of children\nmore profitable.\n\nThe function of the State supervisor is to secure general coördination of\neffort and direction among the county supervisors ; and it is to the most\nworth-while measrues that have been of service in securing this coördinated\nState-wide effort that I will refer.\n\nThe functions of a State supervisor which, in my opinion, are most worth-\n\nwhile for the professional development of rural schools, do not differ\nmaterially from those which are most worth-while for the professional\ndevelopment of town or city schools .\nThis statement is made in full recognition of the differences which exist\n\nbetween a large city graded school and, let us say, a one-teacher rural\nschool. The city school has its school assembly, its gymnasium, its domestic\nscience and manual training departments, its organized play, its cafeteria,\n\nits homogeneous classroom groups, and its faculty groups mutually helpful. In the one-teacher school, the organization of a day's work for the\nteacher of seven or eight grades differs in as many respects from the graded\nschool organization as the old top buggy differs from the modern automobile.\n\nThe equipment in the one-teacher schools is meager by comparison with\nthat of the large graded buildings ; immature teachers serve their apprenticeship in the rural schools, also there are more frequent changes in the teachingpersonnel.\n\nThese differences, however, pertain to the school's organization and\n\n"}
{"page": 709, "printed_page": null, "text": "682\n\nNATIONAL EDUCATION ASSOCIATION\n\nequipment, but they are not matters with which either the county supervisor\nor the State supervisor is primarily concerned. The chief function of\nsupervision is to improve the quality of teaching, whether it be in the oneroom rural school, the consolidated rural or town school, or in the splen-\n\ndidly equipped urban school. The supervisor must take existing conditions\nand make the most of them.\n\nShe must assist Miss Smith to do better\n\nteaching; she must show Miss Brown how to use her few textbooks to\n\nbetter advantage; she must help Miss Jones to use all of the material at\nher command in such a way as to keep her brightest pupils profitably\n\nemployed. In short, the measure of a county supervisor's value to the\nsystem is the extent to which her expert knowledge, working through and\nwith the teachers, renders the school experience of pupils more profitable\nthan it would otherwise be .\n\nThe State supervisor in coöperation with the county supervisors will\nformulate definite objectives for the year, and will hold up high standards\nof achievement; he will also give practical assistance to county supervisors\nand teachers in reaching those standards, so that good results from instruction may be secured throughout the State.\n\nThese are his most important\n\nfunctions, because through them he is enabled directly to influence the work\nand progress of school children .\nLet me restate these functions. The State supervisor must set up State-\n\nwide objectives in coöperation with the county superintendents and supervisors; hold up high standards of achievement; and help the county supervisors to reach these standards .\n\nThe measure of the value of State supervision is the degree in which\nthis assistance by working through and with the county supervisors succeeds\nin improving the quality of classroom teaching throughout the State.\nIn Maryland, a September conference was attended by every one of the\ncounty superintendents and supervisors, at which time the following main\nobjectives for the year 1923-24 were agreed upon:\nTo achieve standard results in silent reading and reasoning in arithmetic this\nschool year ; also the improvement in handwriting to the point of legibility in all\nwritten work of every child in every grade.\n\nThe gradual elimination of the excessive number of over-age pupils in each\ncounty, each county setting up a definite goal for the year.\nTeachers' meetings throughout the State to be conducted on a higher professional\nplane in accordance with the principles laid down in the September, 1923, bulletin,\nentitled \"Worth-while Teachers' Meetings\".\n\nAt this three-day conference in September, one day was given over by the\nsupervisors to a discussion of standards by which the quality of teaching and\nof supervision might be evaluated. In succession these criteria received\nconsideration.\nTo what extent do the survey tests really evaluate results in these fields?\n\nTo what extent may results be evaluated by the types of questions asked by\nteachers and pupils ?\n\nAre McMurry's elementary school standards adequate for evaluating teaching\nand supervision ?\n\n"}
{"page": 710, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n683\n\nHow far may the efforts of teachers and supervisors to improve themselves\nprofessionally, be a measure ?\n\nThe questionnaire method of checking up results.\nTeachers' meetings as a. measure of the efficiency of supervision.\nWhat good, if any, can come from teacher rating by the supervisor ? By the\nteacher herself?\n\nThe keynote was sounded at the opening of the discussion in the statement that since \"the children are the center of gravity or sun of the educational system,\" the work of teachers and supervisors should be evaluated by\ndetermining, as far as it is possible to do so, the extent to which desirable\nchanges have been made in pupils thereby measuring teaching rather than\nteachers.\n\nBy means of this conference, high standards of achievement were set up\nfor the year's work.\n\nThe State supervisor has endeavored, through various activities, to be of\npractical assistance to the counties in attaining the objectives and standards .\nOne way has been by directing a State-wide testing program in silent\nreading and arithmetic reasoning, so that every child in grades 2 to 7\ninclusive was given standardized tests in October, and will be given them\nagain in May.\n\nThe State Department paid for the tests and furnished all blanks and\ntabulation sheets. The State supervisor trained the county superintendents\nand supervisors in the technique of giving and scoring the tests and tabulating the results. Detailed directions for handling every phase of the test\nprocedure were sent out by the State department. Testing was begun in\nevery county on October 14, and was finished by October 28, the State\nsupervisor visiting 17 of the 23 counties during the two weeks of testing,\nand spending at least half a day in each of those counties. Every effort was\nmade to have the procedure uniform throughout the State. In each county\n\nthe tests were given by a small group of trained people ; they were scored\nand checked by groups of teachers in centers under careful direction. The\n\nState supervisor supplied the county officials with suggestive plans for\nanalysis of errors, interpretation of results, and remedial work to supplement\nthe two bulletins on corrective work in silent reading and arithmetic which\n\nwere published by the State department last year, and given to every\nelementary teacher in the State. The teachers throughout the State, under\nthe direction of the county supervisors, analyzed the errors of their pupils\nand emphasized corrective teaching.\n\nTwenty large charts containing sample exercises for seatwork in silent\nreading are being loaned by the State supervisor to each county supervisor\nfor two weeks. In Garrett County, the parents of the school children were\nso interested in these samples of seatwork material which were displayed\nand explained at a parent-teacher meeting, that they offered to come\ntogether several evenings for the purpose of assisting the supervisors and\nteachers in making this attractive and educative material for their children\nto use in school.\n\nThe ages of pupils in connection with their performance on the standard\n\n"}
{"page": 711, "printed_page": null, "text": "684\n\nNATIONAL EDUCATION ASSOCIATION\n\nized tests, were also emphasized by the State department, and carefully\ntaken into account by the county supervisors and teachers. In many instances pupils were promoted to a higher grade largely on the basis of scores\nmade on the paragraph meaning, word meaning, and arithmetic reasoning\ntests, thereby reducing the excessive number of over-age pupils which was\none of the State-wide objectives.\nA second way in which the State supervisor has given practical assistance\nin reaching the standards held up at the beginning of the school year, is by\nediting and contributing to a series of bulletins dealing with important problems in supervision and teaching. These bulletins are published by the\nState department and distributed to every superintendent, supervisor, and\nteacher in the State. Five have appeared since September :\nWorth-While Teachers' Meetings , a ninety-page bulletin to which several\ncounty supervisors contributed valuable chapters.\n\nA Year's Work in Rural Supervision, a thirty-page bulletin comprising the\nreport of the work of Miss Jessop, rural supervisor in Baltimore County, to the\nState superintendent.\n\nSchool Publicity, A Professional Opportunity and Obligation, a ninety-five-page\nbulletin to which several county supervisors made valuable contributions.\n\nIs Teacher Rating by the Supervisor Profitable ?, a fifteen-page bulletin comprising the discussion of the subject by Miss Wiedefeld, Anne Arundel County\nsupervisor, at the September conference of supervisors .\n\nSilent Reading, Suggestions for Testing and for Corrective Work, a ninetypage bulletin to which many supervisors and teachers contributed.\n\nA third way in which the State supervisor endeavors to give practical\nassistance is by visiting schools with the county supervisor and conferring\nwith her upon the teaching procedure and the supervisory procedure,\ntogether analyzing the lessons observed.\nA fourth way is by attending teachers' meetings conducted by the county\nsupervisor ; sometimes participating in these meetings by leading in the discussion of a lesson taught by the county supervisor, and sometimes by talking to the teachers on some phase of professional work, as for example,\n\"What Reading Abilities Should be Developed in Each Grade?\" or \"Problem-Solving in Arithmetic\", or \"What the State Expects of its Trained\nTeachers\" .\n\nThere is a danger that the county superintendent of schools with his mani-\n\nfold duties may become so engrossed in developing his school system-its\npolicies, its financial support, its school buildings and grounds, its statistical\nrecords as to lose sight, at times, of the only purpose for which this system\nexists, namely that children may be well taught. Likewise there is a\ndanger that the county supervisor, who sees the multitudinous needs of the\nrural school and ofthe rural community, will spend too much time developing playground activities, revising standards in art, furthering Junior Red\nCross activities, initiating hot lunches, planning school entertainments to\nmake money, telling interesting stories to the children in school, playing\nthe victrola for pupils. All of these things are worth-while. But the\nsupervisor is not employed to do these things; at least, not in Maryland.\n\n"}
{"page": 712, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n685\n\nShe may encourage and support some of these activities, but in Maryland,\nthe work for which she is held responsible, is the improvement of classroom\nteaching.\n\nThat there might be no mistake on this point, and also in order that\nwhatever assistance the State supervisor is able to give may be given to the\nbest advantage, a typewritten sheet signed by the State supervisor and\napproved by the State superintendent, was sent to each county superintendent and supervisor. It will serve as a summary of what I have been\n\ntrying to say, in answer to the question assigned me for discussion-What\nFunctions of the State Supervisor of Rural Schools are Most WorthWhile?\n\nIt reads :\n\nACTIVITIES IN\n\nCOUNTY\n\nSUPERVISION UPON WHICH THE\n\nSTATE DEPARTMENT OF\n\nEDUCATION PLACES SPECIAL EMPHASIS\n\n(The Supervisor of Elementary Schools will be interested on the occasion of her\nnext visit to the counties in any of these activities.)\n\n1. An hour's conference in the office for the discussion of the county supervisory\nprogram for the year. (This will include main objectives, plan for achieving\nthese objectives, program for teachers' meetings, and all mimeographed material\ndistributed to teachers during the year.) The county superintendent should be\npresent at this conference, if possible.\n2. A visit to two or more schools for observation of teaching, followed by the\ncounty supervisor's discussion with each teacher of the lessons observed. (After\n\nleaving the school the county supervisor and the State supervisor will together\ndiscuss the teaching procedure and the supervisory procedure .)\n3. A group meeting of teachers conducted by the county supervisor. (After\nthe meeting the county supervisor and the State supervisor will together critically\nevaluate the meeting according to standards indicated on pages eleven and\ntwelve of the September bulletin, entitled \"Worth-While Teachers' Meetings.\")\n4. A visit to one or more schools for the purpose of observing a particular unit\nworth-while educational experiment, the\nof project work, the progress of\ndevelopment of a particular scheme of discipline or classification, or for the pura\n\npose of considering the difficulties involved in some special problem in connection with school work.\n\n5. A visit to a classroom upon the occasion of a \"Parents' Hour,\" when\n\nparents and patrons are visiting the school for the purpose of observing the\nregular work of the teacher, thereby becoming acquainted with the methods\nand accomplishments of the modern school.\n\nHOW TO GET THE MOST OUT OF A SHORT COURSE FOR\nCOUNTY SUPERINTENDENTS\nMAY TRUMPER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nHELENA, ΜΟΝΤΑΝΑ\n\nThis paper will necessarily be based upon a local experiment which at\nits recent seventh trial seemed increasingly more worth while.\nBefore inaugurating the plan for a two weeks' annual conference of\n\ncounty superintendents in Montana, it was necessary to secure legal\n\n"}
{"page": 713, "printed_page": null, "text": "686\n\nNATIONAL EDUCATION ASSOCIATION\n\nauthority for calling these officers together, and provision for meeting their\ntraveling and other expenses incurred in connection with attending the\nmeeting. It was also necessary to have some professional and financial\nbacking in carrying out plans for the conference.\nFortunately, the presidents of the several institutions of the University\nof Montana, under the direction of the chancellor, have responded most\nsympathetically, and have included annually in their budgets provision for\nmeeting moderate expenses necessitated by bringing in outside instructors.\nIn a certain measure, the aid of a few members of local faculties who were\nbest prepared to give the specific help needed, has been utilized without\ncost.\n\nIt took a little time, about one conference at each institution, to establish there an understanding of the aims of the conference, and a knowledge\nthat we were not holding a social gathering for the purpose of having a\n\ngood time and knowing each other better, but were actually pursuing\ndefinite courses.\n\nThere has been from the beginning a positive aim that the work should\nbe specific and should definitely meet the needs of the county superintendents.\n\nOnly two or three lines of work have been stressed through the two weeks,\nand each day's work has been made an outgrowth of the work of the\nprevious day. There have been no hit-and-miss lectures, or filling in the\nprogram with certain speakers merely for complimentary reasons. Every\nlecture has been definitely a part of a complete program covering two\nweeks. Assignments have been given and definite reading requirements\nhave been insisted upon in connection with certain courses. Itis sometimes difficult to control this point of not permitting a wide variety of\ntopics to be discussed, but firmness for a session or two establishes one's\nposition.\n\nThe recitation periods have usually taken the form of round-table discussions. As far as possible, every county superintendent has been drawn\ninto the work and definite contributions have been required from certain\nindividuals best prepared to make suggestions regarding their own experi-\n\nence along a certain line. In a group of fifty-five county superintendents,\nthere are always several with qualities of leadership, and sometimes with\nsuperior skill, who are capable of acting as directors of certain groups.\nTheir services have been used in certain courses to take charge of a definite\ngroup with whom coöperation is secured throughout the session. Very\nnaturally, those county superintendents who make contributions become\n\nmuch more actively interested, not only in their own local problems, but in\nthe larger significance of the topics discussed. The use of working groups\n\nwas tried most successfully at the last session where, without question, the\nmore timid county superintendents were greatly assisted through the efforts\nof a leader among their own number. In the scoring of standard tests,\nand, in diagnosing certain cases, six or eight superintendents worked together and appointed a spokesman to announce conclusions.\n\n"}
{"page": 714, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n687\n\nIt has been the practice that mimeographed outlines of each lecture\nshould be presented to the county superintendents, and definite references\nprovided so as to save time from note taking, which it was found at first\nwas being done-often in a very dilatory fashion and sometimes with little\nunderstanding of the relative importance of points.\nThe subjects covered have been largely confined to two types of problems, supervisory and administrative. Under the former, we have always\nsecured one or more instructors who, for the two weeks would discuss\n\nproblems of classroom supervision. A study of the recitation, assignments,\nquestioning, primary methods in particular, means of helping teachers, and\nan analysis of various classroom practices have been covered in a systematic\nand progressive way so as to result in the suggestion of a definite program\nof classroom supervision for the county superintendents. Children have\nbeen secured for demonstration purposes, and careful analysis of the work\nof the recitations has been made. A study of standard tests, embracing\n\nvarious related problems such as individual differences, classification, grading and promotion of students has been pursued for the two weeks. Tests\nhave been given to children and to the county superintendents themselves\nand papers scored. In many instances, the county superintendents have had\nlittle or no professional training. Such a course, to be sure, is most superficial and can give but a glimpse of the work, yet it has been found that\ndefinite lines of study have been started with certain energetic county\nsuperintendents who have secured a very much broadened outlook on such\nproblems, and have mapped out for themselves a definite course of procedure\ninwork along these lines with teachers. A third subject studied in supervision has been definite and positive ways of helping teachers to improve in\nservice. Most county superintendents are now working out rather definite\nplans for group teachers' meetings not only those meetings under the\ndirection of the county superintendent and the State rural school supervisor,\nbut also more frequent meetings under a leader of their own group. Plans\nfor supervision by county superintendents through the circular letter, reading circle, and summer school work are outlined and discussed .\n\nAdministrative problems studied have been school support, the selection\nof teachers, responsibilities toward trustees, value of accurate reports and\n\nsurveys, and how to make them, definite programs of visitation for the\nassistance of teachers and trustees.\n\nThree or four factors of prime importance in any plans for such a conference have been determined upon. Some of them may seem trivial, but\n\neach one of them has vitally affected the working out of the program. The\nonewhich engages much time and attention and would be recognized as of\nprime importance is the selection of the principal instructor or instructors .\nWhen so much effort is to be concentrated in so short a period of time, it\nseems best to insure first class work by bringing in talent of the highest\norder. Though it may mean calling an expert across the continent, never\nhas the cost seemed excessive when results were measured .\n\n"}
{"page": 715, "printed_page": null, "text": "688\n\nNATIONAL EDUCATION ASSOCIATION\n\nBy so doing, much more cosmopolitan viewpoints are assured, there is\nnot the danger of emphasizing various practices which may be somewhat\ninbred in a State system, and instructors are not liable to the charge by the\n\ncounty superintendents of being personal or prejudiced. Their work can\nbe fearless and straightforward. Other assistants among local talent may\nbe secured with but little expense to the State.\n\nAs far as possible, the session should be executive. This may seem selfish,\nbut the course is given primarily for county superintendents, so why dilute\nit for the sake of visitors from college classes, or with local teachers?\nAlmost invariably the presence of others alters the work of an instructor,\nbut of still greater importance, the response from county superintendents\nis seriously checked by the presence of strangers. The admission of visitors\nat certain hours may sometimes be advisable, but the intimate class relationship of instructor and student cannot be established with a shifting of the\npersonnel of the class.\nIt may seem that, inasmuch as the course is necessarily superficial, one\nweek would accomplish enough to justify the expense and that a longer\ntime should not be taken. One week does justify the expense, but the\nsecond week more than justifies it. A longer time would be desirable if\ncounty superintendents could remain longer away from their offices. However, in a two weeks' course there is the possibility of clinching much that\nwould readily vanish without the longer and more detailed analysis made\npossible in two weeks, and there is not the danger of an overcrowded and\npoorly organized daily program when two weeks are allowed.\nThe best dates so far found for the meeting have been in alternate years,\nvery soon after the session of the legislature, when changes of school laws\nshould be immediately known by county superintendents and after new\ncounty superintendents have been in office a few months. In intervening\nyears, the conference has been held the very first of January, sometimes\nstarting during the Christmas holidays when the work of the county superintendents is particularly light.\nWithout question members of the State Department of Education should\nplan the courses, and should be in charge of the sessions. Even though the\n\ngenerosity of a State institution may make the sessions possible, the problems\nto be worked upon and the policies to be outlined are most vitally connected\nwith the work of the State Department of Education, and the course should.\nbe a definite part of the year's work of the State department. Members\nof the State department office force most naturally should have definite\nmatters connected with their work to bring before county superintendents.\nHigh school supervisors, rural school supervisors, the certification clerk,\n\nand the superintendent all have problems and policies upon which greater\nunity of action may be secured through round-table discussions at such a\nconference.\n\nThe results have been phenomenal with the great majority of the county\nsuperintendents, and particularly with those who have stayed in office for\n\nfour, six, or eight years. It is not unusual to have county superintendents\n\n"}
{"page": 716, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n689\n\nexpress amazement at their enlarged vision of responsibilities, and at their\nincreased knowledge of educational problems previously unthought of.\n\nPractically everyone leaves with at least a few suggestions which will be\nput in operation. Not the least of the results of the session is gained from\nacquaintance with fellow county superintendents. Coöperation in the\n\nemployment of teachers and in working out local problems becomes very\nclose between many county superintendents. There is also a better understanding of the aims and purposes of the State Department of Education,\nand greatly strengthened coöperation with that office.\nVery naturally, the standards of certain counties are raised much more\nrapidly than those of other counties. The type of citizenship in certain\ncounties permits more rapid progress. Some county superintendents constantly review the work of the conference and set into operation many ideas\ncarried home in the outlines, if not fully comprehended at the time of the\nconference. Those who are students do not cease to grow when once they\nhave had an insight into the largeness of the work to be done in every\ncounty. It would be a real sacrifice to the county superintendents of Montana to be deprived of the privileges of the courses they have enjoyed for\nthe past seven years. They look forward to the conference not only as a\ntime for meeting their fellow- workers, but also as a time for their own\n\nprofessional growth. Much of their year is filled with routine duties with\nlittle or no opportunity for personal improvement.\nThe working out of definite purposes with the county superintendents so\nas to unify efforts, has resulted in a better understanding of our course of\nstudy, a larger knowledge of the purposes of the school, a greater willing-\n\nness to assist in concerted efforts for improved legislation, and a definite\nprogressive program for our work in education.\n\nPROBLEMS\n\nINVOLVED IN THE ADMINISTRATION\nSTATE AID FOR TRANSPORTATION\n\nOF\n\nGEORGE HOWARD, JR. , DIRECTOR OF SCHOOL ORGANIZATION\nRALEIGH , NORTH CAROLINA\n\nThe returns from a questionnaire sent to all of the chief State school\n\nofficials showed a remarkable interest in the problem of State aid for transportation. Returns were received from all save three States, and data\nfor these were supplied from an examination of their school codes. These\n\nquestionnaires reveal the fact that twenty-four States are providing aid for\ntransportation and twenty-four furnish no aid at all. The results are set\nforth briefly :\nINITIAL COST OF VEHICLE :\n\nDelaware-State pays entire purchase price of truck.\n\nNew Jersey-State pays 75 per cent of initial purchase price. Aid\nspread over life of truck.\n\n"}
{"page": 717, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n690\n\nMaine-State pays 50 per cent of initial purchase price. May do so\neach year.\n\nIndiana State includes 8 per cent of initial price each year in operation fund as depreciation.\nOPERATION OF TRANSPORTATION :\n\nState Aids by Definite Amount :\n\nVirginia-$100 annually to each truck or wagon.\nMichigan-$400 per vehicle per year.\nMaine-Definite amount determined each year.\nState aids by per cent of operating cost :\nDelaware-State bears 100 per cent of actual cost.\nNew Jersey-75 per cent of cost.\n\nIndiana-100 per cent is possible with 8 per cent of initial cost\nfor depreciation.\nTexas-50 per cent not exceeding $500.\n\nConnecticut-For high school pupils only. 50 per cent not exceeding $35 per pupil.\nPennsylvania-State pays 50 per cent of transportation for two\nclasses of schools :\n\n1. Those classes having average daily attendance of 10 or less\n-limit $1 per day per pupil.\n2. Approved consolidated or joint county school-limit $3,000\nper district.\nState aid in other ways :\n\nOhio-Gives $80 per year per high school pupil living more than\nfour miles from high school. Thirty dollars per year per\npupil for all other transportation .\n\nWisconsin-State gives ten cents per day per pupil.\nVermont-State appropriation of $90,000 used as aid for transportation and boarding pupils who reside more than 11½ miles\nfrom school.\n\nMinnesota\n\nState aid given on per-child-mile-day-basis. At\n\npresent 8 cents . In no case shall aid exceed actual cost.\nMaximum $ 4000 to any district.\n\nMississippi, New Hampshire, Washington, and West Virginiaplace transportation under operating expenses, and thus draw\nState aid as other operating expenses.\n\nMaryland and North Carolina-Aid only counties participating\nin equalizing fund. Maryland on basis of one-half amount\nexpended in 1922-23. North Carolina sum of $30,000 appropriated on average of ton-mileage, distance and number of\npupils transported. \"\nMassachusetts-Aids small towns in transportation of high school\npupils only.\n\n"}
{"page": 718, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n691\n\nRhode Island, Iowa, and New York-Granted a bonus as special\naid to consolidated schools to be used for teachers' salaries or\n\ntransportation, etc.\n\nWyoming-Aids from Government royalty fund and county\ngeneral school fund. Last year each vehicle transporting\nat least eight pupils, a distance of at least eight miles for at\nleast eight months received $431.00 from royalty fund and\n$300 from county fund.\n\nTwenty-four States give no aid at all for transportation.\nTransportation is a legitimate expense of the school, and as such should\n\nbe aided by the State if any aid is given for expenses other than instructional service.\n\nIt would be unfair and unjust to the community that\n\nemploys transportation as a means of offering better educational opportunities, to burden it with the entire expense of transportation while the\nState aids in other current expense items. Transportation is often necessary\nto provide broader and richer educational opportunities for the children.\nIn such a capacity its expense is not only justifiable but often cssential.\nIn either case it becomes a just expenditure, and should be included in\nany State aid for current expense other than instructional service. Instructional service is excluded because it is believed that the State would\n\nbe fully justified in aiding this factor without extending financial assistance\nto the other items of current expense .\n\nAid for transportation should not be apportioned on any single basis,\nsuch as number of pupils, distance, total cost, or definite amount. This\nis simply applying a recognized general principle to the specific problem\nof transportation. There can be no equality in apportioning aid from the\nState or any single basis.\nThe fairest basis for apportioning State aid for transportation would\nbe on a combination of truck tonnage, distance, and type of road.\nAny fair basis of apportioning State aid for transportation must take\ninto consideration the major items that influence the cost of transportation. These items should also be as objective as possible.\nTruck tonnage is taken to mean the capacity of the truck as given by\nthe manufacturer.\n\nTruck tonnage is used rather than the number of\n\npupils transported, because it requires practically the same amount to run\nthe same capacity truck the same distance over the same road with twenty\nchildren as it would twenty-five, twenty-six, or twenty-seven pupils.\nDistance would mean the actual mileage traveled by the truck.\nType of road. It would be possible to distinguish at least three types of\n\nroads-hard surface roads; top-soil, sand clay, and gravel roads, and unimproved roads.\n\nEach one of these items figure largely in the cost of transportation and\nwould furnish a fair basis for the apportionment of State funds. The lack\nof scientific or accurate data makes it impossible to suggest the value of\neach item in determining the apportionment. Investigations should be car\n\n"}
{"page": 719, "printed_page": null, "text": "692\n\nNATIONAL EDUCATION ASSOCIATION\n\nried on, and accurate cost accounting made so that each item can be given\nits proper consideration.\nThe amount of State aid on any fair basis would be conditioned on the\nsize of the taxable unit responsible for the burden of transportation. The\n\nsmaller the unit of support, the greater should be the aid. If the county\nis the unit, State aid would be comparatively small, and fundamentally\nfor encouragement of consolidation. If the township is the unit, State aid\nwould be increased and should not only be for encouragement but should\nbear part of expense. If the school district is the unit, State aid would\nbe substantially increased and would be a substantial proportion of the\nexpense of transportation.\nIf as large a unit as a county becomes the basis of support, the need of\nState aid for transportation as such would be comparatively small. As the\n\nsize of the unit, however, decreases the need for State aid in the matter\nof transportation would relatively increase. This is assuming, of course,\nthat there is no intermediate equalizing unit between the district or town-\n\nship and the State. This, as does almost every other item of administration, presents a very strong argument for the county as the unit of taxation\nand administration .\nState aid should be the minimum with which consolidation wouldbe\n\npractical and efficient, and the educational advantages through it possible.\nAdditional amount spent on transportation does not mean necessarily better\ntransportation. The economy of administration of the funds would be\nin inverse ratio to the distance from the source.\n\nThe difficulties involved in the matter of State apportionment for transportation make it seem necessary to say that State aid should be a minimum\nwith which consolidation would be practical and efficient and the educa-\n\ntional advantages through it possible. There are two chief reasons for\nthis besides the difficulty in apportioning.\nFirst, additional amount spent on transportation does not mean neces\nsarily better transportation. If a county is getting satisfactory transportation for an average cost of fifty dollars a month per vehicle, it would not\nmean that the county would have better transportation if they increased\nthis to an average of sixty dollars per month.\nSecond, the economy of administration of the funds would be in inverse\nratio to the distance from the source. When an item is financed by the\n\nState, the primary object of the local administration is not economy but.\nas a general rule, to secure just as much of the fund as they can get for\nuse in their system. If the source of funds is the local district or adminis\n\ntration unit, the matter of economy gains in importance. It is much easier\nto be extravagant with State funds than it is with local funds.\nIn addition to the two reasons stated above, it is important to note that\nwe have never as yet proved the greater efficiency of the consolidated\nschool as compared with the one-room rural school. No matter what ma\nbe our opinion in regard to the matter, it is, nevertheless, true that such\nresults as have been definitely measured have not been overwhelmingly\n\n"}
{"page": 720, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n693\n\nsatisfactory. Is it not possible that this is another reason that any State\nsubvention for transportation should be a minimum ?\nThe State should require definite educational standards of school to\n\nwhich aid is given for transportation. If the State offers financial assistance\nfor the transportation of pupils, it is essential that the State set definite\neducational requirements or standards for the school to which aid is given.\nIt is suggested here that as a minimum the State aid in transportation only\n\nwhen standard elementary education can be guaranteed, or when standard\nhigh school opportunity can be assured.\n\nHOW TO RAISE THE STANDARDS OF COUNTY SUPERVISION THROUGH A RESEARCH DEPARTMENT\nJOSEPH A. BAER, ASSISTANT COUNTY SUPERINTENDENT\nCUYAHOGA COUNTY, CLEVELAND, OHIO\n\nBefore beginning the main discussion, it is advisable to make two assumptions that seem to be wholly'valid and readily defensible. The first\nassumption is that county school supervision includes much more than\nthe mere supervision of instruction. Among the other phases included, will\nbe matters of finance, re-districting, building construction, and so on.\nThe county superintendent needs all the information and assistance that\nhe can get in these various fields.\nThe second assumption is that a department of research must be such\nintruth as well as in name . This means that the activities of the depart-\n\nment will not be confined merely to giving and tabulating standard tests.\nOnthe other hand, the department will not be a \"catch all\" for the odds\nand ends that do not naturally fall in some other department. In many\ncities the department of research is expected to do \"anything that anybody else wants done,\" to quote from a recent bulletin of the Bureau of\nEducation. Such a department should, however, always assist in or make\nstudies in any field where the findings will contribute to greater efficiency\nin the school system.\nSome of the studies which have a direct bearing on the work of the\ncounty superintendent in his general supervision of the schools are finan-\n\ncial studies, comparisons of different types of organizations, re-districting\nand locating buildings, and curriculum building. In addition to the\nabove studies the research department should serve to integrate and unify\nthe system and through a testing program, should make an appraisal of\nthe general efficiency of the system.\nThe financial studies should be of a comparative nature, and should\nshow sources of revenues, comparative costs, the need for equalization of\nthe tax burden, and such other facts as are needed in the economical administration of the schools.\n\nThe economical unit of administration should\n\nbe studied with a view to developing recommendations, particularly with\n\n"}
{"page": 721, "printed_page": null, "text": "694\n\nNATIONAL EDUCATION ASSOCIATION\n\nregard to further consolidation. There is scarcely any doubt that the\nsmall high schools of fifty to one hundred pupils are decidedly uneconomical\nfrom the standpoint of financial outlay. On the other hand, of course,\nare the advantages of convenience for the pupils and community pride in a\nlocal building. In these days of automobile transportation, the tendency\nis all toward larger units of administration.\n\nGreater and greater consolidation is recognized as the modern trend in\nrural education. A number of studies showing comparative efficiency of\nthe one-room school and the consolidated school have been made, and in\nevery case which has been reported the consolidated school shows better\n\nresults in the tests on the fundamental subjects. In Cuyahoga County\n(Ohio) such a study was made in 1916-1917, and the results were overwhelmingly in favor of the consolidated school with one teacher for each\ngrade. Where consolidation is contemplated or is in progress, such a\nstudy should furnish valuable ammunition to those who favor consolida-\n\ntion.\n\nStudies showing comparisons between other types of organization\n\nshould be made as conditions require them.\nIn States where the full county, or community unit, does not prevail, or\n\nwhere an extensive building program is being carried on, the department\nshould make studies looking toward a proper districting of the territory\nthrough a combination of old districts and the creation of new ones.\nWhere, as in Ohio, the law favors the establishment of small villages and\n\nmunicipalities, the county board of education must be willing to take the\nbull by the horns and re-district the county on an equitable basis. A section of a community or civil district should not be allowed to separate itse't\nfrom the rest of the district when it controls an undue proportion of the\nproperty value. Yet this is being done constantly and consistently.\nIf the community unit is favored, as recommended for New York State\nin a recent survey, then the research department must assist in determining\ncommunity lines through social studies of the residents of the section.\nSuch studies properly executed require very careful organization and\npainstaking study, particularly where a neutral zone is found. In such\ncases the problem could not be solved even with a plebiscite, but the chances\nare much more favorable to a fair decision if the facts which should be\n\navailable are made so through careful study and analysis .\n\nA very serious problem in any school system is that of getting the people\nin it to feel as though they are an integral and vital part of a larger group.\nOften, as is the case in many Ohio counties, the local teachers and local\ndistricts do not feel that they are really an active part of a living organization. Through the activities of a research department, the work of one\nteacher is compared with the work of others in the same grade, school is\n\ncompared with school, and all are compared with the county medians and\naverages. A feeling of unity and togetherness is really essential in any\n\"system\" of schools if it is worthy to be designated a system.\nAn appraisal of the general efficiency of the system is a natural outcome\nof a testing program, and serves to justify expenditures already made or\n\n"}
{"page": 722, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n695\n\ncontemplated, and furnishes objective results which can be used in an intelligent discussion of what is actually being accomplished in the schools.\nThere are a number of other studies which will contribute to a better\n\nunderstanding of educational problems. A very good example of such\ninvestigations is the vocational study which is made to find to what vocations the students are looking forward. Many of our high-school courses\nhave become too academic and should be modified and made more vital .\n\nAproper knowledge of what students expect to do when they quit school\nis necessary if the courses are to contribute as much as they should to the\nfuture welfare of the students .\n\nRecreational and educational interests of students, social surveys of communities and other studies of an allied nature should be fostered and stimu-\n\nlated by the research department even though they are not carried on\ndirectly by the department.\nIn more direct relation to the supervision of instruction the measure-\n\nment section of the department offers opportunities in classification, and\ngrade placement of pupils, both group and individual, points out the weakness or strength of various subjects, stimulates effort through a comparison\nofgrade with grade and school with school, estimates roughly the efficiency\nof the teachers, furnishes facts necessary to explain difference in performance among like grade groups, compares the relative effectiveness of teaching methods, and furnishes facts which lead to modifications of the course\n\nof study and of the materials included in the course of study.\nIt is manifestly impossible to discuss these activities at any length in a\npaper of this kind.\n\nThe matter of grade placement and classification alone\n\nwould require a book to do it justice. Only suggestions can be made\nwith regard to the various problems presented above, even though each of\nthem opens up many questions for discussion.\nStandardized tests, and more particularly the intelligence tests, have\nfurnished a vast amount of material that is valuable in classification and\n\ngrade placement. When a range in ability, of nine years, is found in a\nsingle sixth-grade class of forty pupils, it is immediately evident that something drastic needs to be done. Where grades are large enough to be\ndivided into groups, the division may well be made on the basis of test\nresults, subject tests as well as intelligence tests being taken into consideration. Social factors and teachers' judgment must also be considered\nin any extensive scheme of reclassification.\nIn ungraded schools, the test results will give a basis for grading or\n'grouping. In other rural schools, combinations for instructional purposes\nmay well be made on the results of tests.\n\nWhere one or more individuals are seriously misplaced, the test facts\nare the best objective guide for the supervisor in placing the pupil where\nit is best for him. This placing may be demotion or promotion..\nthe extent of skipping grades where it is warranted.\nWhen a program of tests is well conducted it will\nstrength and weakness of the various subjects, and th\n\n"}
{"page": 723, "printed_page": null, "text": "696\n\nNATIONAL EDUCATION ASSOCIATION\n\nvisory force to concentrate its effort where most needed. If the tests show\nthat the system as a whole is up to or above the accepted standards in one\nsubject, but is quite low in another subject, then the first subject should\nreceive no greater attention, and the efforts should be concentrated upon\n\nthose subjects which are low. In Cuyahoga County (Ohio) when this\ndepartment was organized three years ago, the first series of tests showed\nthat the schools of the county were very low in silent reading. The supervisors immediately began looking for ways and means to improve the\nreading results. More attention was given to silent reading, readers which\nare especially adapted to teach silent reading were adopted in some schools,\nteachers worked out drill devices, and the results have been very gratifying.\nThis year spelling is receiving attention in the same way, and next year\nthe emphasis will probably be put on language and grammar, since the\ntests this year show this to be the weakest of the school subjects.\nIncidentally, the strength or weakness of a subject may be partially due\nto the textbooks used, or the curriculum, or method of teaching. In this\nway further research problems are opened up for investigation and scientific study.\n\nA very stimulative activity of the department is the comparison of grade\nwith grade, and school with school in standard test results. If one can\nshow teachers, pupils, boards of education, and patrons that their school\nstands relatively high, local pride is aroused and the determination to keep\nthe high standing becomes fixed. If, on the other hand, a district is low,\nthen, given normal conditions and fair teachers, the fighting spirit is aroused\nand the pupils set out to redeem themselves in the eyes of their fellows.\nIt is assumed that teachers and pupils know what it is all about. Causes\nfor certain conditions must be sought, and suggestions must be given for\nimproving the work. This offers abundant opportunity for the supervisory\nstaff to coöperate, and coördinate their work so that instruction may be\nimproved. Teachers find new devices and methods and put them into\npractice. Supervisors observe these and pass the good work along. A\nsupervisory staff is and should be a clearing-house for any information,\ndevices, or methods that offer promise of increased accomplishment.\nThere are those advocates of a testing program who would reduce the\nmeasurement of a teacher's efficiency to a mathematical formula.\n\nThis is\n\ndangerous and may readily defeat the very purpose of the tests, namely.\nwhole-hearted coöperation and participation on the part of the teachers .\nIf a teacher is to be rated by formula on the basis of test results, she has\na perfect right to question the validity of the results and will probably\nlook with suspicion and distrust upon the testing program. Moreover,\nwhere tests must be given and scored by the teachers themselves, as thev\nof necessity must in most county systems, there is added occasion for errors\n\nin timing the tests, or for giving assistance to pupils after the proper\ndirections have been given, or for making errors in the record sheets.\nIt seems fair to say that teacher efficiency may be gauged by the progress\nwhich classes make, as shown by test results, always taking into considera\n\n"}
{"page": 724, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n697\n\ntion the abilities of the groups taught. No one would expect the teacher\nof a slow group of third graders to show anything like the results that\nthe teacher of the faster section can show.\n\nThe teacher of the slow section\n\nmust be patient, painstaking, and satisfied with small results as shown in\nstandard tests. If the pupils show progress, that is about all that can be\nexpected. The faster group will show more progress than the slow group\nin spite of the teacher. Even the achievement quotient does not give a\nfair basis for judging the efficiency of a teacher. The time may come\nwhen it will be possible to determine teacher efficiency by mathematical\nformulæ, but it can come only when it is possible to deal with more variables\nin an equation than integral calculus.admits of at the present time.\nClasses in the same grade often show wide variations in performance\nability. Standard tests frequently serve to explain these differences. In\nsome schools, the standards of promotion are much higher than in others .\nThis results in an increase in the median age of the grade group, and\ntheir performance should be correspondingly high. It would be fairer in\nmany cases to compare these older groups with the next higher grade because they are as old, on the average, as the next higher grade. Unless\nthese facts are known, however, there is grave danger that injustice will\nbe done to both teachers and pupils.\n\nWhen the research department is organized and is functioning properly,\nit will undertake experiments to estimate the effectiveness of different\nmethods of teaching. Tests are of very great value in appraising the\neffectiveness of any particular method. One teacher working alone is\ntoo greatly handicapped to undertake extensive experiments in method.\nThe forward looking supervisor can organize and stimulate experimentation, and the tests department should render every assistance in such work .\nOne of the most productive fields of investigation, and one which will\nnaturally come with a definite testing program, is the field of the curriculum. Modifications of courses and materials can hardly fail to follow\nwhen the results of the standard tests are made available. An illustration\n\nfrom Cuyahoga County (Ohio) will serve to illustrate the point.\nIn 1920 when the first tests were given, the results showed that the\n\nschools in the county were very low in spelling. Words from the Ayres\nlist were used for the tests, and the comparisons showed much to be desired.\nOne or two districts had consistently high records in all grades. Their\nmethods were studied and recommended to other schools in the county .\n\nThe next series of tests showed very slight improvement.\nAttention was then directed to the textbooks and most schools were\n\nfound to be using an old edition of a text, in spite of the fact that the\nrevised edition had been recommended three years before. In neither the\nold nor the new editions of this speller were the common words listed.\nAn exhaustive study was not made in this matter, but random pages showed\nan extremely poor selection of words on the part of the authors, at least\nin the light of recent spelling investigations.\n\n"}
{"page": 725, "printed_page": null, "text": "698\n\nNATIONAL EDUCATION ASSOCIATION\n\nSupplementary word lists have been used, but these word lists are poorly\ngraded and very poorly arranged for the use of the classroom teachers.\nDuring the past summer, a different mode of attack was planned. The\none thousand most common words as given in the Thorndike \"Teachers\nWord Book\" were made the basis for the study. The first five hundred\nwere pronounced to grades three and four, and the complete thousand\nwords were pronounced to grades five, six, seven, and eight. The results\nwere tabulated and are to be used as the basis for future tests.\n\nThe words\n\nare also being used for drill, inasmuch as they are the common words.\nIncidentally, seventy-five out of Jones' one hundred \"demons\" are found\nin this list of one thousand words .\n\nAn extensive study of spelling lists, previous grade placement of words,\nand other factors relating to spelling is being carried on. Because of insufficient clerical help, this study is going very slowly, but will be completed\nin the course of time. When it is done, it will be possible to construct\nword lists for the various grades in a way that has not been possible to date.\nNothing seems to arouse keener interest or enthusiasm on the part of\n\nteachers than such a study as the above, planned and carried out as a\ndefinite contribution in the field under study. Many teachers develop drill\ndevices, others try out different methods of instruction, and all become\nmore conscientious in presenting their work . The most unsatisfactory\nfeature of it all is that the director of research is unable to visit the teachers\n\nand establish the personal contact which is so valuable.\nThere are many difficulties in the way of establishing a department of\nmeasurement and research in many counties, partly because of local conditions.\n\nThese difficulties can be overcome in time.\n\nIn the meantime, the\n\neducational authorities now in existence can undertake studies and inves-\n\ntigations which will make a beginning, and then work onward and upward\nto the establishment of a full-fledged department. The advantages to be\ngained, as indicated in the text of this paper, far outweigh the difficulties,\nand the stimulus to educational advancement exerted by such a department\ncannot be measured in ordinary terms. To the schools of the future a\nwell-organized measurement and research bureau will be as essential as\nsupervision is now recognized to be.\n\nRAISING THE STANDARDS OF COUNTY SUPERVISION\nTHROUGH DEMONSTRATION TEACHING\nH. C. MOELLER , SUPERINTENDENT OF BLACK HAWK COUNTY SCHOOLS\nWATERLOO, IOWA\n\nWe have in Iowa a law which provides that the county superintendent\nshall visit each school at least once a year.\n\nWe have another which pro-\n\nvides that he shall teach the school for a quarter of a day when he visits\nit. I am wondering if the makers of this program selected an Iowa superintendent for this discussion because they knew of those laws. If they did,\n\n"}
{"page": 726, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n699\n\nI fear they will be disappointed. What I have to say will not deal with\ndemonstration teaching that I have personally done. The laws I have\nmentioned are observed and enforced about as well as is the one that provides for a penalty if a person drives across a bridge at a rate of speed\nfaster than a man can walk.\n\nThe nature of the topics on this afternoon's program suggests to me that\nthe committee must have felt that the greatest problem of county superin-\n\ntendents is everywhere the same. It is the problem of how one individual\ncan most effectively do the work for which several workers should be employed. I know that the county superintendents in Iowa can say without\nany feeling of sacrilege, \"The harvest truly is plenteous but the laborers are\nfew.\"\n\nMay I draw a comparison of the supervisory work between one of the\ncity systems of my county and the one-room rural schools for whose supervision I alone am responsible? This city system has just twice as many\npupils in the elementary grades as we have in our rural schools. The city\nsystem has as supervisory officials the following workers :\nFirst, a superintendent who can devote a much greater part of his time\nto supervision than can a county superintendent.\n\nI do not know how it\n\nmay be in other States, but in the land where the tall corn grows the legislative assemblies, for a number of years back, have deemed it an especial\nprivilege to add to the duties of the county superintendents without making\nprovision for additional help.\nSecond, this city superintendent has, to assist him in supervision, eight\nward principals who devote at least half of their time to supervision.\nThird, he has a group of specialists, in primary, music, drawing, penmanship, domestic science, and manual training, who devote practically all\n\nof their time to supervision.\nFor the rural schools, behold, I am the composite being who combines, or\nis supposed to combine, all of these special administrative qualities.\nBut I must go one step farther with the comparison. The children in\n\nthe city system are to be found in eight buildings all within three miles of\nthe superintendent's office. Mine are in eighty-three buildings, none more\nthan twenty-five miles from the office. In the city system, all of the eight\nbuildings can be reached by traveling on paved streets or on electric car\nlines. Of my eighty-three, a very few are on paved roads. A few are\non gravelled highways, but most of them on roads that are made of that\n\nblack stuff which annually brings about an overproduction of corn in Iowa.\nEvery new county superintendent in Iowa has visions of how he or she\nwill, through the use of a trusty Ford, raise the standard of efficiency in\nthe rural schools by personal visitation and supervision . All, however,\nreach the same inevitable conclusion, namely, that the most effective work\nof a county superintendent under present conditions can be done by organization rather than by personal visitation. Results must be obtained\n\nby working with groups rather than with individuals. Among the several\nways that a county superintendent may so work, demonstration teaching\n\nshould occupy a prominent place. We shall discuss the subject from two\n1\n\n"}
{"page": 727, "printed_page": null, "text": "700\n\nNATIONAL EDUCATION ASSOCIATION\n\nstandpoints, first, its place in the preparation of teachers; second, the improvement of the teachers in service.\nIn both cases I shall limit myself in this discussion to what has actually\nbeen done in our State along this line.\nIn the preparation of teachers, demonstration teaching plays a prominent\npart both at the Iowa State Teachers' College and in our normal training\nhigh schools. We believe that one hour spent in observing the work of a\nskilled teacher is worth many hours of theoretical discussion in the college\nclassroom. We have a law requiring twelve weeks of normal training\nbefore a prospective teacher can secure a teachers' certificate. This law\nbrings to the Teachers' College every summer several hundred young people\nwho have just graduated from high school.\nThey take courses in rural school management or rural school methods.\nA rural school is maintained on the campus for these students.\n\nChildren\n\nare brought in from the country, and a skilled rural teacher is in charge of\nthe school. The students in the courses just mentioned are required to\nobserve the work of this school for at least one hour each week. The\n\nteacher shifts her daily program each week so that the students in the\nseveral courses have opportunity to observe all of the phases of the work\nin a rural school. During the school year, the students taking these courses\nvisit several of our best rural schools, near the college, for observation\npurposes .\n\nIn the normal training high schools, observation of actual work in some\ngood rural school is required. The boards of some of our normal training\nhigh schools arrange with a rural school board for the employment of a\nstrong teacher in that school with the understanding that the students may\nobserve there, as well as do practice teaching.\nFor the improvement of the teachers while in service, several lines of\nactivity have been pursued. The day for visiting is an old idea, practiced\neven when I taught in the country schools, but it still has its merits.\nEspecially is this true when the county superintendent can direct the visiting\naccording to the needs of the teacher.\n\nAnother method of demonstration teaching is that of working with small\ngroups of teachers in a centrally located rural school. We have tried this\nin two ways. One is, by getting the board of a school township to employ\none superior teacher, a part of whose duty it will be to hold regular\nmeetings with the teachers at her school for the purpose of demonstration\nteaching and discussions. This method has proved successful so far as the\ndemonstration teaching is concerned, but has not made any progress in Iowa\nfor other reasons, which I cannot take time to discuss here. During the\n\npast few years, through the aid of the extension division of the Iowa State\nTeachers' College, a number of county superintendents have carried on\nsome very successful work with teachers in group meetings. The county\nsuperintendent arranges for a half day or a day session for a limited number\n\nof teachers at some central rural school. A specialist from the extension\ndivision then accompanies the superintendent, and, with the children of the\nschool where they meet, demonstrates special phases of work.\n\n"}
{"page": 728, "printed_page": null, "text": "701\n\nDEPARTMENT OF RURAL EDUCATION\n\nI come now to what I consider our most effective way of reaching all\nof our teachers through a special kind of demonstration teaching. I have\nreference to our county-wide teachers' meetings.\n\nIn Iowa we have at\n\npresent two kinds of such meetings. By law we are required to hold\nannually a two-day teachers' institute. While the purpose of this institute is largely to furnish inspiration, there is nevertheless an opportunity\nfor good work in demonstration teaching. The general plan for conducting these institutes now is to have an inspirational address on some\ngeneral educational topic at the beginning of the half-day session, after\nwhich the teachers are divided into groups according to their particular\ninterests. In these group meetings, the instructor can effectively present\nthe lesson of the hour by some actual demonstration teaching.\nThe second type of general meetings that now prevails in Iowa, is what\nwe call our study center. These, also, are made possible through the aid\nof the extension division of the Iowa State Teachers' College. Members\nof the faculty are sent out for Saturday meetings with the teachers .\n\nI\n\nshall explain briefly some of the work which we have been doing at these\nstudy centers, because we have made use there of the principle of demonstra-\n\ntion teaching. In most of our work, the teachers are the pupils, and the\ninstructor demonstrates her lesson by teaching them as a class of students.\nThe last General Assembly of Iowa passed a law making the teaching of\nphysical education compulsory in all Iowa schools after September 1, 1924.\nTo prepare for this work, we are this year conducting four study centers\nat which an instructor from the physical training department of the Iowa\nState Teachers' College is teaching our rural teachers how to teach the\nchildren the competitive games, folk dances, and athletic tests which are\n\nrecommended in the course on physical education in the rural schools.\nAt these same study centers we have an instructor from the department\n\nof manual arts who is presenting at each meeting a new project in handwork. At our first meeting, the project was boxmaking.\n\nEach teacher\n\nactually made a box to take home with her. At the second meeting it was\nbooklet making, and at present they are working on health posters.\nThe results in these projects have been very gratifying, and we attribute\nthis largely to the fact that the projects have been first so thoroughly taught\nto the teacher. Attendance at these meetings is voluntary, but we have an\naverage attendance of from 85 to 90 per cent of all of the rural teachers\nofthe county. We consider this very good, because some of them have to\ncome as far as twenty-five miles.\nThe biggest project which we have conducted through the study centers,\nand which involves much demonstration work, was the county-wide survey\nof the rural school by the use of standard tests. This work covered a\nperiod of two years: The demonstration work was done both in the\nschools and at the study centers.\n\nEither Professor Cram, of Teachers'\n\nCollege, or myself gave these tests in every school of the county, so that\nthe teacher could observe the method used. Later, in the study centers ,\nother tests were administrated to the teachers so that they in turn might\n\nbe able to give them to the pupils. The results were very pleasing and\n\n"}
{"page": 729, "printed_page": null, "text": "702\n\nNATIONAL EDUCATION ASSOCIATION\n\ndemonstrated conclusively that the teachers in our rural schools are entirely\ncompetent to administer standard tests after they have had the work\ndemonstrated to them.\n\nIn conclusion, we stated in the beginning that we would discuss this\ntopic from two standpoints, first, that of preparation of teachers, and\nsecond, for the improvement of teachers in service. We are now convinced that, from the standpoint of a county superintendent, it is practically all a matter of preparing teachers for some one else. Last spring\nwe had eighty-two one-room teachers in our county; the following September when the schools opened we found but forty of the eighty-two in the\ncounty. In other words, only half of the children in Black Hawk County\nare this year getting the benefit of the efforts put forth last year to improve\nthe teachers that we then had. That is the most discouraging phase of\nrural school supervision in Iowa. The little country school is still the\nstepping stone in the teaching profession; in fact, it is becoming so more\nthan ever before. The number of graded school teachers needed is much\n\ngreater than it was a few years ago because of consolidation and the growth\nof the cities, and the number of one-room rural schools is less. As a result,\nthe superintendent of the graded school takes away from us the capable\nyoung teacher in the rural schools more rapidly than ever before.\n\nA COMPARISON OF SMALL AND LARGE HIGH SCHOOLS\nJOSEPH ROEMER, UNIVERSITY OF FLORIDA , GAINESVILLE, FLORIDA\n\nOne of the biggest problems confronting American secondary education\nis the organization and administration of the small high school. During the\npast decade volumes have been written and numerous experiments have\nbeen tried, dealing with some phase of the large high school, until we have\nit pretty well in hand; but so far, we have paid little attention to the small\nhigh school, and as a result it has shown but slight improvement.\nThe hugeness and seriousness of the problem is felt when we realize that,\naccording to the report of the Commissioner of Education for the year\n\nending June 30, 1918, more than 50 per cent of the public high schools\nof the country had 50 or less pupils enrolled, and 75 per cent had 100 or\nless enrolled. And that of all the high schools in the country 84 per cent\nwere classed as rural, of which practically all had enrollments of less than\n125 pupils.\nThe State surveys of Kentucky, Oklahoma, Arkansas, Alabama, and\nothers, verify the above statement. In the recent survey of New York, a\nstudy of 609 rural high schools showed that 552 of them were situated in\n\ncenters of 2.500 population or less, and that 332 or 54.5 per cent had\nenrollments of less than 50 pupils.\nAs in the early days of American education we created great numbers of\none-teacher rural schools, so under the impetus of the modern high school\nmovement there has sprung up over the whole Nation thousands of small,\n\n"}
{"page": 730, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n703\n\ninferior, inefficient high schools making the two problems very similar, in\nfact merely enlarging and complicating the old rural school problem.\n\nAs stated above, judging from the studies, experiments, and writings, in\nthe field of secondary education, one would conclude that there is no small\nhigh school problem, since these have all had to do with the larger high\nschool. But the above facts show very clearly that there is a real and\nvital problem close to the life of the American people. It is the purpose\nof this paper to point out some of the outstanding weaknesses of the small\nhigh school and, if possible, make suggestions for its improvement.\nTEACHING FORCE\n\nThe small high school means :\n1. Excessive teaching load.\n\nFor example, the regulations in one State permit a teacher in\na first class high school to teach 6 periods per day as a maximum,\na second class 7 periods, and a third class 10 periods.\n2. Lower standards of teacher qualifications.\n\nFor example, in one State teachers in four-year high schools must\nhold degrees from standard four-year colleges, while teachers in\none, two, and three-year high schools have to have only two years\nof college training.\n3. Poor distribution of teacher assignment.\n\nIn one- and two-teacher high schools there can be little specialization, since certain subjects must be taught whether or no.\n4. Inferior teachers.\n\nIt is a recognized fact that the larger high schools draw most of\nthe best trained teachers.\n\nIt is no criticism of the teachers that\n\nthey seek larger schools where better work conditions can be had.\n\nThe criticism is of the system, not the teachers.\nCURRICULA\n\nThe small high school means :\n1. Limited curricula;\n\n2. Poorly arranged and ill-balanced curricula;\n3. Unjustifiable subject requirements of pupils ;\n\n4. Practically no vocational offerings.\nThese four statements can best be discussed together. The New York\nsurvey says: \"The study of the curriculum content of the rural high schools\n\nshows that it is designed primarily to prepares pils for college. Its program of studies, in the main, contains only te older, more traditional ,\ncollege preparatory subjects and only in a sma degree the newer college\npreparatory subjects.\"\n\nThe report of the Commissioner of Education referred to above gives 56\nas the percentage of city high school pupils pursuing academic curricula in\n1917-18, as compared with 91 per cent of the ural high school pupils.\nFerriss, in the School Review for April, 923, says : \"An analysis of\n\n"}
{"page": 731, "printed_page": null, "text": "704\n\nNATIONAL EDUCATION ASSOCIATION\n\ncurricula suggested by several States for small high schools and of reports of\nthe curricula of rural high schools in recent State school surveys indicates\nthat the work of the majority of such schools is still limited largely to curricula designed primarily as preparation for college. The emphasis in most\nof them is on languages and mathematics. Increased attention is being\ngiven to social and natural sciences. Ancient and medieval history are,\nhowever, the social science subjects most commonly offered in the first two\n\nyears. Modern English history, American history, and other social science\nsubjects that may be closely related to American life, are generally available\nonly in the last two years of the rural high school-a stage reached by less\nthan one-half of the pupils. With few exceptions, the work in the natural\nsciences is a \"pocket edition\" of college science. The work of the first two\nyears in the rural high school is largely required of all pupils, and the requirements are in subjects preparatory in nature of deferred values. Elective subjects appear usually in the third or fourth years only, and find their\nplaces as a result of the application of no well-defined principles of selection.\nIn the smaller schools, if electives are offered, they are likely to consist\nmainly of additional units of the same subjects required in the first two\nyears, namely, foreign languages and mathematics.\nStatistics for the country as a whole indicate that approximately one-halt\nof the pupils who enter rural high schools never reach the third year, and\nthat more than three- fifths of those who enter never get as far as the fourth\n\nyear. Of those who are graduated, less than one-half continue in higher\neducational institutions. Less than 6 out of 10 of those continuing their\neducation enter colleges and universities .\"\n\nWith conditions such as these prevailing, it is readily seen that very little\nis done in the way of training the pupils in these small high schools for participation in active life. To understand better the significance of this deplorable condition, we have only to compare it with the programs of studies\nof the larger city high schools with their rich curricula offerings.\nEQUIPMENT\n\nThe small high school means :\n1. Practically no working library ;\n2. Very poor science equipment, if any ;\n\n3. Usually no playground equipment ;\n4. Almost always no gymnasium nor auditorium.\n\nThis condition is to be expected in the small high schools where there is\nnot enough money to pay decent salaries much less equip the school in a\nsuitable manner.\n\n1\n\n1\nINSTRUCTION\n\nThe small high school ineans :\n1. Poor quality of instruction.\nWhen one or two teachers have to handle all the subjects of the\n\ncurriculum, with practically no equipment, and are required to\n\n"}
{"page": 732, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n705\n\nteach seven or eight classes a day, poor teaching is inevitable.\nQuite frequently, too, they are compelled to teach subjects for\nwhich they are not properly prepared.\n2. Reduced opportunity for supervision.\n\nIt is well agreed that the poorly trained and inexperienced teacher\nusually has to begin work in the small high school, with the hope\nofmaking good and later being promoted to a larger school. The\nvery time in her experience she needs help most she gets it least.\nIn discussing this point Bulletin Number 12, 1923, U. S. Bureau\nof Education, says : \"The rural school survey of New York revealed the fact that the median principal in schools with a high\n\nschool enrollment under 50 gave only 10 minutes a day to supervision of high school instruction, and that 78 principals in schools\n\nof this class gave no time to high school class supervision. In\nthe schools with a high school enrollment of 50 and more, the\nmedian principal gave 11 to 20 minutes to supervision of instruction in the high school.\"\nSTUDENT ACTIVITIES\n\nThe small high school means limited possibilities for student activities.\nThere aren't enough pupils to foster activities in:\n1. Inter-scholastics ;\n2. Intra-scholastics ;\n3. Public speaking ;\n4. Debating teams ;\n5. School dramatics ;\n6. School paper ;\n\n7. Music clubs, orchestra, glee clubs, etc.;\n8. Special clubs, radio clubs, kodak clubs, science clubs, etc.\nMany of our best authorities in secondary education feel that the training\n\nreceived in these extra-curricula activities is just as important as that received from textbooks, and that we should organize our schools so as to\ngive it.\n\nWhen we consider the small high school in the light of the above, and try\nto devise a plan of improvement, we realize how baffli ag the problem is. In\nthe final analysis, most of these evils are due to either a real or an imaginary\nfinancial problem. Better teachers, lighter teaching load, more supervision,\nwider curricula offerings, better equipment, etc., all mean more money.\nThe crux of the whole matter is that nowhere in the economy of our educa-\n\ntional thinking can we justify the financial outlay necessary to the bringing\nof these conditions up to standard under our present organization. By\neliminating a great number of these useless high schools through consolidation, or through the inauguration of some such scheme as the Illinois community high school plan, or by establishment of more junior high schools\nto feed centrally located and well-organized senior high schools, can this\n\n"}
{"page": 733, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n706\n\nproblem be solved. Just as we have eliminated great numbers of the oneteacher rural schools in our progress, so must we eliminate by one of the\nthree methods mentioned above a large number of our small high schools.\nProgress will come in no other way. In the South where the county unit\nof administration is found, improvement is more simple. Each county\nshould maintain in any section of it where there is sufficient high school\npopulation and sufficient funds a senior high school for all the pupils of that\nsection of the county and as many junior high schools as student population\nand finances will permit. All the graduates of these junior high schools\nshould be transported to the central senior high school to finish their training. By thus providing a well-organized system of junior-senior high\nschools many of the poorly organized and poorly equipped four-year high\nschools could be eliminated to the advantage of all.\n\nRELATION OF SIZE TO COST OF OPERATION IN CERTAIN\nSCHOOLS OF IOWA\nT. C. HOLY, STATE UNIVERSITY OF IOWA, IOWA CITY , IOWA\n\nThe topic as originally given dealt only with the effect which increase\nin area has upon the cost of operation in consolidated schools, as defined\n\nin the statutes of the State of Iowa. Later it was thought advisable to\nmake certain cost comparisons between consolidated schools and a group\nof independent school corporations surrounded by an agricultural community. Since the State of Iowa is predominately agricultural, this second\ngroup includes practically every school district in the State. The chief\ntopic for discussion of the meeting, as emphasized by the committee in\ncharge, is to bring to our attention the pertinent facts bearing on the effect\n\nwhich size of high school has upon its cost and comparative efficiency.\nWith this thought in mind, then, it seemed to be most advantageous in\n\nthe realization of this main theme, to select a specific group of independent\nschool districts, somewhat larger in size than the consolidated districts,\nand yet whose contiguous territory was largely agricultural as is the\nsituation in consolidated districts. The group selected was second-class\ncities, 92 in number, whose population ranges from 2000 to 15,000, with\nthe mode falling around 5000.\n\nThe discussion in this paper then falls under two distinct headings,\nnamely, the effect of size on cost of operation in consolidated schools as\ndefined by statute, and second, a comparison of consolidated schools as\na group with 92 second-class cities whose population ranges from 2000\nto 15,000.\nTHE EFFECT OF SIZE ON COST OF OPERATION ON CONSOLIDATED SCHOOLS\nIN IOWA\n\nDue to the wide diference in the manner in which consolidation is\n\neffected, the size of district, type of organization, etc., in the various States,\n\n"}
{"page": 734, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n707\n\nit seems advisable to outline briefly the legal status of this form of school\norganization in the State of Iowa. In the outset, the law requires that a\ndistrict or group of districts must contain at least 16 government sections\nbefore they can be organized as a consolidated district. This territory\nmust be contiguous but may be located in different counties. As a matter\nof fact, there are several consolidated districts now in operation, parts of\nwhich are in as many as three counties. The details of the organization\nare irrelevant to this discussion, so will be omitted.\n\nThe law further states that the board shall provide transportation for\nall children residing within the district but outside the corporation limits\nof the village, town, or city, although the vehicles are not required to leave\nthe public highways to receive or discharge occupants. Boards may require that children living an unreasonable distance from school be transported by parent or guardian not exceeding two miles to connect with the\nbus, or may arrange to have them transported to an adjoining district.\nFor the support of this type of school, the board of a district maintaining an approved high school, may levy for the general fund an amount\nwhich, including the semi-annual apportionment, must not exceed eighty\ndollars per person of school age. In districts not supporting an approved\nschool, the maximum amount per person of school age is sixty- five dollars.\nIt might be interesting in this connection to note the very rapid growth\nof consolidation in the State of Iowa. The first district to perfect consolidation was Buffalo Center in 1897.\n\nSince that time the number has\n\ngrown by leaps and bounds, until today nearly 25 per cent of the total\npublic school enrolment is found in this type of school. The number of\nschools in operation in Iowa for the period of 1920 to 1921, inclusive, was\nas follows : 1910-11, 7 ; 1915-16, 77 ; 1920-21 , 430.\nWith this brief résumé of the legal aspect of consolidation, I shall now\nturn to the facts on which the comparisons of size and cost of operation\nare based.\n\nThese data were available from two sources, namely, my own master's\nthesis and the Iowa Division of the Educational Finance Inquiry, of which\nthe writer was assistant director.\n\nFrom the material obtained from the\n\nfirst source, the districts were classified on the basis of size, beginning at\nsixteen sections, the minimum as prescribed by the statutes, and grouping\nthem by steps of four sections. For example, the first group includes those\ncontaining from sixteen to nineteen sections, inclusive ; second, twenty to\ntwenty-three, etc., up to forty-eight. Since there are few larger than\nforty-eight sections the last group includes all containing forty-eight or\nmore sections.\n\nThere are in Iowa more than four hundred organized con-\n\nsolidated schools, but for this discussion the number was limited to those\nmaintaining a four-year high school approved by the State Department of\nPublic Instruction for tuition purposes . With this limitation, data on size\nwere available for 221 schools on which the consolidated comparisons are\n1\"Some Factors Affecting the Cost of Operation and Relative Efficiency of Consolidated\nSchools in Iowa\" : Library, State University of Iowa.\n\n"}
{"page": 735, "printed_page": null, "text": "708\n\nbased.\n\nNATIONAL EDUCATION ASSOCIATION\n\nMaterial was also obtained from this source on the actual property\n\nvaluation per child in districts of various sizes.\n\nFrom the second source.\n\nthe Iowa Division of the Educational Finance Inquiry, which is not yet\npublished, data were obtained on high school enrolment, the percentage of\nthe total current expenditures going to the support of the high schools,\nand the cost per pupil in average daily attendance for both grades and\nhigh school for each of these individual districts. Although the Inquir\ncovered the school years of 1910-11, 1915-16, 1920-21, and 1921-22, this\ninformation is presented for only the last year.\nTo those of you who are familiar with school accounting in the State\nof Iowa, and probably other States as well, a question rises in mind as to\nhow the total current expenditures of an Iowa public school system could\nbe divided between grade and high schools, when the law provides for only\na single fund-the general fund out of which all items of current expenses are met. This division was made by the use of the salary-ratioformula devised in \"The Financing of Education in the State of New\nYork,\" and is as follows :\n\nElementary Teachers' Salaries\nTotal Current Expenditures X\nTotal Teachers' Salaries\n\nTotal Current Expenditures for Elementary Schools.\nTo determine the cost of the high school, obviously it was only necessary to subtract this amount from the total current expenditures.\nIn the validation of this formula, thirty-seven cities whose accounting\nsystem permitted of the segregation of costs by divisions of the school sustem were used. The correlation between the real and the salary ratio on\ncalculated costs gives a Pearson \"r\" of plus .988, while the algebraic sum of\nthe differences between the real costs per pupil and that computed by means\nof this salary-ratio- formula in these thirty-seven systems amounted to $2.03\nor one ninth of one per cent of the average cost per pupil.\n\nThis method, then, is a highly accurate means of dividing the costs\nbetween grades and high-school costs.\n\nIn view of the fact that practically all cost accounting in the public\nschools has gone over to the per-pupil-in-average-daily-attendance basis as\nover against the total enrolment or enumeration, it does not seem necessary\nto attempt to justify the use of that as a basis .\nThe total enrolment for these 221 consolidated schools for the vear\n\n1921-22 amounted to 53,730, while that of the high, schools was 13,251.\nor approximately 25 per cent of the total.\n\nr\n\n:\n\n"}
{"page": 736, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n709\n\nThe following table gives the facts on the items enumerated above :\nDATA ON CONSOLIDATED SCHOOL COSTS FOR 1921-22\nAverage,\n\nPer Cent\nofTotal\n\nEnrolment\n\nPupils Attending\n\nGrades\n\nAverage\nCost,\nH. S.\n\n51.3\n48.1\n\n$75\n\n$212\n\n20-23\n\n49.1\n51.5\n\n82\n\n241\n\n45\n\n24-27\n\n58\n\n49\n\n74\n\n227\n\n32\n\n28-31\n\n61\n\n51\n\n81\n\n279\n\n25\n\n32-35\n\n68\n\n75\n\n231\n\n14\n\n36-39\n\n70\n\n76\n\n302\n\n8\n\n40-43\n\n48.7\n51.1\n48.0\n\n100\n\n243\n\n+\n\n44-47\n\n81\n\n50\n\n78\n\n276\n\n5\n\n48-above\n\n114\n\n46.6\n\n80\n\n236\n\n60\n\n49.3\n\n$78\n\n$241\n\nNumber of\nCases\n\nSize of\nDistrict\n\n42\n\n16-19 Sect.\n\n46\n\nH. S.\n\nAverage\nCost,\n\n66\n\n،،\n\n86\n\n221\n\nAverage\n\nAs one would expect, the high-school enrolment shows a gradual increase with increase in size: in the proportion of current costs going to\nhigh-school support there is no definite tendency, neither is there any\ndefinite direction in the per pupil cost in grades and high school. However,\ninthe last three groups, the cases are so few that little reliability can be\nattached to those averages. No others were available, so these are presented, fully aware of their lack of any particular significance. In this connection, it is interesting to note another faet found in the thesis referred\nto earlier, and that is, that the number of pupils transported does not\n\nincrease in proportion as the size of the district increases. This might\nthen tend to increase per pupil costs in the larger districts. School burden\nis determined primarily by the property value within a district. In order\nto determine the effect which size of district has on the property factor,\nthe following table giving the actual (not assessed) property valuation per\nchild of school age is presented :\nACTUAL PROPERTY VALUATION PER CHILD OF SCHOOL AGE¹\nSize of District\n\nNumber of Cases\n\nMean Valuation\n\n63\n\n$8082\n\n16-25 Sections\n26-35 Sections\n36-above Sections\n\n41\n\n8495\n\n21\n\n8097\n\nObviously, here the size of district has little effect on the per child actual\nproperty valuation.\nIf one were to draw a single general conclusion it would be that size of\n\ndistrict has little or no influence on either per pupil costs or the proportion\nof the total current expenditures going to the support of the high school.\nThese data were not available for all the 221 schools.\n\n"}
{"page": 737, "printed_page": null, "text": "710\n\nNATIONAL EDUCATION ASSOCIATION\n\nCOMPARISON OF CONSOLIDATED SCHOOLS WITH A GROUP OF INDEPENDENT\nDISTRICTS\n\nAs indicated earlier, the group of independent districts selected consists\nof the second-class cities, ninety-two in number (there are ninety-three in\nthe State, but one does not have a high school, so it was omitted) and\nranging from 2000 to 15,000 in population.\nFrom the Iowa Division of the Educational Finance Inquiry the same\ndata were collected as for the consolidated group, namely, total enrolment.\nhigh-school enrolment, proportion of total current expense going to the high\nschools, and cost per pupil in average daily attendance for both grades and\nhigh school. The total enrolment of these 92 cities for the year 1921-22\nwas 88,388 , while that of the high schools was 24,953 or about 28 per cent\nof the total .\n\nThe following table gives the comparison between the consolidated\n\nschools taken as a group with these 92 cities on the items enumerated\nabove :\nCOMPARISON\n\nOF\n\nCONSOLIDATED SCHOOLS\n\nAND\n\nSECOND-CLASS\n\nCITIES IN\n\nSTATE OF IOWA FOR 1921-22\nPer Cent\n\nConsolidated Schools-Second- Class Cities\n\nAverage\n\nof\nTotal\n\nH. S.\nEnrolment\n\nAttending\nH. S.\n\nGrades\n\nIL\n. S.\n\n60\n\n49.3\n\n$78\n\n$241\n\n271\n\n46.0\n\n63\n\n125\n\nAverage Cost Average Cost\n\nHere the differences are very significant, particularly in the high-school\ncosts.\n\nWith a high-school enrolment of more than four times that of the\n\nconsolidated group, the high-school costs in the second-class cities are only a\ntrifle more than one half that of the first group. Also in the grade cost,\nthe second group is approximately 20 per cent less than the second. This\nmeans that if the grade pupils who were in these second-class cities had\nattended these consolidated schools instead, it would have cost a million\ndollars additional for approximately the same instruction.\nThese figures merely serve to reëmphasize a fact that has long been\nknown, namely, that within certain limits, the larger the school the more\neconomically it can be run. Judging, however, from the large number of\nschool systems whose high-school enrolment is fifty or less, now in operation.\nthat fact has either not been feasible or has been disregarded. After a\n\nvery careful analysis of the situation in Iowa, I would make the following\nrecommendations :\n\n(1) That the boundaries of future consolidated districts be fixed bs\ncounty or State authorities who would outline a program by counties. I\nfavor a plan similar to that in use in Minnesota.\n\n(2) That, even in counties where consolidation is complete, there be not\n\nmore than four or five high schools, depending on the size and topographi\nof the county, other consolidated schools running only through the eighth\n\n"}
{"page": 738, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\ngrade.\n\n711\n\nIn one county in Iowa there are 15 consolidated schools, all run-\n\nning four-year high schools, and all except two having a high-school enrolment of 50 or less .\n\n(3) A county plan of organization in which the present county superintendent would be the actual school head, and under whom would be a\n\ndistrict superintendent, who, in addition to being principal of one of the\nlarger schools of a section, would be in charge of two or three others .\nUnder this scheme, I favor county buying, which will save, on an average,\nabout 30 per cent on all school supplies, and county transportation let to a\nsingle individual on basis of competitive bids .\n\nSummarizing them, it seems quite obvious, that with the inevitable coming of better roads, the future success of consolidation, both from the point\nof view of economy and efficiency, demands much larger units for ad-\n\nministration and supervisory purposes.\n\nTHE PLAN AND COST OF OPERATING THE SCHOOLS OF\n\nPRINCE GEORGE COUNTY, VIRGINIA -ABSTRACT\nR. K. HOKE , SUPERINTENDENT OF SCHOOLS, HOPEWELL , VIRGINIA\n\nFrom thirty to eleven white schools since 1920, is the record of consolidation of Prince George County, Virginia. As a result of this program,\nevery white child in the county can sleep at home, attend high school each\nday, and get back home at night without having to walk more than two\nmiles to school, or more than one mile to some means of transportation.\nOur percentage of attendance has increased from 70 per cent in 1920 to 91\nper cent in 1923. The high school enrolment has increased threefold, and\neducational opportunities have been made equal for all the children.\nThe development of the school system of Prince George County has\nbeen characterized by a State-wide change in the county unit plan of operation, and by a series of carefully planned consolidation.\nBy a division, we mean in Virginia a unit of school administration composedof a county, a city, a county and a city, or two or more counties. By\nadistrict, we mean a political unit composing a part of the county. It\ncorresponds to the township in many States. Under the county unit law,\nwhich became effective September 1, 1922, one member of the school board\nis appointed for each district, and these district members so appointed form\nthe county board of education.\nThe schooldivision of Prince George County and the city of Hopewell,\ncovering an area of 294 square miles, with a school population of 5,000,\nwith aproperty assessment of $10,000,000, and with an annual source of\nrevenue of approximately $210,000 for school purposes, have attempted to\nprovide a system of schools which will give every white child in the division\nthe advantages of standard elementary and high school education.\nBefore 1920, there was no such thing in the division as equalization of\n\n"}
{"page": 739, "printed_page": null, "text": "712\n\nNATIONAL EDUCATION ASSOCIATION\n\neducational opportunities. There were three accredited high schools, accessible to less than 50 per cent of the school population, and 27 small elementary schools, most of which were one and two room schools, with meager\nequipment, poorly trained teachers, and with short terms. Two of the five\ndistricts had no provision whatsoever for high school instruction, and only\n\none district was attempting to offer high school instruction to all its children.\nOne teacher had an average daily attendance of 8.6 pupils, and another\n\nteacher had 39.8. Some children were walking six miles in order to get\nto school, while others were being transported at the expense of the county.\nA careful study of conditions soon convinced our school officials that\nconsolidation of schools and transportation of pupils were essential to the\nequalization of educational opportunities.\n\nThe school district was made\n\nthe unit. During the following year consolidations were made and each\ndistrict had one central school in which high school instruction was offered.\nSchool trucks began bringing in pupils to these schools from all parts of\nthe districts. Because of bad roads and peculiar local conditions, three\nsmall schools are still operated, but pupils in the upper grades are transported from these schools to the larger central schools. At present, all of\nour children have the opportunity of attending high schools. The number\nof white schools has been reduced from 30 to 11 .\n\nThe increased costs incident to this change were very small indeed,\nespecially so when compared with the advantages offered. In 1920 the\naverage salary paid all white teachers was $780.70. In 1923 this average\nwas $886.20, an increase of 13 per cent. During this period of time, the\n\naverage increase in teachers' salaries in the United States as a whole was\n21 per cent; so, in our division, there certainly has been no increased cost\nof instruction chargeable directly to our program of consolidation. When\nwe consider that the average annual salary paid all teachers in the United\nStates in 1923 was $ 1,020.00, according to Dr. Evenden's study, we see that\nour cost of instruction has not increased so much as it should have.\n\nThe per capita cost of instruction in the elementary grades, based on\naverage daily attendance, was $22.59 in 1920, and $29.66 in 1923, an increase of 31.3 per cent. Here again we are somewhat below the National\naverage. In high school, the per capita cost of instruction has increased\nfrom $50.00 in 1920 to $58.70 in 1923, or an increase of 17 per cent.\nThe annual cost per pupil transported to school is $26.00. The cost\nper pupil housed in new buildings erected during our period of consolidation\nwas $96.15. These buildings are the \"C\" type as defined by the American\nInstitute of Architects. The per capita cost of general control is $1.45 ;\nof operating expenses $5.93 ; and of maintenance $1.50. The average total\ntax rate for school purposes has increased from 88 cents per hundred dollars,\nworth of property to $ 1.00 or 13.6 per cent. This increased rate provides\nfor interest and sinking fund for bonds issued for capital outlay, as well as\nfor other expenses.\n\nOur record in pupil accounting is somewhat encouraging.\nThe percentage of attendance has increased from 70 per cent in 1920 to\n\n"}
{"page": 740, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n713\n\n91 per cent in 1923. Our consolidated schools seem to hold stronger\nattractions for our pupils than did the smaller schools. The percentage of\nall pupils in high schools has increased from 5 per cent in 1920 to 14 per\ncent in 1923. In this respect we are somewhat above the National average.\nThe percentage of elimination in grades one to four in 1920 was 17\nper cent and this was the same in 1923. In grades five to seven, the percentage of elimination has decreased from 21 per cent to 15 per cent. In\nthe high school, elimination has decreased from 12 per cent to 10 per cent.\nOur schools are holding pupils longer than they formerly did, especially in\nthe higher grades.\n\nAlso there seems to be a better adjustment of pupils to course of study,\nand perhaps a more intelligent and sympathetic classification of pupils ; for,\nthe percentage of failures has decreased. In 1920 in grades one to four,\n25 per cent of the pupils in average daily attendance failed of promotion,\nas against 16 per cent in 1923. In grades five to seven, 11 per cent failed\nin 1920, and nine and three-tenths per cent in 1923. In high school, 9 per\ncent in 1920 as against 4 per cent in 1923, failed to advance their classification. By failures we mean pupils who failed in more than one subject.\nThe average number of pupils per teacher based on average daily attendance was 19.1 in 1920 and 26 in 1923. If we subscribe to the theory that\na teacher can teach 26 pupils successfully then our program of consolidation\nhas effected an economic saving of 36 per cent without any perceptible loss\nin instruction.\n\nAll accredited high schools in Virginia must have an annual term of\n\n180 days. Consequently, when high-school opportunities were provided\nfor all parts of our division, the average length of term was increased from\n174 days to 180 days per year.\nTwo hundred of our pupils are transported on an electric car line at a\nper capita annual cost of $6.75. Five hundred others are transported on\nmotor trucks, practically all of which are Ford one-ton trucks, at an average\nannual per capita cost of $26. In every case except one, bids were received and contracts were made with individuals who furnish their own\n\ntrucks, at an average annual cost of $29 per pupil transported. As an\nexperiment, one truck was purchased last year by the school board and a\nlarge schoolboy was employed to operate it. This truck has been operated\nat an average annual cost of $21 per pupil. This estimate fixes the life\nof the truck at three years. School-owned trucks are probably 40 per cent\nmore economical for us than are privately owned trucks, which fact will\nvery likely cause our school board to purchase more trucks next year.\nFrom the standpoint of administration, our division is composed of two\ndistinct units, one for the city of Hopewell and the other for Prince\nGeorge County. This arrangement is fixed by State law which provides\nfor a system of schools in each city and county. These two units are\nabout equal in school population. There is a separate school board for\neach unit of the division, but the central offices are the same for both. The\n\nsuperintendent, clerk of the county school board, stenographer, home\n\n"}
{"page": 741, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ndemonstration agent for the county, visiting teacher, and attendance officer\ntor the city all occupy the central offices. Two separate systems of records\nare kept. The superintendent is the executive officer for both systems,\nand all records, financial and otherwise, are kept under his general supervisen.\nBothschool boards meet regularly once a month, on different days,\nfor the purpose of approving bills, deciding on general policies, and attending to other routine and new business. In this connection it is interesting\nto note that the county unit system has made possible the simplification\n\nand directness of business procedure, and equalization of educational opportarities ; it has made possible more economic buying, and has attracted men\ner wider vision, influence, and interest to positions on the school board.\n\nThe superintendent is the chief supervisory officer. Except in the\ncred schools, there is no special supervisor of instruction. The princgal of each large school is a supervising principal and devotes all of his\ntime to supervision and administration.\n\nIn the smaller schools the prin-\n\nepals must spend at least eighty minutes per day in supervision.\nPrincipais meetings are held monthly in the superintendent's office.\nThese meetings are held in addition to the regular teachers' meetings, and\nare solely for the purpose ofdiscussing problems of supervision and adminStration. Methods are discussed, comparative studies are made, and uniform procedure is decidedupon. These are real cabinet meetings in which\npolicies are evolved. This is our most effective means of planning and\norganizing for action, as well as for checking results. Our last project\nin these meetings was the making of a series of uniform objective tests.\nbased on the standards of our State elementary course of study. The reits of these tests have diagnosedur weaknesses and have fixed goals\n\nbe reached during the spring term by each school, class, teacher. and\nAnother interesting and valutble project worked out in these\nmeetings was a uniform objective grading sistem now used in all of our\n\nshes\n. The group method is used as a basis, the median corresponding\nrazhyn St per cent, for it wasit and in our division that 80 per cent\n\nwas the median grade given by all teachers and covering a period of twe\nBy the use of these tests and with the use of this grading system\nthe marking of parls, their classification, acceleration, and retardation\nhave been made unitum and obectie Comparisons can be made among\nthe same as seto's and weaknesses can be detected and remedied.\n\n"}
{"page": 742, "printed_page": null, "text": "Secretary's Minutes\nWASHINGTON MEETING\n\nThe official program, prepared by President John M. Foote for the July meeting\nof the Department of Rural Education, was as follows :\nTUESDAY AFTERNOON , JULY 1, 1924\n\nRural Education-A Field of Service for the Women of America\nTHE PROFESSIONAL WOMAN EDUCATOR IN RURAL SCHOOL SERVICE-Florence M. Hale,\nState Department of Education, Augusta, Maine.\nTHE LAY-WOMAN EDUCATOR IN RURAL SCHOOL SERVICE-Mrs . John F. Sippel, President of Federation of Women's Clubs, 2730 North Charles Street, Baltimore ,\nMaryland.\n\nTHE PARENT-TEACHER ASSOCIATIONS IN RURAL SCHOOLS-Mrs . John B. Cleaver,\n\nChairman, Country Life, National Congress of Parents and Teachers, Middletown, Delaware.\n\nA BRIGHTER FUTURE FOR THE RURAL CHILD-Mrs . Katherine M. Cook, Bureau of\n\nEducation, Washington, D. C.\nTHURSDAY AFTERNOON, JULY 3, 1924\nContributions of Rural Education to the National Life\nTHE COUNTRY- THE ECONOMIC BASIS OF NATIONAL LIFE-C. J. Galpin, U. S.\nDepartment of Agriculture, Washington, D. C.\nEDUCATIONAL RESOURCES OF COUNTY LIFE-Julian E. Butterworth, Cornell University, Ithaca, New York.\nAN EDUCATIONAL PROGRAM FOR THE RURAL SCHOOLS OF THE NATION-Mrs . F. C.\n\nBeverley, Principal, Farm Life School, Whitmell, Virginia.\nNotwithstanding these changes the program was of high order and proved one\nof the best presented by the department in recent years. Especially valuable and\nmuch appreciated by all present was the splendid exhibit prepared by the Bureau\nof Education under the auspices of Mrs. Katherine M. Cook. Days and weeks\nof hard labor went into the making of this exhibit, and the association is under\nlasting obligation both to Mrs. Cook and to all others who assisted in its preparation.\nA special feature of the closing session, greatly enjoyed by all, was the ex-\n\ntemporaneous participation of a group of one hundred students from the summer\nsession of the University of Delaware.\n\nThese girls, who made the trip to Wash-\n\nington by motor bus and attended the meeting en masse, were loud in the praises\nof their instructor, Mrs. F. C. Beverley, of Virginia, and contributed greatly to\nthe enthusiasm and spirit of the entire conference.\n\nThe meeting closed with a vote of thanks for the officers and speakers, and the\nunanimous approval of a motion authorizing a telegram of congratulation and\nbest wishes to Lee L. Driver, of Pennsylvania, for his safe recovery from a pro-\n\nlonged and dangerous illness.\n[715]\n\n"}
{"page": 743, "printed_page": null, "text": "714\n\nNATIONAL EDUCATION ASSOCIATION\n\ndemonstration agent for the county, visiting teacher, and attendance officer\nfor the city all occupy the central offices. Two separate systems of records\nare kept. The superintendent is the executive officer for both systems,\nand all records, financial and otherwise, are kept under his general supervision. Both school boards meet regularly once a month, on different days,\nfor the purpose of approving bills, deciding on general policies, and attending to other routine and new business.\n\nIn this connection it is interesting\n\nto note that the county unit system has made possible the simplification\nand directness of business procedure, and equalization of educational opportunities; it has made possible more economic buying, and has attracted men\nof wider vision, influence, and interest to positions on the school board.\n\nThe superintendent is the chief supervisory officer. Except in the\ncolored schools, there is no special supervisor of instruction. The principal of each large school is a supervising principal and devotes all of his\ntime to supervision and administration. In the smaller schools the principals must spend at least eighty minutes per day in supervision.\n\nPrincipals' meetings are held monthly in the superintendent's office.\nThese meetings are held in addition to the regular teachers' meetings, and\n\nare solely for the purpose of discussing problems of supervision and admin\nistration. Methods are discussed, comparative studies are made, and uniformprocedure is decided upon. These are real cabinet meetings in which\npolicies are evolved. This is our most effective means of planning and\norganizing for action, as well as for checking results. Our last project\nin these meetings was the making of a series of uniform objective tests\nbased on the standards of our State elementary course of study. The re-\n\nsults of these tests have diagnosed our weaknesses and have fixed goals\nto be reached during the spring term by each school, class, teacher, and\npupil. Another interesting and valuable project worked out in these\nmeetings was a uniform objective grading system now used in all of our\nschools. The group method is used as a basis, the median corresponding\nroughly to 80 per cent, for it was found in our division that 80 per cent\nwas the median grade given by all teachers and covering a period of two\nyears. By the use of these tests and with the use of this grading system\n\nthe marking of pupils, their classification, acceleration, and retardation\nhave been made uniform and objective. Comparisons can be made among\nthe various schools and weaknesses can be detected and remedied.\n\n"}
{"page": 744, "printed_page": null, "text": "OF RURAL EDUCATION\n\n717\n\nch will provide the assistance\nped. Personally, I firmly beintry people in this work, unless\nare in a position to carry on for\nto overcome failure than to start\nonce tried to create an association\n\nto start, on a second attempt, a sucre the most independent people in the\n\nion, but they do welcome suggestions\nIn the country school is, of necessity, a\n1 a Mothers' Club in the city. In most\n\nattered along lonely roads. The mother\ne father takes her, or, unless the children\n\nogram advocated for rural associations must\nyoung and old, men and women. Ifa defiadapted to their needs is furnished, experience\nrespond to it. Country folk need entertainare entitled to feel, after the effort that is put\ndifficulties of bad roads and weather, that they\nmore than this from attending the meeting. We\n\nin these meetings opportunity for the acquiring of\nLion for new effort. We must make it possible for\n✓ standards for family life and community progress.\n: meeting frequently reaches people who do not read.\nagazines and who do not understand modern methods\ne must give them at least a glimmer of these things at\nr meetings. But the road is a long and tedious one.\n\ne to accomplish such an ambitious program in a moment .\ncts the social appeal is the only one that can be counted\neginning. To bring people together, to make them better\nand to let the differences, originating in misunderstanding,\nthey become better acquainted with one another, is a splendid\n\nin any district. Time and time again, I have been told in diswhich it was difficult to find leaders, that the hesitation of the\nvas due solely to the fact that they were not acquainted with one\nAfter they have gotten together a few times they discover what\n\nJave been missing through lack of contact. Gradually they acquire\npower of self-expression, and reach the stage where a discussion on\nstructive subjects is possible. The result is a crystallization of public\npinion that will completely change the community life.\nI have already referred to the Parent-Teacher Association as an agency\n'for broadcasting information. The possibilities in this field, I feel, make\nthe growth of the movement of positive moment to the Nation. A concrete instance from my own State might serve to illustrate my point.\nWithin the past seven years Delaware has legislated a new school law.\n\n"}
{"page": 745, "printed_page": null, "text": "716\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE PARENT- TEACHER ASSOCIATION IN RURAL\nSCHOOLS\nMRS . JOHN B. CLEAVER, CHAIRMAN OF COUNTRY LIFE, NATIONAL CONGRESS OF PARENTS AND TEACHERS , MIDDLETOWN, DELAWARE\n\nA Parent-Teacher Association anywhere is essentially a partnership\nproject. It must represent a fifty-fifty effort on the part of community\nand teacher. A successful association in which the work is carried by the\nteacher alone is as impossible as a school in which there are teachers only\nand no children. The great function of the association is to bring together\ntwo different viewpoints, to enable the school to supplement more effi-\n\nciently the work of the home, and the home to supplement more efficiently\n\nthe work of the school ; to create an organized group of citizens, to back,\nin a sympathetic and intelligent way, the work of the trustee and the\nteacher. The inestimable possibilities in an association of this type, multiplied until it is Nation-wide, are simply staggering to the imagination.\nThe growing recognition of the value of the idea was forcefully illustrated at the last National convention held in St. Paul, Minnesota, in\n\nMay, of this year, when the name of the National body was changed from\n\n\"The National Congress of Mothers and Parent-Teacher Associations\"\nto \"The National Congress of Parents and Teachers,\" upon the insistence\nof men from all parts of the country, who wished to throw their force into\nthe development of the movement.\nThe Parent-Teacher Association is necessary wherever the education of\n\nchildren is being carried forward. It seems to me it is particularly a necessity in the rural school district. First, country people as a rule are more\nconservative than people living in groups. Their isolation and detachment\noftentimes mean that they miss the spectacle of another fellow's experiment, and only become convinced of the value of a new thing after it has\nbecome probably an old idea to city people. Certainly, such an agency\nfor the distribution of information, the opportunity for sharing each\nother's experiences that the Parent-Teacher Association affords, are doubly\nvaluable in the country districts.\nBut the work of creating a Parent-Teacher Association in the open\n\ncountry is a difficult proposition. It is seriously handicapped by the inertia\nof country people that has characterized the last generation. The old\nsinging schools and debating societies disappeared with the stovepipe hat,\nhoop skirts, and Civil War days.. The lyceum ceased to exist. The rural\nfree delivery closed the village post office and eliminated the intimate group\n\ndiscussions of winter evenings around the old wood stove, a custom which\nproduced more than one leader a generation ago. Today, because we\nfailed to furnish a modern equivalent for all of these things, to find rural\n\nleadership is extremely difficult. Consequently, an association in a rural\nschool, organized and left to itself, from the start, is, in the majority of\ncases, hopeless. Every plan to organize Parent-Teacher Associations in the\nrural districts, if it is to result in anything truly constructive, must, there\n\n"}
{"page": 746, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n717\n\nfore, include a definite follow-up plan, which will provide the assistance\nneeded until local leadership can be developed. Personally, I firmly believe it is better not to attempt to start country people in this work, unless\nwe can be prepared to stand by until they are in a position to carry on for\nthemselves. It is much more difficult to overcome failure than to start\nwith a clean slate. A district that has once tried to create an association\n\nand failed, is the hardest one in which to start, on a second attempt, a suc-\n\ncessful association. Country people are the most independent people in the\nworld. They will not accept dictation, but they do welcome suggestions\nand personal assistance.\nA Parent-Teacher Association in the country school is, of necessity, a\n\ndifferent type of association from a Mothers' Club in the city. In most\nrural districts, the homes are scattered along lonely roads. The mother\nvery often cannot go unless the father takes her, or, unless the children\ngo along. Accordingly, the program advocated for rural associations must\nbe flexible enough to interest young and old, men and women. Ifa definite, constructive program, adapted to their needs is furnished, experience\nhas shown that people will respond to it. Country folk need entertainment, it is true; but they are entitled to feel, after the effort that is put\nforth in overcoming the difficulties of bad roads and weather, that they\nreally gain something more than this from attending the meeting. We\nmust provide for them in these meetings opportunity for the acquiring of\nnew ideas and inspiration for new effort.\n\nWe must make it possible for\n\nthem to discover new standards for family life and community progress.\nThe Parent-Teacher meeting frequently reaches people who do not read,\nnewspapers and magazines and who do not understand modern methods\nof education. We must give them at least a glimmer of these things at\nthe parent-teacher meetings. But the road is a long and tedious one.\n\nWe cannot hope to accomplish such an ambitious program in a moment.\nIn many districts the social appeal is the only one that can be counted\nupon in the beginning. To bring people together, to make them better\nacquainted, and to let the differences, originating in misunderstanding.\ndisappear as they become better acquainted with one another, is a splendid\nbeginning in any district. Time and time again, I have been told in districts in which it was difficult to find leaders, that the hesitation of the\n\npeople was due solely to the fact that they were not acquainted with one\nanother. After they have gotten together a few times they discover what\n\nthey have been missing through lack of contact. Gradually they acquire\nthe power of self-expression, and reach the stage where a discussion on\nconstructive subjects is possible. The result is a crystallization of public\nopinion that will completely change the community life.\n\nI have already referred to the Parent-Teacher Association as an agency\nfor broadcasting information. The possibilities in this field, I feel, make\nthe growth of the movement of positive moment to the Nation. A concrete instance from my own State might serve to illustrate my point.\nWithin the past seven years Delaware has legislated a new school law.\n\n"}
{"page": 747, "printed_page": null, "text": "718\n\nNATIONAL EDUCATION ASSOCIATION\n\nThis has meant that the complete school system changed overnight from\none of the most backward to one of the most progressive in the entire\nUnited States. The change was too sudden for the people. Public opinion\nwas not ready for it; the people refused to accept the new conditions.\nPoliticians capitalized on the situation, and the result was misunderstanding and a gross misstatement of facts. Many, including some of the\n\nState's finest people, came to believe that the school program that the\npeople were being asked to finance was desirable, it is true, but far too\nexpensive for ordinary people.\n\nThe Delaware Parent-Teacher Association recognized the emergency,\nand accepted as its special opportunity for service, the obligation to broadcast unbiased information about the school needs of this generation. A\nState program committee was formed and a series of leaflets presenting\nfacts for discussion month by month in each Parent-Teacher Association\n\nmeeting, was prepared for publication. An appeal was made to each local\npresident to have the facts so provided presented by someone of the district\nto the people of the community, at the Parent-Teacher Association meeting, after a demonstration of some modern method of teaching (outlined\nby rural supervisors of the State Department of Education) had been\ngiven by the children and teacher.\n\nThe Delaware Association has held\n\nsteadfastly to this method. The first year, 124 associations had the facts\nprinted in the leaflets discussed in their meetings; the second year, 146\nassociations, and this year, although the final figures are not yet in, we\nknow for a certainty that many more associations have used the plan than in\nany previous like period.\nTo be more specific, the leaflets prepared this year have been on the\ngeneral subject, \"The School as a Community Center.\" Delaware people\nhave not been preached at; they have not been told in so many words what\nthey ought to do. But they have heard at their Parent-Teacher meetings ,\n\nfrom month to month, about the action of the people in Eyota, Minnesota,\nwhen they voted to close seven one- room schools and build a fine consoli-\n\ndated school ; of the service which this school has rendered to every family\nin the community, and of the universal opinion among the tax payers that\nthey are getting a far greater return on their investment than they ever\nhad in the past. They have heard of the splendid Country Life School\nthat the people of Whitmell, Virginia, have developed. They have learned\nabout the consolidated schools of Randolph County, Indiana, and others.\nThey have seen pictures of all of these schools. They are drawing their\nown conclusions. We firmly believe that, within the next few years, the\npeople of Delaware will refuse to tolerate for their own children, schools\nthat fall short of the standard which they are gradually acquiring through\nthe Parent-Teacher meetings.\nAnd so the Parent-Teacher Association functions to create the spirit\nwhich will undoubtedly manifest itself in works. I wish that I had the\n\npower to paint for you two word pictures which would illustrate the value\nof the Parent-Teacher Association in the rural district.\n\n"}
{"page": 748, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n719\n\nJust imagine a little frame school building, painted a one-time hideous\ngreen, which stands in the midst of a lonely pine thicket. A trustee,\nto whom paint is paint, regardless of color, has had the schoolhouse put\nin readiness for the opening session. The new teacher arrives. The children come, many of them for the first impression of school and school life.\nThere is not a picture on the wall; there are no shades at the windows ;\nthere is no place for the children to wash dirty hands and faces; there is\nan utter absence of material with which to work other than the bare text-\n\nbooks. For the playground there is nothing even as modest as a ball, with\nwhich to introduce any sort of coöperative play, from the absence of which\ncountry children so seriously suffer. There is no privacy around the out-\n\nhouses. The place is bare, hopelessly dingy, genuinely unattractive, indeed\nlittle more than a shelter from the weather. It is needless to say the people\n\nof the community have no educational ideals, or they are genuinely indifferent.\n\nBut behold the scene begins to shift with the coming of September and\nthe energetic little teacher. After a first hopeless glance she sits down to\nplan and then goes to work. There is a conference with her trustees .\n\"Has a Parent-Teacher Association ever been tried in this district ?\n\nDo\n\nyou not think it would be a good thing to try one ?\" and so on. Then an\ninvitation to every taxpayer and parent in the district to come to the\n\nschoolhouse on a definite evening; an explanation of the purpose, and an\norganization effected. The meetings continue regularly; they are the\nmeans by which the people of the community discover the poverty-stricken\ncondition of their children's school environment. The teacher is ready with\na response when she is asked how they can help. As a result of the initiative\nof the people themselves, the school, at the end of the school year, presents\nanother picture. There are shades at the windows with soft muslin inside\n\ncurtains to contribute to the \"homey\" atmosphere of the building. The\nugliness of the interior has been relieved by a neutral tone coat of paint.\nThere are bright geranium flower boxes in a window or two, and interesting exhibits of the children's work on the wall, for the whole community\nto praise when they come to the parent-teacher meeting.\nSome new\nmaps (which the school board could not buy for lack of funds) are in evidence in one corner. Another has been converted, by the use of a screen,\n\ninto something resembling a wash room, with sanitary towels and liquid\nsoap. Quick growing shrubbery has been planted around the outhouses .\n\nThe children's rating in the county-wide tests shows a rise. The same\nteacher returns . At the end of the second year a school library becomes the\n\nobjective; the equipment arrives for hot food at noon, and simple playground apparatus appears, to smooth away many problems in discipline,\nand to add immeasurably to the children's health and joy in life. The children are getting many times as much out of their school as they did two\nyears ago. The people learn more and more of school needs. How well\nthey meet these needs depends upon the standard which the Parent-Teacher\nAssociation provides for them. Everyone of you has seen these pictures.\n\n"}
{"page": 749, "printed_page": null, "text": "720\n\nNATIONAL EDUCATION ASSOCIATION\n\nIf you were told that it had happened but once in the United States you\nwould doubtless believe the story had been handed on from your State.\nNotice, however, please, the instance I have described, that the teacher plays\nthe part of a social engineer. She is the one person with superior knowledge who knows what should be done, but she is far too wise to attempt\nto do it herself. She is undoubtedly the driving power, but she puts the\npeople of her community to work and gets them to do the thing themselves.\nI hope.you will gather from what I have said that the material gain to\na school which results from a Parent-Teacher Association in the district is\n\nvaluable, in the main, only as it indicates the fulfilment of a spirit which\nwe are working to create an interest in a special school, contrasted to indifference; an enthusiasm for the public school as the most indispensable\ninstitution, after the church itself, in all of our American life, and a\n\ndedication to its finest possible development for the benefit of our children\nand our Nation's future. But nothing can be more important than a clear\ncomprehension at all times of the sphere of the Parent-Teacher Association.\nIf it sinks to the plane of a mere money-making agency to buy school\nequipment, it is indeed negligible. If it works to create a sentiment which\nwill make such a procedure unnecessary, it is a vital part of those forces in\nthe country which are working for things that are really constructive and\nof permanent worth.\n\nIn Delaware, although we have insisted at all times that money-making\nfestivals must never become the objective of the association, we have appreciated the wholesome effect of getting folks to working together for\nsome common project. Accordingly, our State executive committee adopted\na resolution three years ago, urging the rural schools to try to buy books\nfor the school library. \"Thirty books a year for ten years,\" was urged\nas a slogan. As a result 13,000 books have been put within the reach of\ncountry children, who, before this, had access to very little reading mate-\n\nrial, and picture collections have been started in many schools. At the\nend of the ten-year period, we feel that Parent-Teacher Association activity\nin this one respect, will not be altogether negligible.\n\nThe Parent-Teacher Association, as I believe in it in the open country.\nis as democratic as the school itself. It is the people, the supreme body\nbefore which all things rise or fall in a republic. Plans that originate in\nsuch a group must succeed, for they spring from the wishes of the people.\nThe P. T. A., I believe, provides the machinery through which these\npeople can first discover standards by which to measure their own affairs,\n\nand later, the ways and means of bringing themselves eventually up to these\nstandards. I hope that it will soon be recognized as an indispensable part\nof every school that makes any pretense to meeting the needs of this\ngeneration.\n\n"}
{"page": 750, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n721\n\nA BRIGHTER FUTURE FOR THE RURAL CHILD\nMRS. KATHERINE M. COOK, RURAL EDUCATION DIVISION , U. S. BUREAU OF\nEDUCATION, WASHINGTON, D. C.\n\nMy topic this afternoon permits me to dwell not on the inefficiency of\nrural schools, except incidentally to point out remedies or avenues of\napproach, but rather upon conditions in that future for rural children in\nwhich we have a right to have faith, and toward which we have a right\nto look with confident expectation to the extent and only to the extent that\nwe now lay a stable foundation for it. I wish to stress this point: Good\nschool systems do not spring up over night out of the nothing into the here.\nAs we do our duty, fully or temporizingly, this foundation will be laid\nwithunderstanding, intelligence, and foresight ; or superficially and without\nvision of the meaning of education in a democracy.\nBefore adequate progress can be made in rural education, we must\nknow-especially farm people must know and understand fully-the significance of school conditions as they now are in the majority of rural\ncommunities. To know the truth, and to face it uncompromisingly, seem\nto me, the first steps toward a brighter future.\n\nHowever, knowledge of the situation, essential in all respects, does not\nand should not connote reconciliation or resignation, or even patience, with\nunsatisfactory and remediable conditions. There should be no acceptance\nof wrong conditions, nothing bordering on the \"inferiority complex\" attitude on the part of the farm people. There has been a tendency in the\npast, not wholly obliterated, to accept conditions as they are, in a spirit\nof resignation. The farm home is isolated, therefore certain conveniences,\nprivileges, and facilities (school facilities included) seem, in the nature of\nthe case, beyond reach. Nothing much need be done about it. Just as the\nfarm family resigns itself to dispense with, let us say, grand opera and other\nluxuries ordinarily associated with city life, so it resigns itself also, sometimes with very little effort, to inadequate school facilities. Forces not\nnecessary to enumerate here are dissipating gradually many of the causes\nwhich made such resignation necessary. Certain it is that schools are not\nluxuries, and limitations in school facilities should be the first, not the last,\nto be eliminated. The justness of extending adequate and equal educational opportunities to all children, regardless of their location, cannot be\nquestioned. Greater effort must be made to provide improved and attractive buildings with abundance of modern equipment, a sufficient number\n\nof adequately prepared teachers, and similar essentials for the rural child.\nSchools having these requisites have long been considered the birthright of\ncity children. Shall country children be satisfied with less ? Certainly\nnot, if we are to face the future with faith and confidence.\n\nAs responsible citizens we must attack the question fundamentally.\nFirst, it seems to me that we must provide for rural communities real school\n\nsystems, sufficiently centralized, organized, and financed to insure to all\n\n"}
{"page": 751, "printed_page": null, "text": "722\n\nNATIONAL EDUCATION ASSOCIATION\n\nrural schools adequate financial support and professional administration.\n\nWithout such systems universally provided for, we shall continue to make\nprogress in spots only. That the accomplishment of this presupposes in the\nmajority of our States fundamental reorganization of present State systems\nshould be no deterrent. Let us face this problem squarely. Compromise\nmeasures, however good in themselves, will not wholly solve the problem.\nMoney alone will not solve it. Money without intelligent thought given\nto organization and administration is like faith without good works. We\nmust be sure the money is intelligently spent and the schools professionally\nmanaged.\n\nEducation is a State function. Therefore this suggested reorganization\ndemands : That the State provide for the kind of organization that will\npermit the establishment and maintenance of school systems at least as\nefficient as those for city schools now are. The State must provide adequate educational leadership. This presupposes enlarged State departments\nof education with an adequate and professional staff.\n\nIt includes the set-\n\nting up of standards which prescribe a minimum to which all schools must\nattain, and which at the same time encourage local initiative to go as far\nbeyond the minimum as local ability and ambition determine. Financial\nresponsibility must be assumed by the State and shared by State resources\nto an extent which will enable the poorest system to reach the minimum\nstandard without excessive taxation, and with no more than the established\n\nor median effort set for the State as a whole, expressed in terms of taxation\nrate and valuation.\n\nIn other words, in the future we must see to it that,\n\nas we believe no child should be deprived of the opportunity to get an education because of poverty, no community should be penalized because of\npoverty or isolation, either to the extent of being denied educational advantages to its children, or to the extent of facing undue hardship in school\ntaxation. Is this impossible ? By no means. Already a number of States\napproximate this condition.\nThe fact must be accepted that, for some years at least, if not always,\nin all human probability, schools will cost more in the country than in\ncities. Concentration of population in cities, whatever ills come in its train,\ntends to economy from a financial standpoint. Transportation alone, even\nif conducted on the most economical basis possible, adds greatly to the cost\n\nof school maintenance, often from 25 to 50 per cent of the total expenditure. One-teacher schools are even now expensive, as facts revealed in the\nNew York and other State surveys prove. If those which must remain\nare made efficient, they will continue to be expensive. Conditions inherent\nin rural living, such as relative isolation necessitating travel over long distances for supervisors and teachers as well as children, added expense of\nbuildings and equipment under open-country conditions, salary bonus necessary to secure and retain qualified teachers in the country, all mean that\nincreased cost is unavoidable. Only the State itself can devise and properly\nfinance equitable support and educational facilities for its rural districts.\n\n"}
{"page": 752, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n723\n\nNext in importance to providing for potentially efficient systems, comes\nthe necessity of making potentialities realities. No vision of the future will\nsatisfy unless we see therein all rural schools under professional administrative control; unless the rural people come to have at least as full a realizationof the necessity of this as city people now have. The splendid achievements now being made by systems so managed, justify us in looking forward\nhopefully to the time when the one consideration in the selection of county\nor other rural superintendents will be to manage schools and not as now,\nin many instances, to get votes; when the county superintendency is no\nlonger the football of party politics, but a professional service that appeals\nto the best qualified, trained, and experienced educators; when rural school\nboard members, selected because of interest in education and good citizen\nship, give to the selection of the superintendent the same thought and\nattention that is now given to the selection of college presidents, city\nsuperintendents, and presidents of large corporations. If we continue to\nleave to fate, or what is the same thing, three trustees selected frequently\nbecause no other voters happened to appear at the school election; the re-\n\nsponsibility for the education of our children, including such important\nfeatures as the selection of teachers, textbooks, courses of study, and the\nlike, only by some fortuitous accident or some superhuman agency can our\nrural children be educated.\n\nParticularly will the rural school systems of the future insist on a prepared and experienced supervisory and teaching staff. At present it seems\nvery probable that farmers pay more for education and receive less\nthan citizens of any other class. As proof of this, one need only examine\ninto the number of administrative and supervisory officers, as well as\nteachers trained in our colleges and normal schools who go, after graduation from these institutions, to service in city systems and remain there.\nData on this subject indicate that only a negligible number of teacherpreparing institutions in the United States send as many as half their\ngraduates into one- and two-teacher schools. From many, only a fraction\nof one per cent go into such schools. Few if any of our State universities\nassume a just share of their responsibilities toward education, especially as\nconcerned with the efficiency and training of rural superintendents and\nsupervisors. In 34 of our States, 50 per cent or more of the population\nis rural. In many of them the farming population is the backbone of\neconomic stability. Yet in a large majority of these States experience and\nobservation show that the normal schools and teachers' colleges render\ncomparatively little service to country schools and country communities.\nIt may be reasonably expected that systematic professional management\nand supervision will insure the other modern requisites of efficient school\nsystems. Most of them we may take for granted. I shall mention here\nbut a few. Among these are school buildings and equipment. I hesitate even to mention one or two or even three things which one can assert\nthat country children need most. Time was when it seemed safe to\n\n"}
{"page": 753, "printed_page": null, "text": "724\n\nNATIONAL EDUCATION ASSOCIATION\n\nadvocate some favorite prescription as offering the best remedy for conditions existing in rural schools. If, however, I were permitted to ask for\none thing and one only-if, as I believed in my childhood, a fairy godmother might appear and offer to grant one wish-I should be greatly\ntempted to make that wish that more joy and beauty and lightheartedness\nmight somehow be added to the education endowment of country children;\nthat schools should better contrive to assure to them their share of \"sweet-\n\nness and light.\" Some of the spiritual influences which come from beautiful surroundings should be contributed by attractiveness in school buildings. Certainly the rural school of the future will give full consideration\nto the increased knowledge we now have of the effects which the selection\nof a good school site, sanitation, ventilation, heating, and the general\nhygiene of school buildings have on the health and progress of school\nchildren. It must also give full consideration to the effect that beautiful\nsurroundings have on the moral and spiritual life, the formation of character and ideals. Time and experience have proved that good buildings\nare not a question of money alone. Thought and care, some knowledge\nof architecture, and an appreciation of the place that art has in education\nare essential. Generally an appropriate and beautiful building costs no\nmore, may even cost less, than an inappropriate and unattractive one. The\nrural school of the future must be a place of beauty, exemplifying the best\nwe know in school architecture, and providing, from an hygienic point of\nview, for the best interests of the children housed within it.\nWithin and without, equipment must be abundant and modern in character, at least as good as our best rural schools now have. An auditorium,\n\nample laboratory facilities, playground for games and athletics, where children learn to love and use the great out-of-doors are accepted essentials of\nmodern schools. We have outlived the day when the belief was prevalent\nthat because the country is a healthful place in which to live and rear\nchildren, therefore all country children are essentially healthy, and no\nspecial attention to health is necessary. This delusion was dispelled by\nthe draft data, and every other investigation that has been made of the\nhealth of country children.\nEven in this brief survey of the future, one cannot overlook considering\nwhat the rural school curriculum must offer to country children. We have\npassed through, and I hope, safely emerged from, the period when it was\nheld to be part of the schools' responsibility to insure the replenishment\n\nof our farm population by educating rural children solely for vocational\nefficiency in agricultural pursuits and farm home-making. Fortunately\nwe now know that the future of farm as well as of general industrial and\neconomic conditions depends on keeping wide open the roads leading to all\nvocations and all professions to the farm youth as well as to the city youth.\nAcademic learning and vocational effectiveness are important, but they\nare not all the achievements to be expected of the rural schools of the future.\n\nOtto Kahn, in a recent address before the American Federation of Arts\n\n"}
{"page": 754, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n725\n\nsaid, \" It seems to me that, when speaking of the arts, we must not overlook\n\nthe art of living.\"\n\nThe rural school especially must not overlook either\n\nthe arts or the art of living.\n\nAcademic work, the social inheritance, will of course not be replaced,\nbut will be freely supplemented with music and the other arts ; with intelligent guidance, not alone vocational, but educational as well. Ability\nto participate in the social life of the community, the development of the\nsocial graces, the ability and desire to play, in childhood, in youth, and in\nmaturity, these will all receive special attention in the rural school of the\nfuture. All work and no play is not the only thing that makes Jack a\ndull boy. So do lack of companionship, isolation, boredom, lack of diversity\nof interests, and \"inspirational opportunity.\"\nTo accomplish all this, it is our duty to work intelligently along the\nlines indicated. To hasten the better future for country children, it is our\nprivilege to work unceasingly toward spreading a wider knowledge among\nall people, country people especially, of school conditions as they now exist.\nThat rural people do not get from the State system or State educational\ninstitutions the same service that cities get; that they are deprived of the\nadvantages of public institutions of higher learning because of the poor\nresources of the lower schools; that they do not participate in the general\nbenefits in proportion to the amount they pay for school support ; and that\nthe farmer often pays more and receives less in education returns than his\nurban fellow citizen-these are comparatively new ideas to farm people.\nBetter understanding is needed of the fact that not smallness of investment\nbut returns on the investment is the measure of economy. Only larger\n\ninvestments in rural schools insure adequate educational returns to boys\nand girls, and a better world to live in, in the future, than we have known.\nFinally, there must be a wider dissemination of the facts that good schools\nare possible in the country, and that they can be made accessible to all children. Means of getting them present problems worthy of our best intelligence.\nThe demand for good schools must come from the farmer himself.\n\nHe\n\ncannot depend on others to secure from State resources, legislatures, educational institutions, and school systems, efficient educational facilities.\n\nThe\n\neconomic and social welfare of the farmer is attracting the sympathetic\ninterest and attention of the Nation, from farm organizations, and agricultural blocs, and even in political party platforms. Can we not help to\nextend this interest and attention to include the educational welfare of farm\n\nchildren? After all, improved living and economic conditions can be secured and permanently assured only through improved educational facilities.\n\n"}
{"page": 755, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n726\n\nTHE COUNTRY— THE ECONOMIC BASIS OF\nNATIONAL LIFE\nC. J. GALPIN , UNITED STATES DEPARTMENT OF AGRICULTURE\nWASHINGTON , D. C.\n\nIs the farmer's family worth educating ? Or is it perhaps time wastedtaking pains with this family; getting acquainted with its environment\nand its psychology; adjusting the mechanics of modern education to its\npeculiar circumstances of life and occupation ? Does the farm family, farm\ncommunity, and farming class as a whole mean enough to national life\nto warrant putting forth the extraordinary effort to make possible to them\nas complete an education as other families, other communities, and other\nclasses already possess-groups which put up to educators a far less difficult social, if not technical, problem than does the farm group ?\nPassing by the humanistic argument for providing complete education\nto the farmer, it seems to be my duty here today, to look squarely in the face\nthis more mercenary and worldly-wise question, whether it will pay to educate the farmer. Not, does he deserve education as a human being in our\nmidst; but, is he of importance enough in the Nation to demand education?\n\nOr, perhaps, better still-for he may never come to the point of demanding,\nso slow has he been so far in voicing his educational rights-would it be\nmoney in the pockets of the Nation to see that the farmer class gets as good\nan education as any other group? Let us, therefore, briefly, in bare outline\nindeed, see what the farmer means to the Nation in a purely economic\nsense .\n\nFirst of all, let us pass in review and look at the parade of a few phrases,\nsuch as \"agriculture our basic industry;\" \"the farmer the backbone of the\nnation;\" \"the agricultural class the conservative element in society.\" I\nconfess there is a somewhat hackneyed ring in the steps of these phrases\nas they pass along. One can not help remembering who and what occasions are back of these phrases. And doubtless many a hard-thinking man\n\nor woman has sensed a subtle insincerity in the use of these phrases, while\nat the same time he has been unable to detect any lack of truthfulness in\n\nthe statements themselves or in the ideas implied.\n\nBefore making an\n\nanalysis of the insincere utilization of the truth in this matter, let us look\nat some of the broad economic facts about agriculture as an industry. This\n\nis not the place for an academic historical survey of agriculture as it has\nplayed its part in the world's civilizations, or as it has opened up the resources of the American continent.\n\nI shall be satisfied to assume that the\n\nhistorical rôle of agriculture lies close to the surface of every educator's\nmind. The present-day facts will suffice to bring the whole picture sufficiently before us .\n\nFirst: the farm population, the group we are thinking about. It is 29.9\n\nper cent of our total population. While there are several types of agriculture, running the gamut from orange raising to cotton, from cattle\n\nraising to wheat, from grapes to milk, it is beyond question that there is\n\n"}
{"page": 756, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n727\n\na greater degree of homogeneity in this group of thirty millions of our\npeople than in any other thirty millions. The group that most nearly approaches the agricultural group in point of numbers is that of the manufacturing and mechanical industries. The number of persons ten years\nof age and over, gainfully employed in the one group, is virtually equal to\nthat in the other; but, taking their families into account, the agricultural\ngroup doubtless proves somewhat the larger ; whereas, there can be small\nquestion that the three hundred varieties of mechanical arts, ranging from\nboiler making, printing, sugar refining, to dressmaking, piano tuning, and\ndynamite making, provoke and sustain a heterogeneity among their workers,\nwhere among the arts of agriculture is homogeneity. The trading group,\nwherein are bankers, retail dealers, undertakers, newsboys, and the like,\nwhile a large group, next in fact to that of the mechanical arts, has not a\nthird of the population of the farm group. Other minor groups are those\nof transportation, mineral extraction, domestic and personal service, professional service, clerical occupations. The farm group, however, not only\novertops the others in point of numbers, but in point of homogeneity of\ncharacteristics, has no equal among the large groups.\nSecondly, let us take a look at the net wealth of the farm group. The\nbest authorities on this subject, after careful calculation, place the net worth\nof all farm classes in 1920 (a year when farm values were at their height)\nas 21.5 per cent of the total wealth of the Nation.\n\nIf we were to include\n\nthe value of all the capital employed in agriculture, the percentage would\nrise considerably; but seeing that a certain amount of the capital is owned\nby those persons living in cities and identified principally with other occupational groups, we are including in this estimate only the property belonging to the farm population.\nJust a glance at the annual income of this farm group. The best that\nthe group has done in recent years was its achievement in 1919, when it\nreceived 20 per cent of the National income. No one knows when it will\nagain reach this high-water mark. Low tide now obtains with the farmer.\nWhile the temporary character of the low tide is conceded, no one will\nventure to predict the return of high tide. So much for the economics of\nthe farmer's numbers, property, and income. His is our largest homogeneous group, possessing a little short of an average share of the Nation's\nproperty, and quite a bit short of the Nation's annual income ; but it is said\nthat the bare fact that he brings food and fiber out of the soil makes him\n\nbeyond question the basic worker; for food the Nation must have, while\nslippers and pianos it can, if necessary, get along without. Let us view\nthis angle a moment.\nAs the Nation runs along at present, about 40 per cent of its annual\n\nbudget goes for food in its final edible form. This is a good deal. It is\nmuch the largest single item of family expenditure. Although the raw materials of food which the farmer supplies are not half this 40 per cent, this\n\nbig food budget will always draw the attention of the households of\nAmerica to the farm where food is produced. In time of stress in the\n\n"}
{"page": 757, "printed_page": null, "text": "728\n\nNATIONAL EDUCATION ASSOCIATION\n\nNation, the foodmaker will be under scrutiny. A look at Germany at the\npresent time illustrates the point in question. The food-raiser there has\nfood, but the Nation has not sufficient food. There is stress with the\nmiddle class city dweller. America has always had food to eat-plenty,\nand the balanced ration. America has eaten wheat, meat, milk, fruit, and\nvegetables. America's infants have had milk for growth. The young\nAmerican has not known what it is to live on a lifeless, growthless, impotent diet. American agriculture, so far at least, is furnishing to the\nNation quantity and quality par excellence.\nWhile it is true that the mechanical arts, through discovery and invention, have in some spheres invaded the territory of agriculture, there seems\nin the process of synthetic foods, no relief to agriculture in its role of food\nproducer. It is at this point, doubtless, where the Nation drives down a\nstake and on it writes \"Basic Industry.\"\n\nIt is the fear of what might\n\ncome, what may come indeed, but never yet has really come, which makes\nthe American statesman tremble for his country when he thinks of possible\nfamine or famine prices for food. It is the deep-seated knowledge of mankind that when food is reduced to doles and when infants starve, then men\n\nbecome wolves and jackals. This menace, hitherto dormant in America,\nis probably the real truth back of the flattering sobriquets attached to agriculture, \"Basic Industry,\" \"Backbone of the Republic.\"\nThe insincerity in the use of this term \"basic\" as applied to the economics\nof agriculture lies in the fact that the flippant user reckons that the farmer\nof America does not know how to do anything else than produce food in\nabundant quantities to feed the Nation. The user of \"basic\" knows that the\n\nfarmer hasn't learned the miner's trick of shutting down on coal ; hasn't\nlearned the labyrinthine methods of finance; is, in fact, so far away from\nthe contemptible restriction of food that it is ludicrous to think of him as\nbringing famine on America. And yet, the cynic will say, \"Who knows\nwhen the day may come, that the farmer may learn the ways of the world\nand may begin to exert some of his superpower and bring the menace of\nfood shortage upon us, just as the coal man has recently brought us\nshortage of coal ?\"\n\nSo while the hollow ring of the demagogue may be there, the truth is\nlurking there just the same; and the life of the Nation is in the hands of\nthe farmer.\n\nBut there is another aspect of farm life which merits even\n\nmore our serious attention.\n\nNo other large group of the Nation has so many children as the farm\ngroup. This economic fact is of special interest to rural educators, and in\nfact to all educators. Here is the point where all citizens will do well to\n\"sit up and take notice.\" We are no longer guessing, for the census lets us\nknow the facts. And these are the facts :\n\nIn the United States as a whole there are 12.9 per cent more children\nunder 21 years of age in the farm population (and this excludes all village\nand small town population) than in any equivalent population group dwelling in cities. The city appears to be a poor place for children; city women\n\n"}
{"page": 758, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n729\n\nhave not the chance to mother much there; there isn't space enough for\nchildren; there isn't pure air, sunshine, quiet enough. The city is a place\nfor business to be born, to grow, to reach achievement ; but it is no place for\nthe human home. The farm home proves to be the ideal place for children,\nand there the children are found. In fact, there is at present an excess of\nfour millions of children among the thirty millions of farm people, when\ncompared with thirty millions of city people. Some cities of over 25,000\npopulation have as low as 29.2 per cent of its population in children to\nmatch the 50.4 per cent of the farm population for the whole United States ;\nor the 58.2 per cent of the farm population of one of the States. In fact,\nwere it not for the foreign-born element in many of our cities, the presence\nof children there would be something of a phenomenon. And with restricted immigration, we shall be prepared to see the child rate in cities\ndrop materially, in spite of the growing decrease of infant mortality.\n\nWhat is the purport of this fact? Simply this. The farm can not use\nits share of adults over 21 years of age, but the city can. The city uses\n12.9 per cent more of adults than does the farm. Therefore, the farm,\nas these excess children come of age, and cross the line to the adult class,\n\nwill send them to the city. The farm is not sending children to the city ;\nnot raw, untutored, weak, under-fed children. No. It is sending in a\nconstant stream its excess young adults, who, born, reared, nourished on the\nfat of the land, in space, fresh air, sunshine; and apprenticed, mind you, to\nthe habits of work, go to the city as the best recruits industry has, the\nbest recruits the arts, the professions, the trades have. This regular supply of labor, of brain-power, of race potency to city population and industry is a contribution which rivals in an economic way the farm's contribution of raw food and fiber to the Nation.\n\nThis is the economic fact from\n\nwhich rural educators will get the answer to their question : \"Will it pay\nto educate the farmer ?\"\n\nI am not pressing home the point here (some one, however, at some\nappropriate time must) that the farm population is mightily overloaded\nin the attempt to give an American education to 12.9 per cent more children\n-four millions of them-than cities, possessing an equivalent population,\nare educating. Education is expensive business.\n\nIt forms, whether in city\n\nor country, a bulky share of the yearly tax. But I am stressing this fact,\nthat the city and the Nation has a great economic stake in country children,\n\nin their up-bringing, their preparation for life, their higher education, their\nideals of citizenship, simply because one quarter of these children, anyway,\nand from time to time, as many as one-half of them coming of age, recruit\ncity life and industry. But there is still another economic feature in agri-\n\nculture which rural educators should have at their fingers' end.\nThe economic importance of the farm population to National life is to\nbemore plainly seen by the ordinary city man in the fact that the farmer is\naheavy consumer of goods, than even in the fact that the farmer furnishes\nhim food and adult workers . The tradesman likes the man that buys . The\n\nnational manufacturer likes the man that buys nationally advertised goods.\n\n"}
{"page": 759, "printed_page": null, "text": "NATIONAL Education ASSOCIATION\n\n730\n\nThe railroads like the man that buys goods to be hauled. And here are\nthirty millions of buyers. This group is known as the \"farm market.\"\nWhen farmers cease buying, very soon trade and manufacture \"stop and\nlisten.\" But why should rural educators be particularly interested in this\nfeature of National life ?\n\nThe answer is not at all abstruse.\n\nThe rural\n\neducator is one of the parties to this stirring economic situation; for the\neducator is the instigator of higher and more costly wants. He implants the\nideas in the minds of children which issue in longings, ambitions, determinations to have. The child comes to want books, a piano, better clothes,\na better house, vehicles, better furniture, travel, concerts in other words\nthe facilities for life, more life, and still more life. The educator, therefore,\nis the propagandist for the mechanical arts, the fine arts, and the trader in\nthese arts. Will it pay, then, to educate the farmer ? The answer is that\nnothing will pay the maker and seller of goods better than to have instigated in the farmer's mind the irresistible want for better goods. In a\nsense, and a very real sense, too, it will pay the maker and seller of goods\nbetter to instigate a great longing in the farmer's mind for high-grade goods,\nthan to help the farmer make a dollar to buy goods with and run the risk\nthat he will use his dollar simply to bid up the price of land instead of\ninvesting in other goods.\n\nIn these days of deep agricultural depression, it takes a brave man to\ncount aloud the blessings of the farmer and to suggest that soon he will\n\nbe again a great buyer of the goods of life. I have heard direct from the\nState Department of Education of every State, and the word is, \"Rural\neducation, while hard hit, has not lowered its ideals.\" Rural educators\nmust be persuaded that rural education of the best type will pay; pay the\nfarmer in better production; pay the city dweller in better food; pay the\ncity trader in a better farm market. And I have not said a word about the\nhumanisms of the case, which, perhaps, after all, are the most compelling\nfeatures of the whole matter.\n\nEDUCATIONAL RESOURCES OF COUNTRY LIFE\nJULIAN E. BUTTERWORTH , PROFESSOR OF RURAL EDUCATION , CORNELL\nUNIVERSITY, ITHACA, NEW YORK\n\nWhen we speak of the educational resources of rural life some think at\nonce of those conditions in the country favorable to education that are not\n\nfound in the city, or are found there to a negligible degree only. This definition of terms tends to contrast rural life and education with city life and\neducation.\n\nIt leads readily to the argumentative frame of mind: Which\n\nis better for the education of children, the country or the city?\nIt has seemed desirable for our purpose here to give another meaning to\nthe term \" resources,\" that is, whatever in rural life is an aid to education\n\nwhether or not those conditions are found in the city to the same degree.\nThis meaning has been chosen for two reasons: It is difficult, if not un\n\n"}
{"page": 760, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n731\n\npossible, to find conditions in either type of environment not found in the\nother. The country gives us nature in her completest form and in her\nnatural setting, but the city is not entire devoid of grass and trees and\nflowers and birds. The city may have its symphony orchestra, but the remotest farm home may have an organ, or an accordion, or even a piano,\nwhile the victrola and the radio are rapidly bringing to the isolated families\nthe city's best music. The generalization appears to be true that, if one\ncould measure any environmental factor, he would find a gradual change in\ncomposition of that factor from open country, through hamlet and villages\nof different size, to the large city. In other words, continuity seems to be\na law here as in other aspects of nature. A second reason for our use of the\n\nterm \" resources,\" in its wider sense, is that, as rural educationists, we are\nreally concerned with the rural environment as it is, without regard to\nwhether cities do or do not possess those resources. We have an educational\ntask to perform and we want to know what materials and conditions are\navailable for performing that task most effectively.\nWhere a contrast between the two environments is made in this paper,\nit is for the purposing of showing more clearly why a certain condition\nshould be considered a resource .\n\nTime limitations require an emphasis of one of the several classes into\nwhich the resources of the country may be divided. We shall not analyze\n\nthe resources of the school teacher, buildings, equipment, and the like.\nInadequate as the country school often is, whether measured in terms of\nthe achievements of city schools or in terms of attaining educational objectives, it nevertheless is a real resource. Nor shall we enumerate those\nresources represented by economic wealth, by units of school administration, and by such organizations as teacher training institutions, government\nagencies for health and road improvement, the Red Cross, and the like.\nBurnham has recently given us a survey of resources of this type.¹ So far\nas possible we shall confine this discussion to those conditions largely inherent in country life that in general work favorably for education. Tο\nconfine ourselves entirely to conditions of this type is, however, impracticable since school, home, and other agencies of society are means whereby the\nresources are to be made effective.\nThe term \"education\" is here used in a broad sense. To make the most\n\nsignificant analysis of the rural environment as it affects education, it is\nnecessary to include other than school experiences. No defense needs to be\nmade before a group of this type of the conception that the out-of-school\nenvironment has a powerful influence in shaping the ideals and activities of\nchildren. The farm life, the walk to and from school, the visit to the\nvillage, the grange meeting, the church, and the Sunday school, with other\nagencies and activities contribute their share to development. We cannot\n\nmake the school function most usefully unless we take all these conditions\ninto account. There are, of course, all sorts of experiences that hinder as\n1Ernest Burnham: \" Resources in Rural Education,\" Journal of Rural Education, Vol. I, pp.\n33-440.\n\n"}
{"page": 761, "printed_page": null, "text": "732\n\nNATIONAL EDUCATION ASSOCIATION\n\nwell as aid the right sort of development.¹ Those that aid may be utilized\nby the school in forwarding its proper program. Where the environment\nhas an undesirable influence, as is often the case in the unsanitary methods\nof disposing of garbage, the school may endeavor to counteract it through\nthe teaching of hygiene. Where the environment is insufficient to provide\nthe right kind of experiences, as in vocational guidance of young people,\nthe school should supplement within the scope of its functions and the\nlimits of its resources. Since the school that is doing its task fully must\noutline its program in terms of all the resources and limitations of the particular group to be served, it is clear that a discussion of resources should\nbe broader than those that affect directly the traditional school.\nNor can we evaluate the educational resources of the country without\nknowing what ends education should serve. If a primary purpose in the\neducation of the rural child is to keep him on the farm, then we should\nemphasize the opportunities of the country and minimize those of the village\nand city. If a primary purpose is, on the other hand, to take him away from\nthe farm that he may escape the privations that his parents experienced, or\nfor any other reason, the process should be reversed effort should be made\nto point out the attractions of urban life. If our fundamental concern is to\nimprove vocational practices connected with the farm, then we should give\nmore attention to the development of the skills, the knowledge, and the\nattitudes that will enable the young man and woman when they begin their\noccupational work, to raise more and better potatoes and to make better\nbread.\n\nEach of these objectives contains something worth while, yet we doubt\n\nif many would contend that any one of these should be the ultimate goal of\nan education. We want rather an education that will stimulate growth in\n\ndesirable directions on the part of the child. We should train him to be as\nproductive in his field of labor as possible, but we do not want to develop\nthat productiveness to the neglect of other qualities essential to his complete\ngrowth. We should strive to keep the highest possible grade of person in\nthe country, but we must not do so by limiting the educational opportunities\nof the individual. This end must rather be attained by making rural conditions of labor and living such that high grade persons will go there of\ntheir own will.\n\nNor do we want to divert from the farm those who may\n\nfind their greatest happiness and success there. A genuine democracy will\nfoster in every possible manner the development of each and every individual so that he may be able to perform most completely his duties in\nwhatever line of work his interest may direct him.\n\nThis relatively long introduction has seemed essential if our discussion\nis to result in clear thinking on the question before us.\nAs we turn to a consideration of the resources themselves we are con-\n\nfronted with what appears to be a fact that, while the resources of country\nlife are very real, it is difficult to present them in other than descriptive\n1See, for example, Brim, \"Handicaps of the Rural Child,\" Journal of Rural Education, Vol.\nII; pp. 52 63 ; and Evelyn Dewey, New Schools for Old, ch. 1.\n\n"}
{"page": 762, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n733\n\nform. As yet any effort that may have been made to analyze resources and\n\nto present a quantitative measure of them has resulted in only very fragmentary data. We must, therefore, content ourselves with a general description of some of the more important resources of the type under con-\n\nsideration. Even this may serve the purpose of recalling to us the source\nofsome of our most significant materials for education, of emphasizing the\nneed of understanding them more completely, and of seeing something of\nhow they may be utilized.\nOne of the most obvious of these resources is the out-of-doors. Its great\n\nvariety of animate and inanimate objects-flowers, trees, fruit, crops, birds,\nanimals , stream, and grove-make possible a variety of experiences.\n\nThis\n\nenvironment, in its more natural state, is characterized by its availability ;\nit is right at hand instead of ten blocks away and there are few \"keep off,\"\n\"don't mark,\" \"don't pick the flowers\" signs. Plants may not only be\nseen and studied in their habitat but taken home for further enjoyment ;\ntrees may be climbed; berries may be picked; wild animals may be pursued and domestic ones petted. These sensory experiences of sight, hearing, touch, smell, and the like furnish the materials for a multitude of perceptions that are not only satisfying but useful. How can a person really\nappreciate \" Snow Bound\" or \"To a Water Fowl\" unless he has had ex-\n\nperiences that enable him to revive in his own mind the imagery that is\nin the author's mind ?\n\nIf Vinal's¹ study of the knowledge about nature possessed by 281\npersons from junior high school through college, gives correct facts and\nis at all representative, there is need to learn more about the world in\n\nwhich we live. He found, for example, that 34 per cent of the females\nand 12 per cent of the males thought that a woodchuck was a bird ; 36\nper cent of the females and 42 per cent of the males thought a bat was a\nbird; while 30 per cent of the females and 16 per cent of the males thought\naheron was a fish. Asked what a katydid is 12 per cent of the males said\nit was a plant; 22 per cent an animal ; 16 per cent a reptile ; 26 per cent\nabird.\n\nWith some guidance from home and school, the child may come to\nappreciate the beauty of a landscape ; of an apple tree in bloom; of a stately\n\nelm; of a field of waving wheat. He may grasp through first hand experience some of the laws of life-birth, growth, and death. He may learn\nthat life is conditioned by certain factors and that by controlling these\nfactors he may modify, within limits, the life itself. He may realize the\neconomic importance of animals and plants ; he may see the interdependence\nof the various forces and aspects of nature. A recent experience has made\nthe writer conscious of an educational factor he had not fully realized\n\nbefore, that is the development of sympathy from dealing with pets. A few\nweeks ago, his 13-year old son secured a puppy.\n\nSometime during the\n\nfirst night that the boy had it, his parents were awakened by a noise in\nThe Nature Study Review, November and December, 1921.\n\n"}
{"page": 763, "printed_page": null, "text": "734\n\nNATIONAL EDUCATION ASSOCIATION\n\nhis room. On investigation he was found out of bed in his pajamas lying\n\nwith the dog, because, as he said, \"Skippy couldn't sleep and was lonesome.\"\nExperiences of this sort give opportunity to develop feeling under the direction of judgment.\nThat many who live in the country have not experienced the results\nenumerated is not an indictment of the educational resources of the country,\nbut rather of the country's type of education that has not made effective\nuse of them. The writer has several times wondered how general is the\nattitude taken by a certain teacher of geography. A child who had made\nthe trip up Pike's Peak, in which he had passed through the low hanging\nclouds, then looked down with the sun shining upon them and had had a\nview as wide as the eye could see, asked the teacher if the class, at that\ntime studying the Rocky Mountains, might not like to see some pictures\nand have a description of the peak. Her reply was that the textbook gave\nall that was necessary !\n\nAnother resource is the opportunity that exists for freedom of movement in early physical development. To the country child, space is practically unlimited. In early life he may play in the yard; as he grows, he\nmay roam the fields relatively free from danger. This gives opportunity\nfor development of the larger muscles so essential to proper physical growth.\nThe importance of this may be realized when one contrasts the limitations\nof the city child who has no yard in which to play, or one with serious\nrestrictions as to size and variety of stimuli, and who dares not wander\nfar from home for fear of being lost or kidnapped or injured by traffic.\nFrom the point of view of health, the country has certain advantages\nwhich may be made more clear if we compare, for a moment, the conditions of rural and urban life. The evidence regarding health conditions in\ncity and country is somewhat conflicting probably due to variations to be\nexpected in different communities. The most reliable data give the rural\nsections a lower death rate than the cities. In 1917 the comparison was\n13 to 15, communities under 10,000 being counted as rural. The tendency\n\nduring the last few decades seems to be toward reducing the difference\nbetween the two groups . Data regarding health conditions are less conclusive. Out of 100,000 examined for military service 21.6 per cent were\n\nrejected for physical defects in the cities, while in the rural sections (boards\nwith less than 1,200 registrants) only 16.6 per cent were so rejected. A\nvariable factor here that must not be overlooked is the possible difference\nin standards of the examiners in city and country. On the other hand, a\nreport in 1919, by a committee of the National Council of Education shows\ndecidedly better conditions in city than country among school children on\nsuch matters as teeth defects, tonsils, eye defects, malnutrition, spinal\ncurvature, heart disease, etc.¹\n\nThe meaning of these facts is probably this: People living in cities have\ngreater chance of contracting contagious diseases, meet with more acci\n1Gillette: Rural Sociology, ch. VIII .\n\n"}
{"page": 764, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n735\n\ndents, and have, generally, living conditions that make any unsanitary\nconditions that exist more dangerous. In the country, the difficulty of\nsecuring professional services or carelessness in doing so is a cause of the\n\nlarger percentage of defects of a correctable sort. Education of people\nto the need of care in such matters, instruction in methods of correction\n\nand prevention, and a more adequate system of professional health service,\nincluding doctors, nurses, and hospitals, will make for considerable improvement in the rural situation .\n\nAt the same time it appears safe to conclude that the country has health\nassets in its relatively unhurried mode of living, in its conditions that make\npossible and even demand exercise of the sort that keeps the larger muscles\nin form, and in its freedom from continuous, nerve racking noises.\nThere is opportunity to participate in matters vitally concerned with\nsuccessful living. Country life is particularly rich in situations that train\nin the development of initiative and responsibility. For the younger child\nthere is opportunity to run errands about the home, to bring in kindling, to\nfeed the chickens, and the like. For the older child there is the garden,\nthe orchard, the lawn, the chores, and the care of the house. Consider the\neducative value in giving a 15-year old girl responsibility for planning and\npreparing a dinner for the family or of a boy of the same age assigned the\nduty of keeping the fires including all the operations, from the cutting of\nthe kindling and the sawing of the wood, to the proper disposal of the\nashes. Unless we train children to do tasks about the home, we cannot\nexpect them to have a proper sense of responsibility about their own homes\nwhen established. For this reason parents should make it a point to share\nwith their children, as they are able, the consideration of family affairsamounts and sources of income, the family budget for the next season, the\ninvestments that should be made, and the forms of recreation that should\nbe sought. This is an opportunity that, one fears, is often neglected.\nAs the child matures, the small home tasks may be supplemented by\n\nprojects involving more of an intellectual element and tied up with the\nwork of the school. Consider for a moment the educative possibilities in\nraising a small field of potatoes. In such a project there are several specific\n\nproblems such as selecting the seed, treating the seed, preparing the ground,\ncultivating the plants, overcoming a blight, harvesting the crop, keeping a\nrecord of costs, storing the crop, marketing it, and using the proceeds. If\nthese problems have been met conscientiously and wisely, the boy has been\ninfluenced in these ways among others that might be mentioned. The project, being concrete and definite, has given him a motive to carry on the activities involved. Certain old habits, as harnessing a team, ploughing, and cultivating have been utilized, drilled, and possibly modified. New facts and\nprinciples dealing with the chemicals to be used in treating the seed, time of\nplanting, destruction of insects, and storing a crop are collected from\nvarious sources-home, school, and books-utilized as the need for them\n\narises, and impressed upon him for future use in similar situations. The\n\n"}
{"page": 765, "printed_page": null, "text": "736\n\nNATIONAL EDUCATION ASSOCIATION\n\nboy has had to do much thinking in which the facts and the principles just\nenumerated have been employed. He has learned something of where to\ngo for facts and how to evaluate them when found. He has developed a\nconfidence in his ability to deal with farm problems, has come to understand something of the labor and thought necessary in making a successful\n\nfarmer, and has therefore developed a greater respect for the occupation.\nHe has had an opportunity to test his vocational interests and has seen\nsomething of the interdependence of social groups as illustrated in the\nsupplying of food and the development of a system of exchange. He has\nlearned the value of money and will save and expend more intelligently\nbecause of that fact. While this particular problem is primarily vocational,\ngrowth has not necessarily been limited to vocational efficiency; the boy\nhas acquired facts, principles, attitudes, and habits that may be employed in\nmany other situations. That we are beginning to utilize this opportunity\nis indicated by the growth of the boys and girls club work under the SmithLever Extension Act. In 1912, thirty-three States of the North and West\nhad a total enrollment of 22,000 ; in 1921 this number had grown to\n212,287 enrolled in 16,262 clubs.\nIn country life there are certain factors favorable to developing the interest of lay people in the work of the schools. It is true that there are\noften factors working against this interest, such as the difficulty in making\ncontracts and the lack of leisure during certain seasons . Fundamentally\nour failure to get a more alert interest in better schools is that we have not\nmade ourselves sufficiently effective as leaders. The farmer often may not\nnow appreciate the need for a greatly improved school, but he does, as a\nrule, believe in education and is exceedingly jealous of the control of his\nschool. With fewer distractions than exist in the city it is possible to\nenlist the interest of country folks in this very significant process of education. Some farm organizations now give one or more discussions each year\nto the schools. Parent-teacher associations may be organized to bring into\ncoöperative relationship the school and the out-of-school agencies as thev\naffect the development of children. Of the half million members of parentteacher associations in this country, it would appear that relatively few are\nfound in the open country, though in Somerset County, New Jersey, for\nexample, every school, except four, has such an affiliated group.\nHere is a sampling of the resources of the country life for education. Let\nus outline their more important implications.\nWe have children living under a rural environment through whose educacation we want to reach certain objectives. To do this we must have our\nobjectives clearly in mind, must know the characteristics of the children.\nand must understand conditions in the environment that affect or may be\nmade to affect the educative process .\n\nThis environment is made up of a great variety of influences some of\nwhich aid us in attaining our objectives, while some hinder. Where there\n\n"}
{"page": 766, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n737\n\nare hindrances, conditions that offset or supplement should be provided.\nWhere there are resources, they should be understood and utilized.\nThese resources and limitations in the environment are certain to differ\n\nto some extent both as to their nature and their degree. We have not one\n\nrural environment but many, illustrated by such varying groups as : the\ngeneral farmer; the fruit grower; the cattle rancher; and the cotton\ngrower. The lumbering camp, the small mining camp, and the fishing\nvillage, while not directly agricultural, nevertheless possess strongly rural\ncharacteristics. Environmental conditions likewise vary as to whether the\ngroup is in the East, Middle West, or South; whether the family is wellto-do or on the margin economically. It follows, therefore, that while we\nmay point out certain types of resources and limitations that are common,\nwe must know in some detail the conditions in the particular community\nin which we are working. We should even know something of the out-ofschool environment of each family if we are to assist to the fullest degree\neach child in making the utmost of growth.\n\nFor purposes of analysis we may separate educational resources from\neducational handicaps, but in practice we must make our program with\nboth inmind. For example, in the country there are some conditions that\n\ngive opportunity for a boy to make an intelligent selection of his life work.\nThere are the activities of the farmer, the village retailer, the doctor, and\nthe insurance man; but to depend entirely upon these would be to limit\nthe boy's vision of life opportunities. A resource improperly used may be-\n\ncome an educational handicap, as would be the case if vocational project\nwork were made to develop only, or even primarily, habits and knowledge\nmaking for better vocational practices. An opportunity to work about\nthe farm is an educational advantage when used in moderation but might\neasily become an educational handicap.\nTo make the most of the environmental factors requires the participation of school and of all other agencies, and their coöperation with each\nother. The school may find in the environment materials to be used as\nsupplementary in nature study and biology. It may find situations that may\nbe used to vitalize the work of the schools, such as vocational projects, civic\nactivities, farm finances, and composition materials. The rural teacher will\nfind many helpful suggestions along this line in two very readable volumes\n-Miss Dewey's \"New Schools for Old,\" and Collings' \"An Experiment\nwith a Project Curriculum.\" The latter volume is of particular interest\n\nbecause it shows how the use of the experiences of every-day life may give\neducational results seemingly superior to those of the traditional school .\nThe out-of-school agencies must also assume their responsibility in the educative process if the resources are to be properly utilized. Family life, for\nexample, should contribute its share to right training in the fundamental\nvirtues of responsibility, initiative, coöperation, and integrity.\nThe most casual study of school and home shows that neither institutionmakesthe most of its opportunities. The school tends too much to in\n\n"}
{"page": 767, "printed_page": null, "text": "738\n\nNATIONAL EDUCATION ASSOCIATION\n\nstruction with formal materials, while the home is too often not even conscious of what it might do to make for growth of children in desirable directions. While society cannot hold the school responsible for what the home\n\nor other out-of-school agency does or does not do, the school does have responsibility, within the limits of its resources, to stimulate such agencies to\nunderstand educational objectives and ways and means of realizing those\nobjectives. Each of us should therefore ask himself the question: \"What\nconditions are there in the environment of those I am teaching that may be\nused to stimulate growth through the school, and what may I do, without\nneglecting my primary task, to get the home or other environmental agency\nto assist in this great work ?\"\n\n"}
{"page": 768, "printed_page": null, "text": "Department of School Administration\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-CHARLES EVANS, President, Board of Education\n\nOklahoma City, Okla.\n\nSecretary-WILLIAM C. BRUCE, Editor, American School Board Journal.... Milwaukce, Wisc.\n\nThe Department of School Administration was organized in Denver, in 1895.\nSee Proceedings of 1895, page 46. As this department covered the same field as\nthat covered by the Department of Superintendents, the Department of School\nAdministration was discontinued by the board of directors in 1924. See Proceedings of 1924, page 96.\nFIRST SESSION, WEDNESDAY AFTERNOON, JULY 2, 1924\nPresident Charles Evans called the meeting to order and announced that William\nGeorge Bruce would serve as acting secretary. He also announced the committee\n\non nominations as follows : C. B. J. Snyder, New York City; A. E. Musrush,\nOklahoma City, Okla.; Mrs. L. R. Buchanan, Wichita Falls, Tex. W. S. Deffenbaugh, of the United States Bureau of Education, then read a paper entitled \"Shall\nSchool Boards be Independent of Municipal Government?\" A general discussion,\n\nin which some twenty persons participated, followed.\n\nThe sentiment was that\n\nthere should be a total separation.\nOwing to illness, President George J. Ryan, of the New York City Board of\nEducation, was unable to appear as announced in the program. The chair then\npresented James T. Lloyd, president of the board of education of Washington,\nD. C., who spoke on the subject, \"What are the Essentials of Boards of Education?\" Mr. Lloyd said that the school problem of Washington is different from\nthat of any other city in the United States. The board of education is appointed\nby the Supreme Court. The estimates made by the board of education is subject\nto the approval of various authorities, including the District Commissioners , a\n\nbudget bureau, and finally the Congress of the United States .\nThere are four factors in a school system-the school board, the administrative\n\nheads, the teaching forces, and the taxpaying public. There must be coöperation\namong the several factors in order to secure the highest degree of efficiency. A\npoor teacher can do much harm; an obstreperous school board member can disorganize things ; a taxpayer can undermine the morale of the school system.\nPartisan politics and nepotism should be kept out of the schools. No man should\n\ngo on the board because of his political faith. No superintendent should be chosen\non any basis other than that of character and fitness. The school system of Wash-\n\nington is hampered by red tape and by divided authority. The District Commissioners, rather than the board of education, hold the purse strings. Mr. Lloyd pointed\n\nout the great necessity of maintaining the schools upon high standards if the\nRepublic is to be strong and prosperous.\n\nIt becomes the task of the boards of\n\neducation to provide the instrumentalities that will ensure efficient school systems.\nThe discussions were participated in by Mrs. Leila Calhoun Leidinger, president\nof the board of education, Louisville, Ky.; John H. Linn, member of the board of\neducation, Topeka, Kans.; Superintendent C. F. Perrott, Stuttgart, Ark.; C. B. J.\nSnyder, New York City ; William George Bruce, Milwaukee, Wisc., and others.\n[739]\n\n"}
{"page": 769, "printed_page": null, "text": "740\n\nNATIONAL EDUCATION ASSOCIATION\n\nSECOND SESSION, THURSDAY AFTERNOON, JULY 3, 1924\n\nPresident Charles Evans introduced G. W. Gerwig, secretary of the board of\neducation, Pittsburgh, Pa., who spoke on the subject : \"Should the School Secretary\nbe under the Direction of the Superintendent ?\"\n\nThe speaker stated that he pre-\n\nferred to designate his discussion as one dealing with coöperation between the\nseveral school administrative factors. The subject was discussed by William Dick,\nsecretary of the board of education of Philadelphia, Pa.\nThe subject of school architecture was then taken up. W. H. Gompert, the\narchitect for the board of education of New York City, spoke on \"What are the\n\nOutstanding Essentials of Modern School Architecture?\"\n\nThe paper was dis-\n\ncussedby C. B. J. Snyder, Mr. Gompert's predecessor.\n\nIn the discussion, Charles Evans held that it was of the greatest importance to\ncombine the utilitarian with the esthetic, and to produce school buildings that are\nboth serviceable and dignified in appearance. He complained of the tendency of\nmaking the front of a building attractive and the rear unattractive. Mr. Snyder\n\nreplied that the schoolhouse plans of New York City provided attractive fronts on\nthe four sides of a building. In answer to the statement that the school buildings\nof Washington, D. C., were subject to severe criticism, Mr. Gompert laid the\nblame upon the Congressmen who have no appreciation of urban schoolhouse\nproblems.\nChairman C. B. J. Snyder, of the Committee on Nominations, reported the reten-\n\ntion of the present officers. Upon motion the election of Charles Evans for president and William C. Bruce for secretary was ratified.\nIt was the judgment of those present that the program deserved a better attendance, and upon motion it was decided to ask the National Education Association\nauthorities to inform boards of education next year as to the character and services\nof the Department of School Administration and thus stimulate a better attendance.\n\nSHALL BOARDS OF EDUCATION BE INDEPENDENT OF\nMUNICIPAL GOVERNMENT-ABSTRACT\nW. S. DEFFENBAUGH, CHIEF, CITY SCHOOL DIVISION\nU. S. BUREAU OF EDUCATION\n\nThe need of a board of education is so seldom questioned and the cities\n\nin which there are no boards of education are so few that very little has\nbeen said or written regarding the advisability of placing the management\nof city schools directly in the hands of city officials. When cities began to\nadopt the commission form of government, the question was raised by one\n\nor two authorities on municipal government as to whether the board of education would not give way to a commissioner of education. Only four cities,\n\nhowever, St. Paul, Minn., Asheville, N. C., and Chattanooga and Jackson,\nTenn., have placed the management of their schools directly in the hands of\nthe city commissioners .\n\nThe Cleveland, Ohio, survey staff, commenting upon the view held by\na few persons that it would be a good plan to have the city officials employ\na director of schools who would have something of the same relation to the\ncity commission or council as exists between the chief of police or the chief\nof the fire department, says in effect: \"If the proper work of the board of\n\n"}
{"page": 770, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\n741\n\neducation were to deal with a mass of routine business details this view\nwould be sound, and the board of education might be dispensed with.\nHowever, a board of education is not needed to conduct business details but\nto formulate policies.\"\nSince a board of education is necessary in the management of a city school\n\nsystem, what relation, if any, should it have to the city officials ? The\nanswer is, it should be a body elected by the people, especially in the smaller\nand medium sized cities, and entirely free to raise its own revenue for cur-\n\nrent expenses. It should provide funds upon vote of the people for the\npurchase of grounds and the erection of school buildings, and should have\ncomplete control of all school properties.\nThe school board is more likely to be independent of city government if\n\nit is elected by the people. Election is now the general practice. In cities\nof 30,000 or more population 74 per cent, and in cities of less than 30,000\npopulation 81 per cent of the boards of education are elected. Of the\nappointive boards, the large majority are appointed by the mayor.\nAlmost without exception authorities on school administration favor an\nelective board. They say that appointment by the mayor or city council\nplaces the schools too far away from the people, and that the people take\nmore interest in the schools if they elect the board of education. In some\ncities where boards of education are appointed, the mayor or members of\nthe city council control the schools to a great extent, so that any one seeking\nan appointment or a contract needs only to obtain the approval of the mayor\nor of the members of the council.\n\nIf the board of education is appointed by the city officials there is temptation on the part of the mayor or of individual council members to dictate\n\npolicies to the school board and to influence it to elect such janitors and\nteachers as they may suggest. In other words, appointment by either the\nmayor or the city council tends to entangle the schools in petty ward and\ncitypolitics.\n\nWhile a large majority of the city school boards are elected by the\npeople, only a little more than half the city boards are fiscally independent\nof other bodies. In all classes of cities approximately 52 per cent of the\n\nboards of education do not refer their estimates to any other body, and\nabout 65 per cent do not refer their estimates to the city officials, including\nboards of estimate .\n\nThe plan of requiring boards of education to submit estimates that may\nbe revised has been a source of irritation both to these bodies and to the\n\ncity officials. The court records in many States show that friction has\narisen between the school and municipal authorities over the control of\nschool funds. It is only necessary to call attention to a few instances. In\nBuffalo, N. Y., an attempt was made a few years ago by the common coun-\n\ncil of that city to reduce the salary of the superintendent of the city schools\nfrom $ 10,000 a year, which amount had been fixed by the board of educa-\n\ntion, to $7,000. The question was settled by the court which held that the\n\n"}
{"page": 771, "printed_page": null, "text": "742\n\nNATIONAL EDUCATION ASSOCIATION\n\nboard of education had exclusive power to fix the salaries of its employees\nunder the teachers' salary law, and ordered that the superintendent's salary\nbe restored .\n\nIf the court had ruled that the city authorities of Buffalo could reduce\nsalaries at will, the schools would in effect no longer be under the control\nof the board of education but would be under the control of the city\ncouncil.\n\nAnother instance to show that boards of education and city officials are\n\nnot always in entire agreement may be cited. The mayor of Springfield,\nMassachusetts, and other taxpayers, petitioned the court to restrain the\nschool committee from diverting money for purposes other than those specified in the appropriation made by the city council. To provide for increase\nin teachers' salaries the school committee eliminated the summer schools and\n\ndiscontinued 11 kindergartens, and curtailed expenses in other schools constituting distinct headings or items in the budget. The results of the several votes of the school committee were not to exceed the total appropriation for schools but to change the application of some of the items in the\nbudget.\n\nThe precise question, therefore, to be decided was whether the school\ncommittee had power thus to carry out its policy as to the management of\nthe school system or whether it was bound by the action of the mayor or\ncity council to the items set forth in the budget, without power to modify\nor change them in any substantial particular.\nThese and other instances that might be given go to show that responsibility is confused where school boards are financially dependent upon city\nofficials. What is needed is responsibility lodged in one board, and this\nshould be the board of education, since education is not a municipal but a\nState matter. Boards of education are chosen to manage the school affairs\nof school districts whatever their boundaries may be. These boundaries\nmay or may not, as the State decides, be coterminous with those of the\nmunicipality. Even if they are coterminous the school district cannot be\nclassed as part of the municipality. According to the American and English\nEncyclopaedia of law, school districts are political subdivisions within a\nState, created for the purpose of maintaining and administering the system\nof public education. They are not bodies politic or corporate with the general powers of corporations, but may be considered as quasi corporations\nvariable in organization and extent, and having corporate existence by force\nonly of their public functions, and therefore the strict principles of the law\nrespecting corporations generally cannot, in all cases, be applied to these\naggregate bodies created usually by statute. Although a school district\npossesses corporate capacity, it does not as a rule fall within the definition\nof a municipal corporation.\nCourt decision after court decision could be cited to show that education\n\nis a State and not a municipal function. This principle having been established, it is being recognized more and more throughout the country that\n\n"}
{"page": 772, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\n743\n\nthe efficient administration of city schools demands that boards of education be given full control over the educational, business, and financial\naffairs of our city school systems, that they should be entirely independent\nofmunicipal government.\n\nTo support my thesis, I am going to quote two eminent educational authorities whose opinions have been based upon their observation of schools\nmanaged both by dependent and by independent boards of education.\nOne of these is Dr. Thomas E. Finegan, who, when assistant commissioner of education of the State of New York, said :\nThe policy of utilizing city officials in the administration of the work of the\nschools and of conferring upon them the power to determine appropriations and\ncontrol budgets has given to the common council, the board of estimate and ap-\n\nportionment, or other similar bodies in many of the cities of the country greater\ninfluence over the management and control of the schools than have the board\nof education and the superintendent of schools. In many cases city officials not\nlegally associated with the schools and in no way responsible for their management have usurped the functions of the legally chosen school officers. This plan\nmeans a division of responsibility in school administration which results in a\n\ndelay in providing necessary school buildings and other improvements, and is to\nthe distinct detriment of the children's interests. The authority exerted through\nthis course has often resulted in influential citizens and political organizations\nexercising the power of appointing teachers, of increasing the salaries of those in\n\nwhom they were interested without reference to their fitness or worth, and of\nexercising other functions in the administration of the schools which the generally\naccepted policy of school management required officers to perform. This is one\nof the weakest points in our public school system. The leaders of educational\nthought in this country should strike a decisive blow at this evil, should lead in the\n\nfight for complete freedom of the schools, for the complete independence of those\nlegally charged with their management, and for the universal recognition of the\nprinciple that the schools are institutions dedicated to the service of the people,\nand that no power or influence shall be permitted to impair their usefulness or\nefficiency.\n\nDr. E. P. Cubberley, another high authority on school administration,\nsays regarding municipal control of the schools :\nThe experience of our American cities indicates clearly the desirability of re-\n\nmoving the tax-determining power for the schools from the control of the city\ncouncil and of placing it, within certain legal limits to be fixed by the legislature,\nwith the school authorities for determination.\n\nIf within the legal limits, the rate\n\ndecided upon should not be subject to review by any city authority. The results\nhave been uniformly good in those cities where such power has been transferred\nto the school authorities, and the schools of such cities, in general, have been able\nto make better progress than in those cities where the school department still\nremains a branch of the city government. The rates frequently are higher than\n\nunder council control, as they usually should be, but they are not higher than the\nneeds of the schools would indicate as desirable or the wealth of the people would\nindicate as reasonable. Of all money expended by any department of a municipality, that expended for schools is probably the most honestly and most intelligently\nexpended.\n\nTurning now to city school survey reports let us see what we can find\nregarding the relation that should exist between boards of education and\n\n"}
{"page": 773, "printed_page": null, "text": "744\n\nNATIONAL EDUCATION ASSOCIATION\n\ncity officials. Fortunately for our purpose school surveys have been made\nin several cities where the estimates of the school board may be revised by\nsome other body, as the city council. It is interesting to note what the\nsurveyors have to say in regard to this practice.\nThe Memphis, Tenn., survey report says in no uncertain way:\nThe charter should be changed so that the board of education may levy taxes\nfor the support of the schools. The board's limitation in this important respect\nmeans, of course, that it is not an independent body. It has neither full and final\n\npower, nor full and final responsibility in its control of the schools, for its estimates\nof the amount needed for the support of the schools are passed in review by the\ncity council, which may or may not grant the amounts called for. Thus the power\n\nof the board of education to carry out its plans for the extension and improvement of the schools depends upon the action of an independent body which can\nhave no such intimate knowledge of the school's needs as has the board of education.\n\nThe board of education, therefore, is unable to formulate any definite policy with\nthe certainty of being able to put it into operation, and, as a consequence, it can\nnot properly be held responsible for any inefficiency of the school system which\nmay develop.\n\nThe San Francisco school survey report, discussing the general powers\nof the board of education, says :\nThe Board of Education of San Francisco ought to have, through its proper\nofficials, full control and management not only of all its educational activities but\nof its business and financial affairs as well; it should not only make its budget but\nit should have power to make the school levy ; it should not only select and pur-\n\nchase school sites but, under the guidance of its proper technical experts, it should\nplan and construct schoolhouses and make all necessary repairs to the school plant.\n\nIn other words the survey staff would give to the board of education full\npower to control and manage, through its proper officers, everything connected with the management of the public school system. The report\ncontinues :\n\nThis will tend not only to give the board of education power, it will tend also\nto give it dignity in the sight of the people. Finally, such a plan will make it\npossible for the people to fix responsibility for efficiency or inefficiency in the conduct and management of their school affairs .\n\nThe commission that made the survey of the schools of Wilmington,\nDelaware, finding that the board of education never knew what its income\nwould be, recommended that it be made independent of the city officials.\nThe commission that made a survey of the schools of Winston-Salem,\n\nN. C., which are considered a department of the municipal government,\nsays in regard to this plan of school administration :\nPublic opinion is a function of the State government, and a city board of control is the delegated power of the State to administer State laws relative to public\nschools . As such the city board of school control should administer in full its\nfinancial affairs .\n\nBy placing the power to determine the amount of money which should be spent\nfor schools in the hands of the board of aldermen, the body in actual control of\n\n"}
{"page": 774, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\n745\n\nthe schools has become the board of aldermen, and not the board of public school\ncommissioners as was clearly intended and as the State expected. The State does\nnot desire to have public education forced to \"form entangling alliances\" with any\n\npart of municipal politics.\n\nThe Baltimore survey commission would give the board of school commissioners of that city a large degree of control over the money made available for the public schools of the city. The survey staff says :\nThe responsibility of the board of school commissioners should be further\nrecognized by giving to them the complete control of school buildings and grounds\nand of the purchase of all supplies and equipment used by the school system. It\nis clear that all materials and supplies, all school equipment, and all building\nconstruction and repairs have a direct bearing upon the educational work of the\nschool system. If the board of school commissioners is to have a reasonable\n\ndegree of responsibility for the development of an adequate system of public\nschools, it should through its executive staff have complete control of these\nparticulars.\n\nOther school survey reports could be quoted to emphasize the fact that\nboards of education should be independent of municipal government, but\nthis is not necessary .\n\nOne of the arguments advanced by those who do not favor independent\nboards of education is that such boards would be extravagant. The facts,\nhowever, do not confirm these fears, as is shown by Dr. J. R. McGaughy\ninhis study of the fiscal administration of city schools. Dr. McGaughy\nfound that fiscal independence has not resulted in increased expenditure for\n\nschools, that the total expenditure per pupil in attendance in independent\ncities is $83.28, and in dependent cities $84.29, practically no difference.\nHe concludes : \"This lack of difference in total school expenditure is a conclusive answer to those who have feared that fiscal independence would\nlead to extravagance. Most clearly an adverse decision concerning fiscal\nindependence may not be justified on the ground that it would result in\n\nheavier expenditure for school purposes.\"\nFacts have been collected which prove that schools administered by fiscally\nindependent boards of education are more efficient. In a study made by\n\nProfessor George W. Frasier, dean of the Colorado Teachers College, he\narrived at some interesting conclusions on this point by measuring the efficiency of each of 169 city school systems by an index number made up of\n\nthe following factors :\n\n1. The per cent of 16 and 17 year old children in\n\nschool. 2. The per cent of elementary classes having fewer than 40 chil-\n\ndren enrolled. 3. The per cent of children who have 60, or more, square\nfeet of playground space. 4. The per cent of teachers who have had 6 or\nmore years training above the 8th grade. 5. The per cent of children en-\n\nrolled who attend all day, and in adequate buildings owned by the school\ndistrict. 6. The per cent of the increased cost of living from 1913-14 to\nThe Fiscal Administration of City Schools , The Macmillan Co.\n\nThe Control of City School Finances.\nlishing Co., 1922.\n\n(Frasier, George W.) 132 p. $ 1.25. Bruce Pub-\n\n"}
{"page": 775, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n746\n\n1919-20 that was met by increased salaries for elementary women teachers.\nWhen the independent city school systems were placed in one group and the\n\ndependent ones in another and comparisons were made, it was found that\nthe independent cities had a higher average rating than the dependent ones .\nOne of the significant things found by Professor Frasier was that the\nindependent cities provide more adequate and desirable school buildings than\ndo the dependent cities.\n\nThus from whatever angle the question of fiscal independence of boards\nof education is viewed, all the evidence is in favor of the independent board.\n\nSHOULD THE SCHOOL SECRETARY BE UNDER THE\nDIRECTION OF THE SUPERINTENDENT ?ABSTRAСТ\n\nGEORGE W. GERWIG, SECRETARY, BOARD OF PUBLIC EDUCATION\nPITTSBURGH , PENNSYLVANIA\n\nIt is self-evident that the solution of this problem should be approached\nsolely from the standpoint of the best interests of the school and the child,\nrather than from that of the preferences or prejudices of any single official .\nThe question is one purely of the best type of organization. Upon the\nsize and character of a task depends the type of organization best suited to\nits accomplishment.\n\nThe task of providing good schools for America is one of the largest and\nmost important which ever faced a people. No Nation except America has\never accepted the ideal of furnishing to all its children equal opportunities\nfor the full development of their ability. Once accomplished, this task will\nnot only be the most important contribution ever made to the welfare of\nthe Nation but it will be America's choicest contribution to the well-being\nof the democracies of the world.\n\nOf all American welfare institutions the public school has proved to be\nthe best. This institution should be continually improved until it becomes\n\nthe best possible means of transforming American ideals into actual American life.\n\nAmericans believe that their public schools are the best means yet found\nfor the training of self-governing free men; that they constitute the most\nvaluable means for the conservation of their own life and the preservation\nof their own liberty; that they embody their highest ideals of practical\nmeans of preparation for peace and the elimination of ignorance, suspicion.\nand hatred which are the roots of war; that they point the surest road\ntoward making the Nation safe.\n\nBut while Americans have a keen sense of humor and are fond of pleasantry and while they often prefer to make their approach to wisdom by the\n\n"}
{"page": 776, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\n747\n\nhumorous route, and to view life from the funny angle, they are not fond\nof fooling themselves in the serious affairs of life. They recognize perfectly that the millennium has not arrived. It is still a tragically dumb\nworld. The high cost of ignorance is still being paid, and will continue\nto be paid for generations to come. Whatever else it may have done, the\nwar to end war has not yet ended it. We are still, in spite of our boasted\n\nschool system, a nation of sixth graders, with 25 per cent physically unfit\nand 25 per cent unable to read. The world is not even safe for stupidity,\n\nto say nothing of democracy. Perhaps the greatest of the delusions of a\ndemocracy is that it can be made safe overnight. Neither the manufacture\nof amillion flivvers every 132 days, nor any other material achievement will\nmake America mentally or spiritually safe.\nThe task is a tremendous one, calling for the most effective organization\nAmerica is capable of producing.\n\nThere are three outstanding types of organization. First, under a single,\narbitrary, autocratic control. This was the Prussian type and the type of\nthe old autocracies. Second, under control by the multitude, in which\nall have part, regardless of ability or preparation. This type found its extreme example in Russia recently. Third, the representative type, in which\nthe whole people delegate their power and authority to selected ones of\ntheir own number, chosen because of expert knowledge, special ability, or\nunusual skill and wisdom, to represent and act for the whole.\nThe world is long past the period of exclusive individual action. The\nsuccess of any group endeavor in human life depends upon the willingness\nand the ability of the group to select from its entire number those specially\nqualified and best suited to act for the welfare of the entire group. The\n\nunpardonable social sin is an offense against the well being of the whole\ngroup. And the unsolved problem, thus far, in a democracy, is that of finding a practical method of selecting from the whole people those best qualified\nto act for all the people. With all its defects the public school has thus\nfar been the best working model of means for this type of public service.\nThe wisest action, in any particular instance, will not be predicated upon\nthe individual dictum of any single person, however learned or capable he\nmay be. It will be such action as is indicated by a composite judgment,\nproperly arrived at by the select group best qualified to pass on the question .\n\nFor centuries the school man has represented the finest and highest type\nof individualism. For centuries the teacher, recognizing and jealously\nguarding all his rights as a free man, has gathered about himself a small\ngroup of select spirits and passed on to them the priceless privilege of\ndeveloping to the full their own special latent capacities. For centuries\nschool men and teachers represented a preferred class, an aristocracy of intellect, pure in its motives and altruistic in its aims. If there has ever been\na benevolent autocrat it has been the teacher, for he welcomed to participation in his special privileges all those qualified to enjoy them, and almost invariably used his privileges for the benefit of his fellows.\n\n"}
{"page": 777, "printed_page": null, "text": "748\n\nNATIONAL EDUCATION ASSOCIATION\n\nBut autocrats, even benevolent autocrats, are out of style. Educational\nautocrats are as obsolete as political or industrial autocrats. For weal or\n\nfor woe democracy is with us. The public school, supported by universal\ntaxation, is the last institution in the world which should contemplate even\nthe possibility of catering to or perpetuating a preferred class. The rock\nbottom principle of a public school is the inalienable right of every child and\nevery adult to equal educational opportunities, not for the development of a\nlimited group of special capacities of a certain preferred class, but of all the\ncapacities of all the people.\n\nThe vital problems constantly before a school system, therefore, since they\ndo not deal with a single individual or a preferred class, but with the most\nsacred rights of all the children and all the people, may not rightly be solved\nby any one single individual. They are best solved by a composite judgment,\nproperly arrived at, after a full consideration of all the various interests\ninvolved. It is not wise to attempt to make an arbitrary separation between\nthe educational and the business interests of the schools .\n\nLess wise is it to\n\nattempt to put either education department or business department in the\ncomplete control of any one person or any one department. There should\nalways be complete coöperation between the two departments, rather than\ndomination by either one. An ideally organized school system regards every\nsingle department as a service department, coöperating in securing the maximum results from taxes levied upon the whole people for the sole good of\nthe child.\n\nThe levy of this tax, and the amount that may be fairly required at any\none time is far too vital a matter to be determined by any single citizen. The\npreparation of a proper budget is the very heart of any year's program. Its\nsuccess absolutely requires composite judgment in which every single angle\nof every question is most carefully and capably studied. The type of a\nproposed building program, and the extent to which it will lead or follow\nthe developing needs of a community for educational service which will\nactually make the school the radiating center of the best physical, mental,\nmoral, inspirational life of the people, involve questions calling for all the\ncombined educational and business ability not of any one man but rather of\nthe entire community. The selection, stimulation, and management of the\nentire personnel of a school system, extending from the janitor, upon whose\nfaithfulness and ability rests so largely the comfort of all, through kindergarten, grades, and high school, involve one of the most difficult and complex ofhuman problems, and certainly one not wisely entrusted to the single,\n\nuncontrolled judgment of any individual. The fundamental philosophy\nunderlying any school system, the relations and proportions of all the varying and contending types of educational activity, the course of study by\nwhich every child is given progressive opportunity for all the desirable\ndisciplines and exposures to all the desirable incentives and ideals involved\nintraining for a well rounded physical, mental, and spiritual life this subdivision of school management involves decisions beyond the capacity of any\n\n"}
{"page": 778, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\none man.\n\n749\n\nEven the most brilliant individualist loses something of his high-\n\nest potential efficiency if he is unwilling or unable to learn team-work, the\nvalue of composite judgment, and coöperative activity.\nAwell organized school system has thoroughly trained experts in charge\nof each department. Each expert thinks thoroughly through the problems\n\nof his own department and formulates a tentative plan for their solution .\nThis plan, like the detail plans of any well organized business corporation,\nis submitted for joint consideration by all the departments involved. It\nthus receives the benefit of both criticism and suggestion from every angle\nof interest. When the proper composite judgment is thus reached it is\nadopted as a settled policy for the entire organization and is referred back\nto the particular administrative expert with whom it originated, that it\nmay be carried into execution.\n\nIntelligent coöperation, together with an eye single to the welfare of all,\nrather than any individual conception or arbitrary dictation, is the keynote\nof success.\n\nAmerica is unique in its effective combination of signal individual ability\nsubordinated to the disciplinary requirements of team-work. In a republic,\nas in a football team, orders are signals for coöperation. In each there\nis developed and preserved all the individual initiative of every player along\nwith the willingness and the ability to subordinate these to the accomplishment of the task of the team, and reach the team goal.\nIt was this dual capacity which, along with their perception of spiritual\nvalues, helped our American lads to win in the contest with the Prussians,\ntrained for subordinated regimental team-work alone, without individual\ninitiative. Horace Mann, three quarters of a century ago, predicted and\nprophesied the fatal defect in the system of Prussian education as accurately\nas a post mortem educational inquest would reveal it today.\n\nThe war to end war is not over. Like Paul Jones we have just begun to\nfight. The world is far from wise. In the battle against our ancient\nenemy, ignorance, the schoolhouses will ever be the battleships of the\nrepublic. And the school teacher will find a way to combine all the virtues\n\nof individual life and development with the social needs and discipline to\nteam-work.\n\nThus will America be made safe.\n\nOUTSTANDING ESSENTIALS OF MODERN SCHOOL\nARCHITECTURE—ABSTRACT\nWILLIAM H. GOMPERT, ARCHITECT FOR THE BOARD OF EDUCATION\nNEW YORK CITY\n\nSchool buildings receive a greater share of attention than other public\nbuildings; therefore the building of schools is a subject which offers continual opportunity for debate on various phases which affect the type of\nbuilding best adapted to the educational requirements.\n\n"}
{"page": 779, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n750\n\nIn New York City from February 1, 1923, to July 1, 1924, twenty-seven\nnew school buildings and additions were completed ready for occupancy, at\nan aggregate cost of $14,781,622, providing 38,474 sittings; and nine tem-\n\nporary schools, costing approximately $266,172, providing 2,320 sittings.\nAt the present time there are under contract and construction seventy-five\nnew buildings and additions which will provide 140,629 sittings, costing\napproximately $84,126,991 ; one temporary building, providing 270 sittings,\ncosting $28,461. We have in course of preparation in the draughting\nroom, at the present time, plans and specifications for thirty-six new buildings and additions, providing 48,215 sittings, costing $30,556,000. There\nare approximately seventy-nine additional buildings contemplated for the\nbalance of 1923-24 providing 99,000 sittings and estimated to cost\n$65,687,000.\n\nThe outstanding essentials of modern school buildings are: Well chosen\nsites of adequate plottage to give buildings proper setting and allow for\n\nfuture expansion; expertly planned schools advocating open plan, avoiding\ninner courts ; well designed buildings, truthful to the plan and with esthetic\nmerit to serve as a note to improve the standard of design of all buildings\nin the community; the use of good materials with the best of workmanship, both as a matter of economy and a means of making the architectural\ndesign endurable; ample provision for future needs and expansions in the\nplanning of the building as is being done in New York City where provision is being made for an expansion of from 25 per cent to 400 per cent.\nRecently M. Andre Morize, exchange French professor at Harvard university, in addressing the annual convention of the New Jersey State Federation of Women's Clubs, criticized expenditures on American colleges and\nschool buildings, advocating spending more on teachers and less on buildings. This is a poor way to approach the question of securing adequate\ncompensation for teachers, for the reason that if school buildings are cheap\nin appearance everything else will be appraised accordingly, including instructors' salaries.\n\nSHOULD THE SCHOOL SECRETARY BE UNDER THE\nDIRECTION OF THE SUPERINTENDENT-DISCUSSION\nWILLIAM DICK, SECRETARY, BOARD OF EDUCATION\nPHILADELPHIA, PENNSYLVAΝΙΑ\n\nThe subject under discussion is so directly personal in its applicability to\none holding the position of secretary and business manager in one of the\nlarger school districts, that I might have, with due propriety, declined the\nassignment, but I am already on record on the negative side of this ques\ntion and a failure to respond at an National Education Association meeting\nmight be misconstrued.\n\n"}
{"page": 780, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\n\n751\n\nWhat I have to say upon this subject is not from any personal motive\nor desire on my part to underrate or discount the dignity and responsibilities\nof the superintendent of schools, but it is given as a sincere expression of\nmy belief after a rather lengthy service in the business administration of a\nlarge school district-serving with seven superintendents.\nI know full well that it is the honest desire and earnest belief of the\n\naverage school superintendent that he should have full control and authority\nto superintend not only the instructional branch of the school system but all\nof the vast details incidental to the management of the physical plant involving millions of dollars in value, as well as the many-sided questions in connection with the financial operations of the school district.\nThe purse strings of a public body, whether it be a school district or a\nmunicipality, should never get beyond the control of representatives of the\npeople; therefore, I argue that the school directors elected to govern and\ncontrol the school system and charged with the responsibility of properly\nexpending the school funds, should never surrender control thereof to the\nextent of becoming rubber stamp representatives of the people in their\nexercise of power and control over the expenditure of those funds.\nThere are two separate and distinct lines in the administration of a school\n\nsystem: the educational side and the business side-one prescribing the\nvarious courses of study, special activities, and the needed school extensions\n\nwith proper methods of instruction and supervision, and the other, the\nfinancing, construction, and upkeep of the physical plant.\nIn the small school systems this last named division may be easily handled\nby the superintendent of schools with little or no interference with the main\n\npurpose of his office, namely, to direct and superintend the instruction of\nteachers and pupils. In the smaller district the physical school plant is of\nsuch limited extent and so often looked after by individual members of the\nschool board that the superintendent is free to devote all his time to the\nprofessional work.\n\nIn the larger districts, however, a different situation is presented, with an\narmy of employees, inspectors, mechanics, clerks, engineers, and janitors,\nnumbering in the thousands and expenditures apart from instruction, run-\n\nning into hundreds of thousands yes, I should say millions.\nIn Philadelphia this year, aside from the eighteen millions spent for\nsalaries of supervisors, instructors, and educational supplies, the school board\n\nwill expend many more millions for other purposes in the operation of the\nschool system. This entails responsibilities and a vast amount of work\n\naltogether aside from the pedagogical viewpoint, and the wise superintendent will seek to be relieved of any such responsibilities.\nIn the modern school system there are many features, such as school extension work, community work, social centers, recreational activities, care\nof and aid to the subnormal, keeping the public fully and satisfactorily\ninformed of the objects and aims of the school system; in short, as I have\n\nsaid once before, the superintendent should be not only the historian, but the\n\n"}
{"page": 781, "printed_page": null, "text": "752\n\nNATIONAL EDUCATION ASSOCIATION\n\n•prophet of the school system. On the other hand, it seems quite apparent\nthat the construction, care, and custody of a physical plant valued at many\nmillions of dollars, the acquiring the necessary school sites by purchase or\n\ncondemnation proceedings, the making of contracts for equipment and supplies, as requisitioned by the superintendent's departments and various subdivisions, and the keeping of costs within due bounds, are all matters of so\n\nmuch importance, and need so much attention, as to warrant the school\nboard in relieving the superintendent of any responsibility in the direction\nthereof.\n\nIt is often held by the superintendent that it is his duty to prepare, submit, and recommend without regard to cost, that which should be done in\nthe conduct of the schools and place the responsibility of approval or rejectionupon the school board. On the other hand, I believe it is only fair to\nthe school board that its executives should carefully consider in connection\nwith their recommendations, the means at hand or in prospect to carry on\nthe work as recommended and to discriminate accordingly. The advice of\nthe superintendent as to character and size of buildings, the quality of school\nequipment and other matters necessary to the maintenance and upkeep of the\nschool plant should be given due consideration.\nFormer U. S. Commissioner Claxton called attention to the fact that a\n\nnumber of communities in recent years had elected a business manager\nwhose duties on the business side of school administration were coördinate\n\nwith those of the superintendent on the educational side, and that such\n\naddition had been accompanied by a distinct increase in efficiency.\nThe business manager, or director, or secretary, as he is more often called,\nis the mouth piece of the school board, and it is but right and proper that he\nshould be subject to direction only by the school board. Therefore, I say,\nunhesitatingly, the secretary should not be under the direction of the\nsuperintendent.\n\n"}
{"page": 782, "printed_page": null, "text": "Department of Science Instruction\n\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-W. L. EIKENBERRY, State Normal School, East Stroudsburg, Pennsylvania.\nVice-President-THOMAS J. MCCORMACK, Principal, La Salle- Peru Township High School, La\nSalle, Illinois.\n\nSecretary ARTHUR H. FRENCH, California School of Mechanical Arts,\n\nSan Francisco,\n\nCalifornia.\n\nLocal Committee-WILLIAM A. HEDRICK, Central High School, Washington, D. C.\n\nThe Department of Science Instruction is an outgrowth of a State Department\nof Natural Science Teachers which was organized at a meeting of the Colorado\n\nState Teachers Association in 1894. See proceedings of 1895, page 951. It was\nfirst known as the Department of Natural Science Instruction.\nAt the business session of the Department of Science Instruction of the National\n\nEducation Association, held on Thursday afternoon, July 3, 1924, at Central High\nSchool, Washington, D. C., the following officers were elected : President-Otis W.\nCaldwell, Lincoln School, Columbia University, New York City ; Vice- President-\n\nDr. George W. Hunter, Knox College, Galesburg, Ill .; Secretary-Emma M.\nGriebel, Lincoln High School, Portland, Oregon.\nIt was voted that the president of the department appoint a committee of two\n\nfrom Washington to study the National Education Association membership and\nthat of the American Association for the Advancement of Science, to try to determine the membership of the National Education Association.\ncommunication was therefore, sent to the Executive Committee :\n\nThe following\n\nTo the members of the Executive Committee of the National Education Association:\n\nThe following resolution was passed unanimously by the Department of Science Instruction\nat its meeting, Tuesday afternoon, July 1. The Department heartily recommends the endorsement of this resolution by the Executive Committee of the National Education Association.\nW. L. EIKENBERRY,\n\nPresident, Department of Science Instruction.\nWhereas, the American Association for the Advancement of Science has invited the\nNational Education Association to become affiliated with it;\n\nWhereas, the relation of affiliation between the two organizations would involve no financial\nresponsibility to the National Education Association, but would involve only the naming of\nrepresentatives of the latter to be council members of the American Association for the\nAdvancement of Science, thus giving to the National Education Association an official voice in\nthe control of the American Association for the Advancement of Science policies and affairs;\nWhereas, the relation of affiliation would in no manner infringe upon the full autonomy\nof the National Education Association in regard to its meetings and all its affairs;\nWhereas, the said relation would involve the special privilege granted by the American\nAssociation for the Advancement of Science to members of affiliated organizations, namely,\n\nthat they may become members of the American Association for the Advancement of Science\nwithout payment of the usual five dollar entrance fee ;\n\nWhereas, the purposes and aims of the two organizations are heartily in accord and are\nmutually approved; and\nWhereas, the American Association for the Advancement of Science stands for science\n\neducation and the popularizing and humanizing of scientific knowledge, as well as for scientific\nresearch in all lines, including the science of education itself; therefore be it\nResolved that the Department of Science Instruction cordially favor acceptance by the\nNational Education Association of the above-mentioned invitation of the American Association\nfor the Advancement of Science; andbe it further\n\nResolved that this Department urge the general officers of the National Education Association to accept the invitation and to ratify the official affiliation of the National Education\nAssociation with the American Association for the Advancement of Science.\n[753]\n\n"}
{"page": 783, "printed_page": null, "text": "754\n\nNATIONAL EDUCATION ASSOCIATION\n\nSCIENCE FOR THE MILLION\nEDWIN E. SLOSSON, DIRECTOR OF SCIENCE SERVICE, WASHINGTON , D. C.\n\nOnce upon a time a country school teacher rang her bell after recess,\nbut none of the children came in.\n\nShe went outdoors to see what was\n\nthe matter and found them all gathered along the roadside. \"Oh, teacher,\"\ncried the children, \"can't we stay out a minute longer? There is a circus\ncoming by and we want to see the elephant.\" The teacher hesitated a\nmoment, but she was a conscientious woman and knew her duty. \"No.\nchildren,\" she said, \"work must come before play.\" So she gathered them\nall in and shut the door and set them at their reading lesson, which was\non \"The Elephant, Its Appearance and Habits. \"\nNow, like all fables, this is capable of being interpreted in various ways.\nIt may be argued that moral training is of greater value than informational\nacquirement, that it was more important that the children should acquire\nthe habit of obedience, and be able to resist the temptation to distraction of\n\nattention by passing events than that they should learn how an elephant\nlooked. Put to the pragmatic test, who of us can say that his conduct or\nhappiness in life has been materially affected by his knowledge that the\nelephant is distinguished by the possession of two tusks and a trunk?\nBut if we consider the question from a purely pedagogical point of view,\nand assume that the teacher's duty was that prescribed by the curriculum,\nnamely, the imparting of information about the elephant, then we must\n\nadmit that she did not adopt the best plan for the purpose; that she\nadhered too closely to methodology; that she failed to recognize that there\nare different ways of getting at the same thing; in short, that she allowed\nthe means to obscure the end, which is a common fault of ordinary people\nas well as of school teachers .\n\nIn looking over some old letters recently, I came across one that I will\nread to you because it contains more educational heresies than I ever found\n\nbefore on so small a sheet of paper. It is from the late William Hayes\nWard, who was a living contradiction of the saying of Oliver Wendell\nHolmes that those who get up early in the morning are apt to be very\nconceited all the forenoon and very sleepy all the afternoon. Dr. Ward\nwas certainly not sleepy when I knew him as editor-in-chief of The Independent. When he was more than eighty he still put in more hours at the\n\noffice than any of the younger men on the staff. He was intensely interested in scientific progress and social movements of the day, and after a\nhard day's work at the desk, he went home to spend a large part of the\nnight in the study of Assyrian seals for the monograph, with thousands of\nillustrations, which he wrote for the Carnegie Institution. This is a\nletter that Dr. Ward wrote, in 1913 , to a friend who asked advice as to\nthe education of his son :\n\n:\n\n"}
{"page": 784, "printed_page": null, "text": "755\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nThe Independent, N. Y.,\nFebruary 15, 1913.\n\nMy Dear Sir: I don't know whether I am old-fashioned in education or notchildren are not crowded enough. It does not hurt them, if they have plenty of\nexercise. I was taught by my father at home. On my sixth birthday I began Hebrew, and read the Hebrew Bible through before I was nine; the Greek Bible, Old\nand New Testaments, before I was twelve, and the Latin before fifteen, besides the\nother usual and some unusual studies. I believe in one study at a time, and push\nit,till the boy learns it. But science can be made a play. Your boy is old enough,\nbuthe cannot read well enough, I fear, to analyze a flower from the book, even with\nyour teaching. It is the best way to begin science. At least he can learn to distinguish plants, and, as far as possible, by the Latin names .\nThe only question about other studies is that he is backward in his English. He\nought before this to have begun French ( or German) , not as much by book, in his\ncase, as by word of mouth. Can't he find some teacher of French to talk with ? I\nam sorry that Latin seems to be out of the question. For his play I would take\n\nbotany, in walks and talks, and for his study, in all probability, arithmetic, and push\nit.\n\nYours truly,\nWILLIAM HAYES WARD,\nEditor.\n\nThis idea of education, as you see, is quite the opposite of the popular\ntheory and prevalent practice of today. William Rainey Harper had also\nthe belief that it was better to concentrate on one study at a time and he\n\nintended to make this the plan of his new university of Chicago. I wish\nhehad had a chance to try it out. It would have been an interesting experiment.\n\nBut nowadays students in our high schools and colleges take from\nfour to six studies at a time and the class is supposed to keep in step for\n\nfour years whatever may be their natural gait. In the army it is considered essential that all the soldiers shall keep in step regardless of their\nvarious length of leg and rhythm of movement. I am somewhat skeptical\nabout the necessity of such rigid conformity in the army, and I am quite\nsure that it is undesirable in education. The result of the lockstep system\nis that the laggards are pushed and the eager are checked. Consequently\n\nthe students who are not able to keep up the pace get discouraged and fall\nout and those who do not find an outlet for their energies in the classroom,\n\nturn to athletics and what are euphemistically called \"extra-curricular\nactivities.\" It is not true that bright students are overworked. On the\ncontrary, they are underworked. That is why they are apt to lose interest\nintheir studies, acquire a contempt for their slower classmates, and plunge\ninto dissipation. It is not work but play that brings them to ruin. The\nidea that precocious students break down from overcrowding may serve\nas a plea in a court of law, but it has no standing in the court of reason.\n\nThe new movement for the classification of students according to their\nnative ability promises to give a fair chance to bright and dull alike.\nYou will also see that Dr. Ward believed and demonstrated that some\n\nof the sciences, such as botany, could better be learned as recreation than\nastasks.\n\nI think that the same could be said of the cultivation of literature\n\n"}
{"page": 785, "printed_page": null, "text": "756\n\nNATIONAL EDUCATION ASSOCIATION\n\nand the fine arts, and of the reading of history, philosophy, and science.\nInterest and appreciation in these fields can best be acquired through voluntary and individual initiative rather than by compulsory and uniform drill.\nNot every boy, of course, can have such a parent-teacher as Dr. Ward had\nand was. But it illustrates the point I am making, that there is more than\none way of learning science, and that we need all of them. You will doubtless criticize his curriculum as too largely linguistic, yet you would not\nhave reason to complain of so much devotion to dead language if they were\nwell out of the way by fifteen and the boy had in the meantime become\nactively interested in several sciences. Dr. Ward was a teacher of science,\nboth when he was a college professor and when he was an editor, and I\nnever knew a man who took more delight in a new theory or a new dis-\n\ncovery in any field of science than he, although his vocation was theology\nand his avocation was archeology.\nIt is this side of science that I want to talk about\n\nits human interest,\n\nits cultural value, its amusement possibilities. Three hundred years ago,\nBacon urged upon an incredulous world the novel idea that science might\nhave a practical value, that it might lead to useful inventions and contribute to the comforts of life. Naturally the suggestion shocked the\nphilosophers of that day, who cultivated science for its cultural value alone,\nan elegant pastime of a leisure class, which should never be debased to\n\nmercenary purposes. It seemed to them like harnessing Pegasus to a\nplow. But now Bacon's strange notion has come into such complete possession of the mind of modern men that they can hardly see any side of\nscience except the utilitarian. The value of research as a contributor\nto the patent office is fully realized. But research as a recreation is quite\nincomprehensible. The amateur is being crowded out by the professional\nin science as in all the other sports.\n\nIf an outsider shows an undue in-\n\nquisitiveness as to what is going on in the laboratories, he is apt to be\nsnubbed by the investigators. Not because they have anything to conceal, but because they do not like to be bothered, and besides, as they\nsometimes frankly say, \"it is none of his business.\" But it is a curious\nquality of the human mind to be interested in other things than our business, and it is to this irrational impulse, this divine deviation, that the arts\n\nand sciences owe their origin. They pay in the long run, but they were\ncultivated long before they paid. The radio and the trolley car are the\nrecent fruits of a tree that has been longer growing than the giant redwoods of California. The sciences are like the arts in this : They need\nappreciators as well as practitioners. A baseball team plays best when\nthe grandstand is full and enthusiastic. It may be said that the commonly\nprofessed admiration of fine arts, music, literature, and the like is a fashion-\n\nable affectation.\n\nThat is largely true, but the mere existence of hypocritical\n\ninterest proves that there are a certain number of respectable people who\nhave a non-professional interest in such pursuits, and get a genuine benefit\nfrom them. That there is no similar social pressure imposing an affectation of admiration for science proves that there is no considerable body\n\n"}
{"page": 786, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n757\n\nof laymen who take that sort of interest in science. There are doubtless\nmany people who have never enjoyed a symphony, or have never been\nthrilled by \"a chorus ending from Euripides.\" But those who have not\nhave felt a certain misgiving and reluctance about admitting their incapacity\nto appreciate such things, even though they may in bravado profess disdain\nof them.\n\nOn the other hand, those who have never felt the delight of the solution of a scientific problem or experienced a moral elevation \"at the contemplation of the starry heavens,\" have no sense of secret shame but are\nmost apt to boast of their ignorance and incapacity. Witness the contempt manifested by the classicists for \" the modern side,\" as given in\nKipling's school stories. It is even possible to discern distinctions in the\nhonorific rank of the several sciences, dependent, as in the case of aristocratic families, chiefly upon their ages. Astronomy, for instance, claiming\na respectable antiquity of some six thousand years, and having received the\ncommendation of such well-known literary men as David, Kant, and\nAddison, is not to be sneezed at as chemistry is. Yet the contemplation\nof the electronic system within the atom is quite as awe-inspiring, and gives\none the same sense of moral elevation as may be derived from an appreciation of the magnitude of the starry heavens. Of course, astronomy,\nbeing, in its higher branches, a useless study, has thereby a better claim\nto honorific rank with those who admire only the sciences that belong to\nthe leisure class and do not have to work for a living. Mathematics,\n\nalmost as old as astronomy and also largely cultivated from non-utilitarian\nmotives, is held in higher esteem than such parvenu and practical sciences\nas botany and zoölogy.\n\nIt is, of course, easiest to ascribe this popular indifference to the defects\nof our educational system. The schoolmaster has largely taken the place\nleft vacant in our modern thought by the abdication of the devil. Teachers\nare nowadays held responsible for anything that goes wrong with either\nthe individual or society. I shall not attempt here to relieve them of any\npart of the heavy burden of responsibility thrust upon them, for as a\nclass they seem rather to enjoy it, perhaps because it is a tribute to their\nimportance. But it seems to me unwarranted to assume that a distaste\nfor science is due to the introduction of science into the curriculum, as it\nis also unwarranted to assume that the reason why people do not commonly\n\nread the English classics in after life is because they had to study them in\nthe classroom. No ; the difficulty is, in my opinion, due largely to the lack\nof a class of competent and zealous interpreters of scientific thought, and\nif our educational system is in any degree responsible for this deficiency\nin our modern life, it is because it does not lay enough stress on training\nin the art of popular presentation.\nOur universities cannot be expected to discover and train many Mendels\nor Galileos. The number of persons who can profitably devote their lives\n\nto research is relatively small in each generation, even though it ought to\nbe larger than it is now in this country. These professional investigators\n\n"}
{"page": 787, "printed_page": null, "text": "758\n\nNATIONAL EDUCATION ASSOCIATION\n\nfor the most part dislike to have people crowd around them and look over\ntheir shoulders as they work.\n\nI do not think it would hurt them so much\n\nas they think it would, to give a popular exposition of their researches, but\nI recognize the fact that they are often incapable of making comprehensible\nto the lay mind the significance of what they are doing; and in any case\nit would not be profitable to take much of their time for this purpose from\nthe labors for which they are peculiarly fitted. But here is a task, indeed\na duty, for the large number of our graduates who have been trained in\nthe method of science and inspired by its ideals, and yet are not able, either\nfor lack of genius or opportunity to devote themselves to its advancement.\nThey should constitute the middlemen of science, its spokesmen, and popularizers. They might stand between the small group of research men,\nabsorbed in their specialties, and the great mass of readers to whom the\nprogress of science is of importance, and to whom it would be of interest\nif pains were taken properly to present it to them.\nIt is not, of course, to be expected that people will follow with interest\n\nevery step in routine of research, the steady, tedious march of the advance\nguard of science, ever onward into the unknown. But people are naturally\ninterested in two features of scientific work: in its speculative and practical\nsides, its theories and its applications. In recent progress of the physical\nand biological sciences, both these features have been present. The new\ntheories are revolutionary and the new applications innumerable. The\nnewspapers and magazines offer unprecedented opportunities for reaching\nthe public, but these channels are insufficiently utilized. If our bachelors\nof science had a little more of the missionary spirit, and a little more appreciation of popular needs and tastes, the deficiency might readily be remedied.\nThe beauty and meaning of scientific discoveries can be revealed to the\ngeneral reader if there is an intermediary who can understand equally the\nlanguage of the laboratory and of the street. The modern journalist\nknows that anything can be made interesting to anybody if he takes pains\nenough with the writing of it. It is not necessary either to pervert scientific\ntruths in the process of translation into the vernacular.\n\nThe facts are\n\nsensational enough without any picturesque exaggeration.\nScience is making such rapid progress nowadays that the science teacher,\n\nlike Alice in Wonderland, has to keep running in order to hold her ground,\nand the public, not having to hurry so, is being left far behind.\n\nNever before in history has the human mind been given so many strange\nand disconcerting ideas to digest as during the last decade. Geometrical\nconceptions that have been accepted as axiomatic for 2,500 years are now\nknow to be inadequate. Generalizations that have formed the foundation\nof modern science, like the laws of the conservation of matter and of\nenergy, are found to require revision. Old ideas that we were taught\nhad been definitely disproved, like the corpuscular theory of light, again\ncome to life and demand reconsideration. The ghost of abiogenesis, once\nthought laid by Pasteur, walks the earth a hundred years after .\nIn the leisurely days of the past century, the universe seemed to be\n•\n\n"}
{"page": 788, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n759\n\nrunning smoothly and continuously, but now everything is on the jump.\nThe Mendelian method of evolution by jerks had displaced the Darwinian\nprocess of the gradual accretion of infinitesimal variations. And now comes\n\nEinstein with his creased and humpy space, Bohr with his excitable atom,\nand Planck with his patent brand of energy delivered only in unbroken\npackages.\n\nAnd there is more to follow. Physiology, biology, and psychology have\nstill to have their innings as creative sciences. J. B. S. Haldane, of Cambridge, who has a more far-reaching imagination than any biologist since\nWells grew up, says in his portentous booklet, \"Dædulus,\" that \"A time\nwill come as I believe when physiology will invade and destroy mathematical physics, as the latter have destroyed geometry.\" And he gives\nsome startling suggestions of what the biologist may do in the way of\nimproving the human race when once he gets his hand in, as an experimentalist and inventor.\n\nDuring the late war, when we all took daily lessons in military strategy\nand tactics, we learned that it was dangerous for the troops at the front\nto advance so fast and far as to cause a break in the line of communication\n\nwith the rank and file. Supplies for the firing line were likely to fail and\nthere was a chance for the enemy to make a dash around to the rear and\ncut off the advance guard from its supports. We also learned from the\n\nwar that the liability of a lack of coördination and coöperation was greatly\nincreased when the army consisted of troops who did not understand each\n\nother's language. To prevent such disasters an efficient corps of liaison\nofficers was kept in the field.\n\nNow it seems to me that science is in the serious situation of an army\nwhere communication has been temporarily interrupted between those at\n\nthe front who are engaged in fighting the battle of the human race against\nignorance, and the great mass of the people from whom the active combatants must draw their support and recruits. Scientists use among themselves a language different from the vulgar tongue, and they are so absorbed\nin the conflict that they have no time to explain their war aims and give\nreasons for their maneuvers. Consequently there is great need for interpreters and liaison officers as intermediates between the scientist and the\n\nlayman. We must also bear in mind that a scientist is a layman in every\nscience but his own, and so he likewise needs to have the new things in\nother fields explained in non-technical language.\nIt was for the purpose of filling in the missing link between scientific\ncircles and the world at large that Science Service was founded in Wash-\n\nington three years ago. Being a unique institution in the world, it has\nbeen something of a puzzle to press and public. Being debarred by its\ncharter from propaganda or profit-making, not being engaged in booming\nany business or promoting any university, the sole purpose of Science\nService is the dissemination of scientific information on the widest possible\nscale. Science Service may, therefore, claim to be a sort of public school,\nusing newspapers, magazines, books, motion pictures, and radio as means\n\n"}
{"page": 789, "printed_page": null, "text": "760\n\nNATIONAL EDUCATION ASSOCIATION\n\nof instruction. I am, then, engaged in teaching, as you are, except that\nmy classes are larger and less attentive.\n\nIt was at first the intention of Science Service to supplement the schools\nrather than to assist them, but when we began syndicating science news\nto the papers various teachers of science wrote to ask if they, too, could\n\nnot get our mimeographed sheets for use in their classes, to bring the textbooks up to date, and to impart a new and practical interest to the subject. So we arranged to run off a weekly set of sheets under the name of\nthe \" Science News Letter,\" which is supplied to schools and colleges at\nsomewhat less than cost.\n\nAnother of our plans, in which I hope to get your advice and coopегаtion, is to provide the papers with a \"Young People's Page of Science,\"\nthat will keep pace through the school year with the courses in general\nand special science, and furnish a variety of news items, biographical\nsketches , interesting sidelights, simple experiments, and other readable material, designed to aid the teachers by awakening the student to the fact\n\nthat what he is studying is not confined to the classroom, but has practical\napplications to the affairs of the world at large. But I may confess to you\nin confidence that we expect that older people will read on the sly our\nschool science page, as they do other books and articles ostensibly written\nfor young people.\n\nI want you teachers to regard Science Service not only as your aid, but\nalso as the extension department of your schools. Science teachers can\nhelp our work by hints as to how to reach the people of their locality, and\nas to what sort of material is most needed. English teachers can help our\nwork by giving their students practice in the rewriting of scientific articles\nin a way to reach the non-scientific reader. This is an excellent drill in\nEnglish, and opens up a new field for the exercise of literary talents.\nAs a result of our three years' experience in the popularizing of science,\nI may say that we have found the public eager to hear of the results of\nscientific research; we have found the newspapers and magazines ready\nto publish such material if attractively presented ; we have found scientists\ngenerally willing to provide information if they were sure it would not\nbe distorted in the translation into the vernacular. But we have not found\n\nenough contributors who combine a scientific conscience with a knack of\nwriting and a nose for news. We are constantly missing chances to place\narticles because we can't find writers who can handle the subject competently and interestingly. I spend a large part of my time angling for\nauthors, baiting my hook with a mixture of altruistic and mercenary inducements and, though I get many a nibble, I rarely land a catch that fills the\nbill.\n\nAs teachers you may be interested in the conclusion I have arrived at\nas to what is the matter with most manuscripts. It is usually not a lack\nof information or intelligence. It is not lack of training or talent. It is\namoral defeat, lack of sympathy. It is the failure of the authors to obey\nthe maxim, \"Put yourself in his place.\" They have not been able to realize\n\n"}
{"page": 790, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n761\n\nthe reader. They have neglected to consider what he wanted to know and\nhow he needed to have it put. They write for their own amusement,\nrather than for the profit of others. But authorship is essentially an altruistic act. It is something done for others, unless one is writing a private\ndiary. So one must be unselfish about it, if he is to succeed. The Golden\nRule is not only a good guide to life, but a guide to good writing.\n\nSCIENCE IN THE ELEMENTARY SCHOOL\nHOLLAND R. SPERRY, LINCOLN SCHOOL, TEACHERS COLLEGE\nNEW YORK CITY\n\nThe subject, \"Science in the Elementary School,\" which has been assigned to me, covers a large field and has many ramifications. I wish to\nconfine my discussion to the work that is being done in the Lincoln School\nof Teachers College, having in mind the fourth, fifth, and sixth grades.\nHowever, some of the activities which I shall describe may be used in the\nlower grades.\n\nMy paper is based on my experiences and observations as a classroom\nteacher, and is not the result of any special investigation.\nI believe that education in science should do these things for the individual:\n\nIt should develop in him a scientific attitude. By that I mean not only\nan attitude of inquiry and of investigation, but also an attitude ready to\n\ndoubt preconceived notions based upon traditional hypotheses. He should\nbe able to formulate new hypotheses as more and more truths are discovered. It is an attitude receptive of changes. A truly scientific mind is\nthe truly open mind.\n\nIt should give him a greater appreciation of his environment-a liking\nfor it-an active positive attitude to do something about it. This will\nhelp toward a fuller, richer use of leisure time. The positive attitude\nimplies going out to find out about things in his environment and not\nwaiting for them to come to him. Also to be anxious to conserve the\n\nnatural resources and beauty that are around us.\nIt should give him an appreciation of what science and a scientific attitude have meant to modern progressive life.\nIt is difficult for the classroom teacher to keep in mind and to try to\nachieve all the special aims or objectives claimed for science. Nor is there\nvery definite evidence that anyone is realizing these special aims of science.\nIt would be far better to teach our science in such a way that we would\nsatisfy the general educational aims. Better still, we should provide science\nactivities which, when properly carried out, would, in their very nature,\nlead to the accomplishment of our objectives.\nIt may be true that all the aims should not receive equal attention at any\none time or in any one grade. However, when the opportunity presents\n\n"}
{"page": 791, "printed_page": null, "text": "762\n\nNATIONAL EDUCATION ASSOCIATION\n\nitself to develop any of these aims, stress it, and make the most of it,\nwhether it is in the first grade or sixth-whether we are studying the\nweather or magnets.\n\nThe curriculum should include objective nature experiences determined\nby the environment. There should be a definite body of knowledge stated\nin the curriculum. This means certain group experiences common to all\nin the group. In addition there must be opportunity for individual interests, problems, and investigations, not necessarily experienced by the rest of\nthe group.\n\nThe science problems should naturally arise from needs felt, interests\naroused, or facts doubted in other work, as in social studies, industrial and\nhousehold arts, and in experiences and activities both in and out of school.\nScience should not be a thing apart nor taught apart from its real connections with the problems of life.\n\nInvestigators and science teachers have concerned themselves for the most\npart with science for the junior and senior high schools. There is an\nurgent need for someone to determine what science to teach, how to teach\nit, and where to teach it in our elementary schools. Much will be accomplished when we have conducted careful and accurate studies in the elementary schools. Our knowledge of the subject as taught in the junior\nand senior high schools does not answer the question. Much to our surprise, the fourth and fifth grade pupils did not care to know the chemistry\nconnected with photography in the same way that a high-school boy would\ncare to know it. All their interest was centered upon the mechanics of\nthe process. They were perfectly willing to accept the contents of the\ntubes of developer as a substance which when mixed with the proper\namount of water would produce a negative from their films and a positive\npicture on their print paper. During the entire course, no question was\nasked concerning what chemical action took place on the plate while it was\nbeing developed. Their chief interest seemed to be in the finished product\nand the control of the scientific process. Our problem is not what children are interested in, because with the proper presentation they are interested in almost any subject of science. As I see it, the problem is agreater\none than that. It is in what phase of the subject and to what extent is he\ninterested.\n\nIs he satisfied to spend a few minutes on a particular subject,\n\nor could a unit such as corn, milk, or magnets engage his active interest\nfor ten or more lessons ?\n\nIt seems to me that no unit of science work\n\nshould be prolonged beyond the active interest of the class as a whole.\nThose responsible for our science curriculum are very apt to look to the\nmaterials of the science course in the junior and senior high school, selecting\nthat which they think could be taught just as well in the elementary\nschool. Perhaps they will suggest a similar plan of teaching it. Wouldn't\nit be a far better plan to begin to build at the bottom without any reference\nto what is being taught in the higher grades, and determine what science\nexperiences will follow, based upon what has already been experienced,\nrather than to do it in the reverse order ?\n\n"}
{"page": 792, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\nWe do not desire a detailed curriculum in science for the grades.\n\n763\n\nWhat\n\nwe need, however, is a definite plan setting forth specific activities and\nsubject matter for each grade, providing for an intelligent and progressive\nprogram in science throughout the grades. For example : Provision should\nbemade for some plant and animal studies to be made in each grade. The\nkind of plant or animal study should be determined by careful investigation for each grade. The detailed procedure should be developed by the\nteacher, who will have in mind the pupils' interests, materials at hand, and\nhis own limitations. I can conceive of a subject like milk being taught\nin all of the grades, dealing with a slightly different aspect in each grade.\nWhether the services of a special teacher should be used will be determined\n\nby the needs of the teacher and the availability of such help. A special\nroom for science is desirable, though not necessary. The teacher should\navail himself of all the help and equipment that are to be had. Lacking\nthese, he should proceed to do the best he can without them. A determination to teach science is all that is needed.\nThe life of the school should be conducted in such manner that the\n\nchildren would be expected to use and practice facts or principles of\nscience. This is especially true of the laws of health such as exercise, care\nof the teeth, eyes, hair, and nails; eating, drinking, rest, personal cleanliness, civic pride, safety first, first aid, fire prevention, and many others.\nMerely reading and discussing a health habit does not necessarily develop\na lifelong habit. \"We learn to do by doing,\" is a truth that ought to\ncause us to question the effectiveness of much that we are teaching. We\nmust do more than teach a child how to brush his teeth-we must teach\n\nhim to brush his teeth day in and day out; until he has a very uncomfortable\nfeeling in his mouth when he does not brush his teeth.\n\nIf the fire extinguishers placed in your schools are to be used in case of\nfire, teach the children to use them by having a fire out-of-doors. This\nspring, some fifth-grade pupils proposed that they be allowed to demonstrate the use of these extinguishers. Teams of two each were organized\nand a contest was staged to see which team could extinguish the fire in the\nleast amount of time.\n\nMaterials for several fires were provided and one\n\nlighted for each team as their time came. At the signal the team was to\nrun into the building, take down the fire extinguisher from its support,\ncarry it out, invert it, and put out the fire. Previous to the contest the\nclass examined an unloaded cylinder, and the principle was very carefully\nexplained and then two of the boys loaded it ready for use. The children\nhad learned from a talk on fire prevention that it was important to extinguish a fire in the first few minutes. They had also seen a moving picture\nshowing how to handle a fire extinguisher.\n\nThe signal was given, and the first team rushed into the building. After\nfour minutes were over and the fire had nearly burned the material, the\nteam came out to say that they could not take the extinguisher from the\nhook. Failure one. The second fire was lighted and the signal was given\nthe second team. All went well until they inverted the extinguisher.\n\n"}
{"page": 793, "printed_page": null, "text": "764\n\nNATIONAL EDUCATION ASSOCIATION\n\nAction started immediately. They had forgotten to grasp the hose; the\nforce of the water jerked the hose around, throwing water all over the\nother children and themselves, but very little, if any, on the fire. Finally,\nwhen they had it under control, the extinguisher had spent itself, and\nthere was not enough left to put the fire entirely out. The third team.\nprofiting by the experience of the others, extinguished their fire in less than\naminute. Yet the members of the losing teams could tell you in no uncertain terms how to put out a fire. They needed only experience to complete\ntheir training.\nTime does not permit a detailed account of the science work done even\n\nin one grade. I believe a brief list of the science activities, with a short\ndescription of each, will be helpful in understanding what we are attempting to do. To aid you in following, I will state the activity by the best\nname I can give it, followed by the explanation with a few examples of\nthat activity. To appreciate what the activity does for the pupils you\nwould have to see it in its natural setting.\n\nDuring the past year we tried text material for the first time in the fifth\nand sixth grades. This material was in manuscript form and was an\nattempt to provide some worth-while science for our three twenty-fiveminute periods per week. Time does not permit me to discuss the content\nof the course; perhaps the reading of the chapter headings will give you\na general idea. We feel that science, if properly taught, is worth being\ntaught for its own sake, and is entitled to a place on our program.\nSummer collections-The child's education does not end with the close\n\nof school. He has many experiences which teach him new things regarding his environment. We plan special science activities for the pupils to\ncarry out during the summer. Before school is out he usually decides\n\nwhat he will collect, or what industries or exhibits he will visit during\nthe summer. In our summer suggestions, we list useful and interesting\nthings to do or to collect, including a carefully prepared list of science\nbooks that may be used to assist him in his work. When school opens in\nthe fall, each pupil brings a collection or a record of the work done, and\nthe entire school has an exhibit of summer work.\n\nWe secure a variety of\n\nexhibits, such as written reports on industries visited, samples secured, collections of insects, rocks, leaves, flowers, ferns, etc. The pupils are required\nto prepare and label their own material. Each grade has several science\nlessons based on this exhibit. This type of work is very important because\nit tends to relate the school work with the summer experiences and vice\nversa.\n\nScience in other subjects-We study science topics that arise in the other\nschool subjects, such as the study of inventions in history, milk in the house\nhold arts, and dyeing in industrial arts. Many times after studying a topic\nin this way the pupils prepare a class booklet to preserve their work.\nSuch has been the case in booklets on milk, silk, aquaria, bulbs, and leaf\nprints. This provides valuable material for written English.\n\n"}
{"page": 794, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n765\n\nField trips to the out- of-doors-Trips are planned to study trees,\nplants, rocks, birds, and pond life. These trips are taken in the fall and\n\nspring months. They require careful planning on the part of the teacher\nin order that they may not become a picnic instead of a real study experience. However, the pupils should be allowed the enjoyment that naturally\ndevelops from such activity. One of the aims should be to develop a habit\nof taking little nature trips during the time that the child is not in school.\nIn this activity lies the opportunity to teach in a concrete way the preservation of our wild life by learning to enjoy what they see without destroying\nit or taking it back to the school or home only to have it die.\nReporting interesting articles-We encourage the pupils to read and\ndiscuss interesting science articles found in the daily papers, Popular Mechanics, and the Weekly Science Letter, published by the Science Service.\nThis is science up to the minute. The pupils are unusually interested in\nthe historical sketches contained in the Weekly Science Letter. Nearly\nevery day pupils ask for time to report on some interesting article which\nthey have read.\nScience bulletin board-Encourage pupils to post interesting science arti-\n\ncles or pictures on a bulletin board. These clippings may be cut from\nnewspapers and magazines. Give the pupil time to make a brief report\nupon any interesting item that he posts. Pupils develop the habit of reading science articles that they find, and this gives them an interest in the\npresent-day development of science. The bulletin board committee preserves the material in a science scrapbook.\n\nInspecting industries and exhibits-During the year many special trips\nare planned. Sometimes to assist in the better understanding of processes\nstudied in the classroom, such as a visit to a milk station, flour mill, or\npaper mill, and sometimes a visit to an exhibit, because it is worth while\n\nin itself and may lead to further work in the classroom, such as a silk\nexhibit, fire-prevention exhibit, and Ford processes exhibit. In either case ,\ncareful preparation and planning beforehand and definite discussion afterward are necessary. Industries and exhibitors are usually glad to have\nthe school children visit them.\n\nScience assemblies-Several science assemblies have been held this year .\nOur summer collection exhibit, held at the opening of school, raised a number of questions that were not answered by the information cards and\nlabels on the materials. These questions were written out and handed to\nthe exhibit committee. These were classified, and talks were given by\nadults, relating to birds, insects, trees, plants, and rocks. Each speaker\ntried to answer the questions raised concerning his topic. Two assemblies\nwere given by pupils, having to do with simple science experiments which\nthey had in the classroom or had done at home. The subjects were air\npressure, expansion and contraction of air, destructive distillation of wood,\ndistillation of water, need of oxygen in burning, and many others. The\npupils made their own preparation outside of regular school time. The\nschool furnished simple apparatus for those who needed it. Much of the\n\n"}
{"page": 795, "printed_page": null, "text": "766\n\nNATIONAL EDUCATION ASSOCIATION\n\napparatus was made or supplied by the pupils. These assemblies increased\nthe interest in our regular science work.\nSpecial reports by pupils-These reports are given to the class by individual pupils on some topic which they have selected. The pupil presents\na story of an excursion, a special interest, or demonstrates some simple\nexperiment before the class. There is a wide range of topics: \"My Visit to\nthe Hangar at Lakehurst, N. J.\" ; \" How I Studied Birds Last Summer\" ;\n\n\"The Use of Water Power in the United States\" ; \"Types of Airplanes\nand Their Uses\" ; \" The Liberty Motor\" ; \"The Origin of Fire and Methods of Making Fire\" ; and simple physical and chemical experiments.\nPreparation for these reports is made without the assistance of the\n\nteacher. The pupil may prepare the report at home, or use any spare time\nthat he has. The pupils prepare a program and have one or more of\nthese reports given each day during the fifteen-minute lunch period. This\nprovides us with real oral English material. Questions are asked and\ncriticisms are given by the pupils and teacher. Usually the speaker illustrates his talk with the object under discussion, or else with pictures or diagrams. A pupil giving an unusual report may be asked to give it to another\ngrade or to the whole school at one of our weekly assemblies. The pupils\ngiving the best reports are asked to hand in a copy to the special report\ncommittee to be preserved in their booklet.\n\nHandling apparatus-This type of work consists of the handling and\nthe study of electrical and mechanical equipment found in the home or in\nthe child's environment. Here the pupil has an opportunity to see the\ninside of the electric iron, socket, switch, and sweeper. This material is\nsecured in various ways. Sometimes a pupil brings it from home, and\nsometimes a merchant is willing to loan or demonstrate some household\nappliance. After taking the apparatus to pieces and assembling it again,\nall the mystery is gone. This is an activity that deserves development.\nUse of exhibit cases-Many interesting and instructive exhibits have\nbeen placed in the display cases in the halls. There are enough of these\nbuilt-in display cases to provide one for each grade. Sometimes an entire\n\nclass plans the exhibit, sometimes one pupil or a small group of pupils\nfurnishes all of the materials. The exhibit may be the outgrowth of the\nclass work, a field trip, or the expression of some special interest of one or\nmore pupils. A few prepared exhibits that have been loaned to the school\nhave been shown to the entire school in this manner.\n\nIf the exhibit is a\n\nvaluable one and of general interest, each grade goes as a group at some\nscheduled time to see it and to have some one explain the points to be\nobserved.\n\nThese exhibits are prepared and arranged in the cases by the pupils\nreceiving the necessary help from the teacher.\nThe exhibit case committee, consisting of one pupil from each grade and\na teacher advisor, decides when a display has served its usefulness. All\nmaterial of permanent value is preserved for future school use.\n\n"}
{"page": 796, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n767\n\nDuring the past month the following exhibits were placed in the cases:\nFuel, and outgrowth of the study of coal and its products, made by the\nfourth grade; nuts, a collection of a dozen or more kinds of nuts grown\ninvarious parts of the world, an outgrowth of a special interest of a fifthgrade pupil; cheese-various kinds of cheese collected by the pupils of the\nfourth grade during their study of milk and its products; paper productsan exhibit showing samples of paper products collected and arranged by\ntwo fifth-grade pupils as a special interest; ration for a dairy cow-prepared by a pupil in the fourth grade as a special interest developed in the\nclass study of milk. The collecting, arranging, and labeling of these exhibits require careful and accurate work on the part of the pupils.\nBy using this method the entire school can see some of the finished work\nof each grade. The exhibit, however, is a by-product or result of the\nactivity, and not the reason for which the work was done, since most of\nthem were not prepared especially for the cases.\nScience question box-Pupils having questions on some science problem\nare encouraged to write the questions out and hand them in. Once a week\n\nthe classroom teacher or special teacher helps the pupils to answer these\nquestions, using any available apparatus or material to make the answer\nclear. Many times questions are raised which would otherwise not be\nanswered, since they do not pertain to the subject matter of the science\ncourse.\n\nThis material could form the basis for a paper.\n\nUse of demonstration material-When possible, we should provide such\nthings as observational bee-hives, plant aquaria, animal aquaria, insect cages,\nschool gardens, dark room, museum, and laboratory, to assist the pupils\nin their work. Much of the material needed for the plant and animal\nstudy can be planned and made by the pupils.\nUseful material may be collected by the pupils and preserved for class\nuse, such as pictures, specimens, and booklets. Cabinets or boxes should be\nprovided for storage or filing. Besides providing a source for illustrative\nmaterial, it stimulates an interest in the subject for the pupil. If the school\nhas a library, a special reference shelf ought to be provided. Books and\n\nmagazines containing reference material for the science of the classroom\nshould be placed on this shelf. Pupils develop the habit of going to this\nshelf in order to find any new science books that have been added.\n\nIt would be very helpful to teachers if the town or city school system\nwould provide a centrally located exhibit room. From time to time,\nteachers of the various grades could exhibit units of work which they have\ndone and which may encourage other teachers to try out the same material.\nIn time we would be able to develop a real science curriculum for the\nelementary grades.\n\nThe use of lantern slides and moving pictures-Lantern slides are\nused in all the grades whenever slides are available which illustrate the sub-\n\nject that is being discussed. These cover a variety of subjects and assist in\nmaking the class work more effective since slides tell a story that would\n\n"}
{"page": 797, "printed_page": null, "text": "768\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe difficult to tell in mere words. Needless to say, great care shouldbe\nused in selecting slides. A few that meet your needs will be of greater\nservice than a larger number of general interest. The use of the new daylight screen makes it possible to use slides in ordinary light.\nScience clubs-These clubs may be formed by those interested and may\nstimulate interest which will carry over into the class work. The club may\nbe interested in birds, photography, or nature, or may have a general\nscience interest. In this manner we can provide for an outlet for the\nspecial interests or hobbies.\n\nSpecial group work-Pupils of the fourth, fifth, and sixth grades, who\nare especially interested in science, meet in the laboratory on one afternoon\neach week. The size of the group is limited and each pupil decides beforehand just what he will do during the period. Simple physical and chemical\nexperiments are performed. The entire group made a special study of\nphotography in which we took pictures, developed films and plates, made\nprints, made some enlargements, and learned how to mix the needed chemical solutions. One lesson was given to the making of leaf prints on ordinary print paper and tinting the prints with Japanese water colors. Each\nmember of the group had an opportunity to work at each of these processes. This study has led to individual work in photography before and\nafter school hours. Three boys who were in the group made thirty-five\nsets of seven pictures each for the play booklet that the sixth grade was\npreparing. Several members of the group have prepared to make leat\nprints during the summer for our fall exhibit. This plan is an attempt\nto provide a time and place for pupils to do the kind of science work that\nthey are especially interested in. Here, many of the class experiments conducted by the teacher are repeated by the pupil because of his own desire\nto do so.\n\nIn conclusion, I wish to anticipate your question, \"Yes; that is all very\nnice, but how are we to find a place for science in an already overcrowded\n\nprogram ?\" The answer to this depends very largely upon the classroom\nteacher. If you are sympathetic toward science and want it badly enough\nyou can find time for it. If we can justify any of the subjects that are\nnow taught in our elementary schools, we can justify science. Science is\nneeded in our program to give the program the proper balance. Besides ,\nscience has a contribution to make to the other studies-oral English,\nwritten English, social studies, and the industrial and household arts.\n\nDEVICES AND METHODS IN NATURAL SCIENCE\nJ. T. SHRINER, A. B. , HEAD OF SCIENCE DEPARTMENT , LATIMER JUNIOR\nHIGH SCHOOL , PITTSBURGH , PENNSYLVANIA\n\nThe intermediate grades, seven to nine, inclusive, or those comprising\n\nthe junior high school, constitute preeminently an exploratory period, a\n\n"}
{"page": 798, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n769\n\ntrying-out period to which the Heuristic method of science is particularly\nadapted. The content of the science work of this period is not a delicately balanced conglomerate of physics, biology, chemistry, and physical\ngeography, but a course based upon the social, hygienic, and economic needs\nand interests of pupils of the early adolescent age. For example, the\n\nprogressive and normal development of a pupil, as an increasingly worthy\nmember of his home, needs to be traced and outlined, step by step, and\nthe other subjects brought to bear upon a solution of the problems involved.\nThis is the period when amateur scientists are developed. Witness\nwidespread interest among boys and girls of this age in the recent extensions of the use of the wireless and the automobile.\n\nThe science club,\n\nboth curricular and extra-curricular, with its opportunity to develop and\nplay with scientific hobbies and toys, is admirably adapted to this period\nand should be encouraged. From being largely empirical, the thinking\nof the pupil rapidly becomes more constructive, and under the skillful\nguidance of the teacher, will enable him successfully to work his way\nthrough problems of considerable complexity.\nIn general, the course will stress the science of home and community life,\nwith special reference to those features that make the pupil more socially\nefficient on the playground, at home, at school, and in the community. A\nrigid syllabus for the science work of this period applicable to all schools\nalike, is unthinkable. Rich in its suggestions of materials and methods,\nthe syllabus must leave each teacher free to work out his own course in\nterms of the special needs and interests of the varying groups of boys and\ngirls in his classes. There is no substitute for a skillful and resourceful\nteacher of science in the intermediate grades.\nA prominent educator recently said : \" My observation leads me to say\nthat the position of a teacher of science in this all-important period is the\nkey position, no other subject excepted, in the whole high-school range,\nfrom the seventh grade to the twelfth, and should attract, as it indeed\nrequires, the most skillful and human of teachers.\"\nThe course in science should be continuous throughout this period. The\ntime allotment should be approximately the equivalent of two years of\nwork in a single subject, four hours per week. Probably the best distribution of this time would give two hours per week throughout the seventh\nand eighth grades, and four hours per week during the ninth grade.\nIt goes almost without saying that the junior high school science course,\nif it is to realize its full value, cannot well be a textbook course. Materials of instruction must be chosen with reference to the needs and resources\n\nof the local community on the one hand, and the interests and capacities\nof each class group on the other. Several texts can well be used, and\nthese as reference books, rather than as texts out of which consecutive\n\nlessons are assigned. Such a course must never be allowed to become fixed\nor static. New materials and new methods must be constantly sought\nand adapted to meet the need of varying groups of pupils and, so far as\n\npossible, to meet in some measure the special interest of individual pupils.\n\n"}
{"page": 799, "printed_page": null, "text": "770\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe problem-project method of instruction is the one best adapted to this\nexploratory period, so that young people may have the opportunity of\nexpressing themselves individually along lines of their fundamental instincts and interests, and thus develop lines of individual aptitudes. This\nis not to say that the problem-project method should be used exclusively.\nThe work will necessarily have to be developed by use of clubs; visualization work; note-books; recitation and demonstration; reference material ,\nand correlation.\n\nThe science club-\"Self-activity is the law of growth.\" The aim of\nthe club is to encourage general scientific knowledge; to have every child\nfunction; to help the teacher get better interest; to encourage the pupil to\npresent the thing he is most interested in; to help himdo better the thing\nhe will do anyway. The child's interest is often formed in him and is\ngiven an enthusiasm started by his classmates rather than by his teacher.\nIt develops leadership, and teaches self-reliance. The appreciation of the\nimportant part that science plays in the everyday life of every citizen. The\ntime allowed should be one class period each week. The officers should\nbe as follows : president; vice-president ; secretary-treasurer ; sergeant-at-\n\narms; club editor and English critic; magazine buyer ; note-book critic.\nThe duties of the president are to take charge of the club meetings; to\nsee that those who have topics are prepared; to take charge of room when\nteacher is out; put \"pep\" into the club; invite criticism; visit other clubs :\n\npost club standing each week ; arrange for visits to factories, etc.\nThe vice-president marks each pupil for work done in club according\nto scale agreed upon by the club and teacher. All the officers receive A or\n\nB grades. Army officers who cannot earn such a grade are promptly removed from office.\n\nThe club marks of the class are submitted to the teacher\n\nat the end of the month for his or her approval.\nThe secretary-treasurer keeps the minutes of all meetings; marks short\ntopics which are held over, keeps time of illustrated short topics; appoints\na time-keeper, and assigns topics.\nThe sergeant-at-arms sees that magazines are kept in order; operates\n\nprojector; attends to shades ; appoints a light regulator, and keeps the\nclubroom in order.\n\nThe club editor places all important club news in the school paper, and\ncriticizes the grammar used in all topics.\nThe magazine buyer purchases all the latest magazines on science, as\nsoon as they are on the market.\n\nVisualization day-This type of recitation is in the experimental stage.\nThe aim is to try to turn the motion and still pictures from entertainment\nto educational purposes. They are shown one day each week. Only pictures based on the subject at hand are shown. Notes and drawings are\nmade as the picture is shown. About half the period is taken for the\nshowing and the other half for the writing up of the subject.\n\n"}
{"page": 800, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n771\n\nNote-book work-\" Improvement of laboratory practice will result in\n- less cumbersome forms of note-taking and note-book marking. The experiment is not designed for the sake of a note-book record. A summary\nof results which can be used in interpreting the work done should be made,\nand pupils should be allowed much freedom in the precise manner in which\nthe record is made. They should record important and significant facts,\nand the record should be clear and complete.\"\nRecitation and demonstration-The problem-project method is the best\nsuited for this age of pupils. The problems and projects are unified on\nthe basis of individual experiments, class discussion, reference and laboratory work by individuals, and small groups. \"Frequently the laboratory\nand classroom are separate, not only physically, but mentally. The value\nof individual laboratory work has been seriously injured by requiring each\npupil to do exactly the same experiment as every other pupil and to do it\nin the same time and the same way as nearly as possibble.\" The classroom\nshould be made a workshop. Each child has a right to work out the thing\nhe or she desires. Coöperation in a group project frequently has a high\nsocial value.\n\nINVESTIGATION OF DEMONSTRATION VERSUS LABORATORY AS A METHOD OF TEACHING NATURAL\nSCIENCE—ABSTRACT\nFRED G. ANIBAL, DEPARTMENT OF CHEMISTRY, CENTRAL HIGH SCHOOL\nKANSAS CITY, MISSOURI\n\nDesiring to show by purely objective methods, whether adequate instruction could be given by the lecture method as efficiently if not better than\nby the laboratory method, an experiment was made in the regular chemistry\nclasses of Central High School, Kansas City, Missouri.\nTwo classes were first balanced by shifting students from one to the\nother, after the ability of each student had been determined by the use of\ngeneral intelligence tests. The groups were then taught, one by the regular\nprocedure of individual laboratory work and the other by the method of\nlecture demonstration. The experiments were demonstrated before the\nclass without the students having any contact whatever with the apparatus\nor the materials. At frequent intervals, both groups were tested by means\nof the same objective tests, and the results compared.\nThe lecture-demonstration method consistently gave better results all\nthe way through the experimental study. The students seemed to understand the fundamental principles of chemistry better. Perhaps this is due\nto their being less distracted by the novelty and also complication of the\napparatus, when they have to set up the equipment and try the experiment\nalso, as in the case of the individual laboratory method of instruction.\nThe results of the first investigation were checked by a similar experiment made with two similarly balanced groups of high-school students, after\n\n"}
{"page": 801, "printed_page": null, "text": "772\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe completion of the first study.\n\nThe second investigation confirmed the\n\nresults arrived at in the first study.\n\nThe cost of the lecture-demonstration method is remarkably lower.\nOnly one complete supply of equipment is required in this method, as contrasted with the cost of about fifteen complete sets in use when the students\ndo the work by individual laboratory procedure. Much building space\nis also saved, in that the lecture-demonstration room need not be more\nthan one third the size ordinarily given over to the regular chemistry\nlaboratory. The cost of the laboratory furniture required to do the work\nby lecture-demonstration would not be one tenth the amount that is neces-\n\nsary to meet the requirement for the individual laboratory method of\ninstruction.\n\nSCIENCE INSTRUCTION IN SOME EUROPEAN SCHOOLS\nE. R. DOWNING, ASSOCIATE PROFESSOR OF NATURAL SCIENCE, UNIVERSITY\nOF CHICAGO, CHICAGO, ILLINOIS\n\nDuring 1922-23, the writer spent a semester at the University of Montpellier, and a month at the University of Paris. He also visited the universities of Marseilles and Grenoble, both in France, of Geneva, Switzerland, Oxford, Portsmouth, and London, in England; teacher-training\nschools at Montpellier, Paris, Geneva, Chichester, Portsmouth, London;\nsecondary and primary schools in all of the above places and in many other\n\ncities. He also visited agricultural colleges, medical, commercial, technical,\nand other types of schools, primarily to observe the science instruction.\nMembers of his family were enrolled both in the university and secondary\nschools, so that some information was gained at first hand from the\n\nstudents' point of view. A bare summary must omit the many illuminating\nexperiences.\n\nScience work in universities seems very like that in similar American\ninstitutions. One misses the catalogue of our schools giving details of\ncourses .\nThat information is found on the bulletin board at the university.\nThe professor lectures to his students, rarely conducting a recitation or\nquiz. There is no roll call at class ; students attend or not, as they please.\nIf there is a counter-attraction in the city, like an excellent matinee at the\nopera, the classrooms may be nearly deserted, but the lecture proceeds just\nthe same. But in the laboratory work there is the same aid and supervision of students that we are accustomed to.\n\nThe laboratory instructors\n\nseem very skillful and conscientious in their attention to students. The\nfinal examinations are very thorough and many students cram, under tutors.\nwho, in every university town, become quite famous for their ability to\ncoach students successfully for the finals, each in his special line.\nMany universities in France are poorly housed, often in old monasteries\nor palaces that are adapted with difficulty to university use. Laboratone\nare, therefore, likely to be poorly lighted and inconvenient. In Switzer\n\n"}
{"page": 802, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\n\n773\n\nland and England, the university buildings are, as a rule, built for the\npurpose and so are more commodious and convenient. The Oxford\ncampus and buildings are incomparably beautiful, though little space is\ndevoted to science. Cambridge and London give considerable attention\nto science. Laboratory equipment is, as a rule, adequate without extravagance, and is not under lock and key. The display of historically interesting apparatus used in famous investigations by the great scientists furnishes an element in the apparatus cases largely lacking in our own;\nit compensates in a measure for the occasional lack of modern appliances.\nThe university professor is usually an efficient, charming man of broad\nculture, always hospitable both at home and in his classroom or laboratory,\nwelcoming the opportunity to show the visitor about, and alert to learn\nall he can of American schools and customs.\n\nHis relations with his\n\nstudents are friendly, often intimate.\nThe French and Swiss lycées and colleges are, as far as age of pupils is\nconcerned, the equivalent of our high schools, for the French lad, after his\nkindergarten, usually spends five years in the primary or elementary school ;\nthen, if he graduates successfully, seven years in the lycée or college. If\nhe passes the stiff finals-about sixty per cent fail each year he receives\nhis bachelor's degree, and proceeds to his professional school at about\nseventeen years of age. If he elects a classical course, he must take eleven\nyear-hours of science out of a total of 172, and in the scientific courses he\nmust have twenty-six. Expressed in American equivalents, this would\nmean that pupils in grades six to twelve, inclusive, receive a minimum of\nayear and a half of science instruction five times a week and a maximum\n\nof four years. The science work of the lycée consists of zoology the first\nyear; botany and geology the second; physics and chemistry continuously\nfrom the third to the seventh years; zoology again in the fourth year; and\nnatural science in the seventh. Physics and chemistry have between them\n21 out of the 26 required hours. The Swiss requirements are very similar.\nAlthough science is offered in English secondary schools, it is seldom elected\nand the equipment is meager.\n\nInstruction in lycées and colleges is by lecture. Textbooks are used by\npupils only when points in the lectures are not quite clear.\n\nLectures are\n\naccompanied by demonstrations, made by an understudy of the professor.\nThe apparatus for such demonstrations is ample in physics and chemistry ;\nbut very inadequate or totally lacking in biology and physiology. Facilities for laboratory work are provided for students only in the few lycées\nthat are distinctly vocational schools. Most of the French and Swiss\n\nlycées and many English secondary schools are boarding schools ; about\nhalf the pupils live in the school. Day pupils attend from eight o'clock\nin the morning to seven in the evening, with a few coming only for\nrecitations.\n\nThe above statements apply to the boys' schools only. The lycées for\ngirls have quite different courses, and a smaller proportion are boarding\n\n"}
{"page": 803, "printed_page": null, "text": "774\n\nNATIONAL Education ASSOCIATION\n\npupils. If the girl desires a degree she must pass the final examinations\nof the boys' lycée.\nThe instruction in the lycées impresses one as excellent. All lycée\nprofessors must be university graduates. Many are gray-haired men of\nlong experience. Only men teachers are found in the boys' schools. Since\nthe war, the majority of teachers in the girls' schools are women.\nThe courses of study, textbooks, and even the content of the courses are\nuniform throughout France, all prescribed by the central board under the\nMinister of Public Instruction.\n\nThe same is true in each Swiss canton.\n\nThere is no corresponding uniformity in England. While the academic\nschools are thus under one control, the entire educational system is not\nunified. Schools of agriculture are under the direction of the Minister\nofAgriculture, technical schools under the Minister of Labor, etc.\nIn the elementary and primary schools of France and Switzerland, about\none hour of instruction a week out of twenty is devoted to science. This\nwork consists largely in reading from a series of books on object lessons.\nOccasionally a teacher is sufficiently enthusiastic to bring object studies\ninto the schoolroom, or even to take pupils out for out-of-door study, but\n\nthis is exceptional.\n\nPupils are supposed to get their own contacts with\n\nillustrative materials both in elementary and secondary schools.\n\n"}
{"page": 804, "printed_page": null, "text": "Department of Secondary Education\n\nSECRETARY'S MINUTES\n\nOFFICERS\n\nFresident-C. L. BIEDENBACH, Principal, Berkeley High School .......... Berkeley, California\nVice-President-MARY HARRIS, Central High School ..\n....... Minneapolis, Minnesota\n...... Seattle, Washington\nSecretary-LILLIAN V. JOHNSON, Lincoln High School.\n\nThe Department of Secondary Education was organized in Topeka, Kansas, in\n1886. See Proceedings of 1887, page 395. Anticipating the proposed merger of the\nNational Association of Secondary School Principals with the National Education\nAssociation, the name of the Department has been changed to the Department of\n\nSecondary School Principals.\n\nThe officers of the National Association of Sec-\n\nondary School Principals for 1924-25 are : President, C. P. P. Briggs, Lakewood,\nOhio; secretary, H. V. Church, Cicero, Ill.\nThe first session of the Department of Secondary Education was held in the\n\nCrystal Room of the New Willard Hotel, Washington, D. C., on Tuesday afternoon,\nJuly 1, 1924. In the absence of the president, the vice-president, Miss Mary Harris ,\npresided. The following program was presented :\nOrganizing the High School and Classifying its Pupils so as to Serve Each\nEquitably-H. B. Wilson, Superintendent of Schools, Berkeley, California ; Mar-\n\ngaret M. Alltucker, Assistant Director, Research Division, National Education\nAssociation, Washington, D. C.\n\nWays and Means of Accrediting Secondary Schools for College EntranceArthur Whitman, Lincoln School, Teachers College, New York City; Fannie W.\nMcLean, Vice-President, Berkeley High School, Berkeley, California.\nMr. H. B. Wilson's keynote was that the cosmopolitan high school must be organ-\n\nized to meet all the children of all the people. \"It must so provide that at the\nclose of the day every child shall have grown in every way as much as he can\ngrow with the talents which the Lord gave him.\" The child, first, has the right\nto be understood ; secondly, to be properly hitched up that is, placed in such\n\ngroups that he may best express himself ; thirdly, to be properly nourished;\nfourthly, the right to be trained in functional ways .\nMiss Alltucker gave a most interesting account of the ways and means of carrying out in Berkeley High School, the principles expressed in Mr. Wilson's talkof the segregation of pupils and the counselling of individuals .\nMr. Whitman spoke of the various plans for college entrance now in voguethe college-board examinations, examinations in the schools, and the certificate\nplan, favoring some plan of recommendation and certification. Miss McLean\nfavored the California plan of certification.\n\nThere was much discussion on the\n\ncertificate plan and the consensus of opinion seemed to be for such a plan.\nMiss Vay, dean at Wadleigh High School, Philadelphia, spoke strongly for the\nexamination method, favoring the educational training obtained through examina-\n\ntions. It was moved and seconded to extend the time of the meeting twenty\nminutes for discussion of the subject of entrance methods.\nAdjourned until Thursday afternoon.\n[775]\n\n"}
{"page": 805, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n776\n\nThe second session met on Thursday afternoon, July 3, in the Crystal Room of\nthe New Willard Hotel, with Miss Mary Harris, presiding. The program follows:\nThe Relation of the Secondary School to Junior Employment-Mary E. Stewart,\nDirector, Junior Division, Employment Service, U. S. Department of Labor, Washington, D. C.\n\nThe Future of the Cosmopolitan High School-Thomas R. Cole, Superintendent\nof Schools, Seattle, Washington ; George S. Counts, Department of Education,\nYale University, Connecticut.\n\nMiss Stewart gave a most impressive account of the work done by the Junior\nDivision of the Employment Service, saying that this service is a first aid to youths\nin practical problems. It makes contacts with schools and social agencies and\ngives sympathetic and skilled advice.\n\nIn the absence of J. D. Stark, Mr. Frank Leavitt, associate superintendent of\nschools of Pittsburgh, spoke on Vocational Guidance in the Pittsburgh schools,\ngiving a most interesting account of the work done in Pittsburgh, with the aid\nof the Federal Employment office.\nMr. Cole and Professor Counts in their addresses both favored the cosmopolitan\n\nhigh school . Mr. Cole gave the experiences with that type of school in Seattle and\nstated that Seattle high schools had the distinction of receiving the highest per-\n\ncentage of pupils from the eighth grade, of any school system in the country in\ncities of over 100,000 inhabitants. Professor Counts believed that the cosmopolitan\nor comprehensive school with its democratic appeal would continue to grow.\nAt the business session, which followed, officers were elected for the ensuing\nyear as follows :\nPresident, Ernest Becker, Principal, Western High School, Baltimore, Md.\nVice- President, James Taylor, Principal, Denfield High School, Duluth, Minn.\nSecretary, Lillian V. Johnson, Girls' Adviser, Lincoln High School, Seattle, Wash.\n\nORGANIZING THE HIGH SCHOOL AND CLASSIFYING ITS\n\nPUPILS SO AS TO SERVE EACH EQUITABLY\nH. B. WILSON, SUPERINTENDENT OF SCHOOLS , BERKELEY, CALIFORNIA\n\nEvery high school pupil has certain inalienable rights which should\nneither be defeated by neglect, nor set aside by wrong leadership, or inadequate or improper organization. Superintendents of schools and high school\nprincipals are fundamentally responsible for revising and setting up those\nways and means which shall guarantee each child a fair opportunity to\nrealize his rights with appropriate resulting growth.\nThere are many of the child's rights which must be recognized and preserved to him for his welfare and that of society through proper leadership\nand organization in the high school. The time limits on this program will\npermit only the brief presentation of four of these rights which shouldbe\nconserved and made the basis of pupil growth.\nThe high school pupils first right is that of being fundamentally and\ncorrectly understood. In order that he may be understood he must be\nknown as to the physical, mental, and spiritual changes which he is undergoing during that period of his development when he is a pupil in the high\nschool. At this period of his life much adjustment, growth, and modifica\ntion are outstanding characteristics, amounting, as G. Stanley Hall pointed\n\n"}
{"page": 806, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n777\n\nout, to a second birth. The extent of the adjustments which any child\nundergoes from infancy to maturity is suggested in the fact that his body\nincreases in size four times, his arms three times, his legs five. His head\nincreases in size four times, his heart thirteen times, and his lungs twenty.\nHe adds bone and muscle in great quantities during the period he is in high\nschool. So rapidly do these changes take place that nervous coördination\ndoes not keep pace. The result is that he loses certain abilities, such as neatness, grace, and precision which he possessed at an earlier age. He becomes\nawkward and ungainly in appearance. Accompanying these changes and\nin part growing out of them are mental and spiritual changes even more\nremarkable.\n\nTeachers and parents who do not understand fundamentally what is\ntaking place in the child are often disposed to lose patience with him.\nThey believe he is losing his standards of conduct, and what he does is\naccredited to the influence of some evil spirit or to misconceptions of the\nprinciple of right conduct. The result is that he is seriously misunderstood\nand is often sadly mistreated.\n\nThe need is that the growth and mental changes which are taking place\nshould be understood fundamentally, in order that those who would guide,\ncounsel, and educate him may exercise intelligent appreciation, love, and\nfaith toward him. What the child needs at this period is understanding\nand sympathy. Nothing is more detrimental to high school pupils than\nto misunderstand and to discipline them severely, even with arrogant sarcasm, which is withering and disheartening to a student at this period of\nhis development.\nThe second right of the high school student is that of being properly\n\"hitched up\" in his school work. He needs to be in a school that is so\n\norganized that he is assigned to classes for work with his equals.\n\nUnder\n\nthese circumstances, each student is able to succeed in the work undertaken\n\napproximately as well as any other student. These conditions stimulate and\nenable boys and girls to work successully, giving heart to those who would\notherwise become discouraged.\n\nIn the third place, the high school boys and girls have a right to be\nproperly nurtured physically, mentally, and spiritually through the work\nand the experiences of the school. To this end, the modern high school\nprovides a rich and varied course of study, suited to different ability levels\nas well as to different types of service in society.\nIt further makes large use in constructive, educative ways of student\nand school activities of means whereby each student is given opportunity\nto carry school responsibilities and to participate in making such changes as\nwill result in improving the school for the benefit of all the students of the\nschool.\n\nIn the fourth place the high school pupil has a right to expect to be exercised and trained in the use of these methods and procedures in work in\nwhich the business and social life outside the school will require him to be\n\nproficient.\n\nOutside the school, a person finds himself working in situations\n\n"}
{"page": 807, "printed_page": null, "text": "778\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhere he is constantly concerned with important questions which he must\nanswer, with fundamental problems that he must solve, with difficulties\nand obstacles that he must overcome before progress is possible, and with\n\nsignificant important needs which he must be able to satisfy. In answering\nhis questions, solving his problems, getting rid of his obstacles and satisfying\nhis needs, he makes use of books, laboratories, excursions, his friends, and\nany other means that will meet his needs fundamentally and economically.\nThe school must so order its procedures as to give high school pupils experience in working in the school by the methods and procedures which they\nwill be called upon to employ outside of the school. The time has come\nwhen we must cease trying to train children traditionally and mechanically\n\nfor the work of the world through the mere assignment of lessons from\nbooks. This bookish, mechanical, routine procedure must give way in all\nschools, as it has been done in a few, to those ways of working which will\ntrain children to use all good sources of help in answering their significant\nquestions, in solving their important problems, in surmounting their real\n\nobstacles, and in satisfying their fundamental needs. The result of such\na procedure will not only be training in the use of such methods, but also\nfundamental mastery, resulting from hard work which it is impossible to\nsecure when the mechanical, bookish procedure is employed.\nIn order to carry into effect the securing of these rights to each child,\nnew types of machinery are being set up in progressive schools. A staff of\npersons well equipped in personality and in sympathy and in knowledge of\nsimple statistical procedure is being provided. The responsibility of each\nof these persons is to know throughout their high school life a group of\nchildren. Their aim is to know their boys and girls scientifically in terms\nof mental ability, subject matter, achievement, social, and other interests,\nand their educational and other ambitions. Upon the basis of these data,\nthey give constant attention to the interests of each child, consulting with\nhim, with his parents, and with his teachers-all with the object of guiding\nand inspiring each to do the finest and best of which he is capable while\nin school as a basis for securing that growth which will enable him to\nenter successfully into the duties and responsibilities of life which are just\nahead of him upon the completion of his high school career.\nThe high school of Berkeley, California, to the end of achieving the\n\nresults above suggested, has developed during the past four years a counseling system headed by a scientifically trained woman, experienced in statistical\ntechnique who has general responsibility for the successful operation of this\nmachinery in the school. In addition to her there is a teacher counselor,\n\nwho teaches two periods daily, giving most of her time to working with\nthe students of each half-year grade in the school. There are four teaching counselors with responsibilities of the type suggested above and two\nattendance counselors. I feel warranted in saying that no money we are\nspending is bringing such large returns in student opportunity and growth\nas that which is being invested in the work of counseling, guiding, and\n\ninspiring students to realize the most possible from their school opportunities.\n\n"}
{"page": 808, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\nORGANIZING A HIGH SCHOOL AND\n\n779\n\nCLASSIFYING ITS\n\nPUPILS SO AS TO SERVE EACH EQUITABLY\nMARGARET M. ALLTUCKER, ASSISTANT DIRECTOR, RESEARCH DIVISION\nNATIONAL EDUCATION ASSOCIATION\n\nSchool population of the United States has increased three times as rapidly\nas general population in the past ten years. The greatest expansion has\nbeen in the high school. The increase in high school enrolment demands\nmore than merely an increase in the plant and teaching staff of the traditional secondary school. Within the present high school population are vast\n\ndifferences in capacities, interests, needs, and training. From the high\nschool, pupils today go into practically every type of work and social activity\nknown to the present generation. The problem is this: How can each\npupil be so trained that he will go out to meet life in terms of his own best\nself ? The needs of the individual pupil can only be met by organizing\nthe high school and classifying its pupils so as to serve each equitably.\nAbility grouping is an assurance of individual justice, and is, therefore, an\neducational square deal. It is a plan of organization in which a welldefined system and carefully planned schedules are followed, but individual\npupils are not pressed down or drawn out to fit a prescribed average.\nAt the same time that the school adapts itself to individual needs, it\nmust fulfill its responsibility to the student body as a whole and make\nonly reasonable demands on faculty and taxpayers. This can be done when\nthe basis of school organization is a study of individual and community\nneeds. One of the first steps in organizing a schedule of classes for a\nparticular school is to study the pupils who will be in those classes-to\ndiscover the over-age child, the slow child, the precocious child, the child\nwho is particularly poor in English, the child of special capacities and\naptitudes, the child handicapped by physical weakness or economic pressure,\nand dominated by certain interests and ambitions .\nIn a high school, organized to serve individual pupils, student body, and\nfaculty equitably, each pupil and teacher are expected to work up to\ncapacity, and work is arranged commensurate with capacity. The pupil\nof inferior ability is not sent out with a good start toward failure in lifenamely, a background of failure in a college preparatory course-instead,\nhe goes out self-respecting with a record of successful performance of routine\ntasks by means of which he will earn a livelihood.\n\nFew school administrators question the desirability of ability grouping,\nbut they do question its feasibility and the bases of classification. A study\nreported in the School Board Journal on Provision for Ability Grouping\nin Junior and Senior High School summarized plans operating in fifty\nselected schools located in twenty-three States.\n\nIn fifty-three per cent of\n\nthese schools the basis of classification is the rating on some reliable test of\ngeneral intelligence verified by teachers' estimates of pupils' abilities. In\nforty per cent of the cases, the intelligence rating was verified by subject\n\ngrades or marks; seven per cent considered subject marks alone in making\n\n"}
{"page": 809, "printed_page": null, "text": "780\n\nclassifications.\n\nNATIONAL EDUCATION ASSOCIATION\n\nThese bases are inadequate; for results of training must\n\nnot be limited merely to knowledge, but to the \"integration of personality \"\nor individual personal growth on the part of the pupils themselves. No\nchild is receiving an all-round development unless the following parallel\n\nages are nicely balanced-namely, the chronological, mental, physical,\neducational, social, and moral. Whenever possible classification should be\nbased upon the following ten criteria : ( 1 ) Time spent in school, (2) school\naccomplishment, (3) chronological age, (4) physical development, (5 )\nhealth, (6) industry, (7) temperament, (8) environmental influence, ( 9)\nmental age, and ( 10) vocational ambition. These criteria when applied\nto the personnel of a large cosmopolitan high school usually result in at least\nsix \"case groups,\" namely: ( 1 ) Those who plan to enter colleges of liberal\narts, (2) those who plan to enter technical schools, (3) those who plan\nto become elementary teachers, (+) those who plan to enter skilled trades\nor some form of directive business upon completion of their high school\ncourse, (5) those whose ability, resources, and ambitions lead them to\nwant to fit themselves for subordinate business and commercial positions,\nand (6) those who lack the ability to complete a four-year high school\ncourse, but who can be trained to be good citizens and to go out and do\nroutine work in subordinate positions.\n\nClassification requires time, patience, thoughtful planning, and scientific\nknowledge on the part of the school administrator. However, principals\nand superintendents who have a thorough conviction that the welfare ot\npupils demands \"case-groups,\" manage to find ways of meeting the obstacles\nwhich their particular situation imposes upon them. Secondary school\nprincipals who have persisted in working out an organization of classes\ngrouped on the criteria listed, say that for them personally it is an ounce\nof prevention that saves pounds of cure for difficulties which harass every\nprincipal and superintendent. Careful placement and follow-up in school\nprevent pupils' failure in scholarship, truancy, injustice to an individual\npupil and resulting ill will of parents, high percentage of drop-outs, poor\nstudent morale, inability to adapt the course of study to suit individual\nneeds, unfair distribution of praise and blame and inability on the part of\nthe school administrator to satisfy his own conscience that he has done\nall that he might for the pupils committed to his care.\nMeeting the individual needs of pupils does not mean that school routine\nis thrown into chaos-it means additional and more carefully planned\norganization. Incidentally, it means keeping a cumulative record for each\npupil which record follows the pupil when he transfers from one school to\nanother. This cumulative record, together with registration card and list\nof subjects selected in conference with the pupil, his junior high school\nadviser, and parents, should be sent to the senior high school several weeks\nin advance of his enrolment.\n\nAfter these data are received comes the most difficult task of all that\n\nof tallying each pupil's program to see how many sections of each subject\n\n"}
{"page": 810, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n781\n\nare required, assigning each teacher his particular subject, avoiding conflicts\nof subjects, and reducing to a minimum the conflicts in grouping pupils\naccording to ability, and at the same time keeping the enrolment in each\nsection practically the same. When individual cumulative student records\nare had in advance from the junior high school, together with subjects\nelected for the new term's work, it is possible to prepare in advance a\nprogram for each student, assigning him to periods, rooms, and teachers, so\nthat within one hour after his arrival at the senior high school he is at\nwork. This is the ideal plan. It requires close coördination of junior and\nsenior high schools and the homes from which high school students come.\nIn only a few schools has this plan been developed. Many schools, however,\nare making an approach toward it through the following plans.\nRegistration for subjects and class periods-Students register not for\ntheir individual sections, but for class periods; that is, 9 A.M. or 2 P.M.,\netc. In these periods are run three or four parallel sections-one high, one\nor two middle, and one low. This gives opportunity to shift pupils from\none section to another at any time during the term, without upsetting any\nregistration in other subjects. This plan is difficult to administer because\noften there are only a few sections in certain subjects, and these cannot be\nscheduled for the same hour.\n\nThere is also lost motion for a month or\n\nmore while teachers are trying out students to see in what section they\nbelong.\n\nA second plan for meeting the needs of individual pupils is through\n\"make-up sections.\"\n\nAt the beginning of the term no attempt is made\n\nto assign pupils to sections on an ability basis, but at least one teacher in\neach department is given one less class than the normal teaching assignment. At the end of six weeks, subject teachers begin reporting names of\nstudents who are not succeeding and who will probably not complete the\nterm'swork if left in regular classes. A new \"make-up section\" is formed\nwhich gathers together all the pupils who are failing in a particular subject.\nThis plan usually has the disadvantage of upsetting registration in other\nsubjects, and hence is difficult to administer.\n\nFurthermore, the needs of inferior secondary pupils cannot be met through\n\"diluted\" courses in geometry, Spanish, and so forth, any more than they\ncanbe metmerely by electives or by reducing the number of subjects carried.\nThe real solution can come only through classification and variation in\ncurriculum requirements. In other words when we educate all children,\nit is necessary to adjust instruction to meet the needs of all grades of ability .\nIn some instances, this may mean the addition of new subject courses as\nwell as complete modification of the old.\nMost secondary school administrators agree that the old-time high school\ndiploma can no longer serve as a blanket voucher for all the various kinds\n\nof training offered. In its place should be given a certificate of accomplishment, showing time spent in school, and the kind and quality of work\n\n"}
{"page": 811, "printed_page": null, "text": "782\n\nNATIONAL EDUCATION ASSOCIATION\n\ndone. The granting of such a certificate will not lower high school\nstandards ; neither will it cheapen the high school diploma.\nAny scheme of organization for a high school and classification of its\npupils so as to serve each equitably must provide scientific human counsel\nand guidance. There must be some individual or committee, responsible\nfor gathering together and coördinating all the forces of the school for purposes of guidance. Various plans have been developed. One method is\nto have every member of the faculty act as an adviser to thirty or more\npupils, and an advisory period of from ten to thirty minutes, provided\n\neach day. In most instances, this plan has proved unsatisfactory, for the\nadvisory work is looked upon only as a side issue by teachers who are already\nfully loaded with teaching duties, who are not interested in counseling, or\nhave not the temperament for it.\n\nAnother plan is the combination of study-hall and advisory periods.\nPupils are assigned to \"home rooms,\" with sixty or ninety minute periods,\nwith no study halls and no vacant periods, half of each period being devoted\nto study. The chief criticism of this plan is its expense. Supervision of\nstudy under this plan costs fifty per cent of the sum paid for salaries.\nFurthermore, this plan lacks flexibility, since each pupil must take a study\nevery hour in the day.\nSchool administrators who have tried out various advisory schemes have\nfound generally that a large student body of 2000 or more pupils is more\neasily counseled if pupils are responsible to a small group of counselors than\nwhen they are responsible to fifty or more teachers. Systems which are\nproving particularly satisfactory place program making, records, attendance,\ndiscipline; educational, social, and vocational guidance, and, in some schools.\nsupervision of study periods in the hands of experts. Some schools have a\ncounselor for each high school grade, some for only the ninth and tenth\n\ngrades. Under this plan teachers are relieved from major advisory duties\nand routine and are left free to teach. A case study of each individual\npupil is made. Counseling is in the hands of experts. Classification of\npupils and individual student's curricula are planned for in advance, school\nactually starts the day school opens. Incipient cases of delinquency are\ndiscovered and remedial measures taken. Causes of failure in scholarship\nare not guessed at, but are carefuly analyzed. Teachers are able to\nsecure from the counselor information about pupils that explains away\nmuch misunderstanding. In some schools the counselor has both a public\nand a private office, where parents, pupils, and faculty come for help.\nThe high schools of Detroit, Michigan, combine advisory and study\nrooms. According to the Detroit plan, each high school is organized into\nlarge groups assigned to large study halls, which are the \"home rooms \"\nof the pupils. Each group is in charge of a house or grade principal who\nhandles all counseling problems for his group. A report from Detroit\nstates that this \"home room\" system creates a valuable socialized atmosphere.\nThe rooms become great democratic clubs, which lend themselves readily\n\n"}
{"page": 812, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n783\n\nto intra-school contests in punctuality, attendance, scholarship, and athletics.\nInother words, the \"home room \" is a powerful agency in building up school\nmorale.\n\nTo summarize briefly, the organization of a high school and classification\nof its pupils to serve each equitably require: The grouping of children--not\nalone on the basis of teachers' estimate, mental, or chronological ages, but\non as complete knowledge of each child as can be obtained. It requires\nmodification of curricula to meet individual needs as well as community\nneeds. It requires an organized plan for scientific counseling and follow\n\nup of pupils, and it requires teachers and administrators with a philosophy\nof education that leads them to consider educational outcomes, not merely\nin terms of knowledge and skill, important as these are, but also in terms\nofhabits, attitudes, and moral and spiritual values.\n\nWAYS AND MEANS OF ACCREDITING SECONDARY\nSCHOOLS FOR COLLEGE ENTRANCE —ABSTRACT\nARTHUR D. WHITMAN, LINCOLN SCHOOL, TEACHERS COLLEGE\nNEW YORK CITY\n\nThere are now in operation in the United States ten types of accrediting\nagencies, ranging in method between two extremes, one of which is represented by the New England College Entrance Certificate Board, and the\nother by systems in use in Florida and South Dakota.\nThe New England College Entrance Certificate Board is an organiza-\n\ntion composed of one representative from each of eleven colleges; the schools\nhave no representation. This body bases its decisions as to the fitness of\nschools for certification on two sources of information : The study of blanks\nfilled out by the school authorities, and the college scholarship records of\nstudents admitted by certificate.\nThe defects of this system of accrediting are the absence of representatives from the schools and the failure to provide for inspection of schools.\nIt involves neglect of one of the fundamental principles upon which admission to college by certificate rests-namely, the recognition of an organic\nrelationship among all branches of an educational system.\nAtthe other extreme, involving just as great lack of coöperation between\nschool and college, are the systems of accrediting like that of Florida, where\nthe State board of education has absolute power to determine the fitness\nof a school to certify its pupils for admission to college.\nIn the former case the colleges are able to maintain the high standards\nof scholarship that they insist upon, and the schools are handicapped in\nthe organization of their curricula; in the latter, the schools are emancipated from college domination, but the colleges lose all control of their\nentrance requirements. In neither case is there any proper kind of cooperation between the two.\n\n"}
{"page": 813, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n784\n\nBetween these two extremes lie such accrediting associations as the North\nCentral Association of Colleges and Secondary Schools, a body whose functions are advisory, whose personnel includes representatives of both schools\nand colleges, and which operates through a system of inspection of schools\nby State and college authorities, and through the establishment of standards\nfor every essential aspect of school administration and instruction.\nBoth systems, the New England and the North Central, are criticized;\nthe latter on the ground that it fails to maintain high standards of scholarship, the former on the ground that it exercises a harmful domination over\nthe school curriculum. Evidence is not lacking, however, to indicate that\nsuch grounds for just criticism as exist are being removed; in New England,\nespecially, satisfactory preparation for admission to college is coming to be\nmore and more liberally interpreted; greater freedom in choice of subjects\n\nis allowed, and greater stress is laid on sound habits of study and thought.\nand on such qualifications as civic attitudes, vocational aptitudes, social\ninterests, and ethical character.\nThe ultimate objective to be hoped for is perhaps a system of accrediting\nso wide in its application that the graduates of an approved high school in\nMaine may enter on certificate into a college in Texas, and vice-versa;\nespecially vice-versa.. The first step in the direction of this Utopia has.\nhowever, been taken, for such transfer of credits is now possible between\ncertain States.\n\nWAYS AND MEANS OF ACCREDITING SECONDARY\nSCHOOLS FOR UNIVERSITY ENTRANCE\nFANNIE W. MC LEAN , VICE- PRINCIPAL, BERKELEY HIGH SCHOOL\nBERKELEY, CALIFORNIA\n\nThis question of the relation between the secondary school and the\nuniversity, in the matter of admitting students into the university, is of\nprimary importance, both for the secondary school and for the university.\nThe vital problems of the secondary school curricula and of the status of\nextra-curricular activities depend largely for their solution upon the degree\nof hospitality the university shows in its attitude to the high school.\nWe are all aware of the crowded conditions in the universities, which\nresult in enormous classes, lacking individual relationship between student\nand instructor. We understand the great financial burden even such mass\ninstruction is becoming. We cannot believe, however, that such a profoundly essential matter as higher education should be controlled by\nfinancial considerations, or that the increasing number of applicants for\na university education should be looked upon as other than a fortunate\nsign in a democracy, where it is necessary that each person should make\nthe most of himself for the common good, and should be intelligent as\nto what makes up the common good.\n\n"}
{"page": 814, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n785\n\nThe question that confronts us is simply this: Does a higher education,\nin the main, assist the average young man or young woman to a better\nappreciation of life, to a higher satisfaction in himself, and to a greater\ndegree of social efficiency ? If we can answer this question affirmatively,\nthen the gesture of the university should be an invitation, not a threat;\nbridges to its doors, instead of barriers, should be set up; and the transition\nfrom the secondary school into the university should be made as simple\nand natural as the passing from the elementary school into the high schoola sort of seasonal rite, like the blossoming of spring into summer, and the\nripening of summer into autumn, which, in turn, passes into the sterner\nseason of adult activity.\n\nIn California, and in almost all of the Pacific Division States, the relations between the secondary school and the university are thus simple and\nmutually helpful. There are several favorable conditions for such a relationship.\n\nIn Berkeley, the seat of the State University of California, and in many\nother cities of California, the schools are organized into a six-three-three\nsystem: six years of elementary education, three years of junior high school,\nand three years of senior high school. This division makes the idea of a\nthird promotion of students from the senior high school into the university\n\na logical one. The trend of thought and practice in California is toward\na gradual change to the six-four-four system, the senior high school taking\n\nover, by this plan, the freshman and sophomore years of the university,\nand becoming a junior college--the final college for many students. The\ngap between the high school and the university would thus be quietly\nand satisfactorily bridged.\nIn the second place, the school law in California encourages prolonged\nschooling. Attendance at school is compulsory for all children until they\nhave reached the age of eighteen or have been graduated from a high\nschool. Part-time school may be substituted for high school attendance for\nchildren from sixteen to eighteen years of age. In Berkeley, however, by\nfar the greater proportion of young people from sixteen to eighteen years\nof age attend the regular high school. The high school curriculum today\nis so varied, with its cultural, industrial, and commercial groups of subjects ;\nthe extra-curricular activities are so educational in their influence ; and the\n\ncounseling system is so effective in placing students where they will best\nbe developed, that the inner urge for still higher education is felt by a\nrapidly increasing number of students.\n\nIn the third place, in California there exists an eminently satisfactory accrediting system-a genuine hand-clasp between university and high school.\nIn 1884, the University of California adopted the system of accrediting\nthen in use in the University of Michigan. At that time the grouping of\nhigh school subjects was very simple. There were three inclusive groups ,\nliterary, classical, and scientific. Secondary schools, both public and private,\nwere accredited in one, two, or three of these groups. The accrediting was\n\n"}
{"page": 815, "printed_page": null, "text": "786\n\nNATIONAL EDUCATION ASSOCIATION\n\nbased upon the reports of visiting professors from the university, who\nspent several days in inspecting the schools that made application for\naccrediting. Students, graduated from these approved schools, could\nenter the university without examination in those subjects in which they\nreceived a recommendation from the principal. In other subjects, they\nwere obliged to take the matriculation examinations.\nTen years later, in 1894, the secondary school curricula had grown so\nvaried and complex that group accrediting was changed to accrediting in\ndepartments, such as English, science, and mathematics. Students were\nstill recommended by subjects .\nWith the growth in number of secondary schools in California, and\nwith the increase in number of departments, the expense to the university\nof sending out so large a corps of visiting professors as was necessary to\nexamine each department became a burden. It was felt, also, that the\ntendency in the schools, because of the accrediting system, was to place\nundue emphasis upon subject teaching and to underestimate matters of\nschool organization, of discipline, and of social activity, and other phases\nin the life of a standard high school.\nFor these reasons, a second modification of the accrediting system was\ninstituted in 1905. Thereafter each school was reported on as a whole by\n\none university visitor, who included, in his investigation, such matters as\nthe plan of administration and the character of the school spirit, as well as\nexpertness in instruction. The system of student recommendation by the\nprincipal remained the same.\nIn 1919 the last change was made in the accrediting system. The\nprincipals of accredited schools were authorized to recommend their students\nin the same large way in which the schools were approved. Each recommended student from an accredited school can now enter the university\nwith no examinations. Those students, not recommended, must take all\nthe matriculation examinations. This throws the burden of deciding\nwhether or not a student, on the whole, is a fit candidate, in mentality,\n\nin scholarship, and in character, for a university education, upon the\nprincipal of the high school.\n\nThe generally accepted plan of meeting this serious responsibility is as\nfollows : The principal, with an advisory council, judges the fitness of the\ngraduates for recommendation, at the close of the high senior term. In\nthe Berkeley High School this advisory council is composed of the heads of\ndepartments, the school secretary, and the school counselor. The general\nbasis of recommendation is a grade of two in not less than twelve units\nof work and a good moral character. There are many fine questions\nto be considered, however. Are the recommendable grades in essential\nacademic subjects (English, history, mathematics, languages, and science) ?\nWere there special extenuating circumstances in home conditions or in the\nstudent's health that caused the low grades ? Was there a steady growth\nmanifested in the student's work, even though twelve twos were not\n\n"}
{"page": 816, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n787\n\nreceived ? Did the senior year work show progress or deterioration ? Has\na student, once indifferent and lazy, definitely and profoundly waked up\nto a scholarly ambition and interest ? These and other considerations result\n\nin variations from the norm in recommending. Students with less than\ntwelve units of second grade may be recommended, while a recommendation\nmay be withheld from students with twelve units of second-grade work.\nFifteen units of recommendable work and a good moral character, therefore, form the only sure claim for a university recommendation.\nI have gone thus into detail in describing the accrediting system adopted\nby the University of California because it is the one I am familiar with\nand because it is typical of the other systems in California.\nThe University of Southern California makes a slight variation from\nthis plan. It fixes the number of recommended subjects that a high school\ngraduate must receive in order to enter that university without examination. If the applicant has fifteen units of twos, he is admitted without\nexamination; if he has from twelve to fifteen units, he may be admitted by\nsuccessfully passing the entrance intelligence test; if he has less than twelve,\nhe must take both entrance subject examinations and intelligence test.\nCharacter, native ability, seriousness of purpose, and scholarship are to be\nstressed in the principal's recommendation.\nStanford University is slightly more rigid in its requirements, although\nit follows the general plan of accrediting and recommending. The number\nof students that can be admitted is limited, which makes a process of selection possible. Eligible candidates for admission must present a certificate\nshowing fifteen units of recommended work, including two years of English,\ntogether with the principal's recommendation of good character and seriousness of purpose. Account is also taken of the candidate's qualities of leadership and of school citizenship. In the final selection of entrants intelligence\ntests are used .\n\nIn Oregon, Nevada, Wyoming, Utah, New Mexico, Colorado, Arizona,\nIdaho, and North Dakota there are uniform requirements for admission\ninto all the colleges and universities. Graduates from approved high\nschools, provided they are recommended in character by their principals, are\nipso facto admitted. High school graduation implies that the student has\ncompleted ten units of work in the fundamental subjects (English, history,\nmathematics, science, and languages), and five units of significant electives.\nThese are called acceptable units.\n\nIn most of these States the accrediting\n\nof the secondary schools is done by the State Board of Education through\nan inspector, which unifies the public school system from the kindergarten\nthrough the university.\nAt the University of Washington the accrediting system is slightly more\ncomplex. The secondary schools are placed on the approved list by the\nState Board of Education, but the university reserves the right of final\nauthority and is not compelled to accept the board's decision. A scholarship requirement for admittance has been established.\n\nThe candidate's\n\n"}
{"page": 817, "printed_page": null, "text": "788\n\nNATIONAL EDUCATION ASSOCIATION\n\nhigh school record must show a rating of eighty per cent (a grade of two)\nin at least two thirds of the subjects studied. The acceptable subjects are\nten units of the fundamental subjects and five units of electives. Graduates\nfrom the secondary schools who have not reached the scholarship requirement may raise their grades in the deficient subjects by taking entrance\nexaminations in these subjects.\nThese examples indicate that the tendency in the western States is to\n\nunify the educational system by removing all barriers for the intellectually\nand morally fit between the secondary school and the university. It is the\naim of the secondary schools, by their curricula, by their counseling, and\nby their methods of instruction, to make the number of the fit as large as\npossible; for our theory is that the highest purposes and accomplishments\nof education should be shared by the many. If true democracy means equal\nopportunities for education, too many young people are missing a college\neducation.\n\nPerhaps the truth is this not that young people are unfit for a\n\nhigher education, but that a higher education is not always fitted to them.\nbecause it is not yet so diversified and so well balanced between the material\nand the spiritual aspects of endeavor as to be helpful to the many types of\nhuman character.\n\nThe accrediting system used by the University of California is a logical\nmean between the two extreme methods used elsewhere of compulsory\nexaminations for all entrants and of a general admittance for all secondary\n\nschool graduates. We believe it is superior to these other two methods\nbecause it places the responsibility of deciding who are qualified for a\nuniversity education upon those who are best acquainted with the individual\nstudent and can give his case personal attention, and who are best fitted\nto give him counsel for his future, if he is denied admittance to the\nuniversity.\n\nThis system has accomplished much in raising the standards of the high\nschools of California. It has interested communities in their respective high\nschools. Every town, for its own satisfaction and for its material prosperity.\n\nwishes its high school to be on the accredited list of the State university.\nand, to that end, provides its school with teachers of the right quality and\nwith the necessary equipment. The teachers keep themselves freshly informed as to the requirements of higher education and hold frequent conferences with the members of the university faculties. Small high schools\nin the remote country districts keep up to the same level in those subjects\n\nwhich they teach as do the cosmopolitan high schools in the cities. All\nthrough the State there is a feeling, growing constantly in force, among\nparents, students, and teachers that the high school, while giving a complete unit of education in itself, is, in its best use, a portal to a temple ot\nhigher learning. A spiritual wind of enthusiasm and endeavor blows from\neverywhere in the direction of the State university or of one of the other\nuniversities.\n\nThese helpful relations between the university and the high schools an\n\n"}
{"page": 818, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n789\n\nCalifornia have been aided by the university's policy in gradually removing\nall set curricula prescriptions for accredited schools. At the present time\nthe university directs the high school curricula only in so far as it indicates\nthe necessary prerequisites for certain courses to be pursued in the university.\nThese must enter into the consideration of the counselors who assist students\n\nin making out their high school programs. When these requirements have\nbeen satisfied, there is a wide latitude left for choosing free electives suited\n\nto individual aptitudes. The State board requirements for high school\ngraduation are very simple. Two units of English, one unit of history and\ncivics, and one unit of laboratory science, and the four years' schedule so\narranged as to include two majors in the fundamental subjects, are the\nrequirements.\n\nThere are two strong objections made to the university's accrediting\nsystem by those who would replace it by entrance examinations. First, it\nis claimed that too great responsibility is given to the principal of the high\nschool and that, in small country communities, he may be tempted to favor\nthe children of influential citizens. This objection seems an unworthy one.\nAny good principal must have in the organization and administration of\nhis school some means by which to measure with fairness the qualifications\nofthe graduating students. If he has not the courage to carry out his convictions, carefully made in conference with some advisory council, against\n\nthe solicitations of influential citizens, he is not a suitable principal for that\nparticular community. Errors in judgment will sometimes be made, but\nno student is debarred from taking the entrance examinations, through lack\nof recommendation; and, on the other hand, any unfit student entering on\nrecommendation will eliminate himself from the university in the probationary freshman year. The university itself has a check on the laxity of\nprincipals in recommending unfit students in the annual statement it sends\n\nout of the scholarship rating of California high schools as determined by\nthe records of freshmen in the university.\n\nThe second objection is that this close relationship between the university\nand the high school tends to make the latter merely a preparatory school\nwith no individualized life of its own. As the first objection assumes a\nweak principal, the second assumes a weak faculty, in addition. It is a poor\nteacher who cannot make his subject vital and interesting in itself, without\nthought of its being a preparation for some future study. It is a narrow\nteacher who does not keep in his mind the fact that many of his students\n\nwill close their school life when they leave the high school. It is an\nunimaginative teacher who does not make every day as gloriously alive and\nsignificant as though it were to be the student's only day at school. The\nwealth of extra-curricular activities, moreover, that enter into the program\nof every progressive high school, gives its life an absorbing and unique\ninterest.\n\nIf our purpose is to increase the number of young people desirous of a\n\nhigher education, to encourage rather than to discourage their entrance\n\n"}
{"page": 819, "printed_page": null, "text": "790\n\nNATIONAL EDUCATION ASSOCIATION\n\ninto the university, and to unify all the consecutive blocks of State education\ninto a progressive training for social efficiency, the accrediting system, as\nI have outlined it, seems to be the best means yet found for accomplishing\nthese ends. Our social, political, and ethical problems are growing more\ncomplex with the passing of each generation, and for this reason the youth\nof each new generation should be offered increasingly greater and more\nvaried opportunities for education.\n\nThe university's task has become something more than the training of\nwise leaders ; its work is also to raise the general level of intelligence, else\nour democracy, which depends for its success upon the will of an intelligent\nmajority, has no future. We have always to remember that it is not science,\nor art, or general knowledge that, per se, is sacred; but it is, rather, the\nconverting of science, or art, or general knowledge, by humanity, into\nnew and higher forms for the use of each succeeding generation, that is the\nsacred thing, and that tends toward the betterment of our common life.\nThere are just two kinds of education-one, knowledge of what past\n\ngenerations have done, and thought, and learned ; the other, inspiration for\nprogress, or the power to add to the sum total of knowledge or achievement.\nThese two forms of education can be multiplied by all the forms of human\nendeavor, and the university that multiplies them the most generously\nmakes a higher education fit for the greatest number of young people. In\ncounseling students for or against entering the university one must remember\nthat there are also two types of mind needed in the world-the receptive\nand the creative, and the creative mind is sometimes discovered and developed\nmore quickly through what we call extra-curricular activities than through\nthe standard curriculum.\n\nIs it too much to expect that out of the close relationship between secondary school and university developed by the accrediting system a new\neducational curriculum will be created ? The high school, through its\ncareful supervision of school activities, has learned their educational value.\nThese activities transcend in value, oftentimes, the regular curriculum, because they are natural and voluntary projects of immediate interest. Some\ntime the leading educators of the three school units-elementary, secondary,\n\nand university-may create out of this wealth of voluntary youthful\nendeavor the new curriculum, in which these activities will no longer be\ncalled extra-curricular, but will form the constant part of the school\nprogram, and the standard subjects of study will be introduced when and\nwhere they can best assist youth in the carrying out of its projects and\nin its joyous progress along a path of natural effort and adventure toward\na goal of higher social efficiency and of better mastery of life. This is\nwhat we hope for through the closer bridging between the secondary\nschool and the university by the accrediting system.\n\n"}
{"page": 820, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n791\n\nTHE RELATION OF THE SECONDARY SCHOOL TO\nJUNIOR EMPLOYMENT -ABSTRACT\nMARY STEWART, DIRECTOR OF THE JUNIOR DIVISION , U. S. EMPLOYMENT\nSERVICE, WASHINGTON, D. C.\n\nNo secondary school vocational guidance program is complete without\nan adequate placement office. By adequate we mean an office that gives\ndiscriminating service alike to the applicant and to the employer. It is not\nthe business of a school employment office merely to sell jobs-or juniors.\nItmust get the applicant a job for which he is fitted. Nor is it enough\nto send the employer an applicant; some one must be sent who is both fit\nand fitted to do the work that is to be done. The placement office is the\npoint at which life checks up on the school as well as on the boy and the\ngirl seeking work. It can provide the applicant only with the work the\noccupational world offers. If he is unwilling, or unfittedin ability or education to do what is to be done, no magic placement wand in the office can\nconjure a job to his need or his liking. The problem then becomes one of\nre-education.\n\nThis may mean not only retraining of an individual, but reorganization\nof a school curriculum. When sixty per cent of the graduates of a high\nschool are prepared for a kind of work that is available for only twenty\nper cent, something is the matter with the plan of the education that has\nbeen given these boys and girls. When forty per cent of the graduates\nmust enter a kind of work for which the school has offered no training,\nsomething is the matter with the school. When an employer seeks a kind of\nservice from boys and girls which is outside the nature of boys and girls\nto give, something is the matter with the job. The placement office is\nthe place where the boy, the school, and the job meet for adjustment.\nObviously, then, it must be equipped with an adequate knowledge of all\nthree-the kind of education the schools provide, the kind of work that the\noccupational world wants done, and the kind of boys and girls that are\ngoing from the one to the other.\nThe secondary school sends to the placement office three classes of\npupils the graduates, the drop-outs, and those who threaten to drop out,\nthe totterers. The placement office must be prepared to give sound advice\nto each of these three. It by no means follows that it must find each\napplicant a job, or that its greatest service lies in doing so. The obligation does rest upon it to provide a new, a broadened, or a strengthened\npoint of view. And this service may be extended alike to applicant, to\nschool, and to employer. In the placement office both educational and\noccupational world may meet, measure their demands, determine just how\nfar boys and girls can meet them, and how far they must both take note\nofhumannature and modify those demands.\n\n"}
{"page": 821, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n792\n\nTHE RELATION OF THE SECONDARY SCHOOL TO\nJUNIOR EMPLOYMENT\nJ. D. STARK, IN CHARGE OF EMPLOYMENT SERVICE, DEPARTMENT\nOF VOCATIONAL GUIDANCE, PITTSBURGH, PENNSYLVANIA\n\nThe question of the relation of the secondary school to junior employment\nmight be discussed in a variety of ways, for example-\" The apathetic attitude displayed by the secondary school toward the subject of employment \" ;\nor, \"The secondary school of the future will make the matter of vocations\nand the practical ways in which education shall function in the lives of\nthe pupils, the 'hub' about which the rest of the educational scheme shall\nrevolve\" ; or, \"How the secondary school plans and trains for the entrance\n\nof its pupils into the field of employment\" ; or, \"The evident insistent\ndemand for a Nation-wide intelligent study of junior employment by\neducators and those who take juniors into their business, as a fundamental\nin our social order\"; or, \"How the present movement to help solve the\njunior employment situation is organized and functioning in its relation\nto the secondary school.\"\n\nLet us assume that we admit the existence of the apathy displayed; that\nwe see the \"hub\" coming to its place in the not distant future; that we\n\nrecognize a rapidly growing tendency on the part of the schools to train for\nmore specific things; and that we are happily surprised at the tremendous\ninterest displayed in the movement for more and better facilities for\nguidance and placement, which has assumed such large proportions in so\nshort a time. Upon these assumptions, let us consider the aspects of the\nquestion as the work is at present actually functioning in many places\nand what we believe to be some of the essentials in the program to be\ncarried out.\n\nJunior employment must not be considered as a means to be resorted to\nonly, when boys and girls are failing in their subjects or are such disturbing elements that they are no longer welcome members of their classes.\nMany such boys and girls have not had the proper adjustments made.\nEmployment should be just as much an objective, to be planned for and\nlooked forward to, as the course of study, and I believe is a more certain\nobjective for most people than algebra or Latin usually are, as they are\nprescribed.\n\nLabor and honest toil must be dignified or dignitaries a few generations\nhence will perforce roam the forests, if there be such, and gather food\nand seek shelter as did the aborigines. It is not to reduce the amount of\neducation for the masses, but for the best training for the individual to\nmeet his needs, that we are pleading and to help bring in that age, to\nwhich Miss Stewart refers, when she says, \"The time will come when all\ndecent work will be done by decent people.\"\nOne of the things most feared by our regulation secondary school people\nseems to be the open advertising of the opportunities afforded by the school\n\n내\n\n"}
{"page": 822, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n793\n\nitself and the community in which the school is located.\n\nTo illustrate,\n\nwhere credit is offered in a school course for instruction and practice in\n\nmusic performed outside of school, many pupils are retarded in their music\nbecause the school seems fearful that the music may be overdone, and\nthe regular school work underdone. Thinking to obviate this situation the\ninformation is not freely given, and, in many instances, good talent is\nstultified and no doubt some satisfactory careers are spoiled. Some high\nschools fail to make known to the students the employment opportunities of\neven their own placement office, fearing that the school will be largely\ndepopulated, a result which we observe is not happening very rapidly.\n\nAs a result of this many boys and girls seek the aid of paid agencies,\nfollow up window signs and advertisements, float around unassisted and\npoorly directed, and drift into undesirable places. It has been common\ncustom to keep the commercial, industrial, and trade courses, or in fact,\nany subject with a vocational content in the background, so that a larger\nnumber of pupils might \"be properly cultured.\" This has caused many\nwho are not fitted by nature or inclination for collegiate courses to waste\na lot of time wading through, or failing in, the more strictly academic\nstudies, and we find them either dropping out or eventually graduating\nunprepared, or poorly prepared for anything.\nOur attitude on these matters is that if a thing is good and worthy\nin itself, we should give it full and free advertising to all, so that each pupil\nshall have the best chance of finding himself in the thing in which he\ncan function best.\n\nThe unpardonable sin of the secondary school is the worship conducted\nat the shrine of the graduating class, with special reference to the honor\nstudents, when the halo becomes so bright as to blind the eyes to the army\nof drop-outs and stragglers along the way, who, in many instances, are\nstragglers who, with better adjustment, might have been succeeders. To\nlive up to our so-called democratic ideals, we should not be so concerned\nwith the survival of the fittest, as with the fitting of every one to survive,\nby doing those things in which he can function best, and in which he may\nwork up to the best of his capacity.\nSo, the secondary schools should have the future success of each individual\npupil constantly in mind, while assisting him to some definite end. It is\neasy to cater to the best and strongest at the upper end of the class; it is a\njob to attend to the needs of the lower third. All deserve our best; none\nshould be slighted; all must be treated with equal concern; the individual\npupil first, and the institution last.\nA few Theses on Placement\n\n1. Placement is a necessary part of the present-day process of vocational\nguidance, which is becoming recognized as a specialized educational function.\n2. As vocational guidance cannot be left to the principal of the school\nand haphazardly to the teachers, as in the past, but must in the main\n\n"}
{"page": 823, "printed_page": null, "text": "794\n\nNATIONAL EDUCATION ASSOCIATION\n\nbe turned over to those who by training, experience, and fitness, are specifically adapted to the work, so placement must be handled by those who\nare not so burdened with other duties that they can give but spasmodic\nefforts to it.\n\n3. The work of placement must be in the hands of those thoroughly\n\nacquainted with the local school systems, its policies, personnel, and offerings\non the one hand, and close to the business and industrial organizations, their\npractices, needs, and opportunities, on the other.\n4. Those charged with placement must not only be in contact and work-\n\ning sympathetically with both parties to bring proper coöperation and coordination of effort, but must maintain such a well-poised balance of interest\nthat a spirit of mutual benefit to business and schools, to employer and\n\nemployee, shall replace what might seem to be neutrality. This can be\ndone even though operated and controlled by the school authorities.\n5. Occupying this middle ground between schools and business does not\nmean and must not be misconstrued as giving to those charged with placement any power of dictation to either party. Instead, it furnishes one\nof the best means of explaining each to the other, and, therefore, one of the\nbest means of learning the needs of the community to be provided for by\nthe schools, and also of interpreting the inside workings of the school to\nthe community.\n\n6. The placement office affords many opportunities for studies and the\nbasis of much research work, and this side of the work. must be promoted\nto assist in further development, and at the same time it must be a practical\nplace striving for immediate results for applicant and employer, always\nimproving its methods and always performing a higher grade of service\ndue to a better knowledge of its problem and to increased experience in\nits sphere.\n\n7. A school placement office must not become a mere job-finding office,\nand its work should not be measured merely by the number of boys and girls\nplaced. It should be judged by its success in placing them in positions which\nthey fit, by the extent to which business looks to it for help, and by the\nwisdom displayed in the guidance given to the young worker before and\nafter entering employment.\nDoes guidance and placement really function ? is a question that the\nbusiness man and the secondary school wish to have answered. A short\ntime ago one of the large business concerns of the country started a\nstudy to ascertain \"the methods for promoting the spread of enlightenment\n\nin the industrial communities, especially among industrial employees and\ntheir families, in respect to wise choice of occupation, effective service in\noccupation, and civic opportunities for those engaged in industry to foster\nits welfare and their own. \" One of the phases of the study is vocational\nguidance as given by the schools.\n\nIn investigating the matter, instead of asking those engaged in the\nwork: Howdo you do it? or What is your idea or ideal ? or What theories\n\n"}
{"page": 824, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n795\n\nare back of it? the results of guidance and placement were checked directly\nwith a large group of young people themselves. The information was\nsought from those who had had the benefit of guidance in the schools and\n\nwere at work, having been placed by the school employment office. What\nthey discovered as effective features will be described in print and distributed by them to other cities as proof of the value and effectiveness of\nthis sort of work.\n\nThis short discussion will not permit of entering into the details of the\ntechnique of interviewing, testing, counseling, follow-up, field work in\nthe schools, and in business, and industry. We shall not attempt to\ncatalogue the endless number of duties devolving upon a well-organized\nand fully functioning placement office. Time will not permit to discuss\nits many ramifications into the school system and into business, but a little\nattention given to the subject will convince any one that it forms a bridge\ncarrying a heavy double line of traffic between the schools and the busy\nworkaday community .\n\nPlacement instead of being a drain upon the school, sapping its vitality\nby causing unrest and dissatisfaction, reducing enrolment and placing youth\non the block to be auctioned off for the exploitation of the greedy, brings\nback to the school more than it takes.\n\nAs you watch the double line of traffic moving, please notice that what\ngoes out from the schools is not boys and girls only. Here we see the\nschool, giving out its plans, its ideals, its story of progress, and its growing\ndesire to \"fit for\" and \"fit in\" with real life.\n\nHere we note the instructors\n\nand students going out to learn more of the real world round about and\n\ngetting contacts which do not exist to such an extent where placement\nservice is not provided. The public is more sympathetically inclined towards the school as a result, and the school becomes more democratic.\nNow what do you see in the return line ? Employers going in among\nthe school people explaining the opportunities in business and industry to\nthose coming from the schools. Here are those who have left school to\n\nwork before completing their courses returning for further training or to\nadvise others of the value of the training they themselves have missed .\nInformation concerning the needs in business and training requirements for\nthe various occupations are passed back to the schools. So little by little,\nnot by any sudden upheaval or revolution, the attitude of the school people\nchanges over to open-mindedness and hearty receptivity for all that is good\n\non the outside of scholastic walls and halls. Curricula, methods, and most\nof all, the atmosphere change, and a more human program obtains.\nOnly too often do the schools ignore the existence of business which supports them. If a placement office has nothing more to its credit than being\nan agency which helps to fuse the two, it will pay.\nWere Goldsmith with us today he might say that many educators \"who\ncame to scoff remained to pray.\" To use a more modern phrase, they\nhave been sold to many propositions growing out of vocational soil which\n\n"}
{"page": 825, "printed_page": null, "text": "796\n\nNATIONAL EDUCATION ASSOCIATION\n\nwere ignored if not scorned before. When failures become successes by\ntransplanting, when readjustments take the place of \"good riddance,\" and\nconstructive planning replaces the attitude of ignoring, the dawn of a better\nday enters the soul of the adjuster, as well as the adjusted.\nAs the Junior Officers study the employment field and continue to gather\ninformation about occupations, their requirements and opportunities, and\nthis matter is collected and returned to the schools year by year, it does not\nrequire a prophet to foretell that curricula, building programs, and equipment will be revamped, as well as the thinking of many secondary educators.\nWhile industry and business are assisting in providing this flow of information to the schools, their interests, both mental and financial, are\nstimulated schoolward. Junior employment to many is synonymous with\nchild labor, or the exploitation of youth. From what has been said, we\nmay close with the thought that the program in operation is an educational\n\none and that the practices used, based on a square deal to employer and\nyouthful employee, will work out for general social betterment.\n\nTHE FUTURE OF THE COMPREHENSIVE HIGH SCHOOL\n\nGEORGE S. COUNTS, DEPARTMENT OF EDUCATION, YALE UNIVERSITY\nNEW HAVEN, CONNECTICUT\n\nTowards the close of the second volume of his Modern Democracies,\n\nBryce considers the future of democratic institutions. After pointing out\nthat in the third quarter of the Eighteenth century such penetrating students\nof society as Burke, Johnson, and Gibbon were quite unable to forecast the\ngreat political changes which were about to shake the foundations of society\n\non two continents, he makes the following observation regarding the futility\nof prophecy in the realm of politics : \"Men stood on the edge of stupendous\nchanges, and had not a glimpse of even the outlines of those changes, not\ndiscerning the causes which were already in embryo beneath their feet, like\nseeds hidden under the snow of winter which will shoot up under the April\n\nsunlight. How much more difficult it has now become to diagnose the\nsymptoms of an age in which the interplay of economic forces, intellectual\nforces, and moral and religious forces is more complex than ever heretofore,\n\nincomparably more complex than it had seemed to be before discoveries had\ngone far in the spheres of chemistry, physics, and biology, before education\n\nhad been diffused through all classes, before every part of the world had\nbeen bound together with every other so close that what affects one must\naffect the rest.\"\n\nSo it is with the prediction of the future of educational institutions. Even\nthough those in charge of our schools were given a free hand to shape educational policy and practice (which of course they are not) , it would be quite\nimpossible to forecast with any measure of assurance the form which any\none of our educational institutions will take.\n\nWe must concede that our\n\n"}
{"page": 826, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n797\n\npractices in this realm are largely the product of tradition; in no complete\nsense are they based on carefully tested experience. What will be the\neducational pronouncements, when they have reached maturity, of the infant\nsciences of psychology and sociology is a matter for the merest conjecture.\nWe may safely assume that the effects of these sciences on education will be\njust as profound as those of chemistry, physics and biology have been on\nsociety at large. Moreover, the destiny of any institution, such as the\npublic school, which is controlled by the representatives of the people, must\nalways be as difficult of prediction as are the ideals and passions of men.\nIt is, therefore, with a degree of humility that the writer takes up the subject of this paper, the Future of the Comprehensive High School.\nIf the subject read, What Should Be the Future of the Comprehensive\nHigh School, the task would be a relatively simple one. This wording of\nthe subject would take it out of the realm of objective and place it in that\nof subjective phenomena. In the latter realm each man can choose his own\npath, there is none to dispute his course. Everyone of us, nurtured in a\ndemocratic society and reflecting his own experience, philosophy, and bias\nthinks that he knows what form each of our social institutions should take.\n\nIf it does not proceed to take this form, then he comfortingly concludes that\nits development has proceeded in the wrong direction and that in good time\nproper punishment will be measured out to those who have erred. But\nour task here does not have to do with what should be, but rather with\nwhat will be.\n\nThe problem is greatly complicated by the fact that up to the present\ntime there has been displayed little disposition to test out in any objective\nway the merits of either the comprehensive or the specialized high school.\nIn this controversy there have been claims and counterclaims, charges and\ncountercharges. On the basis of prejudice, strong positions have been taken,\nbutcareful comparative studies of the way in which these institutions work\nare lacking. Each party to the controversy is so certain of its ground that\nit regards as quite superfluous an examination of the facts. The case is prejudged. The great need of the present, therefore, is for an objective investigation of these two types of schools in communities where they have received\nhonest support and able direction for a considerable period of time. The\nobject of such a study would be that of discovering the amount of truth\nresident in the claims advanced by the ardent advocates of the one or the\n\nother type of school. It is for an investigation of this type that the writer\nwouldlike to make an appeal before this gathering. But we shall now have\nto proceed to the question in hand.\nIn view of the situation described in the foregoing remarks the writer\nwill make no attempt to predict the form which the high school will take\nin the more or less remote future. Such a course would be both hazardous\n\nandunprofitable. He will content himself with directing attention to certain facts in the existing situation about which there is no controversy and\nto certain tendencies which he thinks he has observed in the American\n\n"}
{"page": 827, "printed_page": null, "text": "798\n\nNATIONAL EDUCATION ASSOCIATION\n\nsecondary school. These observations and conclusions, which are eleven in\nnumber, will now be set down in serial order.\nThere is every reason to believe that the public high school will continue\nto grow in the immediate future as in the immediate past. The fundamental\nchange that has come over secondary education during the last generation is\nthe growth in enrolment from approximately two hundred thousand to two\nmillion. We should remark parenthetically here that anyone who in 1890\nwould have predicted the unprecedented development which was to follow\nwould probably have been branded a lunatic, or at least a dangerous person.\nPossibly something just as unexpected will happen in the next thirty years.\nThis growth of the high school population is largely responsible for the problem that has been raised regarding the form of the secondary school. The\nincrease in enrolment added to the heterogenity of the student body, this\nheterogenity made necessary the enrichment of the curriculum, and this\nenrichment made necessary either a comprehensive school or a group of\nspecialized schools.\n\nAt present about one fourth of the children of high school age are in\nhigh school. Whether secondary education will be completely universalized\nineither the near or remote future is problematic. But that the heterogenity\nof this population will be appreciably increased is certainly to be expected.\nThis means that the problem which we have raised will assume greater\nrather than less importance as the years pass. For a period at least, the\nstudent body of the high school will become more varied in its capacities,\naptitudes, interests, and expectations.\nThe need for general education seems to be increasing rather than decreas-\n\ning. As a result of changes that have occurred and that are occurring in\nindustry, greater and greater numbers of semi-skilled and unskilled positions\nare being created. This removes for an increasing proportion of our population the need for vocational training of any extended sort. Also child\n\nlabor laws are being applied to later ages and are being more strictly enforced. At the same time the growing complexity of our social life is in-\n\ncreasing the civic burdens which the ordinary citizen must bear. Likewise\nthe need for recreational and moral education is becoming more urgent.\nThese facts suggest that the secondary school of the future will have to\n\ngive more attention than has the secondary school of the past to the general\neducation of the masses. This condition would seem to favor the growth\nof the comprehensive school, a school with a somewhat restricted vocational\nbias, but nevertheless with a great variety of interests and activities.\nThere seems at present to be a tendency towards the comprehensive type\n\nof school in the United States. This school is apparently more congenial to\nthe spirit ofAmerican institutions than is the specialized school.\n\nIt makes\n\nademocratic appeal. The Commission on the Reorganization of Secondary\n\nEducation has given a vigorous indorsement of the comprehensive school in\nwhich are enrolled the children of all classes, of diverse talents, and of varied\n\nsocial expectations. We feel that it is good for all of these children to be\n\n"}
{"page": 828, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n799\n\nbrought together into a single institution. We feel that there are certain\nrather subtle educational products which can be achieved only in a school of\nthis type. But whether the total effect of the specialized school is undemocratic and that of the comprehensive school democratic is a question\nthat has not been answered in any objective way. It would seem probable\nthat the form of the institution may prove to be of less importance here than\ncertain other factors.\n\nFew large cities are following a clear- cut policy with respect to the\n\norganization of comprehensive and specialized schools. Those cities which\nhave been regarded as favoring the comprehensive school tend to supplement\nthis school with some specialized institution or institutions. Also cities\nwhich have apparently committed themselves to the specialized school show\natendency to expand the curricula of these schools by the introduction into\nthe academic schools of vocational material and by the introduction into\nthe vocational schools of academic subjects. St. Louis has its Rankin Trade\nSchool; the technical high schools in Cleveland are teaching the languages\nand other academic subjects.\nIn many cities there is dissatisfaction with the existing arrangement .\nWhether this is merely an exhibition of the common biological tendency to\nregard with covetous eyes the distant pastures, or whether it has a more solid\nfoundation, one cannot say. But an inquirer does not have to converse long\nwith teachers and administrators in a system that has established the comprehensive school to discover a feeling of discontent, to discover the conviction that certain educational problems would be readily solved by the establishment of some specialized schools. Dissatisfaction of a corresponding\norder may also be discovered in systems that have pursued the other policy.\nIn St. Louis at the present time, a city that has long been famous for its\ncomprehensive schools, there is strong agitation for the establishment of\nsome vocational schools of secondary grade. The argument which has\ngained most currency is that efficient vocational training cannot be provided\n\nin a comprehensive school. On the other hand, in Newton, Massachusetts,\nthe authorities have recently embarked on a thoroughgoing program of reorganization which will wipe out the lines that have heretofore separated\nthe academic from the vocational schools and will create a single large comprehensive school under unified management. The argument most frequently\nheard is the argument of democracy.\n\nHistorically, it has been very difficult for a community to maintain a\nspecialized high school. The first high school, established in Boston in\n1821, was in a sense a specialized secondary school. At the time of its\n\norigin it taught no foreign language, and it did not prepare for college.\nThis latter function was being performed by the existing secondary schools\nof the city. But as this school survived and as it was transplanted to other\ncommunities, it was forced to become comprehensive and prepare for college\nas well as for life.\n\nIn more recent times we have seen technical and com-\n\nmercial schools modify their programs in order to meet the requirements of\nthe higher institutions.\n\n"}
{"page": 829, "printed_page": null, "text": "800\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe reasons for this tendency away from the specialized school are easy\n\nto discover. The facts of geography make it very difficult for a school to\nremain specialized unless the local community which it serves is specialized\nin its interests. There is always a strong temptation for children to attend\nthe nearest school. Geographical. accessibility must always be recognized\nas an important factor in extending educational opportunities. The desire\non the part of certain pupils attending the specialized school to go to college,\nsince they are ordinarily the children of the more influential families in the\ncommunity, naturally forces the introduction of academic subjects. Moreover, few administrators can refuse to be influenced by the prestige which\nattaches to the academic subjects and college preparation. And the competition for students often causes the academic schools to introduce the industrial arts and other subjects of a non-academic character. Another point\nto be noted is that the specialized school assumes, for the great majority of\nchildren of high school age, a degree of vocational decision that does not\nexist. Parents rightly insist that educational choice shall not march more\nrapidly than these other decisions which have to do with the later careers\nof their children. They wish to keep open, for as long as possible, all\navenues to the future. This end can be achieved more effectively in the\ncomprehensive than in the specialized school.\nThere seems to be quite general agreement that the junior high school\n\nshould be a comprehensive school. Although the junior school often reflects\nthe peculiar needs of the local community which it serves, radical specialization in any direction is seldom found. According to common opinion,\nmarked differentiation of curricula which follows vocational lines should\n\nnot be encouraged at this educational level. This suggests that the special-\n\nized school will not invade this division of our educational system.\nIn the small community it seems to be impracticable to establish specialized schools. Even though the educational advantages of the specialized\ninstitution were overwhelming, the community of restricted population and\nmeagre resources would have to be satisfied with a comprehensive school.\n\nAs a rule, such a community could afford but a single high school.\nIn this school must be offered the entire program of studies provided at the\nsecondary level.\nIt is possible to provide genuine vocational training in a comprehenswe\nschool. About this question there has, of course, been much controversy.\nInmany instances, to be sure, the vocational training provided in the comprehensive schools has been ineffective. The writer, however, has visited\ncomprehensive schools where this work is apparently well done. Nevertheless, we must admit that it is usually extremely difficult to provide such\ntraining in a high school of this type. In so far as the vocational motive\nshould dominate the education of children of adolescent age, this will remain\nfor a time a serious obstacle to the development of the comprehensive school.\n\nThe traditions of the secondary school of a century ago still all too largely\ndominate the public high school and narrow its field of service. But this\n\n"}
{"page": 830, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\n\n801\n\nis probably a condition which with proper educational guidance and leadership may be expected to pass away.\nThere is a tendency for the larger communities to establish various forms\n\nof continuation schools. Through these schools vocational training at the\ntrade level, a level that we may regard as appropriate for the secondary\nschool, is being provided : To what extent the need for trade training can\nbe met through such institutions is a question which remains to be answered.\nBut it seems to the writer that, because of the excellent motivation which is\nhere insured, because of the greater certainty that the training given will\nbe used, an important portion of the training for the skilled trades may be\nprovided through these schools. This would leave as the common secondary school one that is somewhat comprehensive in its interests .\nIn the comprehensive high school there is a strong tendency for the\nacademic curricula to dominate the program of studies .\n\nAs far as the\n\nobservations of the writer go, teachers seem to be quite generally agreed\nthat these curricula carry much greater social prestige than do the vocational curricula. Teachers of the industrial arts almost universally complain that there is severe discrimination against their subjects on the part\nof the other members of the high school faculty or the members of the\nadministrative and supervisory staffs. This situation often causes the\nchampions of the vocational subjects to desire a special school where they\nwill be given freedom to control their own curricula and to develop their\nown traditions, freedom from the cramping influences of a narrow educational past. With this feeling of protest many of us are in sympathy, but\nchanges in the existing situation can come only through the enlightenment\nof those who control the high school.\n\nThis suggests that the future of the comprehensive school rests in no small\nmeasure on the shoulders of the teachers of the older subjects. If they\nadopt narrow and bigoted views with respect to their own subjects and the\ncallings for which these subjects prepare, they will be sowing those seeds\nof discontent and conflict which are not uncommon in the existing public\nsecondary school. A high school cannot be made into a comprehensive\nschool by merely adopting the comprehensive form. Often today those very\ndivisions which so obviously mark a group of specialized schools mark with\nequal force the spirit of a so-called comprehensive school. Only as our\nteachers and administrators come to see the scope of secondary education\nin its completeness and as they come to view with sympathetic mind the\nentire field of worthy human interests, can the high school become comprehensive in spirit as well as in form .\n\nWhat light do the foregoing observations throw upon the problem of the\nfuture of the comprehensive high school ? To the writer it seems that, with\nrespect to the immediate future, the following conclusions are justified :\nFirst, In practically all communities the junior high school will be of the\ncomprehensive type; second, In those small communities which can afford\nbut a single senior high school the institution will take the comprehensive\n\n"}
{"page": 831, "printed_page": null, "text": "802\n\nNATIONAL EDUCATION ASSOCIATION\n\nform; third, In the larger communities the prevailing secondary school will\nalso be comprehensive in character; fourth, In communities of this latter\ntype a limited number of schools, specialized in their purposes, may be\nestablished to supplement the work of the ordinary high school. These\nobservations suggest that the prevailing type of secondary school in the\nUnited States will assume the comprehensive form. It happens that this\nconclusion is in accord with the writer's desires; but he hopes that in this\ncase the wish has not been father to the thought. He would call your\nattention again to the need for a careful study of the results that actually\nflow from the two types of schools.\n\n"}
{"page": 832, "printed_page": null, "text": "Department of Superintendence\nSECRETARY'S MINUTES AND OFFICIAL PROGRAM\n\nChicago, 1924\n\nOFFICERS\n\n...Boston, Massachusetts\nPresident, PAYSON SMITH, State Commissioner of Education ..\nFirst Vice-President, JOHN H. BEVERIDGE, Superintendent of Schools ....... Omaha , Nebraska\nSecond Vice-President, M. G. CLARK, Superintendent of Schools .....\n.. Sioux City, Iowa\n..Washington, D. C.\nExecutive Secretary, SHERWOOD D. SHANKLAND .\nEXECUTIVE COMMITTEE-MEMBERS BY ELECTION\n\nFRANK CODY, Superintendent of Schools (term expires 1924) ............ Detroit, Michigan\nRANDALL J. CONDON, Superintendent of Schools (term expires 1925 ) ......... Cincinnati, Ohio\nFRANK W. BALLOU, Superintendent of Schools (term expires 1926 ) ........ Washington, D. C.\nWILLIAM MCANDREW, Superintendent of Schools (term expires 1927) ...... Chicago , Illinois\n\nRecent Achievements and Next Forward Steps in American\nEducation\n\nSunday Afternoon, February 24, 1924\nVesper Service\n\nINVOCATION\n\nFrank L. Eversull.\n\nADDRESS-MORAL AIMS IN THE TRAINING OF YOUTH-Henry Neumann, Leader,\nBrooklyn Society for Ethical Culture, Brooklyn, New York.\n\nMonday Morning, February 25\nWATCHMAN, TELL US OF THE NIGHT-Olive M. Jones, President, National Education Association, New York City.\n\nTHE GREETINGS OF CHICAGO William Dever, Mayor of Chicago, Illinois .\nNATIONAL OBLIGATIONS IN EDUCATION-J . W. Abercrombie, State Superintendent\nof Education, Montgomery, Alabama.\nENCOURAGEMENTS-William Mather Lewis, President, George Washington University, Washington, D. C.\n\nMonday Evening, February 25\nNEXT STEP IN WORLD PEACE- Florence Allen, Judge, Supreme Court of the State of\nOhio, Columbus, Ohio.\n\nTRIBUTE TO THE MEMORY OF WARREN G. HARDING William M. Davidson, Pittsburgh, Pennsylvania .\n[803 ]\n\n"}
{"page": 833, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n804\n\nTRIBUTE TO THE MEMORY OF WOODROW WILSON-Randall J. Condon, Cincinnati,\nOhio.\n\nMORE ENCOURAGEMENTS-William McAndrew, Superintendent of Schools, Chicago,\nIllinois .\n\nTuesday Morning, February 26\nEDUCATIONAL EXPENDITURES CONSIDERED AS INVESTMENT-E. C. Hartwell, Superin-\n\ntendent of Schools , Buffalo, New York.\nEDUCATIONAL FADS CONSIDERED AS FUNDAMENTAL- O. L. Reid, Superintendent of\nSchools , Youngstown, Ohio.\nRURAL EDUCATION- Frank P. Graves, State Commissioner of Education, Albany,\nNew York.\n\nTHE NEED AND HOPE OF THE CITY-W. R. Hopkins, City Manager, Cleveland,\nOhio.\nBUSINESS MEETING.\n\nThe president announced that nominations for officers were in order. Nominations were made as follows : For President-Edwin C. Broome, superintendent of\nschools , Philadelphia, Pennsylvania ; Milton C. Potter, superintendent of schools ,\n\nMilwaukee, Wisconsin ; William McAndrew, superintendent of schools, Chicago ,\nIllinois ; Susan M. Dorsey, superintendent of schools, Los Angeles, California. For\nSecond Vice-President-John J. Maddox, superintendent of schools, St. Louis, Missouri. For Member Executive Committee, four years-Melvin G. Clark, superintendent of schools, Sioux City, Iowa. Mr. Edwin C. Broome and Mrs. Susan\nM. Dorsey asked that their names be withdrawn as candidates, and it was so\nordered.\n\nThe president appointed the following tellers to conduct the election: Charles A.\nPhilhower, superintendent of schools, Westfield, New Jersey William John\nCooper, superintendent of schools, Fresno, California; Elmer H. Webber, super-\n\nintendent of schools, Mapleton, Maine ; Bonner Frizzell, superintendent of schools,\nPalestine, Texas ; James W. Gowans, superintendent of schools, Hutchinson, Kansas. The president announced the appointment of H. V. Holloway, State superin-\n\ntendent of public instruction, Dover, Delaware ; W. J. Bickett, superintendent of\nschools, Trenton, New Jersey, to constitute the auditing committee for the calendar\nyear 1924.\n\nIn accordance with the action of the Cleveland convention, and with the approval\nof the Executive Committee, the president announced the appointment of the Com-\n\nmission on the Curriculum, as follows : Edwin C. Broome, superintendent of schools,\nPhiladelphia, Pennsylvania ; H. B. Wilson, superintendent of schools , Berkeley,\nCalifornia ; John. M. Foote, State rural school supervisor, Baton Rouge, Louisiana :\nPaul C. Stetson, superintendent of schools, Dayton, Ohio; John L. Alger, president,\nRhode Island College of Education, Providence, Rhode Island. The 1925 Yearbook\nwill be in charge of the Commission on the Curriculum.\nOn motion of Mr. William M. Davidson, the Department recommended to the\nExecutive Committee that favorable consideration be given the application of the\n\"Conference on Educational Method\" for affiliation with the Department of Superintendence as an officially allied organization.\n\nThursday Afternoon, February 28\nHAZARDS OF THE SUPERINTENDENCY AND THE NEXT FORWARD STEPS IN REDUCING\n\nTHEM-J . H. Beveridge, Superintendent of Schools, Omaha, Nebraska.\nTEACHER PARTICIPATION IN CURRICULUM- MAKING-Mrs. Susan M. Dorsey, Superin\n\ntendent of Schools, Los Angeles, California.\n\n"}
{"page": 834, "printed_page": null, "text": "805\n\nDEPARTMENT OF SUPERINTENDENCE\n\nHIGHER EDUCATION, NEW TYPES OF ADMINISTRATIVE ADJUSTMENT-Lotus D. Coff-\n\nman, President, University of Minnesota, Minneapolis, Minnesota.\nSCHOOL BOARD ORGANIZATION AND THE SUPERINTENDENT-J. W. Studebaker, Superintendent of Schools, Des Moines, Iowa.\nRECENT ACHIEVEMENTS AND NEXT FORWARD STEPS IN AMERICAN EDUCATION-WHAT\n\nSHALL BE THE NATION'S PART ?-George D. Strayer, Professor of Education,\nTeachers College, Columbia University, New York City.\nFINAL BUSINESS SESSION .\n\nSuperintendent Frank W. Ballou, of Washington, D. C., as chairman of the\nCommittee on Resolutions, read the report of that committee.\n\nMr. Ballou then\n\nmoved that the resolutions be adopted as read. The motion was seconded and\nunanimously carried.\n\nThe executive secretary reported that the tellers had counted the ballots and\nhad certified to the election of the following persons : President-William\n\nMcAndrew, Chicago, Illinois ; Second Vice- President-John J. Maddox, St. Louis,\nMissouri ; Member Executive Committee for four years, M. G. Clark, Sioux City,\nIowa.\n\nH. M. Maxson, superintendent of schools, Plainfield, New Jersey, moved that the\nExecutive Committee be requested to take a referendum of the Department as\nto whether or not a change in the time of holding the meeting is advisable, and if\nthey find a change desired, to report at the next annual meeting an amendment to\nput that desire into effect. The motion was seconded, but when voted upon it was\nlost.\n\nThe president announced that the vacancy on the Executive Committee, occasioned by the elevation of Mr. McAndrew from the Executive Committee to the\n\npresidency, had been filled as provided by the constitution, by action of the Executive Committee in the election of Frank D. Boynton, superintendent of schools ,\nIthaca, New York .\n\nThe president then declared the fifty-fourth session of the Department of Superintendence adjourned.\n\nCITY, COUNTY, AND STATE GROUPS\n\nMonday Afternoon, February 25\nSuperintendents of Cities of Population Below 5,000\nChairman, John D. Whittier, Superintendent of Schools,\nSouth Hamilton, Massachusetts\nCURRICULUM- IN WHAT RESPECTS SHOULD THE CURRICULUM OF RURAL ELEMENTARY SCHOOLS, FOR GRADES 1-6, DIFFER FROM THAT OF SIMILAR GRADES IN CITY\n\nSCHOOLS-John M. Foote, State Supervisor of Rural Education, Baton Rouge,\nLouisiana.\n\nDISCUSSION LED BY Burr F. Jones, State Supervisor of Elementary Education, Boston,\nMassachusetts.\n\nTRAINING OF TEACHERS- MINIMUM INSTITUTIONAL TRAINING-Florence M. Hale,\nState Agent for Rural Education, Augusta, Maine; A DEFINITE PROGRAM OF\n\nTRAINING IN SERVICE-Florence M. Wellman, Superintendent of Schools, Brattleboro, Vermont.\n\nDISCUSSION LED BY Charles A. Philhower, Superintendent of Schools, Westfield,\nNew Jersey.\n\n"}
{"page": 835, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n806\n\nWednesday Morning, February 27\nCURRICULUM- THE STANDARD FOUR- YEAR HIGH SCHOOL-E. E. Ramsey, High School\nInspector, Indianapolis, Indiana ; THE JUNIOR- SENIOR HIGH SCHOOL-W. L.\nSpencer, State Supervisor of Secondary Education, Montgomery, Alabama.\nDISCUSSION LED BY C. H. Dempsey, State Commissioner of Education, Montpelier,\nVermont.\n\nCOÖRDINATION OF EDUCATIONAL UNITS FOR MAXIMUM EFFICIENCY-Milo B. Hillegas,\nTeachers College, Columbia University, New York City.\nDISCUSSION LED BY Francis G. Blair, State Superintendent of Public Instruction,\nSpringfield, Illinois .\n\nMonday Afternoon, February 25\n\nSuperintendents of Cities of Population Between 5,000 and 10,000\nChairman, J. A. Sexson, Superintendent of Schools, Sterling, Colorado\nScientific Method in Administration: The Superintendent as an\nEducational Engineer\nWHAT SERVICE SHOULD SCHOOL SYSTEMS RENDER IN CITIES WITH A POPULATION\n\nBETWEEN 5000 AND 10,000 ?-C. R. Gates, Superintendent of Schools, Grand\nIsland, Nebraska.\nNEXT FORWARD STEPS IN EDUCATIONAL ADMINISTRATION-N . L. Engelhardt, Teachers\nCollege, Columbia University, New York City.\n\nTHE NEW SCIENCE OF PUBLIC SCHOOL PUBLICITY-P. R. Spencer, Superintendent of\nSchools , St. Cloud, Minnesota.\nPROFESSIONAL PROCEDURE IN THE SELECTION AND TRAINING OF TEACHERS IN CITIES\n\nWITH A POPULATION BETWEEN 5000 AND 10,000-H. A. Sprague, Superintendent\nof Schools , Summit, New Jersey.\nNOTABLE PROGRESS IN ADMINISTRATION IN CITIES WITH A POPULATION BETWEEN\n\n5000 AND 10,000-J. J. Early, Superintendent of Schools, Sheridan, Wyoming.\n\nWednesday Morning, February 27\nNext Forward Steps in Curriculum - Making\nCRITERIA AND STANDARDS FOR THE SELECTION OF SUBJECT- MATTER-(a) THE SELECTIONS OF ESSENTIALS FROM TRADITIONAL MATERIALS-A. G. Erickson, Superintendent of Schools, Ypsilanti, Michigan; ( b ) THE SELECTION OF ESSENTIALS\nFROM NEW MATERIALS SUGGESTED BY REPRESENTATIVE EDUCATORS-Will French,\n\nSuperintendent of Schools, Winfield, Kansas ; ( c) THE SELECTION OF ESSENTIALS\nBY JOB ANALYSIS OF LIFE-ACTIVITIES INVOLVING THE PARTICULAR SUBJECT-\n\nRichard W. Kretsinger, Superintendent of Schools , Franklin, Nebraska ; (d)\nTHE SELECTION OF ESSENTIALS BY AN ANALYSIS OF IDEALS DESIRABLE IN EVERY\n\nINDIVIDUAL- Harry W. Langworthy, Superintendent of Schools, Oneida, New\nYork.\n\nMETHODS OF FINDING, ASSEMBLING, AND USING THE RESULTS OF THE LATEST INVESTI-\n\nGATION IN EACH OF THE LARGE CURRICULUM BRANCHES-Oscar S. Wood, Superintendent of Schools, Aberdeen, South Dakota.\nTHE ORGANIZATION OF CURRICULUM MATERIALS FOR INSTRUCTON PURPOSES-H. М.\n\nCorning, Superintendent of Schools, Trinidad, Colorado.\n\nCURRICULUM- MAKING-L. Thomas Hopkins, University of Colorado, Boulder, Colo\nrado.\n\n"}
{"page": 836, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n807\n\nMonday Afternoon, February 25\nSuperintendents of Cities of Population Between 10,000 and 25,000\nChairman, Walter R. Siders, Superintendent of Schools, Pocatello, Idaho\n\nSOME USES AND ABUSES OF INTELLIGENCE AND ACHIEVEMENT TESTS-J. H. Risley,\nSuperintendent of Schools, Pueblo, Colorado.\nTHE BEVERLY INDUSTRIAL SCHOOL AN INDICATION OF THE TREND IN EDUCATION-\n\nS. Howard Chace, Superintendent of Schools, Beverly, Massachusetts .\n\nC. E. Rose, Superintendent of Schools,\nTEACHING FOREIGNERS TO SPEAK ENGLISHTucson, Arizona.\n\nKEEPING THINGS CHECKED UP-Edward B. Sellew, Superintendent of Schools, Middletown, Connecticut.\n\nA METHOD OF CURRICULUM- MAKING- H. D. Fillers, Superintendent of Schools,\nCorsicana, Texas .\n\nVOCATIONAL EDUCATION IN SMALL CITIES-C. Ray Gates, Superintendent of Schools ,\nGrand Island, Nebraska..\nART IN A PUBLIC SCHOOL RELATIVE TO LIFE-P. R. Spencer, Superintendent of\nSchools, St. Cloud, Minnesota.\n\nWednesday Morning, February 27\nDEVELOPING THE INDIVIDUAL-C. B. Cornell, Superintendent of Schools, Shaker\nHeights, Cleveland, Ohio.\n\nVALIDITY AND FUTURE OF THE 6-3-3 PLAN- D. W. Horton, Superintendent of\nSchools, Logansport, Indiana.\n\nTHE CASE AGAINST SILENT READING-E. T. Duffield, Superintendent of Schools,\nVirginia, Minnesota.\nEXPERIENCE WITH A SINGLE SALARY SCHEDULE-Frank E. Converse, Superintendent\nof Schools, Beloit, Wisconsin.\n\nTHE HUMANIZING OF THE GRADE-SCHOOL CURRICULUM-E. M. Sipple, Superintendent of Schools, Burlington, Iowa.\nTHE SUPERINTENDENT AS A SALESMAN OF EDUCATION-Burr J. Merriam, Superin-\n\ntendent of Schools, Framingham, Massachusetts .\n\nMonday Afternoon, February 25\nSuperintendents of Cities of Population Between 25,000 and 50,000\nChairman, John F. Gannon, Superintendent of Schools, Pittsfield, Massachusetts\nPOWERS AND DUTIES OF THE SUPERINTENDENT IN THE ADMINISTRATION OF A PUBLIC\n\nSCHOOL SYSTEM-E. E. Lewis, Superintendent of Schools, Flint, Michigan.\nPOWERS AND DUTIES OF THE SUPERINTENDENT OF SUPERVISION OF INSTRUCTION- Frank\n\nG. Pickell, Superintendent of Schools, Montclair, New Jersey.\nRELATION OF THE SUPERINTENDENT TO THE SCHOOL COMMITTEE AND TO THE COM-\n\nMUNITY-Darrell Joyce, Superintendent of Schools, Hamilton, Ohio.\nSPELLING, A VITAL FACTOR IN THE CURRICULUM- Sarah Louise Arnold, DeanEmerita, Simmons College, and Member of Massachusetts Advisory Board of\nEducation, Lincoln, Massachusetts.\nDISCUSSION LED BY J. E. Burke, Superintendent of Schools, Boston, Massachusetts.\n\n"}
{"page": 837, "printed_page": null, "text": "808\n\nNATIONAL EDUCATION ASSOCIATION\n\nWednesday Morning, February 27\nCOMPARISON OF THE 6-3-3 PLAN AND THE 6-4-2 PLAN IN THE ORGANIZATION OF THE\n\nELEMENTARY AND HIGH SCHOOLS-William John Cooper, Superintendent of\nSchools, Fresno, California .\nMERIT RATINGS OF TEACHERS-A BASIS FOR DETERMINING ANNUAL INCREMENTS-\n\nE. R. Whitney, Superintendent of Schools, Schenectady, New York.\nVALUE OF TEACHER ORGANIZATIONS-John W. Thalman, Superintendent of Schools,\nSt. Joseph, Missouri.\nSAFETY TEACHING IN OUR SCHOOLS-Albert W. Whitney, Chairman, Education\nSection, National Safety Council, New York City.\nDISCUSSION LED BY R. O. Stoops, Superintendent of Schools, York, Pennsylvania.\n\nMonday Afternoon, February 25\nSuperintendents of Cities of Population Between 50,000 and 200,000\nChairman, Henry C. Johnson, Superintendent of Schools, San Diego, California.\nHOW SHOULD WE ORGANIZE TO WORK OUT A CURRICULUM AFTER THE EDUCATIONAL\n\nOBJECTIVES HAVE BEEN DETERMINED ?-J. H. Bentley, Former Superintendent\nof Schools, Duluth, Minnesota.\nDISCUSSION by C. B. Glenn, Superintendent of Schools, Birmingham, Alabama; M.\nG. Clark, Superintendent of Schools, Sioux City, Iowa.\n\nIMPROVED METHODS OF SUPERVISION-William John Cooper, Superintendent of\nSchools, Fresno, California.\n\nDISCUSSION by H. B. Wilson, Superintendent of Schools, Berkeley, California;\nDaniel J. Kelly, Superintendent of Schools, Binghamton, New York.\nSOME PRACTICABLE NEXT STEPS IN THE REORGANIZATION OF SECONDARY EDUCATION-\n\nFrank G. Pickell, Superintendent of Schools, Montclair, New Jersey; W. C.\n\nReavis, Principal, University High School, University of Chicago.\n\nWednesday Morning, February 27\nPLANNING SCHOOLROOMS AS WELL AS SCHOOL BUILDINGS TO FACILITATE INSTRUCTIONA\n\nPROCESSES-J . W. Studebaker, Superintendent of Schools, Des Moines, lowa\nDISCUSSION by M. E. Pearson, Superintendent of Schools, Kansas City, Kansas.\nMAKING THE HIGH SCHOOL A SOCIAL INSTITUTION- ( a) THE PROGRAM-Paul C\nStetson, Superintendent of Schools, Dayton, Ohio ; ( b ) THE BUILDING-J. H\nBeveridge, Superintendent of Schools, Omaha, Nebraska.\nPERSONNEL MANAGEMENT AND SUPERVISION OF THE TEACHING STAFF-E. E. Lewis\n\nSuperintendent of Schools, Flint, Michigan.\n\nDISCUSSION by P. P. Claxton, Superintendent of Schools, Tulsa, Oklahoma, and L\nP. Benezet, Superintendent of Schools, Evansville, Indiana.\nRECENT ACHIEVEMENTS IN BUDGET PLANNING-Orville C. Pratt, Superintendent d\n\nSchools, Spokane, Washington.\n\nMonday Afternoon, February 25\nSuperintendents of Cities of Population Above 200,000\nChairman, Herbert S. Weet, Superintendent of Schools, Rochester, New York.\nImproving the Service\n\nTHROUGH BETTER TRAINED TEACHERS-Ernest C. Hartwell, Superintendent of\nSchools, Buffalo, New York.\n\n"}
{"page": 838, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n809\n\nTHROUGH BETTER ADMINISTRATION AND SUPERVISION-John J. Maddox, Superintendent of Schools, St. Louis, Missouri.\nTHROUGH BETTER ORGANIZED CURRICULA-Jesse H. Newlon, Superintendent of\nSchools , Denver, Colorado.\n\nWednesday Morning, February 27\nPossible Economies\n\nTHROUGH CHANGED ORGANIZATION WITHIN THE SCHOOL-I . I. Cammack, Superintendent of Schools, Kansas City, Missouri ; Charles L. Spain, Deputy Superin-\n\ntendent of Schools, Detroit, Michigan ; and Carleton W. Washburne, Superintendent of Schools, Winnetka, Illinois.\nTHROUGH A LONGER SCHOOL YEAR-David B. Corson, Superintendent of Schools,\nNewark, New Jersey.\nTHROUGH CENTRAL BUSINESS ADMINISTRATION- R. G. Jones, Superintendent of\nSchools, Cleveland, Ohio.\n\nMonday Afternoon, February 25\nCounty Superintendents\nChairman, Charles E. Dickey, Superintendent of Allegheny County Schools,\nPittsburgh, Pennsylvania\n\nTHE SUPERINTENDENT'S RELATION TO HIS ( a ) SUPERVISORS-Edward J. Tobin, Superintendent of Cook County Schools, Chicago, Illinois ; ( b ) PRINCIPALS A. G.\n\nYawberg, Superintendent of Cuyahoga County Schools, Cleveland, Ohio ;\n(C) TEACHERS-Fern Kennedy, Superintendent of Redwood County Schools,\nRedwood Falls, Minnesota ; ( d) SCHOOL DIRECTORS-M. S. Bentz, Superintendent of Cambria County Schools, Ebensburg, Pennsylvania ; ( e ) PATRONSMarie T. Harvey, State Chairman of Applied Education, Kirksville, Missouri.\n\nWednesday Morning, February 27\nMY EXPERIENCE IN ADMINISTERING EDUCATION-M . S. Pittman, Director of Rural\n\nEducation, Ypsilanti, Michigan; Lillia E. Johnson, Superintendent of Eau\nClaire County Schools, Eau Claire, Wisconsin ; Carleton B. Gibson, Superintendent of Chatham County Schools, Savannah, Georgia ; W. L. Mercer, Superintendent of Olmstead County Schools, Rochester, Minnesota ; George P. Barron, Superintendent of Grimes County Schools, Anderson, Texas ; C. H. Barnes,\nSuperintendent of St. Louis County Schools, Duluth, Minnesota ; A. F. Harman,\nSuperintendent of Montgomery County Schools, Montgomery, Alabama; and\nO. E. Pore, Superintendent of Portage County Schools, Ravenna, Ohio.\n\nMonday Afternoon, February 25\nState Superintendents and Commissioners\nChairman, J. M. McConnell, Commissioner of Education, St. Paul, Minnesota\nMODERN EDUCATION-ITS SCOPE AND PROGRESS ; REACTIONARY FORCES; LINES OF\n\nDEFENSE-Ernest W. Butterfield, State Commissioner of Education, Concord,\nNew Hampshire; Thomas E. Johnson, State Superintendent of Public Instruction, Lansing, Michigan , J. A. Churchill, State Superintendent of Public\nInstruction, Salem, Oregon; Minnie J. Nielson, State Superintendent of Public\nInstruction, Bismarck, North Dakota; and John W. Abercrombie, State Superintendent of Education, Montgomery, Alabama.\n\n"}
{"page": 839, "printed_page": null, "text": "810\n\nNATIONAL EDUCATION ASSOCIATION\n\nWednesday Morning, February 27\nSCHOOL SUPPORT-PURPOSES AND DISTRIBUTION OF STATE SUPPORT; DIVISION BETWEEN\n\nSTATE AND LOCAL SUPPORT ; SOURCES OF SUPPORT-John Callahan, State Superintendent of Public Instruction, Madison, Wisconsin ; S. M. N. Marrs, State\n\nSuperintendent of Education, Austin, Texas ; May Trumper, State Superintendent of Public Instruction, Helena, Montana ; H. V. Holloway, State Super-\n\nintendent of Public Instruction, Wilmington, Delaware ; and W. F. Bond,\nState Superintendent of Education, Jackson, Mississippi.\nTOPIC GROUPS\n\nThursday Morning, February 28\nGroup A, Educational Publicity\nChairman, L. P. Benezet, Superintendent of Schools, Evansville, Indiana\nEDUCATIONAL PUBLICITY-W. H. Holmes, Superintendent of Schools, Mount Vernon,\nNew York ; R. J. Tighe, Superintendent of Schools, Muskogee, Oklahoma;\nCarleton B. Gibson, Superintendent of Schools, Savannah , Georgia ; E. W.\nButterfield, State Commissioner of Education, Concord, New Hampshire; J. H.\n\nRisley, Superintendent of Schools, Pueblo, Colorado ; and P. H. Smith, Superintendent of Schools, Bayonne, New Jersey.\nGENERAL DISCUSSION LED BY W. H. Allen, Director, Institute for Public Service,\n\nNew York City ; R. G. Reynolds, Director, Bureau of Educational Service,\nTeachers College, Columbia University, New York City.\n\nGroup B, Training Teachers in Service\nChairman, J. M. Gwinn, Superintendent of Schools, San Francisco, California\nJoint Meeting with the National Council of Education\nSee program of the National Council of Education.\n\nThursday Morning, February 28\nGroup C, Character Education\nChairman , Jeremiah E. Burke, Superintendent of Schools, Boston, Massachusetts\n\nTRAINING IN CHARACTER AND FOR CITIZENSHIP-Milton Bennion, Dean, School of\nEducation, University of Utah, Salt Lake City, Utah; Lotus D. Coffman\n\nPresident, University of Minnesota, Minneapolis, Minnesota ; Margaret T\nMaguire, Principal, George A. McCall School, Philadelphia, Pennsylvania;\nPeter A. Mortenson, Formerly Superintendent of Schools, Chicago, Illinois ;\nFrancis H. J. Paul, Principal, DeWitt Clinton High School, New York City:\nand Robert H. Wright, President, East Carolina Teachers College, Greenr\nville, North Carolina.\n\nGroup D, Major Objectives of Elementary Education\nChairman, Jesse H. Newlon, Superintendent of Schools, Denver, Colorado\nREORGANIZATION OF SUBJECT- MATTER IN THE ELEMENTARY SCHOOL-F. G. Bonser,\nTeachers College, Columbia University, New York City.\n\n"}
{"page": 840, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n811\n\nREORGANIZATION OF THE ELEMENTARY SCHOOL TO MEET MAJOR OBJECTIVES-Charles\n\nL. Spain, Deputy Superintendent of Schools, Detroit, Michigan.\nRESEARCH IN RELATION TO THE ATTAINMENT OF OBJECTIVES IN ELEMENTARY EDUCATION-Ernest Horn, State University of Iowa, Iowa City, Iowa.\nHOW SHALL WE SELECT THE SUBJECT- MATTER OF THE ELEMENTARY SCHOOL CUR-\n\nRICULUM-William H. KHoatrick, Teachers College, Columbia University,\nNew York City.\nTHE RELATION OF SUPERVISION TO THE ATTAINMENT OF MAJOR OBJECTIVES-Fred M.\nHunter, Superintendent of Schools, Oakland, California.\n\nGroup E, Physical and Health Education\nChairman, David B. Corson, Superintendent of Schools, Newark, New Jersey\nHEALTH EDUCATION IN THE SCHOOLS-E. George Payne, Professor of Educational\nSociology, New York University, New York City.\nPHYSICAL AND MENTAL UNFITNESS IN CHILDREN- ( Illustrated by slides and a clinical\ndemonstration with a nutrition class ) -William R. P. Emerson, Tufts College,\nBoston, Massachusetts .\n\nCOORDINATION OF PHYSICAL AND HEALTH ACTIVITIES-Frederick W. Maroney, Head\nof the Department of Health Instruction, Atlantic City, New Jersey.\n\nGroup F, Civic Education\nChairman, Jeremiah Rhodes, Superintendent of Schools, San Antonio, Texas\nBETTER CITIZENSHIP THROUGH BETTER TEACHING OF THE SOCIAL STUDIES- Harold O.\n\nRugg, Educational Psychologist, Lincoln School, New York City.\nWHAT A STATE IS DOING, THROUGH ITS SCHOOLS, FOR CITIZENSHIP-Fred L. Shaw,\nState Superintendent of Public Instruction, Pierre, South Dakota.\nHow A CITY SCHOOL SYSTEM FUNCTIONS FOR CITIZENSHIP-W. L. Stephens, Superintendent of Schools, Long Beach, California.\nHow MAY THE TEACHING OF CIVICS IN THE SCHOOLS LINK UP WITH THE PRACTICAL\n\nCITIZENSHIP OF THE COMMUNITY ?-Willis A. Sutton, Superintendent of Schools,\nAtlanta, Georgia .\nMILLIONS OF CHILDREN : FREE-William McAndrew, Superintendent of Schools,\nChicago, Illinois .\n\nGroup G, Visual Instruction in Education\n\nChairman, H. B. Wilson, Superintendent of Schools, Berkeley, California\nTHE VALUE OF VISUAL AIDS IN EDUCATION\n\nSCIENTIFIC EVIDENCE- Frank N. Free-\n\nman, University of Chicago, Chicago, Illinois ; Joseph J. Weber, University of\nArkansas, Fayetteville, Arkansas.\nDISCUSSION by George C. Kyte, Washington University, St. Louis, Missouri.\n\nTHE USE, VALUE, AND EXPENSE OF VISUAL INSTRUCTION- ( a ) IN A CITY SCHOOL\nSYSTEM-R. G. Jones, Superintendent of Schools, Cleveland, Ohio ; ( b ) IN A\n\nSTATE SCHOOL SYSTEM-Alfred W. Abrams, Visual Instruction Division, State\nDepartment of Education, New York City.\nDISCUSSION by Dudley Grant Hays, Director Visual Instruction in Public Schools,\nChicago, Illinois.\nVISUAL AIDS AVAILABLE FOR USE- IMPROVEMENTS NEEDED AND UNDER WAY- Susan\n\nM. Dorsey, Superintendent of Schools, Los Angeles, California ; Ernest L. Crandall, Director of Lectures in Public Schools , New York City.\n\n"}
{"page": 841, "printed_page": null, "text": "812\n\nNATIONAL EDUCATION ASSOCIATION\n\nTRAINING TEACHERS TO EMPLOY VISUAL AIDS IN TEACHING-William Gregory, Pirector, Educational Museum, Public Schools, Cleveland, Ohio ; J. J. Tigrt,\nU. S. Commissioner of Education, Washington, D. С.\nACHIEVED AND DESIRABLE IN VISUAL INSTRUCTION-Charles H. Judd, UniChicago, Chicago, Illinois ; Thomas E. Finegan, National Transpor\nPROGRESS\nversity\n\ntation InstituteinWashington, D. C.; and Olive M. Jones, President, National\nEducation Association, New York City.\nGroup H, Vocational and Part-Time Education\nChairman, William M. Davidson, Superintendent of Schools,\nPittsburgh , Pennsylvania\nTHE SUPERINTENDENT'S RESPONSIBILITY FOR DETERMINING AND COÖRDINATING THE\nMAJOR POLICIES OF VOCATIONAL AND PART- TIME EDUCATION-Ernest C. Hart-\n\nwell, Superintendent of Schools , Buffalo, New York.\nTHE SUPERINTENDENT'S OPPORTUNITY TO COORDINATE VOCATIONAL AND GENERAL\n\nEDUCATION-Robert J. Leonard, Director, School of Education, Teachers College, Columbia University, New York City.\nTHE RELATION OF PART- TIME EDUCATION TO VOCATIONAL EDUCATION- Randall J.\n\nCondon, Superintendent of Schools, Cincinnati, Ohio .\nVOCATIONAL GUIDANCE AS AN ADJUNCT OF VOCATIONAL EDUCATION-Frank M.\nLeavitt, Associate Superintendent of Schools, Pittsburgh, Pennsylvania.\n\nGroup I, Immigrant Education\nChairman, A. B. Meredith, Commissioner of Education, Hartford, Connecticut\nTHE PLACE OF IMMIGRANT EDUCATION IN A DEMOCRATIC SCHOOL SYSTEM-William\n\nMcAndrew, Superintendent of Schools, Chicago, Illinois.\nWHAT THE SCHOOLS HAVE ACCOMPLISHED IN THE EDUCATION OF THE IMMIGRANT-\n\nDaniel J. Kelly, Superintendent of Schools, Binghamton, New York ; George\nE. Smith, Supervisor of Extension Work, Buffalo, New York.\nTHE OUTLOOK FOR IMMIGRANT EDUCATION in the United StatesS-John J. Mahoney,\nBoston University, Boston, Massachusetts.\n* FEDERAL LEADERSHIP AND LEGISLATION-Report of a committee on recent legislative\n\nproposals, types of legislation, and definitions of fundamental policies in\nNational legislation affecting school work in English and citizenship for\nforeigners- H. S. Gruver, Lynn, Massachusetts , Chairman; Marguerite II\nBurnett, Wilmington, Delaware ; Raymond Molay, Barnard College, New\nYork City ; R. G. Jones, Superintendent of Schools, Cleveland, Ohio ; Albert\nShiels , Columbia University, New York City ; Joseph M. Gwinn, Superintendent\nof Schools, San Francisco, California.\nSTATE LEADERSHIP AND LEGISLATION-Report of a committee on the present status of\nFederal and State leadership with recommendations as to the most effective\ntypes of coöperation in this work between Federal, State, and local school\nauthorities-Frank Cody, Superintendent of Schools, Detroit, Michigan, Chair-\n\nman; Albert Jenks, National Research Council, Washington, D. C.; Ethel\nRichardson, Assistant Superintendent of Schools, San Francisco, California ,\n\nJohn J. Riley, Specialist in Evening Schools, Albany, New York; Howard\nBradstreet, Director, Bureau of Adult Education, Hartford, Connecticut ; Morgan G. Hogge, Assistant Superintendent of Schools, Chicago, Illinois.\n\n"}
{"page": 842, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n813\n\nGroup K, The School and the Community\nChairman, Frank Cody, Superintendent of Schools, Detroit, Michigan\nPARENT, TEACHER, AND SCHOOL-M. E. Moore, Superintendent of Schools, Beaumont,\nTexas.\n\nCITY SCHOOLS AND COMMUNITY SERVICE-Paul C. Stetson, Superintendent of Schools,\nDayton, Ohio.\nA RURAL SCHOOL COMMUNITY PROGRAM-Mabell G. Bush, State Supervisor of\nElementary Schools, Madison, Wisconsin.\nTHE BOY SCOUT PROJECT-Loren W. Barclay, Educational Director, Boy Scouts of\nAmerica, New York City.\nSCHOOL AND COMMUNITY POSSIBILITIES- Charl Ormond Williams, Field Secretary of\nthe National Education Association, Washington, D. C.\n\nRESOLUTIONS OF THE DEPARTMENT OF\nSUPERINTENDENCE\n\nFebruary 28, 192+\nMEMBERS OF THE COMMITTEE\n..Washington, D. C.\nChairman, FRANK W. BALLOU , Superintendent of Schools .......\nLansing, Michigan\nTHOMAS E. JOHNSON, State Superintendent Public Instruction .\nSan Francisco, California\nJ. M. GWINN, Superintendent of Schools .\nNewton, Massachusetts\nMABEL C. BRAGG, Assistant Superintendent of Schools .\nAugusta, Georgia\nL. B. EVANS, Superintendent of Schools .\nMRS. MARY C. C. BRADFORD, State Superintendent of Public Instruction .... Denver, Colorado\nIthaca, New York\nF. D. BOYNTON, Superintendent of Schools .\n\nAmerican Education Week-In order that the American people may\nhave a full knowledge of the plans and purposes of those who are engaged\nin teaching the youth of America, and thereby be convinced of the economic\n\nand patriotic value of education, and in order that the patriotic and\nfinancial support of American public education may be commensurate with\nits importance in our representative democracy, the Department of Superintendence gives its cordial endorsement to the observance of Education\nWeek throughout the Nation .\nWe commend the action of the President of the United States and of\n\nthe several States in issuing proclamations on this subject, and ask for a\ncontinuance of their endorsements .\n\nWe hereby call upon the profession to continue to prepare plans and\nprograms for this appointed week that will still further carry to the people\na message of what has been done, what is being done, and what should be\ndone to insure the safety of the Republic by a full measure of education for\nall its citizens .\n\nEducation in the Nation's capital-We reaffirm our position regarding\neducation in the Nation's capital by the repetition of the resolution adopted\nby the Department of Superintendence in 1923, as follows :\n\n\"We note with satisfaction and heartily endorse the expressed intention\nof Congress to make the school system of Washington the model system\n\n"}
{"page": 843, "printed_page": null, "text": "814\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the country. We pledge to Congress our hearty support of this proposed\nlegislation and of such appropriation of funds as may be necessary to pro-\n\nvide in the Nation's capital a system of public education which shall exemplify to the Nation the best in administration, supervision, business management, and teaching service. To this end we urge the immediate passage\nof the Teachers' Salary Bill now pending before Congress. \"\nTo avoid war-We recognize both that another world war would de\nstroy civilization and that the hope of today and the security of the future\nlie in an adequate education. To this end we demand a program of education which, by bringing about a better understanding among the people of\nthe world, will speedily produce a situation in which offensive wars will\nbecome impossible.\n\nRural education-We recognize the rural-school problem as one of the\nmost important and difficult in American education. It is a fundamental\nproblem in American life. It is a question that concerns people of the city\nas vitally as it does the people of the country.\n\nIt has been the long-established policy of the Department of Superintendence to promote the welfare of the rural schools in the same degree as\n\nthe city schools, and we, therefore, endorse the action of the President of\nthe National Education Association in the appointment of the Committee\nof One Hundred to devise ways and means for the solution of this problem.\nWe solicit the interest and coöperation of every organization and of men\n\nand women interested in rural-life betterment to the end that the permanence, prosperity, and happiness of people in rural communities may be\ninsured.\n\nEducation Bill-We have noted with great satisfaction and approval\nthat President Coolidge in his first message to Congress gave expression to\nhishigh regard for education and to a belief that education is a fundamental\n\nrequirement of National activity and is worthy of a Department in the\nNational Government and a place in the Cabinet.\nThe clear and forceful statement of the President in his message has\ngreatly encouraged us in the hope for an early and favorable consideration\nof the Education Bill now before Congress .\n\nWe affirm our allegiance to the Education Bill in the language of the\nresolution adopted last year, as follows :\n\"We recognize that a Department of Education is necessary in order that\nthe educational activities of our National Government shall be efficiently\n\nand economically administered. We believe that National sanction and\nNational leadership can be provided only in the person of a Secretary of\nEducation in the President's Cabinet. Federal aid for the purpose of\nstimulating the several States to remove illiteracy, Americanize the foreignborn, prepare teachers, develop adequate programs of physical education,\nand equalize educational opportunities, is in accord with our long-established\npractice and is demanded by the present crisis in education.\"\n\n"}
{"page": 844, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n815\n\nLaw observance-We recognize that our civilization is in danger of\nbeing undermined by the failure of our people to observe the laws of our\ncountry and the communities in which they live. We. further recognize\nthe fact that law observance can be best secured by proper observation and\ntraining. We therefore urge that the schools of America stress as never\n\nbefore the fundamental principles of American citizenship-participation\nin governmental activities and complete loyalty and obedience to its laws\nand respect for duly constituted authorities.\nEfficient service of teachers-The great body of the people of our\ncountry are demanding increasingly higher standards of education. These\ndemands are resulting in the new, vitalized educational program in our\n\nschools.\n\nThere is a clarion call for broadly educated, highly trained\n\nleaders with clear vision and high ideals .\nThe Department of Superintendence commends the inspiring and efficient\nservice of teachers, principals, and supervisors who are whole-heartedly\ndevoting their lives to this high type of patriotic service, and urges increasing understanding, appreciation, and support by the public of these teachers,\nprincipals, and supervisors in the schools of America.\nNo reduction in appropriations for public education-The unprecedented\n\nrise in the cost of public education as represented in the elementary and\nsecondary fields may be traced to definite causes . It is the conviction of the\nAmerican people that an education is the birthright of every child in this\ndemocracy. Within the period from 1890 to 1920 it became necessary to\nexpand the elementary-school plant seventy per cent and the high-school\nplant one thousand per cent, with like extensions in the instructing\nstaff, to take care of the ten million additional children in the elementary\nand two million in the secondary school. The increase in population,\nvast as that was for the period named, does not account for the increase\nin attendance. The real reason is the difference in conception on the part\nof the people as to what their schools should do. Compulsory attendance\nlaws brought children by the thousand into schools, the age limit was\nraised, and civic organizations inaugurated \"back-to-school movements.\"\nThe public demanded physical and health education, courses in civics and\npatriotism, in fire and accident prevention, in music and drawing, in industrial and household arts, in science and commercial studies, expanded options\nin foreign languages and history, classes for the mentally and physically\ndisabled, part-time and continuation courses, open-air schools, night schools,\nsummer terms; in short, a public service was demanded of the schools to\nmeet changing domestic and economic conditions unheard of a generation\n\nago.\n\nLocal pressure and legislative enactment established the present\n\npublic-school program and changed public schools from places for the\n\nintellectual training of a selected few to public-service stations whereby\nand wherein all might be equally served irrespective of race, color, creed,\neconomic status, or parental occupation.\nIf the present conception, which seems to be the creed of the American\n\n"}
{"page": 845, "printed_page": null, "text": "816\n\nNATIONAL EDUCATION ASSOCIATION\n\npeople, is to continue and the public schools remain public service stations,\nthen it is futile to discuss a diminishing cost for public education.\n\nOn the\n\nother hand, if every child of school age is to receive what is conceded to\nbe his just due-namely, a full school day five days each week-the cost\nof school construction must go on. For example, two hundred million\ndollars are required at this moment for school construction in a single State\nif the children of that State are to enjoy this privilege.\nThere is another factor in the recent cost of education. As late as 1917,\n\nsalaries of teachers were proverbially and disgracefully low. Because of\nthis, at no time in the history of American education has there been an\nadequate supply of trained teachers. At the present time, public education\nis suffering because of this lack. If public education is ever to have an\nadequate supply of trained teachers, millions more must be provided for\nour teacher-training schools. When an adequate trained instruction staff\nis had, the cause for the charge that \"superficiality now obtains in public\neducation\" will have been removed.\n\nPrior to 1917, thousands of trained\n\nteachers left the profession because salaries had dropped below maintenance level. The situation became so serious that public sentiment\ncrystallized into a Nation-wide movement for better salaries for teachers.\nThis movement resulted in legislative enactment setting a minimum wage\nand annual increments. While teachers' salaries have materially increased\nin the number of dollars, there has been no corresponding increase in purchasing power. This movement, therefore, must go on. Present salary\nlevels must be maintained and in many instances advanced, if we are to\nsecure men and women of the same standards of ability and efficiency required in general business. If the schools are to Americanize the 13,000,000\nof foreign-born now in this country and the millions more yet to come, it\nthey are to banish illiteracy, if they are to take over the care of the health\nof childhood, and do the other things that the people now expect them to\ndo, then there must be no expectation of a reduction in appropriations for\npublic education , either State or local.\nCan the Nation finance the program ?\n\nThe late Franklin K. Lane\n\nplaced the annual loss to the Nation from illiteracy at $826,000,000. The\nProvost General places the loss due to remedial physical defects at still\ngreater figures. In 1920, Federal statisticians placed the Nation's bill for\nluxuries at $22,500,000,000-a sum approximately equal to the cost of the\nGovernment from the adoption of the Constitution to the declaration of\nwar against Germany, a sum large enough to replace the public school\nplant from the ground up. The American people own fourteen out of\nevery seventeen automobiles that the world has built. A single State has\nwithin the last fifteen years built State roads sufficient to lay three parallel\nroutes from New York to San Francisco and had $200,000,000 left for\nthe development of its canal system.\nIt may be necessary to cut down expenses, but it should not be done by\n\nrobbing childhood of its birthright. The remedy rests in a more scientific\ndistribution of funds and the equalization of taxation. The destiny of the\n\n"}
{"page": 846, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n817\n\npublic schools is the destiny of the Republic; the Nation of the future must\npass through the schoolroom where the traditions of our free institutions\nare conserved and transmitted.\n\nWhat that future shall be rests with the\n\nAmerican people.\n\nMORAL AIMS IN THE TRAINING OF YOUTH\nDR. HENRY NEUMANN, LEADER, BROOKLYN SOCIETY FOR ETHICAL CULTURE\nBROOKLYN, NEW YORK\n\nPresident Payson Smith : The cause in whose interest we have assembled\nhere in Chicago for this week has its deeply religious implications. It is,\ntherefore, highly appropriate that we should continue the custom inaugurated several years ago of having the convention open with this Vesper\nService.\n\nIt is a very great privilege to be able to present to you as the speaker\nof the afternoon Dr. Henry Neumann, who will speak on the topic Moral\nAims in the Training of Youth.\nDr. Henry Neumann: Those of us whose privilege it is to be teachers\nmay look upon the children who come to us as so many names in a roll\nbook or we may look upon them as candidates for promotion to the next\ngrade, but it is something better. We may also look upon them as candidates for those excellencies that constitute the dignity and the glory of\nhuman existence. We can look upon our task of educators with John\nStuart Mill, who said that education is a bridge across the gulf between\nmen as they are and men as they might become.\nIn New Orleans there is a statue erected to a woman, the first of its\n\nkind in our country. It is that of an old peasant woman, who had come\nfrom Ireland to earn her living in this country. On her way to work each\n\nday, because ofher interest in the orphans, she would pass over the fence to\nthe youngsters an apple, orange, or some toy. She prospered in business,\nand when she died, her will directed that all her money should be equally\ndivided among the Catholic, Protestant, and Jewish orphan asylums. This\nincident I mention to show how those who have privileges which were\n\ndenied to this woman, never rise to her level, nor have they caught what\nin her life was an answering echo to the call of the ideals of the Republic.\nThis democratic soul illustrates that there is something better than learning .\nIt is quite possible to cultivate intellect and certain graces of manner\nwithout developing finer and stronger men and women. Many a person\ncan pass an intelligence test and keep out of jail without being morally\ncourageous, honorable, fair-minded, and public spirited.\nIt is not the criminal elements that constitute the gravest moral problems\nfor our country. Their number is relatively small ; and every community\nis more or less alert to the danger which they constitute, The more serious\nproblem is raised by the easy-going contentment, the moral unenlightenment, the hand-to-mouth, sporadic idealism of the vast number of quite\n\n"}
{"page": 847, "printed_page": null, "text": "818\n\nNATIONAL EDUCATION ASSOCIATION\n\nrespectable persons. When a crisis occurs like the recent war, they rise to\na splendid willingness to give their services freely. When the war is over,\nthey sink back into apathy, or, as in many circles in our country, they switch\nover their hatred of the war-time foe to any group whose race, color,\nreligion, politics, or social philosophy they find uncongenial. This widespread intolerance on the part of people who regard themselves as eminently respectable is but one instance of the need for thoroughgoing ethical\noutlooks.\n\nMoral education is more than an attempt to save young people from vice.\nThe best way to shield one's life from evil is to be ruled by great positive\nideals of the dignity and worth of our human gifts. The absence of such\nideals is responsible for the failure to be interested in the right solutions for\nour many problems-right solutions and not merely the easy, quick, temporary ones .\n\nCollege students rarely think that all those problems, the perils confronting the modern home, the labor problem, the question of how unlike\ngroups shall live together, the problem of building up a genuine world\nsociety, need to be worked out in the light of great, comprehensive ideals\nfor the whole of life.\n\nThe same is true in the lives of those who are not privileged to go to\ncollege. Our working classes do not regard this work as a service to\nmankind. Neither, for that matter, do their employers. To both sides, the\nday's work is little more than a means to money-making. What wonder\n\nthat they quarrel over the division of the spoils ? Work should be treated\nas a way of supplying the needs of a better human living for all whom the\nwork in any way affects, but this is not taught in every school and home\nas yet. The results are revolt, strife, slip-shod work, feverish chase after\nsenseless luxuries. The spiritual emptiness of vast numbers of \"respectable\"\nlives is a much more serious problem than the open criminality of a small\nclass.\n\nThe splendid response which America made this summer to the call for\naid to the victims of the Japanese earthquake shows that there is in people\n\na fund of goodwill which, if rightly directed, is more than ample to prevent world-old wrongs and to make our sick earth over. But that goodwill\nneeds to be enlightened. Not so long ago we were being urged to prepare\nfor war against the very Japanese whom we so generously helped. Evidently it is much harder for people to be just to one another all the time\nand to settle their differences on a basis of fairness than to give charity\non those chance occasions when their feelings are strongly moved. We have\nan ethics of justice as between man and man.\n\nThe world is badly sick.\n\nhowever, for lack of an ethics of justice as between groups and nations.\nThe root problem of our age is to get saner ideas into every human head.\n\nLet our schools always keep before the minds of our young people the\nthought that all tools, whether in the shape of modern machinery or of\nthe mere power to read and to write, are good or bad according to the uses\nwe make of them.\n\n"}
{"page": 848, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n819\n\nIn the last analysis it is the kind of thinking that these boys and girls\ncarry with them into the world which will decide what kind of world it\n\nis going to be. It may be a petty and cruel world, or a large and noble\nworld, corresponding to their ideals. To refine and clarify their thinking,\nto inspire their deepest energies, and to elevate their ideals, are tasks which\nour country can never take too seriously.\nIt is a grave mistake for the teacher to think that his main concern must\nbe to prepare his pupils for the next grade. What sense is there in the\nwork of the school if the pupils are left with little inspiration to put their\ntraining to its worthiest uses ? For example, it is easily forgotten that\nscience lends itself as readily to the doing of hurt as of good. The latest\nfindings in chemistry are as available to the burglar as they are to the\nsanitary engineer. Poison gas is as typical a product of our age as vaccines\nand anti-toxins. The printing press and the radio have enormously increased the speed and the range of our communications ; but they can be\n\nused indifferently to transmit truth or lies, wisdom or stupidity. It is indeed\ngood to make the tools. We are not children who must be kept from\nusing knives and forks for fear that these tools may do hurt. But now\nthat human beings can do so much more harm or good than ever before in\n\nhistory, it behooves them to think more earnestly and more intelligently\nthan ever upon questions of good, better, and best in the uses of their gifts .\nBecause we travel at the rate of sixty miles an hour Dean Inge reminds us\n\nwe are not ten times more civilized than ages that traveled only six.\nOur work, in short, must keep forever in mind this double need.\n\nThere\n\nis a moral heritage which must be preserved against assault from man's\nlower nature. But beyond the righteousness accepted of our times there is\na vastly nobler life still to be furthered. Literature, art, history, civics,\nscience, all the studies, all the methods, all the influences with which we can\nsurround our young people and all the activities to which we can get them\nto give themselves, find their highest usefulness in what they offer to this\ndouble task of moral conservation and enrichment .\n\nWe can, if we will, teach in mechanical, routine fashion like slaves driven\nto their task by the lash of mere habits. We can do our work like day\nworkers intent only upon the day's wage. We can also teach like master\ncraftsmen inspired to a sense of the privilege that it is to quicken the better\nlife in these unspoiled, uncompromised young people. We can teach like\ncreative artists touched by a spark of the Divine fire to a realization of the\ngreatness of their privilege and obligation.\n\nOPENING ADDRESSES\n\nPresident Payson Smith : \" The convention will be in order .\"\n\nFormer President John H. Beveridge : \"It is always customary at the\nclose of the meeting of the Department of Superintendence for the outgoing president to introduce the new president. That was impossible a\n\n"}
{"page": 849, "printed_page": null, "text": "820\n\nNATIONAL EDUCATION ASSOCIATION\n\nyear ago because the honorable president was in Massachusetts and the\nmeeting was held in Cleveland, Ohio, so it becomes my very great pleasure\nthis morning to introduce to you your new president as your presiding\nofficer. Last year I found that there were certain tools or instruments of\nwarfare that were beneficial in facilitating operations of the meeting, and\nso I want to present to you, Mr. President, this morning, a block and gavel\n\nmade by the Omaha school children, which I hope will aid you in presiding over this deliberative assembly. I want to add that this block and\ngavel are to become your permanent property, to remind you of pleasant\nassociations on this occasion. Mr. President, I present you with this gavel.\"\nPresident Smith: \" It certainly is a very great pleasure to accept at your\nhands this gavel, which is the handiwork of the boys of the schools of the\ncity of Omaha. I am very happy to accept this as a symbol of the service\nwhich these young men and women of our schools are prepared to render\nto us in these days when we are trying to carry the burden of the day, and\nas a symbol of that greater service for which they are being prepared when\ntheir day arrives. It is a privilege likewise to accept it, sir, because it is a\nsymbol of your own splendid service as the presiding officer of this great\nAssociation, and I might wish that there might be renewed in this symbol\nthe justice, the fairness with which you have presided at these sessions. I\nshould ask nothing more or better than that I should be able to keep alive\nthe splendid tradition that has been established by you and your predecessors\nin office, and I am particularly glad to accept it as a symbol of that trust\nwhich was placed in me when, sight unseen, you were willing to place the\ndestinies of the Department of Superintendence for a little while in my\nhands. I trust that I shall be worthy of this faith and this confidence of\nyours.\n\n\" In tens of thousands of American schools today millions of American\n\nboys and girls are offering a petition, the petition taught us by our Lord.\nIt seems to me appropriate that we who are working for and with them\nshould join our voices with theirs and I ask, therefore, that you will arise\nand join with me in repeating The Lord's Prayer.\n\"Our Canadian friends have a very happy phrase in which they express\nthe relationship of the Dominion to the Empire. The phrase runs, I think,\n\nsomething like this : \"Daughter am I in my mother's house, but mistress in\nmy own. \" A relationship I think something like this obtains between the\nDepartment of Superintendence and the mother Association. This great\nDepartment has attained to the fullness of the stature of manhood, and\nit is perhaps fair to say master in its own house, but we are indeed always\nvery proud to give our allegiance to the parent Association of which we\nare a part, that largest and greatest Association of all associations of the\n\nteachers of the world, and it is a very great privilege to present to you\nthis morning, the President of the National Education Association, Miss\nOlive M. Jones, who will speak on the topic, \"Watchman, Tell Us of the\nNight. \" 1\n1This address was printed in full in the JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION\nVol . 13 , No. 4, April, 1924.\n\n"}
{"page": 850, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n821\n\nPresident Smith : \"We are deeply grateful to the President of our National Education Association for this splendid message of leadership which\nshe has brought us, particularly for this challenge which she has laid down\n\nto those who would set forth on a program of financial retrenchment in\neducation. It may be said, as well first as last, that we who are the\nservants of the American people in the cause of education believe that the\npublic schools of this country are not to cost less but are going to cost\nmore, because there are going to be more children who are going to attend\nschool. Children will attend school for longer periods of time and there\nmust be a larger range of educational opportunity to meet the requirements\n\nof the larger numbers of children who will attend school. With this message, which we send to the American people, that American education is\nto cost more, we have a very vital interest, to accompany it with this other\nmessage that we who represent them in the cause of education are determined to see just so far as lies in us that we shall produce dollar for dollar\n\nin value for the money that is expended for education. That is the purpose\nof our great meeting to see that we shall, wherever possible, make our\n\nsystems of education more effective.\n\"It is a very great privilege to present to you this morning the Chief\nMagistrate of this great city of Chicago, a man who, as I understand, in his\nprivate belief holds no brief for the policy of our Government with reference\nto the control of liquor but does hold a brief, an official brief which he has\nsplendidly maintained that whatever the Constitution orders and the laws\nproclaim that shall be carried forward by those in executive position. It is\na proud moment in which I present his Honor, William E. Dever, mayor\nof Chicago, who brings to this convention the greetings of the city.\"\n\nTHE GREETINGS OF CHICAGO\nWILLIAM DEVER, MAYOR OF CHICAGO, ILLINOIS\n\nI doubt whether it would be quite possible to select a city in which to\nhold your great national convention whose Mayor would be less fitted\nthan myself to deal with the important questions upon which you will\ndeliberate here in Chicago. My work in life has been somewhat different\nfrom that of educators. Sometimes in a remote, occasionally in an intimate\nway, I have had to deal with school affairs, but usually my problems were\nconcerned more particularly with the business side of Chicago's educational\n\norganization.\n\nThat is about the beginning and the end of my actual\n\ncontact with educational affairs except that I am a product of our American\nschools.\n\nI am here solely to extend to you a welcome, something more than the\nordinary official welcome to Chicago. Your Chairman during the few\nmoments I have been here has touched upon the matter of cost of education\nin this Nation and its tendency to increase as the functions of education\nbecome more extended, as there comes to be a more widespread apprecia\n\n"}
{"page": 851, "printed_page": null, "text": "822\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the fundamental importance of the work of the educator. That is quite\ntrue, and that fact, it seems to me, ought to be diffused more generally\nthroughout the body politic. The increased cost of education grows out of\nthe necessity for sound education, the necessity, through a properly organized system, of inculcating those lessons in the young mind that mean\nso much to the moral, the cultural, and the civic spirit of the men and the\nwomen who are to govern this Nation in the future, as well as from the\ntendency to high costs in all directions. There is a growing knowledge of\nthe important function of the teacher and the supreme importance of the\npublic schools which must of necessity awake the public mind to a belief\nthat money properly spent in that service is money well spent.\nWe are spending of the taxpayers' money now in the city of Chicago ap-proximately $55,000,000 a year to support our public schools. The Mayor\nof the city as such has no control over the expenditure of that money.\nUnder our laws the Mayor's only official contact with the school system is\nthat he has the power to appoint the members of the School Board, and this\nMayor appointed the present School Board, and it is one of the things I am\na little bit proud of. We have obtained the consent of distinguished men\nand women to serve upon our School Board. They serve without any\nsalary whatever, their only reward, the only reward that it is possible for\nthem to receive is the consciousness of duty well performed. The President of our Board, I am going to mention his name, because as I say , this\nis about all he will ever get out of it, is Charles M. Moderwell. He was\n\nappointed by myself, and he has had to lay aside large private interests,\nbecause no man who has the burden of expending so large a sum of the\n\ntaxpayers' money can also devote himself to private business. He has assumed a man's task, and for a man to do that for the public solely out of\ncivic spirit is a fine thing to contemplate. After all that is the spirit that\nwill make this country great.\n\nIn talking to the gentleman on my right I made the inquiry as the Chairman was speaking, whether your convention included a Business Managers\nOrganization ? The form of this convention, as I understand it, is to deal\nalmost altogether with matters of educational consequence. There is another side to our educational system that sometimes I think ought to be\ncorrelated in some manner with this organization, and that is the Business\n\nManagers' Association, if there is such an organization and I am informed\nthere is. The work of the two is essentially different, but that there must\n\nbe correlation between them it seems to me is quite evident. There ought\nto be some point of contact between the two organizations that will enable\nthem to work out a proper economic and effective expenditure of the taxpayers' money.\nI am glad to be here this morning. I am talking longer than I usually\ntalk to organizations of this kind. One of the pleasant things in connection\n\nwith my office is that I am called upon to meet so frequently distinguished\nmen and women from out of town and to welcome them to Chicago, but\n\n"}
{"page": 852, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n823\n\nknowing as I do the tremendous significance of your life work to the welfare of this Nation I want to assure you in all sincerity I am extending\nyou a real, sincere, cordial welcome to Chicago .\n\nNATIONAL OBLIGATIONS IN EDUCATION\nJOHN W. ABERCROMBIE , STATE SUPERINTENDENT OF EDUCATION, MONTGOMERY, ALABAMA\n\nI am deeply grateful for the privilege of meeting, knowing better and cooperating with so many of my educational co-workers in the solution of\ncommon problems. When we really and truly know one another our\nproblems become common problems, our burdens common burdens, our\ndangers common dangers, our country one country, our flag one flag, and I\nmight say our God one God. Educational problems are difficult of solution. Both in America and throughout the world problems of every kind\nhave been tremendously complicated by recent developments. History and\nreason teach us that no country can afford to rely solely upon natural\nresources for the development, prosperity, and happiness of its people; that\nnatural resources alone, however varied, extensive and valuable, will not\nsuffice to make a country great. If only natural resources were necessary,\nour country would have no need for concern about the future. Sky and\nair, earth and sea, forest and stream, mountain and valley, soil and climate\n\nall conspire to make of our land a delightful habitation for man.\nMost important resource-Man himself is a natural resource. Nature\n\nhas decreed that his development shall precede the utilization of the things\nover which he has been given dominion. Only to the extent that he is developed can those things be appreciated and appropriated by him. Fortunately, he is capable of self-development. The power to acquire and apply\nknowledge is peculiar to man and through its cultivation and exercise he\nhas made much of progress in civilization. In some respects this progress\nhas been greater nowhere else than in the United States.\nThe prime requisite-However, great as have been our achievements, we\nstill lack the prime requisite for the maximum of development-namely, a\n\ncitizenry universally qualified to live sanely and efficiently, to utilize wisely\nand fully the unsurpassed natural advantages with which our land is blest.\nOut of slavery, secession, war, emancipation, and reconstruction the\nSouth inherited perplexing problems, chief among them being those relating\nto education, labor, and racial adjustment. These conditions and problems\nare so related that it is impossible to discuss them separately.\nPrior to the War of Secession conditions in the South were not con-\n\nducive to the development of public-school systems. Slavery and universal\neducation have never been coexistent anywhere in the world. Not until\nafter the war was the principle of universal education at governmental\nexpense firmly established.\n\n"}
{"page": 853, "printed_page": null, "text": "824\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn the South the labor problem is largely a race problem and for the\nsame reasons the race problem is largely a labor problem. Labor and\ncapital seem to be destined everywhere to the waging of an unending\ncontest, which at times shakes the foundations of government, threatens a\ndisruption of business and industry, and presents an appalling spectacle of\nman's inhumanity to man .\n\nThe South's labor problem is peculiar to the section and grows out of\nthe occupancy of the same territory by two very dissimilar races.\nEffects of slavery-My opinion is that as a race the Negro was benefited\nby slavery. Inhuman as it was, the Negro got vastly more from bondage\nthan did the white man. What did the Negro get ? Release from barbarism, physical development, industrial training, the lesson of obedience, the\ndiscipline of work, the example of the master, the English language, the\nfoundation of the home, the introduction to civilization, and the elevating\n\ninfluences of the Christian religion. What did the white man get? Personal animosities, family divisions, sectional hatreds, devastating war; and\nwith other injurious influence he got exemption from physical labor and\nmental exertion, the results of which are habits of ease, idleness, indulgence,\ndissipation, weakness, inefficiency, and helplessness.\nThe effect of slavery upon labor was to degrade it. With the white\nman labor came to be regarded as menial and fit only for the slave. With\nthe Negro it came to be looked upon as an attribute of slavery, and therefore a thing to be despised and evaded. Is it any wonder that freedom\nbrought to both races economic confusion and industrial disaster ?\n\nThe\n\nNegro regarded it as freedom from work ; the white man as subjection to\nan ignoble existence. The result was many mistakes upon the part of each\nrace. Each suffers from those mistakes today, though many of them were\nmade over a half century ago.\nNegro enfranchisement-But the southern whites and blacks were not\nthe only people who blundered in the beginning of freedom. One of the\ngreatest mistakes of that exciting period was committed by those who administered the affairs of the Federal Government. The sudden, unanimous,\nand complete enfranchisement of four millions of people steeped in ig-\n\nnorance and superstition, who had received no preparation whatever for the\ngrave and exacting duties of citizenship, was the colossal mistake of the\ntime, and was as injurious to the Nation itself as it was cruel to the exslave and unjust to his former master. It drove a poisoned dagger through\n\nthe very heart of the white south, and retarded temporarily, if not for all\ntime, the civic growth, the economic progress, and the educational development of both races there. It polluted the body politic of the entire Nation\nand complicated, if indeed it did not create, the race problem. The disastrous effects of that stupendous error are still visible and burdensome.\nFor more than fifty years they have obscured the visions of men.\nIf Lincoln had lived that mistake would not have been made, and the\nSouth would have escaped the horrors of reconstruction. Let us congratulate ourselves that our country has not made the same mistake in\n\n"}
{"page": 854, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n825\n\nPorto Rico, Hawaii, and the Philippine Islands. Though ten thousand\nmiles away we are spending many millions of dollars preparing the Philip-\n\npinos for citizenship before granting them its full privileges, just as should\nhave been done with the Negro, and just as I believe would have been done\nhad Lincoln lived.\n\nThe race problem-And there is a race problem. Close our eyes to it\nas we may, try to evade it as we will, the problem remains. It will not\ndown at any man's bidding. It is a living, everpresent, all-pervasive, irrepressible problem. What is that problem ? To teach the two most dissimilar and unassimilable of all the races, one of which was for generations\nunder involuntary servitude to the other, to live upon the same soil and\nunder the same government in harmony and mutual helpfulness; to develop\nwithout friction a race within a race; to establish a civilization within a\n\ncivilization-that seems to be the southern race problem. There has been\nnothing like it in history; we have no lamp of experience by which to guide\nour footsteps. Upon its wise solution depend the peace, prosperity, and\nhappiness not only of the South but also in large measure of the Nation\nitself, for the problem is fast becoming Nation-wide.\nThe problem is not open to immediate, definite, permanent solution. If\nit is ever solved the solution will come slowly, gradually, and through cooperative efforts upon the part of intelligent and patriotic representatives\nof both races and all sections. Great intelligence, unswerving honesty,\nwisest discretion, untiring consecration, and unfaltering patriotism will be\nnecessary. There will be needed also much of sympathy, confidence,\npatience, toleration, earnestness, courage, and true religion.\nIn other words, for the race problem as with all other problems there is\nno solution outside of education. Only through educational processes, only\nthrough the cultivation of head and hand and heart can a people be advanced in civilization and prepared for self-government. This education\nmust be of the right kind and it must be universally applied. I do not subscribe to the doctrine that ignorance is a qualification for certain kinds of\nlabor. The most ignorant are not the most efficient even in the performance\nof so-called menial tasks. On the contrary, the most ignorant are always\nthe most inefficient and at the same time the most diseased, the most immoral, the most criminal, and the most dangerous to society and government. This is true of individuals; it is equally true of races.\nThere are 10,500,000 Negroes in the United States, 9,000,000, or 85 per\ncent of whom are in the southern and contiguous States. Of the 8,100,000\n\nten years of age or over, 1,850,000, or 29.9 per cent, are illiterate. In\n\nnumerous communities in the South the Negro population is many times\nthat of the white. Naturally illiteracy is highest in such localities.\nOwing to insanitary conditions and unwholesome living habits due to\n\nignorance, the Negro has so degenerated physically since emancipation that\nhe falls an easy victim to contagious diseases, especially tuberculosis. When\nhe goes to other sections, and he is going by the hundreds of thousands ,\nhe carries this and other diseases with him.\n\nThe whites there contract\n\n"}
{"page": 855, "printed_page": null, "text": "826\n\nNATIONAL EDUCATION ASSOCIATION\n\ndiseases from him and through travel, visitation, and migration scatter\n\nthem throughout the country. It is impossible to have such a condition in\none section without endangering health and life in every other section. In\nself-defence, if not from a sense of altruism and patriotism, it devolves upon\nthe government in both State and Nation to see to it that the Negro is\n\ntaught how to live intelligently, hygienically, and morally. He must be\ntrained for his environment and his education must be dominantly voca-\n\ntional and moral, rather than dominantly cultural and professional .\nOur forefathers took lands from the savage red man and in restitution\nwe have made him a ward of the Nation. We have expended many millions of dollars in an effort to prepare him for efficient citizenship. Our\nforefathers made a slave of the savage black man ; why not treat him with\nequal consideration ? The new democracy demands equal and exact justice\nfor all people.\n\nStates unequal to task-While each of the forty-eight States is definitely\n\nand irrevocably committed to the policy of providing universal education at\npublic expense, while each is striving heroically to meet its educational\nobligations and while under existing conditions each is making commendable progress, the fact remains that in most of them the work is only well\nbegun.\n\nIf the South were as well developed, as productive, and as wealthy as\nother sections of equal area and population, which is not true by reason of\nthe ravages of war and the presence of the Negro, it would require a rate\nof taxation greatly above the average to give to all of her children advantages equal to those provided by other sections for theirs, because the\n\nSouth is confronted with the irremovable necessity of maintaining a dual\nsystem of schools. To provide adequate advantages under existing conditions would require a rate of taxation many times larger than that levied\nelsewhere. Such a rate would be oppressive, impoverishing, confiscatory.\nNational aid essential-If this be a correct diagnosis of our country's\neducational ills, what is the remedy ? I answer : Without action by the\nFederal Government there is no hope for prompt and effective relief. The\nNation must come to the rescue. Congress must make adequate annual\nappropriations for all forms of education to be apportioned equitably\namong all of the States and to be expended under the supervision and control of State and local authorities. Such apportionment and expenditure\nwould place the appropriation where it is most needed and therefore where\n\nit would accomplish greatest good for the entire country. It would also\nleave the direct administration of the fund with the individual State and\n\nlocal governments where it properly belongs.\nIn other words, Congress should forthwith pass the pending Education\nBill, now known as the Sterling-Reed Bill, which provides for coöperation\nbetween the States and the Federal Government in the removal of illiteracy,\nthe Americanization of the foreign-born, the equalization of educational op-\n\nportunities, the promotion of physical education, and the training of teach-\n\n"}
{"page": 856, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n827\n\ners. The proposed plan involves no new principle. The Federal Government and the States have long coöperated in certain forms of education.\nIn 1785 Congress set aside every sixteenth section of land to be used for\n\nthe maintenance of public schools, and since then has appropriated many\nmillions of dollars in land and money for the encouragement of education.\n\nThe pending bill would simply extend the application of the principle by\ngranting Federal aid to the States to be used for these five specific purposes\nwhich are fundamental to the most effective citizenship in both State and\nNation.\n\nFull of error is the contention that the citizen is under obligation to\n\nprovide education for his own children, and for his own children only.\nEqually untenable is this contention when applied to States. It is as much\nto the interest of a State that the people of every other State be adequately\neducated, as it is to the interest of a community or county within a State\nthat the people of every other community or county in that State be properly\ntrained. If it is the duty of the richer communities and counties to assist\nthe poorer communities and counties in a State, equally is it the duty of the\nwealthier States to assist the less wealthy States in the Nation.\nIn this age of transportation, trade, travel, visitation, and migration we\nare fast coming to be one country. Already over 20,000,000 of our people\nare residing in States other than those in which they were born, and it is\nno longer possible to permit a child to grow into citizenship in ignorance\nanywhere without endangering every other citizen everywhere. Whatever jeopardizes the freest and fullest development of any State or section\nimperils such development in every other State and section.\nManifestly the logical and essential next step in our educational development is the passage of the Education Bill now pending in Congress. Shall\nthe Federal Government make appropriations for the building of locks and\ndams, for the deepening of rivers and digging of canals, for the construction of railroads and highways, for the reclamation service, for farm demon-\n\nstration purposes, for the eradication of boll weevil, cattle tick, and hog\ncholera, and at the same time neglect the nobler duty of preparing its\nchildren for that citizenship upon which its very existence depends ? Shall\nthe Nation continue to sacrifice its citizens and endanger its efficiency and\nstability by permitting its children, through the neglect or cupidity of unnatural parents, or through the avarice and inhumanity of grasping corporations, to grow into manhood and womanhood dwarfed in body, mind,\nand soul ? The continuance of such a policy would be nothing less than\nsocial, economic, and governmental suicide.\n\n"}
{"page": 857, "printed_page": null, "text": "828\n\nNATIONAL EDUCATION ASSOCIATION\n\nENCOURAGEMENTS\nWILLIAM MATHER LEWIS, PRESIDENT GEORGE WASHINGTON UNIVERSITY\nWASHINGTON , D. C.\n\nSome one has said that a pessimist was one who looked both ways before crossing a one-way street. There is no need for us to look both ways\nin this matter of education because American education today is leading\nonly one way and that way is to the most successful service that the educational system of any Nation has ever rendered.\nAt this particular time when the air is filled with criticism of Government organizations and of the various institutions which we have established in this country it is remarkable to note that no criticism is leveled\nagainst our school system in the effect which it is having upon American\nlife, and this despite the fact that within the last generation there have\ncome up in America industrial, social, and business problems such as the\nworld has never seen; this despite the fact that in the last generation our\nentire industrial system and social system have been overhauled and\nchanged, and yet the schools have kept pace and have furnished the people\nto man the social and the industrial and the business machinery of America.\n\nWhen you and I were students in the high school there was no such\nthing in America as the automobile. Its advent was not an unmixed blessing. We could occasionally in our cities get up to the curb. There was\nalso the advantage that when we took the young lady out into the country\nfor the drive Saturday afternoon we never had to walk back fifteen miles\n\nto a barn to get hay before we could proceed. Travel was somewhat\nslower, but after all it was surer. When I was a boy only the most patient\npeople used the telephone. The person who talked about flying in the air\nwas put under the surveillance of the family physician, and as for the more\nimportant inventions of our times-gas and the thermos bottle, and the\nphonograph-we never thought about them. It was the age of the individual, it was the age when education was led along the quiet byways of\nlife.\n\nThen there came this tremendous change in our whole fabric.\n\nI lived in a steel town in Illinois, a town where the production of that\ngreat essential was and is the principal industry. At that time 124 or 125\nmen were handling the ingots that today are handled by three or four\nmen with electric magnets. Some of you live on the Atlantic or Pacific\nseaboard. You can remember the time when eighty or ninety people on\ntheir backs carried the coal up into the hold of the ship, work which is\nbeing done today by four or five people with a conveyor. Those two\nhomely pictures suggest what the American educational system has been\ncalled upon to do, suggest why essentially this is in America the century\nof education. We have passed through first in America the century of the\npioneer, the century of the individual, who went out into the woods to\nhew out his fortune and to hew out a livelihood at the same time.\n\nWe\n\n"}
{"page": 858, "printed_page": null, "text": "829\n\nDEPARTMENT OF SUPERINTENDENCE\n\nhave gone through the century in America of political organization.\n\nWe\n\nhave gone through more recently the century of industrial and business and\nsocial centralization, and all have led inevitably to this.\n\nWhy is it that\n\ntoday in the American public schools there are practically 22,000,000 of\nour young people ? Why is it that there are more people in colleges today\nthan were in high schools in 1890 ? Why is it that over that period,\nwhile the entire population of the United States has increased 65 per cent,\nthe attendance at high schools has increased 520 per cent? The tremendous\nspeeding up of life in America demands that we raise up a generation which\nshall know and not guess, and that is what the American school system is\ndoing.\n\nWe have had reference made to the problem of illiteracy, and it is in\nAmerica today a great problem, but do not forget that because of the selfsacrificing work and the intelligent work of the American school teacher\nthat percentage of illiteracy in a period of a very few years has been\nlowered from 13 per cent to something like 6 per cent, and this despite the\ntremendous influx of alien population to our country.\nThe night school and the part-time school in America are encouraging\n\nnew developments. At George Washington University 3500 young people\ncome to us at five o'clock in the afternoon from the Government departments. Why ? Because they realize that you cannot stand still; you must\ncontinue with your education or fall into the back ranks .\n\nOnly a few weeks ago a very successful electrical engineer came to our\nDean of Engineering and said he wanted to register in the schools, and the\n\nDean said \"Why ?\" and he said, \"Because electrical engineering is moving\nalong so fast that unless I keep pace with it, unless I study and keep up\nwith the latest developments in this branch of science, within two or three\nyears I will be dropped out of my job.\"\nLook at another angle of American modern life and see the additional\nresponsibility that the American school has had to take over. There has\n\nbeen a tremendous survival of youth in the last ten years participated in\nby the fathers and mothers and grandfathers and grandmothers of America.\nThere has never been a time when the effort to push back the flight of time\nhas been as insistent as it has been in America today, and naturally that\n\nmother who will not take the testimony of the mirror, that mother who has\nthrown the four-wheel brakes onto the flight of time is rather embarrassed\nby the appearance of a debutante daughter, and father finds it rather difficult to be one of the boys and have one of the boys at the same time.\n\nSince that responsibility for education, which in a former generation was\nthe responsibility of the home, has in a great measure been pushed on the\nAmerican school, it is to the glory of the American school that despite the\n\ngiving up of responsibility by the American home we are still producing so\nwholesome, so fine a lot of youth in America.\n\nI want to say to you in behalf of this generation of youth that wherever\ntoday in America we find the old-fashioned, wholesome, American home,\n\n"}
{"page": 859, "printed_page": null, "text": "830\n\nNATIONAL EDUCATION ASSOCIATION\n\nwe find just the same group of American children that we ever had, and\nthat element, the strength of the American youth today in its changing\ngeneration, can go to the credit of the American schools.\nSomething has been said about professional standards in the schools.\nIsn't it encouraging, isn't it gratifying that instead of what did happen in\nformer generations that gala youth too often sat in the teacher's chair\nsimply waiting for something more attractive to open up, or the superannuated took the job simply to eke out an existence, today American\npublic-school education as a profession can stand beside any learned profession in this country and not blush because of the growth of the teachers'\ncollege and the requirements for certification in our States. The teacher\nused to be a thing apart. Today in every community into which I go I\nfind the superintendent one of the leading civic figures, if not the leading\ncivic figure in the community. You should glory today in the fact that\nyou have taken your place in the leadership of America, that you have\ntaken your place in a profession which in my judgment is the profession\nwith greater future to it than any other in this Nation of ours.\nI find, and I am sure you do too, that in a republic the essential matter\n\nof education is the education of the children, not the people, that where\nwe must lay stress is in the early grades, that we should see to it that the\novercrowded elementary school is a thing of the past in America, we should\nsee to it that the archaic curriculum is wiped out. On the basis of what a\nchild in America gets in the first few years depends the future development\nof his educational life, and we should see to it, furthermore, that the\n\nteacher who makes good in the first grade in the public school is not at once\npromoted to the second grade, and so on, but that we should seek out the\nbest teachers in America and give them adequate compensation to teach\n\nthe children at the beginning of their school life.\nI am glad to find out as I travel about that in the more progressive\ncities of our Nation that is already an accomplished fact.\nBeyond what America has to do for the mentality of the youth of\nAmerica in the next few years there is coming another great problem, because of this industrial and socially complicated life of ours. More than\never before American youth must be built up with physical strength, and I\nwant to say to you as a man who has played his football and his baseball in\n\nhigh school and in college, that we are making a tremendous mistake in\nAmerica by thinking that physical education means that we should emplov\na coach and then seek out the eleven strongest students in the schools, seek\nout this particular eleven, and train them in specialized athletics while\nthousands of shivering children stand on the benches and watch them.\nThat is not going to get us anywhere in the physical life of America. You\nand I have got to make a sharp distinction between organized athletics,\nwhich is a fine thing, and the physical development of the race. What we\nneed in every school system in the United States is a system of physicians\nand school nurses, who seek the physically subnormal, the weak, and the\ntimid and build them into strong, physically efficient American citizenry.\n\n"}
{"page": 860, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n831\n\nMay I say just one thing and that is that the American school today is\nan anchor to windward in a time when there is more drifting, more getting\naway from established thoughts, more wild theory abroad than there ever\nhas been in the history of this Republic.\nA little while ago the great airship, the Shenandoah, in a terrific storm\nwas torn away from her moorings and drifted as a plaything of the wind\nuntil they got the engine going and headed her up into the storm and then\nshe made her haven sturdily and safely. What we need to do in America\ntoday is to get the engines going, to head up into the storm. All of us are\ntoo much afraid of being classed as conservatives. Our thought today, as\nwas the thought of Paul at Athens, is either to hear or to express some new\nthing. From soap-box, pulpits, or platforms, a clamor arises, but every now\nand then there steps out of the cloud some man whose thought is founded\non solid scholarship and on the spiritual verities, and that man always puts\nto silence those who are loud in their denunciations of this or that and their\n\nexpression of this or that which has not a sound foundation in fact.\n\nToday the thinking world is rent with this terrible storm of unbelief,\nthe questioning of the non-essentials of Christianity, but, above that storm\nyou and I, ignoring the rantings of certain professional theologians, recognize that the philosophy of the Galilean is today and ever will be the most\npotent force in the advance of civilization .\n\nIn the city from which I come the air is full of rumors; the storm of\naccusation has broken over the halls of Congress. There is whispering,\ndoubt, questioning, hysteria, but above all that there remains the fact that\ninAmerica today there is a steady hand guiding the Ship of State. This is\njust one of a thousand storms that have broken over our country, and despite the failings of human management, our form of Government proves\nevery day and every hour that it is the finest form of government ever devised by the brain of man. It is your duty and mine to teach the big\nthings, the big issues of life to the students of America, to set their engines\ngoing, tohead them up into the storm. What we do need in America more\nthan anything else is a thinking citizenship. A citizenship that is intelligent enough to realize that out of this oil scandal there is going to come\na wonderful thing for America. What is that thing ? America is going\nto realize that we must look to the conservation of our natural resources .\n\nCriminally, perhaps sometimes ignorantly, America has stripped away her\n\nnatural resources. We had originally 830,000,000 acres of forest, today\n130,000,000 ; we are stripping it off three times as fast as we are replanting. What does that mean to students when they come to the age when\nthey must take their part in life ? It means tragedy, unless out of our efforts\ntheAmerican people, by the force of American sentiment, will demand the\nsaving of that wealth in which America so greatly abounds .\n\nThis is the century of education, the century when the school man takes\n\nholdwith the full knowledge that the future of America depends upon the\ndevelopment of those who can think straight and act straight, with a full\n\nknowledge of the responsibilities and opportunities of the youth of America.\n\n"}
{"page": 861, "printed_page": null, "text": "832\n\nNATIONAL EDUCATION ASSOCIATION\n\nThrough the system which we have and the betterment of that system the\nopportunities are to be realized, the responsibilities are to be assumed, and\nAmerica is to lead the world into a new day-a day of service and of trust\nin mankind .\n\nNEXT STEP IN WORLD PEACE\nJUDGE FLORENCE ALLEN , OHIO SUPREME COURT , COLUMBUS , OHIO\n\nI feel deeply honored to be standing before this body which holds in its\nhands not merely the individual future of the boys and girls in America.\nbut the future of the Government of the United States. If this body could\nrealize its relation to government, there is no problem which would remain\nlong unsolved, because every problem in government is at base a problem\nof education.\n\nThe great challenge which America sent out to the world in her creation\nwas that she enunciated a new doctrine-the State shall do no wrong. To\nteach the children that the State shall do no wrong is the greatest contribu-\n\ntion that can be made both to domestic progress and to international peace.\nWhenever the children are taught that the State can do no wrong we are\nturning them back to the time of evil doctrine which led inevitably to the\nWorld War. What we have to teach the youth is not that the State can do\nno wrong but that the State shall do no wrong.\n\nThat is a problem for the school. I can speak to you intimately upon\nthat subject because I count it an honor that I taught school for three\nyears, and no one honors more than I the profession of the school teacher.\nWe have in every school in this United States branches which teach the\nheart and science of government.\n\nIf we teach mere book knowledge in\n\nthese branches, we fail to carry out our responsibility, civic and professional. We have to teach the boys and girls to demand the most searching\nscrutiny of public affairs. We have to teach the boys and girls to place\nthe most drastic standard before the public officials. When disclosures\nwhich are unpleasant make us question the efficiency and the integrity of\ngovernment, those disclosures are an indictment not merely of possible\nofficial dereliction, but they are most of all an indictment of public apathy.\nThe public official is entitled to your constructive criticism, to your cooperation, to your support. The public official is entitled to have you\nknow what he is doing. The public official cannot give you his maximum\nunless he has that kind of scrutiny, unless he has that kind of drastic\nstandard to live up to, and when events in our history, in the current lite\nof the Nation make us question the competency and the integrity of government in any line I care not where, that is an indictment not of the men\ninvolved in accusation but of the people who direct their public servants,\n\nand so we have to demand that the State shall do no wrong in domestic\nlife just as we have to demand that the State shall do no wrong in international life.\n\n"}
{"page": 862, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n833\n\nWarfare must be destroyed if the white race is to maintain its dominance.\nIf there is another world war within the next generation between the socalled Christian powers of the world what will be left but the dregs of the\nwhite race ? There may be a yellow peril, but how can it compare with\nthe white peril which we have brought upon ourselves, because we have\nmaintained in the world the old Machiavellian standard that the State\ncan do no wrong.\n\nIt rests with you whether the youth of today shall have the intelligence\ninworld problems to solve practically the great questions of world organization which must be solved to secure world peace. It rests with you\nwhether a moral basis shall be laid for international coöperation so that\nwe can go forward not merely to take a few steps in international cooperation but actually to prevent war. Peace is the condition of not having war, and if we are really to build world peace, our problem is to\neliminate war.\n\nI am going to suggest what I consider the basic step, the indispensable\nprerequisite toward building world peace, the step without which no matter\nwhat other steps we take we cannot achieve world peace, and it is that we\nshall declare war illegal; that we make it a crime under the law of nations;\n\nthat we penalize it and brand it in the eyes of the civilized world.\nThe reason I say that step is the basic step is that you cannot stop a man\nor a nation from doing what the man or the nation has a perfect legal\nright to do. I do not mean that is the only step which must be taken toward\npeace.\n\nI do not believe that automatically as soon as we have branded\n\nwar as illegal that war will stop. When the various States of the Union\nmade murder a crime that did not automatically do away with all murder,\nbut go back to the time when private warfare existed, to the time when\nsociety did not recognize killing as a crime, and then you will understand\nthat the first step which was taken toward repressing killings was to brand\nmurder, to make it disreputable, to put it outside the pale of the law, and\nsowhile I do not say that making war illegal of itself will eliminate war, I\nsay that without that step no other will eliminate war, because we cannot\nstop war while we recognize it, while we sanction it, while we say that it is\nlegal and proper. There are many other steps toward world peace in which\nI am interested. I am not talking about the League of Nations subject\nexcept incidentally. I am not here opposing entrance into the World Court .\nMy experience as a lawyer and a judge is this, that no matter what organization we enter, no matter how many courts we build, we cannot\nprevent warwhile we recognize is. So long as war is sanctioned we cannot\nprevent its use in international disputes, and this is a problem for you. It\nis a problem for education, it is a problem of country-wide education, it is\naproblem of educating the youth of this country to understand that the\nsame ethical principles which apply between private individuals have to be\napplied between governments if we are to go onward in world progress.\nToday there is no law nor any declaration of the nations making war a\ncrime. It comes to this that if I go out on Michigan Avenue and kill a\n\n"}
{"page": 863, "printed_page": null, "text": "834\n\nNATIONAL EDUCATION ASSOCIATION\n\nmanwith premeditation and deliberation I can be killed for that, but if I lay\nthe plans that lead to killing ten million men in war nothing can be done\nto me and I go scot free because war is legal and proper and sanctioned.\nThe man who starts a war is perfectly within his rights.\nThere was some talk after the war was over in one of Lloyd George's\ncampaigns about trying the Kaiser for starting the war. That talk was\npurely political bluff. I hope the time will come when we shall be able to\ntry men for starting wars. There never has been any law under which\na man could be tried for starting an aggressive war between nations. The\nonly kind of war that a man can be tried for starting is the only kind of\nwar that has some justification for starting. Did you ever stop to think\nthat if John Adams, George Washington, Alexander Hamilton, Patrick\nHenry, and Benjamin Franklin, any of our forefathers, yours and mine,\nthose even who stood barefooted and bleeding in the snow of Valley Forge,\nif they had lost that war, if they had taken part in an unsuccessful revolution, every one of them could have been strung up because theywere traitors\nto King George, because they were fighting the only kind of aggressive war\nwhich is illegal.\n\nThere are all kinds of laws about war but none against war. There are\nlaws that you should kill a man this way or that way in war but not that you\nshould not kill him at all in war. This matter of killing men humanelywhat a repudiation of the rights to life, that is, the right to life guaranteed\nin the Declaration of Independence! Then, that you shall kill certain per-\n\nsons in war but not certain other persons. Kill the young and not the old.\nI am old enough to stand here and say that the world needs the young more\nthan the old not because they are better than the old, they are not so good,\nbut the chances are that as they go on living by just living they will get\n\nabout as good as the old are and they will have more life to give the world.\nThere are atrocities of war, but the great atrocity is war itself. I was\none of those who believed that we could not stay out of this last war, and\n\nif I had been a man I would have enlisted as both of my brothers did, but I\nwant to say to you that if America with her physical resources, with her\ntremendous moral force, her moral leadership derived not merely from the\nfact that she is detached from the hideous hatreds over on the other side, but\n\nalso from the very significant fact that she has more young men alive and\nsane than any other great nation of the white race in the world, if America\n\nwith that strength could take a substantial step forward to take away the\nsanction from war, to eliminate war, we would not have lost the great\nopportunity for which we were established.\n\nHow can this law be declared? It could be accomplished in a number\nof ways. The President of the United States could call a conference of\n\nnations to outlaw war, just as a conference was called to scrap some battleships. We can make international law by treaty. In order to be completely effective such a treaty should be universal. We could start without\n\na universal treaty. This very year the State Department could send out\ntreaties to every nation of the world agreeing that as between us and am\n\n"}
{"page": 864, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n835\n4\n\nnation that signs the treaty the use of war should be declared a crime\nagainst the law of nations and should be abolished.\nLet us take that proposition at its very worst. Suppose that not one\nnation in the world accepted the treaty. Would we have lost anything?\nWould our name be tarnished? Would we have repudiated our old ideals\nof friendship between the nations ? I think our name would shine brighter\nthan ever before. It is inconceivable that no nation would accept that\ntreaty. Some of the small nations would be eager to sign such a treaty\nwith a first-class military power, and furthermore I believe that we should\nfind support among some of the great nations. Last summer I went to\nvisit the League of Nations in Geneva and had a talk with a man who is\n\nthe head of his own country in the League. After discussing this proposition, I said, \"Now, leaving out of account the question of whether we\nenter the League, would it do any harm if America would offer treaties\nto the separate nations of the world, agreeing that as between us and the\nnation that signs such a treaty the use of war should forever be abolished ?\"\nand he said, \"It would do no harm and it would do great good and I should\nfavor it greatly.\" We might find support where we least expect it.\nYou might perhaps disagree with what I have to say about conception of\nhow this law should be enforced. I think it must be enforced by a court\nwith jurisdiction over the nations.\n\nThat court can never prevent war. I\n\nsay this in utter friendliness both to the Hague Court and the League or\nWorld Court. Those courts cannot prevent war so long as we sanction\nand recognize war.\n\nWhen \"Thou shalt not kill\" was written there were no courts, there were\nno constables; they had to declare the law before they could enforce the\nlaw. They had to enunciate the rule before they could evolve procedure\ntoenforce the law, and once we have declared the moral law that the killing\nofmen en masse with deliberation and premeditation is murder, is a crime\nunder the law of nations, once we have branded it and made it disreputable\nin the eyes of the world we will evolve procedure to enforce that law and\nwe cannot evolve that procedure properly until that law is declared.\nWhen I think of the complete repudiation of moral principle that has\nattained among the so-called Christian nations of the world in the last\none hundred years; when I think of the hideous things that have happened\ninthe century, the doings of so-called Christian followers, then I am reminded of the story about the old colored man. He was confessing his sins\ninprayer meeting and he said, \" My brethren and my sistern, I's lied and\ngambled and shot craps and slashed with my razor and robbed hen roosts,\nbut thank the Lord I's never done lost my religion.\" We have never lost\nour religion, but we have never once applied it as a general basis in international matters.\n\nNow and then we have done some decent Christian\n\nthings in international relations. The problem of world peace is\nindeed a problem of practical organization, it is indeed of the utmost importance what associations we shall form and what machinery we shall\nhave. It is a problem of ethics, a problem on morals, it is a problem of\n\n"}
{"page": 865, "printed_page": null, "text": "836\n\nNATIONAL EDUCATION ASSOCIATION\n\nmobilizing the spirit of decency in the world to demand that right be done\nin government, and the first tangible expression of that spirit must be made\nin a declaration that the killing of men en masse with deliberation and\npremeditation is a crime. That declaration could be made today by America.\nWe could lead the world in making that declaration and there is not a\nsingle international agency in the world but that would be strengthened by\nthat act. The only question is whether we shall all grasp our opportunity\nor whether it shall fall from our hands. Shall we take the indispensable,\nbasic step for building world peace by taking away the sanction from war ?\nAnd so place ourselves hundreds of years in advance towards realizing the\nperfectly feasible dream of the prophet, a dream just as feasible as it was\nto substitute an era of law for the era of private warfare which used to\nexist in history, that \"Nation shall not lift up sword against nation\nneither shall they learn war any more.\"\n\nA TRIBUTE TO WWARREN G. HARDING\nWILLIAM M. DAVIDSON, SUPERINTENDENT OF SCHOOLS, PITTSBURGH\nPENNSYLVANIA\n\nWhen on that fateful hour of August 2, 1923, out by the continent's\nGolden Gate, the life of Waren G. Harding was swept into the larger\natmosphere, a nation of a hundred million people mourned the passing of\none of the gentlest and of one of the kindest souls that ever lived and labored\n\namong his fellow-men and one of the most lovable men that that Nation\nhas ever honored with high position.\nA peace-time President, he sought, with earnest purpose, to bind up the\nNation's wounds, and to avert those distresses and those disasters that are\n\never wont to follow in the wake of war, to mar the pages of a country's\nhistory.\n\nTo that task, greater than any similar task that has ever fallen to the lot\nof any other of the Republic's chief executives, save alone to the lot of the\nincomparable Washington, he brought a high purpose, a pure heart, and a\ncourageous will, so to guide the Ship of State that it would ever ride on\nan even, and on a clean and steady keel.\nStricken at his post of duty while studying at first hand the problems of\nhis country's needs, out on the very frontier of the Republic's most distant\noutpost, and in the very heart of the Great Empire of the West, his task\nslipped from his fingers, and his life and his work passed hand-in-hand into\nhistory.\n\nIt is not for us tonight to pronounce his eulogy-that has already been\ndone by loving hearts and trembling lips in every nook and corner of the\nRepublic. Nor is it for us to attempt at this service to fix his final place\nin history; that can be done only when, with the vanishing years, the im\n\n"}
{"page": 866, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n837\n\npartial stylus shall record the thrilling narrative of decreasing and diminishing armaments, the promotion of mutual understandings among the na-\n\ntions of the world, and the progress of peace and good-will among all the\npeoples of the earth.\n\nIt is rather for us tonight, on the occasion of this, our first assembling\ntogether since the hour of his passing, to exalt in this presence those out-\n\nstanding qualities of head and heart and those homely virtues in his personal and private life which so endeared him to his fellow-men and which\ntoday are so worthy of being passionately emulated by your charges and\nmine, the children and the youth in the public schools of our beloved land.\nAnd among these virtues youth should be taught to know and remember\nthat Warren G. Harding was an absolutely pure and clean man in his\nprivate life, in thought, in word, in deed, and, Oh, my countrymen, what a\nheritage for the Chief Executive of a mighty people to bequeath to the\nyouth of a nation; that, typifying our common democracy, he fought his\nway up from the printer's case to the Presidential chair only because he\nhad in very truth, what the world calls character, and no one need have\nany fear tonight that out of the muck and slime of the days that are just\nnow passing in such hectic and unhappy review in our Nation's Capital,\nthat any taint will touch or shadow fall upon the name of Warren G.\nHarding; that the cause of humane education was given a new impetus and\na new life through his sincere endorsement of the teaching of kindness to\ndumb animals, to the children in our schools; that that self-same quality\nof kindness was revealed through his love of beast and love of man as the\none outstanding quality of his life. He was kind to little children, and in\ntheir turn they loved him with deep affection; he was kind to the aged\nand infirm, and they leaned trustingly upon him; he was kind to his fellowmen, and they held him in affectionate regard.\nHis chivalrous treatment of women was noted on every hand, and his\ndevotion to Mrs. Harding at the time of her prolonged illness in the\n\nWhite House won him the respect and sympathy of people in the remotest\ncorners of the world.\n\nMontaigne, in one of his happy phrases, has said: \"The arms of friend-\n\nship reach to the ends of the earth.\"\n\nHow graphically and intimately\n\nthat phrase describes the circle in which foregathered the vast army of\nfriends which the personal charm and magnetism of Waren G. Harding\nattracted to himself in every State of the Union and in every country of\nthe world. There sit here tonight in this great audience men and women,\nwho in common with their fellows scattered throughout the vast reaches\n\nof the Republic, have felt the charm of his gracious personality and been\nblessed by the steadfastness of a friendship which knew no abating and\nwhich, when once given, could never die.\nBut above all should youth be taught to remember that Warren G.\n\nHarding was a praying man-and that he was unashamed when he stood in\nhigh position to exalt the value of religion in the life of a people. He\n\n"}
{"page": 867, "printed_page": null, "text": "838\n\nNATIONAL EDUCATION ASSOCIATION\n\nloved his country and he loved his God, and he sought with passionate\npurpose to promote those things that concern the spiritual well-being\nand the spiritual welfare of a nation.\n\nHe loved youth with a passionate devotion and was uncompromising in\nhis support of the public school system of America. When the Committee\nfrom the National Education Association called upon him at Marion, Ohio,\nduring his campaign for the Presidency, he pledged himself without hesitancy or reservation to the principle of Federal aid to the public school\nsystems of the several States of the Union, through moneys appropriated\nout of the Federal Treasury for that purpose. While he was not quite\nwilling to approve the request of this body that a Secretary of Education\nbe placed in the President's Cabinet, still he was the first of the Republic's\nchief executives to favor the creation of a Department of Education and\nWelfare within the Cabinet. Even in this partial endorsement of the\nthings for which this Association has fought, he is entitled to our grateful\nremembrance forever.\n\nIt is, therefore, both appropriate and fitting that this great convention\nshould pause amidst its labors and pay a sincere and genuine tribute to the\nmemory of one of the noblest men who has ever filled the high office of\nPresident of this Republic. Happy the throught that in all those things\nwhich men call good, his life was a blessing and a benediction to the youth\nof America and a lasting inspiration to every teacher in the land.\n\nA TRIBUTE TO WOODROW WILSON\nRANDALL J. CONDON, SUPERINTENDENT OF SCHOOLS , CINCINNATI, OHIO\n\nDuring the month in which we are holding our meeting one of the\nworld's great leaders, one of the noble sons of America, one of the\nmost distinguished representatives of our profession has joined the company of the immortals. In voicing a tribute to Woodrow Wilson I\nwish first to read a paragraph from Pilgrim's Progress, a selection which\nwas used in the memorial services held in Cincinnati and read by one of\nPresident Wilson's former students at Princeton.\nAfter that it was noised abroad that Mr. Valiant for the Truth was taken with\n\na summons by the officer and had this for a token that the summons was true.\nThat is, the pitcher was broken at the fountain. When he understood it he called\nfor his friends and told them of it. Then said he, \"I am going to my father,\nand though with great difficulty I have got hither yet now I do not repent any of\nall the trouble I have been to, to arrive where I am. My sword I give to him\nwho shall succeed me in my pilgrimage. My courage and skill to him who can\n\nget it. My marks and my scars I carry with me to be a witness for me that I\nhave fought His battles who shall now be my rewarder.\"\nall the trumpets sounded for him on the other side.\n\nSo he passed over and\n\nWoodrow Wilson, teacher, prophet, statesman, chosen leader of a\nmighty people in a great world conflict, wounded comrade in the fight.\n\n"}
{"page": 868, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n839\n\nchampion of righteousness in the days of peace, prophet of a just and abiding\npeace in the days of war, without sacrificing nationality he believed in the\nprinciples of international faith and justice and sought to lead men away\n\nfrom the selfish individualism and narrow nationalism into the unselfish\nstrength of international understanding and coöperation and world unity,\nanoble character who was willing to lay down his own life that the world\nmight be saved, and like many in the long procession through the ages ,\nhis way led to Calvary and he went bearing his own cross. It is for us who\nfollowed him afar off to take up the unfinished work and to strive on in\norder that war may be banished from the earth and that peace and good-will\nmay come to abide in the hearts of men.\nOut from the bounds of time a great soul has embarked on the sea of\neternity. God called and he answered \"I am ready.\" Weary soul, rest\nin peace, sure of the abiding place which you shall hold in the hearts of your\ncountrymen. Washington, Lincoln, Wilson, the creator, the savior, the\nspirit of America. God grant that the meaning of the life and work of\nWilson, and of Washington and Lincoln as well, may be planted in the\nhearts of the children and may spring up and bear fruit an hundredfold.\nPresident Smith : Will you rise, please, and stand in silence until the fall\nof the gavel. (\" Lead Kindly Light\" was sung by a quartet.)\n\nMORE ENCOURAGEMENTS\nWILLIAM MC ANDREW, SUPERINTENDENT OF SCHOOLS, CHICAGO, ILLINOIS\n\nAbout one hundred and twenty miles northwest from where you sit there\nis a school system which has an official known as the joy disseminator and\nthis young gentlewoman goes to the homes of the children into whose lives\nshadows of one kind or another have come, and by the sunshine of her\n\ntemperament she makes the sad places glad. She goes to the crippled, the\nsick, and the otherwise handicapped children.\nA friend was telling me of the remarkable successes she had, particularly\nwith a little child suffering from infantile paralysis who had lost complete\nuse of his right hand and his right arm. The joy disseminator comes in\nand says, \"Hello! How much better you are looking today. Now, let us\nwiggle our left fingers. Come on, we will wiggle them,\" and there are\ntwo twinkling left hands and then she says, \"Now, righty, come and join\nin with lefty,\" and the two of them begin twinkling the fingers of the right\nhand and they twinkle away as merrily as the stars of a winter night until\nthey have had enough of that, and then she begins to play an arithmetic\ngame and then they come twinkling down the ages with stories in history,\nand then back again to this hand wiggling performance. By her patience\nand cheerful encouragement in that case the joy disseminator finally restored almost complete use of the child's right hand.\n۱\n\n"}
{"page": 869, "printed_page": null, "text": "840\n\nNATIONAL EDUCATION ASSOCIATION\n\nIf you have ever been down in Vineland perhaps you have seen the in-\n\nteresting experiment that one of the directors will show you there. There\nis a line of children waiting to test their powers on the grip machine and\n\nalong in the line is a boy called Tom. When Tom comes along the director says to the visitor, \"Now, we have Tom. He is no good. He can't\ngrip a little bit. Tom, you might as well take hold of the machine. \" Tom\ntakes hold of the machine and grips and he registers 13 and then the\ndirector puts Tom a little way back down in the line and the other children come up and practice, and finally it comes to Tom again, and then\nthe director turns to the visitor and says, \"Here is Tom. He has a wonderful grip. He is a regular giant at it. He is the human nut cracker.\nTom, show the gentleman how you can grip,\" and Tom takes hold of the\nmachine and squeezes his hand down and it comes to 130. Well, Tom is\nfeeble-minded and yet it is in these feeble-minded people that you sometimes\n\nsee psychology, simple psychology without any of the complexities, that\nexist in some of us whose feeble-mindedness is concealed by other things.\nThe psychologists have gotten this effect of encouragement and of joy dissemination, so that you can measure it, 13 or 130.\nIn Nassau County I remember a board of education that was always\nhaving trouble with itself and with its superintendents, and the favorite\nindoor sport was to fire the superintendent, and sometimes it was practiced\nthree or four times a year, and I remember living near that county and\nhaving various conversations on the train with members of the board of\n\neducation. They used pet names as they described the superintendent and\none another, usually referring to the superintendent as \"that joke,\" and\nthe vice-president called the president of the board \"that skunk,\" and the\npresident of the Board referred to the chairman of the Finance Com-\n\nmittee as \"that crook.\" Well, it happened that a girl who used to go to\nschool with me was married to a school superintendent who finally was\nengaged in the light season to take a position in Nassau County, and after a\nlittle while I went down and visited them.\n\nThe circumstances threw me\n\ninto his company for about eight hours, and would you believe it, in all the\ntime that I was with that man I never heard him utter one negation. I\nhad not been talking with him more than five minutes before he told me\nhe had the finest group of teachers and the most splendid school board in\nthe country, and he took me and showed me the schools; he had three of\nthem. In front of them were green grass and beautiful flowering shrubs,\nand he said Mr. Soandso, chairman of the Finance Committee, gave us\nthose roses, and the president gave us those petunias. He was exuding delight and encouragement all the time that I was there. There was that\nfine, splendid school system working under the influence of what the\npsychologists now can scientifically prove and measure.\nLast week I went through the schools of Detroit, Michigan, and the\nsuperintendent, a man by the name of Cody, went along with me. Hedid\nnot ask me what I thought of the schools or of the teachers, but he told me.\n\n"}
{"page": 870, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n841\n\nHe said, \"You know we have here the finest principals and the finest teachers in the United States.\" I remember going through Pittsburgh once with\nthat handsome young fellow sitting yonder in the senatorial attitude with\nhis arms folded, and he told me that they had the finest schools, the finest\nteachers, the finest principals, and the finest assistant superintendent. He\nleft me to guess what kind of superintendent they had. I remember going\nthrough the Washington schools and the superintendent said, \"Right here\nin this capital, as it should be, we have the finest teachers, the finest principals there are in the United States,\" and then years ago I went up to\nMaine and they had a State superintendent in Maine by the name of Payson Smith and he had his whole bunch out on an island, so none of them\n\ncould get away, and he said, \"I have the finest teachers and county superintendents and city superintendents in the United States.\" About a month\nago I saw him in Massachusetts and he told me the same thing about the\nteachers in Massachusetts. How he figures it out in accordance with his\nearly George Washington instruction about telling the truth, I don't know.\nIn Philadelphia there is a man who has been issuing week after week this\nsame sort of encouragement, of positivism, of optimism, of saying this is\nthe finest business in the world that you people are doing.\nNow, I do not want to slop over here, dearly beloved, with any of this\nwild and glad Pollyanna stuff, but I want you to notice that the towns in\nwhich these superintendents are claiming that they have the finest teachers\nand principals in the United States are the towns where people want to go\nand see the schools. So the psychologists must have some basis for it.\nThere must be something in the fact that Cody and Davidson and Ballou\nand Smith and Broome and all that wild group out on the Pacific coast are\njoy disseminators. They are encouragers, their habit is to compliment. I\nhave been thinking of our little village on Manhattan Island where William L. Ettinger at almost every meeting reminded us that there was the\nvery finest corps of teachers and principals in the United States, and so his\nschool system was the best in the United States. He ought to know because\nas school boy, teacher, principal, and superintendent he has gone up through\nthe entire system.\n\nThen may I not say to you as a company of educational working men\nand women that if these habits of looking for things worthwhile, make\nthose who are the subjects of them more efficient than they were before, is it\nnot important for us to review the good old-fashioned methods of encouragement with which we are all familiar ?\nNo one believes for a minute that a school superintendent thinks that\nhis business is merely to get out and bubble forth without any basis for it.\nYou well recognize that you are charged with the immense responsibility\nof the pay rolls of the educational department of your city, which in the\naggregate for the United States represents an immense amount of the\npeople's money, and you recognize as well as any one that it is your main\nbusiness to test, appraise, direct, and move forward the service under your\n\n"}
{"page": 871, "printed_page": null, "text": "842\n\nNATIONAL EDUCATION ASSOCIATION\n\nsupervision, so that you can assure the people who are paying for it, that\nthey are getting dollar for dollar the very best that you and your teachers\ncan give; but according to these psychologists and their measurements, we\nmust admit that the way to do that, the way to give the public dollar for\ndollar in value is to use the methods which they now by scientific proof have\nshown us are the things that produce the results.\nOf course, we knew it in a general sort of way before they began to make\ntheir measuring sheets. Why, three hundred years ago your old friend\nWilliam Shakespeare told us that, when he said, \"Your merry heart goeth\nall the day, your sad, tires in a mile.\" Centuries before Shakespeare, the\nwisest man of all the world, told us, \"that the merry heart doeth good like\namedicine, but the broken spirit drieth the bones.\" Now, if the negative, if\nthe whining, if the purely corrective, if the fault-finding breaks the spirit\nand dries the bones-the bones are already in the body the hardest part of\nit-what must that sort of treatment do with the softer, more fluid parts\nsuch as, for instance, the part behind the face and between the ears, and it\n\nit is true that this treatment drieth the bones then a purely corrective and\nfault-finding superintendent is a man who first makes himself into a bone-\n\nhead, and then creates a system of boneheads, all of them bonehead satellites\nrevolving around him in a dry and dreary orbit of dismal didactics. Therefore, it behooves us at this time to consider what are the means by which\nwe increase our encouraging capacities.\nFirst, there is the old Pythagorean proposition. Pythagoras recom\nmended it, Benjamin Franklin worked it out into a system, Louis Pasteur\nused it effectively, and Woodrow Wilson, in addressing the New York\n\nSchoolmasters' Club, advocated it. That plan is to keep books with your\nown virtues. The application of that, as Franklin developed it, is that the\nschool superintendent has a record book which he either carries around\nwith him or locks in his head, and in the morning he puts down, say six\nor eight blank spaces which he expects before night to be able to fill with\nnames of persons whom he has encouraged during the day. Now Pythagoras\nsaid that worked, Franklin said that it made him what he was , Pasteur ad-\n\nvocated it, and Woodrow Wilson said it was a fine thing, and lots of people\nhave been doing it. Now, if a man is big enough for his job he ought to be\nbig enough, said Wilson, to keep books, and to keep books means that in\nthe morning he plans and in the evening he records. So a man starts out\n\nin the morning with a contract to do six or eight good turns during the\nday, and it is a good plan to start right at the breakfast table at home.\nJust tell her right to her face that she is the finest thing that ever came\nover the pike. You know they just eat it up. The psychologists say that\n\nit is nourishing to them, and splendid practice for you. Then as you gu\ninto the schools say \"This is the finest class I have seen this morning.\" It\nmay be the first class that you have seen so that your veracity is all right.\nAt night you can write in each of those spaces the names of people in your\n\nparticular parish, field, or club whom you have helped in rendering them\nmost effective service.\n\n"}
{"page": 872, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n843\n\nThe next thing which the masters of life have told us with regard to\nencouragement is that the encourager, that is you, the encourager has to\nkeep his supply up, otherwise he is not able to encourage, and they give us\n\ndirections as to how to keep it up. He especially ought to do it when being\nabused, when being reviled, when being criticized.\nThere is something about your business that still tempts the American\npeople to abuse it. It is historical, it goes back even beyond your friend\nPythagoras, because you find all through the Roman classics, whenever\nthey wanted to describe any contemptible person or put him on the stage,\nthey made him a schoolmaster, and when you come to the middle ages it is\njust as bad. You remember the story that Montaigne told. Montaigne\nlived in the middle ages and he told a story about a man being up on top of\na wall where he could see the gate and he saw two coming in at the gate.\nHe said to the man who tended the gate, \"Who were those two men that\n\ncame in just now?\" The warder said, \" Those aren't men, those are two\nschoolmasters .\"\n\nThen even in our own country our first great master of literature, the\ngentle and lovely Washington Irving, fell right into this dastardly habit\nof making fun of the schoolmaster, and when he drew the picture of the\nmost contemptible, little, picayunish character that he could think of, he\nlabeled it schoolmaster.\n\nWe have all that to live down.\n\nIf you happen to live in a town that has two newspapers, when one of\nthem begins abusing you, don't bother, don't answer because, as Butler\nsays, anybody that answers a newspaper or a woman or an echo makes a\n\nmistake, but you just wait, for such is the sense of fair play in the Americanpeople that before you know it that other newspaper will begin finding\nin you virtues that nobody else has discovered, and then you get publicity.\nIt is quite likely that in your town there are people who are not psychologists nor philosophers who when you are being abused and criticized and\nawhole lot of troublesome gossip is going around about you, will come and\nsay they are sorry, and condone with you. That is not right. That is not\nthe thing to do. They should not say, \"I am sorry.\" They should say, \"I\ncongratulate you,\" because, as you remember, all the philosophers have\nsaid that. Emerson summed it up in the splendid phrase that to the real\nman a threat comes joyously as a bride, and the Scriptures said, \"Blessed\nare ye\" you Latin scholars-\"Blessed are ye when men shall revile you\nand persecute you and say all manner of evil against you falsely for My\nsake.\" And what is My sake ? What does it mean? For humanity's sake,\nfor truth's sake, for justice's sake, for the sake of all the good things.\nWhen men shall say those things against you don't go and whine, don't go\nand receive condolence, but rejoice and be exceedingly glad for so persecuted they the prophets which were before you ; which means that for little\nhumble you and me, that very thing is what puts us in the class with Woodrow Wilson, with Abraham Lincoln, with Thomas Jefferson, with George\n\nWashington, with Socrates, and with all those of the world who have loved\n\n"}
{"page": 873, "printed_page": null, "text": "844\n\nNATIONAL EDUCATION ASSOCIATION\n\nmankind to the extent that in spite of good report and bad report they went\ncheerfully on their way.\nThe Persians have a proverb, \"Nobody throws a club at a barren tree,\"\nand the politicians have a proverb, \"Oh, newspaper man, praise me if you\ncan, but if you can't, for Heaven's sake knock me or the public will forget\nI am alive.\"\n\nThere is one other method of increasing one's power of encouragement\nand for the school superintendent, the most convenient and the handiest of\nall. It is a privilege that he enjoys that no other profession than ours can\ngive, and that is the chance of association with youth, with the young and\nwith the growing. Herbert Spencer, as the old man when suffering from\nthe severest depression used to say to his sister, \"Anna, send the children\nover for the afternoon. I need them.\" And there the old man, seated in the\n\ndoorway while the children played in the garden, simply absorbed and\ntook in the influence of youth until it blew all the cobwebs out of his brain.\nSo then let the superintendent not go to his office first in the morning\nwhere vexatious matters are filed upon the desk, but let him first go out\nsomewhere into his school and see these young animals at play, and if he\n\nis particularly depressed, if the newspaper has particularly roasted him the\nday before, let him ask that they sing and let him drink in this feeling of\n\nyouth and renew that which is within him, for didn't you hear Judge\nAllen say that the world must have youth? The world must have the\nspirit of youth, and if you lose it at twenty or at thirty or at sixty or at\neighty the world has no further need of you and you might as well call\nthe buggy with the black plumes and crawl into it and get out of the way.\nTherefore, I will sum up in these words, that although a part and a\nmain part of your business is as commander in the field, yet in your particular work it devolves upon you that you should be a water carrier on the\nfield of battle as well. How silly, how stupid it is for us as water carriers\nto go out in the morning without assuring ourselves that there is some refreshment in our pail.\n\nEDUCATIONAL EXPENDITURES CONSIDERED AS AN\nINVESTMENT\nE. C. HARTWELL , SUPERINTENDENT OF SCHOOLS , BUFFALO, NEW YORK\n\nThere was recently unearthed among the eastern ruins of Babylon a\nhitherto undiscovered temple.\n\nIts four walls were covered with a veritable\n\npanorama of cuneiform characters. Scholars and scientists assembled from\nthe uttermost parts of the world with the purpose of deciphering the mysterious message thus marvelously preserved. At first it was thought that\nthis might be the five-mile bookshelf of Babylon's best literature and the\ntheory was only abandoned when one of the investigators, a former superintendent of schools, declared that the immense labor had been expended on\n\n"}
{"page": 874, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n845\n\nnothing less important than a report of the Babylon Teachers' Association\nfor the year 605 B. Ç.\n\nThis remarkable man who deciphered the strange hieroglyphics on the\nhalf-mile front of the temple discovered that they dealt with the ancient\nquestion of school costs, and finding himself thus on familiar ground and\nguidedby instinct and experience he readily translated the remaining several\nmiles of educational history.\nOne gentleman, apparently a retired money-changer, deplored the absence of fairness in the kind of instruction given in the schools of Babylon.\nProfessor Bullbow discussed modifications in the course of study, using\neven in that far-off time many of the expressions that have since become so\npleasantly familiar to all here.\nA personal message was read from King Nebuchadnezzar urging the\nimportance of military training in the school. The resolutions commend-\n\ning the Committee on Arrangements were substantially the same as have\ncome down through all the centuries hallowed and unchanged in the proud\npositionthat they occupy at the present time.\nVery nearly a mile of wall space was taken up in listing various organizations, either soliciting the coöperation of the schools in conducting drives\nor demanding that new and special subjects be added to the curriculum.\nExpanding the courses in brick modeling, stone carving, embalming, fire\nprotection were among those most seriously advocated. Apparently every\norganization in Babylon, from the Associated Rug Weavers to the Society\nfor the Prevention of Cruelty to Indigent Snare Drummers, was demanding an expansion of existing educational service.\nThirty-five hundred square feet of space were consumed in reporting the\nrecent commands of the king in regard to education, and immediately underneath these directions was a recommendation from the astrologers of the\nrealm that the day be lengthened to thirty-six hours in the hope that the\nking's will as to birth records and labor permits and other statistical service might be fully met without further diminishing the scanty time yet left .\nfor purposes of instruction.\n\nA great deal of space was used up in recording a report from the Organized Money-Changers, complaining bitterly about the tax rate. Certain\nper capita costs were chiseled in a most indignant and emphatic manner.\n\nIt was recommended that a committee be appointed to thoroughly investigate the situation and that during the five years undoubtedly necessary for\na complete survey, a drastic retrenchment in school expenditure be adopted\nas the imperial policy.\n\nOn seventeen loose bricks discovered among the ruins were other per\ncapita costs compared-none of them agreeing with the others, nor with\n\nthose of the money-changers. Indeed, in an obscure spot in what would\ntoday be called discussion, there was recorded the observation of a sarcastic\ngentleman in attendance at the convention to the effect that if all the mud\n\nthat had been wasted in making worthless per capita cost comparisons had\n\n"}
{"page": 875, "printed_page": null, "text": "846\n\nNATIONAL EDUCATION ASSOCIATION\n\nbeen otherwise employed the tower of Babel might long since have been\ncompleted.\n\nOn a prominent part of the temple there was chiseled in a very elaborate\nmanner the comparison of the expenditures in Babylon for glass beads and\nporcelain and ivory trinkets and coffin lids and candy with the expenditures\nfor education, but nowhere in the ruins or on the temple itself was there\nany evidence that this comparison had ever diminished the expenditure for\ncoffin lids or candy or had ever expanded the appropriation for education.\nBy far the most important inscription deciphered was an address from one of\nthe king's wise men, apparently the wise man directly in charge and responsible for the schools of Babylon, who said in part as follows : \"The\neducational affairs of this empire leave much to be desired. We have\ntemples and palaces and camels in abundance. We have carefully cared\nfor our camels of commerce and our elephants of war.\n\nBehold our beauti-\n\nful zoological gardens with their happy hippopotami, their joyous jaguars ,\ntheir contented pythons, and their singing birds. We have carefully cherished our sacred bull, but thousands of the school children of Babylon are\ninadequately housed, and compliance with the king's will as to their education has been exceedingly difficult and sorely discouraged: In some respects\nit is perfunctory and in others it is even as a dead letter. Although the\nimperial revenues are the greatest in the world the portion thereofdevoted to education is insufficient to meet the king's will. Either the king's\ndemands that education must be moderated or the imperial revenues de-\n\nvoted to the purpose must be expanded.\"\nBabylon has fallen, and the good man whose wisdom is thus preserved\nfor our profit has long since gone to his reward, but the problem of educational costs is still with us. The scenery and the cast are changed but the\n\nplot of the piece remains as it was in the days of Nebuchadnezzar. To\n\nthose of you who believe with the founders of the Republic that morality\nand knowledge are necessary to good government, and that therefore\n\nschools must forever be encouraged, the present inadequate support of\npublic education is nothing less than a tragedy. To those who watch our\n\nboards of estimate and comptrollers and financial officials daily expanding\nappropriations for municipal art galleries and bathing beaches and zoological\ngardens while at the same time curtailing in the interest of an alleged\neconomy the appropriation for public education, the spectacle is a farce, but\nwhatever the name under which the drama is enacted, whether it be the\n\ntragedy of dollars versus children or the farce of tinkering with the tax\nrate, one fact stands out like Mars at Perihelion-either the public demand\nfor educational service in this country must be moderated, or the public\nrevenues appropriated for the purpose must be expanded.\n\nThis is the oldest of these demands, that of perfunctory attendance tha\nleads through the common schools. We all know the theory of the Com\npulsory School Attendance Act, premised upon the idea that the State has\na paramount interest in the quality of its future citizenry and that there\n\n"}
{"page": 876, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n847\n\nfore it can compel children to attend school whether they wish to go or not\nand whether their parents wish them to go or not.\nNow, the law that can compel children to go to school whether they\nwish to or not and whether their parents wish them to or not, certainly has\na responsibility to provide schools for them to attend, schools that are\ndecently equipped with toilet facilities, that are properly heated and\nlighted and ventilated, schools that operate for full time, schools in which\na properly trained teacher is not expected to give instruction to more than\ntwenty times the number of children whom the parents of those children\nfind it difficult to keep in order.\nNow, not even the gentlemen who suggest that we are spending too\nmuch for public education ask that this fundamental American demand be\n\nmodified, and neither do those men suggest that it has ever been fully met.\nThey probably would like to see the teacher paid a little less money if the\ntruth were known. They probably have not forgotten the sweet old days\nwhen the teacher in the common schools and the collector of the common\n\ngarbage received about the same stipend. Neither are they fairly reconciled\nto the reckless modern tendency of paying the teacher in the common schools\na salary approximating that formerly received by the janitor of the school,\nbut they are willing to be broad-minded and all that they insist upon is\nthat somehow, somewhere, some way this expenditure for public education\nshall be reduced. They have sounded the alarm. It is for us to give heed\nthereto and govern ourselves accordingly.\nLet us suppose that our board of education is engaged in the grateful\ntask of making up its annual budget. Let us suppose further that this\nboard has read in the local paper some of these pronouncements about the\n\ncurtailment of school costs. Let us suppose still further that the board of\neducation, having fortified itself with per capita costs and comparisons and\nhaving girded on the impregnable armor of cost accounting statistics, sallies\nforth with the purpose of attempting to cut down the appropriation for\n\npublic education. The first question that confronts the board is the question of salaries, and the board discovers that approximately three quarters\nof its budget goes for salaries and wages. It also discovers, probably, that\nthe public has taken away from it any discretionary power over that item.\nIn most of our communities the teachers' scale is fixed by State law, so also\nare the number and the amounts of the annual increments, and the teachers\n\nnow are actually hired for life. Even if the board thought it desirable,\nthe public itself, wisely in my judgment, has taken away from the board of\neducation the power practically to reduce those salary expenditures. Of\n\ncourse there is this question of how many, if any, additional teachers shall\nbe employed, but it appears the discretion is more apparent than real. Increased enrolments and other acts of God will determine how many teach-\n\ners are needed before it is really a helpless matter. It can either employ\nthe necessary additional teachers, or it can turn the children into the street,\nand this has never been popular with the taxpayer either indeed it has\n\nrarely been tried outside of one or two of our very wealthy cities.\n\n"}
{"page": 877, "printed_page": null, "text": "848\n\nNATIONAL EDUCATION ASSOCIATION\n\nNow, with three quarters of that budget underwritten for salaries there\nremains the other twenty-five per cent spread over a great variety of items\nthat we roughly lump under the item of maintenance. If your experience\nis like mine, every one of those forty or fifty items has been shaded and\npared and reduced and curtailed and investigated and surveyed and experimented with for fifty years. They have reached bed rock if the present\neducational service is to be maintained .\n\nThe board of education goes out and personally visits the school buildings in the hope it can salvage something out of the request for money for\nrepairs.\n\nIt is a good thing for a board of education to visit the school\n\nbuilding because invariably they are shocked at what they find, especially\nin the larger and wealthier cities. They are pretty apt to find a large number of children on half time. They will find other large numbers in annexes and so-called temporary make-shifts, attics, cellars, church basements.\nformer saloons, and store buildings, and portables that don't port. They\nfind other large numbers of children in badly overcrowded rooms, in old\nbuildings with rotting foundations, defective plumbing, and reeking toilets,\nand the board comes back and says there is no retrenchment possible, indeed in the interest of economy it actually expands its original estimate of\nwhat will be needed for repairs because there is no economy in allowing the\nbuilding to rot on its foundations .\n\nCannot we get this across to the American people that if boys and girls\nare to be brought up to respect property they must go to school in a building\nthat merits respect. If they are to be brought up to have respect for law,\nthe law must give them at least an even break with the animals in the zoo.\n\nTheir captivity must be spent in quarters that are at least semi-safe, sanitary, and adequate. If we are to teach children respect for authority they\nmust go to school to a teacher whose training and character and public\ntreatment command respect. If we really need a thing we are going to pay\nfor it whether we buy it or not. The board of education knows this and\nit also knows that any curtailment of existing educational service already\n\nundertaken is very difficult, if not impossible, for the reason that that\nservice exists in deference to a very real and sustained public demand. It\nis public sentiment that has demanded and secured somewhere in the United\nStates a new high-school building every day of every year for the past\ntwenty-eight years. It is the public itself that has wisely insisted that its\nschool buildings be open for evening use. It is the State itself that has\ndemanded the continuation school and special attention to physical education, and mentally defective, and a great variety of other necessary educational service. It is a long sustained, carefully developed public sentiment\nthat has demanded and secured the kindergarten, domestic science, domestic\nart, and manual training ; chambers of commerce and labor unions may not\nagree on very many things, but they have united to demand attention to\nvocational education.\n\nNo one of these aspects of educational service is the result of promotion\nby an individual, neither are they of mushroom growth. There is nothing\n\n"}
{"page": 878, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n849\n\nephemeral about them. They are not the result of temporary enthusiasm.\nThey represent what the greatest democracy in the world calmly, slowly,\n\ndeliberately, thoughtfully over a long period of years has made up its mind\nthat it cannot afford to be without, and who shall say in this conviction\n\nthe public has been wrong ? With all of the defects and shortcomings of\nthe public school, is there any institution in our history with anything like\nits record of constructive achievement ? Is there anything like it in the\nhistory of the world? Where in our State, National, or local government\ndo we find that public money more wisely or efficiently and economically\nexpended? Where shall we look for anything comparable to the devotion\nand the consecration of the teachers in our schools ? What shall we sacrifice of the needful work there being accomplished for the development of\n\ncharacter and citizenship ? Dicta ex cathedra carries very little conviction\nunless we have faith in the source of the pronouncement. The mere state-\n\nment that we are spending too much money for public education inAmerica\nis entitled to no serious discussion until we know that all of the evidence\n\nhas been considered. Dividends must be scrutinized as well as costs, the\nnecessity of the service considered and above all the cost of its discontinuance.\n\nAmerica in wealth and power is unsurpassed in the history of the world.\nThe potentialities of modern science are infinite. Is it true economy, in a\nsound sense to put these tremendous responsibilities in the hands of an aver-\n\nage sixth-grade education ? Is it good economy, is it sound sense to curtail\nthe activity of one tax-supported institution devoted to the upbuilding of\ncharacter and citizenship ? Until these questions are answered authoritatively in the affirmative, let us press forward in the high calling in which\n\nwe are engaged. Let us fight the good fight. Let us keep the faith.\n\nEDUCATIONAL FADS CONSIDERED AS FUNDAMENTAL\nO. L. REID, SUPERINTENDENT OF SCHOOLS , YOUNGSTOWN , OHIO\n\nSeveral years ago an editor longing for certain popularity served notice\nthat the schools must get back to the fundamentals, cut out the frills, and\nlower their tax demands. I approached him for advice, told him that I\nlonged to improve the product at the same time that I lowered the cost of\nproduction. I offered to recommend the elimination of any subject or\nsubjects that fifty-one per cent of our patrons would be willing to give up.\nI got no help; the offer still stands.\nTherefore with real doubts as to whether or not there is such a thing\nas a school fad I shall discuss some of the fundamental subjects which some\nchildless or unthinking people may at times rate as fads.\nLet us consider the kindergarten as fundamental in education. In\ntheory and practice the kindergarten maintains conditions favorable to\n\ngrowth. Possibly at no other point in the entire educational system is the\n\n"}
{"page": 879, "printed_page": null, "text": "850\n\nNATIONAL EDUCATION ASSOCIATION\n\nchild so encouraged to exercise his power of making choice. The stimuli\nare carefully set to insure the child's socially desirable response, but the big\npoint is that the kindergarten is definitely devoted to the principle that it\nmust be the child's response.\nDo the activities of the kindergarten satisfy our definition of fundamental? Are they essential, important, primary ? Are they free from\nthe competition of mechanical devices ?\n\nTake a recent statement of the\n\nNational Kindergarten Association: What the Kindergarten does It\nAmericanizes-through its democratic atmosphere, through mothers' meetings, and kindergarten teachers' calls. It socializes through the development of coöperation in games and group projects, and the individual\nhandling of the aggressive, the shy, the spoiled, and the backward child.\n\nIt educates physically-through emphasis upon cleanliness, and the value\nof sunny, well-ventilated rooms .\n\nIt develops physical coördination, grace,\n\nand skill through rhythmic exercises, games, and the use of apparatus. It\neducates manually-by teaching correct handling of scissors, brush, and\ncrayon, and by utilizing clay, sand, paper, and wood for self-expression.\nIt trains intellectually-through songs, stories, and poems, teaching the\nchild to speak and understand simple English. It develops accurate observation, concentration, attention, intelligent obedience, and orderly habits.\nIt builds character-by developing habits of self-control, industry, initiative, self- reliance, fair play, courtesy, sympathy, and protection for living\nthings .\n\nWe may add that it gives the normal child a start in his school life that\ntends to eliminate retardation, produces acceleration, and in large measure\nsaves more money than it costs.\nIs the kindergarten considered a school fad ? In the United States there\nare over four million children of kindergarten age who are denied the\nkindergarten training. California leads the States in its provision for\nkindergarten children. Less than thirty-two per cent of California's children receive this training. In Ohio but ten and a half per cent of the\nchildren are so trained. In seven States of the Union less than one per\ncent of the children of kindergarten age ever see kindergarten. In Kentucky, where Louisville has been a stronghold of the kindergarten for many\ndecades, a center that gave Professor Patty S. Hill to the world, but 2.9\nper cent of the children have the blessings of the kindergarten. Those\nwho know what real educational fundamentals are, must set their faces\n\nfirmly toward the goal of a kindergarten training for every child.\n\nFew have the courage to call music a fad, but how is it treated in many\nquarters? Did you ever hear a teacher insinuate that she could do a better\n\npiece of work with the fundamentals, if she didn't have to spend so much\ntime on music and the rest of the non-essentials? A father telephoned me\nthathe didn't send his son to school to listen to phonograph records, because\na few minutes were being devoted each day to the preparation for the music\nmemory contest. Education in appreciation meant little to that man.\n\n"}
{"page": 880, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n851\n\nMusic is fundamental ? Chicago is estimated to have spent on its music\nin the year 1916 over $30,000,000. Small cities frequently pay a great\nartist three or four thousand dollars for a single concert. I submit to you\nthat music is in its appeal primary, elementary, probably essential. There\nis a gradually increasing mass of scientific fact that points to regulated\nsounds as the natural controls and stabilizers of the emotions. It is pointed\nout that it is the absence of this natural stabilizer of the emotions that\n\nrenders deafness in many cases a greater affliction than blindness. We may\nsafely say that music is one of the great educational fundamentals. This\nis true despite the fact that on its production side it has ever-increasing\n\nmechanical competition in piano players, talking machines, and the radio.\nIt is that question of production which seems to justify many thoughtful\npeople in their opposition to music and the fine arts especially, and to the\nindustrial arts in a lesser degree. Did you ever hear the argument advanced that only the gifted can become musicians and artists ? That the\npublic schools should not undertake in this field to make a silk purse out\nof a sow's ear ?\n\nArt in the schools not fundamental ? That which was Greece, the\nwonders of the tomb of Tutankhamen, the engravings and paintings on the\ncaves of France, estimated to be early man's artistic strivings of 25,000\nyears ago, these and more proclaim the primary characteristics of art and\naffirm man's innate need from earliest times for artistic expression both as\nproducer and consumer.\n\nAmerica may well consider why it is that France devotes half of the\nchild's school time during the three years corresponding to our junior high\nschool years to the study of art. That is turning a fad into a fundamental.\nAmerica still swaps her raw materials for the finely designed and highly\nwrought products of France .\n\nFor long ages the domestic industries, largely these same industrial arts ,\nformed the very core of education. Modern changes in social and industrial adjustments cause society to protect itself by demanding that the\nschool do for the child many things that were formerly done in the home.\nWe are agreed that the old-time incidental education of the home, the farm,\nand the shop was of prime importance in the making of men and women.\nThe success of the old-time school was not due to its poverty-stricken curriculum, but much more to the rich supplementary incidental education\nthat a different social and economic organization imposed upon its pupils.\nWe are willing to accept the ideal of a bone-bare education, if we may be\n\npermitted to establish a working substitute for the incidental education of\nthe past. The fine and industrial arts, as nearly as possible on a commercial product basis, seem to offer the most satisfactory substitute for that\nd incidental education. I say commercial product basis because I believe\nthat the sense of reality is necessary if the worker is to get the full benefits\nof this substitute for the former-time.incidental education of home, farm,\nand shop.\n\n"}
{"page": 881, "printed_page": null, "text": "852\n\nNATIONAL EDUCATION ASSOCIATION\n\nOur National Commissioner of Education recently sent out a letter an-\n\nnouncing the plan for a conference of home economics workers to consider\nthe contributions of home economics to the cardinal principles of education.\nAmong the suggested topics for discussion we note : Contributions of Home\n\nEconomics : ( 1) To the health of the entire school population; (2) to the\ncommand of fundamental processes of learning ; ( 3) to the development of\nworthy home membership of boys and girls; (4) to the development of\n\ncitizenship ; ( 5) to the thrifty use of leisure time; and (6) to ethical\ncharacter .\n\nThose who attack the health education of the schools usually take an\nelevated stand in defense of the sacred rights of the home. They tell us\nthat the child belongs to his parents, not to the school. They resist the\ninvasion of the parent's right to neglect his child not only to the detriment\nof the child, but also to the detriment of society. I grant that many nice\nand delicate issues may arise in this field, but I also believe that in no other\nfield can the schools render a finer service to society and to the race.\nHealth chores performed in the social atmosphere created by the school\nresult in health habits such as few homes can successfully establish. It\nis within the power and the province of the school to develop functioning\nhealth habits and to set higher hygienic and health standards than have\never been known. Insistent desires for right living conditions can be\nplanted in the children of today to flower in a sweeter and more wholesome tomorrow of their own making.\nWhile standardized educational and mental measurements are funda-\n\nmental in school administration today, I feel more kindly toward their\ncritics than toward the critics of other so-called school fads, both because\nof their recency and also because of the high character and purpose of the\nleaders of the opposition. The opposition has had ample time to discover\nits mistakes and names high in education should no longer cast doubt on\nscientific work that has been tested on so many human beings. Few things\nare more certain than the findings of our mental measurements experts.\nMental measurements in their early stages very naturally nudged the\nfunny bones of many people, including many first-rate journalists and even\na few college professors. As the accumulating facts began to reduce these\njokers to seriousness, they had the usual sensations of the laugher who did\nnot laugh last. They tell us that intelligence has not been defined and\nthat we are trying to measure an unknown quantity. The experience\nof teachers bears witness to the fact that we are measuring the relative\nability of the pupils to do the tasks of accepted school courses. Whether\nor not this is a measurement of intelligence the fact remains that it is a\n\nprocedure that enables us to classify children in terms of individual differences with ever-increasing accuracy, free from the variations in the judg\nments of teachers .\n\nCompulsory education is here and its corollary is education adjusted to\nthe capacity of the learner. A poured-concrete type of education was\nworkable in the days when the schools could say, Take it or get out. The\n\n"}
{"page": 882, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n853\n\ntables are turned. The law says to the school, Take the pupil and keep\nhim. More than that, it tells us to keep him until he is fourteen, sixteen,\neighteen years old.\n\nThe best brains of our profession have grappled with the problem of\ndevising workable tests for the rapid and accurate classification of these\npupils that we must keep. They have given us great administrative tools\nand in a way great educational tools. When dealing with well classified\npupils the educational results are so superior that we may be excused for\nthinking of the classification unit of measure as an educational tool.\n\nAre there not people in your home town who begrudge the dollars spent\non those special classes for the mentally defective ? Can you hear them\nasking, \" If these children are as hopeless as you say they are, why spend\nmoney on them ? Why have them organized in small classes that cost\ntwice as much as a class of normal children ?\"\n\nA teacher working with eighteen or twenty of these defectives can get\nsome results, can break through the barriers here and there and, in most\ncases, can give the child a motor training and citizenship training that will\nwork for his future happiness and partial independence and will give society\nits best insurance against future trouble and expense because of that child.\nOf greater importance is the effect on the classes of normal children.\nThe removal of a mental defective from a class of thirty or forty normal\n\nchildren frequently means raising the educational efficiency of that class\nmany degrees .\n\nWe all believe that classes for the gifted children would give society its\nbest insurance against that heaviest of all social burdens, the desperate lack\nof trained leaders .\nWithout mental measurements the schools of America could never have\n\nreached their present standards and ideals for taking care of individual\ndifferences. I know there are many good people who honestly believe that\nthese classifications could be made equally well on the basis of teachers '\njudgments. The mental test makes possible the holding of an individual\nresponsible for performance in terms of his own capacity. Given a fair\nshow and a reasonable amount of time this particular school fad will\njustify itself in dollars saved to a school system.\nThe teachers of today do not join with the fad snipes in their attacks\non trained supervision. They know that because of matrimony, if for no\nother reason, the turnover in our profession is very great and that the\ncrowds of young and inexperienced teachers must be trained in service.\nThey also know that ours is a profession that suffers from a lack of competition and that trained supervision with its facilities for circulating ideas\nthroughout the school system in a measure off-sets that lack. It is easy for\na teacher in her own classroom, or for a group of teachers in their particular faculty meeting, or for the city corps within the Chinese wall of its\nown self-approval, to proclaim to an admiring citizenship that our schools\nare the best on earth. The citizens may be in a mood to agree. Changes\nalways cost real money.\n\n"}
{"page": 883, "printed_page": null, "text": "854\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe trained supervisor arrives with his educational tests and discovers\n\nthat all is not well. He has a gift for making comparisons, for achieving\naccepted general standards. The real teachers welcome him. He brings\nto them the fresh zest of competition.\n\nThose men who honestly believe that \"apples were redder when we\nwere boys\" and those of us who think that we have not seen apiece of real\npumpkin pie in thirty years are prone to believe that the children of today\nare not spelling so well as they did in the good old days. This attitude\nembraces all the three R's. What more natural when looking about for\nan explanation of the supposed deplorable condition than to seize upon the\nfundamental subjects more recently introduced into the curriculum and\ndub them fads ?\n\nRURAL EDUCATION\nFRANK PIERREPONT GRAVES , STATE COMMISSIONER OF EDUCATION\nALBANY, NEW YORK\n\nEach year New York holds an old-time spelling-match at its State Fair\nin Syracuse, and this contest generally teaches us something about human\nnature, if it does nothing else. A few years ago the young girl representing New York City, who, as coming from the great metropolis, was most\nconfident of success and decidedly condescending toward the other contestants, failed in the middle of the match and fled from the hall in tears.\nTo one who tried to comfort her she confided : \"I would not have minded\n\nmissing, but what shall I say to them in the city, when I go back and tell\nthem I was beaten by a set of up-State hicks ?\" Here was a real tragedy.\nNothing to this poor little metropolitan's mind and to that of several\nhundred thousand older minds-could indicate a lower state of intelligence\nor a greater. humiliation than to have proved inferior to children from the\nrural regions . Such terms as boobs, hicks, rubes, jays, and hayseeds, with\ntheir opprobrious connotation, clearly indicate the contempt and scorn\n\nprevalent among city people who do not understand or make any effort to\ndiscover the handicaps under which rural communities are laboring.\nOn the other hand, it must be confessed that the country folk do not\nalways understand or have any real confidence in people from the city.\nThey simply grow exceedingly angry at their aspersions as gratuitous lies,\nor treat their statements with disdain. They are fairly complacent and\nsatisfied with their own standing and achievements. They are certain that\n\nthey know all that is of any importance, and it is a prime article of their\ncreed that they have always done that which they ought to have done, and\nhave left undone nothing that they ought to have done, and there is abundant health in them. If the city dweller surpasses them, it is because he is\n\"putting on airs\" or \"showing off.\" If he calls them \"hicks,\" they stigmatize him as \"dude,\" \"cigarette-smoker,\" \" stuffed shirt,\" and \"smart\nAleck.\" They are suspicious of him and of most others outside their im\n\n"}
{"page": 884, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n855\n\nmediate communities. They pride themselves upon their sturdy independence, and are generally unwilling to listen to new information or to heed\nadvice.\n\nEvidently a barrier of misunderstanding, aversion, and even hatred, has ,\nbeen growing up between two groups the rural and the urban folk-in\nour common country. And if we are to be a united people, all lines of this\nsort which tend to divide us as Americans must be removed. Nothing can\nbe more fatal to the strength of the United States than emphasizing such\ndifferences as those between North and South, East and West, white and\n\nblack, Jew and Christian, Catholic and Protestant, rich and poor, urban\nand rural. Unless we can largely erase these artificial lines in our citizenship, and come to understand and aid each other, our country is doomed.\n\nThe basal cause of this division between the people of the city and of the\ncountry is the growth of centers of population and the comparative isolation\nofthose people still remaining in the country. We Americans but a century\n\nago were mostly all rural and fared alike, but, with the development of\ncities, advantages of living came into existence in which those still on the\nfarms could not share. This has put them out of the race and tended to\nbind them to the soil and to dull labor, with few of the relaxations and\n\nopportunities of city folk. Unless Americans generally can be aroused to\nthe unfairness and inequity of this situation-the conscience of the city\nman awakened to his duty to share these larger opportunities with his\ncountry brother, and the consciousness of the rural man awakened to his\nplight and lack of equal advantages we are likely to be divided into two\npeoples, without understanding and without sympathy.\nBut in many ways the country people are awakening and securing their\nrights. The advent of good roads, automobiles, telephones, and radios is\nbringing them into touch with the city and enabling them to obtain many\nof the comforts and opportunities of urban life. Many of the farm folk\nnow easily drive into town, buy from the best shops, visit first-class theaters,\nhear the finest music, listen to intelligent sermons, consult the leading\ndoctors and dentists, and dress in the latest styles. In one respect, however, progress has been exceedingly slow, and that is in the demand for and\nthe establishment of good schools. Much has been accomplished in this\ndirection during the past quarter of a century since our eyes have been\nopened to the iniquity and un-American plan of affording one type of\nschool for the city and quite a different and inferior type for the country,\nbut far more remains to be done. Our educational slogan must continue\nto be \"A square deal for the farm boy\" until he is given practically the\nsame school opportunities as the lad reared in the city.\nAtpresent this is still far from being the situation. As yet about one\nfourth of the total rural school enrolment and forty-five per cent of the\nrural teaching corps are housed in one-room schools of the crudest sort.\nThere are upwards of two hundred thousand of these one-room buildings\nin the United States, and a fairly large percentage of them were con-\n\nstructed at least forty years ago, despite the fact that school architecture\n\n"}
{"page": 885, "printed_page": null, "text": "856\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\nand equipment have been advancing by leaps and bounds during that time.\nFour fifths of them have no provision for heating and ventilation, except\nthe old unjacketed stove and the rickety windows respectively. Nine tenths\nof the buildings are not properly lighted. In at least ninety per cent the\nseating is poor and unadjustable, and often where the seats could be\narranged to suit the pupil, this has never been given consideration. Where\nin the cities some four fifths of the teachers have had at least the minimum\n\namount of standard training-that is, two years beyond the high school, in\nthe country less than one twentieth have so qualified, and the turnover in\nrural teachers each year is just about fifty per cent. As a whole, but rarely\ncan the country districts secure any except the youngest, most immature,\nand least experienced young women for their schools. The better class of\nteachers, attracted by improved living conditions, assured tenure, larger\nsalaries, professional companionship, and opportunities for growth and\npromotion, are largely drained off into the cities. As a natural result,\nscholastic progress in the rural schools is greatly handicapped, and, on the\naverage, children of the same age are at least a year or two behind those\nin the cities. Moreover, in innumerable instances it is all but impossible\nfor the farm children, however bright, to secure a high school training, for\nthere is nothing of the sort anywhere in their neighborhood and no facilities\nare available for board or transportation.\n\nProbably the saddest aspect of the whole matter is that many have come\nto view the objectives of the country school as being quite different from\nthose of the city school. Realizing the hardships in rural life and fearing\nlest the youth may gravitate to the city, some people hold that the country\nschool should make it its business to retain children on the farm, whatever\n\ntheir abilities, interests, and needs, and others that as soon as possible it\nshould begin to prepare them for the pursuit of farming. Consequently,\nthey insist that all rural schools should be built in the open country in a\npurely rural environment and have the course thoroughly ruralized, with\nrural arithmetic, rural geography, etc., so that the child may be forever\ntied to the farm community and not be lured away. And they would even\nin the elementary grades have him trained in agronomy, stock breeding,\ndairying, poultry raising, horticulture, and other agricultural arts, and\nfrom the first would make him as vocationally efficient as possible. In\neither case little is likely to be done to fit him for membership in society at\nlarge. The larger life, richer satisfactions, and the broader social views\nopen to those educated in the city become almost impossible for him. His\nlife is predetermined and he is fettered by a class system as fixed as that of\nEurope. This is absolutely opposed to our American ideals, for we believe\nthat in modern democracy the rural child should have the same rights as\nevery other child. He should not be bound to the soil, like a peasant or\nserf under a caste organization of society, but, as President Butterfield has\nput it, \"The door from the country to the city should swing wide.\" Rural\nelementary education should not differ from elementary education in the\n\ncity, except possibly in the matter of approach,\n\n"}
{"page": 886, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n857\n\nThus for over a century the growing concentration of population in\nurban centers has been breeding an unfair contrast between the educational\nfacilities of the city and those of the country. For almost as long a period\neducators have been calling attention to the comparative ineffectiveness of\nthe rural schools; and since statistics, tests, surveys, and other forms of\nmeasurement have come more into vogue, it has been clearly shown that\nthe country- schools have not only fallen short of reasonable standard of\nefficiency, but that they have cost far more for each pupil. The fundamental difficulty in this whole sad state of affairs is, of course, the need of\na larger unit of organization. The existing weaknesses can never be overcome as long as the small district with its sparse population and consequently meager wealth back of each child exists as a separate and independent entity. The unit must be greatly enlarged and the schools consolidated, and, wherever necessary, the pupils transported, if the available\nresources and the educational conditions are to approach those of the city.\nOf course this effort to produce a larger school population for each unit\nwill not alone be sufficient, as the rural districts are still too poor, even\n\nwhen their money has been equalized and economically expended, and the\nState must, therefore, step in and provide more substantial and better\nequalized subsidies for them all. No one has yet devised a plan that will\nsecure good buildings and equipment without money, and all the special\ntraining of rural teachers in the world will not help the situation if the\nsalaries and other conditions are not such as to attract them to the country.\n\nClearly the start must be made through consolidation. This we have\nbeen recognizing more and more during the past quarter of a century.\nThere has been a constantly increasing tendency to organize larger units\nin administration and to secure the enactment and improvement of consolidation and transportation laws. The movement began a generation ago\nin New England, and has gradually spread throughout the country. It\nhas leaped from State to State through the zeal of educational reformers\nand missionaries and the force of example. The number of small schools\nand weak districts has now been substantially lessened through statutory\n\nprovisions in most States, and the best ways for increasing the size of the\nunit have been carefully worked out. Some commonwealths, like those of\nNew England, New Jersey, Michigan, Ohio, and Indiana, have adopted\nthe township basis, while county control has been generally utilized in the\nSouth and in Utah, and the community or enlarged district plan in Illinois\nand other Western States; but, while the county will often be found to\nform the most effective unit for both administration and support, the exact\nmethod is not so important as the general idea of consolidation and un-\n\ndoubtedly various ways will be most effective in different States. In some\nof our commonwealths public funds may now be used for transportation,\nand in most of them the amounts are carefully reported.\n\nThe only States in which the principles of consolidation and transportation have as yet had relatively little recognition are New York, Texas,\nArizona, and Nevada.\n\nThese four commonwealths should remove them\n\n"}
{"page": 887, "printed_page": null, "text": "858\n\nNATIONAL EDUCATION ASSOCIATION\n\nselves from the black list as soon as possible, and the improvement in\n\nmethod should everywhere be continued. Our efforts must, however, be\npatient, though persistent. Rural people cling with great tenacity to the\nold colonial right of each little district to administer its own school and to\nthe out-worn machinery of the small district system, and they will not\nreadily be benefited against their will. Moreover, there are always selfish\nand bigoted outsiders, sometimes with considerable influence and even\njournalistic and political backing, who appeal to the suspicions and prejudices of country folk and to their out-worn devotion to the \"little red\nschoolhouse . \" But the policy of centralization is bound to win in time\nthrough its own merit and in proportion as its value becomes known by\ntrial. In the future, as in the past, progress in this direction will be most\nsafely made first, through special enactment for certain sections, then\nthrough permissive legislation for the entire State, and finally, when most\nrural sections have been converted, through a mandatory law for all.\nThere is no reason for discouragement over the present situation. The\nachievements of today have been strung out over many years and have\noften been preceded by unsuccessful attempts and not infrequently followed\nby reactions. But there has been a steady, if slow advancement, and, amid\nall the adverse conditions and bitter opposition, the principle of consolidation has shown its strength . It can no longer be regarded as a mere experiment or fad; it has won a permanent place in practical school administration.\n\nIt is preliminary and fundamental to effectiveness in all other re-\n\nforms-in building, equipment, content, and method.\nBut, it has been argued, the country people as a whole do not demand\nor wish any better facilities in education. This is indeed the pathetic part\n\nof it-that those who are the victims have not more generally realized\ntheir own situation. Progressive movements, however, have never come\nabout through the request of those who need them most, particularly when\ntheir suspicions and resistance to outside suggestion have been aroused\nthrough isolation, provincialism, and prejudice. A sin-stricken world did\nnot demand Jesus nor did the Gentiles seek after the gospel of Paul, and\nthe outlying nations of today do not cry out for the missionaries. The\npeasants of France did not demand their civic rights, and the serfs of Russia\ntheir freedom, nor the negroes ofAmerica their emancipation. The perils\nof typhoid, malaria, yellow fever, and hookworm have not been curtailed\nthrough any request of the districts afflicted; and the drunkard and dope\n\nfiend of today do not ask to be delivered. Emancipation, relief, and progress have come only when some outside agency, with steady vision and\nintelligence, has had the courage to insist that it is not a question of what\nthe people wish but of what will help them.\nAnd in rural education the necessary aid does at times require not only\n\ncourage but a spirit of sacrifice. One State superintendent has recently\nfailed of reappointment by the Governor largely because he undertook to\nlift the country districts out of their slough, and a superintendent in another State was defeated for reëlection by the candidate who took as a\n\n"}
{"page": 888, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n859\n\nslogan, \"Back to the one-room school.\" But so have others suffered in the\npast and will again in the future, and one may be proud to fall in so good\na cause as education. \"Where do you wish my detachment to take its\nstand ?\" asked a subordinate of General Stonewall Jackson. \"Go where\nyou will,\" was the reply; \"there's good fighting all down the line. \" There\nhave been great victories in the administration of rural education of late,\nfellow superintendents, but we must be ready and eager to press constantly\nforward on all sides. We may well have high hopes of ultimate victory.\n\"The mills of the gods grind slowly, but they grind exceeding small.\"\n\nTHE NEED AND HOPE OF THE CITY\nW. R. HOPKINS, CITY MANAGER, CLEVELAND, OHIO\n\nThe invitation to address you upon this subject is an indication that\nthe feeling which has led the people of Cleveland to discard one form of\ngovernment after another is not local but merely part of a wide-spread\nfeeling that the government of American cities is not what it should be\nand the hope that by some sort of change or changes it can be improved.\nNo one familiar with the facts would question the statement that the\nAmerican people have less cause for satisfaction with their accomplish-\n\nments in city government than in any matter of real importance to them.\nViewed in the light of the capacity of the American people for doing well\nanything which they really care to do well, the government of our large\ncities is undoubtedly our outstanding National failure.\nWith the tremendous growth of our cities, not only in population but in\nevery kind of activity involving the movement of great masses of people\n\nat short intervals over wide areas and the ever-increasing complexity of city\nlife, the failure to make city government a really efficient instrument involves more and more serious consequences. The whole trend of city life\n\nmakes it increasingly necessary that we shall secure by some means city\nadministration equal to the great tasks necessarily thrown upon it.\nThe protection of life and property under these conditions, the maintenance of public health, the administration of public education, the management of traffic, the provision of adequate facilities for mass transportation,\nthe maintenance of worthy public parks, grounds, and buildings, and an\nincreasing regard for civic comeliness and beauty, all combine to assume an\nimportance to the whole people which will not permit us to tolerate the\npresent shortcomings of city government. We are faced by the necessity\nof adopting new views of city government which will eventually result in\nmaking it adequate to its tremendous and ever-increasing tasks .\n\nAt the root of every evil lies erroneous ideas, and in the last analysis, the\ncontinuance of any evil must be due to erroneous ideas as to the proper\nmeans for ending it.\n\nMuch of the evil in the government of large cities is due to a belief, all\n\n"}
{"page": 889, "printed_page": null, "text": "860-\n\nNATIONAL EDUCATION ASSOCIATION\n\ntoo widely held, that municipal government is necessarily incompetent and\ngenerally corrupt. Many people who would be unwilling or ashamed to\nexpress this view undoubtedly act upon it. Many men who could contribute much to any attack upon municipal government abuses not only\nmake no such attack, either personally or in conjunction with others, but\neven submit to the existence of such conditions as being inevitable and now\nand then feel the necessity of paying tribute to men and organizations in\ntransactions undeniably illegal. And they do this not only because they\nfeel personally inadequate to resist lawless demands and impositions, but\nbecause deep in their hearts they regard the municipal corruption which\npermits such demands as an inevitable and inescapable thing.\nThe first need of our people with reference to city government is that of\nrejecting the idea that municipal government is necessarily incompetent or\n\ncorrupt, or both. It is a fact that the functions of city government involve\ndrudgery, or something very near it. The cleaning of streets, the removal\nof garbage and ashes, the construction of sewers and pavements, the policing\nof a great city, the care of parks and public buildings all involve labor\noffering little attraction to the ordinary citizen. And the exercise of the\npolice power with its necessarily constant and intimate interference with\nthe individual inevitably lends itself to every sort of indulgence and favoritism on the one hand, or harshness and oppression on the other, and thus\neasily opens the way to corruption of one kind or another. And the very\n\ncloseness of municipal government to the people naturally subjects it to\nevery kind of personal influence and interference, making efficiency difficult\nand the just enforcement of rules almost impossible.\nOf all forms of government, municipal government is the most commonplace, difficult, and lacking in glamour. There are some good reasons why\nwe have achieved so little success with it.\n\nBut the old idea that the government of large cities is necessarily corrupt was effectually and completely exploded in Cleveland by Mayor\nJohnson, who, in the course of an administration extending over nine years,\ngradually but steadily rooted it out and made it so plainly unnecessary that\nthe community would never again tolerate the common forms of corruption and graft which may be found in almost any large city. With the\nelement of corruption eliminated-and by corruption I mean not merely\nthe payment of money but the use of public power and authority to reward\nfriends and punish enemies-I think it has been demonstrated in every city\nof any size in this country that it is possible to have a larger degree of\nefficiency in city government.\nWherever a community accepts the view that municipal government is\nnecessarily incompetent, generally corrupt, and altogether an unsatisfactory\ninstrument for the performance of indispensable services, it invites a situation in which the city government is left to the control of those persons\nand groups who have most to gain directly by controlling and exploiting\nthe community through its government. These people make a private\nbusiness of city administration and use the city's own power and resources\n\n"}
{"page": 890, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n861\n\nto strengthen their hold upon its agencies. They use the city's own funds\nto corrupt the corruptible; they use the city's power to favor the subservient and harass the independent and, like all rulers for gain, make those\n\nwho support and enrich them their subjects and victims.\nAnd these things they are able to do because they take the trouble necessary to control the municipal machinery. At bottom they are actuated by\nthe same motives as those which moved armies in former times to capture\ncities for loot and tribute. The government of large cities by so-called\npolitical machines is merely a modern survival of medieval practices made\npossible by a strange combination of native neglect and cynicism with\nforeign ignorance and rapacity. These organizations are in no true sense\npolitical, for they have no real political convictions or aims. They are\nessentially private business combinations which utilize in local elections the\n\ntendency of certain groups of voters to combine on real political issues.\nAs government in a democracy goes always by majorities or pluralities,\nit is easier to secure a majority or plurality in a local election if the party\nflag can be made a rallying point or party affiliations be utilized. But beyond mere habits of political association in elections involving real political\nissues, there is no party politics in municipal government.\nThe fact is that the difficulties incident to securing any general cooperation of voters in local elections make it very natural that political\n\nmanagers who are active in rounding up majorities in general elections\nshould possess a great, if not overwhelming, advantage in struggles to control municipal elections. And such managers learned very early in the\nhistory of our country the enormous value in general elections of strong\nlocal political machines, as witness Aaron Burr with his Tammany Society.\n\nBut just as in Burr's day the necessary material for constructing such a\nmachine was the voter of foreign birth, prejudices, and limitations, so to\nthis very day the local political machine must get its support from great\nmasses of voters who have as yet no real conception of the duties and privileges of American citizens, but are moved by foreign conceptions of government as an instrument for obtaining personal and class advantage at the\nexpense of other persons and groups. The largest city in America is, to a\n\nlarge extent, ruled at this moment by ignorance and prejudices and customs which had their birth in Ireland and Russia.\n\nWhen New York\n\nfinally becomes American, Tammany government will be as obsolete as\nRussian Czars and Irish Home Rulers .\n\nAnd so it seems to me that the great need of our city government today\nis a new view of the true nature and possibilities of city government-a\nview which regards city government as the chief instrument in making the\ncity a home worthy of its people, a home in which every member of the\ncommunity feels his responsibility for the safety, the health, and the wellbeing of every other member of the family, in which he feels his own responsibility to help in every way he can to make the government of his city\nworthy of its great task and opportunity in making the city home one to be\n\n"}
{"page": 891, "printed_page": null, "text": "862\n\nNATIONAL EDUCATION ASSOCIATION\n\nproud of it. In the clear light of such a view of city government, the present fogs of inefficiency and corruption must eventually disappear.\nIs there solid ground for the hope that such a view can really prevail?\n\nWe in Cleveland have good ground for just that hope. In fact, it is\nalready more than a mere hope. We like to think of Cleveland as a truly\ntypical American city-old enough to have traditions, but not too old to\nappreciate the swift and marvelous changes of these latest days; eastern in\norigin and tradition, but the creation of pioneers in the first settling of the\nWest; with eighty per cent of our people foreign-born or the children of\nparents of foreign birth, representing almost every part of Europe, yet\nvaluing education and increasingly sharing the aims of an energetic, ambitious, prosperous, generous American community which has for years\nbeen steadily growing in community sense, perceptibly developing strong\nappreciation of ties which bind the citizens in one body with feelings, aims ,\nand ambitions which we all share. These things make Cleveland a typical\nAmerican city.\n\nWe are coming to a basis upon which we can appeal for the acceptance\nof a new view of the true function of city government-a truly American\nview-a view which requires us to start out with an appreciation of every\n\nmember of our community as a human being possessed of immeasurable\npossibilities, endowed with inalienable rights so precious that even governments must have their right to live measured by their fitness to protect\nthose rights a view which makes government the special protector and\ndefender of all that makes life safe and adequate. And we have yet to appeal in vain to the most foreign of our foreigners for support of anything\ntruly American. Indeed, their instinct for what is essentially best and\nfinest in our American conception of government often puts us to shame.\n\nThe trouble with the government of our large American cities has been\nprimarily a failure of our so-called Americans to infuse true Americanism\ninto it. Having failed to lift their city government up to the American\nideal of government, they have allowed it to slip down into the muck of\npersonal interests, class and factional advantages, corruption, inefficiency.\nand oppression and all that brood of governmental evils with which our\nforeign elements were familiar in the lands from which they came. And\nfrom this mass of municipal corruption, the evils of graft, inefficiency, and\noppression have, in many cases, spread from political into the commercial\nand industrial life of some of our great cities.\n\nBut just as the evils of the open saloon reached their peak of arrogance\nand power at the very moment when it was about to become a national outlaw, so we have reason to believe that the unpatriotic and un-American\nview of city government which has made it our outstanding failure, is\nswiftly approaching its end because our people have made and are now\nmaking such tremendous strides toward a truer appreciation of American\nideals and a new sense of national unity and solidarity.\n\nThe great hope of city government lies in the tremendous progress which\nthe American people are now making toward an entirely new National\n\n"}
{"page": 892, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n863\n\nlife. In former times, the individual American citizen had very few points\nof intimate contact with considerable numbers of his fellow citizens.\n\nHis\n\nchurch and his political party represented in most cases all of his affiliations\noutside of his family. To these were gradually added affiliations with\nfraternal organizations which have now become so general and so numerous\nthat most adult American men belong to more than one such organization.\nThese fraternal organizations have been followed in turn by all sorts of\nbusiness and trade organizations in which the personal, social, and friendly\nelement has finally become more potent than the ordinary business connections. We have reached a time when all our citizens, men and women,\nbelong to organizations of many sorts, in all of which the personal and\nfriendly element is a large factor and in which the consideration and dis-\n\ncussion of all sorts of questions has become the regular thing. In fact, we\nhave reached the point where an intelligent foreigner described us as a\n\"people who belong to innumerable organizations, to some one of which\nthey go every day in the hope of hearing some new thing.\"\nWe are in the midst of the most significant and fruitful period of American history, a period in which the finest qualities of the American people\nare bringing together into a new unity the friendship and understanding\nfrom which we shall get an entirely new American patriotism. In any\ncase, this amazing development of organizations, each concerned in promoting something worthwhile under circumstances which bring its members into closer relations, furnish us innumerable places in which to present\nunder the most favorable circumstances any municipal program worthy of\npresentation, and afford the possibility of alignments and combinations for\nthe accomplishment of civic projects far exceeding in potency any political\nalignment ever made. We are coming to know each other better, to understand each other better, to have a more intelligent interest in everything\nthat is good, which is but another way of saying that we are gradually\neliminating ignorance, prejudice, jealousy, suspicion, which have always\nbeen the stock in trade of schemers-the obstacles in the way of effectual\ncoöperation for the accomplishment of really great things .\n\nThe hope of the city is the hope of America. The hope of city government is the hope of American government-a government founded upon a\ntrue appreciation of the individual, his rights and his possibilities. The\nideals expressed in the Declaration of Independence were necessarily far\n\nabove and beyond the conditions then existing. Between that day and this,\nwe have traveled far on the road toward the realization of those ideals\n\nand we are coming now to an entirely new view of the possibilities of a\ngovernment so founded. But we must not forget that the broad door\nwhich we have opened to the peoples of all lands has admitted with them\nall the limitations which oppression puts upon its victims; that we cannot\n\neliminate the evil effects of those things in a day or a year ; that these\npeople and their children must be given every opportunity to become truly\nAmerican and that in the end all progress in government must be measured\nin terms of education.\n\n"}
{"page": 893, "printed_page": null, "text": "864\n\nNATIONAL EDUCATION ASSOCIATION\n\nHAZARDS OF THE SUPERINTENDENCY AND THE NEXT\nFORWARD STEPS IN REDUCING THЕМ\nJ. H. BEVERIDGE, SUPERINTENDENT OF SCHOOLS , OMAHA , NEBRASKA\n\nIt has been my good fortune as a public-school administrator to have\nhad well-chosen members of the board of education, men for the most\npart of intelligence, high character, and more than average ability. It is\nmy pleasure to work with a remarkable group of teachers, principals, and\nsupervisors. They are my associates in educational service in an exceptional community. Personally, I feel that the public in cities where I\nhave worked has been generously minded to the school. But owing to a\npeculiar philosophy of the American people and probably to all peoplethat the \"ins are wrong and the outs are right,\" a public administrative\nposition is ever and always subject to the hazard of a constantly changing\nmental attitude of the people. Witness every one of the great countries\nengaged in the World War. No head of any of these governments remained in power for any considerable period.\nThe city superintendency is a public administrative position subject to\npolitical entanglements, district prejudices, parental whims, newspaper misrepresentations, internal dissension, external pressure, large responsibility\nand often limited power. No man, it seems, is positively secure in a city\nsuperintendency-however efficient, scholarly, or diplomatic. Why ?\nListen to the statement of a man who served as a city superintendent in\ncities varying in size from 15,000 to more than half a million people. He\nwas one of the great city superintendents of this country-able, scholarly.\nand keen. He had caught the vision of service and kept his eye on the star\nof hope. He fought a good fight. We all respect and honor him. This\nis his statement: \"The superintendency of a large city school system is unquestionably the most wearing and wearying work in all the educational\nfields.\" An editorial by Doctor Charles H. Judd in one of the leading\neducational magazines stated : \" One is compelled to ask, however, what is\nto become of the superintendencies of the great cities if they do not offer\ntomen of the largest training the most attractive openings for work.\n\"The plain fact is that the superintendency of any great city school sus\ntem is coming to be an almost impossible job. The superintendent is hampered in most cases by board action which interferes constantly with his\nexpert professional efforts. He is harassed by the politicians and assailed\nby the busybodies of the community. He has to stand at short intervals for\nre-election or rejection, and his salary is so much below that of a moderately\ngood business position that it is difficult to find any real justification for\nhis attempting to serve the community.\"\nTo be specific: What are the hazards of the superintendency ? How\nhave they been met by the successful superintendents of the country? What\nmethods of solution have been applied by those of training and seasoned\nexperience? Let us deal in facts not theory. What follows is the result\n\n"}
{"page": 894, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n865\n\nof investigation. The data have been gathered from those in administrative work-superintendents, college presidents, deans of education. I want\nhere and now to acknowledge my gratitude for their assistance.\nThe budget-A superintendent of seasoned judgment, and skilled in the\nart of managing men writes: \"The most trying hazard among city and\nState superintendents is the budget problem.\" He assumes that the superintendent is competent, an educational leader, doing his level best. He\nmust have an \"aggressive and progressive program,\" yet changes inevitably\ninvolve an expenditure of money. The \"increased expenditures and rising\ntax rate ultimately arouse the opposition of the largest taxpayers, who are\nfrequently the most active and influential members of a community.\"\n\n..\n\n\"The serious cutting of the budget by appropriating bodies not only hamstrings his program but reacts to discredit his general standing.\"\n\"Many a superintendent is today being attacked for extravagance and bad\njudgment in a manner which is as alarming as it is distressing.\" What is\nthe solution? You can not go for a long time too far beyond public opinion. You as the educational leader in your community supported by your\nassociates must mold public opinion and must sell the schools-methods,\nactivities, and program to the community-to taxpayers, large and small .\nIn making up your budget you must include just what you have sold to the\ncommunity and what you can pay for. You must visualize the school as a\nsocial institution contributing to a higher citizenry of the State. Your\nbudget must be made carefully, scientifically, and specifically. Make only\nsuch recommendations as can be defended. The board has a perfect right\nto ask: Why do you ask for this amount ? How is it to be expended ?\nWhat will be the result?\n\nThere is a hazard so closely associated with this one that it is a part of\nit. Every growing city means a greater number of pupils each year. To\naccommodate these pupils it takes more schoolrooms, more teachers, more\ntextbooks, more coal, etc. Your community must understand this. It\nshould be made plain that you cannot expand this business with a decreasing\nrevenue and maintain standards.\n\nIt is the opinion of some that the rapidly expanding high-school budget\nneeds special study.\n\nIn some cities by actual numbers, the increase in the\n\nnumber of high-school pupils is greater than in grade schools. The per\npupil expense is greater. More equipment is required. Is it not true that\nas a pupil advances he should be able to help himself more and more ? If\neducation means anything should not the pupil be able to work more independently in high school than in grades ? Then should not the high-school\nteacher be able to handle a greater number of pupils per class than the\nelementary teacher with the same expenditure of energy ? This may prove\nan important factor in budget making. How completely is your high-school\nbuilding being used every hour of the day ?\nChanging personnel of board of education-It takes time for a new\nmember of the board of education to become familiar with the workings\n\n"}
{"page": 895, "printed_page": null, "text": "866\n\nNATIONAL EDUCATION ASSOCIATION\n\nof that body. Frequently the member believes sincerely that it is his duty\nto initiate reforms. He has, previous to his election, acquired so much\nmisinformation that he regards reformation a necessity.\nMany able men become members of a board of education knowing full\nwell their duties and responsibilities as members of a board of directors\nin a bank, a department store, a manufacturing establishment, or a railroad,\nbut fail to relate that former experience to their work as members of the\nboard of education. What surgeon would think of asking the board of\ndirectors of a hospital how to diagnose a case or perform an operation ?\nThe highest type citizens in the community should be selected for the\nboard of education. Only the best men and women should even be suggested for such an important position-men and women of good judgment,\nwide experience and of sound common sense-men and women who can\n\nintelligently check the chief executive of the school system, the superintendent. There are some in every community who seem to think that one\nof the chief functions of a board member is to grant favors and pay\npolitical debts. It is a dangerous hazard to any school system if such are\nat any time selected. The indifference of a community in a matter of this\nkind is a hazard which every one of us has faced. It is my policy to let the\npeople select the members of the board of education and my business to\nlive peaceably with them thereafter and work as effectively as my limitations will permit, as a citizen interested in the welfare of his city and in the\nprogress and achievements of his community. It may be entirely appropriate for those of you who are superintendents in other cities to take an\ninterest in the selection of honest, efficient, capable, upright, and progressive\nmembers of the board of education. Such action may be justified in the\ninterests of children and I am told is upheld by the so-called preamble of\nthe Constitution of the United States and indeed provides for the common\ndefense, promotes the general welfare of the community, secures greater\nliberty in administering the schools of the city system, insures greater tranquillity in achieving success, and guarantees a more perfect union of all the\nforces tending to provide for and promote educational service, and aids in\nestablishing justice in settling difficulties and meeting the exigencies which\narise in school administration.\n\nThe newspaper hazard-The newspaper may be one of the most helpful\nagencies in promoting a progressive school program, or one of the most\nbaleful. I have seen blocks on the front page of the daily papers given\nover to the most vital things concerning the public schools.\n\nI have seen\n\nthem vie with each other in helpful school publicity.\nWhile preparing this paragraph there came to my desk a number of\nnewspapers from a certain city with glaring headlines two or three inches\nhigh, no doubt meant to be sensational.\n\nThe purpose was to discredit the\n\nsuperintendent and the board of education. A careful reading of the\npaper indicated to the thoughtful mind that the superintendent was doing\ngood work, that he was instituting worthwhile policies, that he had the\n\n"}
{"page": 896, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n867\n\ncourage of his convictions. To the general public it gave the wrong impression. The tendency would be to place a barrier between superintendent\nand teaching force, between people and members of the board of education.\nNot even a shadow of community uplift was evident. It was entirely a\nmatter of destructive criticism.\n\nThere are many metropolitan daily newspapers that harass the school\nprogram. These newspapers are reactionary and attempt to thwart the\ncoöperation of civic agencies. They magnify the slightest error of the\nboard of education, and carry forward a bitter fight against any pro-\n\ngressive school program, but, thanks to other newspapers, civic organizations, the Chamber of Commerce, courageous superintendents, and their\nstaffs and teachers, the programs still move forward.\nSo-called highly privileged class-In every large city you find people of\nwealth and influence, large property holders themselves or managers of\nvaluable properties held by non-residents, who make it their chief business\nto hamper the schools by inadequate taxation, forgetting that education is\na State function and that good schools in a community are a protection to\ntheir property, and enhance the value of their holdings. If the public\nschools were taken out of this great city, out of the State of Illinois, what\nwould the property in this State be worth ?\nWithin self-Notice the clearness and frankness with which a leading\n\nsuperintendent of this country writes: \"I believe fully that most of the\nhazards are from within and not from without.\n\nThe two greatest hazards\n\nwhich I have encountered have been : ( 1) Lack of adequate preparation for\n\nthe superintendency ; (2) The difficulty of summoning courage to carry\nout my convictions. Personally, I have never suffered from politics, that is,\n\nseverely, nor any of its manifestations. I do believe\n\nthat very\n\nmuch of the success or failure, acceptance or rejection of policies, is due to\nthe fundamental power of the superintendent himself. If he is wanting in\nimportant factors, the confidence of the community dwindles and begins to\ntake over his work.\" From this superintendent the challenge comes for\nbetter and more thorough preparation. \"The fault is not in our stars, but\nin ourselves.\" I confess that the sentiment expressed by this superintendent\nhas been true in my own experience. When we catch a vision of the task to\nbe performed by one engaged in the administration of a large school system,\nwe would shudder on account of the responsibilities were the task not so\n\ntremendously interesting and the opportunity so great for real service to\nmankind. It is entirely contrary to my philosophy to condemn in any way\nthose with whom I am associated in either business or professional life, but\nto take an inward look when difficulties arise.\n\nIn the face of this hazard\n\nit is interesting to note in the analysis of the superintendents' preparation,\nas indicated in the Yearbook published by this department a year ago, that\nit is found that the superintendent is entitled to his place as a leader in the\n\npublic-school system by reason of his superior training. And yet, the next\nstep forward, as indicated by my friend and co-worker, is to demand more\n\n"}
{"page": 897, "printed_page": null, "text": "868 .\n\nNATIONAL EDUCATION ASSOCIATION\n\nthorough graduate training, travel and observation, research and investigation on the part of those who undertake the work of the city superintendent.\nThis is necessary if we are to make the work of the city superintendent a profession in the real sense of the word that a profession is a vocation\nin which specialized knowledge acquired after long years of study is, rationally, ethically, scientifically, and skilfully applied in practical affairs. You\nknow how easy it is to respond to popular appeal. You know how difficult it is to summon courage when faced by selfish opposition. You\nknow, too, that \"courage is largely born of conviction supported by a\nthorough understanding and power to express it when occasion demands.\"\nOne who becomes a city superintendent has need of leadership keen\nenough to discover those of marked ability in selecting his associates and\nhis assistants ; generous enough to give credit to each for what each accom-\n\nplishes; leadership which will stimulate the members of the personnel composing the organization of which he is the head; leadership shrewd enough\nto discover inefficiency where efficiency does not exist, and fair enough to\nchildren and taxpayers, and honest enough with himself to eliminate those\nwho are inefficient or lack the possibility of growth; willing to employ his\nenergies for the welfare of others. A city superintendent should have that\ntype of leadership which will first merit, then secure, the confidence of his\nassociates.\n\nIf a city superintendent is to have this confidence, he must be willing to\npay the price of research before his school policy or program is promulgated.\nHe must gather facts; organize them; study them; formulate his judgments\nwith deliberation, state them clearly and frankly; take the public into his\nconfidence; fix his eye on the goal, and move forward.\nThe next step forward may be National or special State certification\nfor this service following a thorough course of training after the bacca-\n\nlaureate degree has been granted, and then granted only to those who by\nnature as well as training are adapted to the work.\nHazards of the superintendent! Their name is legion. I can mention\nonly a few of them briefly, with suggestions given by my co-workers for\ntheir solution :\n\n1. Unwise Legislation-Throw out your line.\n\nWatch.\n\nThink ahead.\n\nMeet it in advance.\n\n2. The Voice of the Agitator-Meet him with facts secured through\nresearch, promulgated through organized agencies, such as Rotary, Kiwanis,\nParent-Teacher Associations.\n\n3. Disregard of Personal Business Obligations-Meet your obligations.\nPay your debts. Maintain your credit and your self-respect.\n4. Failure to Develop and Promote Those Within the OrganizationSelf-evident. A failure to develop and advance those in your own organi\nzation is an admission of your own weakness .\n\n5. Failure to Use the Best Efforts of All in Promoting a Program-lt\npays to have the workers own stock in the business.\n\n"}
{"page": 898, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n869\n\n6. Suppressing Expression Among the Members of the Group-Let them\nclear the atmosphere through debate. Let them turn their guns on each\nother rather than center on the superintendent. Much of the ammunition\nwill be exhausted before the direct fire.\n\n7. Dismissing the Inefficient Teacher-One superintendent states, “ I\nsuggest 'Indirection.'\n\nMost of those who have used the 'Direct Method'\n\nhave not survived to tell the tale.\"\n\nIn other professions and in other businesses the pay may be more nearly\ncommensurate with the responsibilities, but let us remember that this is\nour job.\n\nThe superintendency of a city school system is a tremendous undertaking,\na great responsibility, a magnificent opportunity. The task would be appalling if it were not so interesting. It offers an opportunity for almost\nevery type of ability, business and professional, for keen discrimination,\ncareful judgment, analysis of human nature, power of organization, and\ncourageous action. Mistakes we have made; mistakes we shall make.\nBut we must and will move forward. I have suggested in this address\nsome of the forward steps in reducing the hazards of such a position. I\nmention one more. The hazards will be reduced as men of marked personality are brought into this work-men who possess the king-becoming\n\ngraces, such as \"justice, verity, temperance, stableness, bounty, perseverance,\nmercy, lowliness, devotion, patience, courage, and fortitude\" ; men who\nrecognize the significance of coöperation and right human relationshipsthemost important fundamental principle of the social order.\nThe president of a great railway system says :\nIt is not the great hundred- thousand horse-power locomotives, or the still more\n\npowerful electrical motors, or the endless chain of freight and passenger cars, or\nthe well-appointed terminals, or the solidly-laid tracks, or the intricate signal\nsystems-it is not all this elaborate network of equipment that makes the railroad\nwheels go around twenty-four hours every day of the year. It is the human heart-\n\nbeat. Whether you are running a railroad or any other kind of business, ninetyfive per cent depends upon the human beings in it. Unless the great majority of\nthose constituting the organization are working in harmony and working heartily,\nthe results can only be disappointing. Success comes from the human heart, not\nfrom materials or machinery.\n\nRELATIONS OF THE SUPERINTENDENT OF SCHOOLS TO\nTHE TEACHING CORPS\nSUSAN M. DORSEY, SUPERINTENDENT OF SCHOOLS, LOS ANGELES\nCALIFORNIA\n\nFor one who is a party in the case, honestly to discuss a subject of this\ncharacter is a difficult and delicate matter. What is said on this occasion\n\nwill be for the most part a presentation of actual experiences in superintendent-teacher relationships and will contain consequently no flights of\n\n"}
{"page": 899, "printed_page": null, "text": "870\n\nNATIONAL EDUCATION ASSOCIATION\n\nidealism, no imagined situations of near-perfection. As a member of the\nofficial family, the teacher has certain claims and the superintendent certain\nobligations. The very entrance into the family circle is bound to be protected by every condition of fairness. If, as in most large cities, the teacher\nenters by a semi-civil service examination, with eligible list and appoint\nment according to order of merit, it is a matter of great concern that the\nsuperintendent protect even the youngest teacher against the possibility of\nunjust discrimination. There must be absolute confidence of the teacher\nthat the eligible list will be followed in a spirit of equity. There must be\nequal willingness on the part of the teacher to accept her lot when the dial\npoints to her name. This last is not always easy, especially in cities of\ngreat distances and conglomerate population, if the teacher draws a room\nmiles from her home, or in locality whose children are uninteresting.\nDisappointment is registered on her countenance if not expressed in words,\nand there is immediate danger of straining the friendly relations between\nsuperintendent and teacher. In a spirit of impatience the superintendent\nis tempted to say, and I have known it to be said: \"Take this room or\nnothing. \" Well, that is one way of settling such a matter. There are\nother ways. It may be well to reflect a bit whether a teacher traveling\n\nmiles every day or presiding over a room of children, perhaps even from\nwealthy homes, for whom she feels she cannot do her best, is after all as\n\nvaluable as that same teacher under other conditions. In a city of great\ndistances, the matter of miles is often a perplexing problem, involving\nalmost impossible hours and impossible street-car conditions.\n\nI know a\n\nsuperintendent who earns his salary every year by the supreme patience he\nexercises in working out adjustments for teachers disheartened because of\nimpossible distances to travel, or of uncongenial classrooms, or other disagreeable scool conditions. But this takes time, oh so much time. Does it\npay? The teacher thinks it does and those who work in the same office\nwith this superintendent agree that just being human to the members of\nthe official family gives enormous returns in contentment, willing effort,\nand tangible results. A relationship involves of necessity two parties. Too\nmuch time consequently cannot be given to the whims of the unreasonable\nteacher whose persistent demands for special consideration sometimes prevent cordial relations. Fortunately, most teachers are good soldiers, expect\nto share the common lot in brave fashion and bide their time for promotion.\nThe head of any official family should expect to look after the members\n\nin many ways, and so it happens that the superintendent has it in his power\nto do much toward making the physical conditions under which the\nteachers work satisfactory, at least, that should be true in most staid and\nwell-behaved cities. It cannot be true in a city like Los Angeles, where\nlife is a procession with no last wagon of the train ever in sight. It must\nbe a matter of real satisfaction to any executive to feel that he has managed the physical conditions of his district so well that all teachers have\n\nfull-day sessions, well-lighted, well-ventilated, adequately heated, and\n\n"}
{"page": 900, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n871\n\nequipped rooms, with ample facilities in the way of rest rooms, closet space,\nand all that contributes to make the day's work move on with ease, expe-\n\ndition, and success. Some superintendents, with all good intentions and\nmuch hard work, with unconquerable courage and determination, are\ndoomed to see the day of such happy conditions still far in the future. It\nis none the less a goal to covet.\n\nAs a second point in this discussion, it is pertinent, especially at this time,\nto comment on those relations of the superintendent to the teaching corps\nwhich have to do with teachers as factors in the administration of the\n\nschools. It may not be amiss to remind ourselves just here that teaching\nand the teacher, along with the children, were the original and still remain\nthe one essential requisite for any school; that all other accessories such as\nprincipals, supervisors, superintendents, and business managers have been\nadded for the one and only purpose of making it more possible for the\nteacher to do better the essential work of teaching. That some or all of\nthese accessories may occasionally get in the way of teaching, obstruct the\nprocess, and confound the teacher is to be charged to human weakness and\nthe general tendency of things to run down, harden into formality, or arrogate to themselves undue importance. This comment on the importance of\nteaching as a chief function and the reason for being of the school has a\n\nmomentous bearing on all theories propounded and conclusions reached in\nthe matter of teacher participation in administration. Let it be said at the\noutset that no superintendent can administer his schools in the best fashion\nwithout advice and sometimes actual administrative assistance from teachers .\n\nWhat, then, should be the conditions and limits of such assistance ? Mani-\n\nfestly, the most obvious essential is that such participation shall contribute\ndirectly to the best interests of the child by increasing the capacity of the\nteacher for teaching service, for be it emphasized that nothing done anywhere in the whole school department is or should be done for the sake\n\nof any one other than the child. If, then, the participation of the teacher\nin administration is permitted to become purely superficial, a mere sham,\njustdoing something-ifit consumes time, energy, vitality at the cost of the\none great function of teaching; if it involves the teachers in unhappy controversies among themselves, with the board of education or with executives; if it brings teachers into embarrassing situations that occasion loss of\nserenity and general satisfaction; if those immediately sharing the responsibility of administration come into possession of confidential information\nrespecting their confreres or other knowledge which results in strained or\nunhappy relations; if at any point the teacher becomes less capable, less\nbuoyant, less responsive to the claims of the children because of this new\n\nresponsibility-then one of two things, possibly both, must be true ;\neither the superintendent is not tactful and understanding, does not know\nwhat nature of problem to submit, what type of work to entrust to his\nhelping teaching corps, and what to withhold, or the teachers have not\nrightly sensed the kind of help they should give, or how to participate in\n\n"}
{"page": 901, "printed_page": null, "text": "872\n\nNATIONAL EDUCATION ASSOCIATION\n\nthis new relationship without tension and loss of teaching power.\n\nFor\n\nthere are limitations to this delicate responsibility. Sometimes one wonders\nwhether it is ever possible for a manufactured machinery of participation\ngrowing out of a theory, to work as well as an evolved custom resulting\nfrom conscious needs and unconscious adaptations. We pass that, however, and are brought face to face with an actuality. There are limits to\n\nthe amount of time and energy that a teacher may profitably give to anything except her immediate work; once the teacher feels that other things.\nno matter what, are more important for the time being than her regular\nschool work ; once these other things become a matter of first thought or\nworry, then the children will feel the weakening of power and begin to fall\nshort of their best accomplishment. This is what actually happened in one\nschool not in my own city.\n\nA fine, enthusiastic, promising kindergarten teacher, over-enthusiastic\nabout certain theories, in order the more surely to compass their acceptance\nand trial in the entire school department, plunged into propaganda work\ndesigned to secure administrative recognition for those theories, with the\n\nfollowing unhappy result: Night work proved exhausting and resulted in\nthe late arrival of the teacher to her class in the morning, with work for\nthe day unprepared; afternoon meeting appointments called her away too\npromptly and resulted in throwing upon other teachers an undue share of\ncertain types of school duties, the whole thing culminating in an unhappy\ndebacle and request by the principal for the transfer of the teacher. What\nsuperintendents should desire is such help as teachers can give without too\nheavy a tax upon time and vitality. There is, however, one indispensable\ncondition to teacher participation in administration and that is that those\nteachers who participate shall gain something immensely worth while from\nthis experience for their own work and for the whole school system. It\nis cruel robbery for this administrative work to take all and give nothing.\nIt should yield large returns in a better understanding, not merely of the\nnecessary machinery of school administration and how it works, but of the\nmighty purpose of public schools, of the difficulties and dangers that con-\n\nfront them from time to time, of the way in which the teacher may help\nthe educational morale and render the great service of interpreting the\npublic schools to the public, who owns and operates but sometimes fails to\nunderstand this important institution of the republic. Is it possible in this\nadministrative participation to keep the relationship one of genuine helpfulness to the teacher rather than a drain upon her energies and an essential\n\nworry?\n\nIf not, we had better abandon the attempt.\n\nA most pitiful and unforgivable degradation of this particular relationship of superintendent and teacher is what might be called the \"gossip\nfest,\" for unless matters of real moment are forthcoming, the meetings of\nadvisory committees soon resolve into discussion of mere aimless nothings.\n\nTeacher participation in administration just for the sake of it is unforgivable; so also is that form in which there is a semblance of such activity\n\n"}
{"page": 902, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n873\n\nbut no reality because participation ends with discussion since the superintendent's will prevails at last and always regardless of teacher advice.\nNo one is ever deceived by this sort of thing. Better far to bide by the old\nway than to pretend a new one.\n\nI have known of some vital participation where really good things were\naccomplished, not only for teaching, but for the schools and the community,\nwhere serious problems were worked out to successful conclusion. Το\nname some of these problems : the parents in a community were dissatisfied\nwith the information or lack of information sent out by the report card.\nFrequent complaints to teachers and principals resulted in a joint effort\nwith the superintendent's office for improvement in this particular. The\noriginal report card was of the negative type ; no mark indicated satisfactory progress, a red check typified failure or near failure. A long suffering\npublic had endured this thing for years, but at last their voice was heard\nand there was evolved a report card that for the first time in many years\nindicated to parents in understandable symbols not only the progress of\nthe child in his studies but also quite as important, his progress in the\nsocializing process since the card made mention and evaluated such virtues\nas honesty, courtesy, thrift, and the like. Who can doubt that all teachers\nwho participated in the construction of that report card will always be\nmore competent and understanding because of the experience ? A grateful\ncommunity has not neglected to return thanks .\nAnother type of service being rendered by this advisory council is a study\n\nof class interruptions, of the different types and occasions, with intention\nto suggest if possible ways of lessening these in number and of minimizing\nnecessary interruptions.\n\nStill another problem has to do with analyzing the dangers of traffic to\nschool children. Here coöperation has been sought with other service\nand civic agencies with the ultimate intention of safeguarding lives by\nmeans of a specific system in which city and schools shall be partners.\nIn closing the comments of this type of relationship, I venture the statement that teacher participation in administration entered upon by the\nsuperintendent in a spirit of reluctance, or by the teacher in a spirit of selfseeking, had better be passed by; but entered upon by superintendent ,\nprincipals, supervisors, and teachers with an earnest purpose to improve\nthe administrative, supervisory, and through these the teaching processes ,\nwill perhaps prove difficult but profitable, and, as is true of all good things,\nthey who participate will improve through the very seeking of better\nthings for others..\n\nI know of a school system where committees of teachers and principals\nare constantly working with the superintendent's office on standardizing\n\nsupplies, equipment, rooms in buildings, and even whole buildings. Great\neconomies have resulted, and what is more important, an equity in the\nadministering of such matters as the result of these many conferences. To\nmention a single economy, it was found that a certain expensive table was\n\n"}
{"page": 903, "printed_page": null, "text": "874\n\nNATIONAL EDUCATION AssocIATION\n\nbeing supplied in large numbers to all commercial rooms; it was also found\nthat this piece of furniture was highly unsatisfactory. A standard device,\nmuch less expensive and more usable, was substituted.\n\nIn the case of\n\nschoolrooms, who knows if not the teacher what kind of cupboards are best\nadapted, what width of shelves and what other provisions for storage are\n\nsuitable to the several types of supplies ?\nJust a few comments on the relationship of the superintendent to the\nteacher as a factor, and the chief factor, in the educational work. It\nshould be said first that the teacher must be given a chance for her own\ncontinuous improvement. At this point superintendents are sometimes\nalmost helpless. After they have exhausted the local educational possibility, their own resources and physical energies in contributing to the\ngrowth of their teachers, a point which in these days of multiplied and\ndiverse duties is soon reached, there is great danger that suitable opportunities for improvement will not be provided unless the community and\nthe board of education are alert and responsive to the need for teacher\n\ngrowth. This in large measure explains the eagerness of teachers to locate\nin cities and centers of culture because of their educational advantages.\nThat extension and correspondence courses count their numbers by scores\nof thousands is a high compliment to the eagerness for improvement of\nteachers. That so many of these courses are taken not for credit but for\nprofit is, if possible, a greater compliment.\nTo improve instruction should not mean merely the requiring by the\nsuperintendent of greater contributions from teachers ; it should mean the\nfurnishing of more opportunities for teacher growth so that they may have\nsomething to contribute. Which leads me to say that in this educational\nrelationship there are many places where teachers may and should share in\nthe responsibility for the whole enterprise and also in whatever of glory\naccrues. It is a mistake for superintendents to crave all the opportunities\nfor public utterance between the schools and the community, fearful lest\neither may catch an intimate glimpse of the other through any other\nmedium, for example, the teacher. Very often a wise teacher can present\nneeds and interpret conditions and activities of an educational nature in a\n\nfirst hand way quite impossible for the superintendent to equal, and the\none thing above all others necessary for continued interest of the public is\n\nknowledge of school activities, their purpose and achievements.\nPerhaps, however, the single greatest accomplishment of the teacher in\neducational participation is the help given in curriculum making. It is, of\ncourse, less troublesome for some one in the superintendent's office to write\na course of study and impose it upon the schools-a ready-made document\nlittle likely to fit. It sometimes involves a long weary process to construct\na curriculum by coöperative effort of all concerned. The latter, however,\nis the educational way. Such curriculum making reveals the fact that\nteachers more than any others, with the possible exception of an occasional\nthoughtful, intelligent citizen, know the desirable objectives, are most\n\n"}
{"page": 904, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n875\n\nfamiliar with available materials, with suitable activities, with attainable\nstandards or degrees of possible accomplishment. It is the teacher who\nbest knows the child's interests or capabilities, also his point of weariness\nand stagnation where the regimen should be changed, knows the way of\napproach to the understanding of the foreign child, works out the adaptation\nof instruction and activities for the subnormal and all other unfortunates ; it\n\nis the teacher who can reduce theories to practice and resolve psychology to\nperformance; therefore, the teacher must always be the counselor and many\ntimes the arbiter in making the curriculum. This is difficult to manage\nbecause of the tax upon the teacher, the necessary prolongation of the enterprise owing to the limited time available for this work after the day's\nteaching is done and because the best teachers sometimes find it difficult,\nowing to lack of experience in such work, to analyze and describe adequately their own teaching processes. With expert guidance, however,\nteachers may be, in fact must be, relied upon to work out courses of study.\nCurricula thus developed should be satisfactory because they are a product\nof those best acquainted with the child, most familiar with the materials\nto be used, with desirable activities and with a method of staging such\nactivities, for the teacher knows what should fairly be expected in the way\nof standards, knows also the child's limitations, can watch for chances to\n\nadvance standards through a new emphasis here or there, and can ward off\nthat most to-be-dreaded issue the crystallizing of the course of study into\nan inflexible set of directions for educational procedure instead of a vital\nprogram for child development. Superintendents should give full credit to\nteachers for their contributions to the curricula, and teachers should accept\n\nno more responsibility of this sort than they are able and willing to carry.\nThese few comments on the superintendent's relations to the teacher as\n\na member of the official family and as a factor in the administrative and\neducational work of a school system are so obvious as, hardly to warrant\nexpression. Yet to work out such relations harmoniously and profitably\nis a matter of some difficulty. There needs must be self-restraint on the\npart of the superintendent that will refrain from autocratic methods,\ncourage that will meet fairly and firmly and resist suggestions for hasty\nprocedure; there must be on the part of teachers a willingness to proceed\nthoughtfully and carefully, a willingness to evolve happy and right relationships rather than manufacture those which give promise of professional\nadvantage. There must be on the part of all an abiding conviction that\n\nsuperintendents, supervisors, principals, teachers, all should so regulate relationships as to consecrate their service to the children.\n\n"}
{"page": 905, "printed_page": null, "text": "876\n\nNATIONAL EDUCATION ASSOCIATION\n\nHIGHER EDUCATION : NEW ADMINISTRATIVE\nADJUSTMENTS\nLOTUS D. COFFMAN, PRESIDENT, UNIVERSITY OF MINNESOTA, MINNEAPOLIS\nMINNESOTA\n\nEducation is continually modifying its practice. The changes that have\noccurred in the last fifty years in the elementary and secondary fields have\n\nbeen revolutionary. A teacher of a generation ago would find himself, if\nhe should suddenly return, hopelessly uninformed and bewildered by the\nvast amount of new knowledge that has been accumulated, the new methods\nthat have been introduced, and the new practices that have been adopted.\nAll this is as it should be.\n\nThe schools cannot be expected to stand\n\nstill. They could not if they wanted to, for they are society's most\nsensitive agent for carrying out its plans.\nHigher education has not been static; it too has changed, but not so\nmuch as the schools below.\n\nThere is a reason for this.\n\nInstitutions of\n\nhigher learning have been less sensitive to public opinion than have the\nelementary and secondary schools. They have stood more aloof and have\nbeen more instrumental in determining their policies and programs than\nhave the lower schools. They have maintained, and frequently with some\nshow of vigor, that they know better what society needs and wants in the\nway of higher education than society itself knows. But no institution is\nentirely self-sufficient; no institution can entirely dissociate itself from\nthe developing and expanding life of the times. Universities dimly and\nuncertainly at first, but recently more consciously, have felt the stirrings\nof new life and of new tendencies. Some of the proponents of the traditional conception of the purposes for which universities have been established and maintained\n\nthose who have regarded themselves as the cus-\n\ntodians of scholarship with the first appearance of these new tendencies.\nfearful that change meant lowered scholarship, buckled on their armor\nanew for the fight to preserve their cherished programs without change\nTheir activity has not been without its value, but it has not possessed\nsufficient power and strength to prevent some progress, or shall I S\nchange from being made.\n\nWhat is responsible for changes in the field of higher education ? One\nis the insinuation of the scientific spirit into all fields of learning. Another\nis the new emphasis placed by psychology upon a knowledge of individual\ndifferences. Another is the discovery that society is still differentiating\ninto new occupations and professions, and that the pressure for instruction\n\nin these fields is growing more impelling. A fourth reason is the growth\nin registration in colleges and universities.\n\nWith the impact of these\n\nforces and sanctions following the war, university authorities began to\ntake an inventory of aims, programs of instruction, standards of work, and\nadministrative practices.\nThe discussion which has not yet ended, and perhaps never will, soon\ndeveloped two opposing points of view: one, the academic, which insists\n\n"}
{"page": 906, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n877\n\nupon a limitation of registration in the interest of the gifted, and the other,\nthe public point of view which insists that the humblest person who meets\nthe entrance requirements of the higher institutions of learning as they\nnow exist, is entitled to his chance at higher education. One viewpoint,\nin other words, would admit only the mentally elect; while the other, influenced no doubt by the American conception of equality of opportunity,\nmaintains that those with the requisite preparation are entitled to their\nchance. The lines of demarcation between those two points of view are\nperfectly clear .\n\nNever before has there been any serious discord among those in higher\neducation with reference to the number of students that should be ad-\n\nmitted. It has only been a few years since they went out in the highways\nand byways to persuade students to come to college. The most lurid advertisements were used and the most preposterous claims of the value of a\ncollege education were made. Now all this is changed. A few presidents\nand individual members of many faculties have sounded a new slogan,\nnamely, that too many students are going to college. No evidence is deduced that a college education is any more inimical to public welfare now\nthan it ever was. It is claimed that many of those now entering college\nare mentally incapable of doing satisfactory college work, and that it is\nbetter to educate a few gifted persons than to attempt to provide a college\neducation for great masses of mediocre young men and young women.\nThere are thousands of college graduates in this country who know that\nthey were not endowed with unusual talent or superior ability. They had\ngood ability, and they succeeded because they were willing to work. There\nis not a college president in America who could not name members of his\n\nfaculty who possess no unusual ability. A distinguished member of a distinguished private eastern university is reported to have said recently in\nconversation with one of his colleagues, \"With the rules for entrance as high\nas they are, it is a good thing that we are on the faculty rather than\napplying for entrance, for we could not get in.\"\nIt is conceivable, of course, that the academic world is undervaluing and\noverlooking the possibilities of the so-called mediocre person. The average\ncitizen, whether he be right or wrong, still thinks so. He believes that intellectual progress and moral development are within the compass of\nhigher education and possible for his own children.\nIt is my candid opinion that in case existing institutions do not cheer-\n\nfully and willingly make provision for an increasing number of college\nstudents, that other colleges and institutions of higher learning will arise\nto meet the need. For years now the staffs of State institutions have encouraged the youth of the State to believe that attendance at the university\nwas their great opportunity and the youth have accepted these statements\n\nat their face value. They have come in response to an urgent appeal, and\nI say that the public will insist that the obligation implied in this appeal\nbe fulfilled.\n\nWith reference to the question of competency of the college students of\n\n"}
{"page": 907, "printed_page": null, "text": "878\n\nNATIONAL EDUCATION ASSOCIATION\n\ntoday, President Thompson, of Ohio State University, in his Founders\nDay address at Cornell in 1923, said, \"Is it true that too many of our youth\n\nare attempting higher education? Is it true that a considerable percentage of these young people are incompetent ? The universities appear to\nthink so, but let me assure you that the parents do not agree with us on that\nissue. They respond by directing attention to the fact that many teachers\nin our universities are less experienced than the high-school teachers. Thev\ninsist that inferior teaching may account for results as definitely as stupid\nstudents. They tell us that not all the responsibility is upon the student\nand cannot be charged to heredity. They ask that we test our processes of\neducation as carefully as we read our examination papers. We are told\nthat many teachers are little more than advanced students not yet parents.\nThe fathers and mothers are inquiring why these undeveloped teachers are\nso infallible in their judgments as to the fitness of students to win degrees\nor escape the follies of the freshman year. Public sentiment proposes to\nmake clear the responsibility of the teacher. It is obvious that we cannot\nescape by way of the Binet test unless it is applied all around.\nWe cannot correct the evils due to excessive enrolment by protesting that\nour students are inferior.\n\nSome other method awaits our discovery.\"\n\nThe optimum size of class for college students is a problem deserving\ncareful study. The opinion has prevailed for many years that classes of\nfifteen or twenty, certainly not more than thirty, give the best results, but\nthere is no concrete scientific evidence to support this opinion. Studies of\nthe influence of the size of class upon attainment in the public schools have\napparently revealed the very interesting fact that the size of class furnishes\nno index of the probable achievement of students. One critical student of\neducational administration in discussing this matter recently said that instead of spending so much time in attempting to determine the optimumsized class we should spend more in looking for large class teachers.\nOne of the most significant movements in the field of higher education\nis a movement looking to the reorganization of the materials of instruction.\nThe general tendency in the past has been to differentiate the materials of\ninstruction and to introduce new courses based upon attenuated segments\nof knowledge. The result is that universities have faced the danger of\ngraduating their students with \"split and partial minds, students whose\nintellectual attitudes are undisciplined and extemporaneous.\" A sound.\nsystematic thoroughgoing education is really being denied many students,\nnot through any fault of theirs but rather because of the natural expansion\n\nof subjects and the accumulation and organization of knowledge by ambitious scholars. This splitting of the materials of education into a multiplicity of subjects results, among other things, in over-emphasis upon\ncertain rather highly specialized materials in a given field, leaving the\nstudent with a fragmentary and illy-proportioned conception of every field.\nIt has also been attended by another evil or danger quite as unfortunate.\nAccompanying the separation of fragments of knowledge into compart-\n\n"}
{"page": 908, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n879\n\nments comparatively isolated there has grown up or been evolved by ingenious faculties, a vast array of regulations, rules, and devices for the\nimprovement and recording of the scholastic standing of students. Students\nnot fully realizing or appreciating the subtle connection between artificial\nsystems of grading and the acquisition of an education, but recognizing fully\n\nthat graduation depends upon conformity to the rules, have become\nseekers after credits and thinkers in terms of hours', semesters' and years'\nwork, with the result that thoroughness of scholarship is in danger of\nbeing neglected.\n\nTwo things are happening which should be wholesome correctives for\nthis situation in so far as it applies to freshmen. One is a reorganization\nof the materials of instruction for freshmen. Columbia has really been\nthe leader in this movement. Its course in contemporary civilization has\nserved as a stimulus and a model for other universities.\n\nHere and there\n\norientation courses and courses in \"learning to think\" are being introduced\nfor freshmen. These general courses are intended to give an overview of\nhuman knowledge, to orient the students to the world of nature, and to\norganized society, to give them an intelligent point of view with regard\nto the present-day problems of society, and to furnish them with the tools\nand the methods for solving the question of their work in life and of their\nrelationships and responsibilities to the present-day social and industrial\norganizations.\n\nA second movement calculated to insure a more systematic education is\nthe movement to organize definite programs in terms of definite objectives.\nThis situation has been forced by two sets of factors : ( 1) increasing pressure from the outside for training along specific lines for definite forms of\nservice and (2) the insistent demand on the part of an increasing number\nof students that there be definite programs of study with definite objectives\navailable for them. The vast majority of students entering college today\nknow what they want training for. They are not willing to drift about\naimlessly in a sea of liberal subjects. The traditional appeal that one\nshould go to college to acquire culture is far less potent than it once was.\nThe assumption that one is liberalized only by studying the so-called liberal\nsubjects is being seriously questioned. Culture, it is maintained, is something that cannot be acquired by aiming at it directly; it is, on the contrary,\nthe most important by-product of any program of education, depending not\nmerely upon the aims and materials contained in the program but upon\nthe way in which the materials are presented. If one be trained adequately\nin law, medicine, nursing, teaching, or any other profession and as a result\nof his training is imbued with the ethics and spirit of his craft so that he\ndedicates his life primarily to service and citizenship rather than to personal\ngain and to the accumulation of a fortune, he has, it is maintained, all of\n\nthe benefits of any liberal program of education. If this aim appears somewhat ethereal, I ask, \"Is it more visionary than the aim of culture based\nupon a knowledge of a number of fragmentary 'liberal subjects ?' \"\n\n"}
{"page": 909, "printed_page": null, "text": "880\n\nNATIONAL EDUCATION ASSOCIATION\n\nOne of the facts that has been slowly borne in upon those in administrative positions in higher institutions of learning is that among the many\nfactors that are responsible for the failure of many students in college are\nthe following : ( 1 ) a sheer lack of intellectual ability ; (2) the absence of\ncertain necessary moral and character qualities; (3) the failure to know\nwhat it means to work and how to work; (+) the lack of a definite objective when they enter college.\nA knowledge of these factors, and particularly of the fourth, has contributed to another movement equally significant in the field of higher\neducation and that is the movement to give more individual attention to\n\nentering students and to offer them intelligent vocational advice. This\nmovement has not had easy sailing in all institutions, nor has there been\nanything like unanimous approval of it on the part of university men.\nThere are those still on college faculties who quite sincerely believe that it\nis no part of the institution's business to look after the intellectual welfare\nof its students outside of class. They are willing that some attention be\ngiven to the social and moral welfare and to providing proper living accommodations for students, but that so far as studentship is concerned the\nstudent should be placed upon his \"own\" at once. The faculty representatives look carefully after the preservation of the traditions and the\nintegrity of the institution. But to them the student is entitled to little\ntime or consideration outside of class hours. Fortunately, this point of view\nis passing. An attitude of self-complacency and mediævalism so far as\ninstruction is concerned will no longer be accepted. Those who tolerate\ntheir students and who regard them as a necessary evil are gradually being\ndisplacedby those who have a more human point of view. Yale has her alluniversity freshman year, Princeton her tutorial system, Harvard her upper\nclassmen's advisory system, Northwestern her personnel officer, and many\nother institutions their advisory officers for the giving of vocational advice,\nand the selection and placement of students.\nThere are at least two other matters deserving of attention that would\nimprove the situation in higher education. One of these is the giving of\nmore attention to the improvement of teaching. Not enough attention has\nbeen paid to this matter in the past.\n\nInstructors have been selected on the\n\nbasis of their scholastic qualifications and their ability to carry on research.\nPromotion has depended upon ability in these respects, and it still does and\nshould to a large extent. Contributions in the way of research have gained\nearly recognition for the young scholar while the skillful teacher has usually\nhad to wait until late in life to receive the recognition he deserves. Since\nthe emphasis has not been upon the instruction act, classroom procedure\nand improved methods of teaching have not received the consideration or\nmade the progress they should. Furthermore, many college instructors in\nthe past have not welcomed, to say the least, supervision of their instruction. There is much superior teaching in college circles, but no one familiar\nwith the situation would for a moment admit that further improvement\n\n"}
{"page": 910, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n881\n\nis impossible. Nothing can have a healthier reactionary effect upon instruction than attention on the part of the instructor to an improvement of\nthe teaching act itself. In the future, more consideration rather than less\nwill be paid to it.\n\nThe other type of readjustment deserving consideration is the introduction of courses less than four years in length. One of the fetishes in college\nlife has been the four years' course. It has been presumed that it is a\nsine qua non for a college education. And yet many students of higher\neducation have long known that many courses should be less than four\nyears in length. College authorities have hesitated to introduce them for\nseveral reasons . One is that it is not done; it is not good form; it violates\n\ntradition. But society is growing more complex and the demands for the\ntraining of groups not hitherto served by colleges are more insistent. The\ndiscoveries of modern psychology have shown that all students should not\n\nbe encouraged, because of differences in ability to attempt the longer courses.\nTwo forces, one social and the other psychological, are forcing a consideration of the problem.\n\nShould greater flexibility in the matter of curricula be introduced, the\nnewer and shorter curricula as well as the older and longer curricula should\n\nafter proper advice has been given to the student be equally open to all.\nThe choice of election should always be determined by the objectives of the\nstudents.\n\nIf programs of study were mapped out in terms of well-defined objectives\nand students received intelligent guidance in choosing their programs, and\nif they were permitted to move forward at their several rates of abilities,\nthe mastery of one unit serving as the necessary basis for attempting the\nnext, it would be found that there would be more enthusiasm in student-\n\nship, more intelligent discussion in class, and less artificiality in grading .\nPerhaps this is nothing but the idle dream of a schoolmaster. That it is\nheresy, I admit. That it will come true, I believe. The fact that all\nstudents do not move forward at the same rate of speed is not necessarily a\nsign of incompetency. Some will proceed along given lines or accomplish\na given program of education more rapidly than others.\nThe efficiency of our higher institutions of learning in the future will\nnot be determined by the number they eliminate, important and necessary\nas that matter may be, but by the extent to which they guide students wisely,\ntrain them in proper habits of thinking, become interested in their indi-\n\nvidual abilities and welfare, reorganize the materials of instruction, improve\ntheir methods of teaching, introduce programs of work adapted to modern\nsociety and to the needs of students, and remain close to the people. The\ncoming of large numbers of students to colleges and universities is not a\nthing to be deplored; it is a most fortunate sign.\n\nWe have. I fear, been too prone to accept a European conception of\nscholasticism as a basis for the organization of our colleges and universities. Certainly we do not wish to, even if we could, long imitate European\n\n"}
{"page": 911, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n882\n\nmethods of education. Our democracy is not bound by social castes.\nLeadership in this country is dependent, we believe, upon differences in\nintellectual ability. To discover and provide training for this in every field\nwe maintain that the door of opportunity should never be shut in the face\nof any citizen. The American creed is that every man should receive such\neducation as his circumstances and ability will permit him to profit by. He\nis entitled to life, liberty, and the pursuit of happiness, and the first business\nof our schools, elementary and high, is to make life worth living, liberty\nworth striving for, the pursuit of happiness something for which no man\nneed be ashamed. In making a man it is our business to make him a good\ncitizen and at the same time to make him good for something.\nUpon no subject is there such universal agreement as upon the efficacy\nof higher education. There has been a shift of emphasis of which many\napparently are still unaware from education as a personal privilege to the\nbelief that education is a universal right and its support a public duty, and\nthis shift is bringing in its train a whole series of new types of administrative adjustments, all of which will require increased support, but all of\nwhich will mean more sympathetic consideration for the needs of the individual and the demands of society.\n\nSCHOOL BOARD ORGANIZATION AND THE\nSUPERINTENDENT\n|\n\nJ. W. STUDEBAKER , SUPERINTENDENT OF SCHOOLS, DES MOINES, IOWA\n\nIt cannot be denied that throughout the Nation great progress has been\n\nmade in the management of schools and in school administration. I am\nconvinced that another step in advance may now be taken if school boards\nand superintendents will sit down together, not always for the purpose of\ndeciding whether terra cotta shall be substituted for cut stone or some\nother relatively unimportant matter, but for the purpose of facing squarely\nand frankly the problem of administration itself, in an effort to discover\nways of improving present practice and of setting in motion a program of\n\ncontrol and administrative procedures that will make a permanent contribution to the stability of the schools and the efficiency of their management.\n\nSince school organization exists only in order that the work necessary\nto the attainment of the purposes of the schools may be done, it naturally\nfollows that with the expanding volume of activity connected with our\nenlarging program of education, there must come modifications and extensions of the means and methods of administration which are adapted\n\nto the changed condition.\nThe innumerable problems in every school system which demand solution\n\nalso make necessary good organization. Many hands must be put at work\nto solve them.\n\nThey are mutually interdependent.\n\nThose who think\n\nアー\n\n"}
{"page": 912, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n883\n\nthem through and work them out must be guided by common interests.\nThe solution of any one of them cannot be completely reached without\nat least a partial solution of some of the others.\nAll we want out of the maze of intricate organization of school systems\nis a balanced and harmonious effect on the child and the community. If\nthere is to be a satisfactory balance and harmony of influence on the child\nand on the community, there must be a corresponding balance and harmony\nin the handling of the problems which affect this influence.\nThe administration of any organization may be divided into four gen-\n\neral phases.\n\nThese are: ( a) Statement of aims or purposes ; ( b ) policy\n\nmaking; ( c) executing, operating, or managing ; and (d) checking or\nmeasuring results.\nA certain amount of rather incoherent planning and rough and incomplete analysis of results is usually intermittently forced upon an administration of schools by the public in general. Under these circumstances,\nprogress is always slow and uncertain.\nIt is possible for those upon whom the responsibilities for the administration of schools devolve to center their attention upon the statement of\naims, the making of complete and harmonious plans, the establishment of\npolicies and the checking of results .\nWork is half finished, or at least largely done, when the aim is clearly\nconceived and stated. Aims must be set up at the initial attempt and\nwith modifications they must serve always as guides in the processes\nof administration. The process will yield a balanced and harmonious outcome only in proportion as the aims have been established with proper\nbalance and harmony.\n\nIf the aim of teaching any one subject or exerting any one influence is\nout of proportion to other aims and influences, and it is administered\nin such a way as to secure a product in terms of its objective, then\nthe result will be out of balance. It is conceivable that the teaching of\nmathematics might be emphasized to the point of excluding the development of a proper appreciation of good literature ; or the more or less con-\n\nfining academic subjects as a group might dominate and crowd out the\nproper attention to physical education, or one whole section of the school\nsystem, such as the secondary schools, might be benefited to such an extent\nthat because of lack of funds or appreciation or both, there would be a\ncorresponding decrease of opportunities in elementary schools ; or one school\ndistrict in the system might be given such advantages as to make impossible\neven an approximation to similar advantages in another school district ; or\nwhat might be called the physical properties of a school system might be\nimproved to the point of subtracting considerably from the efficiency of the\npersonal service rendered the children; or the supplies and equipment purchased for the use of teachers and children might be purchased too much\nfor the purpose of saving money or accommodating friends and be so ill\nadapted to needs as to seriously impair teaching efficiency; or a particular\n\n"}
{"page": 913, "printed_page": null, "text": "88+\n\nNATIONAL EDUCATION ASSOCIATION\n\nphase of some one subject might be so emphasized as to make impossible\nthe necessary attention to other important aspects of the study, and thus\n\nhave in the end a biased or lopsided view. The eternal question then in\nsetting up aims or purposes for the school and for education, as well as\nfor society in general, is to agree first, if possible, upon the nearest balance\nof pertinent aims that is conceivable and to maintain this balance as time\npasses .\n\nPolicies are the vehicles and execution the power which carry purposes\non their way to realization or to what might be called products or results\nTherefore, policies and methods of operation must always be determined\nby purposes or aims and must be equally well balanced. Policies are established to give effect to purposes and the persons responsible for their\nexecution must be in sympathy with and have complete understanding of\nthese purposes .\nSchools are established to secure results in qualities of character and citizenship. Fundamentally the people are not interested in the machinery.\nbut rather in the product which the machine turns out. The educational\n\nmachine is, therefore, merely a means to an end, and is never regarded by\nthe people in general as an end in itself. Representatives of the people\nto serve them in accomplishing this purpose are selected as members of\nboards of education and, their duty is to assemble the desires of the people,\norganize them, translate them into terms of desirable results, establish policies that will set in motion the machinery for securing these results, and\nthen see to it that the work is done.\n\nIt is not their function to do the work\n\nand it is an evidence of weakness in the organization when they are compelled to do so.\n\nThere is such a thing as a science of school organization and administration. We know that in other fields, given a certain set of conditions or\ncombinations of elements or influences, we can be sure to get certain re\nsults. We have evidences of such scientific precision at many points inthe\nmanagement of schools today, but I believe that we have not gone even\nhalfway along the path which leads to the maximum degree of certainty\nthat all of the desired results will actually be secured. The intricacies\nof the machine are so numerous and so delicate and are so shot through\n\nwith so much of the personal equation that in the absence of a more complete understanding of the exact way in which relationships may be established and influences brought to bear upon problems, there is much duplication of effort and clashing or neutralizing of influences as well as an\nenormous amount of lost motion.\n\nWhat is needed is a formulation of\n\nmore complete and precise procedures to secure and govern a great chain\nof influences of persons upon persons or material, so that when the first\nlink is made to act there will be reasonable assurance that the last one will\n\nrespond. Boards of education must evolve better methods of measuring\nresults, thus checking the efficiency of those responsible for securing them\nthrough the use of effective operating procedures.\n\n"}
{"page": 914, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n885\n\nUp to this point I have shown that aims or purposes must be given careful study, kept in balance, and be constantly revised and made pertinent\nto the needs of the times; that policies to enforce action must be made appropriate to the purposes and be clearly framed; that attainment of the\naccepted purposes is possible only through such control of executive action\nas will effectively coördinate its relationships and keep the whole school\nsystem in balance as it moves forward; and that the final check on the\n\nefficiency of the management is by measuring its results.\nAims or purposes and policies go hand in hand and together constitute\nthe prime factors in legislation. Legislation then, together with inspection of results, becomes the primary obligation of a board of education.\nIn the performance of these two functions, board members are true rep-\n\nresentatives of the people because in the final analysis the general population also, by means of State laws, changes in the membership of school\nboards and by criticism of products, performs the same functions.\nThe third phase, namely execution or managing, is not the direct re-\n\nsponsibility of a board of education. This principle is generally recognized and applied, because it is as impractical for boards of education to\ntake over full responsibility for execution as it is for the people themselves.\nInefficiency, involving delays, misunderstandings, duplication of effort, and\ndiscontent, frequently arise out of the fact that sufficiently sharp distinctions between legislation and execution are not made. In the business\nworld in both large and small firms we find efficiency correlating very\nhighly with the degree in which the administration is based upon a recognition of these distinctions.\n\nIf the people of our respective communities are to be insured against the\nevils of inefficiency with its concomitants, wastefulness, and exploitation of\nmaterial resources and child life; if they are to have the largest assurance\nof a constant, effective program of education which provides well-balanced\naims, policies and operating methods ; and if they are to secure complete,\nregular and scientific measures of the results of their systems of schools,\nthe following basic principles of organization must be recognized and\nadopted:\n\n1. The board of education should be organized as a board without\nstanding committees and with each member on an equal basis with every\nother member, except as provided otherwise by law, in the degree of responsibility for action.\n2. The chief duty of the board is legislation .\n\n3. The superintendent of schools should be the chief executive officer of\nthe school system and be directly responsible to the board for the execution\nof its policies.\n\n4. The executive work of the school system should be divided into several\ndepartments corresponding in general to those departments represented in\neach school, all department heads being directly responsible to the superintendent, their regular duties apart from those required by law assigned\n\n"}
{"page": 915, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n886\n\nand supervised by him, and they and all other school employees, except\nauditors and attorneys, should be elected to positions by the board of education only upon nomination by the superintendent.\n5. The superintendent should be held responsible by the board not only\nfor the management and operation of the work in each of the several departments throughout the system, but also for placing before the board\n\nfacts, comparisons, investigations, and reports, and making available to the\nboard the advice on special or technical matters aside from legal questions,\nof those persons who in his opinion, or that of the board, are particularly\nqualified to furnish it so that the board will be able to reach sound judgments in establishing policies and approving those matters which under\nthe existing laws must come before the board for such action .\n\nThere can be no dispute on the question of the necessity of making\nproper distinction between legislation and execution. Neither do I see\nhow it can be assumed that the public can be properly represented without\nhaving each board member actually on the same basis with every other\nmember at times when the board must make decisions. With the standing\ncommittee arrangement this is not so. I believe a more representative\njudgment is usually made and in the long run a better feeling engendered\namong board members themselves when they consider and vote on reports\nand recommendations of the superintendent, the reports of other executives\npresented by him, or proposals of individual board members acting independently, than when such reports or recommendations come regularly\nfrom committees of the board.\n\nThe difficulties in contemplating the organization plan which I have\nsuggested are usually found in connection with fixing responsibility for\ndecision .\n\nNo board of education and no individual connected with the\n\nmanagement of schools can personally make all of the decisions. More\ndecisions are made in one day by school employees in the operation of the\nschools than the school board makes in an entire year. The problem then\nis to select from these innumerable decisions the ones which the board of\n\neducation has time and ability to make.\n\nAnd those which are made by\n\nthem should be broad enough to empower others to decide the many issues\nof each day.\nI have shown that the board of education as a board should consider all\n\nquestions which are of sufficient importance to require legislative action\nby any of them, and that each member of the board shares with every\n\nother member of the board equal responsibility for the general conduct\nof the schools.\n\nOne of the two primary interests of the board then is\n\nthe proper coördination of legislative action. Good legislative coördination\nrequires consideration of all the essential factors of a problem. The most\nsignificant aspects of the problems of finance and schoolhouse construction\n\nor maintenance cannot be considered apart from instructional needs. In\nfact, these problems are so intimately related and so irrevocably interwoven that they cannot be separated. These seemingly material factors,\n\n"}
{"page": 916, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n887\n\nsuch as money, buildings, supplies, equipment, heat, light, water, building\nalterations, etc., are really the essential means to the end for which the\nschool system exists. No board of education can be successful in securing\nfor the public in general the end or the results desired without having\nunder the law full control over the means to that end.\n\nIf it is essential to success that a school board effect legislative coördination of policies with reference to the means as well as the ends, it must\n\nnecessarily follow that there is equally great need for coördination of the\nexecution of these policies and of the handling or managing of the means\nwhich determine the ends.\n\nI do not see how this kind of executive co-\n\nordination can be secured except by having one person who is responsible\nfor it in the school system the same as in any other business, and since the\npurpose of the schools is to provide satisfactory educational outcomes, the\none furnishing this unified executive direction to the organization should\npossess training, interests, and attitudes which will keep constantly in the\nforeground the real purposes of the institution always subordinating and\nputting in a secondary place the importance of the means. He must\n\nobviously be trained sufficiently in matters of finance and schoolhouse construction to be able to deal with these problems in their larger aspects as\nthey relate themselves to the educational processes which to a large extent\nthey determine. It is hardly to be expected that a school superintendent\nshould have to accept responsibility for an end when he is not given neces-\n\nsary control over the means.\n\nIt would be just as reasonable to expect\n\nthat the same condition should obtain with a board of education and that\n\nmembers should be elected to boards, as is the case in some cities today, for\nthe purpose of educating children and then be forced to rely upon city\ncouncils or boards of estimate and apportionment of funds for the money\nneeded in conducting the program of education. On the other hand, if\nexecutive control is to be set up on the assumption that there can be separate\nand independent departments such as finance, buildings, and instruction,\n\nit is about as sensible to assume that a school system can properly develop\nand can secure satisfactory coördination of legislation by having three small\n\npolicy making boards of education elected directly by the people and operating independently, one of them being elected to handle financial aspects of\nthe system, another one the building problems, and another the instructional\nproblems.\nIt may be said that a superintendent does not know enough about finance\nand schoolhouse construction and maintenance to be made the chief execu-\n\ntive of the system. If this is true, the wrong man is being held in or\nconsidered for the superintendency. But it is entirely possible for one to\nknow enough about these problems to serve in this capacity and at the same\ntime not know as much about them as experts. I have never known a\n\nsuccessful school superintendent or executive in any other business who\nwas an expert in the details of the many departments and activities represented in the organization. It is fortunate when he is an expert in any\nof them.\n\n"}
{"page": 917, "printed_page": null, "text": "888\n\nNATIONAL EDUCATION ASSOCIATION\n\nWHAT SHALL BE THE NATION'S PART?\nGEORGE D. STRAYER, PROFESSOR OF EDUCATION AND DIRECTOR, DIVISION OF\nFIELD STUDIES, INSTITUTE OF EDUCATIONAL RESEARCH , TEACHERS\nCOLLEGE , COLUMBIA UNIVERSITY, NEW YORK CITY\n\nFor five years those interested in public education throughout the United\nStates have proposed methods by which the Federal Government may contribute to the development of a more efficient system of public education.\nThe bill which has been before Congress, providing a Department of Education with a Secretary in the President's Cabinet, for research and investigation in education, and for Federal aid for the purpose of encouraging the\nStates to meet certain deficiencies which are commonly found throughout\nthe Nation, has been repeatedly endorsed by this department and by State,\ndistrict, and local educational organizations.\nDuring the past month hearings have been held before both the Senate\nand House Committees. Possibly the most striking fact in connection with\nthese hearings was the number of laymen representing national organizations who appeared in support of the measure. Twenty-one organizations,\nhaving membership running into the millions, sent their representatives to\nWashington to ask that Congress, through the passage of the Education\nBill, take the next step in the development of our public school system.\nDuring the period that the Education Bill has been before the public,\nthere has been developed a clearer recognition of the need for the support\nof a Federal agency competent to provide leadership and to undertake re-\n\nsearch and investigation that will be significant for the guidance of these\ncharges with the responsibility of administering education in all of the\nStates. We have long been accustomed to the idea of research undertaken\nby the Federal Government in the fields of agriculture, engineering, com\nmerce, and industry. The benefits which have come to all of the peop'e\nfrom these activities are commonly acknowledged. Many inquiries should\nbe undertaken in education with respect to curricula, methods of teaching\n\nand of learning, problems of organization, administration, and finance, the\nresults of which when made available will contribute in large degree to\nthe development of a more efficient public school system.\nIn order that the Secretary of Education may have the benefit of the\nadvice of those most closely in touch with the problems to be solved, the\nEducation Bill now before Congress provides for the establishment of a\nNational Council of Education to be composed of the State superintendents\nor commissioners of education, representatives from other interests in edu\n\ncation, and laymen interested in the results of education. This council.\nmeeting annually, will be in position to propose the problems most im\nportant for investigation at any particular time, and will, as well, after\nsuch discussion be ready to coöperate most significantly with the Secretary\nof Education in the carrying forward of the investigations.\nThe Education Bill provides in addition to all sums now made available\n\n"}
{"page": 918, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n889\n\nto the Bureau of Education and the other agencies operating in the Government $500,000 \"for the purpose of paying salaries and conducting studies\nand investigations\" with respect to illiteracy, immigrant education, public\n\nschool education, and especially rural education, physical education, includ\ning health education, recreation, and sanitation, the training of teachers,\nhigher education, and such other fields as in the judgment of the Secretary\nof Education may require attention and study. With a Secretary of Education in the President's Cabinet enjoying the prestige of that high office,\nit is reasonable to suppose that if a larger sum is needed to conduct the investigations agreed upon by the Secretary of Education, his staff, and by\nthe National Council of Education, it will be provided in the National\nbudget. The addition of $500,000 to the $162,000 made available to the\nBureau of Education during the past fiscal year would increase many fold\nthe possibilities of nation-wide inquiries.\nIt is not less important that the Nation recognize its obligation to aid the\n\nStates in the removal of those deficiencies in our educational system existing\ncommonly throughout the country. No one will deny that illiteracy constitutes a National liability, that under our form of government it is essential that we provide for the literacy of all our people as a basis for that\neducation which is to develop sympathetic, intelligent, and coöperative individuals ready to work with their fellows for the common good.\nThe problem of providing for the education of immigrants is one the\nanswer to which may determine the perpetuation of our ideals and institutions, or their disappearance from our society. Regardless of the fact that\nour immigrant population is unevenly distributed the fact remains that the\nproblem of providing for their assimilation is of equal importance to all\nsections of the country. Nothing is more striking in our society than is the\nmobility of our population. The failure to provide trained teachers, or to\ngive sufficient attention to physical education and health service in any part\nof the country constitutes a weakness which will later be felt in all parts\nof the country. The denial of adequate educational opportunity to the\nchildren living in the rural areas of the United States is to deny not only\nto these children their birthright, but to fail to provide for an intelligent\ncitizenship which will certainly be indicated in the years which follow in\nthe towns and cities, as well as in the country .\nThe principle of Federal support of education has been recognized from\nthe beginning of our history. One may well propose that our public school\nsystem outside of the thirteen original colonies was founded on the grants\nofland made by the Federal Government to each of the States as it was ad-\n\nmitted to the Union. No one will deny that our colleges of agriculture\nand engineering owe their existence to National support. In more recent\nyears we have seen the remarkable development of vocational education in a\nlarge measure upon the encouragement given by Federal aid.\nThere can be no question with respect to the National significance of\neducation. It is clear that neither learning nor ignorance can be segregated\n\nL\n\n"}
{"page": 919, "printed_page": null, "text": "890\n\nNATIONAL EDUCATION ASSOCIATION\n\nwithin the borders of any State. No State can be educationally self-sufficient.\nFrom the figures made available by the National Bureau of Economic Research we find that the per capita income varies from $345 in one State\nto $874 in another. From the investigations of the Educational Finance\nInquiry it is discovered that the poorer States in some instances are spending as large or a larger proportion of their income for education than are\n\ncertain of the wealthy States. These facts point clearly to the soundness\nof those provisions of the Educational Bill which authorize appropriations\nto be made by Congress from taxes collected throughout the Nation to the\nseveral States in proportion to the size of the problem which they have to\nattack in the removal of illiteracy, the Americanization of the foreign born,\nthe training of teachers, the development of a program of physical education, and the improvement of their rural schools.\nThe next step forward by the Nation is clearly indicated in the passage of\nthe Education Bill now before Congress. Lay support is being offered\nmost generously. Professional support should be given even more actively\nthan in the years which have passed. We of the profession recognize the\n\nneed for action. It is our obligation constantly to hold up before the\ncountry the ideal of our democracy. If our Nation is to endure, it will be\nbecause we have here provided through our system of public education an\nopportunity for all for a maximum of individual growth and development\nin order that each may participate most efficiently and most ideally in the\ndevelopment of our common life.\n\nTHE REORGANIZATION OF THE CURRICULUM OF THE\nELEMENTARY SCHOOLS\nF. G. BONSER, TEACHERS COLLEGE , COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe needs for the reorganization of the elementary school curriculum\nlie chiefly in four sources-namely : Changing conceptions of education;\nchanging conditions of life; the early termination of the period of growth\nin teachers ; and certain changes in the forms of school organization.\nChanging conceptions of education-Three fields of development are\nprimarily responsible for our changing conceptions of education: A behavioristic psychology with its revelations of individual differences on the\none hand, and its highly social aspects on the other; a social, democratic,\nbehavioristic philosophy of education ; and an educational sociology dealing\nwith objectives, methods, and controls of social behavior. These three\nfields, although emphasizing different aspects of education and life, are\noften closely related.\nWithout attempting to trace to each respective field the influences which\nit has contributed, from them all we may note certain rather outstanding\n\ntendencies resulting from their development. Among these are: (a) A\ngrowing conception of education as directed, desirable activity rather than\n\n"}
{"page": 920, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n891\n\nas acquired knowledge, or of education as a matter of intrinsic or inner\ngrowth in relationship to social values rather than as something extrinsically\nattached or acquired. (b) A subordination of facts and processes, as such,\nto their use in the conduct of life. ( c) A setting up of educational objectives or outcomes in terms of tangible life activities and purposes. (d)\nA tendency to recognize and provide for the initiative, purposeful selfdirection, and self-control of pupils. (e) A tendency to substitute experiences in health, citizenship, and leisure activities for a mere knowledge\nabout these as means of securing their appropriate practice. (f) The use\n\nof objectives, standards of selection and achievement rather than tradition\nor untested opinion. ( g) The classification of pupils into groups more\nnearly homogeneous in capacity than the use of physiological age alone\nwould permit. These, and the adjustments implied by these, are some of\nthe more important changes in our conception of education which, sooner or\nlater, are bound to affect markedly the curriculum as well as method in\nour schools.\n\nChanging conditions of life-Among the changing conditions of life from\nwhich needs emerge for changes in the curriculum, these may be especially\nnoted:\n\n1. Changes from relatively local isolation and self-sufficiency to an\nalmost world-wide interdependence-economic, social, and political-calling\nfor a breadth and type of social science never before appreciated.\n2. Changes from hand labor, relatively slow methods of transportation\nand communication, and limited means of self-provided entertainment to\nthe extensive use of power-driven machinery, varieties of forms of rapid\ntransportation and communication, and the use of various mechanical means\nof entertainment which have produced need for an almost universal work-\n\ning and appreciative knowledge of applied physical science.\n3. A growing consciousness of the problems of health, eugenics, needs for\nincreased efficiency in the production and use of plant and animal supplies,\nand even the unreasoning attacks of dogmatic theology upon the demonstrated facts of organic development which have awakened us anew to the\nimportance of biological science.\n4. Changes from extensive development to intensive development with\nthe passing of our frontier, resulting in greater congestion of population,\nlarge problems of coöperation, more frequent and necessary personal contacts, and more individual restraint and self-control which have given rise\nto needs for a more complete and practical understanding of the social\nconditions and demands of highly organized life.\n5. An increasing consciousness among the masses of our people of a\n\nsense of personal freedom, an increasing tendency to self-assertion, and perhaps, a growing resentment against the restraints of law because of failure\n\nto see their purposes and values as the means of maintaining liberty have\nbrought pressing new needs for education in citizenship.\n6. Changes from family and community dependence upon ways and\n\n"}
{"page": 921, "printed_page": null, "text": "892\n\nNATIONAL EDUCATION ASSOCIATION\n\nmeans to be developed by individuals and local groups for their own recreation and entertainment to a large dependence upon commercially provided\nrecreational facilities, which have created new problems in education for\nleisure.\n\nThese, and other changes of which these are typical, bring demands for\ntraining in social and applied science, and for the development of clear concepts of the meanings and ideals of social life altogether beyond the needs of\nlife as it was a few generations ago.\nThe early termination of the growth period of teachers-Teachers, like\nother human beings, tend to become more or less fixed in their habits of\nwork early in life. They do not tend to continue to grow and make adjustments in their work in response to either changing conceptions of education or changes in the conditions of life. With no corresponding changes\nin curricula, they go on much as they began, and to quite a degree, as they\nthemselves were taught as children.\nIn 1905, Dr. Bruce R. Payne made a study of elementary school curricula in ten cities of the United States.\n\nHe reduced to tabular form the\n\naverage time allotment for each of the school subjects by grades. In 1920,\nStrayer and Engelhardt, in The Class Room Teacher, published a similar\ntable for fifty American cities. The total time in minutes per week for\nthe first six grades for each subject as presented in the two tables may be\nfound and compared. As evidences of the content of the courses in 1905\nand fifteen years later, the figures are not worth much as scientific data, yet\n\nthey do show tendencies. In 1905, the total time in minutes a week in\nspelling was 420. In 1920, it was 585-that is, 165 minutes more. And\nthis despite all of the work that has been done in reducing the elementary\nschool spelling vocabulary from seven or eight thousand words required\nthen to four or five thousand, and all of the investigations and contributions resulting in improvement in methods of teaching spelling! To writing, 31 minutes more per week were devoted in 1920 than in 1905. Arithmetic shows a positive gain by the fact that there were 192 minutes a week\nless used in 1920 than in 1905. In 1905, 17.3 per cent of all of the classroom time was given to arithmetic. The percentage had dropped to 14.6\nin 1920. But with the adaptations desirable as the results of studies in the\nsocial usage of arithmetic and the improved methods of teaching, we have\na right to expect a larger reduction in time. With all of the emphasis we\nhave placed upon health studies, and all of the changes in the increased\napplications of both biological and physical science, we should expect a\nmarked increase in attention to science, yet the work in elementary science,\nnature study, and physiology together totals but 31 minutes a week more\nin 1920 than in 1905. Geography, which has become of such significant\nimportance within these fifteen years, received but ten minutes a week more\nin 1920 for the whole elementary school than in 1905. It is thoroughly\nappreciated that the implications from these figures cannot be carried very\nfar without other data, but they do offer some indication that, until the\n\n"}
{"page": 922, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n893\n\ncourses of study themselves are revised to incorporate the changes derived\nfrom research studies, recognized new values by educational leaders, and\nimplications from changed life conditions, the teaching will continue to\nfollow closely the unchanged, written curricula.\nChanges in forms of school organization-A fourth factor which has occasioned a need for the reorganization of curricula is that of the development of the junior high school and related movements which attempt to\nprovide for more flexible and democratic opportunities for pupils of early\nadolescent age.\n\nClearly the bases of reorganization of the curriculum lie in the inadequacies of the present curriculum to provide the content and values required by the present conception of education and the present conditions of\nlife. Of the four sources of need indicated, these are primary, the others\n\nsecondary. Stating the deductions from these needs summarily, they impellingly indicate that the reorganized curriculum should: (a) Make provision for children to engage in participating experiences through which\nthey will form the habits, skills, attitudes, and methods of behavior constituting efficient growth in the desirable activities of life itself. (b) Make\nprovisions for the fullest possible use of questions, problems, and interests of\nimportance and of appreciable value to the children themselves from the\nenvironment and activities in which children are participating or in which\nthey can be led to participate with profit and satisfaction. ( c) Make\nprovision for using the race experience, the subject matter from the subjects of study, needed to carry forward these activities, and for leading\nto interests in new activities on higher levels. (d) Make provision for the\nmastery of those mechanical or technical facts and processes we call the\ntool subjects as the motives for these become apparent through needs for\nthem, and as capacities are sufficiently ripened for them. ( e) Make provision through the form of the organization of the work to utilize all important interrelationships of problems and elements of subject matter that\nduplication may be avoided and that the work may proceed in harmony with\nthe laws of learning. (f) Make provision for that flexibility in standards\nof achievement, outcome, and promotions required by the individual differences of children and controlling factors of environment.\nThe bases for all of these provisions lie in the actual needs of life and in\nthe conception that education is the growth of power in the pursuit of the\nworthwhile activities of life through participation in them by the aid of\ncontributing subject matter from the race experience. Provision is naturally\naffordedby this means for assuming responsibilities , making decisions, weigh-\n\ning the worth of what is used in relationship to purposes, and growing in\npower to do, to select, and to judge values. Such work is inherently the\nmost vital type of moral education, because it has directly to do with the\nqualities and values of conduct with reference to its purposes.\nTwo forms of reorganization of the curriculum are desirable. One is\nthat of the research type in which the most rigorous procedure of scientific\n\n"}
{"page": 923, "printed_page": null, "text": "894\n\nNATIONAL EDUCATION ASSOCIATION\n\nmethod should be employed. The other is that type of work which may be\ncarried forward by the teaching and supervisory staff of a given school or\nschool system. In the second type of reorganization, relatively little of the\ndistinctively research form of work can usually be attempted, but use may\nbe made of the findings and contributions of all who have made profitable.\nscientific investigations.\nClosely related to any form of curriculum revision are the contributions\nof the philosophy of education in its interpretations of the more ultimate\nmeanings and values of life. The philosophy of education assumes no responsibilities for the revision of curricula, but it does assume responsibility\nfor deriving certain criteria or principles which constitute the purposes,\nobjectives, and measures of value by which the content of curricula are to\nbe judged. Every attempt to revise the curriculum involves a philosophy\nof education. To insure unity and consistency an explicit formulation of\nthe philosophical point of view adopted is highly desirable. Among the\nkinds of scientific studies which may yield material of much value for curriculum revision, the following are especially needed:\n1. Making surveys of life practices and experiences to find the usages\nand needs which it is the province of the curriculum to promote and supply.\nSome such surveyş have been made.\n2. Making critical or analytical studies or contributions to life not yet\nincluded in curricula to evaluate their elements in terms of their use for\nthe common improvement of life, and to reduce them to forms for school\n\nusage. Many studies may not yet be used except by specialists because\nthey are in forms too technical for common understanding.\n3. Scientifically testing promising new activities and elements of content, and new forms of school practice in the selection and organization of\ncurriculum content to determine with exactness their values in terms of\nresults.\n\n4. Interpreting the findings of researches in educational psychology and\nchanging conditions of life in terms of their bearings upon the selection and\norganization of content for school usage. These and other similar problems of research all require careful scientific planning and procedure.\nThey may be profitably undertaken only where expert supervision is possible. Results of such studies should be made available for use in the\nrevision of curricula in all schools.\n\nIn that form of reorganization which may well be carried on more or less\ncontinuously by the supervisory and teaching staff of a school or school\nsystem, the problem is largely that of finding and formulating the best\nprinciples and practices known in terms of the needs and conditions of that\n\nparticular school or school system. It is a work of interpretation and\nadaptation, chiefly, although individual teachers or committees of teachers\nand supervisors may occasionally be found who may make contributions in\nselection and organization of much value. For most teachers, such wort\ncontributes an opportunity and a stimulus to professional growth. It pro-\n\n"}
{"page": 924, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n895\n\nvides both a motive and the occasion for continued professional study. It\nhelps to make teachers realize that the curriculum should change and grow\nin the same measure that life itself is change and growth.\n\nOne goal in curriculum making should be that of the development of objective means for the selection and gradation of material. Perhaps we\nmay never be able to base all selections of experiences and materials upon\nfully tested, objective standards. As rapidly as possible, however, we\nshould demonstrate with as much scientific accuracy as we can every item\nof curriculum content which is susceptible of exact measurement. Until\nsuch objective standards are available, we have no alternative but to follow\nthe application of the principles of those devoting their efforts to an evaluation of materials through their best critical judgment, together with results which practical experience seems to have justified beyond any reasonable doubt. Promising variations should be encouraged and their results\nevaluated. By such procedure we may hope ultimately to place most forms\nof curriculum content upon a pragmatic basis, evaluating the work unit by\nunit as opportunity is afforded and as needed methods of measurement are\ninvented.\n\nFrom the changing conceptions of education and the changes in life needs\nthere are certain outstanding implications which it is worthwhile to emphasize.\nThe demands are for introducing life activities and experiences into the\nschools as parts of the curriculum and to regard and treat these as of\nfundamental value and importance. The demand is to use subject matter\nas a helpful means to the promotion of experience and not as an end in itself\nor as a substitute for experience. Life is made up of activities and problems. These are fundamental ; subject matter is contributory. This in no\n\nway implies that we are to disregard the development of those intellectual\ninterests which in some way become that passion for knowledge which leads\nto a devotion to pure scholarship, or the pursuit of the truth through scientific investigation or research in any field which may make its appeal.\nThe centers of organization should be the activities which it is our purpose to improve and expand. From these experiences arise the needs for\nsubject matter. Many, indeed most, of our experiences draw upon several\nsubjects for material which helps to promote them. The organization of\nthe curriculum should provide for the coördination of these different kinds\nof subject matter as they emerge from experiences requiring their use in\ncommon .\n\nWe must put together the things that belong together.\n\nThe or-\n\nganization of the curriculum on a mere subject-matter basis is artificial and\nfails to provide for that unity found in life outside of school. We use,\nnow arithmetic, now geography, now English, now science, in connection\nwith the full development of many specific problems. Any system that\n\ntends to separate subjects increasingly by departmentalizing them in the\nelementary school, increases the artificiality of a subject organization and\nmakes any natural form of treatment increasingly difficult. It is this in\n\n"}
{"page": 925, "printed_page": null, "text": "896\n\nNATIONAL EDUCATION ASSOCIATION\n\ntensified artificiality of the platoon form of organization and of the individualistic, contracting system of the Dalton plan which throw them into\ncontrast with education as a life process. These plans emphasize the mechanism of systems. They make for that isolation of one subject from another from which the present conception of education and the nature of\nlife demand that we should escape. Tests for achievements in the me-\n\nchanical aspects of school work under such plans show high results, because\nthey are intrinsically organized to emphasize the mechanical elements which\nare tested by these tests. The tool subjects are separated and isolated\nfrom the other subjects and are therefore developed out of relationship to\nthe very life activities which it is their purpose to serve.\nPractically, a compromise organization between the extremes of a subject matter organization and the chaotic license resulting from absence of\n\nany organization is possible and desirable. The outcomes and general content rated as essential may be virtually prescribed, and yet without the\nslightest interference in meeting the needs of any class or pupil, without\nrestricting the legitimate freedom of any teacher, and without preventing\nadjustment to any environment. In all that is fundamental and essential\nto an educated citizenship, from Maine to California, curricula may be\n\"as united as the hand,\" yet in adjustments to local needs and conditions,\n\"as separate as the fingers.\"\nIn emphasizing the values of experience and the resulting attitudes and\nhabits for the control of conduct, we may easily neglect to emphasize sufficiently the value of right ideas and the stimulating power of ideals to\nevoke responses of conduct. Conscience is a matter of ideas and ideals as\nwell as of habits and attitudes. Habits are mechanical, and the great issues\nof life call for the weighing of values and the making of choices and decisions which are not mechanical. Children have a right to the help that\nmay be given in the formation of fine attitudes and ideals from the experiences and teachings of the world's great leaders and prophets. It is the\nobligation of the school to bring helpfully to bear upon the formation of\nthe character of pupils the influences of these ideas and ideals. To provide\nus with these ideals and with the principles of social behavior derived from\nthe costly experience of the ages in relationship to the interpretation and\nsolution of our own problems is one of the chief values of the study of\nhistory and literature.\n\nThroughout, the point I have tried to emphasize is, that we must include\nall important factors of life in the curriculum, and evaluate all content\nin terms of its use in developing power and capacity for increased participation and satisfaction in life.\n\nThree factors enter in: First, the children\n\nwith all of their dynamic, driving force of interests, impulses, and predispositions to be tirelessly active, mentally as well as physically; second,\nthe stimulating natural and social environment with its complex of activities, purposes, methods, and values ; and third, the race experience as\nreduced to generalized summaries in textual or other recorded forms. The\n\n"}
{"page": 926, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n897\n\nomission of any one of these three factors makes the curriculum partial\n\nand relatively ineffectual. All have to be brought into relationship. Child\nactivities have to be guided; selections have to be made from environing˙\nstimulations on the basis of their values; and the race experiences have to be\nsifted to find what will contribute to the best achievement of the desirable\n\npurpose pursued.\nDespite the common sense and practical character of this problem, the\nsuggestion that we reorganize the curriculum to be more in harmony with\nour educational principles and the needs of life is idealistic. But I have no\napology to offer on that account. One of the last recorded statements of\nWoodrow Wilson is that \"The world is run by ideals.\" Our professed\nbusiness is with ideals\n-it is to translate ideals into practice, to make them\nreal, and to set up new and higher ideals to keep us moving forward on\nthe great open road.\n\nREORGANIZATION OF THE ELEMENTARY SCHOOL TO\nMEET MAJOR OBJECTIVES\nCHARLES L. SPAIN , DEPUTY SUPERINTENDENT OF SCHOOLS, DETROIT\nMICHIGAN\n\nEvery social organization may be looked upon as an expression of the\nideals and aspirations of an ever-changing social group. The school curriculum, the school organization, and the architectural environment in\nwhich instruction takes place are merely the objective embodiment of societies, ambitions, and struggles toward some coveted goal, the resultant of\nmany complex and contending forces which from age to age have influenced\neducational thought.\nThus, as a result of this conflict, elementary school systems as they exist\ntoday are almost without exception the product of a wasteful process of\nevolution, and not the outcome of a clearly defined educational philosophy\nconsistently worked out. Of necessity, school administrators have been and\nare now opportunists. Changes in organizations have been the result of\ncompromise and of concession to ideals foreign to the purposes of education.\nIt is only rarely that a superintendent of schools, even though he may\n\nhave vision and training, is able to set forth a far-reaching educational\nprogram, rally to his support all of the educational, economic, and social\nforces of the community, and bring his program to successful fruition .\nIn recent years Detroit has been among the fortunate cities which have\nbeen able officially to adopt an educational policy and carry it through. An\nimportant part of this policy has been the reorganization of the elementary\nschools. In the process of this readjustment the traditional grammar\nschool, which has come down to us with slight modifications from the year\n1846, has given place to a special form of the platoon or work-study-play\nschool. So rapidly has this transformation taken place that the number of\n\n"}
{"page": 927, "printed_page": null, "text": "898\n\nNATIONAL EDUCATION ASSOCIATION\n\nplatoon schools has increased from two in 1918 to seventy-five in 1924.\nIt has involved the erection of 17 new buildings, the remodeling of 40 old\n'buildings, and the reorganization of 17 buildings without architectural\nchange. Over 80,831 children are now enrolled in schools of the new type.\n\nThis ambitious effort at reconstruction was not undertaken primarily for\neconomic reasons. It has been a deliberate attempt to set up a type of\nelementary school organization that shall accord in largest measure with\n\nadvanced educational thought and at the same time not depart so radically\nfrom traditional modes of procedure, as to make it unacceptable to the\npresent generation of teachers and to the public whose children must be\ntaught.\n\nIt still remains for us to appraise this organization in terms of the accepted major objectives of education. Perhaps all will agree that one of\nthe fundamental aims is health. Schools are constantly undertaking greater\nresponsibilities for the physical well-being of the children. The platoon\nschool with its gymnasiums, playrooms, lunch rooms, and clinics, together\nwith its auditorium instruction in health, hygiene, and safe living is better\norganized to care for this phase of instruction than schools of the tradi-\n\ntional type, because it has more adequate facilities and a group of specialists\nwho concern themselves specifically with the problem of the child's physical\nwelfare. The adoption of the platoon organization implies the erection of\nbuildings which assure to the children ample health facilities.\n\nPossibly in the mind of the average citizen, the acquisition of the essential\nknowledges and skills, the three R's is still the most important aim of\nelementary instruction. Many educators believe, and I think rightly so,\nthat the fundamentals occupy time and place in the curriculum out of all\nproportion to their social value. Nevertheless, a superintendent of a city\nschool system would be foolhardy indeed who would frankly advocate a\nnew school organization in which the three R's were relegated to aninferior\nplace. The elementary school still must be able to give pupils control of\nthe basic skills. The platoon schools as developed in Detroit realize this\nobjective in an effective way. Measurement results obtained over a period\nof five years prove that the product of the platoon schools excels that obtained in the traditional schools.\n\nIf the most important objective is held to be training for citizenship the\nnewer form of organization, through the medium of its instruction in history, civics, and literature supplemented by its auditorium activities, its\nlibrary, its civic clubs, and its pupil participation in school affairs has at\nwork a group of effective influences which make directly for the development of responsible intelligent citizens.\nIf the desired objective is preparation for a vocation or for worthy home\nlife, the platoon school through its domestic art and science rooms, shops,\nand constructive activities in connection with school projects goes as far\nan elementary school properly may go in testing aptitude and in developing tastes which may later find expression in the more formal work of the\njunior high school.\n\n1\n\n"}
{"page": 928, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n899\n\nThe Detroit educational program does not provide for specialized vocational training in the elementary schools. Contrary to the opinion which\nobtains in some quarters, the platoon school places no undue emphasis on\nvocational instruction, and certainly does not train pupils in such a way as\nto unfit them for the more lucrative and responsible places in society.\nIf the cherished aim is to prepare children to spend their leisure time\nworthily, it may be said that the platoon school is so organized as to secure\n\nto every pupil a daily program in which those aspects of education which\nmake for culture shall be emphasized. The art, music, and literature\nrooms, the library, and the auditorium offer an abundance of experiences\nwhich stimulate the child's imagination and develop in him interests and\nenthusiasms for things which are worth while.\nIf the aim is ethical training, it may be asserted that this particular kind\nof school is on the whole a most effective agency for the development of\nthose habits and attitudes which underlie strong character, because it appeals\nto so many phases of a child's nature, arouses a many-sided interest, stimulates purposeful activity, and requires so much from pupils in the way of\nself-control and self-direction .\n\nIn recent years a new conception of the aim of education has been\nevolved. It is held that in the daily life of the individual a combination of\nthe rational and emotional processes results in the formation of purposes and\ngives rise to activities designed to achieve these purposes. Viewed in this\n\nway, the aim of education may be defined as the process of helping children\nto help themselves-To form even more worthy purposes ; to achieve those\npurposes even more efficiently. In the light of these objectives, the curriculum is no longer conceived in terms of subject matter, but rather in terms\nof a series of purposeful activities. In the work of instruction purposing\nand \" achievement of felt purposes\" on the part of pupils is the chief end.\nIn this scheme of education knowledges and skills as such are brought into\nproper relation to life activities. Assuming that we accept purposing and\n\nthe realizing of purposes as a major objective in education, how does the\nnew form of organization lend itself to the realization of this objective?\nThe platoon school is a departmentalized school. At the very outset we\nrun athwart the claims of the chief proponents of the project method of\ninstruction that : ( a) To carry on a project by the use of special teachers\nwould be almost impossible ; (b) that project work cannot be broken up on\na program basis with a certain time allotted to each phase ; (c) that even\nif a time arrangement were possible it would be impossible to unify the\nwork among a number of teachers so that each would use that which the\n\nothers had helped to develop and at the same time avoid waste; (d) that\nto carry on successfully project teaching we must return to the single\nteacher plan of organization; (e) that the work of the elementary school\nis not of sufficient difficulty to require specialists; (f) that it is by no means\nunreasonable to expect a teacher to be prepared for that breadth and intensity of work representing all of the larger activities of life which it is\n\n"}
{"page": 929, "printed_page": null, "text": "900\n\nNATIONAL EDUCATION ASSOCIATION\n\nreasonable to expect children to experience before they are thirteen years\nof age.\n\nThis is a formidable array of assumptions. If true, they would indicate\nthat the platoon school and the use of the project method are entirely\nincompatible. Let us examine these claims critically in the light of practical experience.\n\nThe platoon school accepts departmentalization in school organization as\nan established fact. Society more and more is depending upon specialists,\nand the social fabric is set upon this basis. As the school is or should be\nmerely a reflection of social needs and ideals, whether expressed in terms of\nsubject matter or of life activities, it is perfectly natural that a more complex society should make necessary a more complex curriculum and that the\nschool should meet the situation as society has met it by the use of specialists.\nThere is no present indication that society is going to face about in its\nevolution and become simple again. In this day when we seek to make\nschool life a cross-section of social life there is likewise no indication that\n\nthe school will meet its problems in a different way from that used in the\ngreat life outside of school. Therefore, the platoon school not only accepts\ndepartmentalization as the established order but makes it contribute to the\nrealization of present-day objectives.\nThe socialization of school work would seem to suggest that the method\nof carrying on projects in school should approximate as nearly as possible\nthe manner in which projects are carried on outside of school. Certainly\nthe realization of his spontaneous purposes in out of school life takes a\nchild to a wide variety of places and brings him into contact with a large\nnumber of different specialists. He goes to these specialists because they\nhave information or because they can give him aid or direction which he\n\nneeds. In the same way in the realization of his projects in school, it is\nreasonable to send him to various people in the school who may have special\nknowledge and training which fit them to help him to help himself.\nIn fact it would seem that a child who must receive all of its stimulation\n\nand guidance from one teacher would be laboring under a serious handicap.\nPurposing is closely related to the emotions. It is a direct outgrowth of\nthe perception of values. A child who in the pursuit of his purpose comes\ninto contact with a number of enthusiastic, stimulating personalities will\nrealize more fully the purpose he has in mind, and will be awakened to\na greater variety of new purposeful activities than will a child who must\nreceive all of his inspiration from one teacher whose enthusiasms are of\nnecessity limited.\n\nThe problem of unifying the efforts of various teachers as related to one\npupil or one group of pupils is not a difficult problem. The essential and\nunifying factor as far as the experience of the individual child or group of\nchildren is concerned is the purpose, the dominating inner urge. If aboy\nwho would construct and fly a Japanese kite pursues his aim through the\n\nlibrary, the applied art room, and the manual arts room, he can obtain just\nthat information and direction which pertain to the purpose in hand.\n\n"}
{"page": 930, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n901\n\nThe platoon school lends itself to both group and individual projects.\nClasses move from one department to another as a unit, so that a class\nproject may be carried out in any or all departments at any time. Projects\nmay originate in any department and the responsibility for the final checking\nof the results devolves upon the teacher under whom the project originates\nAs amatter of actual practice projects, both individual and group, are going\non in various departments at all times. To such an extent is this true that\n\nthere is growing up naturally and spontaneously the very type of unity of\naim and purpose which the opponents of the platoon school declare to be\nimpossible.\n\nIn a socialized school group projects are the more important. In fact, all\nindividual projects should arise from the purposing of the group and the\nresults attained should be made available to the group as a whole. Individual projects are confined largely to those undertakings which cannot\nconveniently be carried on by a group. These projects include chiefly the\ndevelopment of individual skills or the acquisition of control over the\nprocesses involved in making things. A boy who purposes to improve his\nspeed and accuracy in penmanship is undertaking an individual project.\nHe makes use of the technique now available which enables him to improve\nhis skill and measure the results of his efforts.\n\nThe home room teacher\n\ngives most of the instruction in the three R's, and it is under her direction that projects of this type originate and are carried out. If a boy\nwishes to make a kiddy-car for his little brother, he is undertaking a project\nin which the group cannot well participate and he must take advantage of\nthe technique provided in the manual arts department to realize his purpose.\nThe auditorium is being developed not only as a means of connecting\nschool life with social life, but as an agency for the correlation and integration of the child's whole school experience. Projects which are being\nworked out here are pretentious and may involve an entire grade or the\nentire school. To attempt to answer the question, \"Why, from what place,\nand for what purpose immigrants come to America?\" sets up a project\nwhich may well bring into coöperative activity every department of the\nschool and the results finally may be presented in dramatic form in the\nauditorium by the entire school.\nIn considering the reorganization of the elementary schools of a large city\nin harmony with advanced educational ideals, certain practical considerations must be kept in mind: (1) That of the entire body of teachers, the\npercentage who have a clear conception of the meaning of the project\nmethod and the ability to put it into practice in the schoolroom is small ;\n(2) that of those who do have a clear conception, the number who are\nworking under conditions favorable to this kind of teaching is still smaller.\n(3) that a large percentage of the projects of which we hear do not represent the spontaneous purposing of pupils but rather the purposing of teachers\nto which the pupils tacitly assent; (4) that a very great majority of teachers\nand principals still think of the curriculum in terms of subject matter to be\n\nlearned rather than in terms of purposeful activities to be performed; (5 )\n\n"}
{"page": 931, "printed_page": null, "text": "902.\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat the great majority of the public whose children attend the schools are\nstill thinking of education in terms of the three R's; (6) that the public,\nhowever, in an increasing degree is coming to recognize auditoriums,\nlibraries, and gymnasiums as desirable adjuncts to a school and to approve\nof the activities which go on in these departments ; (7) that the present\nattitude of the public mind is such that appropriating bodies do not look\nwith favor on educational innovations which call for increased expenditures of money.\n\nIn the light of these facts, what shall be the educational program of the\nadministrator of a city school system who wishes to reorganize his schools in\nharmony with the principles of modern educational philosophy and at the\nsame time is unwilling to increase expenditures or deviate so far from the\nrecognized modes of procedure as to make his innovations unacceptable to\nthe teachers or principals or to the public? Detroit's answer to this question is the platoon school. Through the instrumentality of this plan of\norganization a large city school system has been within a period of less than\nsix years practically revolutionized.\nIt is believed that the platoon school is the best solution of the problem\nwhich confronts the large city, ( 1) because it does not break radically\nwith the past, all of the teachers and all of the physical assets of the old\nschools are utilized at increased value in the new ; (2) because through\nits modern facilities and through the nature of its organization it can\nrealize the major objectives of education more effectively than the traditional school; (3) because it holds abundant hope for the future. It is\nsufficiently flexible to be readily readjusted to meet changing ideals and\nmethods .\n\nIf the day arrives, as many of us hope that it may, when the old curriculum of subject-matter shall give place to a new one of guided life activities.\nthe platoon school will readily adapt itself to the new demands. Surely\nthe varied activities found in this school today will be even more essential\nwhen all pupils are seeking aid in the realization of projects. The library,\nthe art, music, science, cooking, sewing and manual arts rooms, the gymnasium and playrooms will all continue to be service stations where specialized information and direction may be available to the purposeful child. In\nthat day there will be a shifting of values.\n\nWhen the fundamental skills\n\ncan be taught largely as individual projects and incidental to the performance of life activities, the work of the home- room teacher may become\nsomewhat less formalized, but she will continue to exercise the same func-\n\ntion which she is called upon to exercise today.\n(4) Finally, the platoon organization solves the problem of reorganization, not only because it is educationally sound, but because it provides for\nthe children more hours of instruction, better facilities, and a better balanced curriculum at a reasonable cost.\n\nIn an attempt at reorganization our realization must lag far behind our\nideals. In these days when the results of scientific research are rapidly\n\n"}
{"page": 932, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n903\n\nbreaking down traditions and developing new and more rational points of\nview, it is not to be expected that any form of organization will stand for a\nlong period without readjustment. The platoon school is not the last\nword in education; it is only the next step, but it is a long step in the direction of progress and worthwhile achievements.\n\nHOW SHALL WE SELECT THE SUBJECT-MATTER OF THE\nELEMENTARY SCHOOL CURRICULUM\nWILLIAM H. KILPATRICK, TEACHERS COLLEGE , COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nThe curriculum question is not so simple as to some it seems. Before\ndiscussing the selection of subject-matter some prior questions must be\n\nraised. Subject-matter and curriculum are so intimately related to the\neducative process, as this is in turn related to life, that we must bring these\nrelationships into the open before we can know how to select subjectmatter or arrange a curriculum.¹\nMy thesis today is that we must not start with subject-matter foremost\nin mind; for subject-matter is primarily means, not primarily end. We\nmust start contrariwise with life itself and its present expansion as our\nkeynote. Present expansion at one and the same time provides best for\nlearning, gives edge and keenness to present living, and promises best for\nlater living.\n\nIn this matter of education there are two radically opposed positions,\nnow seldom or never found clear cut, or 100 per cent pure. The one (the\nolder) says : Start with the detailed constituents of adult life. Have children learn these as separate things and hold them then in the storehouse of\nthe mind until they can later be combined into life as occasion shall demand.\n\nWhen 100 per cent pure, this position means : Preparation for adult life\nonly; that the elemental details are learned in relative isolation; that cold\nstorage is necessary to keep them; and that at best we hope for their later\n\ncombination into life. The other (my thesis) says : Start with life. Stay\ntypically within life. The school is to be a sample of wholesome social\nlife. Then what is learned is learned in a living situation and so has a\nbetter chance to be learned; being learned in life connections it connects\n\nbetter with other learning to make an all-round character, and has a better\n1It should be noted here that the time allotted for this paper did not allow a consideration of\n\nall the factors involved. In pa ticular those relating to practicability are in the main ignored.\nNot that these are negligible. Far from it, many are most insistent. The practitioner in\nsteering his course must take into account not only such considerations as those here urged, but\n\nall other pertinent factors, such as prejudices of pat ons, money costs, existing text-books,\nfitness of teachers. His decision must be the best course, all pertinent factors considered. But\nalthough all factors are thus cast together into the crucible of consideration from which must\n\ncome the decision, there remains to the administrator this capital difference between the aims\nhere set up and the difficulties that would hinder their realization. These aims, if admitted as\nsound, must constitute the administrator's aim and so form the end of his endeavors, while\nthese difficulties must be accepted by him as difficulties to be reduced in power so that they\nmay interfere as little as possible with the realization of life as here discussed.\n\n"}
{"page": 933, "printed_page": null, "text": "904\n\nNATIONAL EDUCATION ASSOCIATION\n\nchance of transfer to other life situations. The first position begins with\nlifeless details, and hopes they will later be combined into life. The\nsecond begins with life, stays in life, and seeks to miprove details within the\nlife process.\n\nMy emphasis, accordingly, is on the general topic of the morning, the\nmajor objectives. The selection of subject-matter should follow in the\n\nlight of these. What are the major objectives ? Answers will differ according as people differ on life, and on the educative process. We differ\nmostly on the educative process, which with its relation to life becomes\naccordingly the principal consideration of this paper.\nWhat, accordingly, of life and its expansion ? Life is, properly and desirably, a process, a stream, continually (if not continuously) enlarged and\nenriched. Each present experience must grow out of the preceding and\nlead into the succeeding. With each succeeding step in time should come\nan advance in meanings, in richness of content, in control over the process.\nThus the babe, the young child, the older child, the adolescent, the young\nadult, the older adult, should normally and properly illustrate these advances. In this process learning inherently enters. Meanings and better\ncontrol are learned, that is learning constitutes the steps forward and upward toward richer content and more effective control. Such steps forward and upward become then the aim of education and its reason for\nbeing.\n\nLet us analyze the life process more closely. Each experience should\nmean advance along three lines, or better in three aspects: first, in better\noutlook upon and insight into life and its possibilities. Let us call this\nthe growing outlook and insight. From the working of this come the data\nfor better decisions : Does one see better what to do ? Second, in the growing disposition to act according to outlook and insight. This will mean\nmany specific attitudes and appreciations. Let us call these the growing\n\nattitudes to fit the growing outlook and insight. From these come life's\ndecisions : Will one decide according to insight ? Third, increase in instrumental power to effect what is chosen according to the growing outlook\nand insight. This increase will be in both knowledge and skills. By a\npardonable extension of meaning we call this the growing technique of con-\n\ntrol. The life process is thus healthy and proper when there is continual\n(preferably continuous) and simultaneous growth along these three lines:\nDoes one see what to do ?\n\nWill he do it ?\n\nCan he do it ?\n\nSee, will, can-\n\nthese three constitute the major lines of growth.\nBefore passing, two remarks are pertinent. First, growth along these\n\nthree lines constitutes life objectives. Second, this growth is essentially\nlearning, and to be best learned all three must be learned simultaneously.\nAll things considered, not even technique can be well learned in isolation.\nLet us now by contrast consider certain objections to the older (\"extrinsic\" ) notion of the educative process. The first weakness of this\nscheme is that assignment to be specific (so as to hold the learner account-\n\n"}
{"page": 934, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n905\n\nable) assumes that the child learns only one thing at a time, and that this\ncan be assigned. The first assumption is always false, the second often so.\nThe child is always learning many things simultaneously, and not all of\nthem can be assigned. Particularly is the child always learning such\nmatters as attitudes toward the subject at hand, the teacher, the school,\ntoward continuing in school, toward himself as worthy of respect in this\nline of work. He is always learning in some degree the acceptance (or\nrejection) of responsibility for his own present learning, for the success of\n\nthe group enterprise, for order in the room.\n\nNow such attitudes are very\n\nimportant character traits, in the end and aggregate probably more im-\n\nportant than the subject-matter specifically studied. The practice of these\naccompanying traits, in good or bad form, is going on all the while, is in\nfact inevitable, cannot be ignored. But the assignment-penalty scheme\ndoes in intent ignore them, and so tends to have them learned in bad form.\nThe factor of non-assignability is so important that we may wisely dwell\non it. Taking all such simultaneous learning together, we find at least\nthree groups, the non-assignable, the partly assignable, the easily assignable.\n\nThe non-assignable group includes especially attitudes and appreciations,\nwhich constitute perhaps the finest aspects of human character. In dealing\nwith these the assignment-under-penalty scheme absolutely breaks down\nand does positive damage. The partly assignable group includes especially\ncertain formulated problems and matters of outward moral conformity.\nThe formulated problems are assignable if mechanical enough, but the fact\nof formulation in itself means that much is already lost. The \"natural\nsetting\" is gone and with it the chance for the best and most practical thinking. Matters of outward moral conformity can be demanded but cannot\nbe assigned for practice in advance of the situations actually demanding\nthem. Even so, however, the spirit is not assignable, because it cannot be\ntested. So again assignment-under-penalty fails. It cannot deal with\nnatural setting or with inner spirit.\n\nThe real world of affairs is closed\n\nto it. The third group of the easily assignable includes skills, \"facts,\" and\nformulated statements for memorizing . Here the assignment-underpenalty scheme fairly revels, but it gets these too often at the expense of\nthe spirit, and the natural setting connections. No wonder that for a cen-\n\ntury the shift has been away from mere assignment and testing. The\nnatural result of such a system is to reduce the curriculum content to what\ncan be assigned and tested, with consequent loss of much of the finest in\nlife and character.\n\nThe children suffer in yet other ways. Always to study under assignment-and-penalty tends to reduce the learning of children to what will\n\n\"get by,\" oftentimes to mere cramming, at times to pretending, and with\nsome even to cheating. To live always on a basis of \"getting by\" is inherently degrading so far as concerns morality, and is wasteful so far as\nconcerns learning.\n\nWe conclude thus against the old that in the degree that learning is ex\n\n"}
{"page": 935, "printed_page": null, "text": "906\n\nNATIONAL EDUCATION ASSOCIATION\n\ntrinsic, imposed from above, assigned and tested under penalty, in like\ndegree does the school give its effectual attention to mere skills, \"facts,\"\nmemorized statements, and mere outward moral conformity. In like degree it must lose and even destroy matters of the spirit and the natural\nsetting connections. Again it is no wonder that the shift is now definitely\naway from the \"extrinsic\" toward the \"intrinsic.\"\nWhat now shall we say of the intrinsic position? It looks inwardly at\n\nthe learning process and outwardly at the life value of what is learned.\nIn the matter of learning it asserts, first, that taking the whole situation\ninto account, that is, considering all simultaneous learning effects, subjectmatter is as a rule best learned as and because it is needed in some enterprise\n\nalready and otherwise accepted and now under way. It asserts, second,\nthat attendant learnings (attitudes, appreciations, and the like) are best\nbuilt, if not only built, in connection with such enterprises. This second\nproposition, far-reaching as it is, from exigencies of space will have to be accepted here without discussion. The first proposition is now best observed\nin out-of-school learning, say a child first learning to lace his shoes, or a man\ndriving a new type car. In each instance study and learn are clearly inherent and intrinsic in the life process. And the sign and test of learning\nis: Does the boy lace his shoes? Does the man drive the car? Again\nspace forbids discussion.¹ We conclude that learning must, as a rule, be\nintrinsic if all learning effects are to be properly conserved.\nAnd what of the value of what is learned ? Consider again the stream\nof life and its enrichment.\n\nDoes one see better what to do?\n\nCan one\n\nbetter do it ? Will one more likely do it? From this we get the test of\nvalue: What effect has the learning on the stream of life, to enrich it,\nand to increase control over it ? Or better, ( 1 ) What broader and better\noutlook and insight result? Does one now see better what to do ? (2)\nWhat increase of disposition to act according to what is seen? What\nattitudes and appreciations result ? Will one more likely choose properly?\n(3) What increase of instrumental power has resulted? Is one's technique\nbetter ? Can one better effect what he sees and wills ? From these consid-\n\nerations follow our resulting and inclusive thesis that the educative process\nis good and sound, first, in the degree that learning is intrinsic (vs. extrinsic) , that is, is demanded now by life and functions now to further\npresent life; and, second, in the degree that what is learned serves to raise\nlife continuously, here and now, to higher and richer levels. This second\nmeans increases along many lines-the ability to see what to do, the wish\nto do what is seen as proper, and the ability to do what is seen and willedeach improved, all better and better organized.\nHow then shall we state the resulting objectives ?\nFor life as a whole: That the general social life shall at all points bring\nto each and all together the highest feasible degree of continuous growing\n1 I have discussed this and much else, of this paper in a series of articles in the Journal of\nEducational Method for November, 1922, and February and May, 1923 (2: 94-101,230-230\n367-376) .\n\n"}
{"page": 936, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n907\n\nas already defined. The greatest of teachers said: \"I came that ye might\nhave life and have it more abundantly.\"\nSpecifically for the school: That the school program shall consist exactly\nof such socially conditioned enterprises as shall prove in high degree ( 1 )\ngripping, stirring to vigorous action ; (2) challenging to the present powers\nand limitations of outlook, insight, attitude, and technique, yet within\nreach of reasonable endeavor; (3) suitably varied, so as to bring all-round\nand continuous growing.\n\nSuch objectives may perhaps seem to many too simple to meet the need.\nBut granted the wise guidance of teachers who are in intelligent possession\nof the race experience, if such enterprises be prosecuted to their legitimate\nconclusions, we shall have, so far as I can now see, the most promising\nhope that the children will, according to their levels, use and exercise for\neach such enterprise the appropriate knowledge, skills, attitudes, and standards available in the race achievement, and so using them at this level grow\nbest to use them in turn at the next higher level, where a like process may\nagain be repeated.\n\nSimple? Yes, but reaching as far as the limits of child capacity and\navailable race achievement. Objectives? Yes, for a teacher to seek\ngripping and challenging enterprises is to set up a precise objective, clear\nand definite and infinitely realizable. And what of the selection of\nsubject-matter ? It is settled by the choice of the varied activities.\nGranted proper teacher guidance, the subject-matter thus inherently called\nfor by these activities will, so far as I can now see, be for our elementary\nschools better chosen and better taught than on any other scheme hitherto\nproposed. In particular, the finer character aspects and the finer subjectmatter reaches will not as now tend to be lost.\n\nBefore closing, it seems wise to consider certain miscellaneous questions :\nWill the scheme work ?\n\nCan it be done ?\n\nIt will work. Pre-school family education is on this basis now. Practically all effective moral education is on this basis now. Most out\n-of-school\n\nlearning (the most practical and essential sort) is on this basis now. All\ngood kindergartens are run pretty largely on this basis. Our most successful seminary courses are run on this basis.\n\nExtra-curricula activities are\n\nlargely on this basis. All school work for a century has been moving\naway from the extrinsic toward the intrinsic basis .\n\nBut, you ask, will it work in the ordinary school ? Yes. Read Sanderson of Oundle. In the main this was his scheme. Read Collings, An\nExperiment with a Project Curriculum, and see how a country school, ten\nmiles from the railroad, got the ordinary school subjects better than other\nschools about and even better than United States \"norms,\" as these were\nmeasured by the best available standard tests . But better than school\n\nsubjects, Sanderson and Collings both got attitudes and outlook in astonishing degree. Read and see. It has worked. It can work.\nCan all teachers be trusted to work it? Not now. But some can now ,\n\n"}
{"page": 937, "printed_page": null, "text": "908\n\nNATIONAL EDUCATION ASSOCIATION\n\nmore could with practice and encouragement. Some possibly never could.\nFollowing, however, such greater opportunities, a better type of teacher\nwould surely be attracted into the profession.\nAre there then to be no minimum essentials ? I do not myself so hold,\nbut I would severely restrict these in both amount and use. Among such\nwe could easily agree upon the English language (for our country ) , reading, writing, and a little (very little) arithmetic. And it is no yielding of\nessential theory to accept these ; unless these be got, little and only one-sided\ngrowing is possible. But I should wish considerable latitude as to when\nthey should be got. There are, of course, many other essential outcomes\nto be worked for all the time, truth-telling for example, but, as technically\ndefined, I should not call such minimum essentials .\nWhat about a common body of knowledge and attitudes necessary for\n\nsocial integration ? In my judgment this would be better got than now.\nAs matters now stand we assign knowledge and ignore attitudes, and so lose\nboth in too great part. If we seek both in right relationship to each other,\nwe can improve over what now obtains.\n\nHas this point of view no place for the expert ? It most assuredly has,\nbut the expert must serve, directly or indirectly, as teacher of teachers,\nnot as an autocrat.\n\nWe cannot hand out detailed curricula from above.\n\nThat effort is wrong. The effect is bad. The teacher will more than\nnow need to know and understand content, values, and processes. More,\nnot less, expert knowledge will be called for and utilized.\n\nWhat is our present duty as administrators ? Face all pertinent facts,\neven if they require inconvenient adjustments. Study the educative process\nand its relation to the enhancement of life. Stop the slavish worship of\none-sided objectives. Break as fast as feasibly possible the thraldom of\nteacher and pupil to the fixed, detailed, autocratic course of study. Encourage those able and willing to break away at once. Base the curriculum\non activities as fast as is feasibly possible. Guide rather than oppose the\nmanifest trend of democratic development .\n\nTHE RELATION OF SUPERVISION TO THE ATTAINMENT\nOF THE MAJOR OBJECTIVES OF ELEMENTARY EDUCATION\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS, OAKLAND, CALIFORNIA\n\nThere is no final and conclusive agreement as to just what the objectives\nof elementary education are, neither is there a clear line of demarcation\n\nbetween the objectives of elementary education and those of secondary education. The education of a citizen is a continuous process lasting a lifetime.\nand, for the purpose of this discussion, it is unnecessary to go into any hairsplitting discussion of the differences between the objectives of elementary\n\n"}
{"page": 938, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n909\n\nand secondary education. But in order to have a practical conception of\nconceded objectives clearly before our attention as we think of the play of\nsupervision upon the problem of the attainment of these objectives, I should\nlike to quote four of the best and most generally recognized statements of\nwhat our system of education of our youth should attempt to attain:\nSTATEMENT OF OBJECTIVES BY THE COMMITTEE OF THE NATIONAL EDUCATION ASSOCIATION\nON THE REORGANIZATION OF SECONDARY EDUCATION\n\nCLARENCE D. KINGSLEY, CHAIRMAN\n\n1. Health.\n\n2. Command of the fundamental processes.\n3. Worthy home membership .\n\n4\n\n4. Vocation.\n\n5. Citizenship.\n6. Worthy use of leisure.\n7. Ethical character.\n\nDR. FRANKLIN BOBBITT'S STATEMENT OF OBJECTIVES FOR HIS CURRICULUM MAKING\nEXPERIMENT IN THE LOS ANGELES HIGH SCHOOLS\n\n1. Social intercommunication, mainly language .\n2. The development and maintenance of one's physical powers.\n3. Unspecialized practical labors .\n4. The labors of one's calling.\n5. The activities of the efficient citizen.\n\n6. Activities involved in one's general social relationships and behavior.\n7. Leisure occupations, recreation and amusements .\n\n8. The development and maintenance of one's mental efficiency.\n9. Religious activities.\n\n10. Parental activities, the upbringing of children and the maintenance\nof home life.\n\nDR. ALEXANDER INGLIS' CLASSIFICATION OF OBJECTIVES OF SECONDARY EDUCATION\n\n1. The preparation of the individual as a prospective citizen and coóperating member of society-the social- civic aim.\n\n2. The preparation of the individual as a prospective worker and producer-the economic-vocational aim.\n\n3. The preparation of the individual for those activities which, while\nprimarily involving individual action and the utilization of leisure time,\nare of great importance to society-the individualistic-avocational aim.\n\n"}
{"page": 939, "printed_page": null, "text": "910\n\nNATIONAL EDUCATION ASSOCIATION\n\nDR. F. G. BONSER'S STATEMENT OF THE AIMS OF EDUCATION\n\n1. Health-maintaining life and keeping well.\n2. Practical efficiency-using the tools and conventions of civilized life\nand the technique of a vocation .\n\n3. Citizenship-coöperation in the regulative processes of social control\nand civic and social enterprises.\n4. Recreation using leisure time for enjoyment and enrichment of the\nhigher life.\n\nAny attempt to harmonize these statements of the objectives of education\nis entirely beside the purpose of this discussion. The common element in\nthem, that of thorough preparation for complete, happy living and useful,\ncontributive citizenship, is generally accepted by the American people and\nby the teaching profession. Another element has been added by the modern\n\ntrend of American life. It is coming to be more and more the recognized\nobjective of education, especially public school education, to make this\nthorough training for citizenship universal. It is therefore as much an\nobjective of education to hold that all children through the period of youth,\nno matter what their social heritage, economic environment, racial char-\n\nacteristics and handicaps and mental equipment unless totally deficient,\nshould receive this thorough and complete training for citizenship, as it is to\nhold that specified qualities must be present if the training of a single\nindividual is complete.\n\nIn our system of American life the school is unquestionably the major\nagent in the attainment of these objectives. Home life and other life contacts play a tremendous part, but the school is the directly controllable\nagent that attempts to level the defects in the work and results of all other\n\neducational agencies. The school does its work largely through the processes of class instruction, although the extra-curricular activities accomplish much. Whatever affects classroom instruction in a large degree\naffects the attainment of these objectives. If we would guide or influence\nthe work of the school in the attainment of its aims, in the main it must be\ndone through the classroom teacher.\n\n( Supervision is on the face of it the work done by certain officers of the\nschool other than regular classroom teachers to influence, guide and improve\ninstruction. In its earlier evolutionary stage, it was called and was inspection-a checking of the performance of a hired employee against specific\n\ndirections and requirements by a representative of the employing authority.\nIn a modern and progressive school it has developed to be a totally different\nprocedure far removed in its conception and purpose from the earlier idea\nof it. A teacher is no longer merely a hired employee doing the routine\n\nwork of a drillmaster, but the State's official representative-a friend and\nleader of its youth. The supervisor is no longer a time and performance\nchecker, but a friend and leader of teachers a teacher-helper. His prin-\n\n"}
{"page": 940, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n911\n\ncipal work is to distribute and make universal the best things that are done\nby teachers anywhere, to bring to bear on the problems of the teacher the\nforemost philosophy of method and educational processes, to inspire teachers\nto fine living and professional growth, to encourage them to be interested\nin and to participate in the creative function of curriculum making.\n\n/Theoretically the function of supervision-teacher helping-is vested in\nthe superintendent as the final responsible professional authority in the\nschool system. The people and their legally chosen representatives hold the\n\nchief executive of the schools responsible for organization and results./ If\nthe system of instruction is good, he, as the representative of the schools,\nshould be the official recipient of the credit. If it is poor, he should be\nblamed and held responsible-all provided, of course, he is given time,\nfunds and adequate authority with which to carry out his policies.\n/Representing the head office of the school system in each school or unit\nof organization is a principal. Like the superintendent, he is both an administrative and supervisory officer. He is administrator and executive-inchief in his school, the direct representative of the superintendent and the\nresponsible officer of the school not only for the organization and operation\nof the school, but for the instructional system and its results even in the\nmost technical and specialized work His supremacy of authority in his\nschool should be recognized by all of the officers of the school system, including the superintendent and the supervisors. To overstep this line of\ndemarcation means to topple the pyramid of authority which is the framework of control for the entire system and wholly essential to good administration. The assumption of the authority of the principal in his school by\nanother and supposedly higher officer is a sin against the fundamental principles of all school administration. It injures the work of the school and to\nthe extent to which such authority is removed the responsibility for results\n\nis removed. The principal must have complete authority in his school and\n\nmust be held responsible for the results of its work. /\nThe work of the superintendent in guiding and influencing instruction\ncan no longer be done in person in any large measure. The development\nof large and complex school systems in our cities and other units of political\norganization makes it physically impossible for a superintendent to do much\npersonal supervision of instruction. In comparatively small school systems\nonly is it possible for him to do this. The broadening of the curriculum\n\nand scope of activities make it technically impossible for the superintendent to give expert advice and guidance in all lines. The effective superintendent influences instruction by control and direction of general policies\nand through especially equipped and chosen officers of the schools selected\nfor assistance in the technique of instruction. To these the superintendent\ndelegates authority to do what he finds it physically and technically im-\n\npossible to do himself. These are the special supervisors-teacher-helperswith full power of the superintendent to supervise and help in instruction .\nIn no sense are they administrative officers except when specially delegated\n\n"}
{"page": 941, "printed_page": null, "text": "912\n\nNATIONAL EDUCATION ASSOCIATION\n\nto perform a specific administrative task by the superintendent's office.\nThe line of administrative and executive authority within the school system\nextends directly from superintendent to principal. The supervisor has no\nauthority normally to command or to direct the principal. The supervisor\nis the special technical advisor of the principal just as he is of the superintendent. Within the school the supervisor's services are at the disposal of\nthe principal. He becomes the expert and technical delegate to the teachers\nof the school. A wise principal makes full use of these helpers. They are\nhis intimate consultants and friends. The wise supervisor offers his services\nto the principal of the school in which he works and becomes his counselor\n\nand advisor. Outstanding conflicts of authority between supervisor and\nprincipal all come from failure to recognize the necessity of the observance\nof this simple but fundamental relationship. When corrections should be\n\nmade in administrative arrangements and policies of principals affecting the\nwork of the special supervisor and which may be in violation of the policies\nof the schools, they must be made by administrative order of the superintendent and not of the supervisor.\n\nThe work of supervision is carried on by this triumvirate-the superintendent, the principal, the supervisor. The superintendent possesses supreme administrative and supervisory authority under the people or their\nrepresentatives. The principal is the direct representative of the superintendent as chief administrative and chief supervisory officer in his school.\nThe supervisor is the specialized expert of the superintendent in a given\ntechnical field of the school system or a segment of it and the same for the\n\nprincipal within his school. Each one has a specific contribution to make\n\nto the work of instruction : the superintendent by control of general policies\nand by efficient organization and general and comparative knowledge of the\n\npractices of other school systems and of educational progress: the principal\nby his personal contacts, natural leadership of his teachers and intimate\n\nknowledge of the best work and methods within his school and also by his\nzeal for a knowledge of general educational progress; the supervisor by his\n\nspecial preparation and equipment, by his comparative knowledge of the\nwork of other teachers and schools within the system by specific study of\nthe philosophy of his special subject.\nHow does the work of this triumvirate-the supervisor, the principal, and\nthe superintendent-function in the attainment of the objectives mentioned\nabove ? Mainly in its influence upon three vital elements in the success of\n\nteachers-namely, method, curriculum content, and the viewpoint and\nprofessional growth of the teacher. Wherein does supervisionby affecting\nthese elements in teaching success tend to accomplish these goals? These\ngoals, let me repeat, are all characteristics or abilities of the individual .\nIn their highest and best form in a single individual they constitute the\nideal citizen. To develop them as highly in each and all individuals as\ntheir capacities will permit is the aim and end of education. It is the business of the public schools to make these qualities as universal as possible.\n\n"}
{"page": 942, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n913\n\nThe national job in education is to make as good citizens as possible out\nof twenty-five million American youth and thirteen million aliens . An\n\narmy of three-quarters of a million teachers is working at this job. Half\nof these have no training whatsoever; of the other half only a comparatively small fraction has expert training, and a large proportion of this\nhas the viewpoint of academic knowledge only. To meet this tremendous\nsituation nothing short of expert service can hope to be effective. In the\nbest organized and equipped school systems where 90 per cent of the teachers are trained academically and professionally it is a highly specialized task\nto classify the children into groups or grades according to their mental\nlevels and develop a method of teaching them which will best fit each\nsuch group. It is another highly specialized undertaking to handle the\nAmericanization problem so that the work really Americanizes and develops\ngood citizens. To do both of these in such a manner as to carry out the\n\npurposes of the school and yet obviate the ever ready public criticism requires not only expert supervision but little short of diplomatic genius.\nThe goal of universal education of our youth and our foreign elements for\ngood citizenship is wholly impossible of realization without expert supervision.\n\nIt is almost as important in the field we call the fundamental and aca-\n\ndemic subjects. The ordinary activities of the school-the study period, the\nrecitation class, the laboratory class, the shop, physical education class, the\nextra-curricular projects are the school's agents for attaining these goals .\nThese activities continue, led, stimulated, and guided by teachers-teachers who carry heavy loads, handle many students, give out much of their\nvitality each day. To carry on these processes effectively, they have need\nto grow in service, need to develop the most skillful technique of method,\nneed to live full rich lives themselves, need to have a vision of the ultimate\n\nprocesses of education in a democracy, the purpose of the public schools and\ntheir connection with it, need to develop the habit of participation and contribution to the substance and material of the process. More concretely\nthey need: ( 1 ) Skillful technique of instruction ; ( 2) inspiration to professional growth; and (3) a creative participation in the curriculum development of the school system.\n\nTo minister to these needs of teachers is the highest and most professional aim of expert supervision. It is the antithesis of inspection. It is the\nwork only of the sympathetic wisely understanding teacher-helper. /\nHow may he do this? By being a teacher himself and understanding\nteachers.\n\nWhere there is no understanding, no mutual confidence, there\n\ncan be no supervision only hostile checking and inspection. He will instinctively use the natural approach. He will get acquainted. He will\nenter naturally into the work of the teacher and into each recitation or\nstudy situation. He will never show authority, never criticize destructively,\n\nnever humiliate. He will always accept the view of the teacher as being\nashonest and sincere as his own and will give it always full credit. He will\n\n"}
{"page": 943, "printed_page": null, "text": "914\n\nNATIONAL EDUCATION ASSOCIATION\n\nestablish his authority by means of the teacher's confidence in him and\ndesire for his help. He will be perfectly frank if criticism is necessary. He\nwill take both principal and teacher into his confidence in a get-together\nconference. He will seek to inspire his teachers with his vision of what\nthe schools are for, what teaching is and what the teacher should be. He\nwill naturally have definite plans for supervision, such as the use of the\ndemonstration lesson, observation projects, and exhibit libraries. He will\nhave many personal conferences and a few meetings. He will sometimes\n\nteach, many times observe. He will sometimes talk, more often listen, and\nhe will always hear the teacher's whole story. He will praise sincerely; he\nwill recognize merit; he will give teachers much credit, taking little or none\nhimself. He will always give especial attention to the weak teacher and\nto the beginner. He will encourage teachers to contribute to the course\nof study and to work on course of study committees. He will realize that a\nsense of participation in the larger policies of the school system coming\nthrough contributions to the curriculum will be a stimulating and exhilarating influence in the teacher's mental growth. Self-realization is\n\nliving. Teachers have not had enough of it. They should know it is their\npart to help in formulating the vital and fundamental activities that are\nthe working materials for the attainment of the objectives of education.\nTherefore, he will always stimulate and use the creative impulse of his\nteaching corps and make it bear rich fruit in the formulating of the curriculum of the school system.\n\nIn this role the supervisor is at his best and\n\nmakes his greatest contribution toward the attainment of the ends of\neducation.\n\nBy what sign may the supervisor-teacher-helper-know that he is\nrealizing his purposes in supervision ? If I were a supervisor I should ask\nmyself these questions periodically: Do I have a happy professional-minded\ngrowing body of teachers ? Do I have a satisfied coöperative clientele of\nprincipals who look to me as their indispensable advisor and helper in the\nwork of their schools ? Does the head administrative office regard me and\nmy work as indispensable? Is the public coming to give a larger p'ace to\nthe recognition of my work within the school system ? If I could have as\na supervisor full consciousness of a satisfactory answer to each of these\nquestions, I should feel that I were doing my bit toward the attainment of\nthe major objectives of education.\n\n"}
{"page": 944, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n915\n\nSPECIAL TOPIC GROUPS\nCHARACTER EDUCATION\nJEREMIAH E. BURKE, SUPERINTENDENT OF SCHOOLS , BOSTON\nMASSACHUSETTS, CHAIRMAN\nTRAINING IN CHARACTER AND FOR CITIZENSHIP\n\nTHE SCHOOL A Training GroUND-The great teachers have differed\nlittle in their interpretation of the objectives of education. Invariably and\nauthoritatively they have insisted that the training of the child should be\nsymmetrical. They have never advocated an intellectual aristocracy .\nThey realized that intellectuality in itself is insufficient; that it must be-\n\ncome crowned and dominated by spiritual forces. Unquestionably they\nexalted intellectual training; likewise the education of the emotions, impulses, desires, and instincts; but paramount to all these, in a position of\nsupreme importance, they placed the spiritual growth and development of\nthe child.\n\nIn all discussion of character and citizenship development in our schools ,\n\ntribute should be paid to the army of noble and devoted teachers who during all these years consciously or unconsciously have been leading their\npupils upward to a vision of the higher life. Their labors have not gone unrewarded. An intelligent American democracy acknowledges its indebtedness and rises up to call them blessed. The school has ever taught responsibility and accountability. Every master's office is a juvenile court wherein\nis dispensed justice with mercy, and where respect for law and obedience to\n\nauthority are inculcated and exemplified. From every classroom radiates\nthe illuminating personality of the teacher. She rebukes charitably, rewards meritoriously, advises justly, rules wisely. And in every ideal classroom there is present what Froebel saw so clearly in his dream, a third\n\nentity above and superior to teacher and pupils the eternally right and\nthe eternally just-in the presence of which teachers and pupils alike reverently bow.-Jeremiah E. Burke, Superintendent of Schools, Boston, Massachusetts.\n\nTHE SENIOR HIGH SCHOOL-The senior high school course in citizenship aims to bring out clearly the nature of the social inheritance and its\ngreat significance in human progress, both social and individual. It leads\nthe pupil to appreciate his dependence upon humanity as a whole and therefore to sense his obligation to humanity. This conception of the solidarity\n\nof the human race, of its achievements and future possibilities, may become\nto youth a most inspiring ideal, a great impelling force to social service.\n\nIt lifts youth above the narrow individualism of the eighteenth and early\nnineteenth centuries; it gives him vision beyond any selfish or partisan\ninterest; it provides a point of view from which he may grasp the laws\nof social progress and identify himself with the great life of humanity.\n\n"}
{"page": 945, "printed_page": null, "text": "916\n\nNATIONAL EDUCATION ASSOCIATION\n\nThus social duties become moral opportunities; social service, a coveted\nprivilege ; wealth, knowledge, vocational efficiency, physical and intellectual power, all becomes means of returning to humanity something of\npermanent value in discharge of the debt each individual owes to his fellows. This conception of justice and moral obligation is the foundation of\nthe course in citizenship and the guiding principle in the solution of social\nproblems. Milton Bennion, Dean, School of Education, University of\nUtah, Salt Lake City, Utah.\nTHE OBLIGATIONS OF CITIZENSHIP- There is an even more dangerous\n\nand insidious revolt than the one against knowledge. It is the disregard\nfor law.\n\nBefore the war we knew that new moral standards were re-\n\nquired.\n\nSince the war the need of new moral standards has become more\n\nimperative. When men elected or appointed to high office betray a public\ntrust in the interest of personal gain we have an illustration of a lack of\nmoral responsibility. When innocent men are made sacrificial offerings on\nthe altar of bitter political partisanship, we have an illustration of a lack of\nmoral responsibility. When men sell the necessities of life so that the\npublic becomes the victim of profiteering, we have an illustration of a lack\nof moral responsibility. When individuals or groups encourage the violation of law, we have an illustration of the lack of moral responsibility. No\ncountry can long exist half law-abiding and half law-disregarding. The\npeople are being destroyed because of a lack of knowledge as truly as in\nHaman's time. New gateways to sin have been opened up. Fresh social\nparasites have been let in upon us. The battle cries of conscience of yesterday do not thrill the youth of the present generation. A new class of\nsocial Puritans must be reared and trained to deal with the problems of the\npresent generation. Citizenship now, as never before, calls for intellectuality touched with emotion, for a sympathetic understanding colored with\nidealism, for a rational consideration of the problems of democracy actuated\nand motivated by a keen sense of moral obligation. Truly, these are perilous times. The foundations of civilization are as yet insecure and citizenship in a true sense is still something to be attained.-Lotus D. Coffman,\n\nPresident, University of Minnesota, Minneapolis, Minnesota,\nTHE VALUE OF EXTRA-CURRICULAR ACTIVITIES-The all-embracing\ncharacteristic that makes our individual adult citizens assets to our Nation\n\nis the spirit of service. This, when practically expressed in his activity for\nthe public welfare, means that the citizen, without thought of personal\nreward, seizes upon and even creates opportunities to make his city, his\nState, and his Nation better because he has lived in it. The private interest\nof such a citizen is subordinated to his desire to render truly patriotic service. The spirit of service must be made conscious to our pupils if their\nextra-curricular activities are to be used as agencies for exalting public\nservice above private profit. This is best done when every individual\nachievement is weighed and honored according to its effect upon the student\n\n"}
{"page": 946, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n917\n\nbody and the purposes and good name of the school. In one high school\nwhich emphasizes the character building value of extra-curricular activities\nthis ideal of service is kept prominently before the student body. At the\nbeginning of each term the new pupils coming from forty-five different\nelementary schools are gathered in the auditorium of this school. The\npurposes of the school are briefly and simply outlined to them. They are\nacquainted with the opportunities for student activities afforded by the\nschool, and each is urged to consider the particular talent, scholastic, athletic,\nor social, that he possesses. He is reminded that through that talent he can\nperpetuate and extend the traditions of the school as a democratic community in which the motto is each for all and all for each. He is im-\n\npressed with the fact that when he graduates four years later he will be\nasked in what way the school has become better because of his presence.Francis H. J. Paul, Principal, De Witt Clinton High School, New York\nCity.\n\nTHE RIGHT SPIRIT-Character and good citizenship are in a large measure theby-products of the school, but they are the by-products of everything\ndone in the school. The fact that two and two always make four builds\ncharacter as a by-product. It gives the child something that is always\ndependable. Two and two make four wherever the child finds this problem, whether it be in the city or in the country, the child has found in\n\nthe school something fixed, something dependable. The juggling of figures\nto get the answer-as too much of our problem solving is-is immoral and\nleads toward bad citizenship. It is training children to get by with it, and\nthis leads toward the life of a crook.\n\nWorking for just the answer leads\n\nto the philosophy \"If I can put it over, it is right\"-a false philosophy of\nlife. Let the child be so taught that he sees the great underlying principles\nofhis problems, then their solution becomes easy, and the answer takes care\nof itself. We have overlooked the fact that the answer is the last thing in\n\nthe solution. All the teaching belongs back in the problem, and the answer\nis only the result of the processes that have taken place prior. Let the\nanswer be used only as the proof of the solution.\n-Robert H. Wright,\nPresident, East Carolina Teachers College, Greenville, North Carolina.\n\nPHYSICAL AND HEALTH EDUCATION\nDAVID B. CORSON , SUPERINTENDENT OF SCHOOLS , NEWARK\n\nNEW JERSEY, CHAIRMAN\n\nHEALTH EDUCATION IN THE SCHOOLS-The complexity of modern\nlife and the scientific data about correct living requires training in the art\n\nof living if life is to be preserved. The significant fact about a healthy\nlife is that it depends upon what the individual does, how he lives, and\nthis roots back into one's training and mental equipment. A person is\n\n"}
{"page": 947, "printed_page": null, "text": "918\n\nNATIONAL EDUCATION ASSOCIATION\n\nendowed with a variety of inherited tendencies that are unsuited to the\ncomplex life of the present day ; he has acquired a variety of habits of living\nthat do not conform to healthful living, and he is ignorant of the ways of\ncorrect living, as the science of health in recent years has discovered. The\nonly way to redirect inherited tendencies, establish correct habits, and\neradicate ignorance is through education. The accomplishment of these\ntasks and the prolongation of life depend upon education, and this is the\nfunction of the school. If the school fully awakes to modern needs, if the\n\nschool uses its full opportunity, it can make itself respected and felt as a\npower in the conservation of human life and the promotion of human welfare.-E. George Payne, Professor of Education, New York University,\nNew York City.\n\nPHYSICAL AND MENTAL UNFITNESS IN CHILDREN-Investigations in\nthe Massachusetts Institute of Technology and in Dartmouth College\nreveal that the families which furnish students for higher institutions of\nlearning are not less in need of care and of higher standards than are others.\nQne of the most striking outcomes of investigation concerning the causes\nof this condition is the fact that it is not poverty and lack of food that\nhave brought this state about. Often there is more underweight among\nthe so-called better classes of society than is found in poorer homes. The\ngreat majority of cases of malnutrition are due to one or more of the following causes, arranged in the order of their importance: Physical defects, especially obstructions to breathing; lack of home control-the various\nconditions which are coming to be considered under mental hygiene; overfatigue; improper food habits and food; improper health habits. An adequate physical growth examination, accompanied by a social and amental examination, will reveal the causes and point out the means by which these\ncauses can be removed and the child or young person be brought to a normal\nstate of physical fitness. To accomplish this calls for a coördination of\nfour available forces, no one of which can accomplish the task. These\nare the forces of the home, the school, medical care, and the child's own\ninterest.\n\nWilliam R. P. Emerson, Professor of Pediatrics, Tufts College\n\nBoston, Massachusetts.\n\nVISUAL INSTRUCTION IN EDUCATION\nH. B. WILSON , SUPERINTENDENT OF SCHOOLS, BERKELEY, CALIFORNIA\nCHAIRMAN\n\nTHE VALUE OF VISUAL AIDS IN EDUCATION - The effectiveness of mo-\n\ntion pictures has undoubtedly been overestimated in comparison with\nslides, stereographs, pictures, and demonstrations. Motion pictures have a\ndistinctive part to play. This is the representation of motion in those casein which it is necessary for the pupil to understand the motion and in\n\n"}
{"page": 948, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n919\n\nwhich he cannot well understand it through his imagination or from his\n\nprevious experience. Motion pictures which contain materials similar to\nthose shown in slides, stereoscopes, and so on, are no more effective than\nare these other forms of presentation, and motion pictures which invade the\nrealm of instruction by means of language are inferior to oral lecture by\nthe teacher. The personal influence of the teacher is a factor in presentation by means of language which cannot be overlooked without sacrifice.\nAn over-emphasis upon motion pictures or upon other forms of visual\npresentation runs some danger of overlooking the large part which activity,\neither intellectual or bodily activity, has to play in the education of the child.\nWe have attempted in recent years to reduce mere passive receptivity as a\ncondition of learning. We must be careful that we do not emphasize this\ntype of learning as a consequence of the introduction of visual education.Frank N. Freeman, Professor of Psychology, University of Chicago,\nChicago, Illinois.\nVISUAL AIDS-Have visual aids sufficient educative value to deserve be-\n\ning made a part of our established teaching technique ? This problem was\ninvestigated experimentally in Public School 62 ( Manhattan) of New\nYork City in the winter of 1921. An experiment was conducted in which\napproximately six hundred seventh-grade children participated and in which\nthese four methods of instruction were compared in effectiveness : ( 1 ) Being\ninstructed orally by the regular classroom teacher; (2) studying the same\nlesson from the printed page; (3) learning the lesson as it was projected\nupon the motion-picture screen ; and (4) viewing the screen while the experimenter made oral comments to direct attention and guide observation.\nThe experiment was conducted in accordance with the requirements of\n\nthe best in modern experimental technique, and it was repeated to the point\nof statistical reliability. That is, the pupils were divided into four groups,\nequal in grade progress and mental maturity. The subject matter of the\nlesson was common to all four methods of instruction, and four successive\n\nlessons were used in rotation. A special test was devised which measured\nboth verbal and pictorial impressions with equal fairness, and all results\nwere converted from raw scores into units of the standard deviation from\n\nthe average of the entire experimental group.\nThe results were as follows: Being instructed orally, 48.62 points ; studying the printed page, 49.22; viewing the screen, 50.34 ; and viewing the\nscreen under oral guidance, 52.55.-Joseph J. Weber, Head of Department\nof Secondary Education, University of Arkansas, Fayetteville, Arkansas .\nVISUAL INSTRUCTION IN A CITY SCHOOL SYSTEM-As to cost, I am impressed by the fact that we have never taken visual education serious'y ;\nthat we have puttered along with it; that it has been supplied out of ladies'\n\naid safety funds and what not.\n\nIf we are convinced sufficiently of its\n\nvalue, why not consider an appropriation for visual instruction in the same\nway that we would consider an appropriation for teachers' salaries or for\n\n"}
{"page": 949, "printed_page": null, "text": "920\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe maintenance of buildings ? Let us suppose that, whenever a building is\nconstructed, along with the items of landscaping and interior decoration,\nthere should be written in five thousand dollars for visual equipment. We\nhave in Cleveland covering the materials, the operating and distributing\nequipment, an investment of about $12,300. Our operating service per\nmonth is $642. The total number of lessons provided for November was\n1263. The Cleveland Art Museum is serving classes from various parts\nof the city daily. We provide two teachers for the art museum and one\nin the natural history museum, and we are planning to supply a teacher for\nthe historical museum . These are the central points to which classes\nare being constantly sent. I have no doubt there is a hundred thousand\ndollars' investment as a minimum in material for visual instruction in our\n\nschools. I would not be at all surprised if the records showed three times\nthat amount for material, including maps, globes, charts, pictures, stereoscopes, slides , motion pictures, and models.-R. G. Jones, Superintendent of\nSchools, Cleveland, Ohio.\nVISUAL INSTRUCTION IN A STATE SCHOOL SYSTEM-The first compre-\n\nhensive plan in New York State for creating and circulating a collection\nof lantern slides and photographic prints primarily for the use of classroom\nteachers was formed in 1911 after a fire in the State Capitol had totally\ndestroyed the accumulations of previous years. The present annual appropriation for additions that is, for negatives and for the making of slides\nand prints is $15,000. The expenditure for salaries of fourteen employees.\nprinting, postage, transportation, etc., ' aggregates something like $25,000\nmore. About 15,000 negatives have been acquired and 250,000 slides besides a large number of mounted prints are available for circulation. On\nthese there is practically no depreciation. They do not wear out; few become obsolete. Institutions and organizations that use them replace what\nloss there may be incident to use. Aplan of organization has been established, the rules of service are known, the collection grows year by year.A. W. Abrams, Director of Visual Instruction, State Department of Education, Albany, N. Y.\nVALUE OF VISUAL INSTRUCTION-As to the value of visual instruction.\n\nwe have no hesitancy in saying that it has never been fully appreciated. We\nadmit that, for years untold, certain phases of it have been practiced to lay\nthe foundation for communication through language in some form, but we\nhave never worked, to the limit of its possibility, the field of visual instruction.\n\nTo throw light upon all subjects required in the curriculum-in other\nwords, to illustrate is a prime notion underlying visual instruction. More\nand more are publishers seeing the advantage of profusely illustrating their\ntextbooks. Illustrated works are in greater and greater demand, because\nit has been found that ideas can thus be given more quickly and more\n\nefficiently than in any other way.\npopular.\n\nIllustrated periodicals are the most\n\nThe same is true of advertising in the business world.\n\n"}
{"page": 950, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n921\n\nNo one has made an adequate, scientific survey of the intrinsic value of\nvisual methods. Some beginnings have been made, but they have been\nmeager. On the other hand, no sane instructor denies the pronounced improvement in results where intelligent use is made of visual materials in\nthe teaching process.-Dudley Grant Hays, Director Visual Instruction,\nChicago, Illinois.\nMATERIAL FOR VISUAL INSTRUCTION-Of all visual material, the mo-\n\ntion picture holds first place without a challenge. It shows life in action\nfrom the unfolding of a tiny flower to the mass action of the battalion ;\nthe graceful flight of the bird and the ponderous lift of the mighty crane.\nAt the present time, the catalogue of instructional films is ameager one.\nThe scenario maker has ever in mind a situation that will catch the public\nfancy; the educator requires a scene true to facts.\n\nThe scenario writer\n\nplays upon the emotions. The educator tries to influence the judgment, to\ndevelop discriminating thought and fine appreciation of the best in life.\nTo make a picture function educationally, more must be done than\nmerely to throw it on the screen. The teacher must first have prepared\nthe pupils for the seeing process, must have pointed out what to look for\nand how to find it. The imagination of the teacher must interpret this\nmaterial for the child. She must first see the significance of speeding\nspindles in the cotton fields, or of life on the plains where the sheep\nare herded, and out yonder in the marts of the world. She must vision the\nseagoing ships loosened from their moorings to carry cargoes that mean\nlife, happiness, and health to the nations; must see in the pictures of the\nart gallery an expression of beauty transfigured by the dream of the artist,\nand in the tiny egg must see that marvel of life that thus far has transcended all efforts of man to understand. After all, even visual instruction falls short of results without teacher prescience and power.-Susan\nM. Dorsey, Superintendent of Schools, Los Angeles, California.\nVISUAL AIDS-The unavailability of these principal visual aids, the\nslide and the film, constitutes the chief impediment to progress in visual instruction. Many States and municipalities have the foundation for fine\nslide collections, but they suffer for lack of funds.\n\nFor both films and slides\n\nreliance must still be placed largely upon commercial sources, and the\ndifficulty there lies in divorcing the commercial producer from the salesman's attitude of having \"the perfect product,\" and bringing him to appreciate and meet the teacher's needs.\n\nOne urgent demand for improvement is the removal of hampering legal\nrestrictions upon the use of non-inflammable motion picture film. But we\nare making progress in that direction. The day is coming, and we shall\nhasten it, when a teacher anywhere in the United States may show educational films in a simple projector that a child could operate, without the\nnecessity of a booth, a licensed operator, and compliance with a half dozen\nother restrictive regulations.\n-Ernest L. Crandall, Director of Lectures and\n\nVisual Instruction, New York City.\n\n"}
{"page": 951, "printed_page": null, "text": "922\n\nNATIONAL EDUCATION ASSOCIATION\n\nVOCATIONAL AND PART- TIME EDUCATION\nWILLIAM\n\nM. DAVIDSON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPITTSBURGH\n\nPENNSYLVANIA, CHAIRMAN\n\nTHE SUPERINTENDENT'S RESPONSIBILITY IN DETERMINING AND CO-\n\nORDINATING THE MAJOR POLICIES OF VOCATIONAL AND PART-TIME EDU-\n\nCATION-The official prerequisites for sound policy development in the\nmatter of vocational education include: Recognition of the necessary, distinctive and legitimate functions of vocational education and the aggressive assumption officially of the responsibility for its promotion, development, and organization as an integral part of the public educational system; provision of suitable and adequate facilities to enable vocational edu-\n\ncation properly to render its distinctive type of service ; maintenance of the\nintegrity of vocational education by encouraging and assisting it to evolve\nits own policies out of its own experience and by safeguarding it from distortion by policies borrowed from other educational fields; official appre-\n\nciation of the fact that the fundamental requirements for the healthy\ngrowth of vocational education policies are not cold indifference but sympathetic attention; not careless neglect but patient cultivation; not pruning\nand restriction but stimulation and room for expansion; not hasty judgment but generous opportunity to produce results; not narrow condemnation but broad understanding; not fear of their encroachments but welcome\nto their services. In other words, positive policy building should be the\nchief official concern rather than negative policy determination.-E. С.\nHartwell, Superintendent of Schools, Buffalo, New York.\nVOCATIONAL GUIDANCE AS AN ESSENTIAL ADJUNCT OF VOCATIONAL\n\nEDUCATION-The vocational guidance movement has been retarded by\nnumerous misconceptions regarding its purposes and achievements, which\nmisconceptions it is desirable to replace with general agreement as to its\nplace in the public-school system. When reconstructed so as to constitute\n\na valuable adjunct of vocational education, vocational guidance will become an essential in public education.\nWhether or not so-called vocational education is actually \"vocational\"\nmust be determined by a study of its results rather than by a statement of\nits proposed objectives. Vocational education is \"vocational\" only when\nit is taken by an individual who will make specific vocational use of the\ninformation or training secured. It is an adult proposition, the foundations of which can and should be laid by the public schools. It does not\n\nsupplant general education, but supplements it. The most effective school\nwork that can be done in this field consists in developing vocational interests and vocational intelligence, through courses with a vocational content,\nto the end that the young person may become a permanent and interested\nstudent of the occupation into which he goes. Frank M. Leavitt, Associate\nSuperintendent of Schools, Pittsburgh, Pennsylvania.\n\n"}
{"page": 952, "printed_page": null, "text": "923\n\nDEPARTMENT OF SUPERINTENDENCE\n\nIMMIGRANT EDUCATION\nA. B. MEREDITH, COMMISSIONER OF EDUCATION, HARTFORD, CONNECTICUT\nCHAIRMAN\n\nIMMIGRANT EDUCATION GROUP-The meeting was introduced by Dr.\nMeredith as chairman. The Place of Immigrant Education in a Democratic School System was taken by Superintendent William McAndrew, of\nChicago, recently elected president of the Department of Superintendence,\nwho said in part :\n\"What is public education for? For the benefit of the Nation. The education of the adult and the child is equally important. When will school\n\nofficials realize this and install adjustable equipment in school buildings for\nsuch instruction ?\n\nThird-floor instruction must cease.\n\n*\n\n*\n\n*\n\nThe\n\npeople who are gaining the control of this country of ours should be given\nthe best education.\nThe majority of those voting at our eastern\nelections are the first and second generation foreign-born.\nWhich should be easier of access, citizenship or college ? Which is the\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\neasiest to obtain ?\"\n\nSuperintendent Kelley, of Binghamton, New York, described the work\nalready done in that progressive city. Following a brief discussion on national immigration policies, he said in part: \"It is an all-year-round job with\nThe\nadvertising in all forms and the coöperation of all people.\nteachers are recruited if possible from the married teachers untired by day\nschool work. We are highly organized with a supervisor, recruiting officer, course of study, socialization, and many contacts between native and\nforeign-born. We have special arrangements for immigrant women.\nTheir neglect in most cities is a tragedy.\nSigned certificates of\nproficiency are present and accepted by the court judges in place of a natu*\n\n*\n\n*\n\n***\n\n*\n\n*\n\n*\n\nralization examination.\"\n\nDr. George E. Smith, supervisor of extension work in Buffalo, said in\nconnection with the work in that city: \"The important thing is to get the\nimmigrant into school for which personal contact is essential.\n*\n\n*\n\n*\n\nFifty home teachers canvass their foreign-born friends before the fall\n*\n\n*\n\n*\n\nopening, and all employers and churches coöperate.\nOnly the\nbest teachers should be used, having the proper sympathy, training, offering\npractical instruction, and with the definite objective of giving interest,\ndesire, and will. Our schools are organized not as immigrant schools but\nschools for the people.\nThe immigrant can express himself\n*\n\n*\n\n*\n\n⚫through pageantry.\"\n\nProfessor John J. Mahoney, of Boston, speaking on the future of immigrant education in the United States, said: \"I can only guess as to the\nfuture. * *\nThe hindrances are in (a) Ill-advised and unscientific\nimmigration bills; (b) the possible control of immigrant education by the\nBureau of Naturalization, U. S. Department of Labor ; and (c) political\ninfluences for retrenchment. We should agree to work for (1) Adequate\n*\n\n"}
{"page": 953, "printed_page": null, "text": "924\n\nNATIONAL EDUCATION ASSOCIATION\n\nState plans in every State having this problem; (2) skilled community\nleadership ( a job for the colleges ) ; ( 3 ) better instruction and more of it;\n(4) better teaching everywhere of the spirit of citizenship; and (5) Federal\nleadership.\n\nReporting for the Committee on Federal Legislation and Leadership, its\n\nchairman, Superintendent Harvey S. Gruver, of Lynn, Massachusetts,\npresented the following resolutions, herewith outlined, after reviewing the\npending Congressional bills : \" Resolved 1. Immigrant Education is a public\neducational function at public expense.\n2. It affects the welfare of all the people and the cost should be divided\nbetween the community, the State, and the U. S. Government .\n\n3. Federal leadership should be provided by the U. S. Bureau of Education only or as it may later be extended.\n\n4. Under any such U. S. Bureau, State and local educational authority\nmust be safeguarded.\n5. Standard minimum requirements should be sought in citizenship\n\ncourses by all public school systems, and certificates of the completion of\nsuch courses should be accepted as educational qualifications for U. S.\ncitizenship.\n6. We are opposed to compulsory naturalization. Proper encouragement should be given to aliens that they may seek to be citizens.\n7. We oppose the compulsory registration of aliens.\" The above resolutions were adopted.\n\nMrs. Nina J. Beglinger, of Detroit, reporting for Superintendent Cody\nof that city, chairman of the Committee on State Legislation and Leadership, said after reviewing present State laws and plans: \"State legislation is\nof three types at present : ( a ) The 50-50 plan of dividing the expense\nequally between the town and State; (b) that supported by local tax; and\n(c) the self-supporting type.\n\n\"Ohio is the only State attempting the last plan with indifferent success.\nIn all cases the quality of instruction offered determines the success . The\nfirst plan standardizes, stabilizes, and offers consistently good instruction.\n\nThe second plan of local support creates a wide diversity in the quality of\nwork without any central guidance.\n\n\"The third plan depends too much upon the prosperity of foreign-born\npeople. It may not exist, and there are other difficulties. The committee\n\nfavored all present legislation that developed specialized instruction and\neliminated illiteracy. The public must be aroused to remove adult illiteracy. \" The above report was accepted. Robert C. Deming, Secretary, Department of Immigrant Education, Hartford, Connecticut.\n\n"}
{"page": 954, "printed_page": null, "text": "925\n\nDEPARTMENT OF SUPERINTENDENCE\n\nTHE SCHOOL AND THE COMMUNITY\nFRANK CODY , SUPERINTENDENT OF SCHOOLS , DETROIT\nMICHIGAN, CHAIRMAN\n\nPARENT, TEACHER, AND SCHOOL-Among the important historic forces\nwhich have tended to bring parent and teacher closer together in the education of the child are: the change three generations ago from private to\npublic schools ; the ever-increasing freedom of women ; the transfer of\nindustrial training from the home to the school; the spread of social science;\nthe ever-changing aspects of education brought about by a change from\nteaching the book to teaching the child; the growth of scientific administration; and the World War. These seven historic forces have crystallized\nin the following: the neighborhood gatherings in our schoolhouses, which\nbegan two generations ago; the school exhibit; the social center; the parentteacher association; and the various forms of school publicity, including\nespecially the modern school survey; the recent school bulletin; and publicity received by the school through the modern luncheon club. As a\ndirect result of these historic movements and their tangible outcomes, we\nhave an American public that is slowly turning to and relying upon the\nschool as its greatest hope of the future and its most immediate means\n\nfor composing the present social and industrial unrest.\n\nThrough the close\n\ncoöperation of parent and teacher, the Nation has brought up its masses\nto accomplish big things in public thought, public will, and public happiness.-M. E. Moore, Superintendent of Schools, Beaumont, Texas .\nCITY SCHOOLS AND COMMUNITY SERVICE-The fact that children are\n\nrequired by law to attend schools does not mean that people will accord\nto the schools that just measure of support which is desired, unless they\nare intelligently informed of the work of the schools.\nIn the main the newspapers, except for cases of factional strife, give- to\nthe schools a very generous measure of publicity.\n\nIt is unfortunate that\n\nseme papers, through misinformation, occasionally attack the school authorities and criticize policies concerning which they have meager and incorrect information.\n\nSchool publications play a most important part in informing the public\nconcerning the work of the schools. When possible it has been found\nvery advisable to send these publications to the homes. If this is not\npossible a bulletin issued to the teachers has the result of making them\nintelligently informed concerning the work of the schools. Where funds\nwill permit, publications describing the work of special departments are\nparticularly valuable.-Paul C. Stetson, Superintendent of Schools, Dayton,\nOhio .\n\nA RURAL SCHOOL COMMUNITY PROGRAM-Wisconsin is carrying out a\nrural community program that plans to reach, in one way or another, every\n\n"}
{"page": 955, "printed_page": null, "text": "926\n\nNATIONAL EDUCATION ASSOCIATION\n\nhome. The following major agencies are being employed to further this\nprogram :\n\n1. Each county has one or more rural supervising teachers who are paid\nby a State fund raised by direct taxation. If more than 125 teachers are\nunder the county superintendent's charge, he is entitled to two supervisors.\nBeside acting as classroom supervisors, they explain such subjects as consolidation, the junior high school, and stir up local desire to have an efficient school .\n\n2. The School Board Convention has been employed for more than ten\nyears. Once each year the State pays the school board officers $+ per day\nto come to a central place and participate in a varied program for educational progress. The rural schools are usually closed.\n3. In every rural school, agriculture is taught in grades VII and VIII\nand domestic science and manual training are given State aid in the tworoom schools and high schools. Closely connected with these courses are the\nBoys' and Girls' Clubs supervised by the College of Agriculture.\n4. Many counties employ a county agent who acts as organizer for these\nclubs besides coöperating with all who teach agriculture. The county\nagent assists the county superintendent and the supervising teacher in promoting agricultural experiments which unite school and home.\n5. The Extension Division of the University of Wisconsin gives help\nin debates and discussions, and through its home-study courses in a great\nvariety of subjects that are also taught regularly in the several colleges.\nAnother extensive service is rendered through the Recreational Institutes\nheld by the Departments of Physical Education and Music of the University in coöperation with the various county superintendents throughout\nthe State.\n\n6. The Home Demonstration Department of the College of Agriculture\nmaintains a Teachers' Camp at the State Fair for the women supervising\nteachers who at this time are given a course of lectures in animal husbandry\nand farm machinery by specialists .\n7. The College of Agriculture furnishes quantities of bulletins and\npamphlets for the agricultural work in the schools and sends speakers into\nrural communities whenever possible.\n8. The Free Traveling Library Commission of Wisconsin furnishes\nlibraries to rural communities for one year at a time and sends free of\n\ncharge one or more books or pamphlets to any resident of the State on any\nsubject which can be found in the University Library, the Legislative Reference Library, or its own extensive collection.\n9. A recent law requires thirty minutes of physical education, including\ninstruction in physiology and hygiene, but exclusive of recesses in every\nschool in the State. The county nurse coöperates in formulating all school\nhealth programs. The Health Crusade is a part of many county health\nmovements and the State Board of Health maintains the Child Welfare\nTraveling Clinic.\n\n"}
{"page": 956, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n927\n\n10. Wisconsin is unique in maintaining a system of rural county normals for the training of teachers for the one and two-room schools.\n\nAt\n\npresent those attending these schools are for the most part high-school\ngraduates.\n\n11. One man in the State department gives his entire time to consolidation, but the progress has been slow in spite of excellent work done by the\nUniversity, by the extensive parent-teachers' organization, and other allied\nagencies.\n\n12. In common with the rest of the States, Wisconsin has startling inequalities . One district in Wisconsin pays $.78 on each $1000 for education. Another district in the State pays $12.80 on each $ 1000 for school\npurposes. Mabell G. Bush, State Supervisor of Elementary Schools, Madison, Wisconsin.\n\nCITY, COUNTY, AND STATE GROUPS\nSUPERINTENDENTS OF CITIES OF POPULATION BELOW\n5000\nJOHN D. WHITTIER, SUPERINTENDENT OF SCHOOLS, SOUTH HAMILTON\nMASSACHUSETTS, CHAIRMAN\n\nDifferences of the Curriculum of Rural Elementary Schools for Grades\nOne to Six and with Those for Similar Grades in City Schools-The\npurpose of elementary education is to provide the fullest socialized growth\nin the child and through this growth to integrate society. The curriculum\nconsists of the materials of instruction, how to teach them, and how to\norganize the classroom so as to secure the best results. The differences\nbetween the curriculum for the first six grades of the rural school and\nsimilar grades of the city school are those that arise from the environment,\nlocal experiences, the educational resources of the community, and certain\nlimitations of rural teachers and school organization. These differences\nare (a) The approach to new materials of the instruction. (b) The educational resources of the community must be organized and utilized for\ninstruction. ( c) The curriculum for the rural school must treat the materials of instruction and the methods of teaching in greater detail than is\nfound in the curriculum for the city school. (d) The curriculum for the\nrural school again must vary in its directions for effective classroom organization. The daily program, taking care of individual differences, utilizing the time of pupils at their seats, alternation of subjects, combination of\n\nclasses, and the like-all require different procedure from that found in\nthe city school.\n\nThe rural curriculum should vary, therefore, in approach, in utilizing\nlocal educational resources.\n\nThere are some who would build the rural\n\ncurriculum around agriculture, vocational efficiency, the production of\nfood, keeping the child in the country, ideal rural citizenship, and the like.\n\n"}
{"page": 957, "printed_page": null, "text": "928\n\nNATIONAL EDUCATION ASSOCIATION\n\nIt is true that food must be produced, that many will continue to live in\nthe country, that vocational efficiency is necessary, that country life is\nattractive-but all or singly these are narrow restricted aims for elementary\neducation and cannot prevail in a democracy. John M. Foote, State Rural\nSchool Supervisor, Baton Rouge, Louisiana.\nDiscussion-In the first six years of the public school course, we have\na two-fold endeavor-first, to develop in the child those habits, attitudes,\nappreciations, and ideals that are fundamental to good citizenship, and\nsecond, to equip him with fundamental knowledge that will enable him\nto proceed readily and naturally toward the objectives of secondary education. It is a misguided policy to attempt to intrude into the elementary\nschool curriculum any instruction of a specifically vocational nature, such\nas agriculture. Such instruction is foreign to the purpose of elementary\neducation and it places an added burden upon the rural school, already\n\nin too many cases seriously burdened by untrained and inexperienced\nteachers and poor equipment. The elementary school, whether in city or\ncountry, should be true to its primary purpose; and the rural elementary\nschool to its primary purpose, not by attempting to teach agriculture, but\n\nby giving to rural children a more complete mastery of the fundamentals\nof education.-Burr F. Jones, State Supervisor of Elementary Education,\nBoston, Massachusetts .\n\nTraining of Teachers-If there is any teacher who needs special training, whose daily task requires a broad scholarship, it is the teacher of\nthe many graded one-room school and of the two or three graded small\nvillage school. The list of subjects to be taught and duties to be performed\nby such a teacher are reading, arithmetic, writing, language, grammar,\ngeography, history, civics, nature study, physiology and hygiene, physical\ntraining, elementary agriculture, manual training, domestic science, draw-\n\ning, music-and, in addition, the teacher must be a leader in the community, an active member of the Grange or other local society, a teacher in\nthe Sunday School, and a cheerful attendant upon teachers' meetings, institutes, etc. At first glance it would seem as if the minimum institutional\ntraining to meet such requirements would include surely a full four years '\ncourse in a normal school and a post-graduate course in a school of social\nservice. Florence M. Hale, State Agent for Rural Education, Augusta,\nMaine.\n\nTeacher Training-Among the many duties of the superintendent, no\nwork is of more importance than the training of teachers in active service.\n\nThe salaries paid are not large enough to attract and retain normal graduates of experience. The results of a questionnaire sent to sixteen teachers,\nrepresenting as many systems, asked for criticism of supervision as experienced by them: Fault is found with work but no definite directions for\n\nimprovement; no constructive criticism given; teachers are compelled to\nattend teachers' meetings where often no definite help is obtained; teachers\n\n"}
{"page": 958, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n929\n\nare not allowed to put into practice any new methods or show any initiative\nor individuality; the course of study is not satisfactory ; nothing is done to\npromote professional growth; no means of getting in touch with new literature on education.\n-Florence M. Wellman, Superintendent of Schools,\nBrattleboro, Vermont.\n\nDefinite Program Needed-The profession has passed through a series of\nexperiments in training teachers in service. We have tried to transfer\nmethod from books into practice with little success. We have employed\nexperts to tell teachers what not to do, with direful results. We have\ncoerced teachers by the use of would-be standard tests to do something some-\n\nhow. Finally, in despair we have reversed the old adage and said, \"Do as I\ndo, not as I say.\"\n\nThe demonstration lesson is probably the most effective method of training teachers in service. She who sees a fellow teacher do the work she is\n\nengaged in, in a better and more effective way gets inspiration therefrom,\nlearns a better method, sees her faults in the light of her compeers' successes ,\nperchance sees her success in light of another's faults, gathers subtle devices,\nand does the following day better teaching because of what she has seen.-\n\nCharles A. Philhower, Superintendent of Schools, Westfield, New Jersey.\nCurriculum of the Standard Four-year High School-The curriculum\nof theAmerican high school is of great moment in view of two facts-costs\nand extensions of the subjects offered. In so far as the cost item is in-\n\nvolved, the enrolments in many of the schools falling under the classification given above are such that increases in subjects will greatly increase the\ninstructional per capita. In our State the following table expresses the\nvariation in the cost element :\nEnrolments in\ncities and towns\n\nhaving population\n\nAverage\nNumber\n\nAverage\n\nof\nschools\n\nenrol-\n\nnumber\nofunit\n\nment\n\ncourses\n\nof 5000 or less\n\nAverage\nnumber\n\nAverage\ninstructional\n\nof\nteachers\n\nper\n\ntaught\n\nUnder 100\n100-199\n200-299\n300-500\n\n41\n\n74\n\n60\n\n145\n\n19\n\n237\n\n7\n\n341\n\n13.8\n17.5\n17.8\n19.\n\n5.4\n9\n\n13.1\n17.2\n\ncapita\n\n$104.23\n93.86\n81.93\n77.92\n\nAverage\ninstructional\nper capita\nper subject\n\n$7.55\n5.36\n4.60\n4.10\n\nFrom this table it is apparent that there is a high correlation between\nper capita costs and enrolment. The conclusion is that high costs can best\nbe met through decrease in the number of high schools and a resultant increase in the enrolment per high school.-E. E. Ramsey, State High-School\nInspector, Indianapolis, Indiana.\nCurriculum-The Junior-Senior High School-Since we can travel in\nonly one direction at a time, we believe that a single definite objective should\nbe accepted as the fundamental purpose of the junior high-school organiza\n\n"}
{"page": 959, "printed_page": null, "text": "930\n\nNATIONAL EDUCATION ASSOCIATION\n\ntion. The junior high school should be of an exploratory nature and the\narousal of the life career motive the most important outcome of this process.\nAdefinite place must be made in the program of studies for these forms of\nexploration. Our school must be democratic. The junior high school must\nexist for all of the children of all the people. The school must serve its\ncommunity first of all, and above everything else this is an especially vital\nneed in country communities and in small cities. It is right and reasonable\nto expect a large portion of our high-school pupils to find their cares in\ntheir home community. By thus acknowledging our responsibility and obligation to the community which supports the school we shall be able to serve\nbetter the interest of the pupils themselves. Election of courses should\nfollow exploration and not precede it.\n\nWork must be of an extensive\n\nnature rather than intensive. Exploration of necessity implies educational\nguidance. The gap between the elementary and junior high schools must\nbe a safe and easy transfer.\nThe course is planned to include only the minimum essentials and is\n\nunquestionably the maximum load for three competent full-time teachers,\nas shown in the following table :\n\nI\n\nII\n\nGrade\n\nGrade\n\n8\n\n9\n\nCONSTANTS :\n\nPhysical Education and Hygiene .\nPractical Arts.....\n\nStudy of Occupations .\n\n5\n\n5\n\n5\n\n5\n\n434\n\nMathematics .\nGeneral Science ..\n\n555\n33\n\nSocial Studies .\n\n5553\n53425\n\nEnglish......\n\nハン\n\nSemester\nGrade 7\n\n4\n\n4\n\n41\n\n4\n\n10\n10\n\n1010\n\n10\n\n5\n\n5\n\n5\n5\n\nELECTIVES :\n\nOccupational Studies for Boys ...\nOccupational Studies for Girls ...\nForeign Languages .\nMathematics .\n\n10\n\nArtStudies .\n\n1\n\n1\n\n1\n\n1\n\nMusic...\n\n1\n\n1\n\n1\n\n1\n\n29-31\n\n28-34\n\nEach pupil to carry per week..\n\n28-3425-30\n\nWhen it is possible to employ one or more additional teachers, this course can be\nenriched by adding general courses in home economics, industrial and manual\narts , commercial subjects ; and mechanical drawing, art and design, music,\nstudy of nations .\n\nIn the social studies some modification from the desirable plan has been\nnecessary. In mathematics we are committed to courses of the composite\nor general type for grades seven and eight. In general science we are trying to follow the recommendations of the Commission on the Reorganization of Secondary Education in Bulletin 1920, No. 26, of the Bureau of\nEducation. Three full periods per week are devoted to physical education.\n\n"}
{"page": 960, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n931\n\nThe practical arts offered in the first semester of seventh grade receives two\nperiods a week. The study of occupations, which is a constant in the first\nsemester of grade seven, is intended to serve as the \"survey of the world's\nwork.\" At the end of the first semester pupils who seem to be destined for\noccupations of the professional group elect a foreign language and begin\npreparation for college. The occupational studies for boys begin with the\n\nsecond semester of grade seven and call for two periods a day. Opportunity is given in grade nine for special study in some occupational activity,\nsuch as agriculture, building trades, mechanical, general metal work, and\ncommercial.\n\nOccupational studies for girls begin with the second semester of the\nseventh grade and are elective. Continuing through the eighth grade the\nwork should be in units dealing with the following: foods, clothing, the\nhouse, home care of the sick, family finances, care and rearing of children,\nand so on.\n\nIt will be possible to offer only one foreign language in a three-teacher\njunior high school. In several schools the number of pupils electing foreign\n\nlanguage has been too small to justify the organization of a class. It is\nanticipated that all of grade nine, and part of the work of the eighth\ngrade, will be accepted for credit toward college admission. It is suggested\nthat the minimum requirement for promotion from junior high school be\nseventy-five year periods. Students should be admitted to senior high school\nwithout condition upon promotion from junior high school with at least\ntour units of credit.-W. L. Spencer, State Supervisor of Secondary Education, Montgomery, Alabama.\nCoördination of Educational Units for Maximum Efficiency-In the\ngeneral administration of schools it has been found advisable to coördinate\n\nthe various units. The phases of control that relate to the principalship\nand to supervision are markedly different. There are many places where it\nis feasible to employ one person capable of managing both the elementary\nand the high school. When the work is so coördinated it will attract qualified persons, because the character of the task, as well as the increased\nsalary, will challenge ambitious people. In place of two mediocre persons\nthe smaller cities could, with less expense, obtain one person who would\nbe a real educational leader in the community.\n\nIn respect to subject matter there are great chasms between various\neducational units. There can be no claim to efficiency when two units in a\nschool system fail to utilize the results of each other's efforts.\n\nThe estab-\n\nlishment of the junior high school has been the direct outcome because of\nthe lack of coördination between the elementary and high school. One\nstep that may be taken as a remedy is to eliminate the extensive review that\nnow operates in the last year of the elementary school.-M. B. Hillegas ,\n\nTeachers College, Columbia University, New York City.\n\n"}
{"page": 961, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n932\n\nSUPERINTENDENTS OF CITIES OF POPULATION\n\nBETWEEN 5000 AND 10,000\nJ. A. SEXSON, SUPERINTENDENT OF SCHOOLS, STERLING\nCOLORADO , CHAIRMAN\n\nWHAT SERVICE THE SCHOOL SYSTEM SHALL RENDER IN THE SMALL\n\nCOMMUNITY-Small school systems could do many worthwhile things if\nthe superintendents in these villages and small cities were only trained well\nenough to have the vision and to know how to go at their problems. The\nkey lies in the study of the local community and the local school system.\nEvery superintendent in a small city should make a very careful survey\nof the assets, liabilities, and needs of the community he serves. In this\nsurvey should be included a study of such general conditions as the character of the population, the relation between the school population and\ntotal population, the geography of the city, including the location of buildings. The financial condition of the district should be carefully considered. What is the real wealth behind each dollar spent for school\nmaintenance ? What is the population per capita cost of schools?\nThis study should be followed by a careful survey of the school system\nitself, including the school plant, the teaching staff, the organization and\nadministration of the schools, the salary schedule, the attendance, classification, acceleration, and retardation of pupils. The efficiency of instruction\nshould be measured, and careful consideration ought to be given to the\ncourse of study to ascertain if the fundamental aims indicated by it are\nin harmony with those generally accepted.\n\nThese and many other facts\n\nwill need to be brought to light. A careful analysis of the facts of the\nsurvey should be made in the light of the present aims of education. This\nwill lead to a determination of what things can be and ought to be done\n\nfor the improvement of the schools and the community.\n\nOnce these goals are set up the superintendent should begin a systematic\ncampaign of publicity and education to sell these goals to teachers, board\nmembers, and the community at large.\n-C. R. Gates, Superintendent of\nSchools, Grand Island, Nebraska.\nTHE NEW SCIENCE OF PUBLIC SCHOOL PUBLICITY-No organization\nis safe today which depends upon public support which does not carry on\nan intelligent educational program in acquainting the public with its work\nand problems .\n\nIn general there are four principles which should be kept in mind in\nall publicity work. First, publicity should tell the truth. Second, it is\nnot safe to try to convince the public that any system is perfect. An\nover-statement of virtues or a failure publicly to recognize deficiencies are\nalike unwise.. Third, the attention of the public should be called to the\n\nwork of the schools and problems of education and not the superintendent\nor the board of education.\n\nFourth, a sound publicity recognizes various\n\ngroups and interests in the community.\n\n"}
{"page": 962, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n933\n\nThe skilful publicity director recognizes and is able to use certain\ncounter publicity devices in emergencies-devices which are particularly\nuseful to the superintendent in replying to attacks and criticism directed\ntowards the work of the school.-P. R. Spencer, Superintendent of Schools,\nSt. Cloud, Minnesota .\n\nNotable Progress in Administration in Cities with a Population Between\n5000 and 10,000-There are many small cities who administer their\nschools as efficiently as any of the large cities while there are some large\ncities whose schools are as poorly administered as many of the small ones .\nEfficiency is a ratio between the value of a product and the cost of production and whether it is high or low depends, not upon the absolute, but the\nrelative size of its factors. The reason why many large school systems are\nso well administered is because they recruit their administrators from the\nsmaller cities, where there are as many factors and functions to deal with,\nand yet the very smallness of the situation compels the administrator to do\nall the details of the job. Not many years ago when there were just as\nmany factors as now, there were fewer functions known to be performed.\nAs these functions have been recognized, the larger cities have attempted\ntheir performance first in most instances, but as time has gone on the small\ncity administrator has more and more shouldered the responsibilities which\nare his.\n\n.\n\nOne of the most hopeful signs of notable progress is the recognition of\nthe school as one of the most important factors of community life, helping\nin the solution of problems, and the schools have recognized their ability\nand are willing to have it used. In the agricultural districts people go to\nthe agriculture department of the high school for assistance. In the mining\ncommunities application is made to the chemistry department for assays .\nIn many communities the courts apply to the school psychologist for intelligence tests and advice before committing delinquents to State institutions.-J. J. Early, Superintendent of Schools, Sheridan, Wyoming .\nSelecting New Materials-Agreeing on the objectives for the educational program, schoolmen all over the country have set themselves to\nwork to bring courses of study for the various subjects into line with these\nobjectives . From Maine to California reports from superintendents and\nprincipals show that they are busy removing from the curricula of the\nschools material that has no value in present-day American situations .\nMaterial which in their judgment can make a more positive contribution\n\nto American educational objectives is then being inserted into courses of\nstudy as fast as the really essential can be extricated from the tangled mass\n\nof materials suggested by school heads, teachers, professional, industrial, and\ncivic organizations .\n\nAs a basis for selecting what is essential in the light of American educa-\n\ntional objectives, the following standards are proposed : Does the proposed\nmaterial establish or strengthen habits of child or adult citizenship ? Does\n\n"}
{"page": 963, "printed_page": null, "text": "934\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe proposed material encourage desirable ideals of high ethical, moral, or\nreligious nature and secure a mental attitude in keeping with the right\n\nsocial relations ? Does the proposed material give practice in a skill used\nin home, industrial, or recreational life ? Does the proposed material con-\n\ntribute to the growing of healthy boys and girls? Does the proposed material contain facts which are really fundamental; that is, are these facts\nused in industry or the home, do these facts contribute to a fuller enjoyment of recreational life, do they rationalize proposed habits of health or\ncitizenship ? Does the proposed material promote the formation of desirable mental attitudes, appreciations, tastes, and prejudices ?-Will French,\nSuperintendent of Schools, Winfield, Kansas .\nThe Selection of Essentials by Job Analysis of Life Activities Involving\nthe Particular Subject-Analysis of life activities to determine essentials in\nour school curricula is a method destined to wider use in the future.\n\nIt\n\nsimply means that the many jobs of our complex life, whether they be the\ncorrect usage of the mother tongue or the proper selection of food and\nclothing, shall be divided into many component parts, that a careful study\nbe made of these parts, and that a curriculum be formulated that will contain those things only that are essential in giving our future citizens, the\npupils, a most efficient living. The technique of scientific curriculum making has been but little developed to date. It lags behind most other fields\nof education , such as testing, measuring, school building, and accounting.\nThis is illogical. The curriculum is the foundation of our whole educa-\n\ntional fabric. If it is weak, vague, and ill-defined, then the best scientifically developed methods in other fields will be of little avail.\n\nThe aim of education has changed within recent years toward social\nefficiency. Our curricula have to a great extent failed to keep abreast this\nnew conception. Perhaps the outstanding reason for this is the fact that\nthe experts who have formulated our curricula have failed to take into\n\nconsideration the activities of the mass of people but have formed the curricula from ideals only. Ideals cannot be abstracted from activities. They\nmust be concrete in action in order to function. Today our leaders are\nbeginning to tell us that to prepare a curriculum based upon ideals as well as\nactivities we must study life activities as we find them and from this study\ndiscover what is needed to formulate a vitalized curriculum. Quoting\n\nfrom one only, Bobbit states: \"Human life consists of a variety of specific\nactivities.\n\nIt is possible to discover what these are for the different classes.\n\nEducation that prepares for life is one that prepares definitely and adequately for these specific activities.\" Many other outstanding leaders may\nbe quoted in the same manner. There are several distinct steps in the reorganization of a course in any subject. First, determine the objectives of\nthe course. Next analyze the \"job.\" This can be done by several means,\nintrospection, actually working on the job to find needs, questionnaire, or\npersonal interview. After the job has been analyzed and divided intoworkable units, selection must be made as to which items go into the curriculum\n\n"}
{"page": 964, "printed_page": null, "text": "935\n\nDEPARTMENT OF SUPERINTENDENCE\n\nandwhich must be left for the home and the world outside of school.\n\nThis\n\nmay be done by taking majority opinion or the opinion of experts. The\nfinal step is to determine proper grading of the material which is to make\nup curriculum. This is best done by joint use of the three principles-interest, use, and difficulty.\nAt this time, of all times, when the enemies of public schools are opposing the advancement of education with all their might, it behooves educators to keep abreast of the modern aims and methods of education so that\nopponents may not use the lethargy of the schoolmen as a weapon against\nthe schools. The modern trend is toward utility in education. From the\nlimited evidence at hand scientific study, as job analysis, is found to be the\nmost sound basis of curriculum formation. Will it not be greatly to the\nadvantage of the schools to give this modern step a fair and impartial\ntrial ?-R. W. Kretsinger, Superintendent of Schools, Franklin, Nebraska .\nThe Selection of Essentials by an Analysis of the Ideals Desirable in\nEvery Individual-The ideal of coöperative service must permeate every\nsubject, and opportunity should be given in the schools for pupils to practice this principle without which our democracy cannot survive.\n\nIn bring-\n\ning to pass this recommendation the following steps are advocated : We\nmust be willing to have our work judged by our ability to instill desirable\nideals in our school systems and to have these ideals become firmly fixed\nin the minds of the children. We shall need to rate teachers largely on\ntheir ability to inspire such ideals. Our scale makers can render valuable\nservice by readily completing their studies in methods of measuring character traits. We may demand that our colleges shall make the moral\nfactor at least equal to the mental and physical in choosing college entrants.\nOur survey makers can produce more accurate studies of all agencies tending toward desirable ideals. Our records and reports must be revised to\nshow that we have changed our basis of rating, that we are putting first\n\nthings first and are at last saying our real job is to inspire in the youth\nofAmerica the ideals of the founders of our great democracy. Such ideals\ncannot be fixed by the formal material in the course of study, but must be\nmade available for practice in purposeful activities in the school and in the\ncommunity. Although the pessimist is abroad in the land today preaching\nthat democracy is a failure, those who administer our public schools know\nthat our democracy rests on a firm foundation when the ideals of its found-\n\ners are firmly implanted in the minds of the boys and girls of our land.—\nH. W. Langworthy, Superintendent of Schools, Oneida, New York .\nThe Organization of Curriculum Materials for Instruction PurposesIt is impossible to conceive of a curriculum revision that does not provide\n\nfor individual differences in ability. The extensive use of intelligence tests\n\nthroughout the country has taught us definitely that among a large group\nof school children there will be found some who are distinctly feeble-minded\nand others who belong to the genius or near-genius type, and that between\n\n"}
{"page": 965, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n936\n\nthese extremes are groups of children of all degrees of mental ability or\ncapacity. The schools in the past have been guilty of prescribing the same\nset formula of educational treatment for all children.\n\nThe same work has\n\nbeen required of the near idiot and the genius, with the result that those\nwho are feeble-minded or dull have failed repeatedly because the work we\nhave prescribed they have been incapable of performing. On the other\nhand the tasks assigned the genius have been so simple that children of this\ntype have progressed from grade to grade without effort and with the result that their minds have grown slow and their brains flabby through lack\nofexercise.\n\nFollowing the use of intelligence tests, many school systems have been reorganized and ability groupings have been effected. In many places where\nthis splendid step has been taken, differentiated curricula have not been\nprovided. Provision is usually made for different rates of progress but too\nfrequently all children are required ultimately to complete the same\ncourse.-H. M. Corning, Superintendent of Schools, Trinidad, Colorado.\n\nSUPERINTENDENTS OF CITIES OF POPULATION\n\nBETIVEEN 10,000 AND 25,000\nWALTER R. SIDERS, SUPERINTENDENT OF SCHOOLS, POCATELLO , IDAHO\nCHAIRMAN\n\nSome Uses and Abuses of Intelligence Tests-The developing of the testing programs of the past decade leading to the diagnosis of individual cases,\nin the material with which we have to deal, will no doubt stand out in the\nfuture as the distinctive contribution of the present century to education.\nWe are gradually winning our way to a school organization that will fit\nthe needs of our democracy. The individual is coming into his own through\na differential psychology, which singles him out and enables the teacher\nto meet the requirements of his growth, rather than to force him into a\npace that will slow him down to mediocrity, or require a pace for which\nhe has not been equipped. The dangers in this are the dangers common to\nall reforms a swing to the opposite extreme, or ill-advised action on the\nbasis of false premises or half truths.\n\nThe extreme of individual instruc-\n\ntion would cause as great loss from the social standpoint as it might gain\nfrom the standpoint of individual development. The attempt in some\n\nquarters to reclassify on the basis of intelligence alone is just as fallacious.\nThere are many other factors besides intelligence in deciding just where in\nthe organization a child may be able to do the best work. Whatever we do\n\nwe must avoid any system that develops intellectual caste, pigeon-holes certain individuals as unfit because we do not fully understand them, or takes\n\naway the stimulus of ambition. The road to achievement by dint of extraordinary effort in the face of the handicap of slow mentality must be\nleft open. Not only do we compare his mental age and his chronological\n\n"}
{"page": 966, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n937\n\nage, but we find his age in arithmetic, in reading, in spelling, averaging\nthese into an educational age or ability to achieve in fundamental subjects\nof the curriculum. The teacher's ranking is also used, and the pupils are\ngiven a rating in accordance with her estimate independently of any test.\nFrom this we derive what is called the \"pedagogical age.\" Then the promotion age is found by averaging the mental age, the pedagogical, and the\neducational.\n\nHaving adopted this plan of diagnosis, we are using the data in a number\nof ways adapted to different situations in different school communities :\nOpportunity rooms for children needing special attention, reporting back to\nregular rooms for other work, double promotions, changed groupings in\naccordance with promotion age, enriched suggestive courses provided within\nroom groups for brighter pupils, with emphasis upon minimum essentials for\nthe slow.-J. H. Risley, Superintendent of Schools, Pueblo, Colorado .\nThe Beverly Industrial School-An Indication of the Trend in Education-A part-time, coöperative, regular trade extension school for training\nmachinists. The board of control consists of the mayor, ex-officio, one\nrepresentative from the coöperating industry, the chairman of the school\ncommittee, and four members appointed by him. The superintendent of\nschools is elected annually to act as secretary and executive officer. Students are admitted after an examination and investigation by the principal\nof the Industrial School. The academic scholarship of candidates is not\nthe determining factor. He may have failed in the grade schools, but he\nwill succeed in this school because the appeal of this type of education is\nstrong and brings out the best there is in any boy who is at all qualified for\nwork with machines of precision. The school accommodates seventy boys.\nThey are grouped in two divisions, which alternate between the school\n\nand the factory of the United Shoe Machinery Corporation. The sessions\nare six hours, five days per week, 8 to 12 A.M. and 1 to 3 P.M. The\nshop runs eight hours per day, 8 to 12 A.M., 1 to 5 P.M. , except Saturday\nafternoon. The school year is fifty weeks; two weeks for vacation.\nThe faculty consists of a director who supervises all work, a science\ninstructor, two machinist instructors, and a shop foreman. All of these\nmen were skilled machinists before they were offered positions in the school.\n\nIn the schoolroom there is a discussion of \"shop topics\" and the drawing\nfrom memory of parts made in the factory. The principles that are involved in these experiences furnish the basis for the related work in the\n\nschoolroom. Subjects and parts of subjects are taught when the experience\nin the shop shows the pupil the need for them. These subjects include :\nMathematics, drawing, science, English, hygiene, and civics. The length\nofthe course depends inpart upon the ability and effort of the pupil.\nThere is small initial expense in starting a school on this plan; little\n\ninvestment in machines or supplies; the school is relieved of the problem\nof finding work for the boys; the product is sold as soon as produced; the\nschool offers training in making commercial products in a commercial way\n\n"}
{"page": 967, "printed_page": null, "text": "938\n\nNATIONAL EDUCATION ASSOCIATION\n\nunder the best of shop conditions; the boy is paid in proportion to the\namount he produces ; his incentive is that his work is to be put to real use;\nthe machinist instructor follows his group from shop to school; the instruction given in related work at the school meets a real need that is\nrealized by the pupil; only those subjects or parts of subjects that function\n\nin the machinists' trade or in good citizenship are taught. The school is\ndistinctly a public school, open to any boys who have the requisite qualifications. The presence of a representative of the coöperating company on\nthe governing board has proved a valuable asset. There is no exploitation\nof the boy for the benefit of the industry; the boy is certain to secure a good\nposition in the factory after graduation.\n-S. H. Chace, Superintendent of\nSchools, Beverly, Massachusetts.\nTeaching Foreigners to Speak English-The teaching of our language to\nnon-English-speaking children is a problem in large cities. If these children could be placed in an environment for all their day in which they\ncould be forced to think and to talk in our language, the work of teaching\nthem English would be comparatively simple. But this is generally impossible.\n\nThey are in school but a few hours of the day. At home they\n\nthink and talk and hear only their native tongue. Their parents and many\ntimes their older brothers and sisters do not know the English language,\nand if they do know anything of it, they speak it only when compelled to\ndo so. They have their own churches and their own newspapers. They\ncan do all their shopping at stores where they can speak their own language.\nInstead of being compelled to learn English in order to get work, they find\nemployers ready to employ foremen who can talk to them in their own\nlanguage.\n\nThe efforts of the school to Americanize the children of aliens\n\nare not given proper encouragement by the State and by the employers\nof labor. These children should be segregated from English-speaking children for the first two or three years of their school course.\n\nWe need the aid of the State. There are too many people in this great\ncountry who are unmindful of the danger of permitting alien communities\nto continue as alien, too many who are asleep to the menace of 1400 newspapers published in forty foreign languages. These papers are generally our\ngreatest menace because they help to keep their readers alien in thought,\nlanguage, and ideals. There are too many employers of labor who for the\nsake of cheap labor put the dollar above American institutions, and their\nown private gain above the future greatness of this Nation. The State\nmust pass laws to enforce school attendance on all children, forcing them to\nremain in school until at least the elements of a common-school education\n\nhave been attained, regardless of age. The State must enforce laws against\nchild labor and make it impossible for workers to get jobs unless they know\nour language.\n\nThe Federal Government must give aid.\n\nIt has no moral right to admit\n\nthese aliens, and then calmly say that the work of Americanizing them belongs only to the State. Such provisions as are contained in the Sterling\n\n"}
{"page": 968, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n939\n\nReed Bill now before Congress for Federal aid to the States in the removal\nof illiteracy and the work of Americanization should become law. C. E.\nRose, Superintendent of Schools, Tucson, Arizona.\n\nKeeping Things Checked Up-There is need for checking up all along\nthe line. Progress and improvement have been the result where investigations have been made and the results used with judgment. It is of no\nvalue to collect statistics because some one else has done it and simply for\ncomparing the results in one school system with those of another. The\nconditions are different in nearly every case and the conclusions that can be\ndrawn differ with the people who make and use the statistics. The statistics\nin your school system can be of use to you and that should be the only\nreason for collection and tabulation. The most important reasons for\nmaking any sort of research, checking up, are to be found in the improvement of the curriculum and the teaching force. Yet these items are less\noften found in the published results of surveys and are not among the items\ndiscovered most frequently in the duties of the organizations charged\nwith such work. Take one of the most common forms of tabulations, that\nof age and grade distribution, which serves to show the retarded and the\nadvanced pupils as well. For comparison from year to year such tables are\nuseful. But they are of little use to the schools themselves unless the results are shown to the teachers, and the people who are called retarded or\nare recorded as more able brought to light as real individuals and their\nindividual needs studied as well. This leads directly to the formation of\nspecial classes where they are needed and to special and individual help to\npupils where the investigation has shown there is a lack.-E. B. Sellew,\nSuperintendent of Schools, Middletown, Connecticut.\nA Method of Curriculum Making-Most of the curricula now in use\n\nwere written with the \"scissors and paste\" method that is, printed courses\nare gathered from many cities and are injected into a local curriculum in\nsuch part as they seem to fit.\nExperiences alone count in the education of children and a curriculum is\n\nthe series of experiences which any individual has. The social needs of the\ncommunity, with which the children in school should become acquainted\nand which carry with the different communities in the Nation, are the real\nobjectives of our educational program.\nIn order to arrive at the social needs of a community it is necessary to\nmake an analysis of the community in order to find out such items as : The\n\npopulation and wealth of the city, the number and kind of manufacturing\nplants, the total value of all products manufactured in a year, the railroad\nfacilities, the numbers and kinds of industrial workers, clerks, salesmen,\nand other similar groups who live in the community ; the kind of abilities\nand peculiar capacities the workers ought to possess in order to fill their\nplaces efficiently; the recreational and civic needs of these workers. Teach-\n\ners will not find it especially difficult to analyze most, if not all, of the\n\n"}
{"page": 969, "printed_page": null, "text": "940\n\nNATIONAL EDUCATION ASSOCIATION\n\nabilities required in particular callings. From these special capacities we\ncan find the subjects which prepare and develop the abilities required for\ndifferent workers. The two most important abilities are the ability to take\ndirections and the ability to give directions. The failure to develop these\ntwo particular abilities can be traced to the fact that the school cannot\n\nbreak away from that traditional attitude which compels it to center upon\nthe remembering of facts rather than upon the giving of experiences.\nTeachers trained in drilling children on information sometimes find it\nrather difficult to get this newer point of view.-H. D. Fillers, Superintendent of Schools, Corsicana, Texas .\nVocational Education in Small Cities-The American public school system is developing into three principal units : An elementary school consisting\nof a kindergarten and six grades, a junior high school of three grades, and\na senior high school of three grades; to these may be added a fourth unit,\nthe adult evening school. The elementary school will teach what is essential for all American children, regardless of race, sex, social status, or\npossible future vocation. The junior high school will give the pupil an\nopportunity to ascertain what his own interests, aptitudes, and abilities are.\nThe senior high school is coming to be a school for all the children of all\n\nthe people. The demands can no longer be satisfied by offering a college\npreparatory course for the four or five per cent of children who will go\ninto the professions. Stronger comes the demand that the high school introduce subjects of a vocational nature.\n\nThere is also a demand for an\n\nadult evening school which will offer such courses as may enable men and\nwomen of the community to get short, intensive training in subjects of immediate interest to them .\n\nThe future wage earner is to be not only a producer but also a consumer and a citizen, therefore the school program cannot train for vocational efficiency only and neglect the other ingredients of social efficiency.\nThe small community needs to study its needs very carefully and center\nupon the activities which are common to a number of the occupations of the\ncommunity. It must train for vocations in the local and the adjacent com-\n\nmunities. Vocational education in junior high school should rarely be attempted in small cities. The place for intensive vocational education is the\nsenior high school.\n\nCities of from ten to twenty-five thousand population will usually find a\nstrong demand for adult evening courses.-C. R. Gates, Superintendent of\nSchools, Grand Island, Nebraska.\n\nArt in the Public Schools Related to Life-Americans are not intelligent\nconsumers ; our idea of value is to a large extent determined by price. Too\nmany of us fail to recognize that value is determined by relationship and\nuse. A harmonious whole, a pleasing effect produced by the relationship of\none thing to another, is what makes for real value in clothing, in house\n\nfurnishing, and in architecture. The public schools should recognize the\nneed for training our boys and girls to appreciate the value of art as it\n\n"}
{"page": 970, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n941\n\napplies to our everyday life in the home and in the community. The schools\nshould raise the standard of taste and the knowledge of the proper use and\n\nrelationship of one thing to another. Our schools at the present time are\noffering courses in art, home-making, and the manual arts through which\nthis type of training can most effectively be given. Enough time in the\nschools is given to these courses to produce the results which we desire, yet\nthey are failing to develop these desired qualities.\nIn two respects a decided change and improvement is needed. In the\nfirst place our chief objective in these courses at the present time is a development of skill, the ability to draw, to make a dress, or construct a chair.\nTo a large extent our work consists in copying, in following directions, and\nin reproducing models. Each individual does as every other individual in\nthe class. Real appreciation of art, dress, furniture making, printing, and\ninterior decoration can only be achieved with the giving of individual problems. The student must plan, construct, and design his problem with reference to use and its effect with relation to other things with which it is to\n\nbe associated. The relationship of art to the dress, to the chair, and to the\ndesign, must be the product of the child's own thought and study.-P. R.\nSpencer, Superintendent of Schools, St. Cloud, Minnesota.\nDeveloping the Individual-In spite of an insistent public demand that\nwe train our children for a more efficient participation in life activities,\nAmerican education as a whole is still operating on the factory plan, with\ntoo little attention paid to the needs and capacities of the individual child.\nOur schools are in the \"milk-teeth\" stage of development; the work of the\naverage child is too soft and lacks the depth of concentration which makes\n\nfor vigorous character development. There is next to no opportunity for\nany social division of labor. There is no opportunity for each child to work\nout something specifically his own, which he may contribute to the common\nstock, while he, in turn, participates in the productions of others. All are\nset to do exactly the same work and turn out the same products.\nIn the schools of Shaker Heights we are adapting some of the technique\nused in prescribing for the needs of the individual. In the files of the\nPrincipal's office, each pupil has a folder which contains all data referring\nto his case : a personal history card, psychological and educational record\ncard, medical report, test papers, attendance, and correspondence. These\nfiles are valuable in supplementing the teacher's judgment of the individual\nrequirements of pupils.\n\nAn effort is being made to scrap useless material of the traditional curricu-\n\nlum. Recitation periods in the grades are becoming laboratory periods,\nfollowed by group discussions. Rooms are equipped with a study table\ncontaining reference material, which is constantly in use by the children .\n\nEach child is treated as an individual member of society, with certain\ndefinite responsibilities which he is expected to carry.\nChildren must be producers, even in the classroom.\n\nIn order to produce\n\nthey must be trained in certain definite habits and skills, thoroughly taught\n\n"}
{"page": 971, "printed_page": null, "text": "942\n\nNATIONAL EDUCATION ASSOCIATION\n\nat the period of development when efficiency will be greatest.\n\nConcur-\n\nrently with this training there must come an individual growth in the fundamentals of character and personality so that the product will be an efficient,\nindependent social organism when he takes his place in the world.-C. B.\nCornell, Superintendent of Shaker Heights Schools, Cleveland, Ohio .\nThe Validity and Future of the 6-3-3 Plan-We think of the first six\ngrades as the period in which to acquire the tool subjects, the essential\nfundamentals, and to develop the common interests. Grades 7-8-9 are\nthought of as the time for exploration, preparation, and guidance, a period\nwhich belongs to secondary education. We think of grades 10-11-12 as the\nperiod of specialization, a time for more thorough concentration and continuity leading to and in most cases including a year of junior college work.\nComparative education tells us that our 6-3-3 plan is according to the\nbest practice of foreign nations.\n\nThe history of American education clearly makes the point that our 8-4\nplan was an historical accident. According to the faith of Horace Mann\nand other pioneers, this elementary school has well served the purpose of\nthe Nation. The advent of science and manufacturing, the great changes\nin industry, agriculture, business, travel, and communication and the resultant complex social organization of today demand a new content in the\ncurriculum. The automobile is no longer a luxury, but a common business\nnecessity, and electricity finds a place in every home and business. So, the\nold order must change and give place to social science, science, and the\npractical arts.\n\nThe chief competitors of the 6-3-3 plan are the traditional 8-4, the 6-2-4,\nand the 6-6 plans. Many systems with the 8-4 plan have introduced departmental work, subject promotion, and various other measures to bolster\nup the old regime, but these measures do not give variety, flexibility, and the\nnew social contacts of the junior high school, and generally are lacking, in\nthe new type of curriculum content. The 6-2-4 plan is often used wher\nthere is a lack of proper buildings and equipment for the 6-3-3 plan. The\n6-6 plan is subject to the weakness of having two schools in one. One\nprincipal must be a specialist in two fields, and he usually has a special interest in only one, and that is ordinarily the high school.\nA valid reason for the adoption of the 6-3-3 plan is the effort to relieve\n\nthe excessive congestion of the elementary grades and the high school.\nThe try-out period for early adolescents has its best correlative in the\n6-3-3 plan. The exploratory period covers grades 7-8, variety and flexibility occur, the transition is made, and differentiation and guidance is accomplished in grades 8-9 .-D . W. Horton, Superintendent of Schools,\nLogansport, Indiana.\nExperience with a Single Salary Schedule-A single salary schedule\n\nadapted to conditions existing in Beloit, Wisconsin, was formulated and\nrecommended by Superintendent Converse, and adopted by the School\nBoard April 6, 1920, effective for the school year 1920-21.\n\nIt is still\n\n"}
{"page": 972, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n943\n\nin operation, and except that it does not provide as generous salaries as in\nmany other cities of the same class, has proved satisfactory to all concerned.\n\nThe single salary schedule is based chiefly on the factors of educational\npreparation, training, and successful experience, and is a scheme to demonstrate to the public and the teachers that the elementary grade children need\nas broadly educated and as richly cultured teachers as do high school pupils ;\nthat the elementary school teaching position should be as highly regarded\nas the high-school teaching position; and finally, that only equal or equivalent preparation which is recognized by equal salaries will bring about this\nimproved condition .\n\nThe single salary schedule does not distinguish the department, but the\nteacher's educational preparation, and so stimulates to further preparation.\nThis means at least periodical advanced study and improvement while in\nthe service. If a supplementary provision be made which refunds to\nteachers the average amount spent by them in summer school study, it has\nbeen proved that teachers respond with regularity and satisfaction.\nThe single salary schedule is constructive in principle and is practical .\nIf well drawn, not complicated, and is carefully administered, it is an aid\nin teacher improvement while in service. It tends to unify the teaching\nforce and to insure greater stability.\n\nIt is more impersonal than the ordi-\n\nnary schedule. It deals justly with newly employed teachers, and protects\nthose already in the force.\n\nIt emphasizes in the minds of school boards\n\nand public the preparation and training that is necessary to become a successful teacher. By stimulating improvement in the education and culture of\nthe teacher it should prove a real aid in raising the social status of teachers.\nSuch a schedule, thoroughly established, will go far to maintain itselfthat is, to help stave off the pressure for reduced taxation for schools.-\n\nFrank E. Converse, Superintendent of Schools, Beloit, Wisconsin.\nThe Humanizing of the Grade-School Curriculum-The objectives of\nthe teacher are thought and expressed in terms of outcomes of life. The\nstatements of these objectives may not be the best that could be made.\n\nThey undoubtedly are not. The objectives that have been set up may be\nsubject to vast improvement. In any case, they are human objectives.\n\nThe atmosphere of the classroom thus becomes a human atmosphere where\na teacher is living with boys and girls because of his own experience and\ntraining and because of his familiarity with the experiences of the race as\nhanded to us in the form of subject-matter. He is endeavoring to make\nricher lives of the young people with whom he is working. The subjects\nare mere tools.\n\nThe children themselves are made to realize the goals toward which\nthey are striving. They may not understand these in exactly the terms in\nwhich they are stated for the teacher, but they do comprehend why they are\n\ndoing certain things. They are developing ideals and attitudes by having\nideals and attitudes held up before them.\n\nThey are strengthening the rules\n\n"}
{"page": 973, "printed_page": null, "text": "944\n\nNATIONAL EDUCATION ASSOCIATION\n\nof reason and of intelligence by exercise of their intellects.-E. M. Sipple,\nSuperintendent of Schools, Burlington, Iowa.\nThe School Superintendent as a Salesman of Education-If we are to be,\nin the best sense of the term, worthy salesmen of education we must to a\ngreater degree emerge from our long-time isolation, our pitiful go-it-aloneness, our timidity to talk about our work.\n\nWe must consider public edu-\n\ncation as the leading business of our community. We must understand\nthat the public, which furnishes the capital and the materials of the business,\n\nis entitled to a full knowledge of the undertaking. This information must\nbe furnished, not in the phrases of pedagogy so familiar to us, but in plain\neveryday English .\n\nThere are two general phases or divisions of the subject. First, the personal attributes of the superintendent who aspires to real distinction as a\n\nsalesman, and second, the method of accomplishment. With respect to the\npersonal side, an ideal superintendent must have a thorough knowledge\nof his job. To sound general scholarship should be added detailed study\nof school administration, budget making, mass psychology production and\nconsumption, curriculum making, economy of time, cost accounting, and\nmethods of appraisal. The distinguished scholar without this other training is poorly equipped for salesmanship .\nThe ideal superintendent must have a firm belief and abiding joy in his\nwork. Selling education is a life calling not a stepping-stone to some other\noccupation . When ordinary classroom teaching is also on this same abid-\n\ning basis a long step toward real professional stability will have been taken.\nNone can stand at the head of a school system if his heart is elsewhere than\nin his work.\n\nThe ideal superintendent must have absolute and unwavering squareness\n\nand honesty of purpose. There can be nothing of the opportunist here.\nThis business of ours can not satisfactorily endure unless based on mutual\nconfidence and respect.-B. J. Merriam, Superintendent of Schools, Framingham, Massachusetts .\n\nSUPERINTENDENTS OF CITIES OF POPULATION BE-\n\nTWEEN 25,000 AND 50,000\nJOHN F. GANNON , SUPERINTENDENT OF SCHOOLS , PITTSFIELD, MASSACHUSETTS , CHAIRMAN\n\nPowers and Duties of the City Superintendent-At least six things determine the powers and duties of city superintendents of schools : ( 1 ) State\nlaws, (2) written rules and regulations of State and local boards, (3) local.\nState, and National customs, practices, and precedents of the office, (4)\n\nthe personnel of each particular board, (5) the personality of each particular superintendent, and (6 ) the ever-present necessity of meeting and\n\n"}
{"page": 974, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n945\n\nsolving new problems as the school system grows in size and expands in\nfunction.\n\nMost cities, towns, villages, and rural communities employing a so-called\nsuperintendent of schools are, for the most part, a law unto themselves .\nThe theory prevails that the schools are of, by, and for the locality. There\nis, with rare exception, little idea of education as a function of the State.\nState laws defining the powers and duties of superintendents are almost\nunheard of. In fact, many superintendents do not seem to think that such\nlaws are either necessary or possible. It is so easy to become so absorbed\nin the local situation as to lose or never gain a broad perspective. Within\nthe past year, I had the privilege of engaging in a State-wide survey of city\nschools in a certain commonwealth . I asked every superintendent what he\nthought of a State law that would define the powers and duties of the\nsuperintendent of schools.\n\nThe question was treated with indifference .\n\nThey thought such a law either impractical, impossible, or unnecessary.\n\nAnd yet, such a law is neither impractical, impossible, or unnecessary .\nSuch a law is timely and will advance the profession of superintendency\nmore rapidly than almost any other measure.-E. E. Lewis, Superintendent\nof Schools, Flint, Michigan.\nPowers and Duties-The superintendent of schools ought to be the leader\nin educational thought and practice in his community. But his other duties\nrequire an enormous amount of time and are a great drain upon his\nphysical and mental strength . In order that he may not neglect the supervision of instruction altogether while administering the finances and mechanics of education, the superintendent should keep in mind : ( 1) It is the\nsuperintendent's duty to organize his supervisory and administrative staff\nin such manner that he may hold it definitely responsible for much of the\ndirect supervision. ( 2) The superintendent should be the prolific source\nof suggestive problems in methods. (3) He should encourage his teachers\nto study the materials of instruction. (4) He should encourage the scientific study of education. ( 5) A salary schedule, which will encourage\nteachers to study, should be formulated. (6) The superintendent should\ncreate a sufficiently harmonious, personal, and human relationship with his\nteachers that he can advise with them as to their needs, and the studies they\n\nshould pursue to equip them better for their work. (7) A superintendent\nshould encourage work well done, and use it as an example to others.\n(8) The superintendent should bend every effort to make it easy for the\nnew teacher to adjust herself.\nThe superintendent should do as much personal visiting of teachers as is\nhumanly possible. He should hold general educational meetings with his\nteachers as often as he can. More important than all he should fire his\nprincipals and supervisors with an enthusiasm for professional study. To\nthis end there is no better plan to be carried out, with adaptations to local\nsettings and plans of administrative organization, than that of weekly staff\nmeetings for the thorough study and discussion of the multitudinous edu\n\n"}
{"page": 975, "printed_page": null, "text": "946\n\nNATIONAL EDUCATION ASSOCIATION\n\ncational and social problems. Frank G. Pickell, Superintendent of Schools,\nMontclair, New Jersey.\nDuties of the Superintendent-Another important service allied to the\nselection of teachers is the dismissal of those who are not up to the standard\nof the system in which they serve. No real school man desires to be an\nautocrat. In the main the superintendent is much more concerned with\nthe problem of securing for, and retaining in, the system superior teachers\nthan he is with searching out some teachers to dismiss. Yet all who have\nhad experience know that in the teaching profession as in all others \"Some\nare called who are not chosen.\" Shall the schools be burdened for years\nto come with the unfit because forsooth that is the line of least resistance\n\nfor the executive officer ? Boards of education should give the superintendent who has shown good judgment a free hand in building up the corps\nof teachers by the process of elimination.\nMany are crying for tenure for teachers in these days. In Ohio, boards\nof education may elect the superintendent for five years and the teachers\nfor four years, and yet we have a movement on for indefinite tenure after\na comparatively brief service. The tenure now provided in Ohio is all\nthat anybody can reasonably ask. On account of the scarcity of good teachers there are many unfit who are now retained in the profession even\nthough executives know their retention is not in the best interests of the\nchildren. Then, too, the scheme of permanent tenure is hardly in accord\nwith American practices. All of our people officials with the exception of\na few judges must come back to the people for an accounting at the end of\na certain stated period, and I know of no reason why this practice should\nnot be followed in the teaching profession. The effect of such tenure\nupon rural schools would be so obviously bad as to require no comment.\nBoards of education and executive officers will do well to oppose such a\nscheme. The competent are sure to take care of themselves and permanent\ntenure should not be given to the mediocre and incompetent. Darrell\nJoyce, Superintendent of School, Hamilton, Ohio.\nSpelling, a Vital Factor in the Curriculum-Our chief failure in the\n\nteaching of spelling has been the abandonment of the work at the very stage\nwhen the keystone should have been placed in the arch. Therefore, we\nshould arrange for a mature, deliberate, and thoughtful study of spelling\nin the high school. We must build upon the students' past experience,\ntaking advantage of what has been learned. We forget to tell the boy\nwho spells anatomy with three a's that his word was right all but one\nletter. We eternally \"mark down\" instead of teaching constructively.\nWe should point out first the error, then the cause of the error, then the\nremedy.\n\nThis mature study of spelling, including the laws which underlie it, the\nvariations from these laws, and the twin words which are always causing\ntrouble is infinitely interesting. It even fascinates adults who care to review spelling in the sense of\"getting a new view.\" Such study on the part\n\n"}
{"page": 976, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n947\n\nof teachers would illuminate the teaching of spelling, while a frank introduction of the mature and reasonable study of words in the Junior High\nSchool and the high-school curriculum would solve the problems which\nwe now constantly deplore. If the years have not thus far brought success,\nwe must challenge our methods and not be content with \"marking down\"\nstudents who misspell.\n-Sarah Louise Arnold, Dean Emerita, Simmons\nCollege, Lincoln, Massachusetts.\nQualities to be Possessed by a Superintendent of Schools-1. He must\npossess a philosophy of education, founded on sound defensible principles.\n2. He must not be an educational opportunist; his actions must not be\ngoverned by caprice or expediency; he must not yield to the temptation of\nephemeral popularity.\n3. He must be a thorough student-must know his work and have faith\nin it. He must have breadth of vision. No narrow specialist, he must\nsurvey and encompass the entire field of education.\n4. He must think in large units; must have a genius for organization ;\nmust \"sense\" administration .\n\n5. He must be sanely progressive, but not influenced by every passing\nnovelty in education.\n\n6. He must be supremely judicial-must learn to weigh, to deliberate,\n\nand to judge dispassionately \" according to the law and the evidence\" upon\nall problems that arise.\n7. He must cultivate the power of suspended judgment.\n8. He must be a man of idealism and of inspiration . He must be conspicuously American.\n\n9. He must be democratic, not aristocratic, realizing all the time that he\nis a servant of the people and a teacher of democratic sentiment and democratic simplicity.\n\n10. He must respect the honest opinions of teachers and of other citizens,\neven though these opinions are radically opposed to his own.\n11. He must possess the elements of leadership. The wise administrator\ndoes not attempt to drive he leads. Through his own worthiness and\nadherence to principle he must win the confidence of fellow citizens and\nfellow craftsmen.\n\n12. He must stand, and stand alone if need be, in defense of what he\n\nbelieves to be right. At the same time, he must have the courage to admit\nthat he may be wrong.\n13. The superintendent of schools must be preeminently just in all his\nrelations-genuinely sincere and inherently honest.-J. E. Burke, Superintendent of Schools, Boston, Massachusetts.\n\nComparison of the 6-3-3 Plan and the 6-4-2 Plan-A junior high school\nwill minister to normal pupils of all sorts from the onset of pubescence\nuntil they have been adjusted to work in a higher school or are ready to\n\nleave school for wage-earning. It will help each pupil discover his own\ncapacities, limitations, interests, and aptitudes. It will provide adequate\n\n"}
{"page": 977, "printed_page": null, "text": "948\n\nNATIONAL EDUCATION ASSOCIATION\n\nguidance, develop proper study habits, and offer preliminary training for\nall who are capable of entering higher schools and financially able to go on.\nIt will retain to the compulsory school attendance age those who must\nsoon enter wage-earning groups, provide exploratory courses to discover\ntheir aptitudes and interests and train them, so far as possible, to be most\nproductive in the economic life of the country. It will provide rather\nelementary work in English for recent immigrants, and review courses for\n\nsuch students as need more work in fundamental tool subjects. It will\nprovide a curriculum of studies and activities designed (a) to develop in\neach pupil a high sense of values that he may work out for himself \" a\nphilosophy of life\" ; (b) to train each pupil in proper care of his personal\nhealth and an insistence upon high standards of public sanitation ; (c) to\nmake him intelligent and interested in the proper discharge of his duties as\na citizen in a democracy. William J. Cooper, Superintendent of Schools,\nFresno, California.\n\nMerit Ratings of Teachers-For nearly five years a teacher rating sheet\nwas used in Schenectady, which gave 25 points to personality, 27 to professional equipment, 33 to teaching ability, including results, 9 to health,\n3 to housekeeping, and 3 to interest in community life. This was quite\nan elaborate scheme in which each of 3 of the main items and 24 sub-items\n\nwere graded on a scale of 10, resulting in a rating by the principal in a\nnumerical figure-a per cent, which was subsequently corrected by the city\naverage correction figure. This system worked fairly well. The fault\nlay in the rating sheet-too complicated, too difficult to estimate in exact\nfigures. A year ago a new rating sheet even more elaborate in naming the\nitems to be taken into consideration for rating, though giving to them no\ndefinite numerical values and giving the final rating in letters was employed. Over six hundred teachers have been rated annually for nearly six\nyears. As a result, the poor and medium teachers have been weeded out,\nthe lazy, indifferent, and the slow teachers have been spurred on to higher\nendeavor.\n\nThe industrious high-grade teachers have reached their maxi-\n\nmum sooner. It is probable, also, that many of the nervous, high-strung,\nearnest, and efficient workers have become over-excited, have been worried\nand thereby reduced in value both to the schools and themselves by rating.\nAny system of rating, to be successful, must gain the accomplishment of its\nends with the least possible disturbance.-E. R. Whitney, Superintendent\nof Schools, Schenectady, New York.\n\nThe Value of Teacher Organizations-When the superintendent fails to\nsanction a major organization of his teachers, either by sullen disapprobation\n\nor friendly neutrality, they are likely to drift away as a free-lance organization. This is the type of teacher organization that frequently does more\nharm than good. Usually they become dominated by highly emotional, incompetent leaders and gradually degenerate into a morbid attitude of unfriendly criticism and general lack of function. The disadvantages which\n\n"}
{"page": 978, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n949\n\nthe superintendent reaps from this attitude toward an organized body of\nhis teachers are likely to be: first, the realization of a restless, gossipy, and\nhighly unstable condition among his teachers; second, a noticeable lowering\nof efficiency and morale throughout the school system; third, far too many\nteachers are discharged at the request of the superintendent and too many\n\nresign of their own volition. There seems to be no positive cause for the\n\"bled-out\" condition of the school system ; one only senses strongly the\nabsence of sympathy, coöperation, and joint activity between the superintendent and his teachers.-J. W. Thalman, Superintendent of Schools, St.\nJoseph, Missouri.\nSafety Teaching in Our Schools-The National Safety Council is the\nNational organization that is devoted to the development of safety. Its\nwork has been up to recently largely in the industrial field, but with the\npartial solution of that problem the public safety problem has come into\nview as particularly pressing. The key to the problem is unquestionably\n⚫ educational.\n\nThe main features of the teaching technique have been de-\n\nveloped and have been in operation in enough schools for a sufficient length\nof time to show that the plan has been worked out along essentially right\nlines. A number of good books dealing with the subject are in existence.\nWhile there is much still to be done in the development of detail and\n\nperhaps of fundamental principles and in checking all this up, the preeminent need today is the actual getting of the work into the schools. The\nNational Safety Council.is solving this problem by encouraging the formation of demonstration centers .\n\nA demonstration center is a school that is\n\nnot only willing to put in safety education-or it may be one that has\nalready had it in operation-but it agrees to prepare a special demonstration\non a given date for the benefit of other schools in the region, and to be\nready from time to time as the need may arise to show how the work is done .\n\nLast year, during only a limited part of the school year, eleven such\ndemonstration centers were organized; these reached about 1600 teachers\n\noutside of these centers themselves. This year, with a field secretary giving\nher whole time to the work, it should be only a few years before the United\nStates will from this point of view be pretty well organized that is, it will\nbe possible for any school that desires to put in the work to visit some school\nin the vicinity where the work is being carried on.-Albert W. Whitney ,\nChairman, Education Section, National Safety Council, New York City .\nSUPERINTENDENTS OF CITIES OF POPULATION BE-\n\nTWEEN 50,000 AND 200,000\nHENRY C. JOHNSON, SUPERINTENDENT OF SCHOOLS , SAN DIEGO, CALIFORNIA , CHAIRMAN\n\nCurriculum Practice-Curriculum revision cannot be carried on without\n\nsome cost to the school system. Most of the necessary expense will fall\nunder the following heads : ( 1 ) Provision for substitutes for committee\n\n"}
{"page": 979, "printed_page": null, "text": "950\n\nNATIONAL EDUCATION ASSOCIATION\n\nmembers when out of their classroom.\n\n(2) Clerical help, mimeograph\n\nwork and clerical supplies. ( 3 ) Reference material for the various committees. (4) Photographs, cuts and the printing and binding of the\nfinished work. (5) Fees to specialists in various lines who are brought in\nto discuss phases of the curriculum before the staff. An estimate of the\ntotal cost should be made in advance and included in the budget. Expendi\nture under this allowance should be made on the requisition of the general\nchairman.\n\nA research department can add much to the efficiency of such an undertaking if it is charged with the tasks it is best fitted to perform. The\nformulation of educational objectives and the selection and organization\nof subject-matter is not the work for a research department, as it is known\nin our cities today. It can, however, render an important service by setting\nup objective standards of achievement, by collecting and interpreting data,\nby testing present and proposed methods and materials of instruction. It\nwould seem then that the director of research should properly be attached,\nto the general chairman as a sort of staff officer to be assigned to work in\nany field as needed.-J. H. Bentley, Former Superintendent of Schools,\nDuluth, Minnesota.\n\nImproved Methods of Supervision-The principal must be recognized as\nthe chief supervisory officer in a school system. Upon him devolves the\nresponsibility for knowing intimately the pupils in his own school and the\nproblems involved in their classification, grading, and promotion. The\ngreat mass of the pupils should be divided into groups of somewhat equal\nability in order to save pupil time and teacher energy.\n\nChildren of superior\n\ncapacity and children requiring special attention, because of physical or\nmental makeup, must be studied individually by the principal .\nThese things he will accomplish through a first-hand study of children\nand in inspiring and training his teachers not only in child study or in\nthe psychology of learning processes but in analyzing courses of study and in\nadapting such courses of study to particular schools. Such responsibility\nmeans that more attention must be paid to the training of principals.\nTeachers who have served long and faithfully in a school system are to be\npromoted to principalships only when they manifest the special qualities\nfitting them for the principalship. The principalship is a profession in itself; and the salary made high enough to attract the best men and women.\nFurther than this supervision will be improved by providing more assist-\n\nant superintendents and directors of primary, kindergarten, and junior\nhigh-school groups, putting school systems somewhat on a par with successful business enterprises in the size of their supervisory staffs.\n-W. J. Cooper,\nSuperintendent of Schools, Fresno, California.\nReorganizing Secondary Education-It is a mistake to maintain an elabo\nrate elective system in the junior school. Aside from the basic studies of\n\nEnglish, social science, general mathematics, health education, music, and\n\n"}
{"page": 980, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n951\n\nsome fine arts work, every subject should be regarded as an exploratory or\ntry-out subject with failure in it practically an impossibility. An elective\nsystem defeats this purpose.\n\nIf a child elects a subject he automatically\n\nshuts himself out of certain fields of information .\n\nUp to the present such secondary work as has been done in the junior\nschool is that of the senior school except in diluted form. Few schools have\ndeveloped real junior courses in the foreign languages or in other subjects,\nmathematics being a possible exception. Certainly it is the universal custom\nto do in the ninth year what has always been done in the ninth year of the\ntraditional four-year high school with the result that whatever freedom has\nbeen practiced in the seventh and eighth grades, it has been given up in toto\nin the ninth grade. The three-year junior school has never been able to\noperate as a single unit. One spirit prevails in the seventh and eighth\ngrades and an entirely different one in the ninth grade. Evident as this is\nin the curriculum, it is even more apparent that while teachers without aca-\n\ndemic degrees may teach seventh and eighth-grade children, none but college\ngraduates are permitted to teach ninth-grade children.-Frank G. Pickell,\n\nSuperintendent of Schools, Montclair, New Jersey.\nSecondary School Reorganization- Many of the \"so-called\" failures of\nstudents are only symptoms of underlying causes. The causes may be in\nthe school system as well as in the student himself. To temporize with\nthe symptoms without attempting to determine and to remove the causes\n\nwill never materially reduce pupil-waste. Hence effective personnel service\nrequires more than the suffixing of experts to the administrative staff.\nThere must follow far-visioned internal reorganization of courses of study,\ntechnique of instruction, and the methods of administration if a satisfactory\nindividual-pupil accounting is to be made.\nThe foundation of a scientific technique of individual accounting within\nthe school is a system of testing and recording which makes available for\nstudy in connection with pupil-progress factual information of a significant\ncharacter . On or before the date of admission to the secondary school a\ncareful inventory should be made of the pupil's educational status. This\nshould include mental examination, the results of achievement tests cover-\n\ning range of information and skill in fundamental processes, physical\nmeasurements, medical examination, physical and health history, evaluation\nof personal qualities, and previous pedagogical records which indicate special\nabilities , disabilities, and interests as revealed in the previous school contacts\nof the pupil.-W.C. Reavis, Principal University of Chicago High School,\nChicago, Illinois.\n\nMaking the High School a Social Institution-The plans for any new\n\nschool building probably originate in the office of the superintendent of\nschools. There are two important steps for a superintendent to take in\nmaking up his program.\n\nFirst, he should determine the educational policies upon which the high\n\n"}
{"page": 981, "printed_page": null, "text": "952\n\nNATIONAL EDUCATION ASSOCIATION\n\nschool is to be conducted.. If he adopts the seven principles set forth by\nthe Committee on Reorganization of Secondary Education, it will materially affect the building. These principles are worthy home membership,\nhealth, vocational training, worthy use of leisure, command of fundamental\nprocesses, training in citizenship and character. The principle of health\neducation vitally affects the structure of the building. It means a study\nof lighting, ventilating, and heating of the building, the number and kind\nof toilets, the installation of proper gymnasium facilities and clinical rooms .\nThe other principles affect the building as vitally as this one. The policy\nof the board of education with reference to evening schools and the use of\n\nthe building as a community center should also be carefully considered.\nThe second step is for the superintendent to make a survey of school\n\nbuilding needs. This survey should predict the growth of the high-school\npopulation over a period of years ; determine whether the new building shall\nbe a senior, six-year, or traditional high school; determine the number of\nclassrooms, laboratories, etc., which will be needed; and determine the type\nand needs of the community to be met.\n-Paul C. Stetson, Superintendent of\nSchools, Dayton, Ohio.\nThe High School Building-In order to be concrete in this discussion I\nam showing you a high-school building which was built in recognition of the\nfact that boys and girls should be enabled in this building to receive that\ntraining which would prepare them to do well for themselves, to serve the\ncommunity in which they live, to live amicably with their associates, and to\ndo that type of life work that would be especially adapted to them and\nwould call forth their best powers and abilities.\n\nThis building provides for health training in that careful attention is\ngiven to the provision of quarters for the school nurses and registrar. Two\nlarge gymnasiums, one for boys and one for girls, are in constant use from\n8:30 A.M. to 5:10 P.M. A swimming pool is provided. Provision is\nmade for recreation in the open air on the roof of the A division of the\n\nbuilding. The grounds east of this building give ample space for all sorts\n\nof games and plays. There are over 2800 pupils at present taking physical\ntraining.\n\nEvery pupil who attends this school tåkes a definite course of study in\ncitizenship training. While it is called a technical high school, the most\nimportant subject taught is citizenship, and probably the second most important English. How to spend one's leisure time is a problem of society.\nThe features that train for this purpose especially are the library and read-\n\ning rooms. In the departments of stenography, typewriting, shop work,\nauto mechanics, electricity, telegraph, carpentry, mechanical drawing, architecture, and salesmanship, most modern facilities have been provided. In\nthe household arts department more than 1000 girls are taking work.J. H. Beveridge, Superintendent of Schools, Omaha, Nebraska.\nBudget Planning-A recent achievement in budget planning which grew\n\nout of the keener realization by schoolmen of its imperative necessity has\n\n"}
{"page": 982, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n953\n\nbeen to make it a continuous process throughout the year. It must be the\nbusiness of some one person or bureau to gather and compile essential statistical data all-the-year-around or else the budget can not be properly planned.\nRightly regarded, the planning of the budget is not just a single operation to\nbe performed at any one time in the year, but is rather a cycle of operations.\nThe budget is to school financial policy what the steering wheel is to the\nautomobile. Very little pressure is necessary for proper guidance of the\nautomobile, but unwavering attention is essential. Such constant attention\nbudget planning is now receiving.\n\nAnother recent achievement in planning the budget is the more exact\ndefinition and classification of budget items. This is well illustrated\nin the \"Uniform School Accounting Report,\" prepared by the joint committee representing the Bureau of Education, the Department of Superintendence, the National Association of School Business Officials and the\nInter-City Conference.\n\nAnother achievement in budget planning is the requirement that all administrative heads whose decisions affect the amount of expenditures shall\n\nsubmit written estimates.-О. С. Pratt, Superintendent of Schools, Spokane,\nWashington.\n\nSUPERINTENDENTS OF CITIES OF POPULATION\n\nABOVE 200,000\nHERBERT S. WEET, SUPERINTENDENT OF SCHOOLS, ROCHESTER , NEW YORK\nCHAIRMAN\n\nBetter Trained Teachers-The matters of vital concern to teachers are\n\nof vital concern to the efficiency of the school.\n\nIf we could secure an\n\nhonest cross section of the teachers' sentiment throughout this country,\nundoubtedly, we should find teachers are interested in adequate salaries,\ndesirable working conditions, and helpful supervision; that they desire to\nbe provided with the tools with which to work and with helpful and inspirational leadership. These are not problems for a Bureau of Research.\nThey are the direct responsibility of the superintendent of schools, to the\nextent that the superintendent can meet these legitimate demands and in the\n\ndegree that he can safeguard his future supply of teachers he will secure\n\nfor his city the improvement in professional service for which everyone is\nlooking.\n\nEach city presents its own problem. In the last few years, in Buffalo ,\nwe have more than doubled our salary scale. We have defined the business\n\nof supervisors as to commend intelligently that which is good, and constructively and sympathetically to criticize that which is weak. We have\nexalted the elementary school principal as the keystone of our supervisory\n\nsystem. We have succeeded in partially emancipating deputy superintendents from desk work so that they may spend a considerable part of their\ntime in the schools. We have sought to have no class with more than\n\n"}
{"page": 983, "printed_page": null, "text": "954\n\nNATIONAL EDUCATION ASSOCIATION\n\nthirty-five pupils. We have provided every pupil from the fourth grade\nup with a dictionary. Our textbooks have been selected by the teachers\nwho must use them.\n\nWe have endeavored to establish traditions among\n\nthe staff of coöperation and loyalty to the service.-E. C. Hartwell, Superintendent of Schools, Buffalo, New York.\n\nBetter Organized Curricula-Dead material can be found in practically\nany course offered in the academic subjects taught in our elementary and\nsecondary schools. The existence of such dead matter means a great financial loss to the country. If ten per cent of the subject-matter does not\npossess educative value in terms of life situations which will confront our\nboys and girls, then we may assume that the ten per cent of the energies\n\nof teachers and pupils expended in the study of such dead matter is wasted.\nWe estimated that, considering the factor of teachers' salaries alone, we\nmight be wasting $300,000 of the people's money annually in Denver\nthrough the use of materials of instruction devoid of educative value. An\nestimate of ten per cent of dead material in our present-day curricula is\nprobably very conservative. Studies would indicate that a closer approximation would be twenty to forty per cent in some of the subjects considered of prime importance. It is needless to point out that the financial\nloss is of little importance compared to the educational loss. We have no\nright to waste ten per cent of the time of boys and girls-to deny them\nthe growth in power to cope with life situations that comes from the use of\nmaterials whose educative values are most significant.-Jesse H. Newlon,\nSuperintendent of Schools, Denver, Colorado.\nPossible Economies Through Organization-To conduct schools on a\ncheap basis results in a waste of the money of the taxpayer. The most\nwasteful elements in our public-school teaching are the recitation and the\nattempt to force all children, regardless of their wide differences of ability,\nthrough the same course of study in the same length of time. These two\nare closely related.\nThe class recitation is a waste of the time of both child and teacher.\n\nIt\n\nis primarily an attempt to test children on what they are supposed to have\nstudied. A class of 30 children in a 30-minute recitation period can average\none minute apiece reciting. What are they doing the other 29 minutes?\nThey are listening to other children tell either what they already know or\nwhat they should be working out for themselves. This time is wasted. It\noccupies nearly half of every child's school day.\nIt is possible to eliminate this waste. The science of education has ad-\n\nvanced sufficiently far for us to know how to test each child accurately.\nThe recitation at the best gives a few smattering samples of the children's\n\nknowledge and skill. Scientifically prepared tests given at frequent intervals will show exactly what each child knows, wherein his weakness lies.\n\nTests occupy about four per cent of the time consumed by recitations.C. W. Washburne, Superintendent of Schools, Winnetka, Illinois.\n\n"}
{"page": 984, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n955\n\nA Longer School Year-Suggested economies through a longer school\nyear need most careful examination before acceptance. A recapitulation\nof the reasons for such a conclusion includes : a study of the argument that\ntwo years or even a large part of two years may be saved elementary pupils\nby the all-year plan; the fact that the all-year plan sends too many immature and inadequately prepared pupils into the high schools where they are\napt to fail. In addition to immaturity the children are of foreign parentage and have handicaps other than lack of development. Consideration of\nthe bilingual difficulty and the underprivileged lives which are the lot of a\nvery large number makes it more reasonable to give these children an allyear school of two terms each instead of one of four. Such a plan is followed in the vocational and crippled classes where there is a strong motive\noperating to secure earnest work. Children in elementary schools should\nbe educated without any artificial incentive to make time in reaching high\nschools.\n\nTime to assimilate what has been learned is a desirable element\n\nin the education of young children. That being true, there is no adequate\nbasis for all-year schools other than for Americanization. In that field\nthey are successful. But that does not open a vista of possible economies\n\nin a financial way. The longer school year does not lend itself to the practice of economy as has been theoretically assumed by those who do not\nknow. David B. Corson, Superintendent of Schools, Newark, New\nJersey.\n\nEconomies in Instruction-We shall now discuss the item of instruction,\nwhere savings are expected to be made. Reduction of teachers' salaries\n\nwould be the immediate way in which this saving could be effected, and with\nreduced salaries the public would, unquestionably, face a reduction in the\nquality of service. This might be questioned by the layman, but any one\nfamiliar with the present state of teaching efficiency will immediately\nanswer that there is much greater reason for an increase in salary to gain\nincreased efficiency than there is for a decrease in salary to meet the public\ndemand. Cold cash will not purchase high-powered instruction. If salaries were reduced, it may be argued that teachers, having adopted the profession, would be obliged to remain in it. That is true, but the surplus\nof service is all that counts, and with a reduction in salary the surplus of\n\nservice would be turned into a deficit. It is our judgment that the public\nwould not favor a reduction in salaries, even if proposed by the board of\neducation or school management.-R. G. Jones, Superintendent of Schools,\nCleveland, Ohio.\n\nCOUNTY SUPERINTENDENTS\nCHARLES E. DICKEY , SUPERINTENDENT OF ALLEGHENY COUNTY SCHOOLS\n\nPITTSBURGH , PENNSYLVANIA, CHAIRMAN\n\nThe Superintendent's Relation to His Principals-Supervision of schools\nis often a failure. It is a failure if the program is characterized merely by\n\n"}
{"page": 985, "printed_page": null, "text": "956\n\nNATIONAL EDUCATION ASSOCIATION\n\nindividual direction and leadership. It may be and usually is a success if\ncharacterized by definiteness and organized leadership in which supervisors,\nprincipals, and teachers intelligently coöperate.\nSupervision is training teachers in service. This is true regardless of\nwhether teachers have normal training or not . The amount of training\nmerely determines the point at which training in service shall begin.\nThe principal on the one hand is the building representative of the superintendent; on the other of the teacher. He is, therefore, in an important,\nand at the same time delicate, position. Through him the superintendent\nmust arouse enthusiasm and inspire the teaching corps. Much can be done in\nthis way to keep the morale of the teaching corps on a high plane.\nThrough the principal the superintendent must see that each teacher has\nher room properly organized, a good daily program of studies, and makes\nproper application of the course of study. He is responsible for determining the tone and spirit of the school. But probably more important is the\nprovision for training teachers in service. This must be done by a\ncareful study and application of the most important schoolroom factors,\ntoo often neglected or rather superficially treated by our normal schools\nand colleges, such as lesson planning, directing the study of pupils, lesson\nassignment, proper use of questions, proper use of textbooks, development of\n\ninitiative, motivating the work of the schools, individual differences, and\nhow to use standard tests and measurements.—A . G. Yawberg, Superin-\n\ntendent of Cuyahoga County Schools, Cleveland, Ohio.\nThe County Superintendent's Relation to His Teachers-To me the\nmost vital contact of all we have with the teacher is that which we get in\nvisiting her school. We get her poise, her personality, the response she\ngets from her pupils, her organization, her technique. The visit to the\nschool tells the whole story. We must not forget that our visit to the\nyoung teacher is a most trying time for her.\n\nVisitors are not frequent,\n\nand she is not at all sure of her pupils' responses . We need to give her\ntime to show any piece of work she wishes to put on. I like to know the\nplans and the aims and then cover them casually when I talk to the children. It may be bad language on the playground, poor school attendance.\npoor study habits, a distaste for the health work to be done. Whatever it\n\nis, if I can cover it in a constructive way, it may give that lonely little\nteacher an encouraging lift. There must be the inspection of equipment.\nbuilding, grounds. There must be a checking of the plans offered at Institute. We cannot expect each teacher to do everything but we expect\nthem all to do certain required things, and then to choose other projects\nthat fit their particular district, and carry the work through to completion.- Fern Kennedy, Superintendent of Redwood County Schools, Redwood Falls, Minnesota.\n\nThe Superintendent's Relation to His School Directors-The relationship between a school board and a superintendent should be more like that\nexisting between a board of bank directors and a cashier.\n\nThese bank\n\n"}
{"page": 986, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n957\n\ndirectors represent the composite judgment of the stockholders and assume\nin part some of the responsibilities of administration. The more intricate\nand technical part of bank administration is left to the cashier and his\nsubordinates .\n\nThe directors of the bank review the policy of the ex-\n\necutive officer and keep check upon any rash policies that might endanger\nthe welfare of the depositors or stockholders of the institution.\nThe superintendent of the schools, while he is professionally trained and\nwhile he has within his power the direction of the technique in school administration-the employment and placement of teachers, the prescribing of\nmethod, the purchase of books, the elaboration of courses, the holding of\ninstitutes and teachers' meetings, and of certain detailed requirements tend-\n\ning towards the professional growth of his teachers-must have some\ncheck placed upon him so that his professional judgment may not run bias to\nthe ability of his districts to meet the obligations incident to his policy. If\nhe acts with prudence and lays his policies before his school board as a\ncashier might lay his policy before a board of directors and allows them to\nthink through and to exchange judgments in reference to his policy, there\nwill be no possibility of inflicting upon a community service beyond their\nability to pay.-M. S. Bentz, Superintendent of Cambrian County Schools,\nEbensburg, Pennsylvania.\n\nVisiting Schools-The effectiveness of the visit of the superintendent will\ndepend almost entirely upon the definiteness of his schedule of visits , the\ndegree to which his visit is known in advance by the citizens of the districts which he will visit, the proposals that he has to offer, and the sanity\nwith which he supports his proposals. The visit of the superintendent\nshould not be one of an official inspector.\n\nIt should be one of an educa-\n\ntional crusader. It is impossible for the superintendent of the average\ncounty inAmerica to supervise the schools.\nToo many of the visits of the county superintendents of America are\n\nmade without plan or purpose other than to fulfill the requirement of the\nlaw. The weather is good today and the road is fine so we make a long\ntrip, visit as many schools as possible. We glance at the light, we sense\nthe heat, we frown at the blackboard, we smile at the teacher, we greet the\nchildren, and hasten out to the next school.\n\nThe next day the weather is\n\nbad, the roads are less easily traveled than the day before. We make a\nshort trip, repeat the performance of the day before. The visits have been\nmade, we have sensed in a vague way the situation, but we have left no real\nimpress upon the school. We \"saw the school as it really was\" and we\nleft it in the same sad state unaffected for the better as a result of our\n\nvisit .-M. S. Pittman, Director of Rural Education, Ypsilanti, Michigan .\nEvening Schools in Our Rural Communities-For years we have deluded ourselves with the pleasant little fiction that \"America is the melting\npot ofthe nations,\" that we may pour in millions of English, Swedish, Russians, Germans, and Greeks, and overnight, by some necromancy or some\n\n"}
{"page": 987, "printed_page": null, "text": "958\n\nNATIONAL EDUCATION ASSOCIATION\n\nlittle understood alchemy, these millions are transmuted into the gold of\nAmerican citizenship, loyal to the American flag, obedient to American\nlaws, and inspired by American ideals. Not until the World War awoke\nus with a shock did we realize that literally millions of German people had\ncome to America with the distinct purpose of converting this country to the\n\"Kultur of Germany\"; and congregated in a homogeneous community and\nguided by a foreign press, they were in America but not of America. Then\nindeed we became for the first time aware that this was true not alone of\n\nGermany, but of many another people; that while probably no other nation\ncarried on a definite program of propaganda, by the completeness of our\nneglect we had permitted to grow up within our borders a multitude of\ngroups which while probably not actively hostile to our Nation, yet felt no\nimpulse to become ideal Americans .\n\nIt was the realization of this condition re-enforced by the conviction\nthat no one ignorant of American institutions, customs, and ideals is likely\nto become a vigorous and vital American citizen, that led us to give attention to a type of education which has become known by the fitting title of\nAmericanization. Now, more effort is made in all the schools to instil\ninto the minds of children of both native and foreign birth those principles\nof American government which make intelligent and worthy American\n\ncitizens. Lillia E. Johnson, Superintendent of Eau Claire County Schools,\nEau Claire, Wisconsin.\n:\n\nSchool Administration in St. Louis County-St. Louis County is the\nlargest, richest, and one of the most northerly in Minnesota. It is larger\nthan the combined areas of Connecticut and Rhode Island and about two-\n\nthirds the size of New Jersey, New Hampshire, Vermont, or Massachusetts.\n\nIts valuation is $375,000,000 as compared with $425,767,020 for\n\nthe entire State of Montana. It has a population of 225,000 of whom\n110,000 are in Duluth ; 85,000 in the Iron Country, and 30,000 scattered\nthroughout the rest of the county, which is devoted to farming, grazing,\nand cut-over lands.\n\nThere is one large special school district, thirteen large independent\ndistricts situated on the Mesaba and Vermilion Iron Ranges, twenty-two\ncommon school districts, and the large county district which comprises\n\none hundred twenty Congressional townships. For the last fifteen years,\nthe trend in organization and development has been toward the larger school\nunit.\n\nThis form of district has much to commend itself over the small\n\ndistrict units. Its schools are generally stronger, more uniform, more\neasily directed, less wasteful, better housed, better equipped, and better\ntaught. The 220 rural teachers employed by the county board of education in the 167 schools of this large unorganized territory have a better\nchance for advancement as they can be placed directly on their merits, and\npromoted accordingly.-C. H. Barnes, Superintendent of St. Louis County\nSchools, Duluth, Minnesota.\n\n"}
{"page": 988, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n959\n\nLeadership-Personnel is a difficult thing to define. And it is more\ndifficult to meet a challenge if one makes an assertion concerning the per-\n\nsonnel of a teaching force. Yet, in Montgomery County, we think that\none of the best contributions that we have made to education is in this\n\nvery indefinable something we call personnel. It is at least reassuring to\nnote that casual visitors to the county remark upon it. As evidence of it we\nmay mention that the teachers have registered one hundred per cent in the\nAlabama Education Association for six consecutive years and that they\nregistered one hundred per cent in the National Education Association the\nonly time that they have been called upon to do so. Or it may be noted\nthat only fourteen of one hundred ten teachers hold lower than a first\ngrade certificate or better ; that all have had training equivalent to graduation from a four-year high school or better; that they are in overwhelming\nnumbers graduates of normal schools ; that more than three-fourths of\nthose who teach in high schools are graduates of colleges or universities ;\nthat inpoint of character and culture they are the equals of the best teachers\nto be found in any system of city schools.-A . F. Harman, County Superintendent of Education, Montgomery County, Alabama.\nA County-Wide Program of Extra-Curricula Activities-This is an intensely pragmatic age. It is a day of applied science, utilitarian religion,\npractical psychology, laboratory education. The modern schoolmaster is\ninterested more in the act of expression than the process of impression. It\npleases him better to see an exhibition of righteous conduct than to hear a\nrehearsal of fine precepts. A well-thought-out program of extra-curricular\nactivities does much toward making abstract facts of the textbooks available for use. Dry and tedious tasks of the classroom become interesting\n\nand worthwhile the moment they are linked up with a desirable purpose.\nOrdinary physical training is pure drudgery, while football practice holds\nenthusiasm for an hour at a time. English composition is a bore, but students sit up nights to write articles for the school paper or formulate arguments for an inter-school debate. What interest has a lesson in singing\nwithout an operetta in prospect ? What appeal has a class in oratory unless\n\nthere is an approaching speaking contest ? The superintendent who supplements the formal school curricula by related outside projects is certain\nto be pleased with the transformation of many a timid theorist into a capable and confident workman.\n\nIn Portage County, Ohio, we have been experimenting for the last\neight years on a scheme of extra-curricular events on a county-wide basis .\n\nWe do not claim that ours is the best or only plan; but it is a practical\nworking plan, heartily approved and supported by every one of our twentythree consolidated schools.40. E. Pore, Superintendent of Portage County\nSchools, Ravenna, Ohio.\n\n"}
{"page": 989, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n960\n\nSTATE SUPERINTENDENTS AND COMMISSIONERS\nJ. M. MC CONNELL, COMMISSIONER OF EDUCATION , ST. PAUL, MINNESOTA\nCHAIRMAN\n\nModern Education-The world is in confusion today and the cause of\nthis great unrest is that we have all wealth and all knowledge and all\nscience, but our social ideals and reactions are still those of the clan; our\neconomics is little different from that of the cave dweller with his kitchen\n\nmiddens ; and our personal and national codes of ethics are scarcely in advance of the codes of our forbears who fled before the glaciers.\nMost certainly the modern school must teach every high-school student\na sociology which will fit him to live harmoniously in the complex society\nwhich machinery has brought us. We must have an economics that will\nmean for all skilled production, thrifty distribution, careful expenditureand\nwise investment.\n\nIt must teach an ethics not of the books but of the soul,\n\nnot of the past but of today, not of the dead but of the living. It must not\nleave physics and chemistry and mechanics untaught, but it must aid the\nhumanity of today to catch up with civilization.-E. W. Butterfield, State\nCommissioner of Education, Concord, New Hampshire.\nState School Support-During the last decade there has been a tendency\nfor the State to recognize the weakness and inefficiency of any school system\nwhich depends entirely upon local initiative and local financial ability to\nsupport the public schools. The States are beginning to revise their school\nadministrative and school taxing laws so as to give more prominence to the\ncounty and to assume more responsibility by the State itself; however, as\nlate as 1920, the expenditure for education by counties and districts was\nfour times as much per capita as the amount expended by the States.\nThe State should furnish the major portion of school support. \"Wealth\nshould be taxed where it is located and the money spent where the children\nlive.\"\n\nThe support should be adequate and stable; it should have its\n\nsources mainly fixed in the constitution so that a desirable minimum will\nbe beyond the power of rival interests to encroach upon by legislative action.\nIf a local district does not have high enough ideals in matters of public\neducation, the safety of this republic requires the State to assume the responsibility. Quoting from Honorable Herbert Hoover: \"The first ideal\nof our democracy is to maintain a State where each individual will have\n\nan equality of opportunity to take that position in the community to which\nhis intelligence, ability, and ambitions entitle him.\"-S. M. N. Marrs, State\nSuperintendent of Education, Austin, Texas.\nState and Local Support-Ninety-nine districts in the State of Montana\nheeded no special district levy last year for the support of their schools ;\n588 districts had levies of 15 mills or more. The idea ofdistributing State\nrevenues secured from the whole State only to certain districts most in\n\nneed is not readily acceptable to the rank and file of legislators or of voters.\nInjustices in the distribution of State aid in States where districts carrying\n\n"}
{"page": 990, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n961\n\nthe heaviest burdens locally do not receive as much State and county assistance as other districts in better financial condition, furnish strong\narguments against increased State support of schools until such time as inequalities within counties can be more satisfactorily adjusted.\n-May\nTrumper, State Superintendent of Public Instruction, Madison, Wisconsin.\nPrinciples Underlying School Support-The principles underlying the\nselection of sources and the distribution of funds for school support in\nDelaware are as follows : ( 1 ) The State owes an equal educational opportunity to all of her boys and girls; (2) financing public education is a\nState rather than a local duty; (3) the total tangible property of the State\nand its total adult population should contribute to the support of the public\nschools, and at the same rate; (4) incomes above a certain minimum, representing the ability of individuals to contribute to the future stability of\nthe government which makes them possible, should bear a reasonable share\nof the expense of public education; (5) any community desiring to provide\nmore expensive educational advantages for its children has a right to levy\nupon itself additional taxes to provide for the same; and (6) as far as the\nState is concerned, the educational needs of its districts, and not their\nability to pay, are the proper basis for the distribution of funds available for\npublic education.-H. V. Holloway, State Superintendent of Public Instruction, Dover, Delaware.\n\n"}
{"page": 991, "printed_page": null, "text": ""}
{"page": 992, "printed_page": null, "text": "Department of Visual Education\nOFFICERS\n\nPresident-H. B. WILSON, Superintendent of Schools .\n\nVice\n- President-A. W. ABRAMS, State Department of Education\n\nBerkeley, California\n\n...Albany, New York\n\nSecretary-DUDLEY GRANT HAYS, Director of Visual Education, City Schools .. Chicago, Illinois\n\nThe Department of Visual Education was organized at the Oakland-San Fran-\n\ncisco Convention in July, 1923. See Addresses and Proceedings of 1923, page 85-A.\n\nTuesday Afternoon, July 1, 1924\nIllustrations of the Technique of Using Visual Aids in\nClassroom Instruction\nTHE RELATION OF VISUAL AIDS TO EDUCATIONAL OBJECTIVES\nLaura Zirbes, Lincoln School, Teachers College, New York City.\nTHE VALUE OF MOVING PICTURES AS AN AID TO TEACHING LANGUAGES AND CITIZENSHIP TO ADULT FOREIGNERS\n\nMaud E. Aiton, Director of Americanization, Public Schools, Washington,\nD. C.\n\nTHE PREPARATION OF TEACHERS IN THE USE OF VISUAL AIDS\n\nA. G. Balcom, Newark Public Schools, Newark, N. J.\nVISUAL IMAGERY IN GEOGRAPHY ILLUSTRATED BY BLACKBOARD DEMONSTRATIONS\n\nW. W. Atwood, President, Clark University, Worcester, Mass .\nDISCUSSION LED BY\n\nA. W. Abrams, Director of Visual Instruction, Department of Education,\nAlbany, N. Y.\n\nThursday Afternoon, July 3\nVOCAL SOLOS : \"The Nile\" ( Levoux) \" Spring Song\" ( Weil) , with violin obligato by\nCharles Griffith, Newark, N. J. Laura Bryant, Supervisor of Music, Ithaca, N. Y.\nMAKING THE HIGHWAYS AND BYWAYS REAL TO CHILDREN\n\nEleanor B. Watson, Public Schools, Peoria, III.\nHOW TO REACH THE MASSES WITH HEALTH EDUCATION\n\nC. Ward Crampton, M. D., National Chairman, Physical Education, National\nCongress of Parents and Teachers, New York City.\nCORTICAL VISUAL PROCESSES AND THEIR EDUCATION\n\nWalter B. Swift, Emerson College of Oratory, Boston, Mass .\nYALE HISTORICAL FILMS\n\nNathaniel W. Stephenson, Yale University, New Haven, Conn.\nDISCUSSION LED BY\n\nDudley Grant Hays, Director, Visual Instruction, City Schools, Chicago, III.\nThe officers elected for the coming year are as follows : President, Ernest Crandall, Director of Visual Instruction, Public Schools, New York City ; l'ice- President,\n\nDudley Grant Hays, Director Visual Instruction, Public Schools, Chicago, Ill.;\nSecretary and Treasurer, A. W. Abrams , Chief of the Visual Instruction Division\nof New York State University, Albany, N. Y. These officers, together with A. G.\nBalcom, assistant superintendent of schools, Newark, N. J .; and H. B. Wilson,\nsuperintendent of schools, Berkeley, Calif., constitute the Executive Committee.\n[963]\n\n"}
{"page": 993, "printed_page": null, "text": "964\n\nNATIONAL EDUCATION ASSOCIATION\n\nTHE RELATION OF VISUAL AIDS TO EDUCATIONAL\nOBJECTIVES\nLAURA ZIRBES , LINCOLN SCHOOL , TEACHERS COLLEGE , COLUMBIA\nUNIVERSITY, NEW YORK CITY\n\nInvestigation and experiment in the field of visual education have already produced a beneficially critical attitude on the part of those who have\nseen the results. The next step is the careful experimental evaluation of\nspecific types of visual materials and techniques as means to the attainment\nof definite educational objectives.\nI have selected a number of illustrative incidents which embody definite\neducational objectives in the light of which visual aids assume their only\nlegitimate educational significance .\nThe accumulation of meanings is a major objective of education. Its\nsignificance begins at birth. Even unguided visual experience adds daily\nto the young child's stock of meanings. But mere seeing does not inevitably\nlead to increased and enriched stock of meanings. There must be adequate\nprovision for interpretation and reaction on the part of the learner. Firsthand experiences do not suffice. The judicious use of concrete visual ap-\n\nproximations to experience satisfies the curiosity and interest of the child,\nprovides the raw material or basis for thought and growth. The educational value can be secured without overstimulation and sophistication,\nwhich often result when other considerations are uppermost.\nIn a certain school, a fifth-grade class was interested in the wild life of\nits own State.\n\nOne child claimed that there were now no wild animals\n\nin the State except birds. Another insisted that there were many varieties.\nAt this point the teacher suggested that the State conservation department\nmight be consulted. As a result of correspondence a set of 53 slides was\nreceived, each picturing a specimen of wild animal life known to exist in\nthe State. While slides were being shown, the children asked numerous\nquestions as to the exact habits and habitation of the animals .\nA number of pupils referred to their State maps and expressed surprise\nwhen the legends which accompanied the slides told of the distribution and\nthe abundance of wild life in what is considered a densely populated section.\nOne of the children wondered whether the abundance of wild life was\n\nnot injurious to crops. Another suggested that some animals stole and\nate chickens .\n\nAnother said that some animals help the farmers.\n\nAfter some discussion the class decided that each pupil should look up\none animal with this question in mind and make a report. In the course\nof these reports an interest in the insect pests of the State was developed,\nwhich in turn led to related activities during the school year and the summer vacation. The stock of new meanings acquired as a direct consequence\nof the wild animal slides would have been quite out of the question without\n\nthe use of some visual aids. The slides were appropriately colored, and\nthis was one feature which made them superior to other types of visual\n\n"}
{"page": 994, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n965\n\npresentation for this purpose. But the subservience of the slides to the\neducational objectives conditioned the other values.\nA similar set of animal slides was shown to a first-grade class.\n\nWhen\n\nthe picture of the squirrel was shown, a number of children attempted\nto relate personal experiences. The teacher told them to save their stories\nfor another time, as there were many pictures to be seen. The children\nsubsided, but when the picture of the wild rabbit was shown, another\nflood of tales seemed to be forthcoming. The teacher threatened to stop\n\nshowing the pictures unless the children kept their stories to themselves .\nThinking that the repression was aimed only at stories, some pupils asked\nwhat the names of unknown animals were. With considerable uncertainity\nthe teacher attempted to answer.\n\nWhen one child knew better than she\n\ndid, and ventured a remark, his contribution was passed by, and attention\nwas turned to the next picture. The children began to get results. Two\nof those who had been most interested were soon teasing each other and\n\ncreating disturbance. Others were distracted. The slides followed each\nother more rapidly as the teacher noted these conditions, but all were\nshown. The children returned to their room in a great hurry late for\nlunch. They were told to eat without speaking to make up for lost time.\nThis situation furnishes a vivid contrast to that previously cited. Opportunities for response were cut off. Overstimulation was carried to a\ndangerous extreme. Connections with past experiences were neglected\nand questions were inadequately answered. No new stock of interests,\nmeanings, or activities grew out of this experience. The use of one or two\npictures related to pupil interests, with adequate opportunity for exchang-\n\ning ideas and sharing experiences, would not have conflicted with educational objectives, and would assuredly have yielded educative values.\nThe range of educational objectives is wide. Brief instances must\nsuffice to show how educational consideration must affect the selection\n\nand use of visual aids. Abstract ideas are notably difficult for immature\nstudents. History and civics texts are full of such abstract terms . What\n\nprovision do text book writers make for clarifying concepts and ideas upon\nwhich the comprehension and assimilation of their texts depend? Reproduction of photographs of individuals are numerous, but they contribute\nnothing to the vividness of such terms as industrial revolution, currency\nreform, or urbanization. For the elucidation of the last mentioned idea\na series of simple black and white maps has proved its effectiveness and\n\nalso certain new materials which are now being experimentally evaluated.\nPicture stories and sharply contrasted scenes are used to show the changes\nbrought about by successive inventions and improvements. Dr. Daniel\nKnowlton has found that students get a realization of abstract and difficult\nideas by attempting to set them forth in original cartoons. Others have\nfound allegories and cartoons helpful, even when not original.\nAnother type of visual presentation makes for a surer grasp and realization of significant numerical relationships too often concealed in uninterest\n\n"}
{"page": 995, "printed_page": null, "text": "966\n\ning statistics.\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn this connection the educational possibilities of bar and\n\nline graphs have not been adequately appreciated. From a questionnaire\nused in experimentation with such visual aids, Dr. Rugg has found ample\nground for increasing their use.\nAnother educational objective is the organization of ideas in a manner\n\nwhich promotes recall and fixes certain significant relationships for later\nuse. If a diagrammatic sketch is made in the course of explanation by\nthe instructor, each phase of an intricate process or series of relationships\nbecomes evident. The use of numerals in the key to the finished diagram\nfixes sequence. The diagram must eliminate all irrelevance and require\nno intricate draughtsmanship. The reproduction of the diagram from\nthe key can then be required, and furnishes an excellent test which shows\nboth students and teachers to what extent the material has been mastered\n\nor requires review or additional study. This idea has been used ex-\n\nperimentally by Mr. Charles Finley, of New York City, in teaching\ngeneral science and biology. He found that diagrams could be reproduced\nat will by practically all students who had mastered this, and that students could answer test questions by recalling diagrams without actually\nreproducing them .\nPageants, plays, and movies practically contribute to\nthe recreation and appreciation of historical episodes. Stereographs, with\ntheir three dimensional effect, are particularly conducive to the grasp of\ngeographical material in which accurate imagery conditions comprehension.\nThe stereograph is also helpful in providing students of languages correct notions of ideas represented by a given vocabulary. Unadaptable\n\nteachers who find stereographs poorly suited to mass methods will miss\nthe opportunity which stereographs offer for provision for individual\ndifferences and individual responses in the light of which modern psychology\ncriticizes mass methods .\n\nVisual aids may not receive the uncritical acclaim which was accorded\nthem some years ago. What is more significant is the fact that they are\nreceiving that careful critical evaluation as a result of which really significant values will eventually receive due consideration in the educational\nbudget and program.\n\nTHE VALUE OF MOVING PICTURES AS AN AID TO\nTEACHING LANGUAGES AND CITIZENSHIP TO ADULT\nFOREIGNERS\nMAUDE E. AITON, PRINCIPAL, AMERICANIZATION WORK, PUBLIC SCHOOLS\nWASHINGTON, D. C.\n\nIt is generally being conceded that the motion picture is one of the\ngreatest factors in the education of the youth of today. Whether that\neducation is to be for weal or for woe depends largely upon the educators\nthemselves.\n\n"}
{"page": 996, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n967\n\nJoseph J. Weber, of the University of Texas, has undoubtedly made one\nof the most scientific investigations into the value of the moving picture\nas a visual aid in teaching in the grades that has yet been made. In the\ngeneral conclusions of the report given of \"Comparative Effectiveness of\n\nVisual Aids\" we learn: (a) that the averages of the Film Lecture presentation are almost invariably higher than any of the other three methods ;\n(b) when measuring the effectiveness of a pictorial presentation against a\nverbal presentation, both verbal and pictorial tests should be made; ( c) the\nsubtitles of pictures can be made the basis for a middle-ground test in\ncomparing the effectiveness of verbal pictorial methods ; (d) since in a verbal\ntest the pictorial impression must be translated into verbal imagery by the\nexaminees, it is remarkable to find that the \"Film Alone\" is almost as\neffective as either \" Study\" or the \"Teacher\" ; and ( e) a pictorial presentation compared with a verbal presentation, has a manifestly greater influence\nupon choice by at least two per cent.\nSummarily stated, Experiment D. tends to establish the validity of combining words with pictures in teaching. Therefore the biggest task in the\nfield of visual instruction now is the actual elaboration of a specific\nmethodology.\n\nFurther, William C. Bagley, Professor of Education in Columbia University, says \"Concreteness in Education\" \"Effective teaching depends very\nlargely upon the ability to choose just the right details that will force home\nthe important lessons; to provide an abundance of concreteness at just\n\nthe right point. The teacher who is really an artist in the work of teaching\nmust know both how and where to make the important details stand out\nsharp and clear-how and where to place the emphasis. Maps, diagrams,\nmodels, and pictures may be made most serviceable means to this end. But\n\nthey are most useful only when they accurately portray typical situations.\nIllustrations in the best modern textbooks are usually well selected from\nthe point of view of their accuracy as a rule they represent typical situations. The approach of reality, however, is much more closely realized\nby pictures projected through a stereopticon, by moving pictures, and by\nstereographs.\"\nDr. John J. Tigert, U. S. Commissioner of Education, in a hearingbefore the Federal Trade Commission, said, \"I believe that in our problem of\nAmericanization, which is one of the greatest educational problems that we\nhave, the motion picture is going to be one of the most useful means of\nhandling that problem. Through the use of the motion picture people of\nany race and speaking any kind of language can very readily comprehend\nwhat America is, what its institutions are, what its history has been, what\nits traditions are, and what the ideals of the American people are.\"\nAsurvey of the Americanization problem, the concrete lessons given, the\nmethodology developed, and the reproductions from groups of adult students,\nwebelieve, will show the value of the motion picture in our particular work.\nThe great problem of Americanization work is to aid the adult foreigner\n\n"}
{"page": 997, "printed_page": null, "text": "968\n\nNATIONAL EDUCATION ASSOCIATION\n\nin his economic, social, and spiritual adjustments to the new life, and to\ninterpret for him the best of American ideals. This means real assimilation.\n\nThe first need for such adjustments is a common language. The second\nneed is a definite knowledge of the country and its institutions. The third\nneed is to know the definite contribution each individual has to offer and .\n\naid him in making the right contacts, thus adding to the enrichment of\nour civilization. Our conclusions were that these three steps, which lead\nto the ultimate goal of our work, should also be the tests of each movingpicture lesson.\n\n1. Is the English language being definitely and directly taught?\n2. Is information of actual value being given ?\n\n3. Is the student making a definite contribution to this lesson ?\nAn adverse criticism of a student only three months in America, given\nafter our first trial lesson, so aided us in our work that it is well worth\nquoting.\n\"My opinion about learning English with moving pictures is not favorable.\nI think it is very good to use a picture for a moral, but to learn the language, I\nthink it is not useful; because when we use words and sentences together, we\n\nmust make a story of them. To understand a moving picture we must follow\nmore the pictures than the words, because the words alone are not significant. For\ninstance, when we go to see a moving picture, we don't look out on the words,\nbut on the picture, and each wise man will take a moral of every picture ; but\nhe will not take a grammar lesson of it. For a single instance never a teacher\ntaught grammar with pictures.\" ( Signed) A. VERBEECK.\n\nWe analyzed this criticism and talked with many students. The conclusions reached were, first, information could be given easily by the\nmotion-picture lesson; second, language instruction, the first need of the\nforeign student, was far more difficult. No student must feel that we\nwere losing valuable time and depriving him of the opportunity to learn\nEnglish by showing a moving picture.\nBefore giving the initial picture which brought forth the foregoing\ncriticism, we had attempted to meet the needs of the student by careful\n\npreparation, but we now saw that the preparation stressed information\ninstead of making the teaching of English the first objective. Hence our\n\nchief problem became, \" Is the moving picture an aid in teaching the English\nlanguage?\"\n\nThe future pictures to be given were carefully reviewed, all \"titles\"\nnoted, the picture vocabulary listed, and reference reading for teachers\nmade available. A preparatory lesson in the classroom was decided upon;\nbut more important than all this was our discussion which centered around\nthese two thoughts : How can the student be made an active instead of a\n\npassive participant in the picture lesson ? and How can we pull back\nthe non-English-speaking student's mind from his native language while\nhe is looking at a motion picture ? How can we make him keenly\nalert, not only in the picture and its story, but in the English ofthe picture?\n\n"}
{"page": 998, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n969\n\nBriefly, our conclusions were these : The film should be short, 1000 feet.\nThere should be a preparatory lesson in which the titles should be explained or partially explained. In other words, the language of the\npicture was given, so that the student group would be accustomed to the\nlanguage sounds. The student should be encouraged to ask questions, to\ntalk, to say as the picture was shown, \"I don't understand,\" \"What is that ?\"\n\"Why ?\" After one showing of the picture there should be a period of\ndiscussion, questions, and explanations. The picture should be shown\nagain, the students reading, explaining to one another and noting particular\npoints brought out in the discussion. After the picture has been shown,\na letter telling of the picture should be written by the student.\nI will quote from another letter received from the same student after\nthe moving pictures had been used for seven weeks :\nWhen I first saw the pictures, I thought in my own language and, of course,\nwith Flemish and French words in my mind ; I could not then have place enough\nfor English. When I made this remark, Mrs Kiernan used the middle course ;\nshe let me speak and speak, and English words were obliged to come; Flemish\n\nand French were obliged to stay.\n\n( The solution was, \"to speak and speak in\n\nEnglish.\")\n\nThe students' letters which followed the trial lessons will give in their\nown words their reaction to this method. For ourselves, we felt that we\nhad solved the first problem, Are we teaching English ?\nThe second problem is, \"Is information of actual value to the adult\nforeigner being given?\" Let us define \"actual value.\" The vast field that\nthe motion picture opens to the educator is dazzling. Any picture may\nbe used as suggested for teaching the English language; but to choose\ninformation of actual value to the foreigner means discrimination, a keen\nsense of needs and interests of the foreign group, the ability on the part\nofthe educator to visualize the type of picture to which the foreign student\nmay contribute something. In choosing we have tried to keep in mind the\nadjustments that are being made-economic, social, spiritual. What are\nthe American customs and institutions which the foreigner most needs to\naid in these adjustments ? On the other hand, what pictures may we use?\nWe public school teachers with no money for experimental work?\nWe have tried to give information the background for which is common\nto all, and hence have chosen films from the Department of Agriculture,\nthat great human department of the government which is so near to the\nprimal wants of man. Our group of students come from the four quarters\n\nofthe globe, but farming and food are universal.\nTo even city dwellers from Rome, Constantinople, Petrograd, and\nParis, such pictures make America less unapproachable than life in our big\ncities often does. Hence, in the experimental work done, we have used,\nwith two exceptions, Agricultural Department films, covering a variety of\nsubjects. In all, over 100 lessons, using approximately 40 films, have been\ngiven. \"Uncle Sam, World Champion Farmer, \" took us to many parts\n\n"}
{"page": 999, "printed_page": null, "text": "970\n\nNATIONAL EDUCATION ASSOCIATION\n\nof the United States. Agricultural processes were noted and compared.\nTo the foreigner who had only known America through New York,\nPhiladelphia, or Washington, this information is of \"actual value.\"\n\"Keeping Out Bad Foods\" shows how a specific Government bureau\n\nfunctions in executing a single law. It shows one of the general welfare\nacts; it makes government of personal value. If we keep our purpose\nclearly before us, we shall not go astray in our choice, and the foreign\ngroup itself can give the best suggestions.\n\"What do you want to know that the moving pictures can tell?\" The\nanswers will always cover cultural, industrial, and economic subjects. We\nmust again remind ourselves, in the decision as to what is of value, that the\nstudent must be an active participant and not a passive recipient. The\nforeign adult must work with us in our program of our picture lessons.\nMany Federal departments have films to offer. Together we must choose.\nThe third question which must be asked to test the value of the lesson is,\n\"What is the student's contribution ?\" Unexpected results have come\nto us. We gave a series of pictures to teach the foreigner. As usual in\nour work we have received as much or more than we have given. Every\npicture we have shown has made the group eager to tell of how this\nprocess is carried on in his native land. The English is broken, but words\nare searched for, so that we all may know, and hence the lesson becomes\na composite, with the United States leading in showing the most scientific\nways.\n\nOut of the contributions and at times even more interesting grew the\nteaching of correlated subjects at the closing of our lessons. American\npoems, folk songs, have been thrown on the screen and learned at a time\nwhen their meaning was clearly understood because of the picture that\nhad been shown. Songs, music, and poems that the picture has suggested,\nand that the student has given to the group, have been a real cultural\ncontribution.\n\nQuoting from Charles W. Eliot, President Emeritus of Harvard University, in his \"Introduction to Visual Education\"\"The process differs entirely from looking passively at moving pictures\nfor an hour or two. That looking yields little more than a transitory\n\nentertainment, for it cultivates neither the memory nor the power of\ncorrect description. Impressions succeed each other so rapidly that few\nare fixed in the memory, and the spectator is not called on for any mental\neffort of his own.\"\n\nWe have endeavored to avoid this objection to the motion picture\nthrough participation. This inquiry should include fatigue tests of the\neye as well as examinations for determining the accuracy and amount\n\n"}
{"page": 1000, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n971\n\nlearned from the picture screen in comparison with results from the best\n\noral instruction. These are points which we are planning to carefully investigate. After a year's experimental work we are planning further investigations by keeping careful records of actual accomplishments, a report\nof which will be made later.\n\nTHE PREPARATION OF TEACHERS IN THE USE OF\n\nVISUAL AIDS\nA. G. BALCOM , ASSISTANT SUPERINTENDENT OF SCHOOLS\nNEWARK, NEW JERSEY\n\nThe human element in the teaching process-In evaluating the work of\nschools which it has been my privilege to know intimately there comes\nvividly to mind one which surpasses all the rest in the character of instruction given, in the simplicity and effectiveness of organization, in the\nunanimity of purpose that pervades the teaching corps, in the mutual feeling of respect and confidence of teacher and pupil, and in the impulses and\naspirations kindled in the minds and hearts of the pupils to make the most\nof themselves. The principal of this school is a scholarly man supremely\ndevoted to the task of making the instruction of his school as vital and\nfar-reaching as possible. He possesses a keen discernment of the essentials\nof subject-matter and how best these may be effectively taught. He is\nso modest that he is seldom willing to tell of his work by pen or speech .\nThere is in the school an exceptionally strong corps of teachers who have\nbeen selected by reason of their love and understanding of children and\nwho have been trained to go to the depth of subject-matter and to test\n\nfully every teaching device worthy to be placed in the hands of an efficient\nteacher.\n\nIf you were to visit this school and go through the classes, you would\nreceive a cordial greeting from teachers and pupils. You would be impressed that the ideal classroom is the happiest place on earth. You would\nnote how the pupils responded to the directions of the teachers, and how\nthey strove to receive a smile of approval from their teachers. You would\nsee that nothing was done for the pupil that he could be reasonably expected\nto do for himself, and that the atmosphere of the classroom was conducive\nto good thinking and right action on the part of the pupils. You would\nbe impressed as never before with those factors which are the outward\n\nevidences of the teacher's personality-namely, self-possession, the well\nmodulated voice, the flash of the eye that sees trouble before it starts, and\nthe facial expression which disapproves at one moment and rejoices the\nnext.\n\nThose of us who are in constant touch with classroom conditions, realize\n\n"}
{"page": 1001, "printed_page": null, "text": "972\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat teaching devices, however excellent in themselves, must be understood\n\nby our teachers if they are to function vitally in the teaching process, and\nthat graphic presentation of a subject requires the touch of a resourceful\nand sympathetic teacher in follow-up work to complete the lesson, to round\nit out, to clinch the important facts involved and to inspire the pupils to\nfurther study of the subject through their own initiative. Therefore, the\ndominant element in education is the teacher, and the only justification\nfor the existence of machinery and organization outside of the classroom, is\nto make the teacher's work more efficient.\n\nThe use of visual aids in the classroom-The use of visual aids in the\nclassroom and auditorium will become effective in so far as teachers are\n\ntrained to realize the relative value of the different types of picture illustrations and their effect upon the child mind. The teacher who has an\nappreciation of good photography as applied to slides and films and some\nknowledge of how this is obtained, is likely to become interested in using\nthese aids in her teaching. The teacher who has been taught to operate a\n\nstereopticon and to adjust its several parts to the end of maximum screen\nefficiency, is likely to use one in her work. The teacher who has made a\nstudy of and has learned to operate a motion picture projector will want to\nuse films in connection with her teaching. Above all, teachers who realize\nhow circumscribed in their touch with the world the average child is, and\nthat the eye has not been appealed to in proportion to its importance among\nthe organs of sense in the teaching process, will want to employ such\nmethods of presentation as will give their teaching the stamp. of realism .\n\nTraining received in normal schools and colleges-Believing that the\nmost important factor in the use of visual aids in teaching is the preparation of teachers, I became interested in knowing what institutions throughout the country, where teachers are trained, were doing along this line.\nTherefore, about five months ago I sent the following questionnaire to\n146 normal schools and colleges of the country, representing 43 States:\n1. Are you using slides? If so, to what extent and in connection with what\nsubjects ?\n2. Do your students receive instruction on the teaching value of the slide?\n3. What is the source of supply of your slides ?\n4. How many stereopticons has your school that are regularly used?\n5. Are your students taught the mechanism of a stereopticon ? What percentage\nof your graduates are able to operate one ?\n\n6. Do you use films for instructional purposes ? In connection with what subjects ?\n7. Do you rent or purchase films ? From whom ?\n8. Do your students receive instruction on how best to use a film for teaching\npurposes ?\n\n9. What type of motion picture projectors are in use in your school? Are they\nsatisfactory ?\n\n10. What percentage of your students are trained to operate these projectors\n\nThe number of answers received was 82, representing 39 States. Number\n\nusing slides was 71. Number where students are taught teaching value\n\n"}
{"page": 1002, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n973\n\nof the slide was 44. Number where students are taught mechanism of\nstereopticon and how to operate one, 31. Number where films are used, 39.\nNumber where students are taught the teaching value of the film, 12.\nNumber where students are taught to operate machines, 5 .\n\nThe answers are significant in that they show that much needs to\nbe done in our normal schools and colleges in order that their graduates\nshall be trained to use visual aids in the classroom.\n\nOnly about half of the institutions give any training in the teaching\nvalue of the slide; and less than half (31 out of 82) give training in the\nmechanism of a stereopticon and how to operate one. Less than half ( 39\n\nout of 82) report that films are used. A still smaller percentage ( 12 out\nof 82) give instruction on the teaching value of the film; and only five\nreport giving any training in how to operate a motion-picture machine.\nOut of twenty-seven replies received from a group of States classed as\nNorth Central States, there were 25 reported as using slides; and 15 where\nstudents are taught the teaching value of the slide; 10 where students are\ntaught the mechanism of the stereopticon and how to operate one ; 16 where\n\nfilms are used; 8 where students are taught the teaching value of the film;\nand 4 where students are taught to operate machines. The schools located\n\nin this section of the country and the States farther west report the\ngreatest progress in preparing teachers to use films and slides.\nThe individual schools that have been the most progressive in this field\n\nof work are: The Cleveland School of Education, and State Teachers\nCollege, San Francisco, Calif. The individual States that have been most\nprogressive through their departments of public instruction are Michigan\nand New York, the latter particularly in its slide service. Three schools\nof Michigan-namely, Central Michigan Normal School at Mt. Pleasant,\nWestern State Normal School at Kalamazoo, and State Normal College at\nYpsilanti-report progressive work in training how to use films and how\nto operate motion-picture projectors through coöperation with the State\nDepartment.\n\nHow aid in preparing teachers to use visual aids-In stressing the importance of teacher training in the use of visual aids the fundamental pur-\n\nposes of pictorial illustration should be broadly considered. In my judgment\nsuch a training involves a greater use of the blackboard, and more skill in\nthehandling of chalk; the acquirement of ability to use to the fullest extent\ncharts, maps, and graphs ; a study of the pictures that appear in the text-\n\nbooks in use by the pupils; a collection of pictures cut from newspapers,\nmagazines, and discarded books that illustrate topics under consideration ;\ncooperation with the local library and museum in communities where these\nexist in the use of exhibits, charts, pictures, and other material; full consideration of the possibilities in the use of the stereograph to develop keenness of observation, initiative, and self expression; a study of the slide and\nrecognition of the many uses to which it may be put in illustrating subjectmatter; and a study of the film, the youngest member in the family of visual\n\n"}
{"page": 1003, "printed_page": null, "text": "974\n\nNATIONAL EDUCATION ASSOCIATION\n\naids, and by virtue of the motion involved in its representation giving a\nstamp of reality to the subject illustrated (where motion prevails) that\ncannot be given by other means .\n\nThese all have a place as a means of illustration and should receive\nattention in teacher training.\n\nI am convinced that the mechanical side\n\nof the stereopticon and motion picture projector has been a considerable\nbarrier to the use of slides and films. I recall my experience in going from\nschool to school in Newark and meeting groups of teachers for the purpose\nof teaching them how to operate a stereopticon and care for the same,\n\nand how this has greatly increased the use of slides in those schools. The\nproblem of operating standard professional machines in school buildings\nfor instructional purposes is an educational one and should be solved in\nan educational way through training of principals and teachers as operators.\nIn my own city this work of operating machines in the schools is handled\nby my department, which has the approval of the Board of Education and\nthe Bureau of Fire Risks and Combustibles. The department has available\nfor those who wish to qualify to operate projectors, standard professional\nand portable, typewritten directions covering the essential things to know\nabout the mechanism of a projector, how to operate it, what to do in case\nof an emergency, the mending and care of films, and the laws and regulations governing the same. An applicant is given experience in threading\nand running the projector under competent direction, and then takes a\nwritten examination. If both are found satisfactory, the applicant is given\na permit to operate a projector in the schools for instructional purposes.\nThis policy has been conducive to a minimum wear on film and good\ncare of equipment. The hazard of the film, even the inflammable, has\nbeen greatly exaggerated, so that over rigid and in some cases ridiculous\nlaws have been passed with no discrimination between conditions that\nobtain when a popular audience views a feature film and when an instructional film is shown in the classroom or auditorium.\nIt is claimed that the chief hazard involved in the use of the film comes\n\nfrom the possibility of a panic ensuing when something goes wrong. There\nis a vast difference between the control of pupils in a classroom or auditorium and that of a popular audience. The modern projector with its\nsafety devices and acetate film makes it possible to operate in classroom or\nauditorium without fireproof booth, and it is hoped in time will result in\ndoing away with iron-clad laws which in some instances now make it impossible to use instructional films in schools.\nIn conclusion, let me say that we should sound the note from the housetops and along the by-ways of having teachers trained in the use of visual\naids in normal schools and colleges, in summer schools and in evening and\nday classes formed for this purpose in city school systems. We should use\nevery effort to give publicity to visual instruction in educational gatherings\nand in newspapers and magazines. Lastly, that in so far as the individual\nclassroom teacher becomes imbued and equipped to do this work will its\nsuccess be assured.\n\n"}
{"page": 1004, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n975\n\nVISUAL IMAGERY IN GEOGRAPHY-ABSTRACT\nWALLACE W. ATWOOD, PRESIDENT, CLARK UNIVERSITY,\nWORCESTER, MASSACHUSETTS\n\nThe laboratory for the student of geography is out-of-doors.\n\nThe\n\nstudy in a broad sense is a nature study. Man is seen adjusting himself\nto an ever-changing environment. Primitive peoples make that adjustment\nalmost helplessly. They are virtually controlled by the geographic factors\nin their environment. For their building material, for their foods, and for\ntheir clothing, they look to the natural resources that are easily available.\n\nIn a more complex society man overcomes somewhat the difficulties put\nin his way by geographic factors, but each time he does so it is at an\nadditional expense . In the end he must adjust himself to his environment. The development of domestic and foreign trade, the development\nof international relations, are resultants due largely to man's effort to find\na market for his surplus material and to secure in exchange articles\nproduced in other geographic regions.\n\nThe new geography becomes therefore a study of the great drama of\ncivilization. It is in a sense a study of actually living, moving, pictures ;\nand vivid imagery is absolutely essential. Nothing has more forcefully\nimpressed upon me our dependence upon methods for visual instruction\nthan the study which I have recently made to improve the teaching of\ngeography to the blind. Their misfortune handicaps them perhaps more in\nthe study of geography than in any other of the branches of study commonly followed in our public schools. I now believe that we depend upon\n\nthe help of the eye for fully ninety per cent of our imagery in the teaching\nof geography.\n\nA properly selected picture deserves careful study. It may serve as the\nbasis for an entire lesson. The art of reading maps is of the greatest\nsignificance and that art should be developed until the comparative map\nstudy becomes an integral part of every course of study. Concrete objects\nfrom a museum are often very helpful. Handwork by the students and\nhandwork at the blackboard while a lesson is proceeding are also very\neffective. The picture that grows as the discussion develops has an appeal\n\nof its own. When it is completed it may be quickly erased; while it is\ngrowing it has a remarkable power of holding the attention of all those\nin the class on one thing at a time. It is perhaps but a diagram, but the\npower of emphasis which comes through a well-made diagram is difficult\nto equal with spoken words. The power of emphasis which comes with\nthe perspective drawing is even greater, so that the actual working up of\n\ndrawings while the lesson is proceeding is an art that teachers of geography\nshould develop. We might err by trying to use too many pictures, or too\nmany maps, or too many drawings in a single lesson, but we are almost\ncertain to commit a serious error or fall far short of the greatest possibilities\nin a lesson on geography if we attempt to give that lesson without some\nspecial means for producing vivid visual imagery.\n\n"}
{"page": 1005, "printed_page": null, "text": "976\n\nNATIONAL EDUCATION ASSOCIATION\n\nMAKING THE HIGHWAYS AND BY-WAYS REAL\nTO CHILDREN\n\nELEANOR B. WATSON, PEORIA PUBLIC SCHOOLS, PEORIA, ILLINOIS\n\nTwenty-five years ago geography, as taught, was chiefly descriptive. We\nare now in a period of human geography, regional geography, and visualized\ngeography. It is with the last mentioned that we are chiefly concerned in\nthis department.\n\nOne of our famous geographers has said, \"Geography more than many\nother studies depends upon the imagination of children for appreciation\nof its facts.\" For instance, it demands that they visualize the Rhine River\nwith its castles, Paris with its magnificent streets and palaces, the Ruhr\nregion with its smoke stacks, the cotton belt of the South, the corn belt\nof the North, and the grand scenery in our national parks.\nBut the imagination cannot create outright. It can only reassemble items out of\nwhat has been experienced, or build up pictures of distant situations and conditions\nout of such related elements as are already well known. A child can visualize the\nabove-mentioned things only to the extent that he has become acquainted with\nrivers, streets, palaces , manufacturing regions, farms, and fine views. Success\nin geography rests entirely upon this foundation of past experiences.\n\nTextbooks in geography have never sufficiently provided for this foundation.\nThey have not to any great extent recalled and refined first-hand experiences of\n\nchildren and carefully put these together so as to arrive at others.\n\nThey have\n\nalways pre-supposed this foundation rather than supplied it.\n\nWhen we have made the highways and by-ways of the world real to\nchildren, we shall have put them in the attitude of wanting to know more\nabout their daily studies in geography. Children by nature use well their\nkeen powers of observation. If this quality is rightly directed, what a\nmedium of education is there !\n\nThere is much concrete objective material that serves as excellent aids\nin geography teaching. Exhibits that are put out by many of the State\nuniversities and industrial concerns throughout the country-maps, pictures,\nstereographs, and lantern slides are all to be highly commended.\nThe child beginning the study of geography needs to visualize most of\nwhat he learns the first year. How much more he appreciates a map when\nhe has measured the schoolyard and made a plan of it from his own experience! How much more he appreciates what is meant by people obtaining\ntheir shelter when he has watched a house in course of construction !\n\nThe student who can go through a steel mill and watch the iron from\nthe time it goes into the furnace as pig iron until it comes out as a steel\nrod or a nail has a much greater appreciation of the place iron takes in\nthe life of man .\n\nWe cannot all take our pupils to the steel mill, or the cotton mill, or\nto the coffee plantation, or to the rubber regions, so we need to bring these\nvarious places to the children; and it is with stereographs and lantern\n\n"}
{"page": 1006, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n977\n\nslides that I have been able to do this best. Through the use of these we\ncan take the children to the most remote places of interest.\n\nNo text or verbal description can give to the child such clear, strong\nconcepts of sea coasts, deserts, miners going into a slope mine, the spinningroom of a cotton factory, the Grand Canyon, and countless other things,\nas does the stereograph . No set of artificial conditions set up in the recita-\n\ntion room can contribute so much to spontaneous self-expression and class\ndiscussion as can the lantern slide when properly prepared for.\nIf a class is studying the industries of the New England States, and the\none to discuss it studies the stereographs showing these industries thoroughly\nwith the aim in view of explaining to his classmates what he has learned of\nthe industries, the pouring-in process would be eliminated; the child would\nbe doing his own thinking, using his eyes, and teaching others, while he,\nhimself, is learning.\nIn using all visual aids two things are of fundamental importance : ( 1 )\nTeachers must have a clear conception of the definite relationship of the\nvisual aids in use to the subject-matter in the curriculum; and ( 2) They\nshould have a definite conception of how the various types of visual aids\navailable, each in its own peculiar way, help most in attaining desirable\neducational objectives.\nMost of the stereographs and lantern slide sets put out by various companies have excellent reference systems-the reference chapters on\ngeography, for instance, outlined in detail, and references given by number\nto the stereographs or slides that are definitely helpful in developing\nvarious phases of the subject.\n\nThe use of the stereograph is essentially an individual matter. It is a\nvery vivid representation, and one that makes a very strong impression on\nthe pupil especially when it is definitely related to the subject the child\nis studying. One of my children exclaimed when looking at a stereograph\nshowing cacao pods, \"Why, Miss Watson, we could walk right out under\nthose trees and pick the pods ! \" That is the kind of reaction one gets\nwhen using stereographs. The idea of space could be no clearer-the\npods stand out just as if they could be picked by reaching out. When I\nlook around in this room, I know there is space that I can reach out into-\n\nwhen I look at the stereograph, I know I can't reach out into it, but the\neffect on me is the same . Children will unconsciously project themselves\ninto the place represented to such an extent that they will for the time\n\nforget their immediate bodily surroundings. They may forget a descrip-.\ntion given in a textbook, but they will always remember the landscapes\nimpressed upon them through the stereoscope window.\nThe stereograph cannot be replaced by the slide or the film in this respect.\nNeither can it be used for the entire group at once as easily as can the\nslide. Hence, we use the stereograph as an aid to study, just as we use a\nreference book or the individual experiment in the laboratory. Many\nteachers are reluctant to use stereographs for the reason that they are not\n\n"}
{"page": 1007, "printed_page": null, "text": "978\n\nNATIONAL EDUCATION ASSOCIATION\n\nsure of how to use them. I hope I may in the few moments allotted to\nme be able to make some helpful suggestions along this line. Where formal\nstudy periods exist the stereograph may pass from hand to hand just as a\nspecimen might be passed, each pupil looking in turn while the rest of the\nclass is busy with the preparation of the lesson.\nOne beginning the use of the stereograph is very apt to make the mistake\nof wanting to use too many at once.\n\nI made that mistake, and when I\n\nfound the children bewildered, I studied the situation, and decided that\nI was giving them too many. In a class of twenty-four three stereographs\nare as many as can be studied at one time with satisfactory results. The\nteacher should select the three to be studied as having some definite bearing\non the lesson assigned for the day. These three are part of the assignment.\nIn this individual study each child will get his own reaction, and probably\nno two will get the same. This is not a bad thing, for the class will\nhave gained much by the contributions made by the various members.\nAclass of twenty-four is apt to be arranged in three rows, and each row\ncan be held responsible for one stereograph. Three stereographs may\nthus be studied systematically during a regular study period.\nAnother method of handling them is to turn two or three minutes of\nthe recitation over to the study of a stereograph. Have one pupil pass\ndown the aisle, letting each pupil look through the scope for two or three\nseconds . While he is showing this stereograph, have him tell in his own\nwords what he has read from the back of the card (he having studied this\npreviously) . When all the class have seen the picture, one is then ready\nfor the socialized recitation, where the teacher is only the director and the\npupils the actors. It is well to keep the stereograph handy, for when\n\npupils become interested in telling what they see, differences of opinion\nare apt to arise, and the stereograph may be needed to settle the discussion.\nAthird method is to pass the stereoscopes to all in one row, giving each\none in the class a stereograph. The row with the stereoscopes will\n\nstudy their stereographs through the scopes for about one minute, when\nthey will take the stereographs out of the scopes and pass the scopes to the\n\npupils across the aisle, while they continue to study their stereographs with\nthe naked eye and to read carefully the text on the back. In this way each\n\npupil gets from five to eight minutes' study of the scene upon which he is\nto recite. In this time he can get a wealth of information and an intensely\nreal impression. It is certainly desirable that the oral recitation should be\nstrengthened, and in this method the child will learn that he must express\nhimself in his daily recitations in correct English that it is an essential\npart of his recitation.\n\nPreparation of the lesson is individual on the pupil's part. When they\ndepend on printed matter entirely their ideas are often hazy, and the\nstereographs will clear them up-not only that, they help interpret the\ntext; they add new ideas; they create genuine enthusiasm for the lesson\nbeing studied. They should not be studied hurriedly. A picture should\n\n"}
{"page": 1008, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n979\n\nbe studied not merely to know what is there, but rather to communicate\n\nthe results to others, and by doing this a sense of what is valuable is kept\nalive and exercised, and one is much more discriminating in consequence.\nIn schools where the studying is done in the library or study hall the\nstereograph can be handled just as the reference book is. Each pupil makes\nhis own use of it as the need develops in the preparation of the lesson. In\nsome cases specific assignments are made to certain pupils to prepare the\nparticular phases of the subject best presented by some certain stereograph .\nIn all cases the stereograph is handled from the individual point of view,\nalways having in mind its value as a stimulant to comprehensive reading\nin lesson preparation .\nWhen a definite section of the text has been covered, a review is needed ;\nand here is where the lantern slide will give most effective results .\nWhereas, the stereograph is a tool for individual lesson preparation, the\nlantern slide is used for recitation and group work. Its most effective function is in the possibility of using it for recalling and summarizing the individual work done with the stereograph. If the slide is used without this\nvery effective individual preparation, it becomes primarily a source of information subject to the interpretation of the teacher. Lantern slides may\nbe used sometimes to cover rapidly a certain body of subject matter taken\nup for the first time, but it is not so highly valuable in that it does not\ngive occasion for pupil self-expression afforded by the former method of\nprocedure. When a group of lantern slides duplicating stereographs\npreviously used is made the occasion of recalling the subject-matter covered\nthe preceding ten days or two weeks, there results an entirely socialized\nrecitation full of possibilities of spontaneity and interest. These review\nrecitations with lantern slides should always if possible be a room activity.\nI like to use lantern slides in connection with the stereographs, and by\nthe time eight or ten have been studied, every detail will have been seen.\nIf the same view seen in the stereograph is thrown on the screen, the child's\nmemory brings to him all the fine details of the stereograph. There will\nbe differences of opinion in the class, and each pupil will want to give his\nown ideas.\n\nThe ideal situation is to have a set of stereographs and a duplicate set of\nlantern slides. Such an equipment is a splendid medium for bringing out\nthe timid child. Children like to do what they know how to do. As\nsoon as the timid child stands before his class once, and makes a recitation\n\nabout a picture, he is ready to do it again and again. When he has learned\nto talk a minute, he has progressed much. To have children anxious to do\nthat sort of thing is worth a great deal.\nI am so anxious that my geography class shall not be like the cat the\nboy found a perfectly good cat, but a dead one that I use every visual\naid I can get.\n\nPictures are a very important educational agency. They may be made\na very interesting, accurate, and effective means of expressing ideas and\n\n"}
{"page": 1009, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n980\n\nmaterial facts. Editors, publishers, and advertisers have long since discovered the commercial value of pictures. Not many advertisements are\nwithout pictures. Many full-page advertisements devote all but a few\ninches to pictures. Business men know the value of an appeal to the\neye. Teachers can well afford to follow their example in teaching many\nthings in geography. Pictures appeal. They touch the fundamentals of\nteaching. They command attention; hold it, and give a strong stimulus.\nFive minutes with the eyes open are worth more than pages of written\nexplanations.\n\nMost of the geographies are filled with a wonderful assortment of\npictures, and many a lesson can be taught by studying and discussing them\nand using the material of the printed page for reference only.\nAny method of visualizing class instruction carried on systematically\nwill not only clear up hazy ideas in the minds of the children, but will also\npromote an increased teaching efficiency among teachers who are reluctant\nto adopt new teaching methods.\nOf all studies that are taken up in school, there is none that deals more\nwith the realities of life than does the study of geography. Here is a great\nopportunity afforded the teacher for making the school a real place for\nreal boys and real girls. Here is a chance to break up the idea of instruction\nby the authority of the teacher handed down to a mass of uninterested\n\nchildren proceeding in lock-step fashion through a world of geographical\nfacts. We teachers of geography are most fortunate in having such a wealth\nof material made available for our use ; let us not neglect our opportunity.\n\nHOW TO REACH THE MASSES WITH HEALTH\nEDUCATION\nC. WARD CRAMPTON, M. D. , NATIONAL CHAIRMAN OF PHYSICAL EDUCATION\nNATIONAL CONGRESS OF PARENTS AND TEACHERS\n\nThe field of education is not restricted to the schools.\n\nMen and women\n\nof every age beyond the years of the school are in need of information\n\non the subject of health. The average man is probably not more than 65\nper cent efficient.\n\nThe annual loss from preventative disability, deficiency, and disease in\nthe United States may be calculated at upwards of seven hundred and fifty\nmillions of dollars.\n\nThe need of education on health is not confined to the proper methods of\nactual prevention of disease, but it is increasingly demanded by the public\non the subject of how to live a 100 per cent life.\nHitherto information on the subject of superior degrees of health has\nbeen given mainly by the yellow health journals of some doubtful character\n\nand the health columns of the daily press, which, fortunately, are increasingly reliable.\n\n"}
{"page": 1010, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n981\n\nIf you wish to reach this huge mass of ninety millions, you must go\nwhere they are. A large proportion of them, probably about twenty\nmillion, will be found once or twice a week at the moving-picture house.\nAnd it is this field for the health message to which I wish to call your\nattention.\n\nWe can, I believe, make our health message as interesting, forceful, and\n\ndramatic as the average theatrical production at least. If we are clever\nenough, we can compete with Douglas Fairbanks and Pola Negri. The\ntrouble with social service work in the past is that it has not been sufficiently\n\nin sympathy with the way the people think and fail to compete with\ncommercial and recreational interests .\n\nThe devil is clever, admittedly. It only remains for us to become\nas clever as the devil. With this point in view, I began work in November\nto prepare a set of films illustrating a scientific method of taking one's\nmorning exercise daily. The first and perhaps the greatest victory was\nwon when I prevailed upon the Pathe Review to produce them. For the\npast four months I have been progressing in my direction of them in the\nTec-Art Studios in New York and the Pathe Review has spent upwards\n\nof $20,000 on this work. There are seven films each devoted to a single\nexercise. They will be released in October or November throughout the\nUnited States. In each of these films there are several definite elements .\n\nFirst there is the regular moving picture feature with spectacular interest\nintriguing the on-looker and putting him in a semi-moron and passive\nmental state which is typical. This, however, illustrates and focus upon\nhim the important points.\nThey set forth the historical sources of the exercises in Egyptian, Greek,\nRoman, Assyrian, and Medieval scenes. In each film, of course, the exercises themselves are shown and they are also analyzed and taught. In\naddition, the physiological and organic effects are demonstrated by scenes\nfrom medical laboratories with scientific apparatus in action. Animated\ncartoons are thrown in from time to time to keep the emotions receptive.\nThen finally the actual scenes of the bedroom in the home with the father,\nmother, and child doing the exercise are shown. The message is brought\nhome in every sense.\n\nThese films are still in the making, but they have been reviewed by the\nofficers of the National Medical Association and the National Congress\nof Mothers and Teachers Associations. This is a pioneer effort of putting\nthe health gospel on the screen in competition with the regular commercial\nreleases. If it is a success, which it promises to be, it will perhaps mark\nthe beginning of a happy epoch in the moving picture field and in health\neducation, where the great public at large will receive unconsciously in the\nguise of entertainment a powerful stimulus toward good health and\nhappiness .\n\n"}
{"page": 1011, "printed_page": null, "text": "982\n\nNATIONAL EDUCATION ASSOCIATION\n\nYALE HISTORICAL FILMS\nNATHANIEL W. STEPHENSON, YALE UNIVERSITY\nNEW HAVEN, CONNECTICUT\n\nThe great popular success of the extensive history of the United States\nknown as The Chronicles of America led to the proposal to issue a series\nof educational photoplays based upon these volumes. As the books were\nissued by the Yale University Press, it was necessary to secure the authorization of Yale University before the new venture could be launched. Only\nafter long deliberation was this permission granted. Three arguments\nbrought it about the fact that the general reader was losing interest in\nAmerican history and might be recaptured by a true statement of it in\npictorial form; that the great number of foreigners who read little in\nEnglish except for recreation might be told the story of our country\nthrough the medium of their eyes; and that children were tired of the con\nventional ways of presenting history.\nThe scheme upon which this work was to be produced called for a board\nof editors appointed by Yale University, who have general oversight of\nthe entire undertaking. It also called for a body of specialists to whom\nthe text of each play was to be submitted; and the retention by what is\nknown as the Council's Committee on Publications of Yale University of\na veto not only on the text, but upon the actual pictures produced from\nthe text.\n\nThe photoplays that are being prepared by the Yale University Press\nare not historical diagrams. It is easy enough to render history in that\nway, but what is wanted at the present moment is dramatic history which\nwill also be true history. The purpose of this undertaking is to render\ndrama a teaching instrument; to bring the drama into the service of\n\nhistory. With this end in view, a series of thirty-three plays have been\ndevised that will deal with the high spots, so to speak, of American history\nfrom Columbus to 1865 .\n\nIn producing these plays the authors are limited by three very sharp\nrestrictions. They are not to invent major characters ; nor are they to invent\nmajor incidents; and they are to preserve the actual historic time in a\nsequence of incidents. The greatest temptation of the dramatic author\nis to disregard the latter requirement. So often the historical train of\nevents is not just what the dramatist would like to have it, and, therefore.\nthe temptation to tamper with it, to make things happen when, for dramatic\npurposes they ought to happen, is very great. The editors in this case stand\nrelentlessly behind the author, requiring him to contrive, one way of\nanother, both to present his material in a stirring dramatic way and to\n\ndo so without violating in the least the truth of history.\nIn order to bring about this result a group of literary people, including\n\nsome talented playwrights, have gone to school, as one might say, to the\n\n"}
{"page": 1012, "printed_page": null, "text": "DEPARTMENT OF VISUAL EDUCATION\n\n983\n\nphotoplay, and have learned its technique sufficiently to enable them to\npresent history in this difficult new form. Their work is overseen by\nProfessor George P. Baker, of Harvard, who serves as dramatic adviser\n\nto the whole undertaking. A large number of historical specialists have\nassociated themselves with this enterprise, among them John Spencer\nBassett, Charles M. Andrews, Clarence W. Alvord, St. George L. Sioussat,\nYates Snowdon, E. C. Barker, Allen Johnson, I. J. Cox, and others. The\nboard of editors comprises Dr. Max Farrand, Dr. Frank Ellsworth Spaulding, and Dr. Nathaniel Wright Stephenson .\n\nNo pains are spared in making these pictures minutely accurate. Costumes are especially designed by Mr. Harry Ogden, who is the recognized\nauthority upon this subject in the United States. Mr. Fiske Kimball,\narchitectural expert, acts as adviser on all architectural questions and details\nof furniture. A comprehensive system of research checks up every detail\nin the rendition of manners and customs . And all the minute details of a\n\nscene are studied with unflagging patience. To illustrate: it is mentioned\nby many historians that the commandant of Fort Le Boeuf when Washington visited the fort was blind in one eye. The research workers of\nThe Chronicles of America have devoted long and laborious effort to\ndetermining which eye was the blind one .\n\nFew difficulties in the screening of historical subjects are greater than\nthe effort to find actors who will resemble historical portraits. In rendering the young Washington, who went out to the frontier at the opening of\nthe Seven Years' War with the famous challenge to the French from Governor Dinwiddie, the producers of The Chronicles found themselves almost\nat a standstill.\n\nNo less than 2000 candidates were investigated; nearly\n\n100 were individually studied before one was found who would fill the\nbill-a young man, a very tall man, a man with blue eyes, with very\nmarked and unusual contour of face, who was a good horseman.\nIn order to facilitate the use of these plays, two series of pamphlets are\nbeing prepared. One will contain all the supplemental historical material\nthat may be of use to the teacher in order to fill out completely the\nhistorical background of each play. The other series will be pedagogical.\nFor the preparation of this series Mr. Irving B. Countryman, who is in\ncharge of the history in the New Haven public schools, has been released\nfrom his public duties for one or two years as may prove necessary. He\nwill conduct extensive experiments with the coöperation of a large number\nof schools, with a view to determining all the various ways in which motion\npictures may be rendered available for classroom use.\n\n"}
{"page": 1013, "printed_page": null, "text": "984\n\nNATIONAL EDUCATION ASSOCIATION\n\nA SUMMARY OF VISUAL VIEWPOINTS\n\nDUDLEY GRANT HAYS, DIRECTOR, VISUAL INSTRUCTION, CHICAGO, ILLINOIS\n\nIn opening the discussion which will mark the close of our last session\n\nand summing up some of the ideas that have been brought forward, either\ndirectly or by suggestion by the various speakers, we are reminded that\nthe problem of a director of visual instruction is rather a complicated one.\nWe must all be impressed with the various aspects of visual instruction\nas we listen to the speakers presenting special viewpoints of our work.\nWe cannot help but be impressed with the complicated problem which we\nface, as it touches every phase of instruction.\n\nNone of us, I believe, has any thought of advocating a separate place in\nthe curriculum for visual instruction as a topic isolated from other phases\nof schoolwork. It seems that our great work is to coöperate with all and\nto provide the power-house which is to furnish a flood of light to shine\nthrough all subjects of the curriculum.\nWe are not unmindful of the past, with its varied lines of visual endeavor.\nWe acknowledge the splendid work carried on in the laboratories; first, of\nthe colleges, then of the secondary schools, and now reaching down into\nthe elementary school in some of its aspects. We recall also the wave of\nnature study enthusiasm which came to us a few years ago to put new\nlife into geography and the method of its presentation. We are living in\nthe present, facing all the problems that modern life demands, and some\nof us are pretty thoroughly impressed with the intensity of these demands\nin some phases in which we have to function in solving the problems of\nlife about us . With all of these present things pressing us and the memories\nof the past pouring in upon us, we must construct ideals looking forward\nto the future development of the great work in which we are engaged.\nAs directors of this work we must draw from the whole world illustrative\n\nmaterial and correlate the same with all of the various subjects in the\ncurriculum.\n\nWe must make a survey and study of industries, native sources of materials that go into the solving of life's problems of food, clothing, and\nshelter. The commerce of the world must be kept before us and our\nworld relationships from geographical, historical, and literary viewpoints.\nThe great growing fields of literature, history, and science must be kept\nin mind as we lay in the supplies of visual material to accompany the everchanging, ever-progressing courses of study being evolved by those who\nare on the firing line of action in our educational institutions.\nWe must also be alert to all of the newer phases of development in the\nfield of projection, in order that we may serve our constituents to the\nbest of our ability.\n\nWe must keep in mind the conservation of public funds, as well as the\nconservation of the time in the schoolwork, and with all we must not\n\n"}
{"page": 1014, "printed_page": null, "text": "985\n\nDEPARTMENT OF VISUAL EDUCATION\n\nforget the conservation of the eyes of the children, who are to take in\nthrough them the knowledge of the world by the picturization route.\nIn addition to these things, we must see to it that as much of our\ninfluence as we can bring to bear shall be turned along the line of constructive legislation, in order that none of those intrusted to our care shall be\ncheated out of their birthright of the very best education possible for use\nto give them.\n\nWe must also not forget that our great aim should be the greatest service\nto all, instead of special favors to a chosen few, who may be actuated\nin their persuasive endeavors to find an outlet for products in which\nthey are especially interested.\nWe should also be alert to the idea of capitalizing our opportunities\nin the way of help that can be obtained from constructive educational\norganizations, such as parent-teacher organizations, commercial clubs,\nwelfare organizations and various phases of public service.\nWe have yet done but little on the whole to capitalize opportunities\nlying at our doors in the way of using public theaters, where ideal conditions obtain for projection and where the presentation of some of the more\nrecent educational products can be shown to greatest advantage in mass\ngatherings.\n\nWe urged broad-gauged teamwork to bring about the greatest good to\nall of our people, and yet we must be on our guard that we are not\nworked too strenuously by those overstressed with commercial ambitions\nto put something over which we in our sane moments believe will be\ndetrimental to the great forward movement in which we are all engaged.\nWe close our annual meeting this year with a feeling of much satisfaction at the progress that has been made during the last five years in bringing\nabout this thing we call teamwork and becoming identified with the\n\ngreatest educational organization of the world and functioning through\nit as a special department, through which we hope to throw more and more\nlight upon the problem of education throughout our Nation.\n\n:\n\n"}
{"page": 1015, "printed_page": null, "text": ""}
{"page": 1016, "printed_page": null, "text": "Department of Vocational Education\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\n\nOFFICERS\n\nPresident-JOHN N. GREER, Assistant Superintendent of Schools ...... Minneapolis, Minnesota\n.. Columbus, Ohio\nVice-President-J. G. COLLICOTT, Superintendent of Schools ..\n..Springfield, Illinois\nSecretary-CARL COLVIN, State Department of Education ......\n\nThe Department of Vocational Education and Practical Arts was organized as\n\nthe Industrial Section at Minneapolis, Minn., August, 1875. See Proceedings of\n1875, page 100. The name was changed in 1890 to the Department of Industrial\nand Manual Training.\n\nSee Proceedings of 1890, page 758.\n\nIn 1899 the name was\n\nchanged to the Department of Manual Training. See Proceedings of 1899, page\n904.\n\nIn 1909 the Department was merged with the Department of Art Educa-\n\ntion and the name was changed to the Department of Manual Training and Art\nEducation. See Proceedings of 1909, pages 598-9. In 1913 the name was changed\nto the Department of Manual Arts and Vocational Education. See Proceedings\nof 1913, page 556. In 1914 the name was changed to the Department of Vocational\n\nEducation and Practical Arts. See Proceedings of 1914, page 566. This department coöperates with the National Vocational Guidance Association and with the\n\nNational Society for Vocational Education. The officers of the National Vocational\nGuidance Association for 1924-25 are: President, Edward Rynearson, Director of\nVocational Guidance, Public Schools, Pittsburgh, Pa.; secretary, Anne S. Davis,\nVocational Guidance Bureau, Public Schools, Chicago, Ill. The president of the\nNational Society for Vocational Education for 1924-25 is L. H. Dennis, State Department of Education, Harrisburg, Pa.\nFIRST SESSION\n\nTUESDAY AFTERNOON, FEBRUARY 26, 1924\n\nAMALGAMATION OF ALL ORGANIZATIONS\n\nINTERESTED\n\nIN VOCATIONAL EDUCATION-\n\nCharles A. Bennett, Editor, Industrial Education Magazine, Peoria, Ill.\nHarry D. Kitson, President, Vocational Guidance Association, Indiana Uni-\n\nversity, Bloomington, Ind.\nAlice F. Blood, President, Home Economics Association, Simmons College, Boston,\nMass.\n\nL. H. Dennis, President, National Society for Vocational Education, State Department of Education, Harrisburg, Pa.\nCarl Colvin, State Supervisor of Vocational Agriculture, Springfield, Ill.\nJ. G. Collicott, Superintendent of Schools, Columbus, Ohio.\nDavid Snedden, Teachers College, Columbia University, New York City.\nGeorge E. Myers, University of Michigan, Ann Arbor, Mich.\nCatherine F. Dodd, Inter-Collegiate Vocational Guidance Association, Washington, D. C.\n\nLucy S. Silke, Director, Art Education, Chicago Public Schools, Chicago, Ill .\n[987]\n\n"}
{"page": 1017, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n988\n\nSECOND SESSION-WEDNESDAY AFTERNOON, FEBRUARY 27, 1924\n\nJoint Meeting with the National Society for the Study of Education\nThis meeting was a discussion of Part II, Section II, of the Twenty-Third\nYearbook of the National Society for the Study of Education, prepared under the\nchairmanship of A. H. Edgerton, entitled \"Vocational Guidance and Vocational\nEducation.\"\n\nPRESENT TRENDS AND FRIENDLY ENEMIES OF INDUSTRIAL EDUCATION-\n\nA. H. Edgerton, Supervisor of Vocational Information and Guidance, Teachers\nCollege and the Lincoln School, Columbia University, New York City.\nPROVISIONS FOR INDUSTRIAL EDUCATION IN THE PUBLIC SCHOOLS-\n\nHoward L. Briggs, Director of Vocational Education, Cleveland, Ohio.\nWHAT IS THE PLACE OF ANALYSIS IN VOCATIONAL CURRICULUM-BUILDING ?-\n\nHarry D. Kitson, Professor of Psychology, Indiana University, Bloomington,\nInd., and President, National Vocational Guidance Association.\nHOW DOES THE INSTRUCTION IN VOCATIONAL SCHOOLS PROVIDE FOR INDIVIDUAL\nDIFFERENCES ?\n\nRobert H. Rodgers, Specialist in Industrial Education and Teacher-Training,\nPublic Schools , Milwaukee, Wis .\nWHAT IS THE FUTURE OUTLOOK FOR VOCATIONAL INDUSTRIAL EDUCATION IN THE\nUNITED STATES ?-\n\nK. G. Smith, State Supervisor of Industrial Education, Lansing, Mich.\nDISCUSSION-\n\nJ. G. Collicott, Superintendent of Schools, Columbus, Ohio.\nErwin E. Lewis, Superintendent of Schools, Flint, Mich.\nThe following resolution was passed :\n\nWhereas the efforts of the various agencies interested in vocational education\nheretofore have not been coördinated :\n\nTHEREFORE BE IT RESOLVED that we commend Chairman John N. Greer for calling this meeting, which represents a forward step in coöperation,\nWhereas at the California meeting of this body in 1923 a resolution was passed\nurging coöperation of the various associations there represented :\n\nTHEREFORE BE IT RESOLVED that this body approve the plan now proposed for a\nCouncil for Vocational Education to be composed of representatives of the National\n\nSociety for Vocational Education, the Vocation Education Association of the Middle\nWest, the National Vocational Guidance Association, the American Home Economics\nAssociation, and such other associations as the Council may invite to join; and,\nBE IT FURTHER RESOLVED that it is our desire that said Council work out the\n\ndetails of a closer coöperation of these organizations for the purpose of furthering\nthe interests of vocational education throughout the country by suggesting plans\n\nfor legislation (state and national) ; publicity; research, and conventions ; and\nBE IT FURTHER RESOLVED that it is our desire that this Council be the means\n\nwhereby these various societies come into closer association with the National\nEducation Association, and that this Council take over the program of the Depart-\n\nment of Vocational Education at the winter meeting of the Department of\nSuperintendence.\n(Signed)\n\nK. G. SMITH .\n\nHARRY D. KITSON .\nLEWIS GUSTAFSON.\n\n"}
{"page": 1018, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n989\n\nTHE AMALGAMATION OF VOCATIONAL EDUCATION\nORGANIZATIONS—ABSTRACT\nCHARLES A. BENNETT, EDITOR, THE INDUSTRIAL EDUCATION MAGAZINE,\nPEORIA, ILLINOIS\n\nIt is desirable, from many points of view, to bring together into one great\nNational scheme all the various organizations devoted to vocational educa- '\n\ntion and the practical arts. Local organizations should coöperate in building up regional associations such as the Vocational Education Association of\nthe Middle West .\n\nThere should be several such regional organizations in this country. One\nshould be located in the east, one in the southeast, another in the southwest,\n\nand one on the Pacific coast. These regional associations should send\nrepresentatives to a central or National council which should carry forward research studies and promotional work and issue the publications of\nthe organization. For this purpose an adequate office staff should be maintained. The organization might constitute a department of the National\nEducation Association. In that case, the office of the central council should\nbe at the headquarters of the National Education Association in Washington.\n\nThe advantages of this plan would be that it would stimulate activity in\nthis field of education; it would place the responsibility for the development of any territory in the hands of the regional association of that territory; it would provide a fair basis for representation ; and it would not\noverburden the members of the central council with details of programs of\nconventions which could be done better by local organizations .\n\nAMALGAMATION OF VOCATIONAL EDUCATION\nORGANIZATIONS -ABSTRACT\n\nGEORGE E. MYERS, PROFESSOR OF VOCATIONAL EDUCATION , UNIVERSITY OF\nMICHIGAN, ANN ARBOR, MICHIGAN\n\nAt present there are three organizations more or less National in scope,\nand one large middle west organization concerned in vocational education.\nThese should be amalgamated into one organization affiliated with the\nNational Education Association, and should hold its meetings at the same\ntime and place.\n\nVocational education must have a strong National organization rec-\n\nognized by vocational education workers and the public generally as the\none organization of the country that stands for our cause. Its memberhip should be well distributed among the various States and should include\na large proportion of those engaged in vocational education activities. It\n\n"}
{"page": 1019, "printed_page": null, "text": "990\n\nNATIONAL EDUCATION ASSOCIATION\n\nmust be so organized and so conducted as to make its members feel that\nthey are a part of, and not distinct from, the great body of American educators. It must hold its meetings under such conditions that, on the one\nhand, school administrators and others engaged in general education activities will find it convenient to attend, and, on the other hand, so that vocational education people will find it convenient to attend National meetings\ndevoted to other phases of education.\n\nTHE AMALGAMATION OF VOCATIONAL EDUCATION\nORGANIZATIONS\nCARL COLVIN, STATE SUPERVISOR OF VOCATIONAL AGRICULTURE\nSPRINGFIELD, ILLINOIS\n\nThe resolution being discussed this afternoon is as it was offered at the\nSan Francisco meeting and reads as follows :\nMoved that it is the sense of this meeting that the time has arrived for an\n\namalgamation of all organizations interested in vocational education, and further\nthat it is the sense of this meeting that such amalgamation should take the form\n\nof a working relationship with the National Education Association.\n\nIt is the purpose of this paper to discuss only the latter part of this resolution: \"that such amalgamation should take the form of a working relationship with the National Education Association,\" and to point out at least\none possible working relationship.\n\nWith the idea of amalgamation of all vocational education organizations,\nI am in sympathy. The impetus given to education in this country by the\ntremendous impact of the National Education Association stands as an\nunanswerable argument in favor of a strong National organization. At\nthe last meeting of the Association of State Directors of Vocational Education, the question of changing the time of the meeting of that association and\nthe National Society for Vocational Education to a time just prior to the\nmeeting of the Department of Superintendence was discussed. At that time\nthere seemed to be only one formidable objection to the proposal. A number of the state directors said it would not be possible for so many representatives of vocational education to attend the meeting of the National society\nif the meeting were held at a time when other educational workers were\nattending the meeting of the department of superintendence. There seemed\nto be much indefinite discussion on this point at that time. We have since\n\naddressed a letter to State superintendents of public instruction and have\nreceived definite replies from 42 States. Only two replies indicate a distinct\nobjection to holding the meeting just before the meeting of the department of superintendence, although nine State superintendents indicate that\nthe attendance of vocational education reperesentatives would be somewhat\n\nless than it would be under the present plan. In two or three of these\n\n"}
{"page": 1020, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n991\n\nStates the difference would be not more than one person. On the other\nhand, in nearly all instances, superintendents indicate that the attendance\nwould be larger because many people not directly connected with departments of vocational education would attend the meetings of the National\n\nsociety. It appears therefore that the following conclusions are justified\nfrom the correspondence with State superintendents of public instruction.\n1. Attendance at the vocational education meeting would be greatly\nincreased if the meeting were held just prior to the meeting of the department of superintendence.\n2. In only a few instances would the number of vocational education\nrepresentatives be decreased.\n3. The letters indicate a distinct prejudice in favor of the plan because\n\nit would give an opportunity for school administrators to attend these\nmeetings.\n4. The letters from State executives show a keen interest in the vocational education program.\n\nBefore this question is finally settled, some facts growing out of our\nexperience during the past decade should be recognized and some other\nquestions should be settled.\n\nThere has been a tendency to build up an organization separate and\ndistinct from the general educational organizations which in my judgment\nis inimical to the best interests of the education program of the Nation and\nthe States. School administrators, who are as truly responsible for programs in vocational education as they are for programs in other educational\nfields, have not attended vocational education meetings. This situation is\nundesirable. Vocational education leaders need the direction and guidance\nof those who have the whole education program in charge. The latter\nwould no doubt enjoy a direct contact with bodies of vocational education\npeople.\n\nThat there are too many organizations dealing with the various phases of\nvocational education is a common observation from within and without the\nranks.\n\nThe expense of effort, time, and money would be lessened by a combination of meetings. Another suggestion should be made at this time. If a\nworking relationship can be evolved with the National Education Associa-\n\ntion, whether the time and place of meeting is changed or not, a secretary\nrepresenting vocational education's interests should be placed in the general\noffices of the National Education Association at Washington. The National\nsociety previous to this year has maintained an office and secretarial force\nin New York City. A department within the National Education Association should be represented under the big tent. Thus 500 educators would\n\nprofit from the impacts of all educational forces and perhaps add some\nforce to the impact which is being given to universal education.\nAworking relationship with the National Education Association involv\n\n"}
{"page": 1021, "printed_page": null, "text": "992\n\nNATIONAL EDUCATION ASSOCIATION\n\ning the suggestions made in these notes should not only make the efforts of\nvocational education leaders more effective, but should at the same time\nincrease the interest in general education, and make it possible for more\nteachers to attend the meetings, read the journals, and boost education.\n\nPRESENT TRENDS AND FRIENDLY ENEMIES OF\nINDUSTRIAL EDUCATION-ABSTRACT\nA. H. EDGERTON, TEACHERS COLLEGE AND LINCOLN SCHOOL\nCOLUMBIA UNIVERSITY, NEW YORK CITY\nA full account of Mr. Edgerton's discussion will be found in Chapter I of Section II in\nPart II, of the Twenty-third Yearbook of the National Society for the Study of Education.\n\nIn a large number of the specific vocational courses investigated it was\nfound that the clear-cut needs of those desirious of preparing themselves\nfor direct entrance into definite occupational pursuits, or of continuing their\nsupplementary training, have resulted in noteworthy improvements. The\nmost important of these closely related instructional provisions, especially\nin those schools where diagnosis in the form of analysis and investigation\nhas received adequate attention, may be stated briefly as follows :\n1. Increased emphasis upon determining well defined needs and objectives\nfor offering the various units in question.\n\n2. Practical analysis for selecting the particular skills and knowledge\nwhich might well be acquired in order to meet these needs and objectives.\n3. Greater interest in evaluating these teachable elements for the purpose of weighing values as to the general order and time when each unit\nmight be most effectively taught.\n4. More care in planning each unit in terms of the specific needs and\nstandards for the class, group, and individual, and in relation to the other\nunits of instruction.\n\n5. Better procedure for choosing the most suitable methods and devices\n\nfor presenting the selected units in keeping with the above considerations.\n6. Improved attitude toward checking up and testing the different persons in training to ascertain how fully the instruction has succeeded in\nrealizing the subjective and objective standards.\nIn the case of the all-day schools there is more or less recognition of the\nproblem of training workers and prospective workers for profitable employment. A few cities have extended this service to include coöperation with\nindustry for the purpose of helping it to prepare its own workers.\nIn the cases of part-time and evening schools, these findings imply that\nschool officials can ill afford to neglect the continued extension of all legitimate forms of educational service which would appreciably assist large\nnumbers of young workers and adults who have definitely left our regular\nday schools, but who frequently are far too inadequately equipped, either\nas effective workmen or as worthy citizens.\n\n"}
{"page": 1022, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n993\n\nPROVISIONS FOR INDUSTRIAL EDUCATION IN THE\nPUBLIC SCHOOLS\nHOWARD L. BRIGGS , DIRECTOR OF VOCATIONAL EDUCATION\nCLEVELAND, OHIO\n\nDuring the present period of criticism concerning all things educational,\nit behooves one, before proposing an education program for a large school\nsystem, to have definite objectives backed by adequate data relative to the\nactual vocational training needs of the community in question.\nUnfortunately our interpretation of current pedagogical philosophy\ndepends entirely upon the color of the glasses through which it is viewed.\nWe have the historical group advocating a renaissance of all things classical,\nwe have the psychologist, the sociologist, the economist, and the pedagog,\nall with pet sovereign panaceas for educational ills.\nA new element is demanding consideration. In the past the business man\nwas bewildered by the barrage of terminologists and philosophies presented\nby the educator. Today, through the medium of scientific management\napplied to industry, he has learned to analyze the other fellow's job as well\nas his own and he does not hesitate to rush in where angels have feared to\n\ntread and challenges the school man in his own sacred temple, and demands\ndefinite information relative to dividends upon tax monies expended.\nEducational statisticians are honestly and sincerely attempting to secure\ndata concerning the needs of industry, but, due to their lack of contact\nwith the environment of the industrial worker and their long-distance\nmethod of approach by the questionnaire, some decidedly absurd conclusions have been reached. In response to the question : \"How many of\nyour operatives are skilled ?\" the foreman may answer : \"All,\" and the\nengineer may answer : \"None.\" It all depends upon the one who receives\nthe questionnaire.\n\nEducation is a business proposition. The business man is demanding\ntangible assets for the taxes expended. He knows little of psychology and\n\ncares not for the theoretical, academic, sociological, and pedagogical philosophies involved. When he hires a boy or hires a college graduate, he judges\n\nthe school's efficiency by the quality of the product received, and his judgments are based strictly upon one self-evident factor, namely, can the boy\nor man hired deliver the goods ?\n\nThe business man is not always fair in his judgments of the school\nproduct. A man who cannot manage a family of two children expects a\nschool teacher with forty to turn out a perfect product, and expects the\nschools to overcome faults and characteristics which can be blamed upon\nFather Adam only .\n\nRecent books of misinformation of the type of Arthur Pound's \" Iron\nMan,\" compiled by writers after superficial contacts with industry, have\ncaused no end of misconceptions relative to the necessities for the vocational\ntraining of our youth. Although the \"iron man\" is a reality, and machines\n\n"}
{"page": 1023, "printed_page": null, "text": "994\n\nNATIONAL EDUCATION ASSOCIATION\n\nare in operation enabling the moron to earn a living upon a piece-work\nbasis, the major factor must not be lost sight of, namely, that we are requir-\n\ning a constantly increasing number of highly skilled tool and die makers\nto design, produce, set up and repair the \"iron man\" in order that the moron\nmay be a producing economic factor in the social group with which he\n\nworks. This is evidenced by the training for skilled mechanics set up in\nsuch highly organized production centers as Flint, Michigan, and the fact\nthat the Ford plant has found it necessary to establish a trade school for\nthe training of skilled workers We_can_no_longer import them from\nabroad.\n\nThe public is taxed for the vocational training of our professional groups\nin our State universities, in addition to the four-year high school course pre-\n\nce nto he bove nstitutions ertainly ur conomic\ng\nn\nn\na\ni\nr\nr\nt\nr\na\nn\no\nf e\ni t a i\n. C\no e\nd p\n\nneeds justify expenditures of public funds for the part-time training of\n\napprentices during the high school period, because the public is the ultimate\nconsumer of goods produced by pupils so trained. At the same time, we\nfurnish the worker with enough information to enable him to interpret\nintelligently the environment in which he lives, moves, and has his being.\nthe greater portion of his waking hours.\n\nIf We are then faced with the problem of training two groups for industry:\nThe boy of mediocre mental capacity for the operation of the \"iron\nman\"machine. Our greatest turnover is with this type. He is the first\nto be released during depressions. The moron should be trained horizontally to perform successfully the simpler mechanical operations involved in\nany job upon which he may enter according to the opportunities for placement and the economic demands of the community in which he works.\nWe have the skilled mechanic who sets up, designs, makes, and repairs\nthe various mechanisms used by the other fellow. This boy must be highly\nskilled and should be trained in a trade school, the major portion of his\ntraining being upon a part-time basis in order that the work may be definitely trade extension, so that the boy will be enabled to practice the things\nthat he learns under actual working conditions and in a truly industrial\nenvironment.\n\nI believe that no trade school course should be set up on a day trade\nbasis, unless a definite agreement has been reached with committees representing the industry in question, in order that the boy may be guaranteed\ndefinite placement under apprenticeship agreements as early as possible.\nThe pupil should be placed upon part-time training as soon as he has mastered the fundamental operations of the industry into which he will enter.\nWe have our non-production man in industry, such as the technical\n\ndraftsman, chemical laboratory assistant, etc., who can be adequately prepared through a three-year senior technical high school course.\nWe have the engineer in industry who must be a graduate of an engineering college and may be prepared for that training through the technical\nhigh school.\n\n"}
{"page": 1024, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n995\n\nWe have but touched the possibilities in the way of vocational education.\nAll education is cultural in so far as it prepares one for true life appreciations in the consumption of the world's goods. Consumption of goods is\nnot merely a physical process: it is a mental one. The industrial worker,\nsurrounded by moving machinery, if properly trained, gains supreme satisfaction through the interpretation of that which is going on about him. The\ninformational content in all fields, both vocational and avocational, is reaching such tremendous proportions that no man can cling to the old philosophy that all men should have the same basis for culture. The artist or the\nmusician must of necessity be a specialist in order that he may, in a life-\n\ntime, master the information of the field in which he works and it is by\nmastering this information that he is able to interpret his environment to\nhis own satisfaction, and to produce for the satisfaction of others.\nVocational training and cultural training are inseparable, notwithstandingDr. Snedden to the contrary. One cannot function without the other.\n\nWe must all be producers in order that we may be consumers. No one\ncares to dream upon Mount Olympus with the gods in terms of the glories\nof the past. If Rome had looked to Adam for all of her culture, some of\nour classical friends would not be looking to Rome today. May we,\nthrough vocational training, conducted upon such broad lines that its cultural aspects may not be forgotten, build up a technical perfection and an\ninformational content so decidedly worth while that those of the future\nwho feel that all things cultural are of the past, may look to us as the\nexponents of the cultural era.\n\nWHAT IS THE PLACE OF ANALYSIS IN FOCATIONAL\nCURRICULUM-BUILDING—ABSTRACT\nHARRY D. KITSON, PRESIDENT, NATIONAL VOCATIONAL GUIDANCE ASSOCIATION , PROFESSOR OF PSYCHOLOGY, INDIANA UNIVERSITY\nBLOOMINGTON , INDIANA\n\nThoughtful educators realize that effective learning cannot be left to\nthe hazards of chance, or in psychological terms, trial and error. Itmust\nbe directed. How to know what directions to give is in all fields of instruction the most vexatious question.\n\nThe answer is, analyze. In the case of the so-called vocational subjects,\n\nthe analysis is called vocational analysis ; occupational analysis ; job analysis.\nRegardless of the nomenclature employed, the process consists of dissecting\navocation and describing its component elements.\nAs usually carried on, the analysis is largely a qualitative matter, consisting of observation and verbal description of what the expert worker does.\n\nWith this technique a number of valuable analyses have been made in printing, tile setting, and the metal trades. Useful as it is, however, this technique of analysis should be improved in several important respects; it should\n\n"}
{"page": 1025, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n996\n\nbe more minute, quantitative, and thus more accurate. In short, the technique of scientific psychology is probably the best guide tool to use. Afew\nmodels are available consisting of analytic studies that have been made in\ntelegraphy, typewriting, and proofreading. Some idea of the refinements\nthat are possible may be gained from the fact that in the analysis of the\nlast mentioned occupations, photographs have been made of the eye-movements made by expert proof-readers, showing movements in terms of fiftieth\nof a second.\n\nAfter the activities involved in a vocation have been thoroughly analyzed-a complete analysis of any vocation is naturally a very lengthy procedure-the results may be cast together in such a way that a learner in the\nvocation may see exactly what he must attain. The results are arranged in\nthe form of lessons, the most favorable units of which are determined by\n\nexperiment. It is only through experimentation according to the methods\nof exact science that the acquirements of vocational skill can be elevated\nfrom the plane of wasteful undirected learning to that of the effective\ndirected learning which is demanded by the modern ideals of the scientific\nstudy of education.\nHOW DOES THE INSTRUCTION IN VOCATIONAL\nSCHOOLS PROVIDE FOR INDIVIDUAL\nDIFFERENCES?\nROBERT H. RODGERS , BUREAU OF VOCATIONAL TEACHER TRAINING\nMILWAUKEE, WISCONSIN\n\nThe discussion of this subject will be limited to the problem of instruction as found in the part-time or continuation school. It should not be\n\ninferred from this approach that it is the only field in vocational education\nin which individual instruction is being used.\n\nThe fact that large numbers of boys and girls are in attendance at parttime schools is indicative to a pertinent degree that the instruction offered\n\nin the full-time school under the older methods has not been entirely successful.\n\nIs it rational to draw the conclusion that the status of these chil-\n\ndren, approaching maturity, observant and alert to all the activities in the\ncommunity about them, their personal ambitions and desires giving vent\nto individual expression, points to a real necessity for a general overhauling of classroom methods and the placing the emphasis on the individual\nneeds?\n\nFurther, is it not rational to assume that children in the continuation\n\nschool are less homogeneous than the children in the full-time school; that\nthere are greater differencies in chronological age and physical condition;\nmental age and ability to learn, school experiences, kinds of employment;\nhome conditions and environment, irregular periods of entrance to con-\n\ntinuation school, interest and aptitudes that all these conditions pointing\nto the imperative necessity for individual guidance and assistance ?\n\n"}
{"page": 1026, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n997\n\nThe grade completed as the basis of classification-The grade completed\nin a school is not a safe basis for the classification of pupils in the continuation school.\n\nThe wide variance of standards on the part of teachers in\n\ngrading makes this unreliable and therefore not desirable for general use\nin the continuation school .\n\nEmployment as the basis of classification-Occupations in which children\nare employed that have educational and promotional opportunities, offer\none of the most effective bases for classification. This method will group\nchildren of similar major interests and provide a form of motivation that\nwill insure progress.\nTests and mental measurements-These devices are being used very\n\neffectively to determine certain distinct abilities. The application of this\nscientific method is doing much to secure a homogeneity of classes, and as a\nresultant more effective teaching.\nSummary-Mental tests, measurements, the previous school record, and\nthe use of occupational information are invaluable agencies in the problem\nof classification. Added refinements and perfected technique in the use of\nthese agencies still leave with us the problem of the individual with his\nmultiplicity of interests, desires, ambitions, and special aptitudes.\n\nThe occupation as a partial source of subject matter-A major portion\nof the subject matter may be very effectively developed from the various\noccupational fields. This subject matter will embrace not only the manual\naspect but also the fundamental phases of English, civics, hygiene, mathematics, history, economics, drawing, and design. A natural correlation\nshould be effected wherever it is practicable. This method of approach to\nthe interests of the working child brings to their attention the fact that\nthe instruction in a continuation school is very different from the instruction in the full-time organization.\n\nIndividual needs of the working children-Attention has been called to\nthe range of variability existing among the pupils of every continuation\nschool. In the face of this situation, can we continue to ignore that each\nchild needs assistance in his place of employment; that each needs in varying degrees assistance and help in matters of health education, use and\nappreciation of the English language, use of the simple mathematical\ncomputations and a working knowledge of civic and social duties and responsibilities ? Any assumption that all children need the same instruction\nat the same time in any continuation school is a fallacy and absolutely\nwithout a pedagogical foundation of any kind.\nThe interest factor in continuation school instruction-The majority\nof children in attendance upon part-time schools have left the full-time\n\nclasses at the earliest possible legal age. A fundamental reason for this\nvast elimination is essentially one of interest . If the full-time organization failed to a large degree to secure the interest of the adolescent boy\nand girl, is it wise to proceed along similar lines in organizing and offering\ninstruction in the newer field?\n\nHave we not had one of the most vivid\n\n"}
{"page": 1027, "printed_page": null, "text": "998\n\nNATIONAL EDUCATION ASSOCIATION\n\nillustrations of what mass instruction will accomplish ? Are we going to\nfollow the method that we know was successful in eliminating pupils, or\n\nare we going to attempt to profit by the experience of the full-time school,\nand develop subject matter and a method of instruction that are primarily\n\nand fundamentally based on individual needs and interests ?\nNon-adaptability of the present text material-Existing texts and ref-\n\nerence materials are not adaptable in their present organization for the\nmost effective use in continuation school classes.\n\nThe material itself is\n\nentirely reliable, as far as it goes, but is not in the form that sets the parttime pupil at work, holds him to it and is immediately usable in a civic,\nsocial, or economic way.\nThe subject matter in the continuation schools cannot be the same formal\nmaterial that is offered in the full-time schools. Many of the children\nleft those schools for the avowed purpose of avoiding the existing type of\nsubject matter and the existing methods of teaching it.\nThe young wage earner's employment and his immediate surroundings\nshould be the source from which much of the subject matter taught in\nthe continuation school will be drawn. This source will provide material\nthat possesses interest and a very large measure of immediate usefulness.\nFew textbooks have been prepared to provide this kind of instruction,\nand consequently it means the preparation of much new material or a\nrearrangement of existing printed material.\nThe distribution of pupils in classes according to ability-Every educational study ever conducted to determine the achievement and progress\n\nof pupils in school subjects has shown that within each class there is a grouping that follows approximately a normal distribution curve. This variation is absolutely disregarded in many classrooms, and the common practice\nof offering instruction to the class as a whole is followed. Under this\nmethod from one-fourth to one-third of the students are not receiving the\ninstruction from which they will derive the greatest profit.\nIn a continuation school the range of variability is accentuated many\ndegrees. It is only necessary to recall the predominating individual differences previously mentioned to gain an idea of the actual situation confronting every continuation school teacher.\n\nTeachers in full-time classes\n\nmay be able to disregard the twenty to thirty per cent of their pupils be\ncause it is the traditional procedure, but it cannot be sanctioned in any\ncontinuation school. Every hour spent by a pupil in a continuation school\nclassroom should be a full sixty minutes of profitable and appreciated educational progress .\n\nPublic funds are provided, schools established, and teachers employed\n\nfor the distinct purpose of preparing the individual to meet his daily re\nsponsibilities in a democratic society. This means that the individual is\nthe unit for whom the organized instruction should be prepared.\nThis standard will require that each teacher know the facts concerning\neach pupil, and on that basis prepare and offer the instruction that is needed\n\n"}
{"page": 1028, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n999\n\nto bring the student in closer accord with the civic, social, and economic\ndemands that he is called upon to meet.\n\nThis means that each pupil's\n\ndeficiencies are being lessened, his aptitudes are being developed, his desirable interests encouraged, and, in general, right habits are being firmly\nestablished.\n\nUnder this method of instruction the pupil realizes the presence of the\npersonal element. His identity is not submerged and lost in the mass.\nWith this realization of individuality comes a consciousness of the value\nof the instruction, an interest in the subject matter because it touches him,\nand finally the self-activity that results in development and growth.\n\nMass instruction, involving the use of the spraying process, has not\nbrought this about. Is it still desirable to employ exclusively the method\nthat is known to have failed with many, or is it timely to consider such\nmodifications of our methods as will more nearly serve all?\nDefining the unit method instruction-The factors and conditions confronting the teacher in a continuation school have been presented somewhat in detail.\n\nThe limitations of certain methods and the non-adapt-\n\nability of others have also been developed. This immediately leads to a\n\nconsideration of what methods can be employed that will assist in meeting\nthe instructional demands of the continuation school.\n\nThese instructional\n\ndemands are neither fancied nor remote but decidedly in our midst and\nmust be solved. Face to face with this insistent demand that the instruction in our continuation school classes shall be more effective than that\n\noffered in full-time classes, the unit instruction method of teaching was\nevolved.\n\nThe unit instruction sheet is distinctly a teaching agency to supplement\nthe efforts of the teacher, and in no case should it be used to supplant the\ninstructor. It is one unit of a body of organized teaching material that\nhas been prepared for pupils to use under conditions that will insure the\ngreatest amount of directed individual progress . It is specifically an agency\nthat provides educational work for the pupils according to their varying\nabilities and interests for the duration of a class period. It is a means of\nattaining \"self education through purposeful activity.\"\nThe unit instruction idea and the unit instruction sheet are not presented\nas new ideas. The entire plan in one form or another has been a part of\ngood educational practice for a great many years. The form under discussion is a composite development and represents the best of the instruc-\n\ntionmethods employed by the correspondence schools, the best practice used\nin school science laboratories involving the use of manuals, and the idea\n\nof the factory job sheet. A fusion of certain elements of all three plans,\ntogether with an observance of pedagogical principles, resulted in the\npresent idea of the unit instruction sheet.\nThe unit instruction sheet idea is not a device but distinctly a method of\nteaching. Neither is it a teacher's lesson plan, but an assignment of selected\neducational problems to be placed in the hands of the pupil for solution.\n\n"}
{"page": 1029, "printed_page": null, "text": "1000\n\nNATIONAL EDUCATION ASSOCIATION\n\nUnder this method of teaching, every boy and girl progresses as rapidly\nas ability will permit. The teacher does not find it necessary to have recourse to that \"marking time\" device, the supplementary assignment. It\nis not asserted that all group or class discussion will disappear under this\nplan, but whenever it is used the teacher should be certain that each member of the class or group will receive full benefit. Using this standard in\na critical way will almost entirely eliminate the present form of class\nteaching.\nEssential aspects of unit instruction method-The unit instruction sheet\n\nin the student's assignment of work. A most important factor on each\nsheet is the statement of the objective of the unit. It must be so worded\nin the language of the pupil and in such a clear and concise manner that it\nis readily comprehended and results in the taking up of the assignment without loss of time.\n\nAll assignments placed on the sheets must also be very specific and carefully worded. Students should not find it necessary to ask questions concerning any problem. The assignments should be of such a nature and in\nsuch form as to result not only in doing but also in thinking. An observation of this principle will eliminate any tendency to prepare factory job\nsheets.\n\nFirst instruction sheets placed in the hands of students may properly be\nrather specific but succeeding sheets should be so prepared as to require the\nstudent to assume the responsibility for working out his own procedure.\nTeachers should not permit students to guess at procedure, but should\nalways be available to render the necessary assistance. Assignments to\nsources of information in text and reference material should be a part of\nevery unit instruction sheet.\n\nResponsibility of the teacher-The unit instruction sheet is specifically\nfor the purpose of supplementing the efforts of the teacher, thus freeing him\nto render greater assistance to individual members of the class. The sheets\n\ncannot be distributed to students in an indiscriminate manner, but should\nbe allotted on the basis of their individual needs which have been very carefully ascertained at some previous period. Meeting the need of individual\npupils does not mean the preparation of individual sets of instructional\nmaterial in every case, or even in the majority of the cases . The classification of pupils into groups on the basis of individual needs will enable the\nteacher to rotate sheets successfully. Following the distribution the teacher\nthen has the problem of individual teaching, close follow-up of each student,\n\ncareful checking of results, and a recording of accomplishment.\nSecuring interest and self-activity-The interests of the individual pupil\nare the basis of his educational progress. A pertinent and proper question\nis, Do we get the interest of the individual pupil when problems are discussed that do not touch his life, that are too far advanced or too elemen-\n\ntary ? Inability of the pupil to see and appreciate the value of the daily\ninstruction in terms of his own situation means ineffectual instruction.\n\n"}
{"page": 1030, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1001\n\nStudents are most interested when they are at work upon their own personal problems, and this is especially true when these problems are presented\nto them in the form of challenges that set them upon their mettle. The\n\npupil attains to knowledge, not by having it forced upon him, but by taking\nit of his own volition. He should be constantly encouraged to instruct\nhimself and to work independently. The teacher is the coöperator and\nremover of unsurmountable difficulties only, and should be resolutely endeavoring to render his services unnecessary. This is especially applicable\nto all of the instruction offered in a continuation school or class .\n\nAccepting the most basic of the principles of teaching, that interest is the\ncompelling personal force that sets the individual at work, and that it is\nonly through self-activity that individual growth and development are\nbrought about, how may the presence of class instruction that reaches only\napart of any class be justified as an effective method of teaching?\nThe organization of the instructional material for continuation school\nstudents on the basis discussed, and the use of the unit instruction sheet\nmethod are resulting in appreciable interest and progress on the part of\nindividual students. It must be recalled that this progress is being made\nwith young people who were returned to school by compulsory school laws\nafter having left the full-time school because of waning interest.\n\nThe question should be raised, are we in accord that it is the business of\nthe continuation school to provide such instruction as will permit each individual pupil to progress as rapidly as he is able, and that four or eight\nhours of attendance upon classes shall be a full 240 or 480 minutes of\nneeded and usable instruction.\n\nIf this objective is accepted, will the results of many scientific studies\nalso be accepted that show that within every class there is a distribution of\nability and achievement that follows approximately a normal distribution\ncurve? If this condition exists in the full-time classes, it is known that\nthe diversity is much more extended in the continuation school classes.\n\nIn\n\nthe face of this existing diversity in the continuation school, is it rational\nto assume that instructional material prepared for the use of a class will be\n\nfully beneficial to all ? Or are the conditions being viewed frankly and\nrecognition given to the fact that the class method will probably reach less\n\nthan fifty per cent of the pupils, and the remaining members will receive\nlittle or nothing? It is not physically nor mentally possible for any teacher\nto give the needed help, encouragement, and assistance to an individual\npupil through the class method.\n\nFurther, is it reasonable to expect, under classroom conditions where\n\nonly a limited number of the pupils profit or are even touched, that interest\nfollowed by self-activity will prevail? All educational progress is conditioned by these two factors, interest and self-activity.\nTeachers, supervisors, and directors in continuation school work have\nno alternative. They must provide a type of organization, a kind of subject\nmatter, and a method of teaching that will result in needed and desirable\nchanges in each boy and girl in attendance upon continuation school classes .\n\n"}
{"page": 1031, "printed_page": null, "text": "1002\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe unit instruction method is being advocated and strongly urged for\nuse in continuation school classes because it provides an educational task\n\nfor each child according to his or her needs. It provides assignments closely\nassociated with his interests, provides needed and appreciated work for the\nfull time of each day, and permits of progress according to individual\nability. This method removes all hampering restrictions, and the child\nestablishes his own stride in his own pathway. It is but a recognition that\nthe boy or girl is the unit of instruction.\n\nTHE FUTURE OF INDUSTRIAL EDUCATION-ABSTRACT\nK. G. SMITH, STATE SUPERVISOR OF INDUSTRIAL EDUCATION\nLANSING, MICHIGAN\n\nIndustrial education is the most difficult field of education at the present\ntime. It presents a real challenge to the educator. Some educators prefer\n\nto solve it by letting it alone. No problem was ever solved that way.\nIn Michigan, 645,000 persons ten years of age and over are engaged in\nmanufacturing and in mechanical industries. This is seventeen times as\nmany as are engaged in professions. Our school enrolment shows 139,000\nin grades seven, eight, and nine, and 62,000 in grades ten, eleven, and\ntwelve, and 11,500 in continuation schools with the upper age limit at\nseventeen years. There are 14,000 high school graduates each year. As\nGovernor Pinchot has pointed out, the big job of education lies in the\nelementary grades and differentiated courses of the junior high school.\nPROPOSALS MADE\n\n1. Give general education only. This does not solve the problem.\n2. Help boys in junior high school to make an intelligent inventory of\ntheir capacities and opportunities. This is a step in the right direction.\n3. Offer definite trade industrial courses in the ninth and tenth grades.\nThis is satisfactory under certain conditions .\n4. Offer trade industrial courses in the senior high school. This is not\n\nsatisfactory, for senior high school boys do not enter industry by that road.\nTechnical industrial courses are needed in the senior high school. Coöperative courses are very satisfactory in the senior high school.\n5. Organize a separate vocational school. Such a school should be run\n\non an all-day, part-time, and evening basis and should be an opportunity\nschool for employed persons or those who expect soon to enter employment.\nFUTURE DEVELOPMENTS\n\n1. Pay more attention to developing industrial education in cooperation\n\nwith industry, and recognize the educational value of employment.\n2. Get teachers who are familiar with the social and economic as well as\ntechnical problems of workers .\n\n"}
{"page": 1032, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1003\n\n3. Take a greater interest in the instructional responsibilities of foremen,\nand in training on the job as a part of public education.\n4. Offer graduate work in collegiate institutions in vocational education\nas a recognized field of education in order to train for leadership. Lack of\nsympathetic leadership is the greatest single obstacle at the present time.\n5. Recognize frankly that many boys will go into industry rather than\n\nto college, and act accordingly. Compulsory full-time general education\ncan be overdone.\n\n6. Develop adult education by means of evening schools. Wisconsin is\nan example of what a live university extension division can do in aiding\nthis movement.\n\n7. Develop apprenticeship and a parallel school program, recognizing\nfrankly that this kind of education offers real opportunity suited to the\nneeds of many boys.\n8. Coöperate whole-heartedly in all lines of education, and learn to say\n\"both-and\" rather than \" either-or.\"\n\nAphilosophy of education which teaches that we must find happiness and\nsatisfaction entirely outside of our life work is false. A vocation may be\nlooked upon as the means whereby a man squeezes a living from an unwilling and crabbed world, or as the means whereby he renders his greatest\nservice to his community. Industrial education teaches the second view-\n\npoint and is education for service and happiness .\nJust criticism has been made that industrial courses do not lead to occupations for which training has been given. We can and must meet such\ncriticism, and correct the situation. If we have missed our mark it will\ndo no good to remove the target and shoot at random. We cannot expect\n\nto achieve results to the same degree as schools of law, medicine, and engineering.\n\nThe criticism that industrial education funds are not spent for teaching\nindustrial subjects is misleading. The growth of the continuation school\nis not a sign of misspent funds.\n\nTHE RELATION OF GENERAL TO VOCATIONAL\nEDUCATION\nDAVID SNEDDEN , TEACHERS COLLEGE , COLUMBIA UNIVERSITY\nNEW YORK CITY\n\nThe primary purpose of the American academy, and of the lately evolved\nhigh school has undoubtedly been to give general rather than vocational\neducation, even though for many years we were deluded by the hope that\n\nthe \"disciplinary\" studies would give the mental training essential to all\nkinds of success in health and vocation, in love and war, in culture and\ncivism.\n\nTwo other delusions yet persist in much of our unanalyzed educational\n\n"}
{"page": 1033, "printed_page": null, "text": "1004\n\nNATIONAL EDUCATION ASSOCIATION\n\ntheory. One is that somehow there can be some general education that is\nvaluable for any and all vocations. The other, a much more modern one,\nis that vocations or even a vocation can be so taught as to produce large\namounts of culture or of civism .\n\nNow anything like common sense analysis of the vocations that are\nactually practiced up and down our streets, in our minds and forests, on\nfarms and on shipboard, and throughout our offices and places of merchandising will show that there are few studies ordinarily belonging to the first\nsix grades that are essential to all of these vocations and certainly no studies\nbeyond the first six grades that are applicable to any considerable number.\nThe barest of abilities to read, to add and multiply, and to write are all that\nare needed generally. It is part of academic mythology that English grammar or manual training or geography or algebra or French or history or\ndrawing play a part in any but a few vocations. General education must\nalways find its real justifications, not in its contributions, direct or indirect,\nto vocational proficiencies, but in its expected and proved contributions to\ngood civism, personal culture, and health conservation.\nProbably we owe to Dr. Dewey's pedagogy and philosophy, more than\nto any other modern source, at least, the notion that vocational and cultural\n(or, more broadly, liberal) education should be unified. Dr. Dewey greatly\nenriched our theory of education by his insistence on the large part properly\nto be played in cultural education by the practical arts experiences and participations accessible to the capacities and deep-rooted interests of childhood\nand youth. I find ample justification in his theories for even far more ample\nand varied courses in industrial, agricultural, household, and commercial\narts than we yet possess in even our most progressive schools.\nProvided, always, that we do not expect from, or design to extract from,\nsuch liberalizing courses the specific vocational proficiencies demanded by\nmodern life and which, as far as I can see, only apprenticeship and other\nguided educational participations in specialized productive work can produce. I do not find anywhere in Dr. Dewey's writings evidence that he\nhas attempted to consider the conditions necessary to efficient vocational\ntraining suited to modern needs. The modern world divides and again\n\nsubdivides its vocations; and in most cases it so refines upon standards of\nachievement within each that the time, ability, and intensive training required for a specialty are greater than were once required for the whole\nvocation. It is now more difficult to fit oneself to be a poultry-grower than\na general farmer; to be a hotel cook than a housekeeper; to be a locomotive\nengineer than to be a stage driver ; to be a drill press operator than to be\na country blacksmith; to be a lawyer's stenographer than to be a grocer's\nclerk. No modern program of vocational education can safely be promoted\nexcept in recognition of these facts, to which, of course, there are occasional\nexceptions, as in every other field of generalization.\nNow the full and broad learning of any one of the thousand vocations\nfound in any modern city does contribute something, not only to what may\n\n"}
{"page": 1034, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1005\n\nproperly be called the culture of an individual, but to his civism as well.\nBut that must inevitably be not only a small part, but a diminishing part\n\nas well not only because of the progressive specialization of vocational\nproduction, but no less because of the parallel widenings of the fields of\ncultural utilization and civic comprehension and action open to each and\n\nevery one of us. We specialize production, but we render more inclusive\nutilization.\n\nIn Chicago A makes a living as a motorman on the elevated. We can\naccept that he is a trained, safe, and progressive motorman, no less so than\nthe dentist B in the same city. If A and B have come through proper means\nof vocational training, each knows much about the broader aspects of his\nvocation; that is, each has certain amounts of vocational culture and voca-\n\ntional civism as accompaniments of vocational proficiency.\nBut for neither motorman nor dentist do such factors of vocational cul-\n\nture and civism amount to more than one or two per cent of the culture\nor civism which each should possess. Public libraries and markets, newspapers and theaters, high schools and street associations, democratic government and travel, have opened, both to A and to B, cultural and civic opportunities such as corresponding workers have known in no previous epoch.\nFor a few cents they can purchase the choicest of the world's literature.\nThe morning newspaper puts them in touch with the making of yesterday's\nhistory all over the world. Chicago's markets bring to their doors the\nfoods and fabrics of producers in all regions. Music and pictures, drama\n\nand science are theirs for the asking. They can, if they will, easily give\ntheir voices and their votes to the making of municipal, State, National,\nand international policies. Culturally, they live in a world almost without boundaries; civically, they can serve coöperatively in all commonwealths. But vocationally, each works in a small niche of the world's\nwork, since experience proves that only so can he best serve himself and\nhis fellows.\n\nFor any given man a first class cultural education can contribute a trifle\n\nto vocational proficiency, but usually that is all. A first class vocational\neducation can contribute a trifle to cultural mastery, but usually that is\nall. Each type has its own major objectives and it is very doubtful if\nthese can be realized synchronously.\n\n"}
{"page": 1035, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1006\n\nSECRETARY'S MINUTES\nWASHINGTON\n\nMEETING\n\nOFFICERS\n\nPresident-JOHN N. GREER, Assistant Superintendent ...........\nVice-President J. G. COLLICOTT, Superintendent of Schools\nSecretary-CARL COLVIN, State Department of Education .\n\nFIRST SESSION\n\n.Minneapolis, Minnesota\nColumbus , Ohio\n..Springfield, Illinois\n\nTUESDAY AFTERNOON, JULY 1, 1924\n\nThe Public School and Apprenticeship Training With Special Reference to the\nBuilding Trades\nTHE ADMINISTRATION OF A STATE PROGRAM OF APPRENTICE TRAINING IN THE BUILDING TRADES-\n\nL. H. Dennis, State Director of Vocational Education, Harrisburg, Pa.\nEMPLOYEES' INTEREST IN APPRENTICE TRAINING IN THE BUILDING TRADES-\n\nEdward F. Kloter, International Brotherhood of Electrical Workers, Washington, D. C.\nFROM THE STANDPOINT OF THE CONSTRUCTION INDUSTRY, WHAT CAN THE PUBLIC\nSCHOOLS DO TO DIRECT YOUTH TOWARD THIS FIELD ?-\n\nD. Knickerbacker Boyd, Architect, Philadelphia, Pa.\nTHE AMERICAN CONSTRUCTION COUNCIL AND ITS INTEREST IN APPRENTICE TRAINING\n\nDwight T. Hoopingarner, Executive Secretary, American Construction Council,\nNew York City.\nREPORT OF COMMITTEE ON THE NATIONAL COUNCIL FOR VOCATIONAL EDUCATION-\n\nL. H. Dennis, Chairman.\nSECOND SESSION -THURSDAY AFTERNOON, JULY 3, 1924\nTHE COOPERATION OF THE FEDERAL BOARD WITH THE STATES IN CARRYING OUT A\nPROGRAM OF APPRENTICE TRAINING IN THE BUILDING TRADES-\n\nG. A. McGarvey, Federal Board for Vocational Education, Washington, D. С.\nTHE INSTRUCTION AND TRAINING NEEDED BY A PARTICULAR BUILDING TRADE AND\nHOW THE PUBLIC SCHOOLS CAN ASSIST IN THE PROGRAM-\n\nOscar Reum, Contracting Plasterers International Association, Chicago, Ill.\nHOW THE PUBLIC SCHOOLS CAN HELP THE GENERAL CONTRACTOR IN HIS APPRENTICESHIP TRAINING PROGRAM-\n\nD. H. Sawyer, Associated General Contractors, Washington, D. С.\nWHAT THE PUBLIC SCHOOLS CAN DO IN AN APPRENTICE TRAINING PROGRAM-\n\nCharles W. Sylvester, Director, Vocational Education, Baltimore, Md.\nFORESTRY AS A TOOL IN VOCATIONAL EDUCATION-\n\nM. C. Merrill, Director of Forestry Publications, Washington, D. C.\n\n"}
{"page": 1036, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1007\n\nTHE ADMINISTRATION OF A STATE PROGRAM OF\nAPPRENTICE TRAINING IN THE BUILDING TRADES\nL. H. DENNIS , STATE DIRECTOR OF VOCATIONAL EDUCATION\nHARRISBURG, PENNSYLVANIA\n\nIt is unquestionably the function of the public school system, through its\nState department of education, to foster, encourage, promote, and supervise\nthe training of its youth. To bring about the proper coördination between\nindustry and the schools in the development of an industrial training pro-\n\ngram, it will be necessary to develop some plan whereby industry and the\nschools may together determine desirable standards and conditions govern-\n\ning apprenticeship training. Such a plan might involve the appointment of\nState advisory committees representing any trade, craft, or business to which\nminors are apprenticed. Such committees in some cases should represent\nagroup of related trades. These State committees would act in an advisory\ncapacity, the actual administration and supervision being delegated to the\nState department of education .\nIn approaching this problem, we must be aware of the complex series of\nfactors, causes, and influences involving the very structure of our economic\nand social life. We can expect but little success in the building up of effective apprenticeship unless we are cognizant of the merits and faults of the\napprenticeship system that prevailed in the early days. We must examine\ninto the economic and social factors which led to the decadence of this once\n\neffective system. We must appreciate the effect of the rise of the factory\n\nsystem in this country bringing with it the great diversity and division of\nlabor. We must not be unmindful of the fact that the later years of the\nwhole apprenticeship witnessed the divesting of the work of our youth of\nthose experiences having much educational value, and that this has con-\n\ntributed materially to the feeling against child labor. However, this child\nlabor antagonism has been carried so far in some instances as to create\nthe impression among our people that it is morally wrong for our youth to\nsoil their hands with the everyday work of life, and that the correct thing\nto do is to shun work and to secure an education so that it will be unneces-\n\nsary to participate in the ordinary labor or work in which, as a people, we\n\nare immersed. This extreme mental attitude of our people, stimulated\nlargely by some of our social workers and some of our educators, has produced a veritable blight upon our economic life, as fatal as the blight that\nrobs the potato of its virility.. Furthermore it is infecting our whole social\n\nsystem with a form of moral dry rot that is breaking down the very fiber\nofour National life.\n\nThe new apprenticeship system must be built not upon the needs of our\neconomic life alone, but rather must it be predicated upon the needs of the\nprospective worker as he faces the task of adjusting himself to society and\nofpreparing himself to take his place side by side with the others who in\n\nthis day and age are doing the work of the world. We must appreciate\n\n"}
{"page": 1037, "printed_page": null, "text": "1008\n\nNATIONAL EDUCATION ASSOCIATION\n\nthat apprenticeship is a preparation for life as well as for earning a living.\n\n(practical\n( One ofeffect\nthe most\ndesirable effects of a State apprenticeship would be its\nin bringing about a social recognition of the dignity of labor.\nThere has been too much shouting from the housetops relative to this and\ntoo little of a real effort to place training for honest labor on a par with\ntraining for the so-called white collar jobs.\nIt should be clearly understood that any apprenticeship scheme planned\nalong the lines indicated herein calls for a permanent, long-time, continuous\nprogram instead of being based upon temporary emergency conditions. Such\na scheme must be flexible enough in its actual operation to adjust itself to\nthe varying industrial conditions of prosperous and stringent times. In\nsuch a program, there should be no intention, whatever, to train more of\nthe youth of our country for any trade or group of trades than can be\nnormally and readily assimilated into that trade. The apprenticeship must\nbe open to those now already at work at their trades who desire to improve\nand to develop a genuine craftsmanship .\nHabits of work are as fundamental to success and happiness in life as\n\nany other habits that we can inculcate into the minds and hearts of the\nrising generation. The world is today suffering from the desire of our\n1\n\n☐ people to get away from work. How to get by seems to be the slogan of\nthe hour. The world is paying vast sums for the time of its workers, but\n\nin many cases gets little service. We have little hope and prospect of developing a wholesome attitude toward work and a sincere pride in genuine\ncraftsmanship on the part of our youth of today unless we very deliberately\nincorporate into our otherwise excellent educational system those opportunities for work under work conditions that will weave into the very\n\nfabric of our youth the necessary and fundamental habit of work.\n\nOUR NATIONAL CONSTRUCTION PROGRAM AND ITS\nNEED OF MECHANICS\nD. H. SAWYER, SECRETARY, ASSOCIATED GENERAL CONTRACTORS\nOF AMERICA, WASHINGTON , D. C.\n\nThe aroused interest of educational officials during the past few years\nbut more particularly the more recent months, in the proper training of\nboys in the details of building construction and the preparation of courses\nof study; the securing of the necessary personnel and funds and the solicitation of students to take up the work, as well as all matters affecting the\ngeneral problem, should be founded on economic considerations. Full ap\npreciation should be attached to the necessity which for the moment exists\nfor a larger number of building mechanics, as well as the probable per\n\nmanence of the demand. Hence, the question arises, \"Is the program now\nin process of development one which will further extend the education\nfacilities of the country and start students on a career justified by the experi\n\n"}
{"page": 1038, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1009\n\nence of the past, the conditions as they exist today, and by a forecast into\nthe future?\" It is not fair to the boy to lead him to believe that a promising future awaits him in the building industry, if such a future cannot be\nthoroughly established. Likewise it is unfair to ask those who support the\nschools to give their time and money to new processes of education if the\nneed for these is temporary and the acute situation of today can be more\nsatisfactorily met through other means of relief.\nFor the moment let us consider a picture of the construction industry as\nit exists, in order that we may become acquainted with the scope of this\nbusiness, its probable permanence in the National life, as well as problems\nwhich face it which might influence the training of apprentices.\nContracting today, for purposes of distinction, is split into four general\n\ngroups, namely, building, such as office structures, hotels, monumental,\nedifices, educational facilities, industrial plants, and housing accommoda-\n\ntions ; public works, which comprehend such developments as vehicular tun- >\nnels, subways, canals, irrigation, power stations, sewer and water improvements; highways, which include traffic arteries of cities, counties, and States,\n\nand railways, such as new lines, revisions of grade and line, terminal and\nstation developments.\n\nThe building program of 1923 totaled about seven billion dollars, which\nfigure establishes this great business as second only to agriculture, and is\nalmost wholly an addition to the permanent wealth of the country. No\nsearch has been made of records through past decades to determine the\n\nrelative rank of construction in relation to other businesses of the country,\nbut it is known that, steadily and rapidly, construction work has become\nmore and more a factor in American life.\n\nAs civilization becomes more complex and our desires more insistant, a\ntendency is established to require additional facilities which will meet such\never increasing demands. For illustration : Twenty years ago the farmer,\n\nas well as those who lived in the cities, was satisfied with the ordinary\nroads constructed of native soil, but with the coming of the automobile and\nthe firmer determination of the rural inhabitant to avail himself of the\n\nopportunities of the city, the improvement of the highways of the country,\nstarting in an experimental way, has finally become a fixed policy in every\n\nState in the Union, until the road construction of the country last year\ncost very nearly one billion dollars. This enormous program, startling in\nits extent, shows no signs of pausing, but every evidence is to the effect that\nthe impetus already gained will be continued until virtually all the highways of the country will be hard surfaced. Likewise, we were satisfied a\n\nfew years ago for children to attend school in bare and unsanitary buildings, and today we find the educational plants among the finest structures\n\nin the country, with highly perfected facilities. The war caused a stoppage\nof all building work, and the deficit not balanced off as yet, is estimated to\nbe between one and two years, which cannot be attained at once but must\nbe stretched over several years to come.\n\n1\n\n"}
{"page": 1039, "printed_page": null, "text": "1010\n\nNATIONAL EDUCATION ASSOCIATION\n\nAgain, if you contemplate any structure which has been built within the\npast few years, great as it may be, you will find a larger enterprise already\nin contemplation which is destined to relegate the first to second place and\nthis competitive desire to increase and improve has become not only a ten-\n\ndency of the people, but a challenge to their ingenuity and resourcefulness\nto build larger and ever better. It is difficult to imagine any reaction that\nmay occur in the Nation which will upset this growing desire to surround\nourselves with the very best or anything that might transpire which will\ndampen the ardor and ingenuity of those who plan for our necessities and\nconveniences .\n\nVirtually all other classes of businesses are component parts of the construction industry as, for instance, engineers, architects, accountants, contractors, subcontractors, material people, banks, mortgage houses, real\nestate, labor, equipment concerns and transportation systems, and on account\nof this vast interlocking of interests, it has become one of the chief barometers in rating the condition of National business life.\nIt is difficult to believe that the demands of the American people for construction will grow less, and it seems to be the mature judgment of those\nwho are entitled to express an opinion that the National construction program will hold its own with other lines, and that its volume will probably\nshow no signs of decrease except as it is influenced by the periodic reactions\nwhich from time to time visit us.\n\nThe construction industry must rely upon the three big M's which\ntypify Men, Money, and Materials. Money for legitimate improvement\nenterprises has generally been plentiful, and today it is possible to acquire\nfunds in large amounts for purposes of construction. The inventive genius\nof the country leads the whole world in the development of materials and\nequipment of construction, and the resourcefulness of manufacturers has by\nno means reached its limit.\n\nThe prime difficulty which contractors have faced for the past few years\nhas not related as particularly to money and materials as it has to the supply\nof personnel necessary to man improvement works. There has been a\nserious shortage of building mechanics virtually throughout the country,\nand this condition has affected the speed with which enterprises can be\ncompleted and likewise has increased the cost. The remedial measures\n\nnecessary to overcome this difficulty are of great concern to contractors and\nall other factors playing a part in the construction program. It is recalled\nthat, for years past, the ports of the United States have been open to the\npeoples of the world to come and work and live with us, but this inflow of\nnew life has been greatly curtailed by recent legislative acts, which permit\na very restricted number of immigrants to reach our shores. Great numbers of these foreign people found their way into the construction industry\n\nand formed a new blood which was necessary to meet an ever enlarging\nprogram, but as this source of supply has been very largely dried up, it becomes necessary, if construction is to continue, that other sources be de\n\n"}
{"page": 1040, "printed_page": null, "text": "1011\n\nDEPARTMENT OF VOCATIONAL EDUCATION\n\nveloped.\n\nThe manufacturers of the country have been quick to observe\n\nthe situation, and every effort is being made to increase the production of\n\nlabor-saving devices and employment of materials which will reduce the\nmanual labor of installation.\n\nAs indicating the problem which exists, Table 1 is given below showing\nthe shortage of building artisans throughout the country in the summer of\n1923 .\n\nTABLE 1.-SHORTAGE OF BUILDING MECHANICS IN JUNE, 1923\n\nBricklayers\n\n51%\n\n39%\n\n32%\n\n44%\n\n42%\n\nCarpenters\n\n.. 15%\n\n3%\n\n3%\n20 %\n\n42%\n40%\n\n13%\n14%\n\n....\n\n28%\n\nEast\n\nSouth\n\nRocky Pacific\n\nAv-\n\nWest\n\nMount\n\nCoast\n\nerage\n\n29%\n\n55 %\n\n23%\n\n39%\n25%\n29%\n\n59%\n\n22%\n\nEngineers\n\n11\n%\n3\n%\n\nHod carriers ...\n\n....\n\n1\n%\n\n5\n%\n\n3\n%\n\n50%\n\n18 %\n67 %\n\nMasons\n\n27%\n\n24%\n\n80 %\n\n28 %\n50%\n\n20%\n53 %\n\n75 %\n64%\n\n7%\n\n37%\n\n38 %\n\n35%\n5%\n\n37 %\n35 %\n\n67%\n47%\n\n34%\n\n30%\n\n12%\n\n9%\n\n33 %\n67%\n\nPlumbers\n\n21\n%\n3\n%\n31\n%\n\n....\n\n....\n\n....\n\n....\n\n17%\n\n57%\n\n25%\n\n50\n%\n\n50%\n\n26%\n\n54%\n\n5%\n\n28%\n\n47\n%\n\n....\n\n50 %\n\n12\n%\n\n27%\n\n....\n\n..\n\n....\n\n58 %\n\n14%\n22%\n\nPlasterers\n\n14\n%\n\n....\n\n52\n%\n\n14%\n23%\n\nPainters\n\n....\n\n1\n%\n62%\n\nLathers\n\nLabor, common.. 14%\n\n16%\n\n....\n\n...\n\n....\n\n...\n\nfinishers\n\nSouth\n\n....\n\nCement\n\nElectricians\n\nWest\n\nEastern Central Central\n\n....\n\nPa.\n\n....\n\nN.Y. &\n\n....\n\nNew\n\nEngland\n\nArtisans\n\n20%\n\n11%\n\n47%\n\n....\n\n....\n\n33%\n\nSheet metal\nworkers\n\n..........\n\nSteam fitters ..... ....\nStructural iron\nworkers\n\n9\n%\n\n16%\n\n40 %\n\n14%\n\nPercentage is the ratio of men short to total requirements. Shortage for entire\ncountry is 23 per cent.\nTABLE 2.- SUPPLY OF BUILDING MECHANICS ( CENSUS OF 1920 )\n1920\n\n1910\n\nBrick and stone masons .\nCarpenters\nCement finishers .\n\n131,257\n\n169,387\n\n887,208\n7,621\n\n810,082\n\nElectricians\n\n212,945\n\n120,155\n\nPainters, glaziers and varnishers (building)\n\n248,394\n\n273,060\n24,780\n\nPaperhangers\nPlasterers\n\n18,338\n\n7,030\n\n38,249\n\n47,676\n\n206,715\n\n148,304\n\nRoofers and slaters .\n\n11,378\n\nStonecutters\n\n22,096\n\n14,078\n35,726\n\nStructural ironworkers ( building)\n\n18,836\n\n11,427\n\nCoppersmiths\n\n5,232\n69,725\n\n56,399\n\n608,075\n\n853,679\n\n2,486,069\n\n2,575,163\n\nPlumbers and gas and steam fitters .\n\nTinsmiths and sheet metal workers .\n\nLaborers, building, general and not specified .\n\n3.410\n\nAs further emphasizing the conditions as they exist, Table 2 is\ngiven which has been abstracted from the census of the United States.\nThis latter table indicates that there was an actual decrease in the number\n\nof mechanics in the ten-year period from 1910 to 1920. The causes which\n\n"}
{"page": 1041, "printed_page": null, "text": "1012\n\nNATIONAL EDUCATION ASSOCIATION\n\nproduced this deficiency are of moment and are possible of explanation, but\nare not necessary for the purposes of this discussion except to convey a full\nappreciation of the serious condition which exists in the industry, and to\nadduce tangible evidence of something which must be corrected.\nIt is believed from the statement made above that opportunity presents\nitself in the industry for boys who wish to prepare themselves for this\ncharacter of work. The construction operations afford outdoor work\nunder healthy and sanitary conditions which even in their improved condition today are ever being bettered. Building operations in years past\nin some particulars have been dangerous to life and health, but today such\ncontrol is being exercised over construction that it is as safe as almost any\nother pursuit which a man can follow. For example, the National Safety\nCouncil is a Nation-wide organization making studies of improved conditions which are destined to protect life and limb, and contractors and\nothers the country over are harmonizing their efforts with that organization to protect the workers .\n\nOne handicap that has existed in the building industry has been the short\nworking season which afforded a considerable amount of idle time unless\n\na man engaged in some other pursuit during the lax periods. Studies under\nthe direction of the Department of Commerce have been made to lengthen\nthe construction season, and at this time we find work available for mechanics virtually throughout the whole year.\nThere was a time when a man who worked with his hands received\n\nimmoderately low wages, but through increasing recognition of the im\nportant part which he plays in life, as well as through his associating\nhimself with those who have his particular interests in view, his wages\ntoday are lucrative, and not only in accord with the advance in the cost\nof living, but a considerable amount above this.\nWe feel that success and advancement lie within the man and not in the\n\nvocation which he chooses to follow. The average skilled mechanic in\nthe building trade of twenty-five years of age makes a yearly income as\nlarge, if not larger, than that of any young man of similar age in any other\ntrade or profession.\n\nThere have been countless men in the construction\n\nindustry who have risen from carpenters, bricklayers, ironworkers, and\nlaborers to foremen, superintendents, general managers, and finally to the\nhead of a business of their own.\n\nThe need for more labor and the necessity for securing a larger ratio\nof apprentices are recognized, but there has not yet been a definite National\nprogram mapped out to take care of the situation. Independent efforts\nhave been made by numerous general contractors and local agencies to form\n\ntrade schools and take apprentices into construction actually in progress.\nbut these efforts have not been unified, although some results have been\nobtained in many sections of the country. What is actually necessary is\na definite plan which comprehends the National problem and standardize\n\nits solution. Construction and all business which hinges upon it will wel\n\n"}
{"page": 1042, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\n\n1013\n\ncome any plan which the Nation's educators can offer for the training of\nyoung men to fit them for useful places in the industry, and you may be\nassured of the whole-hearted and unselfish support of the contractors of\n\nthe country in your efforts to study and determine the most effective solution of this interesting problem.\n\nFORESTRY AS A TOOL IN VOCATIONAL EDUCATION—\nABSTRACT\nM. C. MERRILL, DIRECTOR OF FORESTRY PUBLICATIONS, FOREST SERVICE\nDEPARTMENT OF AGRICULTURE , WASHINGTON , D. C.\n\nTomorrow the tolling bells all over the fair land of America will celebrate our political independence, but we are plunging recklessly and\nspeedily to the time when a forest-barren land will be forced to hear the\ndeath knell of our economic progress and freedom, unless we drastically\nmend our wooden ways. There must be immediate educational action\nto help avert a timber famine, and educators must pay more attention to\nforestry as one of the corner stones of America's economic structure .\nestry is a definite and important tool in vocational education.\n\nFor-\n\nIs America to maintain her position of economic leadership in the world,\nor is she not ? If she is, the time has come when we must universally give\nmore serious and more effective educational attention to our rapidly\ndwindling forest resources.\n\nThe startling facts of our timber situation should make us stop, look,\nand listen for the dangers ahead. The United States is consuming twentyfive billion cubic feet of timber a year-two-fifths of the entire consumption of the world and growing only six billion cubic feet in the same\nperiod. That unbalanced ratio is sending us straight and fast into a timber famine.\n\nIn fact we have already arrived at the boundaries of that\n\ngaunt and desolate condition.\nEvery year we are cutting the timber on ten million acres of forest land,\n\nan area one-third the size of Louisiana. In spite of our rapidly decreasing\nsupplies of wood, forest fires are yearly burning over forest lands equal\nin size to a strip 10 miles wide from Washington to Kansas City. Eighty\nper cent of these forest fires are caused by human carelessness.\nThere are throughout the country eighty-one million idle acres of barren\nland that was once covered with forests and is not suitable for farm\ncrops an area as large as the total land area of the ten States of Rhode\n\nIsland, Delaware, Connecticut, New Jersey, Massachusetts, New Hampshire, Vermont, Maryland, West Virginia, South Carolina, and half of\nOhio.\n\nWe are deplorably wasting each year in preventable losses about seven\nbillion board feet of lumber, an amount which requires 170 million acres\nto grow\n\nan area as large as the entire State of Texas or the combined\n\n"}
{"page": 1043, "printed_page": null, "text": "1014\n\nNATIONAL EDUCATION ASSOCIATION\n\nland area of Minnesota, Kansas, Missouri, and Indiana. A few more\nNational extravagances like these and we shall have covered this whole\ncountry with these sorry comparisons .\n\"Well, we should worry \" is the common complacent attitude, for\n\"American ingenuity will find substitutes for wood.\" Yes, substitutes for\n\nwood are being found, and yet the facts show that our timber demands are\nincreasing all the time. Would you believe that more wood is now used\nin houses than before concrete came into use, or that in railway car construction more wood is now used than before the advent of the steel car?\n\nSubstitution may help but never entirely fill the timber bill.\nThere are two important ways in which forestry may be used in voca-\n\ntional education. First, forest planting projects for school or community\nwoodlots, groves, or forests, and their proper care and management for\nboth landscape beauty and commercial profit ; second, study and application\nby manual training classes of proper use of woods and their complete\nutilization to avoid wastage in wood-using industries and the building\ntrades.\n\nTeachers of vocational education have a golden opportunity to correlate\ntheir work with the increasingly insistent demands for attention to this\nNational problem, and many are already planning their projects accordingly. In this important program the United States Forest Service stands\nready and anxious to render assistance to educators everywhere, as it is\nalready doing in thousands of cases .\n\ni\n\n--\n\n"}
{"page": 1044, "printed_page": null, "text": "THE FOURTH REPRESENTATIVE ASSEMBLY\nDelegates who attended the Sixty-second annual meeting of the National Education Association in Washington, D. C., June 29-July 4, 1924. It will be observed that some of the\ndelegates failed to register their positions.\nALABAMA\n\nAbercrombie, J. W. , Ex-officio ( State Superintendent) , Montgomery.\nBandman, C. G., Principal, Woodlawn High\nSchool , Alabama Education Association,\nFirst Avenue and 56th Street, Birmingham.\nBentley, B. E. , Principal, Jefferson County\nTeachers Association, Republic.\nBradford, Lula, Supervisor, Primary Work,\nBirmingham Teachers Association, 1412\nNorth 32d Street, Birmingham.\nBrown, Charles A. , Associate Superintendent\nof Schools, Birmingham.\n\nRosenberry, Ethel, Phoenix Teachers Association, 760 East Pierce, Phoenix.\nSlavens, Jean, Tucson Teachers Association ,\n908 East Fourth Street, Tucson.\nARKANSAS\n\nDe Neler, Emmie, Women Teachers Association of Little Rock, 3101 West IIth Street,\nLittle Rock.\n\nGriffey, Annie G. , Ex-officio ( State Director) ,\n800 Louisiana Street, Little Rock.\nHall , R. C. , Arkansas Educational Associa-\n\ntion,\n\nCounty Schools , Secretary, Alabama Education Association, Cullman.\n\nHodges, P. W. , Secretary, Division Teacher\nTraining\n\nCertification\n\nAlabama\n\nEducation\n\nand\n\nPlacement,\n\nAssociation,\n\ngomery.\n\nLittle\n\nHenderson, D. T. , Arkansas Educational Association, County Court House, Little\nRock.\n\nHill , A. B. , Ex-officio ( State Superintendent),\n\nMont-\n\nMacKenzie, Lois, Principal, Elementary\nSchool, Birmingham Teacners Association,\n\nSuperintendent of Schools,\n\nRock.\n\nDowling, H. G. , Superintendent, Cullman\n\nLittle Rock .\n\nNobles , Mollie, Arkansas Educational Association, English.\nPitts, Gertrude , Women Teachers Associa-\n\ntion of Little Rock , Pfeifer School, Little\n\nBirmingham.\n\nMunro, P. M. , Principal, High School, Alabama Education Association , Selma.\nRagan, Winifred, Head of Commercial Department, Phillips High School , Birming-\n\nRock.\n\nStarkey, Elizabeth, Arkansas\nAssociation, Pine Bluff.\n\nEducational\n\nCALIFORNIA\n\nnam Teachers Association, Biraning..am.\n\nShackelford, E. M. , President, State Normal\nSchool, Alabama Teachers Association,\n\nArtz, Etta Ooley, Los Angeles City Teachers Club, 834 West Sixth Street, Los\n\nTroy.\n\nAngeles.\n\nTidwell, Flora, Grade Teacher, Wylam\nSchool, Birmingham Teachers Association ,\nBirmingham.\n\nBirmingham.\nALASKA\n\nDirector) ,\n\nEducation, 2627 M Street, Fresno.\n\nAvery, Eunice, Teacher, Grade Teachers As-\n\nPrincipal, Woodlawn,\nWilliams, J. D. ,\nScoool, Birmingham Teacners Association,\n\nHenderson,\n\nAtkinson, Agnes , Fresno City Council of\n\nLester\n\nD. ,\n\nEx-officio\n\nCommissioner\n\nof\n\nsociation, 4318 19th Street, San Francisco.\nBarbour, Marion V. , Chico Teachers Club ,\n4938 Third Street, Chico.\nBarrows , Jeannette, Berkeley Teachers Asso-\n\nciation, 1345 Arch Street, Berkeley.\n\n( State\n\nEducation,\n\nJuneau.\nKeller, William K. , Alaska Education Asso-\n\nBoardman, Helen H., Santa Clara Teachers\n\nAssociation, 475 Embarcadero Road, Palo\nAlto.\n\nBrenneman,\n\nciation, Juneau.\n\nElsa,\n\nClendale\n\nCity\n\nTeachers\n\nClub, 22252 West Fourteenth Street, Los\n\nARIZONA\n\nAngeles.\n\nBrown, Clara S. , Arizona State Teachers\nAssociation, State Normal School, Tenpe.\nCarpenter, Mary E. , Arizona State Teachers\nAssociation, Tempe.\nCase, C. O. , Ex-officio (State Superintendent), Phoenix.\n\nBroadwell, Laurine, Los Angeles High\nSchool Teachers Association, Los Angeles.\nBryson, Jennie E., Alameda County Teachers\n\nAssociation, 2426 Bancroft Way, Alameda.\nCagney, W. J. , California Teachers Association, Hollister.\n\nFenton, Norman, Arizona State Teachers\nAssociation, State Normal School, Tempe.\nFile, Viola, Tucson Teachers Association,\nZuni Court No. 1, Tucson.\n\nFoster, Elizabeth, Globe Teachers Association, P. O. Box 883 , Globe.\n\nGrau, Miriam, Assistant to Superintendent\nin Phoenix, Arizona State Teachers Association. Mesa .\n\nHendrix, H. E. , Superintendent of Schools ,\nArizona State Teachers Association, Mesa.\nMartin, S. H. , Superintendent of Schools,\nPrescott Education Association, Prescott.\n\nCaldwell, Mrs. Olive E., Long Beach City\nTeachers Club, 1092 East 17th Street,\nLong Beach.\nCamper, Charles H., California Teachers As-\n\nsociation, Superintendent of Schools, Chico.\nCravens, Mary R. , California Teachers Association, 1823 H Street, Sacramento.\n\nCauch, F. R. , Oakland Teachers Association ,\n2316 Valdez Street, Oakland.\nChamberlain, A. H. , Secretary, California\nState Teachers Association, 933 Phelan\nBuilding, San Francisco.\n\nChaney, S. M. , California Teachers Association, Willows.\n\nMatthews , Mrs. A. J. , State Normal School,\n\nChenoweth, L. E., California Teachers As-\n\nTempe.\n\nMatthews, A. J. , Ex-officio ( State Director) ,\nPresident, State Normal School, Tempe.\nReynolds, Mrs. Kate, Arizona State Teachers Association, 75 Pennington Street ,\n\nsociation , Bakersfield.\n\nClayton, W. M. , Santa Ana City Teachers\nLeague, 403 So. Broadway, Santa Ana.\nCloud, Roy W. , California Teachers Association, Redwood City.\n\nTucson.\n\nRobinson, Merna B., Arizona State Teachers\nAssociation , Box 334, Morenci .\n\nCoale, N. O. , California Teachers Associa-\n\n[\n1015]\n\ntion, Mendocino City.\n\n"}
{"page": 1045, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1016\n\nColbert, Gail, California Teachers Association, 2642 Second Street , San Diego .\nCotrel, Edna, San Francisco Grade Teachers\n\nAssociation, Teacher, 3240 Clay Street, San\nFrancisco.\n\nCranston, J. A. , California Teachers Association, Santa Ana.\nCrase, Mrs. Drucie, Berkeley Teachers Association, 336 Olive Avenue, Berkeley.\n\nAssociation,\n\nIoro Delaware Street,\n\nBerkeley.\nIversen, Ida Christine, California Teachers\nAssociation, 215½ So. Catalina Street, Los\nAngeles.\nJacobson ,\nJeannette, California Teachers\n\nAssociation,\nAngeles.\n\n1334 Kellam Avenue, Los\n\nGrade\n\nJohnson, Beth, San Diego Teachers Association, 4366 Maryland Avenue, San Diego.\n\nTeachers Association , Teacher, 45 Henry\n\nKelly, Effa M. , Pomona City Teachers Club,\n\nDacre,\n\nEmma\n\nL. ,\n\nSan\n\nFrancisco\n\nStreet, San Francisco.\n\n750 N. Garey Street, Pomona.\n\nDavis, Cecil M., California Teachers Asso-\n\nKeppel, Mark, Superintendent, Los Angeles\n\nciation, Santa Cruz.\nDillon, Alice, Oakland School Womens Club ,\n1428 Jackson Street, Oakland.\n\nCounty Schools , California Teachers Association, Los Angeles.\nKlugel, Isabelle, San Diego Teachers Asso-\n\nDuncan, Glee, Long Beach City Teachers\nClub, 429 East Seventeenth Street, Long\nBeach.\n\nDunlevy, William P., Ex-officio (State Director) , 2924 Ash Street, San Diego.\n\nDupuy, E. G. , San Francisco High School\nTeachers Association, 822 Merchants Exchange Building, San Francisco.\n\nEllis, Evangeline, Fresno City Council of\nEducation, John Muir School, Fresno.\nFraser, Anna, Oakland Teachers Association ,\n822 Alma Avenue, Oakland.\nFriedrich, Mary, Oakland School Womens\nClub, 100 Ninth Street, Oakland.\nFrost, Blanche, Alameda Grade Teachers\nClub , Teacher, 2044 Santa Clara Avenue,\nAlameda.\n\nFulton, Theodore, Los Angeles High School\nTeachers Association,\n2226 Baltimore\nAvenue, Alhambra.\nGarrison, Dora L. , Los Angeles City Teachers Club , 1416 Third Avenue, Los Angeles.\nGlazier, Marcella, San Francisco High School\nTeachers Association , 3367 17th Street,\nSan Francisco.\n\nGoggin, William A. , Long Beach City Teachers Club , 315½ Temple Street, Long\nBeach.\n\nGrabill, Gladys B., Los Angeles City Teachers Club, 724 West 60th Street, Los\nAngeles.\nGridley, E. G.. California Teachers Association, Roosevelt High School , Oakland.\n\nGwinn, J.\n\nM.. Superintendent of Schools,\n\nCalifornia Teachers Association , City Hall ,\nHaigh, Anne B., San Francisco Grade Teachers Association, Teacher, 1431 Fifteenth\nAvenue, San Francisco.\nHalliday, Florence , Oakland Teachers Association, 550 24th Street, Oakland.\n\nHancock , Joseph E.. Santa Clara County\n532 So. Ninth\nTeachers Association ,\nStreet, San Jose.\nHausett, Elizabeth E. , Teacher, San Fran-\n\nTeachers Association ,\n\n136\n\nFrederick Street, San Francisco.\nHenrich, A. Zella, Alameda County Teachers\n\nAssociation, 2311 Rose Terrace, Berkeley.\nHiles, Leta Severance, California Teachers As-\n\nsociation, 804 Cooper Arms , Long Beach.\nHolliday, Mrs. Viviene C. , Principal, San\nDiego Principals Club, 1904 First Street,\nSan Diego .\n\nHolway, Elsie M., South Pasadena Teachers\nClub. 1321 Marengo Avenue, South\nPasadena.\n\nHunter, Fred M., Ex-officio (Life Director),\nSuperintendent of Schools , Oakland.\nHutchings, Raymond R. , Santa Barbara City\n\nTeachers Club , University Club of Santa\nBarbara, Santa Barbara.\n\nIrwin,\n\nKuehny, M. S. , Principal, Principals' Club\nof Los Angeles Elementary Schools. 703\nNorth Jackson Street, Glendale.\nLang, Mamie B. , California Teachers Association, Red Bluff.\n\nLe May, Dorothy, San Francisco Grade\nTeachers Association , Teacher, 231 15th\nAvenue, San Francisco.\nLittle, Mrs. Isabel, California Teachers As\n\nsociation , 311 East Bishop, Santa Ana.\nMcDermott, Louise, San Francisco Grade\nTeacher,\nAssociation,\nTeachers\nGuerrero Street, San Francisco.\n\nSue, Alameda\n\nCounty Educational\n\n1180\n\nMcLean, Mrs. Fannie, Alameda County\nTeachers Association, 1829 Bancroft Way,\nBerkeley.\nMack, Mrs. A. C. , California Teachers Association, Lincoln School, Bakersfield.\n\nMartin, A. H. , Long Beach City Teachers\nClub, Eliot Street, Long Beach.\nMassey, Herbert N., Alameda County Teachers Association,\nBerkeley.\n\n2610\n\nMilvia\n\nStreet,\n\nMuller, Josephine E. , Los Angeles City\nTeachers Club, 3203 Arvia Street, Los\nAngeles.\nMitchell, R. P. , California Teachers Associa\ntion, Santa Ana.\n\nMooney, Mary F. , Ex-officio ( Vice President) , Vice- Principal, Washington School.\nSan\n\nSan Francisco.\n\ncisco Grade\n\nciation, San Diego Hotel, San Diego.\nKnight, Emma, San Bernardino City Teachers Club , San Bernardino.\nKrauss, Louise H. , California Teachers Association, 115 Palm Avenue, San Francisco.\n\nFrancisco.\n\nMorrison , Florence, Oakland Teachers Association, 1704 Filbert Street, Oakland.\n\nMiller, E. E. , Oakland Teachers Association, 3909 Linwood Street, Oakland.\nNewton , Willis T. , Los Angeles High\nSchool Teachers Association, Los Angeles.\nNorton, Alice, California Teachers Association, Hampton Court Apartments, 378\nGolden Gate Avenue, San Francisco.\n\nOakley, Agnes, Long Beach City Teachers\nClub, 2229 Lime Avenue, Long Beach.\nOstrom, Mrs. Ivy D., Principal, San Francisco School Principals' Association, 2040\nSteiner Street, San Francisco .\n\nPerkins, Mrs. Josephine, Santa Barbara\nCounty Teachers Association, 1443 Eighth\nAvenue , Oakland .\n\nPhelps, Ethel D., Los Angeles High School\nTeachers Association , 3140 San Marino,\nLos Angeles.\n\nRaybold, Irving, California Teachers Association, 4524 Fountain Avenue, Los\nAngeles.\nReilly\n, Mrs. Georgia, Alameda County\n\nTeachers\n\nAssociation,\n\n2500\n\nWoolsey\n\nStreet, Berkeley.\n\nReilly, Mary Jane, Berkeley Teachers Association, 2610 Derby Street, Berkeley.\n\n"}
{"page": 1046, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nReinhard, C. J. , Principals' Club of Los\nAngeles Elementary Schools, R. F. D.\n1, Box 1245 , Glendale.\nRobinson, J. A. , Alameda County Teachers\nAssociation, 397 Adams Street , Oakland.\nRosendahl, Fannie, The Fresno City Coun-\n\nCOLORADO\n\nAmmons, Annie J. , Teacher, Denver Classroom\n\nTeachers Association,\n\nStreet, Denver.\nAnderson, Anna\n\nV. ,\n\nColorado\n\nFresno.\n\nWilliams Street , Denver.\n\ntion, Point Loma, San Diego.\n\n1340 Race\nTeacher,\n\nClassroom\n\ncil of Education, 1047 Mildreda Avenue,\nRoss , H. H. , San Diego Teachers Associa-\n\n1017\n\nEducation\n\nAssociation ,\n\n3635\n\nBallou, Mrs. Allen, Teacher, Canon City\nTeachers Organization, Canon City.\n\nRoy, Essie M., Los Angeles City Teachers\nClub, 1612 Sixth Avenue, Los Angeles.\n\nBenning, Marian, Teacher, Longmont Teachers Club, 415 Coffman Street, Longmont.\n\nRussell ,\n\nBoreing, Maude, Teacher,\n\nN.\n\nTeachers\n\nElla,\n\nSanta\n\nAssociation,\n\nBarbara County\n203\n\nEast\n\nFlora ,\n\nStockton.\n\nSandifur,\n\nPueblo.\n\nClaude\n\nAssociation,\nHollywood.\n\nW.,\n\nCalifornia Teachers\n\nBox 108 , East 83rd\n\nStreet,\n\nIna,\n\nBradford,\n(State\n\nMrs. Mary C. C. , Ex-officio\nSuperintendent) , 1735 Bellaire\n\nStreet, Denver.\n\nShafer, Harry, California Teachers Association, 716 Security Building, Los Angeles .\nShafer,\n\nPueblo Educa-\n\ntional Association, District 1, Main Hotel,\n\nCalifornia\n\nTeachers\n\nAssocia-\n\ntion. 3954 Eighth Street, San Diego.\nShannon, Marguerite, Santa Clara County\nTeachers Association, 29 Mayellen Avenue, San Jose.\nShaw, Albert M., California Teachers Asso-\n\nciation, 2833 Estara Avenue, Los Angeles.\nShelton, Lulu A. , California Teachers Asso-\n\nciation, 574 61st Street, Oakland.\nSmall, Pearl M. , The Fresno City Council\nof Education, 804 Palm Avenue, Fresno.\nSmart, Ruth Adair, Long Beach City Teachers\nClub, 429 East 17th Street, Long\nBeach.\n\nBrennickl, Pearl M. , Teacher, Colorado\nSprings Federation of Teachers, 2215 West\nColorado Avenue; Colorado Springs .\n\nBrown, G. E., Superintendent of Schools,\nColorado Education Association, Greeley.\nCasey, C. C. , Superintendent of Schools ,\nColorado Education Association , Longmont.\n\nCash, E. C. , Teacher, Pueblo Teachers Association, Box 38, Pueblo .\nEcker, Emma B. , Teacher, Denver Classroom Teachers\nStreet, Denver.\n\nEllison,\n\nJ.\n\nW. ,\n\nAssociation,\n\n3652 Alcott\n\nPrincipal, Gilpin School,\n\nColorado\nEducation Association,\nWest 41st Street, Denver.\n\n5300\n\nSpencer, Edith, Los Angeles High School\n\nForce, Anna L. , Principal, Lincoln School,\n\nTeachers Association , 531 North Ardmore, Los Angeles.\nStuckey, W. L. , California Teachers Asso-\n\nFrasier, George W. , President, Colorado\nState Teachers College, 1906 11th Avenue,\n\nciation,\n\nEast\n\n632\n\nIrvington\n\nAvenue,\n\nHuntington Park.\nSutton, J. R. , Oakland Teachers Association, 710 McKinley Street, Oakland.\nTanner, W. G., Los Angeles High School\nTeachers Association, 5878 Denver Avenue, Los Angeles .\n\nUtt, J. H. , Stockton Elementary Teachers\nAssociation, 33 West Harding Way,\nStockton,\n\nUtter, J. P. , Solano Teachers Club, Masonic\nClub, Vallejo.\nWackermann , Theodora, San Diego Teachers\nAssociation, 1152 22nd Street, San Diego.\nWade, May C. , California Teachers Association, 2400 Durant Avenue, Berkeley.\nWalton, Thomas A. , San Diego Teachers\nAssociation, 2526 Pamo Avenue, San\n\n216 Sherman Street, Denver.\n\nGreeley.\n\nGavin, Mae F. , Teacher, Denver Classroom\nTeachers Association, 1465 Winona Court,\nDenver.\n\nGirault,\n\nMrs.\n\nT. L. ,\n\nPrincipal,\n\nColorado\n\nEducation Association , Sterling.\n\nGriffith, Emily,\nPrincipal,\nOpportunity\nSchool, Colorado Education Association,\n1524 Fillmore Street, Denver.\n\nHamilton, Jessie M. , Principal, Morey Junior\nHigh School , Principals' and Directors '\nAssociation , 1055 Lincoln Street, Denver.\nHirons, W. G. , Principal, High School ,\nColorado\n\nAssociation,\n\nEducation\n\nGrand\n\nJunction.\nHuntington, Alice G., Teacher, Denver Classroom Teachers Association, 1347 High\nStreet, Denver.\n\nDiego.\n\nWelday,\n\nSamuel,\n\nAssociation,\nSanta\n\nSanta Barbara Teachers\n\n1826\n\nDe\n\nLa\n\nVina\n\nStreet,\n\nBarbara.\n\nWelty, H. O., Oakland Teachers Association. 4309 Gilbert Street, Oakland.\nWeyman,\nVivian,\nStockton Elementary\nTeachers Association, 1231 North Monroe\nStreet, Stockton.\nWhellis , Dorothy R. , Los Angeles City\nTeachers Club , 651 West 36th Street, Los\nAngeles.\nWhite, Edna A. , Oakland School Women's\nClub, 148 Ronada Court, Piedmont.\n\nWilson, H. B. , Superintendent of Schools,\n\nKrusen, Alma, Teacher, Denver Classroom\nTeachers Association, 995 Corona Apartments No. 6, Denver.\n\nLeise, May, Teacher, Morgan County Teachers Association, Brush.\nLort, Martha, Teacher, Denver Classroom\nTeachers Association, 2375 East Mississippi , Denver.\nMcArthur, Anna P. , Teacher, Denver Classroom Teachers Association, 2126 Vine\nStreet, Denver.\nMcBreen , Barbara, Teacher, Denver Classroom\n\nTeachers Association,\n\n3915 King\n\nStreet, Denver.\n\nMorris,\nSchool ,\n\nMary\n\nE.,\n\nColorado\n\nPrincipal,\n\nColumbian\n\nEducation Association,\n\nCalifornia Teachers Association , Berkeley.\nWoods, Glenn , Oakland Teachers Association, 277 Park View Terrace, Oakland.\nWoolley, Mrs. Eva Mae, Pasadena Teachers\n\n1661 Harrison Street, Denver.\nMurphy, Marie D. , Teacher, Denver Classroom Teachers Association , 1618 Pennsyl-\n\nAssociation, 747 Howard Place, Pasadena.\nYerge, Clyde S., California Teachers Association, 1836 Los Lunas Street, Pasadena.\n\nNewlon, Jesse H., Superintendent of Schools,\n\nvania,\n\nDenver.\n\nColorado Education Association, Adminis-\n\ntration Building, Denver.\n\n"}
{"page": 1047, "printed_page": null, "text": "1018\n\nNATIONAL EDUCATION ASSOCIATION\n\nShilling, Robert E.,\nSuperintendent of\nSchools, President, Delaware State Educa-\n\nParker, Frances E. , Teacher, Denver Classroom Teachers Association , 1600 Emerson Street, Denver.\nPeers, Katherine E. , Teacher, Boulder Teach-\n\ntion Association, Milford.\n\nWagner, M. Channing, Principal, High\nSchool, Delaware State Education Associa\ntion, Wilmington.\nWard, David A. , Superintendent of Schools,\nDelaware State Education Association,\nWilmington.\nYerger, W. K., Superintendent, A. I. du\nPont Special School District, Delaware\nState Education Association, 707 Rodney\n\ners Club, 2116 15th Street, Boulder.\nRead, Faye, Teacher, Pueblo Grade Teachers Association, District 20, 1425 Vernon\nAvenue, Pueblo.\nRedford, Helen D., Teacher, Denver Class-\n\nroom Teachers Association, 207 S. Gilpin,\nDenver.\n\nRiedel, F. A., Teacher, Greeley Teachers\nAssociation, City Schools, Greeley.\nRote, Orville W. , Superintendent of Schools,\nArapahoe County Teachers Association,\n\nStreet, Wilmington.\nDISTRICT OF COLUMBIA\n\nLittleton.\n\nShute, William C. , Principal, Wyman School ,\n\nBaker, Miss S., The High School Teachers\nAssociation of the District of Columbia,\n\nColorado Education Association , Denver.\nSmith , H. B. , Ex-officio (State Director) ,\nSecretary, Colorado Education Associa-\n\nCentral High School, Washington.\nBallou , F. W. , Ex-officio, Superintendent of\n\ntion, 520 Commonwealth Building, Den-\n\nSchools , Washington.\nClark, E. A. , Columbian Education Associa-\n\nver.\n\nStarr, Lelah C., Teacher, Denver\nroom Teachers Association, 218\nClarkson Street, Denver.\n\nClassSouth\n\nStockton,\n\nBryant\n\nRoscoe\n\nK. ,\n\nPrincipal,\n\ntion, 1915 Second Street, Northwest, Washington.\nCrabtree, J. W. , Ex-officio ( Secretary of N.\n\nΕ. Α .) , 1201 16th Street, Washington.\nDavis , Adelaide, Education Association of\nthe District of Columbia, Ludlow School,\n\nSchool, Denver Teachers Club , 1842 Vine\nStreet, Denver.\n\nTirey, R.\n\nM. ,\n\nSuperintendent of Schools,\n\nWashington.\n\nColorado Education Association , La Junta.\nWharton, Eleanor A. , Teacher, Colorado\n\nEly, Selden M., Educational Association of\nthe District of Columbia, Gales\nWashington.\n\nSprings Federation of Teachers, Colorado\nSprings.\n.\n\nWilson, J. H. , Superintendent of Schools,\nColorado Education Association, Rocky\nFord.\n\nEnglish, Harry, Ex-officio (State Director),\nBoard of Examiners, Franklin Building,\nWashington.\n\nFinegan, Thomas E. , Ex-officio (Board of\nTrustees) , 350 Madison Avenue, New\nCONNECTICUT\n\nCollins, Mary, Teacher, New Haven Teachers League, 41 Fifth Street, New Haven.\nCortright, E. Everett, Superintendent of\nSchools, Connecticut State Teachers Association, 610 Colorado Avenue, Bridgeport.\nKeene, Ida B. , Teacher, Connecticut State\n\nTeachers Association, Wilton Road, Westport.\n\nKelly, Mary E., Teacher, Connecticut State\nTeachers Association, 519 High Street,\nMiddletown .\n\nKnight, Mrs. Gertrude, Teacher, East Hartford Teachers Association , Burnside.\nLord, Miss, Teacher, Connecticut State\nTeachers Association , Willimantic.\n\nMerchant,\n\nSchool,\n\nCaroline,\n\nPrincipal, Connecticut\n\nState Teachers Association,\nStreet, New Haven.\n\n145\n\nLenox\n\nYork City.\nGrosvenor, Edith L. , Education Association\nof the District of Columbia, The Iowa,\nWashington.\nGrant, Lucas M. , Columbian Education\nAssociation, 1738 15th Street, Northwest,\nWashington.\nNetherland, Rosa Stokes, Columbian Education Association, 613 Third Street, Northeast, Washington.\n\nTaylor, Miss O. , The High School Teachers\nAssociation of the District of Columbia,\nEastern High School , Washington.\n\nTigert, John J., Ex-officio (Life Director),\nUnited States Commissioner of Education,\n\nWashington.\nWilkinson, Garnet C., Columbian Education Association, 406 U Street, Northwest,\nWashington.\n\nWilliams, Charl Ormond, Ex-officio (Life\n\nMeredith, A. B. , Ex-officio ( State Commissioner of Education) , Hartford.\n\nDirector) , 1201 16th Street,\nWashington.\n\nMoody, Wilfred H., Principal, New Haven\nTeachers League, 287 West Elm Street,\n\nNorthwest,\n\nFLORIDA\n\nNew Haven.\n\nSmith, Miss M., Principal, Connecticut State\n\nCawthon, W. S., Ex-officio (State Superin-\n\nTeachers Association, Hebron.\nSpoor,\nK.\nGertrude, Teacher,\n\nStratford\n\nEvans , R. M. , Principal, High School, Fior\n\nTeachers Association, 1137 West Broad\n\nida Education Association, Quincy.\nGullett, B. D., Superintendent of Manatee\nCounty Schools , Manatee County Educa\ntional Association, Bradentown.\n\ntendent of Public Instruction) , Tallahassee\n\nStreet, Stratford.\n\nSterling,\n\nGrace,\n\nSupervisor,\n\nConnecticut\n\nState Teachers Association , 59 East Eaton\nStreet, Bridgeport.\nSwett, H. D. , Principal, Connecticut State\nTeachers Association, West Hartford.\nDELAWARE\n\nJohnson, A. B. , Superintendent of Orange\nCounty Schools , Orange County Teach\ners Association, Box 271, Orlando.\nMarks, George W., Superintendent of Voltma\nCounty Schools, Florida Education Association, DeLand.\n\nHolloway, H. V., Ex-officio ( State Director) , State Superintendent of Public Instruction, Dover.\n\nHydorn, M. L. , Principal , Delaware State\nEducation Association, Frederica.\n\nTurner, R. L. , State Rural School Inspector.\nFlorida Education Association, Tallahassee\n\nWilder, Mrs. M. G., Visiting Teacher, Fiss\nida Education Association, Box 1074. St\nPetersburg.\n\n"}
{"page": 1048, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\nGEORGIA\n\nBenson, Lucy A. , Assistant Principal, Asso-\n\nCleveland, A. G. , Georgia Education Association, 119 North Ashley, Valdosta .\nSutton, Willis A. , Superintendent of Schools,\nGeorgia Education Association, 99 Drewry\n\nciation of Assistants to Principals of Chicago, 6943 Stewart Avenue, Chicago.\nBerninger, Harriett, High School Principal,\nIllinois State Teachers Association, Allendale.\n\nStreet, Atlanta.\nHAWAII\n\nGivens, W. E. , Ex-officio (State Director) ,\nSuperintendent Public Instruction, HonoJulu.\n\nHiserman , Mrs. Helen, Hawaii Education\nAssociation, 1634 Bingham Street, Honolulu.\n\nBlair, Francis G. , Ex-officio, ( State Superintendent) , Springfield.\nBoling, Caroline, Illinois State Teachers\nAssociation, DeLand.\nBoyer, Eolia, Teacher, Illinois State Teach-\n\ners Association, 442 North\n\nIth Street,\n\nEast St. Louis.\n\nBoyer, E. L. , Principal, Lake Shore Divi-\n\nHorner, Eugene, Hawaii Education Association, Hilo.\n\nJohnson, M. Louise, Hawaii Education Association ,\n\nLihue, Kauai.\n\nKing, Helen B. , Oahu Teachers Association,\nHonolulu.\n\nKing, Mrs. Mabel, Hawaii Education Association, 2256 Kalia Road, Honolulu.\n\nSheldon, Mrs. Louise, Kauai Education Association, Kapaa, Kauai.\nWakefield, Mrs. Martha, Hawaii Education\nAssociation, Hilo.\nWells, H. M., Maui Teachers Association,\nHamakuapoko, Maui .\n\nWist, Mrs. Blanche C. , Oahu Teachers Association, 2128 Oahu Avenue, Honolulu.\n\nIDAHO\n\nBreckenridge,\n\nJ.\n\nL. ,\n\nSchools , Idaho State\ntion, Coeur d'Alene.\n\nBrock, C.\n\nD. ,\n\nSuperintendent\nTeachers\n\nsion of the Illinois State Teachers Associa-\n\ntion, 29 McEldowney, Chicago Heights.\nBright, Harold, Superintendent of Clark\nCounty Schools, Illinois State Teachers\nAssociation, Marshall.\nBuehler, Jessie E. , Teacher, Illinois State\nTeachers Association, 6141 Dorchester\nAvenue, Chicago.\nCalhoun, Ida C. , Teacher,\n\nIllinois\n\nState\n\nTeachers Association , 6325 Kenwood Avenue, Chicago.\nCorwin\n,\nBeulah ,\nKindergarten\nTeacher,\nIllinois State Teachers Association , 4474\nOakenwald Avenue, Chicago.\nDeaton, Eula W. , Dean, Illinois State Teach-\n\ners Association , 126 South Harvey Ave-\n\nWist, B. O., Oahu Teachers Association,\n2128 Oahu Avenue, Honolulu.\nof\n\nAssocia-\n\nSuperintendent of Schools ,\n\nIdaho State Teachers Association , Wallace.\nGroke, Nellie, Teacher, Pocatello Educational\n\nAssociation, Pocatello High School, Pocatello.\n\nJenifer, Joel, Superintendent of Schools,\nIdaho State Teachers Association, Lewiston.\n\nLaidlaw, L. E., Teacher, Idaho State Teach-\n\ners Association, Wallace.\nRussum, Elizabeth, Ex-officio ( State Director) , State Superintendent of Schools ,\n\nnue, Oak Park .\n\nDe Laney, Nellie M., County Teacher, Lake\nShore Division of the Illinois State Teachers Association, Waukegan.\n\nDowney, Elzy F. , Teacher, Illinois State\nTeachers Association, 26 North Waller\nAvenue, Chicago .\n\nDutton, Mary E. , Teacher, Illinois State\nTeachers Association , 430 South Michigan\nAvenue, Chicago .\n\nEarnest, W. W., Superintendent of Schools,\nChampaign Teachers Association, 307 North\nMcKinley Avenue, Champaign.\nEge, Mrs. Louise N. , Illinois State Teachers\nAssociation, 4927 Washington Boulevard,\nChicago.\nEly, Rose, Illinois State Teachers Associa-\n\ntion, 934 North Boulevard, Oak Park.\nFarr, Allan C. , Illinois State Teachers Asso-\n\nBoise.\n\nSiders,\n\n1019\n\nWalter\n\nR. ,\n\nEx-officio\n\n( Executive\n\nCommittee N. E. A. ) , Superintendent of\nSchools , Pocatello.\n\nSnyder , R. H. , Superintendent of Schools ,\nIdaho State Teachers Association,\n\nIdaho\n\nciation, 4164 West 24th Street, Chicago.\nFarrell, Mary , Illinois State Teachers Association, 4931 Washington Boulevard, Chicago.\n\nFord, Mrs. Jessie C. , Principal , The Rock-\n\nford Teachers Club , Ellis School, Rock-\n\nFails.\n\nford.\nILLINOIS\n\nFuhrman,\n\nAbbe, Mary W. , Principal, Illinois State\nTeachers Association, 6619 LaFayette Avenue, Chicago.\nAbramson, Mrs. Amalia E. , Teacher, Illinois\n\nState Teachers Association, 7635 Sanga-\n\nAvenue, Moline.\n\nHarden, Anna I., Teacher, Illinois State\nTeachers Association , 1543 Sherwin Avenue, Chicago .\n\nHarden, Frances E. , Teacher, Illinois State\n\nmon Street, Chicago .\n\nAndrews, Maritelva, Teacher, Lake Shore\nDivision of the Illinois\nAssociation, Maywood.\n\nMrs. Mabel, Principal, Rock Is-\n\nland County Teachers Club, 2415 Sixth\n\nState\n\nTeachers\n\nBabcock, Mrs. Minnie P. , Supervisor of\nFrench, Joliet Township High School\nTeachers Association , 416 Richards Street,\nJoliet.\nBean, Estella, Teacher, East St. Louis Grade\n\nTeachers Fellowship Society, 617 North\n13th, East St. Louis.\nBeers, George A. , Illinois State Teachers\nAssociation , 3925 Van Buren Street, Chicago.\n\nBell, Mrs. E. R. , Assistant Superintendent,\nLake Shore Division of the Illinois State\n\nTeachers Association, 105 South Brainard\nAvenue, La Grange.\n\nTeachers Association,\nnue, Chicago .\n\n1534 Sherwin Ave-\n\nHayes, John, Illinois State Teachers Association, 122 North University, Peoria.\nHays , D. Grant, Director Visual Education,\nNational Academy of Visual Instruction,\nChicago.\n\nHult, Lydia, Teacher, Rock Island County\nTeachers Club, Longfellow School , Rock\nIsland.\n\nHuston, W. F. , Illinois State Teachers Association, Cambridge.\nJohnson, Roy H. , Superintendent of Dewitt\n\nCounty Schools, Illinois State Teachers\nAssociation , Clinton.\n\nJoiner, C. E. , Superintendent of Schools,\nIllinois State Teachers Association, Le Roy.\n\n"}
{"page": 1049, "printed_page": null, "text": "1020\n\nNATIONAL EDUCATION ASSOCIATION\n\nKenney, Mary L. , Teacher, Illinois State\nTeachers Association, 5919 Midway Park,\nChicago.\n\nKinsey,\n\nMrs.\n\nMay O. ,\n\nTeacher,\n\nIllinois\n\nState Teachers Association, 5452 Calumet\nAvenue, Chicago.\n\nKnickerbocker,\n\nHarriet,\n\nIllinois\n\nTeacher,\n\ners Association,\nChicago.\n\n1108\n\nEast 65th\n\nStreet,\n\nScully, Susan, Teacher, Illinois State Teachers Association, 7630 Cornell Avenue, Chicago.\n\nSilas , Paul, Superintendent of Schools, Black-\n\nLake\n\nhawk Division of the Illinois State Teachers Association, Silvis.\n\nKrueger, Alma, Waukegan Township Sec-\n\nSloan, Percy H. , District Supervisor of Art,\nIllinois State Teachers Association, 1307\nNorth California Avenue, Chicago.\nSmith, Ernest A. , Superintendent of Schools,\n\nState Teachers Association,\nPark Avenue, Chicago.\n\n4927\n\nRobson, Mary, Teacher, Illinois State Teach-\n\nondary School, 121 Willson Avenue, Waukegan.\nLeonard, Veronica L., Teacher, Chicago Division of the Illinois State Teachers Asso-\n\nciation, 6364 Ingleside Avenue, Chicago.\nLivingston, Mary B., Principal, Illinois State\nTeachers\n\nAssociation,\n\n1368\n\nEast\n\n54th\n\nStreet, Chicago.\nLodge, Anna L., Teacher, Illinois State\nTeachers Association , 5804 Race Avenue,\nChicago.\nMcBride, Marguerite, Teacher, Chicago Division of the Illinois State Teachers Asso-\n\nciation, 6044 Stony Island Avenue, Chicago.\n\nMcCredie,\n\nEmma,\n\nTeacher,\n\nIllinois\n\nState\n\nTeachers Association, 124 West Marquette\nPlace, Chicago.\n\nMcCroskey, Sophronia, Joliet Teachers Federation, 115 Illinois Street, Joliet.\nMarberry, J. O. , Principal, Illinois State\nTeachers Association , 409 South First\nStreet, Rockford.\n\nMoore, Robert C. , Ex-officio, ( Representing\n\nLake\n\nShore\n\nDivision\n\nof\n\nIllinois\n\nState\n\nTeachers Association , 1323 Hinman Avenue, Evanston.\n\nSmith, George O., Superintendent of Schools,\nIllinois State Teachers Association, Princeton.\n\nSmith, Robert R., Teacher, Illinois State\nTeachers Association, 5719 San Francisco\nAvenue, Chicago.\nStevens , Mrs. N. H. , High School Teacher,\n436 North Main Street, Rockford.\nStorm, H. C. , Superintendent of Schools,\nIllinois State Teachers Association, Batavia.\nSullivan , Ella C. , District Superintendent of\nSchools , Illinois State Teachers Associa\n\ntion, 5349 Sheridan Road, Chicago.\nTaylor, Ruth, Teacher, Illinois State Teach-\n\ners Association, Lowrie School, Elgin.\nTehan, Kate, Teacher, Illinois State Teachers Association, 214 East 59th Street, Chicago.\n\nIllinois State Teachers Association-Life\nDirector) , Carlinville.\n\nThomas, Sarah L., Teacher, High School,\nEx-officio, ( State Director) , 4or Kishwau-\n\nMorgan, W. P. , President, State Teachers\nCollege, Illinois State Teachers Association, Macomb.\nMull, Cora E. , Teacher, Chicago Teachers\nLeague, 4151 Berkeley Avenue, Chicago.\nMurphy, Elizabeth W. , Assistant Superintendent, Chicago Division of the Illinois\nState Teachers Association, Chicago.\nMurphy, Margaret, Principal, Illinois State\nTeachers Association, 823 South Locust\n\nkee Street, Rockford.\nThomas , Cora E. , East St. Louis Grade\nTeachers Fellowship Society, East St.\n\nStreet, Carlinville.\n\nNutting, E. P. , Blackhawk Division of the\nIllinois State Teachers Association,\n\nMoline.\n\nOlmsted, Mrs. Josephine B. , Teacher, Illinois\nState Teachers Association, 2621 North\nSawyer Avenue, Chicago.\nOwen, William B., Ex-officio ( Life Director) , President, Chicago Normal College,\n\nLouis.\n\nTuggle, L. A. , Superintendent of Vermilion\nCounty Schools, Illinois State Teachers\nAssociation, Danville.\n\nWalker, Alice E. , High School Teacher, The\nRockford Teachers Club, Rockford.\nWeedman, Otto, South Central Division of\nIllinois Teachers Association , 2060 North\nEdward Street, Decatur.\nWhite, Arilla, Teacher, McKinley School,\n\nRock Island County Teachers Club, Rock\nIsland.\n\nWolaver, Florence, Junior High School\nTeacher, Lake Shore Division Illinois\nState Teachers Association, 1734 Orrington Avenue, Evanston.\n\nChicago.\n\nParker, Leonora, Teacher, East St. Louis\nTeachers Association, 745 North 23d Street,\n\nZimmerman, Alyda, Teacher, Pekin Teachers Club, 519 Catherine Street, Pekin.\n\nEast St. Louis .\n\nPass , Winifred, Blackhawk Division of Illin-\n\nINDIANA\n\nois State Teachers Association , Moline.\n\nPesta, Rose A. , Principal, Chicago Principals' Club, Windermere Hotel, Chicago.\nPowell, Margaret, Teacher, Illinois State\nTeachers Association, 1215 Winona Avenue, Chicago.\nPower, Nellie G., Teacher, Illinois State\n\nTeachers Association, 3213 Altgeld Street,\n\nAley, Robert J., Ex-officio, (Life Director),\nPresident, Butler College, Indianapolis.\nArmstrong, T. W. , The Indiana State Teach-\n\ners Association, Delphi.\nBaptist, Leona, Hammond City Teachers\nAssociation, 32 Ruth Street, Apartment 3C,\nHammond.\n\nChicago.\n\nBlanche F. , Teacher, Illinois\nState Teachers Association, 6377 Stewart\n\nPreple,\n\nTS.\n\nBarck, Matilda A., Hammond City Teachers\nAssociation, 538 East State Street, Hammond.\n\nAvenue, Chicago.\n\nPruitt, Edgar C., Superintendent of Sangamon County Schools, School Masters' Club\nof Illinois,\n\nSpringfield.\n\nRathbun, Helen M., Teacher, Chicago\nTeachers League, 5026 Blackstone Avenue,\nChicago.\n\nReither, Tillie, Teacher, Illinois State Teachers\nAssociation, High School, East St.\nLouis.\n\nGarrettson, Walter, The Indiana State Teachers Association, 8or North 14 % Street,\nTerre Haute.\n\nHenn, Hallie, Federation of Evansville Pablic School Teachers, 1211 East Delaware\nStreet, Evansville,\n\nHines, L. N., President, Indiana State Normal School, Faculty Club of Indiana Statz\nNormal School, Terre Haute.\n\n"}
{"page": 1050, "printed_page": null, "text": "1021\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\n\nHuffman , Helen, The Indiana State Teachers Association, Anderson.\nMcAdams, Emily, The Indiana State Teachers Association, 21 South Arlington Avenue, Indianapolis.\nMiller, Charles F., The Indiana State Teachers Association, Goshen.\nMitchell, Gertrude, Federation of Muncie\n\nIowa State Teachers Association , Bloomfield.\n\nOvermyer, J. F., Superintendent of Schools,\nIowa State Teachers Association, Algona.\n\nPaul, Mary E., Teacher, Cedar Rapids Grade\nTeachers Association, 340 Second Avenue,\nWest, Cedar Rapids.\n\nPublic School Teachers, 419 South Jeffer-\n\nProuty, Edith, Iowa State Teachers Association, 208 Turley Avenue, Council Bluffs .\n\nson Street, Muncie.\n\nPye, Charles F. , Secretary, Iowa State Teach-\n\nMyer, A. M. , The Indiana State Teachers\nFlats, Terre Haute.\n\nPlummer,\n\ners Association, 505 Youngerman Building, Des Moines.\n\nAssociation, Oxford.\n\nPeters, Louise, Local Federation , 14 Davis\nThe\n\nMargaret,\n\nIndiana\n\nState\n\nWabash.\n\nTeachers Association,\n\nRoudebush, Roy, The Indiana State Teachers\nAssociation, Greenfield.\n\nRoberts, Thomas R. , Ex-officio , (State Director) , Superintendent of Schools , Independence.\n\nSecrist, Lulu B., Superintendent of Linn\nCounty Schools, Iowa State Teachers Association, Marion.\n\nRupp . R. G., Hammond City Teachers Association, 241 Lewis Street, Hammond.\nScott. Alice Jean, South Bend City Teachers\nAssociation , 110 North William, South\nBend.\n\nSeerley, H. H., President, State Teachers\nCollege, Iowa State Teachers Association,\nCedar\n\nSipple,\n\nFalls .\n\nE.\n\nM. ,\n\nSuperintendent of Schools,\n\nBurlington Teachers Association, 309-310\n\nSmith, H.\n\nLester,\n\nEx-officio , ( State Direc-\n\ntor) , Dean, School of Education, Indiana\nUniversity, Bloomington .\nIOWA\n\nAndrews, Harry, Superintendent of Schools,\nIowa State Teachers Association , Grimes .\nAry. Lester C. , Superintendent of Schools,\nIowa State Teachers Association, Cherokee.\nBeebe, Grace, Superintendent of Bremer\nCounty Schools, Iowa State Teachers Asso-\n\nIowa State Bank Building , Burlington.\n\nSmith, Calla, Sioux City Teachers Club , 1125\nPaxton, Sioux City.\nWhite, Grace, Des Moines Teachers Federation, 1310 40th Street, Des Moines.\nKANSAS\n\nDarnell , A. M. , Kansas State Teachers Asso-\n\nciation, Topeka High School, Topeka.\nFrye, Maggie, Du Bois Teachers Club , 2030\n\nNorth Sixth Street, Kansas City.\nGordon, Virgil, The Fort Scott Teachers\nciation, Waverly.\nClub, 6ro West Fifth Street, Fort Scott.\nClevenger, T. M. , Superintendent of Schools,\nJohnson, Clara, Kansas State Teachers AssoIowa State Teachers Association, Waverly.\nciation, 1509 Clay Street, Topeka.\nCrow, Jane, Fort Dodge Teachers Federa- .\nKesselring, Bert, Kansas State Teachers\ntion. Fort Dodge.\nAssociation , Topeka.\nCrowell, Deanna, Sioux City Teachers Club ,\nLesher, Louise, City Teachers Club , 310\n300 Ida Apartments , Sioux City.\nEast Park Street, Pittsburg.\nEast. Mary, The Clinton Teachers FederaNelson, Mary, Principals and Supervisors\ntion, 539 Tenth Avenue , Clinton.\nKansas\nAssociation,\nCity\nBroadlands\nField, Edith, Council Bluffs Teachers Club,\nHotel, Kansas City.\nWashington Apartment, Council Bluffs.\nFinch, Bertha, Administration Club of the Oliverson, Minnie J. , High School Teachers\nClub of Kansas City, 315 North 17th\nSioux City Schools, 3900 Sixth Avenue,\nStreet, Kansas City.\n\nSioux City.\n\nGriffith, Martha E. , Cedar Rapids Grade\nTeachers Association, 1509 East Avenue,\n\nCity.\n\nCedar Rapids.\n\nHardin, Nannie M. , Council Bluffs Teachers\nClub , 903 Fifth Avenue, Council Bluffs .\n\nHills,\n\nMay A. ,\n\nSuperintendent of Dallas\n\nCounty Schools, Iowa State Teachers Association , Adel .\n\nIreland, Maud, Des Moines Teachers Federation,\n\n2415\n\nRowe, Harriet, Kansas City Grade Teachers\nClub , 553 Washington Boulevard, Kansas\n\nDrake\n\nPark\n\nAvenue,\n\nSimcox, Mabel, Junior High School Club,\n2925 Flora, Kansas City.\nStout, A. J. , Kansas State Teachers Associa-\n\ntion, 1614 Jewell Avenue, Topeka.\nWeaver, Margaret, Teacher, Kansas City\nGrade Teachers Club, 2010 West 38th\nStreet, Kansas City.\n\nDes\n\nMoines.\n\nKENTUCKY\n\nJohnson, Anna, Superintendent of Webster\nCounty Schools , Iowa State Teachers Association, Fort Dodge.\n\nLogan, Emma C. , Scott County Teachers\nAssociation, 811 Grand Court, Davenport.\nLord, Mary A., Iowa State Teachers Association, 1801 Pierce Street, Sioux City.\nMacDowell , Mrs. L. S. , Elementary Teachers Club, Keokuk.\n\nMcBride, Sarah, Iowa State Teachers Association,\n\n1002\n\nDes\n\nMoines\n\nStreet,\n\nDes\n\nMoines.\n\nMcEwen, Janette, Iowa State Teachers Association, Sigourney.\n\nMarch, Lucile, Sioux City Teachers Club ,\n300 Ida Apartments, Sioux City.\nOlson, Mabel, Sioux City Teachers Club ,\nWashington School, Sioux City.\nOstergard, H., Superintendent of Schools ,\n\nBreckenridge, Elizabeth , Principal, Normal\nSchool, Kentucky Education Association,\nLouisville.\n\nButton, F. C., President, Morehead Normal\nSchool, Kentucky Education Association,\nMorehead.\n\nGates, G. Edna. Principal, Owensboro Teachers\nAssociation, 603 Frederica Street,\nOwensboro .\n\nKeith, Charles A. , Head, History Department Eastern State Normal School, Presi-\n\ndent,\n\nKentucky\n\nEducation\n\nAssociation ,\n\nRichmond.\n\nRhoads , McHenry. ( State Superintendent) ,\nKentucky Education Association , Frankfort.\n\nStewart,\n\nMrs.\n\nCora\n\nWilson,\n\nEx-officio,\n\n(Executive Committee) , Chairman, Illiteracy Commission, Frankfort.\n\n"}
{"page": 1051, "printed_page": null, "text": "1022\n\nNATIONAL EDUCATION ASSOCIATION\n\nStutz, Elsa, Teacher, Louisville Educational\n\nWilliams, R. E. , Ex-officio , (State Director) ,\n\nTrickey, Harold, Maine Teachers Association, Bangor.\nWadsworth, Mrs. Laura, Maine Teachers\nAssociation, 33 High Street, Camden.\nWeed, C. A. , York County Teachers Association, Biddeford.\n\nSecretary, Kentucky Education Association, 319-320 Starks Building, Louisville.\n\nWilliams, Leon N., Portland Teachers Association, 77 Mackworth Street, Portland.\n\nAssociation , 1409 Highland Avenue, Louisville.\n\nWeibel, Elise, Principal, Louisville Principals' Club , 2210 Sherwood, Louisville.\n\nLOUISIANA\n\nMARYLAND\n\nBell, Annie T., Teacher, Louisiana State University, Louisiana Teachers Association,\nBaton Rouge.\nDoerr, Loretta R. , Ex-officio, (State Direc-\n\ntor) ,\n\nSupervisory Principal, 1323 North\n\nRampart, New Orleans.\n\nFarrar, Joseph , Principal , Louisiana Teachers Association, Morgan City.\n\nGriffith , P. H. , Secretary, Louisiana Teachегз Association, 1916 America Street,\nBaton Rouge.\nPatton, John S. , Louisiana Teachers Associa-\n\ntion,\n\nSuperintendent,\n\nClaiborne\n\nParish\n\nSchools , Homer.\nRoy, V. L. , President, Louisiana State Normal College, Natchitoches.\nMAINE\n\nCounty\n\nTeachers\n\nWilliam,\n\nEx-officio,\n\n( State Direc-\n\ntor) , State Supervisor of Physical Education, 7 East Mulberry Street, Baltimore.\nLankford,\n\nAlma,\n\nTeacher,\n\nMaryland State\n\nTeachers Association, Salisbury.\nPyle, Thomas W. , Supervisor of Montgomery\nCounty High Schools, Montgomery County\nTeachers Association, Poolesville.\nRobinson, Louis C. , Superintendent of Kent\nCounty Schools, Maryland State Teachers\nAssociation, Chestertown.\nSchleederbert, George W., Teacher, Baltimore County Teachers Association, 3707\nEdmonson Avenue, Baltimore.\nUnger, S. H. , Superintendent of Carroll\n\nCounty Schools , Maryland State Teachers\nAssociation, Westminster.\nWeglein, David E., First Assistant Baltimore\n\nBenner, Mrs. Crace, Maine Teachers Association, Camden.\nClark, W. E. , Superintendent of Schools,\n\nHancock\n\nBurdick,\n\nCity Schools, Maryland State Teachers\nAssociation, Madison and Lafayette Ave\nnues, Baltimore.\nMASSACHUSETTS\n\nAssociation ,\n\nSouthwest Harbor.\n\nCoombs, F. M. , Franklin County Teachers\nAssociation , Rangeley.\n\nAlger, Lucia, Somerville Teachers Association, 163 Summer Street, Somerville.\n\nDearing, Gladys , Cumberland County Teachers Association, 96 Brown Street, South\nPortland.\n\nAnderson, Mabel J. , Massachusetts Teachers\nFederation, 39 Somerset Street, Boston.\nArnold, Melville A. , Massachusetts Teachers\n\nFoster, Harry A. , Maine Teachers Association, Skowhegan.\nHale, Florence H. , Ex-officio , ( Vice Presi-\n\ndent) , State Agent for Rural Education,\nState House, Augusta.\nHall, William D., Maine Teachers Association, Castine.\n\nHeald, F. H. B., Cumberland County Teachers Association, Scarboro.\n\nJohnson, Perle, Maine Teachers Association ,\nSouthwest Harbor.\n\nJordan, Nellie W., Maine Teachers Association, Gorham.\n\nFederation, 29 Walnut Street, Everett.\nBarnard, Florence, Brookline Teachers Club,\n45 Mason Terrace, Brookline.\nBatson, Bertha R. , Massachusetts Teachers\nFederation, 162 Warren Avenue, Brockton.\n\nCampbell , Gilman H. , Norfolk County Teachers Association, Needham.\nChevalier, Ada E. , Massachusetts Teachers\nFederation, Pierce School, Brookline.\nDame, Elizabeth B. , Massachusetts Teachers\nFederation, 3 Parkview Avenue, Lowell.\n\nDockham, Alice C., Chelsea Teachers Asso-\n\nMarr, W. M. , Maine Teachers Association,\nMillinocket.\n\nPillsbury, Rose, Maine Teachers Association, Belfast Road, Camden.\nPotter, Sarah, Maine Teachers Association,\n\nciation, 20 Lawrence Street, Chelsea.\nHatch, Alice, Beverly Teachers Association,\n515 Cabot Street, Beverly.\n\nPreble, Sanford E., Aroostook County Teach-\n\nHawes, Martha J., Massachusetts Teachers\nFederation, 21 Fairmont Avenue, East\nWeymouth.\nHegan, Clara G. , Somerville Teachers Club,\n\ners Association of Maine, Presque Isle.\nRideout, Walter J. ,\nPiscataquis County\n\nHolman, Hilda, Cambridge Teachers Club,\n\nLisbon Falls.\n\nTeachers Association of Maine,\n\nDover-\n\nFoxcroft.\n\nRockwood, Emily,\nWashington\nCounty\nTeachers Association, Calais.\nSpearin, Mrs. Gladys, Mapleton-Washburn\n\n100 School Street, Somerville.\nWebster School,\n\nCambridge.\n\nHopkins , Bertha J., Massachusetts Teachers\nFederation, 656 Pleasant Street, Worcester.\n\nDistrict Union Teachers Association, Wash-\n\nHowell, Clarence E. , The New Bedford\nTeachers Association , 166 William Street,\nNew Bedford.\n\nburn.\n\nJewett, Edith R., Malden Teachers Associa-\n\nSpiller,\n\nMrs.\n\nHarriet\n\nM. ,\n\nAndroscoggin\n\ntion, 12 Florence Street, Malden.\n\nMechanic\n\nKelly, Katherine, Massachusetts Teachers\nFederation, 434 Fletcher Street, Lowell\n\nTaylor, Josiah W. , Ex-officio, (State Director), State Agent for Secondary Educa-\n\nKimball, Caroline, Massachusetts Teachers\nFederation , 39 Jackson Street, East Lynn\n\nCounty Teachers Association,\nFalls.\n\ntion, State House, Augusta.\n\nThomas , Augustus O. , Ex-officio (State\nSuperintendent), Augusta.\nThompson, J. B. , Union Superintendent of\nSchools, Aroostook County Teachers Association of Maine, Washburn.\n\nLampson, Ruby B., Massachusetts Teachers\nFederation, 93 High Street, Brockton.\nLynch , John E. , Massachusetts Teachers\nFederation, Stoneland Road, Worcester.\nMcSkimmon, Mary, Ex-officio, (State Direc-\n\ntor) , Principal, Pierce School, Brookline\n\n"}
{"page": 1052, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nMellish, Anne A. , Boston Teachers Club, 59\nMonument Avenue, Charlestown.\n\nNelson, Elizabeth, Massachusetts Teachers\nFederation, 51 Essex Street, Cliftondale.\n\nO'Connor, Mary, Massachusetts Teachers\nFederation, 158 Highland Street, Taunton.\nO'Neil, Mary Elizabeth, Watertown Teachers Association , 16 Chestnut Street, Watertown\n\nPalmer, Helen M., Haverhill Teachers Association, 55 Park Street, Haverhill.\n\nPeyton, Alice V. , Massachusetts Teachers\nFederation, 70 Hancock Street, Stoneham.\nPierce, Adelaide, Chelsea Teachers Association, 20 Lawrence Street, Chelsea.\nRideout, Gertrude, Massachusetts Teachers\n\nFederation, 2 Winthrop Street, Concord.\nSmith, Flora M., Middlesex County Teachers\nAssociation, Newton High School, Newtonville.\n\nSmith, Maria, Massachusetts Teachers Federation, 51 Essex Street, Cliftondale.\nSmith, Payson , Ex- officio , (State Commis-\n\nsioner of Education) , Boston.\nStark, Mary, Boston Teachers Club , ΙΟΙ\nCarver Road, Newton Highlands.\nStockbridge, Julia, Everett Teachers Club ,\n10 Orchard Street, Everett.\n\nSullivan, Julia E., Boston Teachers Club , 9\nMarian Street, Charlestown.\n\nTrowbridge, Amelia, Melrose Teachers Club ,\n216\n\nWest\n\nFoster\n\nStreet,\n\nMelrose.\n\nWhipple, F. L. , Massachusetts Teachers\nFederation, 61 Maple Street, East Lynn.\nWilson, Guy M. , Boston University School\nofEducation, Pine Street, Wellesley Hills.\nWinship, A. E. , Massachusetts Teachers\nFederation, 6 Beacon Street, Boston.\nWoodward, Annie C., Massachusetts Teach-\n\ners Federation, 144 School Street, Somerville.\n\nMICHIGAN\n\nBarrett, Flossie, Teacher, Michigan State\nTeachers Association, Flint.\nBlackman, Ruth M., Teacher, Hazel Park\nTeachers Club, R. R. 7, Box 626, Royal\nOak.\n\nCameron, E. T. , Secretary, Michigan State\nTeachers Association, 809 Prudden Building, Lansing.\n\nCody, Frank, Superintendent of Schools,\nMichigan State Teachers Association, Detroit.\n\nTeachers\n\nClub ,\n\n235\n\nLafayette\n\n1023\n\nAvenue\n\nNortheast, Grand Rapids.\nLamoreaux, Blanche , Teacher , Grand Rapids\nTeachers Club, 2046 Michigan Street\nNortheast, Grand Rapids .\n\nMcDonald, Jessie, Teacher, Grand Rapids\nTeachers Club , 438 Eastern Avenue Southeast, Grand Rapids .\nMcKenny,\nCharles,\nPresident,\n\nMichigan\nState Normal College , Ypsilanti.\nMarsh , Lettie, Mrs., Teacher , West Leonard\nSchool , Grand Rapids Teachers Club,\nGrand Rapids .\nMatthews , Stella, Teacher , Detroit Teachers\nAssociation, 2400 Central Avenue, Detroit.\nMerrill, John, Teacher , Michigan State\nTeachers Association, 1526 Garland Avenue, Detroit .\n\nMoore , Hazel, Teacher , Hazel Park Teachers Club , 187 Vester, Ferndale .\nNeilson, Emma , Teacher , Michigan State\nTeachers Association, 1832 West Grand\nBoulevard, Detroit.\n\nQuackenbush, E. J., Teacher, Highland Park\nTeachers Association, Angell School, Highland Park.\n\nRenkes, Nora, Teacher, Detroit Teachers\nAssociation, Thirkell School , Detroit.\nRodda, Mrs. Anna B. , Teacher, Detroit\nTeachers Association, 5009 Second Boulevard, Detroit.\n\nRodda, Ruth, Teacher, Moore School, Detroit Teachers Association, Detroit.\nRouse, Jessie, Teacher, Saginaw E. S. ,\n\nTeachers Club, 2503 South Washington\nAvenue, Saginaw.\n\nRouse, Kittie N. , Teacher, Saginaw E. S. ,\nTeachers Club, 2503 South Washington\nAvenue, Saginaw.\nSchaefer, Marie, Teacher, Grand Rapids\nTeachers Club, 841 Wealthy Street, Southeast, Grand Rapids.\nStark, Eveline, Teacher, Michigan State\nTeachers Association, 503 Monroe, Ann\nArbor.\n\nStevenson , Mrs. Carlie A. , Teacher, Muskegon\nTeachers Club, 150 Lake Shore Drive,\nMuskegon.\nWaltz, Margaret, Teacher, Detroit Teachers\nAssociation, Craft School, Detroit.\nWells, Minnie, Teacher, Detroit Teachers\nAssociation , Craft School, Detroit.\nWhitney, Gladys M. , Teacher, Michigan\nState Teachers Association, 419 James\nAvenue, Southeast, Grand Rapids.\n\nCurtis, George, Superintendent of Schools,\nMichigan\nAlpena.\n\nState\n\nDuncan. Hilda,\n\nTeachers\n\nTeacher,\n\nAssociation,\n\nMichigan\n\nState\n\nTeachers Association, Flint.\n\nEdwards, Mrs. Jennie H., Teacher, Detroit\nTeachers Association, Thirkell School,\nDetroit.\n\nEllsworth, F. E. , Superintendent, Training\nSchool, Western State Normal, Michigan\nState Teachers Association , Kalamazoo.\n\nFink, Mrs. Jessie M. , Teacher, Michigan\nState Teachers Association, Principal,\nPalmer School, Grand Rapids.\nFuller, Hester T., Teacher, Sault Ste. Marie,\nMichigan Chapter of N. E. A., 412 Carrie\nStreet, Sault Ste. Marie.\n\nGoodrich, Lloyd, State Inspector of High\nSchools, Michigan State Teachers Association. Lansing.\n\nGoodrich, Rena L. , Teacher, Michigan State\nTeachers Association, Allegan.\nGreen, May, Teacher , Adrian Teachers Club,\n513 East Front Street, Adrian.\n\nJones, Anna\n\nS. , Teacher, Grand\n\nRapids\n\nMINNESOTA\n\nBank, A. M. , Superintendent of Schools,\nMinnesota Education Association, Park\nRapids.\nBarron,\nCaroline\n\nK. ,\n\nTeacher,\n\nLincoln\n\nJunior High School, Minneapolis Division\nofMinnesota Education Association, Minneapolis.\n\nBuchanan, Anabel, Minneapolis Division of\nMinnesota Education Association, City\nHall, Minneapolis.\nChristensen , Etta O. ,\n\nMinnesota Education\n\nAssociation, Amery, Wisconsin.\nClancy, A. W. , Minnesota Bookmen's Department,\n\nMinnesota\n\nEducation\n\nAssocia-\n\ntion, 502 Globe Building , Minneapolis .\nDoherty, Agnes E. , Ex- officio (Board of\nTrustees) , 2078 Summit Avenue, St. Paul.\nFitzpatrick, Lucy, Minneapolis Division of\nMinnesota Education Association, Leamington Hotel, Minneapolis.\nFitzpatrick, Mae, Grade Teachers' Section\nof the Minneapolis Teachers League.\nLeamington Hotel, Minneapolis.\n\n"}
{"page": 1053, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n1024\n\nMissouri\nFlenniken , F. O. , Minnesota Education Association, Glyndon.\nFobes, M. P., Superintendent of Schools ,\n\ntion Association , Northfield.\n\nGallagher, Mary, Minnesota Education Association , St. Cloud.\nTheda,\nGildemeister,\n\nCollege\n\nSedalia.\n\nFarley, Madaline, Teacher, Kansas City\nTeachers Club , 805 East 30th Street,\nKansas City.\n\nFranklin, Daisy, Teacher, St. Joseph TeachAssociation, 1315 North 10th, St.\ners\nJoseph.\n\nGilliam, Lucy, Kansas City Teachers Club,\nII East 57th Terrace, Kansas City.\nLain, Nell E. , Teacher, Kansas City Teachers Club , 4518 Montgall Street, Kansas\n\nKechefoth , Ethel, Minneapolis Division of\nEducation\n\nAssociation ,\n\n1315\n\nLowry Avenue , Northeast, Minneapolis .\nLangvick , Clara, Teacher , Minneapolis Division of Minnesota Education Association,\n4711 East 45th Street, Minneapolis .\nMcConnell, J. M. , Ex -officio (State Commissioner of Education), St. Paul.\nMecker , Mary K. , Teacher , Jordan Junior\nHigh School, Minneapolis Division of\nMinnesota Education Association , Min-\n\nCity.\n\nLamkin, Uel W. , President, State Teachers\nCollege, Missouri State Teachers Association, Maryville.\n\nLee, Charles A. , Ex-officio (State Superintendent) , Jefferson City.\nLongshore, W. T. , Principal, Greenwood\nSchool, Missouri State Teachers Association, 520 West 40th, Kansas City.\n\nMaddox, John J., Superintendent of Schools,\n\nneapo\n.\nenlis\n, Ruth,\nO'Bri\nAtlantic Gateway Association ,\nCentral High School , Duluth.\nRichardson , C. R., Teacher , West High\nSchool , Minnesota Education Association,\n\nState Teachers Association, St.\n\nMissouri\nLouis.\n\nMarshall,\n\nMargaret,\n\nTeacher,\n\nSt.\n\nJoseph\n\nTeachers Association, 1715 Penn Street,\nSt. Joseph.\n\napolis\n\nMinne\n.\nRogers , Helen L., Grade Teachers Section\nof the Minneapolis Teachers League, 4029\nGarfield Avenue South, Minneapolis .\nScofield , Harriet , Teacher , Minneapolis Division of Minnesota Education Association ,\n3017 Park Avenue , Minneapolis .\nShephard, W. H. , Teacher , North High\nSchool , Ex-officio ( State Director) , Min-\n\nMiller, May, Teacher, Kansas City Teachers\nClub, 2412 East 28th Street, Kansas City.\nNeal, Bert Claire, Teacher, Kansas City\nTeachers Club, 414 Gladstone Boulevard,\nKansas City.\n\nC. A., College Professor, CommuPhillips,\nnity Association of Central Missouri\nTeachers\n\nPrincipals\n\nForum,\n\nWarrensburg.\n\nnity\nStreet, Hannibal.\n\nMin-\n\nRiddle, Annie, Teacher, Missouri State\nTeachers Association , 217 North 13th\nStreet, St. Joseph.\n\nneapol\ny, isI.. T. , Superintendent of Schools,\nSimle\n\nMinnesota Education Association ,\n\nCollege,\n\nRay, Martha R. , Teacher, Hannibal CommuTeachers Association, 1004 Hill\n\n.\nneapolis\nShove,\nHelen,\nPrincipal, John Hay School,\n\nMinneapolis\n\nAssociation,\n\nJoseph.\nFaller, Alice, Teacher, Sedalia Community\nTeachers Association, 921 West 6th Street,\n\nProfessor,\n\nMinnesota Education Association , Winona.\nHarris, Mary C. , Teacher, Central High\nSchool, Minneapolis High School Teachers\nAssociation , Minneapolis .\nHooper, Myrtle U., Teacher, Minneapolis\nGrade Teachers Association , 4046 Upton\nAvenue South, Minneapolis .\nKammaren , Abbie M. , Minneapolis Division\nof Minnesota Education Association, 1208\nWest Franklin Avenue , Minneapolis .\nMinnesota\n\nTeachers\n\nCummins , Nelle, Teacher, Kansas City\nTeachers Club, 3128 Wabash, Kansas City.\nDenning . R. L. , Teacher, Missouri State\nTeachers Association , 2508 Taraon, St\n\nMinnesota Educa-\n\nSouthwestern Division\n\nState\n\nKirksville.\n\nThief\n\nSharp, Russell A., Teacher, High School,\nRiver.\nTibbitts , Isabel L., Teacher, West High\nSchool, Minneapolis Division of Minnesota Education Association , Minneapolis .\nVan Dyke, J. A. , Superintendent of Schools ,\nMinnesota Education Association , Coleraine.\nVaughan, James P. , Superintendent of\nSchools, President, Minnesota Education\nAssociation , Chisholm.\nVoigt, Alfreda, Teacher. Grade Teachers\n\ners\nSection of the Minneapolis Teach\nBlaisdell Avenue, MinLeague, 2624\nneapolis.\nay\niation\nic\n\nAssoc\nGatew\nWhite, Effie, Atlant\nCentral High School, Duluth.\n\n,\n\nMissouri State Teachers Association, Kansas City.\n\nSpencer, Katherine , Teacher, St. Joseph\nTeachers Association , I015 Faraon, St.\nJoseph.\n\nStreet, E. B. , Superintendent of Schools\nCentral Missouri Teachers Association, Is\ndependence.\n\nThompson , Anna M. , Teacher, Missouri\nState Teachers Association , Haddon Hall.\nKansas City.\n\nWalker, Thomas J., Ex-officio (State Director) , 800 Conley Street, Columbia.\nuri State\nWhite, Mabel, Teacher, Misso\nTeachers Association , 1519 Edmond Street,\nSt. Joseph.\n\nMISSISSIPPI\n\nTaylor, W. N., Secretary, Mississippi State\nTeachers Association , Jackson .\nMISSOURI\n\nAdams . Tillie C. , Teacher, Missouri State\nWoodland\nTeachers Association ,\n3632\n\nStreet, Kansas City.\n\nBaird, Brownlee E., Principal, The Council\nof Negro Teachers , 2425 Montgall Avenue,\nKansas City.\n\nBanks, Charles, Superintendent of Schools,\n\nNEBRASKA\n\nAdams, Jennie, The Nebraska Woman's Educational Club, 931 D Street, Lincoln .\nClarke, Helen G. , Omaha School Forum,\n5120 Capitol Avenue, Omaha.\nCook, Curtis E., Omaha School Forum.\nSouth High School, Omaha.\nEllsworth, Mary, Omaha School Forum.\nMiller Park School, Omaha.\n\nHampton, Mrs. Nellie, Omaha School Forum.\nSaunders School,\n\nOmaha .\n\nHosman, Everett M., Secretary. Nebraska\n\n"}
{"page": 1054, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nState Teachers Association, 311 Fraternity\nBuilding, Lincoln.\n\nKaffenberger, Gladys, Nebraska State Teachers Association, 1955 A Street, Lincoln.\nKaffenberger, Goldye, Nebraska State Teachers Association , 1955 A Street, Lincoln.\nKraker, Anna Lois, Omaha School Forum,\n\n617 South 31st Avenue, Omaha.\nLefier, M. C. , Superintendent of Schools ,\nEx-officio ( State Director) , Lincoln.\n\nLong, Mrs. Natalia C., Lincoln Teachers Association, 1829 M Street, Lincoln.\n\nMcDonald, Jeannette, Omaha School Forum,\n3848 Cass Street, Omaha.\nMartin, George E., Nebraska State Normal\nSchool and Teachers College, 932 West\n24th Street, Kearney.\n\nMatzen, John M., Ex-officio ( State Superintendent) , Lincoln.\n\nMonette, A. Blanche, Principal, High School ,\nNebraska\nLewiston.\n\nState\n\nTeachers\n\nAssociation,\n\nNyrop, Dora, Nebraska State Teachers Association, 708 West First Street, McCook.\nPickard, Anna, Omaha School Forum, Vinton School, Omaha.\nPickard,\n\nHattie,\n\nOmaha\n\nSchool\n\nForum,\n\nLothrop School, Omaha.\n\n1025\n\nEckert, Paul Y., Superintendent of Schools ,\nNew Jersey State Teachers Association,\nOcean Grove.\n\nEister, W. W. , Principal, Village School ,\nNew Jersey State Teachers Association,\nHamburg.\n\nGolden, Mary G. , Teacher, Burnet Street\nGrade Teachers Organization ,\nSchool,\nNewark.\n\nHoward, Margarette E. , Principal, Elementary School, The Summit Teachers Association, Summit.\n\nKlages, Josephine R. , Principal, Elementary\nSchool, New Jersey State Teachers Association, Camden.\n\nLarned, Ruth, Teacher, High School, Englewood Teachers Club, Englewood.\nLawson, Manett E. , Helping Teacher, Rural\nSchool, New Jersey State Teachers Association, Flemington.\nMason, Florence S., Teacher, Grade School ,\nElizabeth Teachers Association, Elizabeth.\nOutwin, Harriet J., Principal, Grade School,\nPaterson Teachers Association, Paterson.\n\nQuig, Emily H., Teacher, Rural School, New\nJersey State Teachers Association, Delaware.\n\nM. Elizabeth, Teacher, Rural\nSchool, New Jersey State Teachers Asso-\n\nRemster,\n\nPollock, Ruth, Omaha School Forum, Miller\nPark School, Omaha.\n\nPyrtle, Ruth E., Lincoln Teachers Association, McKinley High School, Lincoln.\nRost, Grover, Nebraska State Teachers As-\n\nsociation, 812 N. Wheeler, Grand Island.\nSlade, Clara, Lincoln Teachers Association,\n1208 D Street, Lincoln.\nWest, Parl, Nebraska State Teachers Association, Gothenburg.\n\nWilson, Margaret, Nebraska State Teachers\nAssociation, 338 South 27th Street, Lincoln.\nNEVADA\n\nKelly, A. L. , Nevada State Educational Association , Overton.\n\nciation, Alloway.\n\nSargeant, Ide G., Principal, Elementary\nSchool, New Jersey State Teachers Association, Paterson.\n\nSchnitzer, Carrie S., Teacher, Rural School,\nNew Jersey State Teachers Association,\nFairton.\n\nShaw, Lena B., Teacher, Junior High School,\nJunior High School Teachers Association,\nJersey City.\n\nShurts, Lela, Teacher, Grade School , Grade\nTeachers Organization, Newark.\nStocking, Vaughn D. , Principal, Elementary\nSchool, Faculty Public School Number\nOne, West New York.\n\nStrahan, C. J., Assistant Commissioner of\nEducation, Monmouth County Supervisors\n\nNEW HAMPSHIRE\n\nRound Table, Freehold.\n\nButterfield, E. W. (Ex-officio) , State Commissioner of Education, Concord.\n\nFlynn, Mildred M., Teacher, High School,\nStafford County Teachers Association,\nDover.\n\nHicken,\n\nBlanche E. ,\n\nManchester\n\nWeehauken .\n\nWright, Hubert A. , Teacher, High School,\nHackensack Teachers Association, Bogota.\n\nTeachers\n\nGuild, West Salmon Street, Manchester.\nMildram, Alice S. , Principal, Farragut Training School, New Hampshire State Teachers Association, Portsmouth.\nNEW JERSEY\n\nBarr, Morris L. , Teacher, High School,\nNewark Teachers Association , Newark .\nof\nBatten,\nReeves\nD.,\nSuperintendent\nSchools, New Jersey State Teachers Asso-\n\nciation, Lyndhurst.\nChapman, Ira T., Superintendent of Schools ,\nNew Jersey State Teachers Association,\n\nNEW\n\nMEXICO\n\nCoe, Mrs. Louise H., Superintendent, Lincoln County Schools, New Mexico Educational Association, Carrizozo.\nEckles, Isabel L., State Superintendent of\nPublic Instruction, Ex-officio ( State Director) , Santa Fe.\n\nEckles, Mary,\n\nPrincipal, Training School ,\n\nState Teachers College, New Mexico Educational Association, Silver City.\n\nLockard, Mrs. Josephine, Teacher,\nSchool,\n\nRaton\n\nTeachers\n\nRaton\n\nAssociation,\n\nRaton.\n\nElizabeth.\n\nClarke, Ella G. ,\n\nWaterbury , Clara E. , Teacher, Grade School,\nWest New York Teachers Association,\n\nPrincipal,\n\nGrade\n\nSchool,\n\nNew Jersey State Teachers Association,\nLakewood.\n\nSchmidt, Helen, Teacher, Albuquerque\nTeachers Association, 610 West Coal\nStreet, Albuquerque.\n\nCornish, Hubert R., Principal, Grade School ,\n\nThomas, Mrs. A. E., Superintendent, Otero\n\nPaterson Teachers Association, Paterson.\n\nCounty Schools , New Mexico Educational\n\nDoughty, Effie N. , Teacher, Rural School,\n\nAssociation, Alamogordo.\n\nNew Jersey State Teachers Association,\n\nNEW\n\nYORK\n\nGlassboro.\n\nDurell, Thomas J., Principal, Rural School,\nNew Jersey State Teachers Association,\nBelle Plaine.\n\nDyke, Charles B., Superintendent of Schools,\nEx-officio ( State Director) , New Jersey\nState Teachers Association, Millburn.\n\nAbrams, Harriet E. , Teacher, Public School\n44, Queens, Association of Public Schools\n11, 78, 80, 89, 92, Brooklyn.\n\nAllen, John, Birhamton Teachers Association, g\nAmerica\n\nBinghamton .\n\ner, Public School 161 ,\n\n"}
{"page": 1055, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1026\n\nManhattan, Association of Public Schools\n161 , 160, 35. New York City.\n\nBagley, William C., Professor, Columbia\n\nEstey, Amy J. , Teacher, Public School 69,\nQueens, Association of Public Schools 1.\n4, 5, 6, 84, 69, 70 and Bryant High School,\n\nPublic\n\nQueens.\nFlood, Helen L. , Teacher, Public School 55.\nBronx, Association of Public School 55.\nNew York City.\n\nSchools 56 , 85 , 87, 113, 155, 178 , New\n\nGaffney, Mrs. Edith M., Teacher, Yonkers\n\nUniversity, Faculty of Teachers College,\nR. R. 12 , Westport, Conn.\n\nBanning, Rebecca, Teacher, Public School\n15.\n\nRichmond,\n\nAssociation\n\nof\n\nYork City.\n\nBaum, Millicent,\n\nPrincipal, Public School\n\n101, Manhattan, Association of Public\nSchool 101 , New York City.\nBlake, Katherine, Principal, Public School 6,\nManhattan, Association of Public Schools\n6, 53, 190, New York City.\n\nBlumenthal, Frances, Teacher, Public School\n4, Bronx, Association of Public Schools\n8, 19, 32. 45, 46, 59, New York City.\nBoyd, Martha J., Teacher, Julia Richman High\nSchool , Association of Julia Richman High\nSchool and Public Schools 95, 107, New\nYork City.\n\nBranch of the New York State Teachers\nAssociation, 564 South Broadway, Yonkers.\n\nGallup, Jackson, Principal, Rochester Teachers Association, Rochester.\nGerety, Katherine, Teacher, Public School\n1 , Bronx, Association of Public Schools t,\n\n31, 43 and Theodore\n\nRoosevelt High\n\nSchool, New York City.\n\nGlen, Eva, Teacher, Richmond Hill High\nSchool, Queens, Federation of Teachers\nAssociation, New York City.\n\nGunn, Ellen G. , Teacher, Public School 37,\nBronx, Association of Public Schools 3. 9.\n18, 37, 52, New York City.\n\nBradley, Clara, Teacher, Public School 108,\nBrooklyn , Association of Public School 108,\nBrooklyn.\n\nBrady, Miss S. M. , Public School Kindergarten Association , 161 Willoughby Avetue, Brooklyn.\n\nGutman, Hannah M. , Teacher, Public School\n44, Queens, Association of Public Schools,\n\n42, 43, 44, 47, New York City.\nHagen, William L. , Teacher, Mt.\nTeachers Association ,\nAvenue, Mt. Vernon.\n\n361\n\nVernon\n\nSouth\n\nFirst\n\nHerger, Margaret J., Teacher, Public School\n55, Bronx, Association of Public School 57,\n\nBrewster, Abbie P., Teacher, Public School\n93, Queens Association of Public School\n93, Queens.\nBrotzman, Mrs. Eunice, Teacher, Public\nSchool 182, Brooklyn, Association of Public Schools 29, 46, 3, Brooklyn.\nCagliardi, Mrs. Evangeline, Teacher, Public\n\nHerriet, Hebe, Teacher, Public School 40,\nBronx , Association of Public Schools 23.\n\nSchool 40, Manhattan, Association of Pub-\n\nQueens-Brooklyn Head of Departments\n\nlic Schools 10, 54, 179 and New York\n\nYork City.\n\nColburn, Jessie B., Principal, Public School\n96, Manhattan, Association of Public\nConway, Mary M. , Principal, Public School\nAssociation\n\nof\n\nPublic\n\nSchools 21 , 26, and Curtis High School,\nNew York City.\nCort, Ambrose, Principal, Public School 73 ,\n\nBrooklyn,\n\nEx-officio\n\n(State\n\nAssociation , New York City.\n\nKatherine C.,\n\nTeacher,\n\nPublic\n\nSchool 154, Brooklyn, Association of Public Schools 82, 107 , 136 , 154, 172, Brooklyn.\nJones, Olive M., Principal, Public School\n120, Ex-officio ( President N. E. A.), New\nYork City.\n\nKallino, Miss Jo , Teacher, Public School 188\n\nSchool 96, New York City.\nRichmond,\n\n40, New York City.\n\nHorn, Mary A., Principal, Public School 44.\n\nJohnson,\n\nModel School, New York City.\n\nCarls, Mrs. Rufina, Principal , Public School\n42, Manhattan, Teachers Association, New\n\n15,\n\nNew York City.\n\nDirector) ,\n\nBrooklyn.\nCrandall, Ernest L. , Director, Lecture Bureau, Visual Instruction Association of\nAmerica, New York City.\nDavison, Amy D. , Teacher, Erasmus Hall\n\nHigh School, Brooklyn Association\nPublic School 109, Brooklyn.\n\nof\n\nDavison, George M., Principal, Public School\n\n109, Brooklyn Teachers Association,\nBrooklyn.\nDe La Mater, Mrs. Florence, Teacher, Public School 111 , Queens , Association of\nPublic Schools, 20, 22, 23 , 94, Flushing\nHigh School and Parental School ,\nBrooklyn.\n\nDoherty, Loretta A. , Teacher, Manual Training High School, Association of Public\nSchools 119 , 120, 139, 179 and Manual\nTraining High School, Brooklyn.\nDonnelly, Margaret, Teacher, Public School\n143, Brooklyn , Association of Teachers of\n7th, 8th and gth year, Brooklyn.\nDonohue, Mrs. M. C. , Principal, Public\nSchool 4. Manhattan, Association of Public Schools 12, 22, 34, 88, 110, 4, New\nYork City.\n\nEddy, George E. , Teacher, East High School,\nRochester Teachers Association, Rochester.\n\nEgbert, Marion D. , Teacher, Public School\n115. Manhattan, Association of\nSchools 90, 115, New York City.\n\nPublic\n\nG,\n\nManhattan,\n\nAssociation\n\nof\n\nPublic\n\nSchools 121 , 171 , 83, 172, New York City.\nKaplan, Fannie, Teacher, Public School 73.\nBrooklyn , Association of Public School 73,\nBrooklyn.\n\nKelley, Frank B., Teacher, De Witt Clinton\nHigh School, Association of De Witt\nClinton High School, New York City.\nKent, Pansy E. , Teacher, Binghamton\nTeachers Association, 23 Dennison Avenue,\nBinghamton.\nKester, Julia, Teacher, Public School 96,\nManhattan, Association of Public Schools\n17, 51 , 58, 84, 141, 166, New York City.\n\nKing, Mrs. Florence I. , Teacher, Public\nSchool 128, Brooklyn , Association of Public Schools 128, 80, Brooklyn.\nKleine, Lillian E. , Teacher, Public School\n182, Brooklyn, Association of Public\nSchools 182 , 149, Brooklyn.\nKnox, Margaret, Principal, Public School 15,\nManhattan, Association of District 5, New\nYork City.\n\nLasher, William R., Teacher, Erasmus Hall\nHigh School, High School Teachers Association, Brooklyn.\nLaufer, Mrs. I. B. , Teacher, Public School\n19, Manhattan, Association of Pubic\nSchools 40, 19 and Manual Training\n\nSchool for Girls, New York City.\nLavers, Mary E. , Teacher, Drawing, Association of Public Schools 43, 68, 157, 101,\n46, New York City.\n\nLawrence, Mrs. Amelia P., Teacher, Pubic\nSchool 40, Bronx, Association of Distric\n20 Bronx and Public School 48, New Yots\nCity.\n\n"}
{"page": 1056, "printed_page": null, "text": "1027\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\n\nLeavenworth , Elizabeth, Teacher, Public\nSchool 189, Brooklyn, Association of Public Schools 66, 114, 115 , Brooklyn.\nLindquist, Margaret, Teacher, Morris High\nSchool, Association of Morris High School,\n\nciation, 31 Summit Avenue, New Rochelle.\nWewster, Harriet U., Teacher, Public School\n\n9, Richmond, Association of Public Schools\n\nNew York City.\n\nMcCauley, Elizabeth, Teacher, Public School\n3, Manhattan, Association of Public\nchools 3, 16, New York City.\nMacVay, Anna T., Teacher, Wadleigh High\n\nSchool, Manhattan, Association of Wadleigh High School, New York Teacher\nTraining School, Public School 165 , New\n\n1 , 2, 3 , 6, 9, 12, 14, New York City.\n\nWilson, Martha M. , Principal, Public School\n127,\n\nManhattan,\n\nAssociation\n\nof\n\nPublic\n\nSchools 87 , 93 , 127, New York City.\nWoodruff , Mrs. Charlotte, Teacher, Public\nschool 19 , Manhattan, Association of Public Schools 38, 108, 114, 177, 61 , New York\nCity.\n\nYork City.\n\nMilligan, Annette W., Teacher, Mt. Vernon\nTeachers Association, 20 Park Avenue,\nMt.\n\n73, Brooklyn, Association of Public Schools\n164, 186, 192, Brooklyn.\nVincent, John, New Rochelle Teachers Asso-\n\nWright, Grace I. , 234 East 34th Street, New\nYork City.\n\nVernon.\n\nNell, Edith M. , Teacher, Public School 55,\nBronx, Association of Public School 44,\nNew York City.\n\nNew, May A. , Teacher, Public School 13 ,\nKichmond, Association of District 48, New\nYork City.\n\nNewton, Margaret N., Teacher, Public\nSchool 74, Manhattan, Association of Pub .\nlic Schools 27, 49, 70, 74, 76, 82, 116, 183\nand High School of Commerce, New York\nCity.\n\nO'Brien, Margaret, Teacher, Girls High\nSchool , Association of Boys High School ,\nGirls High School and Public School 83,\nBrooklyn.\n\nNORTH CAROLINA\n\nAllen, A. T. , Ex- officio, (State Superintendent, Public Instruction) , Department of\nLuacation, Raleigh.\n\nCamp, Cordelia, Rural School Supervisor,\nForsyth County, North Carolina Educauon Association, Winston- Salem.\nHarrelson, Miss P. V. , Dean, Davenport\nCollege, North Carolina Education Association, Cherryville.\n\nJoyner, James Y. , Ex-officio, (Life Director) ,\nLa Grange.\n\nSmitin, H. B. , Superintendent of Schools ,\nNorth Carolina Education Association,\nNewbern.\n\nOrr, Ella J. , Teacher, Washington Irving\nHigh School, Association of Washington\nIrving High School, New York City.\nPeixotto, Mrs. B., Principal, Public School\n96, Queens Teacners Association, Brooklyn.\nPettebone, Anna R. , Teacher, Public School\n120, Manhattan, Association of District 2,\nNew York City.\nPrestopino, Christopher J. , Teacher, Public\nSchool 184, Manhattan, Association of Public School 184, New York City.\nQuinn, Anna E. , Teacher, Public School 144,\nBrooklyn, Association of Public Schools 28,\n35, 129, 144, 156, Brooklyn.\nRabenort, William, Principal, Public School\n55, Bronx, Association of Public Schools\n4, 61 , New York City.\nRay, Rose, Teacher, Public School 145,\nBrooklyn, Association of Public Schools ,\n104, 105, 112, 118, 176, Brooklyn.\nRaynor, Gilbert J. , Principal , Commercial\nHigh School, Association of Commercial\nHigh School, Brooklyn.\nRhodes, Sara L., Principal, Public School 28,\nBrooklyn , New York Principals Association, New York City.\nRobinson, Emma C., Mt.\n\nWarren, Jule B. , Secretary, North Carolina\nEducation Association, Kaleigh.\n\nWright, Robert H., President, East Carolina\nTeachers College, Ex-omcio, ( State Director) , Greenville.\nNORTH DAKOTA\n\nAllen , C. E. , President, State Teachers College, North Dakota Education Association,\nValley City.\n\nMcCurdy, M. E., Secretary, North Dakota\nEducation Association , Ex-officio, ( ১tate\nDirector ) , Washburn.\n\nMertz, Etnel, Superintendent of Richmond\nCounty Schools , North Dakota Education\nAssociation, Wahpeton.\nNagel, Paul H. , Superintendent of Schools ,\nNorth Dakota Education Association, Carrington.\n\nNielson, Minnie Jean, Ex- officio, ( State Superintendent) ,\n\nbismarck.\n\nWalker , J. E. , Superintendent of Schools,\nNorth Dakota Education Association, Bottineau.\n\nWalker,\nVernon Teachers\n\nNortn\n\nAssociation , 2 North Eighth Street, Mt.\n\nFargo.\n\nSadie,\nDakota\n\nPrincipal,\n\nGrade\n\nEducation\n\nSchool,\n\nAssociation,\n\nVernon.\n\nSearing, Beulah C. , Teacher, Public School,\nBrooklyn, Association of Public\n171,\nSchool 64, Brooklyn.\nShaw, Lena B. , Teacher, Public School 147,\nBrooklyn, Association of Public School\n147 , Brooklyn.\nSmith, Jean, Teacher, Public School 14,\nYonkers Teachers Association ,\n\nYonkers.\n\nStansbury, Alice, Teacher, Public School 52,\nQueens, Association of Public Schools 52,\n46, 68, 91, 59, 64, 90 , Queens.\nStrayer, George D., Ex-officio, ( Life Director) , Teachers College, Columbia University, New York City.\nSumner, S. Clayton , Teacher, Syracuse\nTeachers Association, 2331 South Salina\nStreet, Syracuse, New York.\nTepperman, Frances, Teacher, Public School\n\nOHIO\n\nAmmon, Mrs. Lucy, Cleveland Teachers\nFederation, 1265 Parkwood Drive, Cleveland.\n\nArnold, E. J., Logan County Teachers Association, Huntsville.\nBaer, J. A. , Cuyahoga County Teachers In-\n\nstitute, Room 22 , Old Court House, Cleveland.\n\nBaldwin, Harriet, Lakewood Teachers Association, 1202 Webb Road, Lakewood.\n\nBouck, Miss I. J. , Cleveland Heights Teachers Association, Roosevelt Junior High\nSchool, Cleveland Heights.\nBrainerd, Mrs. Margaret S. , Ohio State\nTeachers Association, Walnut Street, Martins Ferry.\n\n"}
{"page": 1057, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1028\n\nCoulter, Georgia,\n\nBellefontaine\n\nTeachers\n\nAssociation, 216 East Columbus, Bellefontaine.\n\nDann, Lois, Columbus Teachers Federation,\n896 Neil Avenue, Columbus.\n\nDavis , J. W. , Warren City Teachers Asso-\n\nciation, 250 Cresson Road, Warren.\nDickson, Amy, Toledo Teachers Association,\n16212 Huron Street, Toledo.\nEarhart, Naomi, Norwood Teachers Association, 926 Spencer Avenue, Norwood.\nErwin, Robert L., Ohio State Teachers Asso-\n\nciation, 740 Sixth Street, Steubenville.\nEvans , W. A. , Cincinnati Teachers Associa-\n\ntion, Walnut Hills High School, Cincinnati.\n\nEyler , A. L. , Cincinnati Teachers Association, Sherman School, Cincinnati.\nFruehauf, Belva, Ohio State Teachers Association, 7817 Clark Avenue, Cleveland.\nFulton, Mary, Ohio State Teachers Association, 224 North Main Street, Bellefon-\n\nReynolds, Frank E. , Ex-officio (State Direc\ntor) , Columbus.\nStauffer, Daisy, Ohio State Teachers Association, 206 Lawn View Avenue, Dayton.\nSullivan, H. L. , Ohio State Teachers Associa\ntion, 342 South Avenue, Van Wert.\nUlery, C. B. , Ohio State Teachers Associa\ntion, State Department of Education, Co\nlumbus.\n\nWaterhouse, C. C., Lorain Teachers Club,\n414 Iowa Avenue, Lorain.\n\nWood, Ralph, Elyria City Teachers Club.\nHigh School, Elyria\nWylie, Alice, Zanesville Teachers Associa\ntion, South Zanesville.\nYost, Ella L., Ohio State Teachers Association, Valley City.\nZimmerman, Ada F. , Ohio State Teachers\nAssociation , 327 Walnut Street, Dover.\nOKLAHOMA\n\nAustin, G. W. , Oklahoma Education Associa\n\ntaine.\n\nHayes, L. E. , Cuyahoga County Teachers Institute, Cuyahoga County, Dover Center.\n\nHazel, H. R. , Cleveland Teachers Federation, 871 Parkwood Drive, Cleveland.\nHeilman, W. T. , Ohio State Teachers Asso-\n\nciation, Normal School, Columbus.\nHibbard, Laura, Ohio State Teachers Association, 3335 Burnet Avenue, Cincinnati.\nHinman, Harriett L., Toledo Teachers Association, 3122 Detroit Avenue, Toledo.\nHoward, Helen, Ohio State Teachers Association, Route 2, Millfield.\n\nHussey, Mary, Lakewood Teachers Associa-\n\ntion, 1302 Ladeland Avenue, Lakewood.\nJones , R. G. , Ohio State Teachers Association, Superintendent of Schools, Cleveland.\nKiefer, R. J. , Ohio State Teachers Association,' 1024 Robbins Avenue, Niles.\nLeonard, A. R. , Columbus Teachers Federation, 364 Webber Road, Columbus.\n\nLogan, Samuel T., Cincinnati Principals\nAssociation, 2415 Maplewood Avenue, Cincinnati.\n\nLosch, Adela M. , Ohio State Teachers Association, 3432 East 110th Street, Cleveland.\nMcCracken , Thomas C. , Ohio State Teach-\n\ners Association, President, Ohio University, Athens .\n\nMathias, A. O., Cincinnati Teachers Association, Wathrow High School, Cincinnati.\n\nMatteson, I. F. , Ohio State Teachers Association, Findlay.\nAssociation, 323\n\ntion, Chickasha.\n\nCleveland, Rex D. , Oklahoma Education\nAssociation, Enid.\nDean, W. A., Tulsa N. E. A. Members\nAssociation, 2823 East Fifth Street, Tulsa\n\nEischeid, J. T., Oklahoma Education Asso\nciation, Waurika.\n\nHenderson, Mary J., Muskogee City TeachAssociation,\nMuskogee.\ners\n\nΙΙΟΙ\n\nWest\n\nBroadway.\n\nHixson, Mrs. Luella M., Northwestern Oklahoma Education Association, Sand Springs.\nHomberger, E. H., Northwestern Oklahoma\nEducation Association District, Woodward.\nHowell, C. M. , Secretary, Oklahoma Educa-\n\ntion Association, Room 101, State Capitol,\nOklahoma City.\nIves, A. L. , Oklahoma Education Associa\ntion, Apache.\nMagee, M. , Tulsa N. E. A. Members Association, 2705 East Tenth Street, Tulsa.\nMitchell, John G., Oklahoma Education Association, Central State Teachers College,\nEdmond.\nNorthcutt, Maude, Oklahoma Education\nAssociation, Norman.\nParsons,\nA. C., Superintendent of Schools.\nEx-officio (State Director) , Oklahoma\nCity.\n\nPauly, Frank R. , Sand Springs Public School\nTeachers Association , Sand Springs.\nOREGON\n\nMaurer, George C., Ohio State Teachers\nNorth\n\nMarket\n\nStreet,\n\nWooster.\n\nBridges, Grace, Teacher, Couch School, Port\nland Grade Teachers Association, Portland\n\nMonroe, Belle M. , Ohio State Teachers Association, 122 Atlas Street, Akron.\n\nMoore, Minnie, Ohio State Teachers Asso-\n\nBrown, Elmer, Principal, Rose City Park\nSchool, Portland Principals Association.\nPortland.\n\nciation , 131 West Second Street, Logan.\nMoran, Pearl, Findlay Organization, 1305\nSouth Maine Street, Findlay.\nOutcalt, Ethel, Cincinnati Teachers Association, Walnut Hills High School, Cincinnati.\nPhillips, J. J. , Ohio State Teachers Association, 410 East Sixth Avenue, Lancaster .\nPollock, James A. , Ohio State Teachers Association, 1024 Prospect Avenue, Toledo.\nPore, O. E. , Ohio State Teachers Association, 241 South Freedom Street, Ravenna .\nQuirk, W. A. , Cincinnati Teachers Association, Dyer School, Cincinnati.\nRawdon, H. L. , Ohio State Teachers Association, 99 South Cedar Avenue, Oberlin.\nReed, Carroll R., Superintendent of Schools ,\nEx-officio ( Vice-President ) , Akron.\n\nChapman, Mrs. A. L. , Oregon State Teach\n\nBarberton Teachers Associa-\n\nHug, George W., Superintendent of Stim\n\nReed,\n\nR.\n\nL. ,\n\ntion, 611 North Third Street, Barberton.\n\ners Association, Myrtle Creek.\nChurchill, J. A., Ex-officio (State Superst\ntendent) , Salem.\n\nDavis, Anna M., Teacher, High School\nOregon State Teachers Association, La\nGrande.\n\nDobie, Jeanette, Teacher, Woodlawn School\nPortland Grade Teachers Association, Port\nland.\n\nEwing, Mary E. , Teacher, Domestic Science\nOregon State Teachers Association, Scar\npoose.\n\nHrubetz, Caroline, Teacher,\n\nHigh School\n\nOregon State Teachers Association, Sak\nHrubetz,\n\nFrances, Teacher,\n\nHigh School\n\nSalem Teachers Association. Salem\n\nEx-officio (State Director), Salem.\n\n"}
{"page": 1058, "printed_page": null, "text": "1029\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\n\nIngle, Louise M. , Teacher, Richmond School,\nPortlandGrade Teachers Association, Portland.\n\nMatlock, Agnes , Teacher, Montaville School,\nPortland Grade Teachers Association, Portland.\n\nHeinly, C. B. , Principal, High School, York\nCity Teachers Association,\n\nYork .\n\nHopper, Frank P., Superintendent, Luzerne\nCounty Schools, Pennsylvania State Education Association,\n\nWilkes-Barre.\n\nHunt, Cornelia, Teacher, Altoona Pennsyl-\n\nOberton, Dora D., Principal, Grade School,\nOregon State Teachers Association, Hood\nRiver.\n\nRead, Anna, Teacher, Oakley Green School,\nOregon State Teachers Association, Port-\n\nvania Branch of the N. E. A. , Altoona.\n\nJordan, Janet G. , Teacher, Normal School,\nPennsylvania State Education Association,\nPhiladelphia.\nKelley, James H. , Editor, Pennsylvania\n\nland.\n\nSchroyer, O. J. , Rural Teacher, Oregon State\nTeachers Association, Summit.\n\nSchool Journal, Ex-officio\ntor) , Harrisburg.\n\nStrange, A. C., Supt. of Schools, Oregon\nState Teachers Association , Astoria.\nTaylor, Grace, Teacher, Health, Salem Teachers Association, Salem.\nUlen, Mary, Teacher, Holladay School, Portland Grade Teachers Association, Portland.\nVerry, W. L., Teacher, High School, Portland High School Teachers Association,\nPortland.\n\n(State Direc-\n\nKretchman , W. H., Superintendent, Somerset County Schools, Pennsylvania State\nEducation Association, Somerset.\n\nKunze, Emma Gertrude, Teacher, Philadelphia Teachers Association; 6399 Woodbine\nAvenue, Philadelphia.\nLandis, H. G., Teacher, Northeast High\nSchool, High School Mens Association of\nPhiladelphia, Philadelphia.\nLocke, David C. , Superintendent, Beaver\n\nPENNSYLVANIA\n\nCounty Schools, Pennsylvania State Education Association , Beaver.\n\nApp, I. D. , Superintendent Dauphin County\nSchools, Pennsylvania State Education\nAssociation , Harrisburg .\n\nMcNamara, John J. , Principal, Pennsylvania\nState Education Association, 717 Cherokee\n\nArchibald, R. M., Superintendent of Schools,\nPennsylvania State Education Association,\nWaynesburg.\nBarclay, E. R. , Superintendent of Schools,\nPennsylvania State Education Association,\nHuntington.\n\nMcKean, Annie,\n\nCoatesville.\n\nBrecht, Samuel K., Philadelphia Teachers\nAssociation, Central High School, Manor.\nBrown, Margaret S. , Philadelphia Teachers\nAssociation, 6507 Lebanon Avenue, Philadelphia.\n\nCall, Agnes C. , Supervisor of Art, Chester\nTeachers Association , 706 Sproul Street,\n\nStreet, Bethlehem.\n\n4619\n\nAssociation,\n\nChestnut\n\nStreet, Philadelphia.\nMills, Ida R. , Principal, Grade School, Chester Teachers Association, Chester.\n\nMontanye, Edwin Y. , Principal, Philadelphia\nTeachers Association, 8018 Crispin Street,\nHolmesburg.\n\nMurphy, Lenore, Principal, Erie Teachers\nAssociation, 142 East Third Street, Erie .\nNelson, May, Teacher, Belmont School,\nPhiladelphia Teachers Association, Philadelphia.\n\nParker, Sara, Principal, Chester Teachers\nAssociation, 706 Sproul Street, Chester.\nPendergast, Mary H. , Teacher, Harrisburg\nTeachers Institute, 918 North Sixth Street,\nHarrisburg.\n\nChester.\n\nDickey, Charles E., Superintendent, Allegheny County Schools, Pennsylvania State\nEducation Association, Pittsburgh .\nEvans, Florence, Teacher, West Philadelphia\nHigh School, Philadelphia Teachers Asso-\n\nErie Teachers\n\nMcNulty, Eleanor, Teacher, Philadelphia\nTeachers Association, 3606 Baring Street,\nPhiladelphia.\nMiller, R. Beatrice, Teacher, Philadelphia\nTeachers\n\nBarth, Laura, Teacher, Philadelphia Teachers Association, 2020 Frankford Avenue,\nPhiladelphia.\nBecht, J. George, Ex-officio ( State Superintendent), Harrisburg.\nBenner, Carl O. , Principal, High School,\nPennsylvania State Education Association,\n\nPrincipal,\n\nAssociation, 305 West Fifth Street, Erie.\n\nPhilips, Walter, Assistant Superintendent,\nDelaware County Schools, Pennsylvania\nState Education Association, Media.\n\nRobb, George D., Principal, High School,\nAltoona Branch of the N. E. A. , Altoona.\n\nciation, Merion.\n\nEvans , L. Olin, Teacher, Reading Teachers\nAssociation , 421 North Fifth Street, Read-\n\nSeltzer, Livingston, Superintendent, Schuylkill County Schools, Pennsylvania State\nEducation Association , Pottsville.\n\ning.\n\nFiest, Florence, Teacher, Erie Teachers Association , 460 West Seventh Street, Erie.\nGamble, Maude J., Principal, Harrisburg\nTeachers Institute, 548 Maclay Street,\nHarrisburg.\nGarbrick, Clarence, Philadelphia Teachers\nAssociation , 419 South 47th Street, Phila-\n\nSharrard, Kate, Supervisor, York City Teachers Association, 312 South George Street,\nYork.\n\nSladen, Dr. , Teacher, South High School for\nBoys, High School Mens Association of\nPhiladelphia, Philadelphia.\nSolis- Cohen, Bertha F. , Teacher, Philadelphia\nTeachers Association,\nPhiladelphia.\n\ndelphia.\n\nGray, Jessie, Teacher,\n\nPennsylvania State\n\n1833\n\nPine\n\nStreet,\n\nFillmore\n\nSolis-Cohen, Miriam, Teacher, Philadelphia\nTeachers Association, 1833 Pine Street,\n\nGress, H. E., Superintendent of Schools,\nPennsylvania State Education Association,\n\nStoops , R. O., Superintendent of Schools, Ex-\n\nAssociation,\nEducation\nStreet, Frankford.\n\n1210\n\nPhiladelphia.\n\nofficio, (Vice-President) , Pennsylvania Edu-\n\nMonessen.\n\ncation Association, York.\n\nHamilton, William R. , Teacher, West Philadelphia High School for Boys, Philadel-\n\nphia High School Mens Association, Philadelphia.\n\nHeilman, Jesse F. ,\n\nPrincipal,\n\nTeachers Association,\nAvenue, York.\n\n493\n\nYork City\n\nStubbs, Joseph I. , Principal, Pennsylvania\nState Education Association, West Grove.\nSwain, Joseph, President Emeritus, Swarthmore College, Ex-officio, (Life Director) ,\nSwarthmore.\n\nPennsylvania\nか\n\n, Grace G., Supervisor of Elementary\n\n"}
{"page": 1059, "printed_page": null, "text": "1030\n\nNATIONAL EDUCATION ASSOCIATION\n\nSchool Practices , Pennsylvania State Education Association, 1105 Allegheny Avenue, Pittsburgh.\n\nWalker, Anna, Principal, Pennsylvania State\nEducation Association , 5732 Spruce Street,\nPriladelphia .\nWhitmyre, W. M. , Faculty Club of the\nState Normal School of Indiana, Indiana.\n\nWilson, Elizabeth, Teacher, Bradford Pennsylvania Teachers Association, 95 Pleasant\nStreet, Bradford.\n\nWolcott, Ira S., Principal, Altoona Pennsylvania Branch of the N. E. A. , 704 Lexington Avenue, Altoona.\nRICO\n\nPORTO\n\nLiggett,\n\nGertrude F. ,\n\nRepresenting State\n\nDirector, San Juan.\n\nVizcarrondo, Francisco, Department of Education of Porto Rico, San Juan.\nRHODE\n\nFragin, Katherine, Teacher, Tennessee State\nTeachers Association, 1257 Central,\nMemphis.\nHarned, P. L. , Ex-officio, (State Commis\nsioner of Education) , Nashville.\nHuff, Annie Laurie, Superintendent of\n\nSchools, Tennessee State Teachers Association, Pulaski.\nMiles, Miss Henry, Teacher, Tennessee\nState Teachers Association, 414 East College Street, Nashville.\nRichardson, Lillian, Teacher, Tennessee\nState Teachers Association, 1114 Fifth\nAvenue North, Nashville.\nSmith, S. L. , General Field Agent. Julhas\nRosenwald Fund for Rural Schools, Exofficio, (State Director) , Nashville.\nWright, R. L. , County Supervisor, Tennesse\nState Teachers Association, Court House\nNashville.\n\nZeigler, John S. , Superintendent of Schools,\nTennessee State\nChattanooga.\n\nISLAND\n\nFenner, John K., Superintendent of Schools,\nRhode\n\nIsland\n\nInstitute\n\nof\n\nHolden, William O. , Head Commercial De-\n\npartment, Pawtucket High School,\nofficio, (State Director) , Pawtucket.\n\nEx-\n\nCAROLINA\n\nJohnson, D. B., President, Winthrop Normal and Industrial College, Ex- officio,\n(Life Director) , Rock Hill.\nKinard, J. P. , Professor of Education, Winthrop Normal and Industrial College, South\nCarolina State Teachers Association , Rock\nHill.\n\nTEXAS\n\nAllen, Bernice, Dallas Grade Teachers Council , 5735 Prospect Avenue, Dallas.\nArrington, Mrs. Empress, El Paso Teachers\nAssociation, 1120 North El Paso, El Paso.\nBastian, Mamie, Houston Teachers Association, 812 Bell Avenue, Houston,\nBlack , F. M. , Houston Teachers Association, 608 Great Southern Building, Houston.\n\nDennis, Leah , El Paso Teachers Association,\n917 Montana, El Paso.\nDorsey, Julius, Texas State Teachers Associa-\n\ntion, 1906 Bennett Avenue, Dallas.\nDuncan, Clyde, El Paso Teachers Associa-\n\nMcGarity, W. Jay, Superintendent of Schools,\nSouth Carolina\ntion, Aiken.\n\nState\n\nTeachers Associa-\n\nWebber, George Harris, Superintendent of\nSchools , Ex-officio, ( State Director) , South\nCarolina\n\nAssociation,\n\nInstruction,\n\nCranston.\n\nSOUTH\n\nTeachers\n\nTeachers Association ,\n\nBeaufort.\n\ntion. 1114 North Campbell, El Paso.\nGarrett, Mrs. Sadie, El Paso Teachers Association, 619 North Ochoa, El Paso.\n\nGorbutt, Catherine, Ex-officio , (State Director) , D, The Wright, El Paso.\nHiggins,\n\nMarguerite,\n\nThe\n\nSan\n\nAntonio\n\nTeachers Council , 117 Oakland Street, San\nSOUTH DAKOTA\n\nAntonio.\n\nHunter, Eula F., Fort Worth Grade TéachCooper, Mrs. Lillie S., South Dakota Education Association, Tyndall.\n\nFoght, Harold W. , President, Northern Normal and Industrial School, Ex- officio,\n(State Director) , Aberdeen.\nGammaway, Ruth M., Northern Normal and\nIndustrial School, Chamberlain.\n\nGuhin, M. M. , South Dakota Education Association, Pierre.\nHall, C. S., South Dakota Education Association, Belle Fourche.\n\nMcDonald, A. A. , Superintendent of Schools ,\nSioux Falls Public School Teachers Association, Sioux Falls.\nMartin, Bonnio, South Dakota Education\nAssociation, Pierre.\nSchultz, Anne Petrea, Aberdeen City Teach-\n\ners Association, 17 Ninth Avenue, Southwest, Aberdeen.\n\nShaw, Fred L. , Ex-officio, ( State Superintendent) , Pierre.\nSteele, N. E., South Dakota Education Association, Mitchell.\nSunderman, Emma, South Dakota Education Association, Huron.\n\ners Association, 1324 East Morphy, Fort\nWorth.\n\nJaynes , Josie, Texas State Teachers Association, Hughes Springs.\n\nJohnson, Ora, The San Antonio Teachers\nAssociation, 501 East Dewey Street, San\nAntonio.\n\nJones, F. G. , Texas State Teachers Associa\ntion, College of Industrial Arts, Denton.\nMcKenzie, Mary B. , Texas State Teachers\nAssociation, 210 King William Street, San\nAntonio.\n\nMarrs, S. M. N. , Ex-officio (State Superintendent) , Austin.\nMarrs , Mrs. S. M. N. , Texas State Teachers\n\nAssociation, Capitol Station, Austin.\nMiller. Mrs. Margaret, El Paso Teachers\nAssociation, 2828 Louisville, El Paso.\nNussbaum, Ida, Texas State Teachers Association, Bender Hotel, Houston.\n\nOberholtzer,\n\nE.\n\nSchools ,\n\nHouston\n\nE.,\n\nSuperintendent\nTeachers\n\nof\n\nAssociation,\n\nHouston.\n\nTunnelle, Pearl, Dallas Grade Teachers Coun-\n\ncil, 4315 Swiss Avenue, Dallas.\n\nTENNESSEE\n\nUTAH\n\nAnderson, Hal, Principal, High School,\nShelby County Teachers Association , Col-\n\nBrookings , Goldie, Salt Lake City Teachers\nAssociation\nLouise Apartments,\n\nlierville,\n\nSalt Lal\n\n"}
{"page": 1060, "printed_page": null, "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\n\nFitzhugh , Winifred, Utah Educational Association, Roosevelt Junior High School,\n\n1031\n\nmond Teachers, 3117 Barton Avenue, Richmond.\n\nMcDonald, S. A., Principal, Ruffner School,\n\nSalt Lake City.\n\nHall, Mabel, Salt Lake City Teachers Association, 1249 Whitlock Avenue, Salt Lake\nCity.\n\nJensen, C. N. , State Superintendent of Public Instruction , Ex-officio ( State Director) ,\nSalt Lake City.\n\nMartin, Theodore D. , Utah Educational\nAssociation, 317 Capitol Building, Salt\nLake City.\n\nQualtrough, Elizabeth, Utah Educational\nAssociation, City Department of Schools ,\nSalt Lake City.\n\nQualtrough, Frances, Utah Educational Asso-\n\nEx-officio,\n\n(State\n\nDirector) ,\n\nNorfolk.\n\nMoseley, Lyne, League of Richmond Teachers, 704 North Colonial Avenue, Richmond.\nOld, Virginia, Teacher, Norfolk Teachers\nAssociation, 805 Redgate Avenue, Norfolk.\nPullen, T. G. , Jr. , Principal, Elementary\nSchool , Newport News Teachers Association, Hampton.\n\nThompson, Nannie, League of Richmond\nTeachers, 2204 Lamb Avenue, Richmond.\nWalden, Caroline, Teacher, League of Richmond Teachers , 507 East Franklin Street,\nRichmond.\n\nciation, West High School, Salt Lake City.\nSwenson, John, Utah Educational Association, Provo.\n\nVIRGIN ISLANDS\n\nWilson, Guy C. , Utah Educational Associa-\n\nFrancis, Amadeo I. , Virgin Islands Education Association, Frederiksted, St. Croix.\n\ntion, Salt Lake City.\n\nWilson, Melvin, Utah Educational AssociaWASHINGTON\n\ntion, Payson.\n\nYoung, Blanche, Salt Lake Teachers Association, 261 F Street, Salt Lake City.\nVERMONT\n\nBurr, Margaret, Teacher, Washington Education Association, 1717 Belmont, Seattle.\nCopeland, May, Teacher,\nSeattle Grade\n\nTeachers\n\nClub,\n\n1628 Bellevue Avenue,\n\nSeattle.\n\nDempsey, Clarence H., State Commissioner\nof Education, Ex-officio, Montpelier.\nHamilton, E. A. , Ex-officio, (State Direc-\n\nDickson, Georgina, Teacher, Spokane Grade\nTeachers Association, 3517 South Grade\n\ntor) , Vermont State Teachers Association,\nNewport.\n\nElyea, Winifred, Teacher, Grade Teachers\nAssociation, 918 South Fourth, Tacoma.\nFarrar, Mayme, Teacher, Seattle Grade\nTeachers Club , 3716 Densmore Avenue,\n\nJones, D.\n\nS. , Caledonia County Teachers\n\nAssociation, Newbury.\nThomas, H. N. , Vermont State Teachers\nAssociation, Johnson.\nWilson, Theodore H., Vermont State Teachers Association, 5 Main Street, St. Johnsbury.\nWoodruff , Caroline, Vermont State Teachers\n\nAssociation, 9 Church Street, St. Johnsbury.\n\nAvenue, Spokane.\n\nSeattle.\n\nFenby, Mrs. Leah , Teacher, Grade Teachers\nAssociation, Route 1 , Box 80, Tacoma.\n\nHibarger, L. Pearle, Teacher, Washington\nEducation Association , 116 North Naches\nAvenue, Yakima.\n\nIversen, W. L., Principal, High School,\nWashington Education Association, Pullman.\n\nVIRGINΙΑ\n\nAdair, Cornelia S. , Ex-officio , ( Treasurer of\n\nΝ. Ε. Α . ) , 3208 Hawthorne Avenue, Richmond.\n\nJahnke, Clara L., Teacher, Ex -officio, (State\nDirector) , 1219 Ninth Avenue, Spokane.\nMcIntosh, Belle, Teacher, Seattle Grade\nTeachers Club , 5261 16th Avenue, Northeast, Seattle.\n\nBerger, Ruby, Teacher, Norfolk Teachers\nAssociation, 627 Pennsylvania Avenue,\nNorfolk.\n\nMacomber , C. W. , Principal, Spokane Education Association, 107 15th Avenue, Spokane.\n\nBeverly, Walter, Teacher, League of Richmond Teachers, 914 North 36th Street,\nRichmond.\n\nBocock, Mrs. Nora, Virginia State Teachers\nAssociation, Staunton .\n\nBrimmer, Rose L. , Teacher, Pittsylvania\nCounty Teachers Association , 119 College\nAvenue, Danville.\n\nBrown, Bessie, Supervisor, Virginia State\nTeachers Association , Box 573 , Roanoke.\nChandler, J. A. C. , President, William and\nMary College, Virginia State Teachers\nAssociation, Williamsburg.\n\nHamilton, Gertrude, League of Richmond\nTeachers, 2918 Third Avenue, Richmond.\nHiggins, Allie, Teacher, League of Richmond Teachers, 901 West Grace Street,\nRichmond.\n\nMacy, Alice, Teacher , Washington Education Association,\nStreet, Spokane.\n\nNorth\n\n2427\n\nMarsh , Arthur L. , Secretary,\n\nStevens\n\nWashington\n\nEducation Association, 707 Lowman Building, Seattle.\n\nOlds, D. F. , Superintendent of Schools , Washington Education Association, Wapato.\nPatterson , Edith W. , Instructor, Normal\nSchool, Cheney Unit of the N. Ε. Α. ,\nCheney.\n\nPearsall, Deborah, Teacher, High School,\nSeattle High School Teachers League,\nSeattle.\n\nRouse, Elizabeth, Teacher, Washington Education Association, 212 East 80th Street,\nSeattle.\n\nSackett,\n\nSheldon,\n\nPrincipal,\n\nHigh\n\nSchool ,\n\nHolt, Edith, League of Richmond Teachers,\n\nWashington Education Association, Ray-\n\n1527 Porter Street, Richmond.\nJack, Mrs. A. D., Teacher, Norfolk Teachers\nAssociation, 36 Hardy Avenue, Norfolk.\n\nmond.\n\nJohnson, G. L. H. , Superintendent of\nSchools, Staunton Teachers Association,\nStaunton.\n\nKelley, J. J. , Jr. , Superintendent of Schools,\nVirginia State Teachers Association, Wise.\nLynn, Attie L.\n\nTeacher, League of Rich\n\nSayre, Mrs. Anna, Teacher, High School,\nSpokane Education Association, Spokane.\n\nShaw,\n\nEleanor,\n\nTeacher,\n\nSpokane Grade\n\nTeachers Association, 1501 Tenth Avenue ,\nSpokane.\n\nSnodgrass , Florence M. , Teacher, Vancouver\nEducation Association, 602 West 13th\nStreet, Vancouver.\n\n"}
{"page": 1061, "printed_page": null, "text": "1032\n\nNATIONAL EDUCATION ASSOCIATION\n\nSoper, Edith, Teacher, Grade Teachers Association, 1024 South First Avenue, Tacoma.\n\nGunderson, Nicholas, Wisconsin State Association, 412 Rusk Avenue, Sparta.\n\nSoules, Jean, Teacher, Spokane Grade Teach-\n\nHilderbrandt,\n\ners Association,\nSpokane.\n\n2003\n\nFirst\n\nAvenue,\n\nSpencer, Mrs. Evelyn, Teacher, Washington Education Association, Langley.\nTeague, Rhoda, Teacher, Washington Education Association, Route 7, Box 248, Seattle.\nWilson, Mabel V. , Teacher, Seattle Grade\nTeachers Club, 2224 First Avenue, West,\nSeattle.\nWEST\n\nVIRGINIA\n\nElsie,\n\nWisconsin\n\nTeachers\n\nAssociation, Wausau.\nJohnson, Lillia E. , Wisconsin Teachers Association, 402 North Oxford Avenue, Eau\nClaire.\n\nKelley, George V., Superintendent of Schools,\nWisconsin Teachers Association,\n\nPrince-\n\nton.\n\nKircher, H. W. , Wisconsin Teachers Association, Merrill.\nMcCormick, Elizabeth , Wisconsin Teachers\n\nAssociation, Superior.\nTeachers\n\nManthey, Clara, Milwaukee Teachers Association, IOI Island Avenue, Milwaukee.\n\nClub of Elkins , 118 Elm Street, Elkins .\n\nMashek, Anna, Wisconsin Teachers Associa-\n\nCarter,\n\nMrs.\n\nHickman, J.\n\nEx-officio,\n\nElizabeth,\n\nTeacher ,\n\nH., Superintendent of Schools,\n\n( State\n\nDirector) ,\n\nWest\n\nVir-\n\nginia State Education Association, Hinton.\nHolleday, Gail H., Teacher, West Virginia\n\nState Education Association, 85 31st Street,\nWheeling.\nJackson, J. A. , Superintendent of Schools,\nWest Virginia State Education Association, Clarksburg.\n\nMarshall, T. Marcellus , Ex-officio , ( Life Director) , Stouts Mills.\n\nNeffien, Myra M. , Superintendent of Mineral\nCounty Schools, West Virginia State Education Association , Keyser.\nRosier , Joseph, President, Fairmont Normal\nSchool, West Virginia State Education\nAssociation, Fairmont..\nRowe, Grace, Teacher, Bluefield Teachers\nAssociation, Bluefield.\nShurtleff, Mrs. Oliver, Teacher, West Virginia State Education Association, Sutton.\nSmith, R. C. , Superintendent of Schools,\n\nMorgantown Teachers Association, Morgantown.\n\nTrent, W. W. , Superintendent of Schools,\nWest Virginia State\ntion, Elkins.\n\nWade,\n\nE.\n\nC. ,\n\nEducation Associa-\n\nSuperintendent of Schools,\n\nWest Virginia State Education Association, Bluefield.\n\ntion, 1240 Mississippi Street, La Crosse.\nMenzel, Flora, Wisconsin Teachers Association, 356 16th Avenue, Milwaukee.\nPainter, Ira C. , Central Wisconsin Teachers\nAssociation, Wausau.\n\nPearse, Carroll G. , Ex-officio, ( Life Director), 3209 Grand Avenue, Apartment C 9,\nMilwaukee.\n\nPease,\n\nElva,\n\nCentral Wisconsin Teachers\n\nAssociation , Medford.\n\nPeasley, Florence E. , Wisconsin Council\nAdministrative Women in Education, 660\nPutnam Street, Kenosha.\n\nRandall, Edward, Wisconsin Teachers Association, Kenosha Vocational School, Kenosha.\n\nRosenthal,\n\nAnnette,\n\nWisconsin\n\nTeachers\n\nAssociation, 1419 Cedar Street, Milwaukee.\nSims, John F. , President, State Normal\nSchool, Ex-officio (State Director) , Stevens\nPoint.\n\nStafford, Margaret, Wisconsin Teachers Association, Oshkosh.\n\nStangel, C. G. , Wisconsin Teachers Association, 620 North Ninth Street, Manitowoc.\nTeter, George E., Milwaukee State Normal\nSchool Faculty , State Normal School,\nMilwaukee.\n\nVincent, Paul M. , Central Wisconsin Teachers Association , Stevens Point.\n\nWISCONSIN\n\nWYOMING\n\nBlotter, Dorothy, Western Wisconsin Teachers Association, 2223 Main Street, La\nCrosse.\n\nBrownell, Dona, Teachers Council of Racine,\n1105 Park Avenue, Racine.\n\nCaldwell , Jessie, The Teachers Club of La\nCrosse, 612 Winnebago Street, La Crosse.\n\nEmmett, H. T. , Superintendent of Schools,\nWyoming State Teachers Association,\nWorland.\n\nGeiger, Kathryn . Teacher, Basin High School,\nWyoming State Teachers Association,\nMonroe.\n\nCallahan, John, Ex-officio (State Superintendent) , Madison.\nCody, Janet, Wisconsin Teachers Associa-\n\nHamilton, May, Superintendent, Natrona\nCounty Schools, Wyoming State Teachers\n\ntion, Janesville.\nCosgrove, Katherine,\n\nHarden, Flora A. , Superintendent, Sheridan\nCounty Schools, Wyoming State Teachers\nAssociation, Sheridan.\nKingsley, Mabel G. , Superintendent, Hot\nSprings County Schools , State Teachers\nAssociation and State Institute, Thermopo-\n\nWisconsin\n\nTeachers\n\nAssociation, 617 Seventh Street, Racine.\nDelzell, J. E. , Central Wisconsin Teachers\nAssociation, State Normal School, Stevens\nPoint.\n\nDoudna, E. G. , Secretary, Wisconsin Teachers\nAssociation, 611\nBuilding, Madison.\n\nBeaver\n\nCrosse.\n\nRacine,\n\nMary L. ,\n\nlis.\n\nInsurance\n\nFruit, Ruth, Western Wisconsin Teachers\nAssociation, 212 North 14th Street, La\nGallagher,\n\nAssociation, Casper.\n\nTeachers Council of\n\n1120 College Avenue, Racine.\n\nGardner, Emma, Milwaukee Principals Association, 678 Wilson Street, Milwaukee.\nGardner, Ethel M. , Milwaukee Teachers\n\nAssociation, 356 16th Avenue, Milwaukee.\n\nMegown, Rebecca, Principal, High School.\nWyoming\n\nState\n\nTeachers\n\nAssociation\n\nBasin.\n\nMorton, Katherine A., Ex-officio, (State\nSuperintendent) , Cheyenne.\nSlade, A. A., Superintendent of Schools, Exofficio, ( State Director) , Casper.\nWarkley, Virginia, Assistant State Director\nWyoming\nCheyenne.\n\nState\n\nTeachers\n\nAssociation.\n\n"}
{"page": 1062, "printed_page": null, "text": "The Education Bill\nSIXTY- EIGHTH CONGRESS, H. R. 3923 AND s. 1337\n\nSupported by more people who have given it careful consideration\nthan any other measure ever before Congress. That is the verdict of observers in Washington who have watched the progress of the Education\nBill, known in this. Congress as the Sterling-Reed Bill after Senator\nThomas Sterling, of South Dakota, who introduced the Bill in the\nSenate, and Representative Daniel A. Reed, of New York State, who\nis sponsoring the Bill in the House. The measure grew out of the investi-\n\ngation made by the National Education Association into the educational\nemergency during the war and the need for reconstruction after the war.\nThe principles embodied in the Bill have been six times indorsed by the\nDepartment of Superintendence and five times by the National Education\n\nAssociation.\n\nScores of organizations-National, State, and local-have\n\ngiven the measure their support after it has been discussed before gatherings of their members and in the columns of their official magazines. The\ntext of the Bill is here given.\nTHE STERLING - REED BILL- INDEXED BY SECTIONS\n\nSection 1. Creates a Department of Education, with a Secretary in the President's Cabinet.\nSection 2. Authorizes an Assistant Secretary of Education.\n\nSection 3. Transfers the Bureau of Education to the new department. Provides for coördination of existing educational work of the Federal Government as Congress may\ndetermine.\n\nSection 4. Defines powers and duties of Secretary.\nSection 5. Directs department to conduct research in special fields.\n\nSection 6. Authorizes appropriations for administration.\nSection 7. Authorizes appropriations for the removal of illiteracy.\nSection 8. Authorizes appropriations for Americanization.\nSection 9. Authorizes appropriations to equalize educational opportunity.\nSection 10. Authorizes appropriations for physical and health education.\nSection 11. Authorizes appropriations for training teachers.\nSection 12. How States may receive Federal aid.\nSection 13. State and local control guaranteed.\nSection 14. Relation of Secretary to State authorities.\nSection 15. Authorizes Secretary of Treasury to make quarterly payments to States.\nSection 16. Provides for reports from States.\nSection 17. Creates National Council on Education .\n\nSection 18. Requires Secretary of Education to make annual report to Congress.\nSection 19. Enacting clause.\n\nA bill to create a Department of Education, to authorize appropriations for the conduct of said department, to authorize the appropriation\nof money to encourage the States in the promotion and support of education, and for other purposes.\n\nBe it enacted by the Senate and House of Representatives of the\nUnited States of America in Congress assembled, That there is hereby\ncreated an executive department in the Government to be called the De-\n\npartment of Education, with a Secretary of Education, who shall be the\nhead thereof, to be appointed by the President, by and with the advice\n\nand consent of the Senate, and who shall receive a salary of $12,000\nper annum, and whose tenure of office shall be the same as that of the\n\nheads of other executive departments ; and section 158 of the Revised\n\nStatutes is hereby amended to include such department, and the pro\n[1033]\n\n"}
{"page": 1063, "printed_page": null, "text": "1034\n\nNATIONAL EDUCATION ASSOCIATION\n\nvisions of title 4 of the Revised Statutes, including all amendments thereto,\nare hereby made applicable to said department. The Secretary of Education shall cause a seal of office to be made for such department of such\ndevice as the President shall approve, and judicial notice shall be taken\nof said seal.\n\nSEC. 2. That there shall be in said department an Assistant Secretary\nof Education, to be appointed by the President, who shall receive a salary\nto be determined by Congress. He shall perform such duties as may be\nprescribed by the Secretary or required by law. There shall also be one\nchief clerk and a disbursing clerk and such chiefs of bureaus and clerical\nassistants as may from time to time be authorized by Congress.\nSEC. 3. That there is hereby transferred to the Department of Education the Bureau of Education, and such offices, bureaus, divisions, boards,\nor branches of the Government, connected with or attached to any of\nthe executive departments or organized independently of any department,\nas Congress may determine should be administered by the Department\nof Education, and all such offices, bureaus, divisions, boards, or branches\nof the Government so transferred by act of Congress shall thereafter be\nadministered by the Department of Education, as hereinafter provided.\nAll officers, clerks, and employees employed in or by any office,\nbureau, division, board, or branch of the Government, transferred in\naccordance with the provisions of this Act to the Department of Education, shall each and all be transferred to said Department of Education\nat their existing grades and salaries, except where otherwise provided in\nthis Act; and the office records and papers on file pertaining exclusively\nto the business of any such office, bureau, division, board, or branch of\nthe Government so transferred, together with the furniture and equipment thereof, shall be transferred to said department.\nSEC. 4. That the Secretary of Education shall have charge in the\nbuildings or premises occupied by or assigned to the Department of Education, of the library, furniture, fixtures, records, and other property used\ntherein or pertaining thereto, and may expend for rental of appropriate\nquarters for the accommodation of the Department of Education within\nthe District of Columbia, and for the library, furniture, equipment, and\nall other incidental expenses, such sums as Congress may provide from\ntime to time .\n\nAll power and authority conferred by law upon the head of any\nexecutive department, or upon any administrative board, over any officer,\n\noffice, bureau, division, board or branch of the Government, transferred\nin accordance with the provisions of this Act to the Department of Edu-\n\ncation, shall, after such transfer, be vested in the Secretary of Education,\nand all business arising therefrom or pertaining thereto, and all duties\nperformed in connection therewith shall thereafter be administeredby the\nDepartment of Education.\n\nAll laws prescribing the work and defining the duties and powers of\n\n"}
{"page": 1064, "printed_page": null, "text": "THE EDUCATION BILL\n\n1035\n\nthe several offices, bureaus, divisions, boards, or branches of the Government, transferred in accordance with the provisions of this Act to the\nDepartment of Education, shall, in so far as the same are not in conflict\n\nwith the provisions of this Act, remain in full force and effect and be\nadministered by the Secretary of Education, to whom is hereby granted authority to reorganize the work of any and all of the said offices, bureaus,\ndivisions, boards, or branches of the Government so transferred in such\n\nway as will in his judgment best accomplish the purposes of this Act.\nSEC. 5. That the Department of Education shall conduct studies and\ninvestigations in the field of education and report thereon. Research\nshall be undertaken in (a) illiteracy ; ( b) immigrant education; (c). public school education, and especially rural education; (d) physical education, including health education, recreation, and sanitation; (e) preparation and supply of competent teachers for the public schools ; ( f) higher\neducation; and in such other fields as, in the judgment of the Secretary\nof Education, may require attention and study.\n\nIn order to carry out the provisions of this section the Secretary of\nEducation is authorized, in the same manner as provided for appointments\nin other departments, to make appointments, or recommendations of appointments, of educational attachés to foreign embassies, and of such investigators and representatives as may be needed, subject to the appropriations that have been made or may hereafter be made to any office,\nbureau, division board, or branch of the Government transferred in accordance with the provisions of this Act to the Department of Education ;\nand where appropriations have not been made therefor the appropriation\nprovided in section 6 of this Act shall be made available.\n\nSEC. 6. That for the fiscal year ending June 30, 1922, and annually\nthereafter, the sum of $500,000, or so much thereof as may be necessary,\nis hereby authorized to be appropriated, out of any money in the Treasury\nnot otherwise appropriated, to the Department of Education, for the\npurpose of paying salaries and conducting studies and investigations, and\npaying all incidental and traveling expenses and rent where necessary,\nand for the purpose of enabling the Department of Education to carry\nout the provisions of this Act. And all appropriations which have been\nmade and which may hereafter be made to any office, bureau, division,\nboard, or branch of the Government, transferred in accordance with the\nprovisions of this Act to the Department of Education, are hereby continued in full force and effect, and shall be administered by the Secretary\nof Education in such manner as is prescribed by law.\nSEC. 7. In order to encourage the States to remove illiteracy $7,500,000, or so much thereof as may be necessary, is authorized to be appropriated annually for the instruction of illiterates fourteen years of age\nand over. Said sum shall be apportioned to the States which qualify\nunder the provisions of this Act, in the proportions which their respective\n\nilliterate populations fourteen years of age and over, not including for\n\n"}
{"page": 1065, "printed_page": null, "text": "1036\n\nNATIONAL EDUCATION ASSOCIATION\n\neign-born illiterates, bear to such total illiterate population of the United\nStates, not including outlying possessions, according to the last preceding\ncensus of the United States. All funds apportioned to a State for the\n\nremoval of illiteracy shall be distributed and administered in accordance\nwith the laws of said State in like manner as the funds provided by State\nand local authorities for the same purpose, and the State and local educational authorities of said State shall determine the courses of study,\n\nplans, and methods for carrying out the purposes of this section within\nsaid State in accordance with the laws thereof.\n\nSEC. 8. That in order to encourage the States in the Americanization\nof immigrants $7,500,000, or so much thereof as may be necessary, is\nauthorized to be appropriated annually to teach immigrants fourteen\nyears of age and over to speak and read the English language and to\nunderstand and appreciate the Government of the United States and the\nduties of citizenship. The said sum shall be apportioned to the States\nwhich qualify under the provisions of this Act in the proportions which\ntheir respective foreign-born populations bear to the total foreign-born\npopulation of the United States, not including outlying possessions, according to the last preceding census of the United States. All funds apportioned to a State for the Americanization of immigrants shall be distributed and administered in accordance with the laws of said State in\n\nlike manner as the funds provided by State and local authorities for the\n\nsame purpose, and the State and local educational authorities of said\nState shall determine the courses of study, plans and methods for carrying out the purposes of this section within said State in accordance with\nthe laws thereof.\n\nSEC. 9. That in order to encourage the States to equalize educational\n\nopportunities $50,000,000 or so much thereof as may be necessary is\nauthorized to be appropriated annually to be used in public elementary\nand secondary schools for the partial payment of teachers' salaries, for\nproviding better instruction and extended school terms especially in rural\nschools and schools in sparsely settled localities, for the extension and\nadaptation of public libraries for educational purposes, and otherwise\nproviding equally good educational opportunities for the children of the\nseveral States.\n\nThe said sum shall be apportioned to the States which\n\nqualify under the provisions of this Act one-half in the proportions which\nthe number of children between the ages of six and twenty-one of the\nrespective States bears to the total number of such children in the United\n\nStates, and one-half in the proportions which the number of publicschool teachers employed in teaching positions in the respective States\nbears to the total number of public-school teachers so employed in the\nUnited States, not including outlying possessions, said apportionment to\nbe based upon statistics collected annually by the Department of Education. All funds apportioned to a State to equalize educational opportunities shall be distributed and administered in accordance with the laws\n\n"}
{"page": 1066, "printed_page": null, "text": "THE EDUCATION BILL\n\n1037\n\nof said State in like manner as the funds provided by State and local\nauthorities for the same purpose, and the State and local educational\nauthorities of said State shall determine the courses of study, plans and\nmethods for carrying out the purposes of this section within said State\nin accordance with the laws thereof : Provided, however, That the apportionments authorized by this section shall be made only to such States\nas by law provided: ( a) A legal school term of at least twenty-four\nweeks in each year for the benefit of all children of school age in such\nState; (b) A compulsory school attendance law requiring all children\nbetween the ages of seven and fourteen years to attend some school for\n\nat least twenty-four weeks in each year ; ( c) That the English language\nshall be the basic language of instruction in the common school branches\nin all schools, public and private : Provided, That apportionment may be\nmade under the provisions of this section to a State prevented by its constitution from full compliance with the foregoing conditions if said con-\n\nditions are approximated as nearly as constitutional limitations will permit.\n\nSEC. 10. That in order to encourage the States in the promotion of\nphysical education, $20,000,000, or so much thereof as may be necessary,\nis authorized to be appropriated annually for physical education and instruction in the principles of health and sanitation. Said sum shall be\napportioned to the States which qualify under the provisions of this Act\nin the proportions which their respective populations bear to the total\npopulation of the United States, not including outlying possessions, according to the last preceding census of the United States. All funds apportioned to a State for the promotion of physical education shall be distributed and administered in accordance with the laws of said State in\nlike manner as the funds provided by State and local authorities for the\n\nsame purpose, and the State and local educational authorities of said State\nshall determine the course of study, plans, and methods for carrying out\nthe purposes of this section within said State in accordance with the laws\nthereof.\n\nSEC. 11. That in order to encourage the States in the preparation of\nteachers for public-school service, $15,000,000, or so much thereof as\n\nmay be necessary, is authorized to be appropriated annually to provide and\nextend facilities for the improvement of teachers in service and for the\n\nmore adequate preparation of prospective teachers, and to provide an\nincreased number of trained and competent teachers by encouraging\nthrough the establishment of scholarships and otherwise a greater number\nof talented young persons to make adequate preparation for public-school\nservice. The said sum shall be apportioned to the States which qualify\nunder the provisions of this Act in the proportions which the number\nof public-school teachers employed in teaching positions in the respective\nStates bear to the total number of public-school teachers so employed in\nthe United States, not including outlying possessions, said apportionments\nto be based on statistics collected annually by the Department of Edu\n\n"}
{"page": 1067, "printed_page": null, "text": "1038\n\nNATIONAL EDUCATION ASSOCIATION\n\ncation. All funds apportioned to a State for the preparation of teachers\nfor public-school service shall be distributed and administered in accordance with the laws of said State in like manner as the funds provided by\n\nState and local authorities for the same purpose, and the State and local\neducational authorities of said State shall determine the courses of study,\nplans, and methods for carrying out the purposes of this section within\nsaid State in accordance with the laws thereof.\n\nSEC. 12. That in order to receive apportionment from one or more\n\nof the appropriations authorized in sections 7, 8, 9, 10, and 11 of this Act\na State shall by legislative enactment accept the provisions of this Act\nand provide for the distribution and administration of such funds as shall\n\nbe apportioned to said State, and shall designate the State's chief educational authority, whether a State superintendent of public instruction, a\ncommissioner of education, a State board of education, or other legally\nconstituted chief educational authority, to represent said State in the administration of this Act, and such authority so designated shall be recognized by the Secretary of Education : Provided, That in any State in\nwhich the legislature does not meet within one year after the passage of\nthis Act, the governor of said State, in so far as he may have authority\nso to do, may take such action, temporarily, as is herein provided to be\ntaken by legislative enactment in order to secure the benefits of this Act,\nand such action by the governor shall be recognized by the Secretary of\nEducation for the purposes of this Act until the legislature of said State\nshall have met in due course and been in session sixty days.\nIn any State accepting the provisions of this Act the State treasurer\nshall be designated and appointed as custodian of all funds received by\nsaid State as apportionments under the provisions of this Act, to receive\nand provide for the proper custody and disbursement of the same, such\ndisbursements to be made in accordance with the legal provisions of said\nState.\n\nA State may accept the provisions of any one or more of the respective\napportionments authorized in sections 7, 8, 9, 10, and 11 of this Act, and\nmay defer the acceptance of any one or more of said apportionments:\nProvided, however, That no money shall be apportioned to any State from\nany of the funds authorized to be appropriated by sections 7, 8, 9, 10,\nand 11 of this Act, unless a sum at least equally as large shall be provided\n\nby said State, or by local authorities, or by both, for the same purpose:\nAnd provided further, That the sum or sums provided by the State and\n\nlocal authorities for the equalization of educational opportunities, for the\npromotion of physical education, and for the preparation of teachers shall\nnot be less for any year than the amount provided for the same purpose\nfor the fiscal year next preceding the acceptance of the provisions of this\n\nAct by said State : And provided further, That no money apportioned to\na State under any of the provisions of this Act shall be used by any State\nor local authority, directly or indirectly, for the purchase, rental, erection,\n\n"}
{"page": 1068, "printed_page": null, "text": "THE EDUCATION BILL\n\n1039\n\npreservation, or repair of any building or equipment, or for the purchase\nor rental of land, or for the payment of debts or the interest thereon.\nSEC. 13. That when a State shall have accepted the provisions of this\nAct and shall have provided for the distribution and administration of\nsuch funds as shall be apportioned to said State, and when the State's\nchief educational authority designated to represent said State shall so report in writing to the Secretary of Education, and said report shall be\napproved by the governor of said State, showing that said State has complied with the provisions of this Act with respect to any one or more of\nthe apportionments authorized in sections 7, 8, 9, 10, and 11 of this Act,\nand when annually thereafter a like report shall be filed with the Secretary of Education, approved by the governor of said State, the Secretary\nof Education shall apportion to said State for the ensuing fiscal year such\nfunds as said State may be entitled to receive under the provisions of\nthis Act, and shall certify such apportionment or apportionments to the\nSecretary of the Treasury : Provided, That all the educational facilities\n\nencouraged by the provisions of this Act and accepted by a State shall be\norganized, supervised, and administered exclusively by the legally constituted State and local educational authorities of said State, and the Secretary of Education shall exercise no authority in relation thereto ; and\nthis Act shall not be construed to imply Federal control of education within\nthe States, nor to impair the freedom of the States in the conduct and\nmanagement of their respective school systems .\n\nSEC. 14. That the Secretary of Education is authorized to prescribe\nplans for keeping accounts of the expenditures of such funds as may be\napportioned to the States under the provisions of this Act and to audit\nsuch accounts. If the Secretary of Education shall determine that the\napportionment or apportionments made to a State for the current fiscal\nyear are not being expended in accordance with the provisions of this\nAct, he shall give notice in writing to the chief educational authority\n\ndesignated to represent said State, and to the governor of said State, in\nduplicate, stating specifically wherein said State fails to comply with the\nprovisions of this Act. If after being so notified a State fails to comply\nwith the provisions of this Act, the Secretary of Education shall report\nthereon to Congress not later than in his next annual report.\nIf any portion of the money received by the treasurer of a State, under\nthe provisions of this Act, for any of the purposes herein named shall, by\naction or contingency, be diminished or lost, the same shall be replaced\nby said State, and until so replaced no subsequent apportionment for such\npurpose shall be made to said State. If any part of the funds apportioned\nannually to any State for any of the purposes named in sections 7, 8,\n\n9, 10, and 11 of this Act has not been expended for such purpose, a sum\nequal to such unexpended part shall be deducted from the next succeeding annual apportionment made to said State for such purpose.\n\nSEC. 15. That the Secretary of the Treasury is hereby authorized and\n\n"}
{"page": 1069, "printed_page": null, "text": "1040\n\nNATIONAL EDUCATION ASSOCIATION\n\ndirected to pay quarterly to the treasurer of each State such apportionment or apportionments as the Secretary of Education shall certify that\nsaid State is entitled to receive under the provisions of this Act.\nSEC. 16. That the chief educational authority designated to represent a\nState receiving any of the apportionments made under the provisions of\nthis Act shall, not later than September 1 of each year, make a report\nto the Secretary of Education showing the work done in said State in\ncarrying out the provisions of this Act during the next preceding fiscal\nyear, and the receipts and expenditures of money apportioned to said State\nunder the provisions of this Act. If the chief educational authority designated to represent a State shall fail to report as herein provided, the Secretary of Education may discontinue all apportionments to said State\nuntil such report shall have been made.\nSEC. 17. That there is hereby created a National Council on Education to consult and advise with the Secretary of Education on subjects\nrelating to the promotion and development of education in the United\nStates. The Secretary of Education shall be chairman of said council,\nwhich shall be constituted as follows: ( a) The chief educational authority of each State designated to represent said State in the administration\nof this Act; (b) not to exceed twenty-five educators representing the different interests in education, to be appointed annually by the Secretary of\nEducation; (c) not to exceed twenty-five persons, not educators, interested in the results of education from the standpoint of the public, to be\nappointed annually by the Secretary of Education. Said council shall\nmeet for conference once each year at the call of the Secretary of Education. The members shall serve without pay, but their actual expenses incurred in attending the conferences called by the Secretary of Education\nshall be paid by the Department of Education.\nSEC. 18. That the Secretary of Education shall annually at the close\nof each fiscal year make a report in writing to Congress giving an account\nof all moneys received and disbursed by the Department of Education\nand describing the work done by the department. He shall also, not\nlater than December 1 of each year, make a report to Congress on the\nadministration of sections 7, 8, 9, 10, 11 , 12, 13, 14, 15, 16, and 17 of\n\nthis Act, and shall include in said report a summary of the reports made\nto him by the several States showing the administration of this Act therein,\nand shall at the same time make such recommendations to Congress as will,\nin his judgment, improve public education in the United States. He shall\nalso from time to time make such special investigations and reports as may\nbe required of him by the President or by Congress.\nSEC. 19. That this Act shall take effect upon its passage, and all Acts\nor parts of Acts in conflict with this Act are hereby repealed.\n\n"}
{"page": 1070, "printed_page": null, "text": "The Publications of the National Education\nAssociation\nFrom an eight-page leaflet in 1857, which had a circulation of but a few\nhundred, the proceedings of the National Education Association have\ngrown to a volume of more than a thousand pages with a circulation ranging from five thousand to seventy-five hundred. They constitute an eightfoot shelf of educational literature that is unsurpassed for variety, com-\n\nprehensiveness, and educational vision. If one wants a unified picture of\nthe development of American education, there is no single source where he\nwill come more nearly to finding it than in this monumental record of sixtyseven years' activities of the greatest educational association in the world.\nIn the early days the publications of the Association were limited to the\nPROCEEDINGS OF THE NATIONAL TEACHERS' ASSOCIATION\nYear\n\nVolume\n\nPlace of meeting\n\nNumber of pages\n\n1857\n\n1\n\nPhiladelphia, Pennsylvania\n\n1858\n\n22\n\nCincinnati, Ohio ---\n\n62\n\n1859\n\n3\n\nWashington, D. C...\n\n20\n\n1860\n\n4\n\nBuffalo, New York_\nNo meetingNo meeting---- .\n\n82\n\n1863\n\n53\n\nChicago, Illinois_\n\n1864\n\n63\n\nOgdensburg, New York.\n\n80\n\nHarrisburg, Pennsylvania\nIndianapolis, Indiana__\n\n108\n\n1861\n1862\n\n1865\n\n73,4\n\n1866\n\n8\n\n1867\n\n81\n\n132\n\n139\n\nNo meeting\n\n1868\n\n9\n\nNashville, Tennessee.\n\n1869\n\n10\n\nTrenton, New Jersey.\n\n1870\n\n11\n\nCleveland, Ohio ----------\n\n64\n385\n2095\n\n' Issued as an \" extra\" of the \"New York Teacher,\" Vol. 7, No. 1, October, 1857.\nThis second meeting was referred to as the first anniversary meeting which\nled to calling the fourth meeting in 1860 the \"third\" annual meeting. The error\nwas continued each year through 1884. A correction is necessary in all volumes\nup to and including the one for 1884. The Saratoga Springs meeting for 1885\nis correctly reported as the twenty-fifth annual meeting of the Association.\n* Published by the American Journal of Education including proceedings of\n1857, 1858, 1859, and 1860. Paged continuously through the proceedings of the\n2\n\nmeeting of 1865 .\n\n' Erroneously referred to on title page as fifth annual meeting.\nPaging of the reprints. The supply of the early Proceedings was soon exhausted and to enable new members to complete their sets an arrangement was\nmade to compile the Proceedings from the foundation of the Association in 1857\n\nto the close of the session of 1870. Dr. Henry Barnard began the project, but was\nnot able to complete his purpose. Mr. C. W. Bardeen, of Syracuse, New York,\ncarried on the project and completed the reprints in 1909. They were bound in\npaper in separate volumes, but paged continuously, making a total of 937 pages .\n[1041]\n\n"}
{"page": 1071, "printed_page": null, "text": "1042\n\nNATIONAL EDUCATION ASSOCIATION\n\nProgram and the Proceedings. In more recent days they have expanded\nto include the Research Bulletin and numerous committee reports and\nspecial bulletins. Departmental publications have been created and within\ntwo or three years have become almost as bulky and significant as the publications of the main Association were twenty years ago.\nIn order that there may be in one place a record of the Association's\npublishing activities and a check list for individuals and libraries wishing\nto complete their sets, there is on page 1041 as complete a list of the\nAssociation's publications as can be compiled from collections and information at headquarters. Corrections and additions will be welcomed and\nshould be sent to the Director of the Division of Publications, 1201 Sixteenth Street Northwest, Washington, D. C.\nADDRESSES AND JOURNAL OF PROCEEDINGS OF THE NATIONAL\nEDUCATIONAL ASSOCIATION \"\nYear\n\nVolume\n\n1871\n\n12\n\n1872\n\n13\n\nPlace of meeting\n\nNumber of pages\n237\n\n1873\n\n14\n\n187+\n\n15\n\nSt. Louis, Missouri_\nBoston, Massachusetts\nElmira, New York\nDetroit, Michigan\n\n1875\n\n16\n\nMinneapolis, Minnesota\n\n195\n\n1876\n\n17\n18\n\nBaltimore, Maryland\nLouisville, Kentucky\nNo meeting -----\n\n308\n\n1877\n\n1878\n\n287\n272\n\n295\n\n288\n\n1879\n\n19\n\nPhiladelphia, Pennsylvania\n\n283\n\n1880\n\n20\n\n1881\n\n21\n\nChautauqua, New York\nAtlanta, Georgia__\n\n268 plus 111\n280 plus 79'\n\nJOURNAL OF PROCEEDINGS AND ADDRESSES OF THE NATIONAL\nEDUCATIONAL ASSOCIATION\nYear\n\nVolume\n\nPlace of meeting\n\n1882\n\n22\n\n1883\n\n23\n\n188+\n\n2+\n\nSaratoga, New York\nSaratoga, New York\nMadison, Wisconsin\n\n1885\n\n25\n\nSaratoga Springs, New York _...\n\n551\n\n1886\n\n26\n\nTopeka, Kansas\n\n605\n\nChicago, Illinois\nSan Francisco, California .\n\n829\n\n1887\n\n27\n\n1888\n1889\n\n28\n29\n\n1890\n\n30\n\nNumber of pages\n\n203 plus 1127\n129 plus 81\n361 plus 678\n\n794\n\nNashville, Tennessee\n\n723\n\nSt. Paul, Minnesota\n\n929\n\n\"In 1870 there were combined with the National Teachers' Association the\n\nNational Association of School Superintendents and the American Normal School\nAssociation to form the National Educational Association.\n7\n\nThe proceedings of the Department of Superintendence which were published\nas circulars of information by the Bureau of Education are bound with the\nJOURNAL OF PROCEEDINGS but are paged separately.\n*The second section is the report of the meeting of the National Council of\nEducation.\n\n"}
{"page": 1072, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\nYear\n\nVolume\n\n1891\n\n31\n\n1892\n\n32\n\nYear\n\nVolume\n\n18939\n\n1043\n\nNumber of pages\n\nPlace of meeting\n\n892\n\nToronto, Ontario, Canada\nSaratoga Springs, New York\n\n849\n\nPlace of meeting\n\nNumber of pages\n\nChicago, Illinois.\n\n1006\n\nJOURNAL OF PROCEEDINGS AND ADDRESSES OF THE NATIONAL\nEDUCATIONAL ASSOCIATION\nYear\n\nVolume\n\n1894\n\n33\n\n1895\n\n34\n\n1896\n\n35\n\n1897\n\n36\n\n1898\n\n37\n\n1899\n\n38\n\n1900\n\n39\n\n1901\n\n40\n\nAsbury Park, New Jersey\nDenver, Colorado\nBuffalo , New York\nMilwaukee, Wisconsin\nWashington, D. C.\nLos Angeles, California\nCharleston , South Carolina_\nDetroit, Michigan\n\nNumber of pages\n1071\n\nPlace of meeting\n\n1102\n1087\n1132\n1139\n1238\n809\n1034\n\n1902\n\n41\n\nMinneapolis, Minnesota\n\n1021\n\n1903\n\n42\n\n1080\n\n1904\n\n43\n\nBoston, Massachusetts___ ..\nSt. Louis, Missouri\n\n1905\n\n4+\n\nAsbury Park, N. J.\n\n968\n\nNo meeting ----\n\n949\n\n190610\n\n1003\n\nJOURNAL OF PROCEEDINGS AND ADDRESSES OF THE NATIONAL\nEDUCATION ASSOCIATION\nYear\n\nVolume\n\n1907\n\n45\n\n1908\n\n46\n\n1909\n\n47\n\n1910\n\n48\n\n1911\n\n49\n\n1912\n1913\n\n50\n51\n\n1914\n\n52\n\n1915\n\n53\n\nPlace of meeting\n\nLos Angeles, California\nCleveland, Ohio\nDenver, Colorado\nBoston, Massachusetts\nSan Francisco, California\nChicago, Illinois._ .\n\nNumber of pages\n1102\n1251\n1027\n1124\n1172\n1\n+27\n\nSalt Lake City, Utah\n\n827\n\nSt. Paul , Minnesota\nOakland, California\n\n928\n\n1193\n\n*Proceedings of the International Congress of Education of the World's Colum-\n\nbian Exposition-Chicago, Illinois, July 5-8, 1893, under the charge of the National Educational Association of the United States.\n\nThis was not counted as a\n\nmeeting of the National Educational Association and, although the volume is included as a part of the set of proceedings, it is not assigned a volume number\ninasmuch as the volume numbers agree with the years of meetings .\n1 Fiftieth Anniversary Volume contains the report of the Louisville meeting of\nthe Department of Superintendence and important historical statements . There\nbeing no meeting of the Association, this volume was not numbered in the series .\n\n"}
{"page": 1073, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1044\n\nADDRESSES AND PROCEEDINGS OF THE NATIONAL EDUCATION\nASSOCIATION\n1916\n\n54\n\nNew York City, New York\n\n1112\n\n1917\n1918\n\n55\n56\n\nPortland, Oregon\n\n864\n\nPittsburgh, Pennsylvania\n\n802\n\n1919\n\n57\n\nMilwaukee, Wisconsin\n\n759\n724\n\n1920\n\n58\n\nSalt Lake City, Utah\n\n1921\n\n59\n\nDes Moines, Iowa\n\n883\n\n1922\n\n60\n\nBoston, Massachusetts -------\n\n1511\n\n1923\n\n61\n\nOakland- San Francisco\n\n1068\n\nLISTS OF MEMBERS AND THE YEARBOOK OF THE NATIONAL EDUCATION\nASSOCIATION\n\nThe list of active members as published in the proceedings for 1857\ncontains forty-three names, representing thirteen States. By 1877 the list\nhad grown to an enrolment of 163 persons, representing twenty-five\nStates and territories. In 1883 there were 280 members, representing\ntwenty-eight States. The president for 1884, Dr. Thomas W. Bicknell.\nthen of Boston, Massachusetts, made a Nation-wide campaign so that the\n\nmeeting of 1884 at Madison, Wisconsin, was a National meeting in both\nattendance and program and stands out as one of the great milestones in the\ndevelopment of the Association; 2634 members were enrolled for that\nyear. By 1897 the active membership had increased to over seven thou-\n\nsand, representing practically every State in the Union. Beginning in\n1895 the list of members by States shows the year in which each person\nfirst became a member.\n\nBy this means educational workers were en-\n\ncouraged to maintain continuous membership even though they could not\nattend annual meetings. By means of the one hundred per cent enrolment lists published in The Journal, the Association is now encouraging\nschools to maintain a continuous one hundred per cent membership, as in\nthe earlier day it encouraged individuals to maintain their membership.\nIn 1903, President Charles W. Eliot, of Harvard University, was\nPresident of the Association and the meeting was held in Boston. Specia\nrailroad rates were granted to members of the Association and persons\nnot engaged in educational work could obtain these rates by paying two\ndollars membership at the local ticket office and becoming associate members. Under these conditions 34,984 memberships, most of them associa\ntion memberships, were sold for 1903. The list of members does not\nappear in the Proceedings for that or any succeeding year. Ithadbe\ncome so large that a separate publication, known as the Yearbook, was\nestablished.\n\nThe Yearbook and list of active members usually contains the Constitu\ntion and calendar of meetings, the list of officers, the reports of the\n\ntreasurer and board of trustees, the journal of proceedings, the minutes\nof the board of directors, the minutes of the National Council of Edu\n\n"}
{"page": 1074, "printed_page": null, "text": "1045\n\nPUBLICATIONS OF THE ASSOCIATION\n\ncation and of the meetings of the various departments, reports of the\n\nsecretary and other officers, necrology, and a list of life, active, and corresponding members classified first under States and then under the year\nin which they became members. There are also statistical tables of mem-\n\nbership by States and lists of the Association's publications. The later\nnumbers of the Yearbook were published in the series of the N. Ε. Α.\nBulletin.\n\nBy 1920 the list of members had become so large that it was no longer\nfeasible to publish it and the Yearbook was discontinued. Tables showing the membership in the Association by States appeared in The Journal\nfor February, 1922, April, 1922, March, 1923, and April, 1924.\nYear\ncovered\n\nPlace of meeting\n\nDate published\n\nPages\n264\n\n1904-1905\n\nSt. Louis\n\n1905-1906\n1906-1907\n\nAsbury Park\nFiftieth Anniversary\n\n207\n\n252\n\n1907-1908\n\nLos Angeles\n\n249\n\nDecember, 1909\nDecember, 1910\n\nDenver\n\n271\n\nDecember, 1911\n\nSan Francisco\n\n337\n\nChicago\nSalt Lake City\n\n430\n\nDecember, 1912\nDecember, 1913\nDecember, 1914\nDecember, 1915\nDecember, 1916\nDecember, 1917\nDecember, 1918\n\nFebruary, 1914\n\n---\n\n_386\n\nSt. Paul\n\nFebruary, 1916\nFebruary, 1917\nFebruary, 1918\n\nJune, 1919\n\nOakland\n\n377\n\nNew York City\n\n384\n\nPortland, Oregon\nPittsburgh\n\n405\n434\n\nTHE N. E. A. BULLETIN\n\nThe N. E. A. BULLETIN was started in April, 1913, as a pocket folder\nafter the manner of a railway time-table. Its form was later changed to a\n\npamphlet six by nine inches, which was continued until December, 1920.\nFor several years it was made up largely of announcements concerning\nmeetings and because of its ephemeral character was not preserved by\nmany libraries .\nNumber\nMonth\n\nYear\n\nVolume and number\n\nApril\nJune\nSeptember\n\n1913\n1913\n1913\n\nDecember\n\n1913\n\nFebruary\n\n1914\n\nFebruary\nApril\n\n1914\n\nWhole number\n\nofpages\n\nVol. 1, No. 1\n\n1\n\n12\n\nVol. 1, No. 2\n\n2\n\n16\n\nVol. 2, No. 1\nVol . 2, No. 2\nVol. 2, No. 3\nVol. 2, No. 4\nVol. 2, No. 5\n\n3\n\n32\n\n4\n\n16\n\nHTT\n1914\n\n5 Yearbook\n\n6\n\n386\n\n16\n\n16\n\n"}
{"page": 1075, "printed_page": null, "text": "1046\n\nNATIONAL EDUCATION ASSOCIATION\n\nNumber\nMonth\n\nYear\n\nVolume and number\n\nJune\nSeptember\n\n1914\n1914\n\nDecember\n\n1914\n1915\n1915\n1915\n1915\n\nVol. 2, No. 6\nVol. 3, No. 1\nVol. 3, No. 2\nVol. 3 , No. 3\nVol. 3, No. 4\nVol. 3, No. 5\nVol. 3, No. 6\n\nJanuary\nFebruary\nApril\nMay\n\nWhole number\n\n20\n\n8\n9\n\n28\n\n10\n\n32\n\n11\n\n24\n\n12* Missing\n13* Missing\n14 Proceedings\nD. of S.\n\nDecember\n\n1915\n1915\n1915\n\nJanuary\n\n1916\n\nJune\nSeptember\n\nVol. 3, No. 7\nVol. 4, No. 1\nVol. 4, No. 2\nVol. 4, No. 3\nVol. 4, No. 4\nVol. 4, No. 5\nVol. 4, No. 6\n\nofpages\n\n257\n\n15\n\n32\n\n16\n\n28\n\n17\n\n16\n\n18\n19 Yearbook\n\n32\n\n377\n\nFebruary\n\n1916\n\nApril\nMay\n\n1916\n\nJune\nSeptember\n\n1916\n1916\n\nDecember\n\n1916\n\nJanuary\n\n1917\n\nVol. 4, No. 7\nVol. 5, No. 1\nVol. 5, No. 2\nVol. 5, No. 3\nVol. 5, No. 4\n\n26 Yearbook\n\nVol. 5, No. 5\nVol. 5, No. 6\nVol. 5, No. 7\n\n27\n\n16\n\n28\n\n32\n\n29\n\n32\n\nVol. 6, No. 1\n\n30\n\n32\n32\n\n32\n\n32\n\n1918\n\nVol. 6, No. 2\nVol. 6, No. 3\nSupplement\n\n31\n\n1918\n\nVol. 6, No. +\n\n33 Yearbook\n\n405\n\n1918\n1918\n1918\n\nVol. 6, No. 5\nVol. 6, No. 6\nVol. 7, No. 1\nSupplement\nVol. 7, No. 2\nVol. 7, No. 3\nVol. 7, No. 4\nVol. 7, No. 5\nVol. 7, No. 6\nVol. 8, No. 1\n\n34\n\n32\n\n35\n\n+8\n\n36\n\n16\n\n37\n\n16\n\n1916\n\n40\n\n20\n\n21 Proceedings\nD. ofS.\n\nFebruary\n\n1917\n\nMarch\n\n1917\n\nApril\nJune\nSeptember\n\n1917\n\nDecember\n\n1917\n1918\n\nJanuary\nJanuary\nFebruary\nApril\nJune\nSeptember\n\n1917\n1917\n\nSeptember\n\n1918\n\nDecember\n\n1918\n\nJanuary\nJune\n\n1919\n\nApril\nJune\nSeptember\n\n1919\n\n1919\n\n1919\n\n1919\n\n40\n\n23\n\n16\n\n24\n\n16\n\n25\n\n32\n\n384\n\n24\n\n*Missing from the set at Association Headquarters.\nwelcomed.\n\n204\n\n22\n\n16\n\n38\n39 Yearbook\n\n434\n\n40\n\n32\n\n+1\n\n32\n\n42\n\n40\n\nDuplicate copies will be\n\n"}
{"page": 1076, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\n1047\n\nNumber\nMonth\n\nYear\n\nVolume and number\n\nWhole number\n\nofpages\n\nOctober\nNovember\n\n1919\n\n43\n\n40\n\n44\n\n32\n\nDecernber\n\n1919\n\n45\n\n32\n\nJanuary\n\n1920\n\n46\n\n32\n\nJanuary\n\n1920\n\nFebruary\nMarch\n\n1920\n\nVol . 8, No. 2\nVol. 8, No. 3\nVol. 8, No. 4\nVol. 8, No. 5\nSupplement\nVol. 8, No. 6\nVol. 8, No. 7\nVol. 8, No. 8\nVol. 8, No. 9\nVol. 8, No. 10\nVol. 9 No. 1\nVol. 9, No. 2\nVol. 9, No. 3\nVol. 9, No. 4\n\n+7\n\n40\n\n48\n\n24\n\n1919\n\n1920\n1920\n\nApril\nMay\n\n1920\n\nJune\n\n1920\n\nSeptember\n\n1920\n\nOctober\n\n1920\n\nNovember\n\n1920\n\nDecember\n\n1920\n\n4\n\n49\n\n32\n\n50\n\n32\n\n51\n\n16\n\n52\n\n20\n\n53\n\n24\n\n54\n\n16\n\n55\n\n16\n\nTHE [ PRESENT ] JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION\nThe present JOURNAL was established by vote of the Board of Directors\nat the Salt Lake City meeting in 1920. To avoid confusion with the\nearlier journal, it continues the volume numbering of the N. E. A. Bulletin\nbeginning with Volume 10 in 1921. The title page and index are bound\nin the December number each year. The paging below does not include\nthe cover.\nNumber\nMonth\n\nYear\n\nVolume and number\n\nof pages .\n16\n\nJanuary\n\n1921\n\nFebruary\n\n1921\n\nVolume 10, No. 1\nVolume 10, No. 2\n\nMarch\n\n1921\n\nVolume 10, No. 3\n\n24\n\nApril\nMay\nJune\nSeptember\n\n1921\n\nVolume 10, No. 4\nVolume 10, No. 5\n\n2+\n\nOctober\n\n1921\n\nNovember\n\n1921\n\n1921\n1921\n\n38\n\n16\n16\n\nDecember\n\n1921\n\nJanuary\n\n1922\n\nVolume 10, No. 6\nVolume 10, No. 7\nVolume 10, No. 8\nVolume 10, No. 9\nVolume 10, No. 10\nVolume 11, No. 1\n\nFebruary\n\n1922\n\nVolume 11 , No. 2\n\n6+\n6+\n\n6+\n\n1921\n\nMarch\n\n1922\n\nApril\nMay\nJune\nSeptember\n\n1922\n\n1922\n\nVolume 11 , No. 3\nVolume 11 , No. +\nVolume 11 , No. 5\nVolume 11 , No. 6\nVolume 11 , No. 7\n\nOctober\n\n1922\n\nVolume 11 , No. 8\n\n1922\n1922\n\n16\n16\n32\n26\n6+\n\n6+\n\n6+\n6+\n6+\n\n"}
{"page": 1077, "printed_page": null, "text": "1048\n\nNATIONAL EDUCATION ASSOCIATION\n\nNumber\nMonth\n\nYear\n\nVolume and number\n\nNovember\n\n1922\n\nVolume 11 , No. 9\n\n64\n\nDecember\n\n1922\n\nJanuary\nFebruary\n\n1923\n\nMarch\n\n1923\n\nVolume 11, No. 10\nVolume 12, No. 1\nVolume 12, No. 2\nVolume 12, No. 3\nVolume 12, No. 4\nVolume 12, No. 5\nVolume 12, No. 6\nVolume 12, No. 7\nVolume 12, No. 8\nVolume 12, No. 9\nVolume 12, No. 10\nVolume 13, No. 1\nVolume 13, No. 2\nVolume 13, No. 3\nVolume 13, No. 4\n\n64\n\nApril\n\n1923\n\nMay\nJune\n\n1923\n\nSeptember\nOctober\n\n1923\n1923\n\nNovember\n\n1923\n\n1923\n\nDecember\n\n1923\n\nJanuary\nFebruary\n\n1924\n\nMarch\n\n1924\n\nApril\nMay\nJune\nSeptember-\n\n1924\n\n1924\n\n1924\n1924.\n\n64\n64\n\n64\n64\n6+\n6+\n6+\n6+\n64\n6+\n64\n6+\n+9\n\n1923\n\nofpages\n\n64\n\nVolume 13, No. 5\nVolume 13, No. 6\n\n64\n\n64\n\nOctober\n\n1924\n1924\n\nVolume 13, Nos. 7 and 8\nVolume 13, No. 9\n\n64\n\nNovember\nDecember\n\n1924\n\nVolume 13, No. 10\n\n6+\n\n6+\n\nTHE [ FORMER ] JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION\nBeginning in 1916, members were given a choice between the bound\n\nvolume of proceedings and preprints which came out earlier in sections\nknown as \"The Journal of the National Education Association.\" This\npractice was dropped as the N. E. A. BULLETIN increased in importance.\nMonth\n\nYear\n\nVolume and number\n\nSeptember\n\n1916\n\nOctober\n\nNovember\n\n1916\n1916\n\nDecember\n\n1916\n\nVol . 1, No. 1\nVol. 1 , No. 2\nVol. 1 , No. 3\nVol. 1, No. 4\nVol. 1 , No. 5\nVol. 1 , No. 6\nVol. 1, No. 7\nVol. 1, No. 8\nVol. 1 , No. 9\nVol. 1, No. 10\nVol. 2, No. 1\n\nJanuary\n\n1917\n\nFebruary\n\n1917\n\nMarch\n\n1917\n\nApril\nMay\nJune\nSeptember\n\n1917\n\nOctober\n\n1917\n\nNovember\n\n1917\n\n1917\n1917\n1917\n\nVol. 2, No. 2\nVol. 2, No. 3\n\nPage numbers\n1-96\n97-192\n193-288\n289-384\n\n385-512\n513-640\n641-736\n\n737-888\n889-984\n985-1087\n1-96\n97-160\n161-248\n\n"}
{"page": 1078, "printed_page": null, "text": "1049\n\nPUBLICATIONS OF THE ASSOCIATION\n\nMonth\n\nYear\n\nVolume and number\n\nDecember\n\n1917\n\nJanuary\n\n1918\n\nFebruary\n\n1918\n\nMarch\n\n1918\n1918\n1918\n\nVol. 2, No. 4\nVol . 2, No. 5\nVol. 2, No. 6\nVol. 2, No. 7\nVol. 2, No. 8\nVol. 2, No. 9\nVol. 2, No. 10\nVol. 3, No. 1\nVol. 3, No. 2\nVol. 3, No. 3\nVol. 3, No. 4\nVol. 3, No. 5\nVol. 3, No. 6\nVol. 3 , No. 7\nVol. 3, No. 8\nVol. 3, No. 9\n\nApril\nMay\nJune\nSeptember\nOctober\n\n1918\n1918\n1918\n\nNovember\n\n1918\n\nDecember\n\n1918\n\nJanuary\n\n1919\n\nFebruary\n\n1919\n\nMarch\n\n1919\n\nApril\nMay\n\n1919\n\n1919\n\nPage numbers\n249-312\n\n313-408\n409-504\n\n505-584\n585-648\n649-744\n\n745-860\n1-78\n\n79-150\n151-222\n223-294\n295-356\n357-420\n421-489\n491-558\n559-663\n\nRESEARCH BULLETIN OF THE NATIONAL EDUCATION ASSOCIATION\n\nThe establishment of the Division of Research of the National Educa-\n\ntionAssociation has made possible the coördination of research agencies on\na scale undreamed of a short time ago. The Division has been able to collect and issue facts on education more promptly than any other National\nagency. In its bulletins these facts have been so organized that educational workers could use them in campaigns for the improvement of education.\n\nThe first bulletin is known as Bulletin One of the Research De-\n\npartment of the National Education Association; the second as Bulletin\nTwo of the Research Division of the National Education Association. In\n\nJanuary, 1923, the Bulletin was entered as second-class matter to be published five times each year and is sent regularly to all five-dollar members\nof the Association and to members of the Department of Superintendence.\nNumber\nYear\n\nMonth\n\nVolume or number\n\nTitle\n\n1922\n\nJune\n\nBulletin One\n\nFacts on the Cost of Public Education and What\n\n1922\n\nNovember Bulletin Two\n\nFacts for American Edu-\n\nofpages\n68\n\nThey Mean\n40\n\ncation Week, December\n1923\n\nJanuary\n\nVol. I, No. 1\n\n3-9, 1922\nFacts on State Educational\n\n64\n\nNeeds\n\n1923\n\nMarch\n\nVol. I, No. 2\n\nCan the Nation Afford to\nEducate its Children ?\n\n72\n\n"}
{"page": 1079, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1050\n\nNumber\n\nYear\n\nMonth\n\n1923\n\n(May) ¹\n\n1923\n\nTitle\n\nVolume or number\n\nofpages\n\n( Vol. I, No. 3) Teachers' Salaries and Sal-\n\n115\n\nary Trends in 1923\nFive Questions for Ameri-\n\n54\n\nSeptember Vol. I, No. 4\n\ncan Education Week,\nNov. 18-24, 1923\n1923\n\nFacts on the Public School\n\n( November) 2 Vol. I, No. 5\n\n48\n\nCurriculum\n\nCurrent Facts on City\n\n1924 Jan. & March Vol. II, Nos.\n1 and 2\n\n1924 May\n\n64\n\nSchool Costs\n\nVol. II , No. 3\n\nTeachers' Retirement Al-\n\n32\n\nlowances\n\n1924\n\nSeptember\n\nVol. II, No. 4\n\nFacts on the Public School\n\n40\n.\n\nfor American Education\n\nWeek, November 17-23,\n1924\n\n1924\n\nNovember\n\nVol. II, No. 5\n\nThe Problem of Teacher\nTenure\n\nMISCELLANEOUS PUBLICATIONS\n\nMiscellaneous publications of the National Education Association are\nnumerous and their effect on educational practices and progress has been\nmarked. Many of these publications have been reprinted from the Proceedings, others have been published by the United States Bureau of Education, or by book companies. The following list covers some of the better\nknown reports. It does not pretend to be complete. The committee work\nof the National Education Association might well be made the basis of a\nmaster's or doctor's dissertation .\nWILLIAM TORREY HARRIS\n\nIn November, 1924, the Association issued William Torrey Harris; a\ncritical study of his educational and related philosophical views, by John\nS. Roberts. Cloth, 250 pages, price $2. This book is especially significant in the light of Dr. Harris's leadership in the Association as President,\nspeaker on programs, and member of notable committees.\nREPORTS RELATING TO THE CURRICULUM\nNumber\nDate\n\n1894\n\nTitle\n\nReport of the Committee of Ten on Secondary School\nStudies, with the reports of the conferences arranged by the Committee. Published by the Am-\n\nofpages\n249\n\nerican Book Company.\n1\n\nOriginally issued in July, 1923, as the Report of the Salary Committee, but\nbound in the Research Bulletin series and since reprinted as Vol. I, No. 3, May, 1923.\n* Published late (July, 1924) . Does not contain name of month.\n\n"}
{"page": 1080, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\n1051\n\nNumber\nTitle\n\nDate\n\n1895\n\nReport of the Committee of Fifteen on Elementary\n\nofpages\n235\n\nEducation with the reports of subcommittees.\nPublished by the American Book Company.\nJuly,\n1899\n\nReport of the Committee on College Entrance Re-\n\nquirements.\n\n188\n\n(Appears also in Proceedings 1899 ;\n\n632-817. )\n1905\n\nReport of the Committee on Industrial Education\n\n1912\n\nFinal Report of National Committee of Fifteen on\nGeometry Syllabus .\nReport of the Committee on Vocational Education\n\n97\n\nin the Schools for Rural Communities.\n\n1914\n\n54\n64\n\nand Vocational Guidance.\n1914\n\nVocational Education, Proposed Terminology, pre-\n\n45\n\nsented by the Committee on Vocational Education\nand Vocational Guidance.\n1916\n\nThe Essential Place of Religion in Education.\n\n134\n\n1917\n\nThrift.\n\n87\n\n1919\n\nReport of the Committee on Superintendents' Prob-\n\n69\n\n1923\n\nlems ( Curriculum ) .\nFacts on the Public School Curriculum.\nResearch Bulletin Vol. I, No. 5. )\n\n( Noted as\n\n48\n\n1924\n\nThe Elementary School Curriculum. ( Noted as Sec-\n\n296\n\n1924\n\nond Yearbook under the Department of Superintendence.)\nHealth Education. A program for Public Schools\nand Teacher Training Institutions. Report of the\nJoint Committee on Health Problems in Educa-\n\n161\n\ntion of the National Education Association and\n\nthe American Medical Association, Dr. Thomas\nD. Wood, chairman.\nREORGANIZATION OF SECONDARY EDUCATION\n\nThe reports of the Association's Committee on the Reorganization of\n\nSecondary Education have been published by the Government Printing\nOffice and distributed by the United States Bureau of Education. The\nwork of the committee has been carried on by sixteen subcommittees\nguided by a reviewing committee of twenty-six members under the chairmanship of Clarence D. Kingsley.\nBureau of Education\nBulletin\n\n1913, No. 41\n\nNumber\nTitle\n\nThe Reorganization of Secondary Education . Contains preliminary statements\nby the chairmen of committees\n\nof pages\n80\n\n"}
{"page": 1081, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1052\n\nNumber\n\nBureau of\nTitle\n\nEducation Bulletin\n\n1915, No. 23\n\n1916, No. 28\n1917, No.\n\n2\n\nofpages\n\nThe Teaching of Community Civics\nThe Social Studies in Secondary Education\nReorganization of English in Secondary\n\n55\n63\n181\n\nSchools\n\n1917, No. 49\n1917, No. 50\n1917, No. 51\n1918 , No. 19\n1918, No. 35\n1919, No. 55\n1920, No. 1\n\n37\n\nMusic in Secondary Schools\nPhysical Education in Secondary Schools\nMoral Values in Secondary Education\nVocational Guidance in Secondary Schools\nCardinal Principles of Secondary Education\nBusiness Education in Secondary Schools\nProblem of Mathematics in Secondary\n\n24\n\n37\n29\n\n32\n68\n24\n\nEducation\n\n1920, No. 26\n\nReorganization of Science in Secondary\n\n62\n\nSchools\n\n1920, No. 35\n1921 , No. 5\n1922, No. 5\n\nAgriculture in Secondary Schools\nPart-Time Education of Various Types\nReorganization of Home Economics in Secondary Schools\n\n38\n\n1922, No. 23\n\nHigh School Buildings and Grounds\n\n49\n\n32\n22\n\nREPORTS RELATING TO TEACHER TRAINING\nNumber\nDate\n\nTitle\n\nofpages\n\nJuly\n1899\n\nReport of the Committee on Normal Schools .\n\n6+\n\n(Appears also in Proceedings, 1899 ; 836-896 )\n1906\n\nReport of the Joint Committee of the American\nLibrary Association and the National Education\nAssociation on Instruction in Library Adminis-\n\ntration in Normal Schools.\n\n71\n\n(Appears also in\n\nProceedings, 1906 ; 215-281 )\n1907\n\nReport of the Committee of Seventeen on the Pro-\n\n146\n\nfessional Preparation of High School Teachers .\n(Appears also in Proceedings , 1907 ; 523-668 )\nREPORTS RELATING TO SALARIES, TENURE, AND PENSIONS\n1905\n\nReport of the Committee on Salaries, Tenure, and\n\n+66\n\nPensions for Public School Teachers in the\nUnited States\n\n1913\n\nReport of the Committee on Teachers' Salaries\nand. the Cost of Living\n\n328\n\n1918\n\nReport of the Committee on Teachers' Salaries,\n\n71\n\nTenure, and Pensions.\nCost of Living\n\nTeachers' Salaries and\n\n"}
{"page": 1082, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\n1053\n\nNumber\nTitle\n\nDate\n\n1918\n\nReport of the Committee on Salaries, Tenure, and\n\nof pages\n85\n\nPensions. Pensions for Public School Teachers\n\nby Clyde Furst and I. L. Kandel. Published by\nthe Carnegie Foundation for the Advancement\nof Teaching, New York City\n1919\n\nTeachers' Salaries and Salary Schedules in the\nUnited States, 1918-1919. By E. S. Evenden.\n\n169\n\n(Noted as Commission Series No. 6)\n1923\n\n1924\n\n1924\n\nTeachers' Salaries and Salary Trends in 1923.\n(Noted as Research Bulletin, Vol. I, No. 3)\nTeachers ' Retirement Allowances. (Noted as\nResearch Bulletin, Vol. II, No. 3 )\nThe Problem of Teacher Tenure. ( Noted as\nResearch Bulletin, Vol. II, No. 5 )\n\n115\n32\n\nOTHER REPORTS\n\n1891\n\nHistory of the National Education Association\nof the United States, 1857-1891 . Contains\nclassified list of the principal subjects considered\nin the Volumes of Proceedings of the Association\nfrom 1870 to 1891, inclusive; also programs of\nmeetings, including departments, from 1857 to\n\n120 plus 21\n\n1891\n1905\n\nReport of the Committee on Taxation as related\n\n87\n\nto Public Education\n1912\n\nFinal Report of the Committee on Uniform\nRecords and Reports\n\n51\n\n1913\n\nReport of the Joint Committee on Grammatical\nNomenclature. ( Several times reprinted with a\ntotal of fourteen thousand copies)\nReport of the Committee on Administrative\n\n75\n\n1918\n\n16\n\nLegislation\nCOMMISSION SERIES\n\nA National Program for Education\n\nStatements issued by the Commission on the National Emergency in\nEducation and the Program for Readjustment during and after the War.\nThis Commission, under the chairmanship of Dr. George D. Strayer, laid\nthe foundation for the work of the Legislative Commission.\n\n"}
{"page": 1083, "printed_page": null, "text": "1054\n\nNATIONAL EDUCATION ASSOCIATION\n\nNumber\nDate\n\nTitle\n\nofpages\n\nStatement of the Situation\n\n27\n\nStatistical Data relative to the distribution of Federal Grants as proposed by\n\n16\n\nNumber\n\n1918 One\n1918 Two\n\nSenate Bill 4987\n1918\n\nThree\n\n16\n\nFederal Appropriations for the Preparation of Public School Teachers\n\n1918\n1919\n1919\n\nFour\nFive\nSix\n\n15\n\nThe Emergency in Rural Education\n\n4\n\nA Statement of Policies\n\nTeachers' Salaries and Salary Schedules'\nin the United States, 1918-1919.\n(Appears also in Proceedings, 1920;\n\n169\n\n537-702)\nLEGISLATIVE COMMISSION SERIES\n\n1920\n\nOne\n\n8\n\nThe Smith-Towner Bill, A Discussion\n\nof the Fundamental Principles of the\nBill and a Brief History of the Move-\n\nment for the Recognition and Encouragement of Public Education by\nthe National Government, by Hugh\nS. Magill\nOctober\nTwo\n\n1921\n\n8\n\nEducation and the Federal Government,\n\nby Hugh S. Magill\nJanuary\n1923\n\nThree\n\n76\n\nThe Towner-Sterling Bill, An Analysis\nof the Provisions of the Bill ; A Dis-\n\ncussion of the Principles and Policies\nInvolved ; and a Presentation of Facts\n\nand Figures Relating to the Subject\nCONGRESSIONAL HEARINGS ON NATIONAL LEGISLATION\n\nThese reports are published by the Government Printing Office, but\nare so closely related to the work of the National Education Association\nthat they are listed here for reference.\n\nSome of them are veritable\n\nencyclopedias on educational conditions.\nDate of\n\nHearing\n\nCongress\n\n1910,\nFeb. 2, 8,\n15, 23\n\n61st\n2d Session\n\nBill under\nconsideration\n\nH. R. 12318\n\nNumber\nTitle\n\nof pages\n\nAn Executive Department of Education,\nHearing before the\nCommittee on Educa-\n\ntion, House of Representatives\n\n61\n\n"}
{"page": 1084, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\nDate of\n\nHearing\n\n1055\n\nBill under\n\nCongress\n\nconsideration\n\n65th\n\nS. 4987\n\nNumber\nTitle\n\nof pages\n\n1918\n\nDec. 5\n\n1st Session\n\nDepartment of Education, Hearing be-\n\n144\n\nfore the Committee\non Education\nand\n\nLabor, United States\nSenate\n1919\n\nJuly 10, 11,\n22\n\n66th\n1st Session\n\nS. 1017 and\nH. R. 7\n\nEducation Bill, Joint\n\n162\n\nHearings before the\nCommittees on Edu-\n\ncation and Labor,\nCongress of the\nUnited States\n1921\n\nJan. 17\n\n66th\n\nH. R. 7\n\n3d Session\n\nReport of the Committee\n\non\n\n12\n\nEducation .\n\n(Report No. 1201)\n1921\n\nMay 18\n\n67th\n\n1st Session\n\nS. 1607 and Department of Public\nH. R. 5837\n\nWelfare.\n\n49\n\nExtract\n\nfrom Joint Hearings\nbefore the Committees on Education,\n\nCongress of the\nUnited States, pages\n87-135\n1924\n\nJan. 22, 23,\n\n68th\n\n24, 25\n\n1st Session\n\nS. 1337\n\nTo Create a Department\n\nof\n\nEducation\n\nand to Encourage the\nStates in the Promotion and Support of\nEducation . Hearings\nbefore the Committees\n\non\n\nEducation\n\nand Labor,\nStates Senate\n\nUnited\n\n402\n\n"}
{"page": 1085, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1056\n\nNumber\n\nBill under\n\nDate of\n\nCongress\n\nHearing\n\nTitle\n\nconsideration\n\nofpages\n\n1924\n\nJan. 25, 26,\n29\n\n68th\nS. J. Res . 282\n1stSession\n\nReorganization of Exec- 140\nutive\n\nDepartments.\n\nExtract from Hear-\n\nings before the Joint\nCommittee\n\non\n\nthe\n\nReorganization of the\nAdministrative\nBranch of the Gov-\n\nernment, Congress of\nthe United States,\npages 489-629\n1924\n\nFeb. 20 to\n\n68th\n\nJune 4\n\n1st Session\n\nH. R. 3923\n\nTo Create a Depart- 763\nment\n\nof\n\nEducation\n\nand to Authorize Ap-\n\npropriations of money\nto\n\nEncourage\n\nthe\n\nStates in the Promo-\n\ntion and Support of\nEducation . Hearings\nbefore the Committee on Education,\n\nHouse\n\nof\n\nRepre-\n\nsentatives .\nOFFICIAL PROGRAMS\n\nThe official program, which is furnished those who attend the meetings\nof the Association and the Department of Superintendence, is widely used\nby publicists wishing to keep in touch with the latest movements in education. Each convention includes from a dozen to fifty meetings of Departments and allied organizations and the list of speakers often runs into\nseveral hundred. For convenient reference the programs for the past seven\nyears are here listed.\nNational Education Association\nAnnual\n\nNumber\n\nDate\n\nConvention\n\n1918\n\n56\n\nPittsburgh, Pennsylvania_.\n\n48\n\n1919\n\n57\n\nMilwaukee, Wisconsin_ .\n\n40\n\n1920\n\n58\n59\n\nSalt Lake City, Utah_\nDes Moines, Iowa___ .\n\n40\n\n1921\n1922\n\n60\n\nBoston, Massachusetts\n\n80\n\n1923\n\n61\n\nOakland- San Francisco\n\n80\n\n1924\n\n62\n\nWashington, D. C\n\n80\n\nMeeting place\n\nofpages\n\n64\n\n"}
{"page": 1086, "printed_page": null, "text": "PUBLICATIONS OF THE ASSOCIATION\n\n1057\n\nDepartment of Superintendence\nNumber\n\nAnnual\n\nConvention\n\nDate\n\nPlace of Meeting\n\nof pages\n40\n\n1918\n\n48\n\nAtlantic City, New Jersey\n\n1919\n\n49\n\nChicago, Illinois\n\n40\n\n1920\n\n50\n\nCleveland, Ohio\n\n64\n\n1921\n\n51\n\n64\n\n1922\n\n52\n\n1923\n\n53\n\nAtlantic City, New Jersey\nChicago, Illinois\nCleveland, Ohio .\n\n48\n\n1924\n\n54\n\nChicago, Illinois.\n\n64\n\n48\n\nPUBLICATIONS OF THE DEPARTMENT OF ELEMENTARY SCHOOL\nPRINCIPALS\n\nThe elementary principals took the first steps toward organization in a\ngroup at the University of Chicago during the last week of July, 1920, first\norganizing under the name, National Association of Elementary Principals .\nBy act of the Representative Assembly of the National Education Association at Des Moines in July, 1921, it became a department of the Association .\nIts early bulletins were circulars. The first two were published at Port\nArthur, Texas. Numbers three and four were published at Duluth, Minnesota. Few copies of them were preserved, although they are counted as\nthe first four numbers of volume one of the series .\n\nThe yearbooks contain alphabetical lists of members. The Bulletin is\nsent regularly to all members of the Department who pay annual dues of\ntwo dollars in addition to membership in the National Education Association.\n\nMonth\n\nYear\n\nVolume and Number\n\nMay\n\n1921\n\nJune\n\n1921\n\nNovember\n\n1921\n\nFebruary\nMay\nMay\n\n1922\n\nBulletin No. 1\nBulletin No. 2\nBulletin No. 3\nBulletin No. 4\n\n1922\n\nVol. 1, No. 5\n\n40\n\n1922\n\nBulletin No. 18 1\nThe First Yearbook \"\n\n+8\n\nMay\n\n1922\n\nOctober\n\n1922\n\nJanuary\nApril\n\n1923\n\n1923\n\nVol. 2, No. 1\nVol. 2, No. 2\nVol. 2, No. 3\n\nPages\n4\n4\n\n8\n4\n\n144\n40\n40\n6+\n\nBulletin No. 18 of National Education Association Proceedings of the Department of Elementary School Principals for 1921. It supplements the Association's\nProceedings for that year.\nSubject: The technique of supervision.\n\n"}
{"page": 1087, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1058\n\nVolume and Number\n\nMonth\n\nYear\n\nJuly\n\n1923\n\nVol. 2, No. 4\n\nOctober\n\n1923\n\n(Second Yearbook ) *\nVol. 3, No. 1\n\nJanuary\n\n1924\n\nApril\nJuly\n\n1924\n1924\n\nVol. 3, No. 2\nVol. 3, No. 3\nVol. 3, No. 4\n\nOctober\n\n1924\n\nVol. 4, No. 1\n\nPages\n336\n\n6+\n64\n64\n442\n\n(Third Yearbook)\n6+\n\nTHE JOURNAL OF RURAL EDUCATION\n\nThe Journal of Rural Education is published by the Department of\nRural Education of the National Education Association, 525 West 120th\nStreet, New York City. Subscription price three dollars ($3) a year.\n\nEditor-in-chief, Fannie W. Dunn, Teachers College, Columbia University,\nNew York City.\nNumber\nYear\n\nMonth\n\nVolume and number\n\nVol. I, No. 1\nVol. I, No. 2\nVol. I, No. 3\nVol. I, No. 4\nVol. I, No. 5\nVol. I, No. 6\nVol. I, No. 7\nVol. I, No. 8\n\n1921\n\nSeptember\n\n1921\n\nOctober\n\n1921\n\nNovember\n\n1921\n\nDecember\n\n1922\n\nJanuary\n\n1922\n\nFebruary\nMarch\n\n1922\n1922\n\n1922\n\nApril\nMay\nJune\nSeptember\n\n1922\n\nOctober- November\n\nVol. II , Nos. 2 & 3\n\n1922-23\n\nDecember-January\n\n1923\n\nFebruary\n\n1923\n\nMarch\n\n1923\n\n1923\n\nApril\nMay\nJune\nSeptember\n\nVol . II , Nos . 4 & 5\nVol. II, No. 6\nVol. II, No. 7\nVol. II , No. 8\nVol. II, No. 9\nVol. II, No. 10\nVol. III, No. 1\nVol. III , No. 2\nVol. III , No. 3\nVol . III, No. 4\nVol. III, No. 5\n\n1922\n1922\n\nofPages\n48\n48\n48\n48\n\n48\n48\n48\n48\n\nVol. I, No. 9\n\n48\n\nVol. I, No. 10\nVol. II, No. 1\n\n48\n\n102\n\n48\n\nH\n\n1923\n1923\n\n1923\n\nOctober\n\n1923\n\nNovember\n\n1923\n\nDecember\n\n1924\n\nJanuary\n\n92\n\n48\n\n48\n48\n48\n48\n\n48\n48\n48\n\n48\n48\n\n* Subject : The Problem of the elementary school principal in the light of the testing movement.\n4\n\nSubject: The status and professional activities of the elementary school principal.\n\n"}
{"page": 1088, "printed_page": null, "text": "1059\n\nPUBLICATIONS OF THE ASSOCIATION\n\nNumber\nYear\n\nMonth\n\nVolume and number\n\n1924\n\nFebruary\n\n1924\n\nMarch\n\nVol. III, No. 7\n\n48\n\n192+\n\nVol. III , No. 8\nVol. III, Nos. 9 & 10\n\n48\n\n1924\n\nApril\nMay-June\n\n1924\n\nSeptember\n\nVol. IV, No. 1\n\n48\n\nofPages\n\nVol. III , No. 6\n\n48\n\n96\n\nPUBLICATIONS OF THE DEPARTMENT OF SUPERINTENDENCE\n\nThe Department of Superintendence was organized at Harrisburg, Penn-\n\nsylvania, in August, 1865, as the National Association of School Superintendents. In 1870 it became a department of the National Education Association. A complete set of its proceedings is not available at headquarters.\nBeginning in 1871, they are included in the Proceedings of the Association.\nFrom 1880 to 1883, inclusive, they were published as a circular of the\nBureau of Education, but are bound with the Proceedings of the Association.\n\nPreprints from the Proceedings have often been made for advance\n\ndistribution.\n\nGreatest interest attaches to the publications of the Department since its\nreorganization in 1920. These publications and the Research Bulletin are\nsent regularly to members of the Department who pay five dollars ($5.00 )\nannual dues in addition to dues in the Association. They are sold to others.\nThe yearbooks contain an alphabetical list of members.\nMonth\n\nYear\n\nFebruary\n\n1922\n\nA Digest of State Building\nCodes: George M. Hopkinson, Compiler\n\nApril\n\n1922\n\nIdeals of Public Education :\n\nTitle\n\nPages\n\n23\n\nA preprint from the Proceedings\n\nMay\n\n1922\n\nFebruary\n\n1923\n\nMay\n\n1923\n\nFebruary\n\n1924\n\nFinancing Public Education: A preprint from the\nProceedings\nFirst Yearbook: The Status\nof the Superintendent\nOfficial Report : A preprint\nfrom the Proceedings\nSchool Buildings : Report on\n\nFebruary\n\n1924\n\nthe Exhibits of 1922-23\nSecond Yearbook : The Ele-\n\n:\n\n32\n\n47\n\n206\n\n1\n++\n\n39\n\nmentary School Curriculum\n\nMay\n\n1924\n\n296\n\nOfficial Report: A preprint\nfrom the Proceedings\n\n160\n\n"}
{"page": 1089, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1060\n\nWHERE THE PUBLICATIONS OF THE NATIONAL EDUCATION ASSOCIATION\nARE INDEXED\n\nIn 1906 there was published an index by authors, titles, and subjects to\nthe publications of the National Education Association for its first fifty\nyears, 1856-1906, compiled by Martha Furber Nelson, 211 pages. There\nis an index in each Volume of Proceedings. The December number of The\nJournal for each year includes a title page and index for the year. The\ncurrent Volume of Proceedings and The Journal are indexed in the Readers'\n\nGuide to Periodical Literature.\n\nThe Association's publications for the\n\nschool year 1922-23 are listed in the Directors' report, Proceedings, 1923 :\n116.\n\nA similar list for 1923-24 follows this statement.\nNumber\nWhen\nTitle\n\npublished\n\nJOURNAL OF THE N. E. A..... Sept. , 1923-June, 1924\n\npages\neach\n\nNumber\n\ncopies\n\nTotal\nnumber\npages\n\n68\n\n1,240,000\n7,500\n\n84,320,000\n8,130,000\n1,160,000\n\nAddresses and Proceedings ....\n\nDec. ,\n\n1923\n\n1084\n\nResearch Bulletin, Vol. 1 , No. 3 ...\n\nJuly,\n\n1923\n\n116\n\nResearch Bulletin, Vol. 1, No. 4...\nResearch Bulletin, Vol. 1, No. 5 ....\n\nSept.,\nNov. ,\n\n1923\n1923\n\n56\n\n10,000\n23,000\n\nResearch Bulletin, Vol. 2, Nos. 1 and 2, Jan. & Mar. ,\nPress Reprints from JOURNAL\nProgram of Oakland Meeting.\nJuly,\nOfficial Manual for Delegates .\nJuly,\nReport of the Secretary ...\nJuly,\nReport of the Committee on Tenure .\nJuly,\nReport of the Committee on Pensions .\nJuly,\nReport on Rural Education ..\nJuly,\nReport of Trustees ..\nJuly,\nReport of the Treasurer ...\nJuly,\nReport on Visual Education .\nJuly,\nReport on Thrift Education.....\nJuly,\nReport of Illliteracy Commission ....\nJuly,\n\n1924\n\n48\n64\n\n10,000\n\nReport of Executive Committee .\nJuly,\nReport on Character Education .\nJuly,\nReport of Joint Committee on Health Prob-\n\n7,000\n\n1,288,000\n336,000\n640,000\n25.200\n1,200,000\n141,100\n140,000\n\n1923\n1923\n1923\n1923\n1923\n1923\n1923\n1923\n1923\n1923\n1923\n\n100\n\n1,520\n\n20\n\n8\n\n1,500\n1,200\n\n12\n\n2,500\n\n30,000\n\n8\n\n12,000\n\n4\n\n1,500\n1,500\n\n1923\n\n4\n\n1,200\n\n6,000\n4,800\n\n1.500\n\n12,000\n\n18,000\n\n80\n\n15,000\n\n68\n56\n\n2,075\n\n8\n\n1,500\n1,500\n\n20\n\n2.500\n\n12,000\n\n30,000\n152,000\n30,000\n15,000\n\n1923\n\n8\n\nJuly\n,\n\n1923\n\n12\n\nJuly,\nJuly,\nJuly,\n\n1923\n1923\n1923\n\n16\n\n1,500\n1,200\n1,200\n\n20\n\n1,200\n\nReport of the Committee on Resolutions ..... July,\nReport on Elementary Education of Non-EngJuly,\nlish Speaking Adults ...\nEducation of Mental Defective, the Blind, the\nJuly,\nDeaf and the Crippled ...\nWorld Conference on Education ( Manual)\nJuly,\nWorld Conference on Education (Program) .... July,\n\n1923\n\n4\n\n1,000\n\n4,000\n\n1923\n\n80\n\n1,500\n\n120,000\n\n1923\n1923\n1923\n\n92\n32\n\n1,500\n\n138,000\n\n3.500\n3,500\n\n112,000\n\n16\n\n1923\n\n76\n\n5,000\n\n380,000\n\n1924\n1924\n\n300\n\n4,500\n\n1,350,000\n\n64\n\n11,000\n\n704,000\n\nlems\n\nin Education .\n\nReport on Financing Delegates .\nReport of the Auditors ..\nReport of Classroom Teachers .\n\nReport of Joint Committee on Grammatical\nOct. ,\nNomenclature ( Reprint)\n\n4\n\n4,800\n12,000\n24.000\n\n56,000\n\nDepartment of Superintendence, Second YearFeb.,\nFeb.,\n\nbook\n\nProgram of Chicago Meeting\n\nOfficial Report of the Department of Superintendence\n\nMay,\n\n1924\n\n164\n\n3,000\n\n492,000\n\nOct.,\n\n1923\n\n64\n\n3,000\n\n192,000\n\nJan. ,\n\n1924\n\n64\n\n3,000\n\n192,000\n\nApril, 1924\n\n64\n\n3,000\n\n192.000\n\n452\n\n4,000\n10,000\n\n1,808,000\n80,000\n\nBulletin of Department of Elementary School\nPrincipals , Vol. 3, No. 1 .\n\nBulletin of Department of Elementary School\nPrincipals , Vol. 3, No. 2.\n\nBulletin of Department of Elementary School\nPrincipals , Vol. 3 , No. 3 .\n\nYearbook of Department of Elementary School\nJuly.\n\n1924\n\nDec. ,\n\n1923\n\n8\n\nFolder on Department of Superintendence, Its\nSept. , 1923\nAims and Responsibilities ...\n\n6\n\nPrincipals, Vol. 3, No. 4 ....\nFolder on Education Bill...\nΝ. Ε. Α. Booklet of Information .\nOn to Washington-Leaflet.\n\nFight to Reduce School Privileges .\n\n...\n\nElem. School Prin.-Call to Service .\n\nNov. , 1923\nNov. , 1923\nNov. , 1923\nDec. , 1923\n\n16\n\n10,000\n10,000\n\n6\n\n345,000\n\n4\n\n290,000\n\n4\n\n40,000\n\n1923\n\n40\n\n10,000\n\n60,000\n160,000\n2,070,000\n\n1,160,000\n160,000\n\nWho is Supporting the Education Bill and\nWhy?\n\nMembership Literature and Circulars .........\nTotal.\n\nDec.,\n\n400,000\n\n2,100,000\n\n110,080,000\n\n1\n\n"}
{"page": 1090, "printed_page": null, "text": "Fifty Educational Books of 1923\nThis list was published by the American Library Association, Chicago,\n\nIllinois, 1924. The list and notes were prepared by the Youngstown Public\nLibrary for the American Library Association .\nBARNES, I. G.\n\nRural School management.\n\n303 pp .\n\n1923.\n\nMacmillan..\n\n$1.60.\nDetails of procedure show the beginner both examples and principles.\n\nCovers\n\nmany varied topics such as: contrast in the opening of urban and of rural schools ;\nsanitation ; subjects to be stressed ; reducing number of classes ; rural illiteracy and\nshort school terms ; the neighborhood as a source of problems; agencies designed to\n\naid rural teachers.\n\nEspecially valuable for conciseness and definiteness, well-\n\nselected exercises and references, and inspirational tone.\n\nBARNES, WALTER. The new democracy in the teaching of English. 95 pp .\n1923.\n\nRand, McNally. $ 1.00.\n\nAn argument for average present-day composition topics, texts for class discus-\n\nsion, and books for supplementary reading. These would arouse interest, intelligence, and powers of appreciation.\n\nMr. Barnes would not scrap the classics but\n\nwould add, for comparison, excellent or even mediocre literature if it established\npoints of contact with out-of-school experiences. An interesting contrast to Stratton'sbook.\n\nBELTING, P. E.\nHeath.\n\nThe community and its high school. 371 pp.\n\n1923.\n\n$1.80.\n\nDescribes the high school of the present day in relation to community needs and\n\nopportunities. Takes up such topics as the school board, the superintendent, the\nhigh school principal and teachers, the dean of girls, improving high school teachers in service, high school records, pupil participation and coöperation, extra-curricular activities, the significance of practical arts, development of high school\nspirit. Nearer to actual high school conditions than the usual books in this field.\n\nBOLTON, F. E.\nner.\n\nEveryday psychology for teachers. 443 pp.\n\n1923. Scrib-\n\n$2.50.\n\nAn eminently readable textbook of educational psychology.\n\nPartial contents :\n\nsuccessful teaching based on scientific knowledge ; how to study effectively ; individual differences ; heredity and instinct; establishing modes of behavior; fundamental acquisitions ; learning and expression through play; education of the\nemotions; motivation and initiative ; memory ; learning through imitation ; imagination in learning and expression ; thinking and learning to think ; measuring mental\n\nability; comparing achievement; prophesying performance ; vocational pyschology.\nIndex.\n\nBONSER, F. G. & MOSSMAN , L. C. Industrial arts for elementary schools .\n491 pp. 1923. Macmillan. $2.40.\nThe various industrial arts are defined and their significance and purpose pointed\nThe bulk of the book consists of suggested courses of study in the industrial\narts, classified on the basis of their educational purpose rather than of materials\nused, and graded by years. Concludes with a brief comprehensive history of this\nincreasingly important field of education. Nearly 300 photographs and drawings\nfrom a large variety of sources.\n\nout.\n\n[1061]\n\n"}
{"page": 1091, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1062\n\nBURKE, AGNES, and others. A conduct curricula for the kindergarten and\nfirst grade. 123 pp. 1923. Scribner. $1.25.\nThe result of years of study, experiment, and practice in the Horace Mann School\nof Columbia University. Each subject was studied for desirable habits of behavior\nto be established. Parallel columns of \"typical activities\" and \"desirable changes\nin thought, feeling, and conduct,\" are given for a detailed, carefully planned curriculum, based upon modified self-government.\n\nCHARTERS, W. W. Curriculum construction. 352 pp. 1923. Масmillan.\n\n$2.00.\n\nPart 1 contains a review of the subject, a statement of working principles and\nprocedure. Part 2 is a most valuable detailed report of 56 actual problems in the\npreparation of various types of courses in all the important subjects.\n\nCLEMENT, J. A. Curriculum making in secondary schools. 534 pp. 1923.\nHolt.\n\n$2.00.\n\nAs a summary of the varied phases of the subject, this book has unusual interest\n\nand value. Historical development here and abroad, and the principles and practices now being tried out in secondary schools. The most significant chapter is\n\"Criteria and creeds in curriculum organization.\" The bibliographies, the \" Information and Drill Exercises,\" and the \"Practical Questions and Problems,\" are\nparticularly helpful.\n\nCOLLINGS, ELLSWORTH.\n\nAn experiment with a project curriculum.\n\n346 pp . 1923. Macmillan. $2.40.\nAccount of a curriculum based entirely upon the project method. Discussion\nincludes guiding principles, their application in a typical country school, and evaluation of results. Exceedingly interesting and valuable for its wealth of carefully\ndeveloped projects.\n\nCUBBERLEY, E. P.\nHoughton. $2.40.\n\nThe principal and his school.\n\n571 pp. 1923.\n\nAnalyzes and discusses in detail the work of a principal in organizing, administering, and supervising the instruction in an elementary school in a city, town, or\ncounty-unit school system. Considers importance of the principalship and the constantly growing outside relationships of the school, which a principal must recognize, including the parent- teacher association movement. Will be studied by\nmany teachers for its bearing on their own work.\n\nDAVIS, C. O. Junior high school education.\nBook Co. $2.20.\n\n451 pp.\n\n1924.\n\nWorld\n\nAn important contribution to the subject, based on study of existing practices in\nlarge and small cities in all parts of the United States. Gives history and accomplishments of junior high schools, also discusses curriculum making, administration,\nand desirable future development. Very good chapters on the six-three-three plan,\n\ntypical programs, morals and manners, fine arts and music, social studies, collateral activities, outlook for the future.\n\nAn extensive bibliography.\n\nVery\n\nreadable.\n\nDICKSON, V. E. Mental tests and the classroom teacher. 231 pp. 1923.\nWorld Book Co. $1.80.\nShows why mental tests are needed, what they are like, and how they can be\nmade most useful. Does not present the technique of giving and scoring tests.\n\nthe dangers in-\n\nto avoid organization for\nof coming\ntests, and\nhow\nlimitations\nadvice\nSome good\na reputable\nfrom\nvolved\ngood book,\nuse.onAthe\nvery\nin their\nmental testing.\n\n"}
{"page": 1092, "printed_page": null, "text": "EDUCATIONAL BOOKS IN 1923\n\n1063\n\nDOUGHERTY, M. L. How to teach phonics. 89 pp. 1923. Houghton.\n$1.20.\nInclusive and rich in practical suggestion, and free from faddishness. Prepared\n\nwith the common reading vocabulary of many books in mind. Purposes: 1. To\nsupply a system of phonics useful with any primary reading book. 2. To provide\nfor a minimum of phonic training for efficiency. 3. To relate the work in phonic\nanalysis directly to the thought-getting process. 4. To help the teacher so to\n\npresentthe material that the children will recognize the practical value of its use.\nELLIS, D. C. & THORN BOROUGH, LAURA.\n284 pp . 1923. Crowell. $2.50.\n\nMotion pictures in education.\n\nDiscusses history and principles of visual education, origin and growth of motion\npictures, their value and different methods of using them, how to install apparatus,\nthe kinds of films now available, and where and how they can be obtained.\n\nValu-\n\nable practical information interestingly presented.\n\nFREEMAN, F. N. & DOUGHERTY, M. L. How to teach handwriting.\n305 pp. 1923. Houghton. $1.80.\nPlanned to be usable in the day's work. How children learn to write and\nscientific methods of teaching writing, based upon experimental studies. The bulk\n\nof the book applies this discussion to daily lessons and exercises for grades one\nto six. Exercises fill particular needs and are related to other school subjects and\nactivities.\n\nGATES, A. O.\nMacmillan.\n\nPsychology for students of education. 470 pp . 1923.\n$2.50.\n\nPresents those phases of psychology that have special significance in education,\nwith material which differs widely from the usual textbook.\n\nThere are no abstract\n\ndiscussions of memory, imagination, judgment, and attention. Complex mental\nprocesses receive the greater emphasis throughout. Specialized chapters on individual differences, intelligence, and the measurement and correlation of traits.\nThe chapter on \"Intelligence\" is a clear and straightforward presentation of a\nmuch confused subject.\n\nGATES, C. R.\nton.\n\nManagement of smaller schools.\n\n174 pp. 1923. Hough-\n\n$1.20.\n\nA thoroughly helpful pioneer book in this field where the careers of school super-\n\nintendents usually begin. Author presents the fruits of his own varied experience\nin several small school systems, and also selects what is applicable from the literature of school administration.\n\nGESELL, ARNOLD.\n\nPre-school child. 264 pp. 1923. Houghton. $1.90.\n\nPoints out importance of new child-welfare movement to the school, and advocates a redirected and expanded kindergarten to include work in parental guid-\n\nance and infant hygiene as the basis of primary education. Especially valuable as\napioneer book in this field.\n\nHANDSCHIN, C. H.\n1923.\n\nMethods of teaching modern languages. 479 pp.\n\nWorld Book Co. $2.40.\n\nDifferent phases of language teaching are taken up and examples of the most\napproved methods are given, based on extensive investigations . Concrete suggestions for conducting classwork, lists of teaching devices, problems for further\nstudy, and syllabi of four-year courses.\n\n"}
{"page": 1093, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1064\n\nHARTMAN, GERTRUDE.\nDutton.\n\nHome and community life. 200 pp.\n\n1923.\n\n$3.00.\n\nThe first systematic grouping together of much-wanted supplementary reading\nmaterial for the elementary curriculum, on such topics as: the story of a pair of\n\nshoes, changes in American life since 1800, the farm as the source of most of our\nfood and clothing, how the pioneer family solved the problems of living, the post\noffice, from hand-made to machine-made goods, etc. Arranged in two divisions,\nHow We Live Today, and Social Evolution . An introduction outlines reasons for\na curriculum that will explain to the child his social and economic environment.\n\nHINES, H. C. A guide to educational measurements. 270 pp.\nHoughton. $2.00 .\n\n1923.\n\nAssists the measurements instructor, the student of measurements, and the classroom teacher in the selection of tests which are most applicable and best adaptable\nto typical schoolroom needs. Includes intelligence as well as achievement tests,\nand also the best of the high school tests now available. A special feature is the\n\nfirst section, on statistical methods .\n\nHOLLINGWORTH, L. S.\nMacmillan. $1.60.\n\nSpecial talents and defects. 216 pp.\n\n1923.\n\nExperimental studies have proved that individuals differ in their inheritance of\nspecial capacities and defects. This book shows the advance that has been made\nin their detection, and discusses the reasons for differences. It presents in detail\n\nwhat is known today regarding special talents and defects as revealed in teaching\nthe common subjects.\n\nLENNES, N. J.\n\nTeaching of arithmetic. 488 pp. 1923.\n\nMacmillan.\n\n$2.00.\nProbably contains more of the literature of arithmetic teaching, quoted, summarized, and carefully discussed than any other book. Part 1: formal discipline,\nmethods of learning and teaching, motivation in the early and grammar grades.\nPart 2: twenty-five chapters , offering suggestions on teaching the various portions\nof an eight-year arithmetic course. Four-fifths of the book is written primarily for\ngrammar grade teachers.\n\nLINK, H. C.\n$2.00.\n\nEducation and industry.\n\n265 pp.\n\n1923.\n\nMacmillan.\n\nAn authority in this field here proposes a plan to train workers and create good\nspirit in industry. The broadest possible general education of the worker is\nprescribed, and shop and trade schools of the most modern nature for the executives, foremen, department heads, salesmen, etc., are discussed and compared.\n\nThorough and stimulating, citing many examples to illustrate the points.\n\nMCCRACKEN, T. C. & LAMB, H. E. Occupational information in the\nelementary school. 250 pp . 1923. Houghton. $1.90.\nFirst important book on elementary vocational guidance, showing how teachers.\nfrom kindergarten up, can use regular subjects to give information on common\noccupations, develop interests , and shape aptitudes . Discusses methods, such as\noral presentation, silent reading, exhibits, slides, filins, visits to places of business ,\nand outlines work from kindergarten to sixth grade. Particularly valuable selected\nand classified bibliographies of books, pamphlets, slides, films, and teacher aids.\n\nMCLAUGHLIN , K. L. & TROXELL, E.\n110 pp. 1923.. Lippincott. $1.60.\n\nNumber projects for beginners .\n\nA storehouse of ideas for the arithmetic teacher ; actual examples worked out in\nseveral notable schools that are experimenting in this subject. The work was\n\ninitiated largely by the children. Arranged in easy progression to arouse an\ninterest in the application of arithmetic to everyday experience.\n\n"}
{"page": 1094, "printed_page": null, "text": "EDUCATIONAL BOOKS IN 1923\n1065\n\nMCMURRY, C. A. How to organize the curriculum. 358 pp.\nMacmillan . $2.00.\n\n1923.\n\nIdeas, not unrelated facts, give keynote to this stimulating book. Simplify the\noverloaded curriculum, not by mere elimination, but by grouping vital subjectmatter around big central ideas or \"life projects,\" such as the Erie Canal, life\nhistory of the oak, the Northwest Territory, civil service reform, the post office,\nan oil well in Texas, coal, etc.\n\nMcMurrythor\ndow\nld bre\nakelo\nseparation of subjects and make Prof\ncontrribu\ndev\nall esso\npmenntartif\nte to wouough\nthe\nof icial\n\nnecessary large social units.\n\nValuable suggested curriculum for grades four to\n\neight, covers geography, history, science, and literature.\n\nMCMURRY, O. L. and others. Teaching of industrial arts .\n367 pp .\n1923. Macmillan . $2.00.\nA school plan for the industrial arts worked out through a series of years,\nutilizing rich and varied experiences in industrial and fine arts and in education.\nBoth the aesthetic and the mechanical aspects of the industrial arts receive adequate\nattention, always in the light of knowledge of educational processes. Specific\nexamples in the field of woodwork and bookmaking (71 pages on the latter),\ncopiously illustrated with skillful drawings. A delightful and stimulating book .\n\nMARTZ , C. E. & KINNEMAN , J. A.\n1923. Houghton . $ 1.90.\n\nSocial science for teachers . 340 pp .\n\nPresents in simple form important present-day social problems, describing briefly\nthe great governmental and social institutions , and pointing out their relation to\nthe problem of education for citizenship in a democracy. A well written elementary\ntreatise which fills a recognized gap in teacher's preparation for teaching the new\n\nand vital subject of community civics. Lists readings and study topics.\nMATHEMATICS ASSOCIATION OF\nAMERICA. Reorganization of mathematics in secondary education .\nmouth College, Hanover, N. Η. 652 pp . 1923. J. W. Young, Dart$1.50.\nmos importan publication, prompted by a national movement for reform in\n\nA\nt\nt\nthe teaching of mathematics . The findings represent several years ' work of\nhundred organizations interested in the subject. Principles and recommendations ;\naims in mathematical instruction; mathematics for years 7, 8 and 9 ; for years .\n10, 11, and 12; college entrance requirements ; the function concept ; terms and\nsymbols in elementary mathematics . Chapters on standard tests, the training of\nteachers , and a long bibliography.\na\n\nMEAD, A. R.\n\nLearning and teaching.\n\n277 pp .\n\n$2.50.\n1923. Lippincott.\nElementary psychology for teachers , treating strictly educational problems , such\nas: measurement of mental functions ; original nature and education ; psychological\nconditions concerned with high school mathematics, general science, Latin, religious and moral education, reviewing, lesson planning, classroom supervision of\nteaching, etc. Useful questions, problems , exercises, and bibliographical references\nfor each chapter. Notable for clear thinking and ease of interpretation. Worth\nreading by every teacher in the city.\n\nMIRICK , G. A.\n$1.90.\n\nProgressive education.\n\n224 pp .\n1923.\n\nHoughton .\n\nAclear, simple exposition of today's scientific spirit and method in education,\n\nwith emphasis upon the educational significance of modern biology, sociology and\npsychology. Self- development, creative thinking, ordered freedom, are the central\nideas. Illuminating analysis of the value, in relation to such aims , of socialized\nstudy and recitation, the problem and the project, development of appreciation ,\neducational measurements, etc., makes possible their application to the work of\nevery teacher . An inspiring conception of the kind of education America needs.\n\n"}
{"page": 1095, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1066\n\nMONROE, W. S. Introduction to the theory of educational measurements.\n364 pp. 1923. Houghton. $2.00.\nProfessor Monroe has done much to develop, standardize and apply educational\ntests. This book is the outgrowth of an advanced course given to college and\ngraduate students, designed to equip them to make critical studies and estimates\nof educational tests. It will give to superintendents and others who direct the\nuse of educational tests in our public schools the modern point of view, and\nwill acquaint them with necessary fundamental principles.\n\nMOORE, M. E. Parent, teacher, and school. 395. pp.\nmillan. $2.00.\n\n1923 Mac-\n\nIf a teacher could write a series of newspaper articles for taxpayers and parents\nabout school methods and problems today, the result would be much like this\nbook. Gives the practical facts of public school education in such terms that they\nmay be used by mothers and parent-teachers' associations. Comprehensive and\nclear. It expresses the point of view concerning the teacher's work commonly\nheld by superintendents, boards of education, and the public, learned by the teacher\n\noften as a result of trying experience. Every chapter will throw light on the\nteacher's problems.\n\nA MOTHER'S LETTERS TO A SCHOOLMASTER; with an introduction by J. H.\nRobinson. 283 pp. 1923. Knopf. $4.00.\nPeter, aged seven, declined to go to school because he was \"so busy finding out\nthings .\" From talks with him, the mother derives her plan for a school, like real\n\nlife, so that a child can learn to think in the familiar terms of food, shelter, clothing, play, behavior, barter, etc.\n\nIngenious and thought-provoking.\n\nNATIONAL EDUCATION ASSOCIATION . The problem of the elementary\nschool principal. (2d yearbook of the department of elementary school\nprincipals. ) 480 pp. 1923. $1.50.\nMaterial, drawn from numerous school systems, reflects clearly extent to which\nthe testing movement has affected school administration. Four-fifths of book\n\npresents ways, such as speed grouping, classification by promotion age, special\nclasses for failing pupils, additional subjects for bright children, in which schools\nare modifying their practice as a result of tests. Other chapters discuss results\nof tests in reading, language, and arithmetic, emphasizing remedial work.\n\nNATIONAL SOCIETY FOR THE STUDY OF EDUCATION.\n\nTwenty-second\n\nyearbook. Part 1, English Composition. Aims, methods, and measurement. 173 pp. $1.00; Part 2, The social studies in the elementary and\nsecondary school. 344 pp . $1.40. 1923. Public School Publishing Co ..\n\nOrganizes and presents newest and best thought on educational problems of\ntoday.\n\nPart 1 is the most important recent study in the methods of teaching and\n\nin measuring composition ability. Includes survey of teachers' theme marking,\nsamples of material, new scales for measurement and directions for their use.\nPart 2 gives latest thought on curriculum making, advocating systematic inventory\nof current practices and theories, critical construction from this, and objective\n\nanalysis and experiment. Interesting papers on : building a fact course in history\nand geography, by C. W. Washburne ; educational economy in the reorganization\nof the social studies, by H. C. Hill ; problems of contemporary life as the basis for\nsocial studies, by H. O. Rugg; Curriculum making as applied to the economic\naspects of life, by H. Harap; and a critical appraisement of proposed reorganizations, by F. M. McMurrу.\n\n"}
{"page": 1096, "printed_page": null, "text": "EDUCATIONAL BOOKS IN 1923\n\n1067\n\nNEUMANN, HENRY. Education for moral growth. 383 pp. 1923. Арpleton. $1.60.\nraised\n\"The greatest problem for school, home and community today is\nby the moral unenlightenment of quite respectable persons.\" A forceful plea, not\nfor the teaching of ethics, but for teaching with a planned, vital ethical content,\nin the public schools. Partial contents : Ethical implications of democracy; contributions to America's ideals, including chapters on the Puritan's offering, the\ntradition of classical culture, the demand for vocational fitness; resources of today\nand tomorrow; moral values in the various studies; native and acquired\npromptings.\n\nPARKER, S. C. Types of elementary teaching and learning. 585 pp.\n1923. Ginn. $2.00..\nA very extensive collection of detailed illustrative material showing methods\nand devices actually used in progressive schools. Contents: Four elementary\nskills (handwriting, spelling four thousand words, reading, arithmetical calcula-\n\ntion) ; four thoughtful processes ( understanding social life, by a liberal elementary\neducation, problem solving, skillful silent reading, practice in communicating\nideas ) ; increasing the enjoyment of leisure, ideals. A most valuable book.\n\nPATTERSON, A. J. The study of nature.\n\n283 pp. 1923. Public School\n\nPublishing Co.\nA handbook of lessons. Gets to the point with such practical detail that it marks\nan important step in the teaching of a subject for which there is a growing public\ndemand. Material is chosen from the environment of the children ; outdoors the\nchildren must observe plants and animals in their native haunts; indoors they must\nhave objects to handle, to study, and to use in experiments and projects. Health\nstudies are recognized.\n\nPHILLIPS, C. A. Modern methods and the elementary curriculum. 389 pp .\n1923. Century. $2.00.\nSurveys the dominant characteristics of children and looks into the way they\nlearn-through motive activity, imitation, association of ideas, and reflective thinking. Discusses vital problems of social civics and moral instruction. All of this\nis basis for interesting recommendations on courses of study. Uses the latest con-\n\ntributions to elementary school practice from the field of educational psychology\nand may be read by untrained teachers and members of parent-teacher organizations .\n\nPINTNER, RUDOLPH. Intelligence testing. 406 pp.\n\n1923. Holt. $2.00 .\nThe first comprehensive textbook on intelligence testing; its history and application. The best known scales are taken up, discussed and evaluated. Chapters\non superior children, the delinquent, the dependent, the foreign born and the inheritance of intelligence. A readable book for students and for laymen interested\nin this movement.\n\nRUEDIGER, W. C.\n\nVitalized teaching. 110 pp. 1923. Houghton. $1.20.\n\nThis book attacks vigorously a common failure of teaching, from kindergarten\n\nto university, to make what is taught real and actual to the child, not merely a\nsubject matter vital by supplementary reading material and maps, specimens,\nparrot repetition of words . The author's remedy for this verbalism is to make\n\nmodels, charts, etc., and also through student activities and real experiences. A\nclear diagnosis with specific suggestions .\n\nRusk, R. D. How to teach physics. 186 pp. 1923. Lippincott. $ 1.80.\nWould suit physics teaching to the needs of high school pupils, and relate it to\nlife. Defines aims and methods, gives practical suggestions as to subject matter,\n\n"}
{"page": 1097, "printed_page": null, "text": "1068\n\nNATIONAL Education ASSOCIATION\n\nand features the development method of presenting material. Emphasizes modern\npedagogical methods, suitable teaching projects focused on a few fundamental\n\nprinciples, to unify the course. Surveys development of physics and physics teaching, with chapters on the meaning of physics and scientific method.\n\nSELVIDGE, R. W. How to teach a trade. 111 pp. 1923. Manual Arts\nPress .\n\n$1.00 .\n\nFew vocational teachers have had definite training in teaching methods as ap-\n\nplied to handwork, and most of this has been theoretical. This book shows how\n\nto analyze a trade for teaching purposes, how to arrange the topics and divide\nthem into units of instruction, how to prepare work sheets, to plan and analyze\nthe job itself, and finally how to develop interest, habit and skill. A small book\nfor which there was a great need. Useful also in business and clerical work,\nwhere instruction has to be given to employees.\n\nSTRATTON, CLARENCE. Teaching of English in the high school. 388 pp.\n1923. Harcourt. $2.00.\nExceedingly thorough analytical discussion of aims, methods and, above all\ncontent of high school English courses , marked by an insistence upon a severe,\nscholarly standard of excellence. Particularly valuable chapters are: aims ; the\nteaching of prose fiction ; the content of poetry; reading ; judgment, appreciation,\n\ncriticism, styles; ability to write ; auxiliaries and correlations.\n\nWELLING, J. B. & CALKINS, C. W. Social and industrial studies for the\nelementary grades. 331 pp. 1923. Lippincott. $2.00.\nNo teacher could suffer stagnation with this source book of class material, based\non a sensible and versatile imagination. Food, clothing and shelter from past\nto present, and conditions today, are outlined through the first six grades. Grade\n1, The family, Americans today ; Grade II, The family in the group, primitive\n\npeoples ; Grade III, The family in the tribe, Hebrews, Egyptians, etc.; Grade IV,\nThe family in an empire, Romans, etc.; Grade V, The family in the community,\nthe town; Grade VI, The family in the nation, modern world, Americans and\ncitizens of other united states.\n\nWHEAT, H. G.\n\nThe teaching of reading.\n\n346 pp.\n\n1923. Ginn. $1.60.\n\nA concrete and non-technical treatment of the best thought upon present-day instruction in reading. Well- rounded discussion of principles. Seven chapters showing their detailed application to the work of the classroom in each of the eight\ngrades. It uses effectively the chief results of the recent investigations of reading\nby Huey, Judd, Gray and others .\n\nWOELLNER, F. P. Education for citizenship in a democracy. 252 pp.\n1923. Scribner. $1.60.\nOf great value as an up-to-date, annotated bibliography on citizenship training.\nQuotes freely the many books about making better citizens to estimate value of\nexisting theories and practices . Discusses practical topics like the value of citizen-\n\nship programs, social activities in the grades, an elementary social science course,\nand how to teach elementary social science.\n\nYOUNG, N. J. & MEMMотт, F. W.\n\nMethods in elementary English.\n\n238 pp. 1923. Appleton. $1.20.\nMany recent English manuals for the elementary grades agree on aims and\nmethods.\n\nThis new book states clearly their position.\n\n\"All successful work in\n\nEnglish composition, whether oral or written, is based on the formation of correct\nlanguage habits by daily practice.\" Thirty-six pages of general suggestions treat\nthe importance of oral composition, child's choice of subject, development of\n\"sentence sense,\" class criticism, etc. One hundred pages give composition work\nby grades, applying these aims and methods to each of the first three grades.\nEighty pages of language games.\n\n"}
{"page": 1098, "printed_page": null, "text": "1069\n\nBOOKS OF GENERAL INTEREST\n\nSOME 1923 BOOKS OF GENERAL INTEREST\n\nBAIKIE, JAMES. Life of the ancient East, being some chapters of the\nromance of modern excavation.\n\n463 pp. 1923. Macmillan. $4.00.\n\nThe discovery of the tomb of Tutankahmen gives a timeliness to this authoritative\nand interesting account of the excavations of recent years in Egypt, Mesopotamia,\nand Greece. The romance of each excavation and of the archaeologist who di-\n\nrected it is given with some detail. The author interprets with authority the meaning and historical importance of the priceless relics of antiquity.\n\nDRINKWATER, JOHN, ED. The outline of literature. Three volumes.\n1923-24. Putnam. $4.50 each.\nDesigned to give a \"representative summary\" of the great works of literature\nand to place them in historical perspective. Not intended for the practiced,\ncritical reader, but for those whose knowledge of literature is superficial and poorly\norganized. The large number of reproductions of well-known works of art adds\nto the attractiveness and interest. Volume 1 covers the period from the Bible to\nthe Renaissance ; volume 2 from the Renaissance to Byron, Shelley and Keats ;\nvolume 3 recent literature .\n\nMONROE, HARRIET, ED.\n$2.50.\n\nThe new poetry .\n\n+60 pp .\n\n1923.\n\nMacmillan.\n\nA new edition of this useful and delightful anthology, with many added selections for the past five years. Invaluable for anyone wishing to become familiar\nwith the best recent work in England and America.\n\nPUPIN, M. I.\n$4.00.\n\nFrom immigrant to inventor.\n\n396 pp .\n\n1923.\n\nScribner.\n\nThe writer, a loyal son of Serbia, who came to this country alone at the age of\nfifteen, is now widely known as the inventor of the Pupin coil, and as one of\nAmerica's important contributors to the science of electricity. The account of\n\nhis early struggles and friendships, his studies here and abroad, his impassioned\ndevotion to science, and above all his affection for his homeland, surpassed only\nby his enthusiasm and respect for his adopted country, told frankly and with refreshing earnestness, make this one of the outstanding autobiographies of the year.\n\nWILSON, MARGARET.\n\nThe able McLaughlins. 263 pp. 1923. Harper.\n\n$2.00 .\nScene is laid in a Scotch community in Iowa just after the Civil War and story\n\ndeals with the marriage of Wully McLaughlin and the unfortunate Christie\nMcNair.\n\nPlot is slight and book is chiefly remarkable for its freshness and orig-\n\ninality and for the deftness with which a variety of Scotch characters are drawn,\nwhile the touch of broad comedy in Barbara brings welcome relief from the shadow\n\nwhich seems to pervade the whole. Winner of the Harper fiction prize.\n\n"}
{"page": 1099, "printed_page": null, "text": ""}
{"page": 1100, "printed_page": null, "text": "Index\n.\n\n[Names of authors are set in SMALL CAPITALS ]\nABERCROMBIE, JOHN W.\n\nNational obli-\n\nANIBAL, FRED G.\n\nInvestigation of dem-\n\nonstration versus laboratory as a\n\ngations in education, 823\nABRAMS, A. W. Visual instruction in\na State school system, 920\nA brighter future for the rural child\n\n(MRS. KATHERINE M. COOK ) , 721\n\nmethod of teaching natural science,\n771\n\nArchitecture, School, 749\n\nAct of incorporation, 1\nAddress ( CALVIN COOLIDGE) , 213\n\nArithmetic, Business, 432\nArithmetic, Drill in, 564\nArithmetic revision, 311\n\nAddress of welcome (JOHN J. TIGERT) ,\n\nARNOLD, SARAH LOUISE.\n\n165\n\nSpelling,\n\na\n\nAdministration of a State program of\n\nvital factor in the curriculum, 946\nArt in the public schools (P. R.\n\napprentice training in the building\ntrades ( L. H. DENNIS) , 1007\n\nASHBAUGH, E. J. Value and significance\n\nAdministration of education with the\n\nSPENCER ) , 940\n\neducative processes, Unifying ( J. M.\n\nof research in rural education, 656\nAthletics, 639, 641, 643, 644\n\nGWINN) , 397\n\nAthletics and their value for citizen-\n\nAHLERS, HARRIET.\n\nLesson materials in\n\nreading and writing for the foreignborn illiterate, 576\nAITON, MAUDE E. The value of mov-\n\ning pictures as an aid to teaching\nlanguages and citizenship to adult\nforeigners, 966\nALASKA, The work of the U. S. bureau\nof education in, 355\n\nALLAN, HAROLD A. Report of business\ndivision, 116\nALLEN, EDGAR F.\n\nThe\n\neducation of\n\ncrippled children- abstract, 443\nALLEN , FLORENCE. Next step in world\npeace, 832\n\nALLTUCKER, MARGARET M. Coördination in part-time education, 380 ;\nOrganizing a high school and classifying its pupils so as to serve each\nequitably, 779\n\nAmalgamation of vocational education\norganizations ( CHARLES A. BENNETT) , 989 ; ( GEORGE E. MYERS) ,\n989; ( CARL COLVIN ) , 990\n\nship (WILLIAM MILES MALOY), 641\nAthletics in high school ( SAMUEL M.\nNORTH) , 644\n\nAttitudes of the foreign-born on their\nlife in America, Some (JULIUS\nDRACHSLER ) , 570\n\nATWOOD, WALLACE W.\n\nVisual imagery\n\nin geography, 975\nAVENT, JOSEPH E. Report on summer\nsessions in State teachers' colleges, 383\nBAER, JOSEPH A. How to raise the\nstandards of county supervision\nthrough a research department, 693\nBAGLEY, WILLIAM C. Report of editorial\ncouncil, 290\n\nBAKER, FRANK E. The choice of materials entering into curricula of teacher\ntraining institutions, 62+\nBALCOM, A. G. The preparation of\nteachers in the use of visual aids, 971\nBALLOU, FRANK W. Education in the\n\nNation's capital, 1713 Junior high\nschools in Washington, 416\nSchool administration in\n\nAmerican education week, 112\n\nBARNES , C. H.\n\nAmerican Legion, 95\nAmerican school citizenship league, 341\n\nSt. Louis county, 958\nBENNETT, CHARLES A. The amalgamation of vocational education organiza-\n\nANDREWS, MRS . FANNIE FERN .\n\nReport\n\ntions, 989\n\nof committee to cooperate with the\n\nAmerican school citizenship league,\n\nBENNION , MILTON. Report of committee\n\n341\n\non character education, 278 ; Train[1071]\n\n"}
{"page": 1101, "printed_page": null, "text": "1072\n\nNATIONAL EDUCATION ASSOCIATION\n\ning for citizenship in the senior high\nschool, 915\nBENTLEY, J. H. Curriculum practice, 949\nBENTZ, M. S. The superintendent's relation to his school directors, 956\nBetter organized curricula ( JESSE H.\nNEWLON ) , 954\n\nBetter trained teachers.\n\nBUTTERFIELD, E. W. Modern education,\n960\n\nBUTTERWORTH, JULIAN E. Educational\nresources of country life, 730\nBUTTS , FRANCES M. Classroom helps in\ntraining a typist, 435\nBy-Laws , 6\n\n(EC. HART-\n\nWELL) , 953\nBEVERIDGE, J. H. Hazards of the superintendency and the next forward steps\nin reducing them, 8643 The high\nschool building, 952\n\nCARLSON, PHILIP E. Report of committee\n\nBeverly industrial school ( S. H. CHACE ) ,\n\non the problem of retirement allow-\n\n937\n\nCalendar of meetings, 17\nCAMPBELL, HELEN L. Classroom helps\nfor the shorthand teacher-abstract,\n436\n\nances, 248\n\nBINGHAM, ANNE T. Needs of the high\nschool girl and how they are met by\n\nCHACE, S. H.\nschool, 937\n\nsocial and philanthropic organizations,\n\nChallenge to American education, The\n\n528\n\n(PAYSON SMITH) , 137\nCHAM\nCHAMBERLAIN, ARTHUR H. Report of\ncommittee on thrift education, 338\nCharacter training and education, 137,\n\nBLAIR, FRANCIS G.\n\nAddress at the\n\nLincoln Memorial, 225\nBLIGHT, REYNOLD E.\nThe classroom\nteacher, 498\n\nThe Beverly industrial\n\n159 , 278 , 357, 915\n\nBoard of directors, Minutes, 90\nBONSER, F. G. The reorganization of\n\nCharacter training in the classroom\n(JEREMIAH E. BURKE) , 915\n\nthe curriculum of the elementary\n\nChicago plan, The right relationship\n\nschools, 890.\nBookkeeping, How to teach, 437\n\nBooks of general interest, Some 1923,\n\nof coöperation between the principal\nand supervisors, The (\nMARGARET\nMADDEN ) , 548\nChild behavior, Conditioning and\nconditioning-an experimental study\nin ( MARY COVER JONES) , 585\nCitizen teacher, The (JULIA A. SPOONER),\nre-\n\n1069\n\nBooks of 1923, Fifty educational, 1061\nBOWMAN, CHARLES E. Business arithmetic from a vocational point of view-\n\n200\n\nabstract, 432\n\nBRADFORD, MARY C. C. Report of committee on classroom teachers' problems, 265\nBRIGGS, HOWARD L. Provisions for\n\nCitizenship course for naturalization\nclasses ( LILLIAN P. CLARK ) , 577\n\nindustrial education in the public\n\nCity schools and community service\n\nTraining\n\nfor\n\n(\nMILTON\n\nBENNION) , 915\n(PAUL C. STETSON ) , 925\n\nschools, 993\n\nBRIGOS , THOMAS H.\n\nCitizenship,\n\nReport of com-\n\nmittee on the classification of educa-\n\ntional material , 336\n\nBudget planning ( O. C. PRATT ) , 952\nBulletin, The N. E. A., 1045\nBURKE, JEREMIAH E. Character education, 915 ; Qualities to be possessed by\na superintendent of schools, 947\nBUSH, MABELL G. A rural school community program, 926\nBusiness arithmetic from a vocational\n\npoint of view- abstract (CHARLES E.\nBOWMAN) , 432\n\nBusiness English as a part of stenographic training-abstract ( S. AUGUSTA ΓΑΙΝTOR ), 436\n\nCity superintendents, discussion ( JOHN\nD. WHITTIER, chairman) , 927\nCLARK, DR. TALLIAFERRO. Nutrition of\nthe school child-abstract, 442\nCLARK, LILLIAN P. The citizenship\ncourse for naturalization classes, 577\nCLARK, MRS . FRANCIS. School music in\n\n1836, 1886, 1911, and 1936, 603\n\nClassifying high school pupils, 776, 779\nClassroom helps for the shorthand\nteacher-abstract ( HELFN L. CAMP\nBELL), 436\n\nClassroom helps in training a typist\n(FRANCES M. BUTTS ), 435\nClassroom teacher, The\n\nBLIGHT) , 498\n\n( REYNOLD F.\n\n"}
{"page": 1102, "printed_page": null, "text": "1073\n\nINDEX\n\nClassroom teacher sees it, As a ( MARY\nF. MOONEY) , 207\n\nCOUNTS, GEORGE S. The future of the\ncomprehensive high school, 796\n\nClassroom teachers, Department of,\n\nCounty\n\nminutes, 460\n\nCLEAVER, MRS. JOHN B.\n\nThe parent-\n\nteacher association in rural schools ,\n716\n\nCODY, FRANK .\n\nChairman of the school\n\nand the community group, 925\nCOFFMAN, LOTUS D. Higher education:\nnew administrative adjustments , 876 ;\nThe obligations of citizenship, 916\nCollege entrance, 783 , 784\nCOLVIN, CARL. The amalgamation of\nvocational education organizations,\n990\n\nCommission series, 1053\nCommittee members, 23\nCommunity service, 925\nComparison of small and large high\nschools ( JOSEPH ROEMER ) , 702\nCONDON, RANDALL J. A tribute to\nWoodrow Wilson, 838\nConsolidated and one-teacher schools ,\n667\n\nsuperintendents ;\n\ndiscussion\n\n(CHARLES E. DICKEY, chairman ) , 955\nCounty superintendent's relation to his\nteachers ( FERN KENNEDY ) , 956\nCRABTREE, J. W. Secretary's report, 97\nCRAM, FRED D. Objective studies in\nrural schools, 663\nCRAMPTON, C. WARD.\n\nHow to reach the\n\nmasses with health education, 980\nCRANDALL, ERNEST L. Report of committee on necrology, 347 ; Visual aids,\n921\n\nCrippled children, The education ofabstract (EDGAR F. ALLEN ) , 443\nCurricula of teacher training institutions, The choice of materials entering into the ( FRANK E. BAKER ) , 624\nCurriculum making, Method of, 940\nCurriculum of the standard high school\n(E. E. RAMSEY) , 929\n\nCurriculum practice (J. H. BENTLEY) ,\n949\n\nCurriculum revision, 890, 903\n\nConstitution of the Department of Classroom Teachers , 468\n\nConventions, Annual, 1056\nCONVERSE, FRANK E. Experience with\na single salary schedule, 942.\nCOOK, MRS. KATHERINE M. A brighter\nfuture for the rural child, 721\nCOOLIDGE, PRESIDENT CALVIN, Address ,\n213\n\nCOOPER, WILLIAM J. Comparison of the\n6-3-3 plan with the 6-4-2 plan, 947;\nImproved methods of supervision, 950\nCoöperation between the principal and\nsupervisors-the Chicago plan. The\nright relationship of, 548\nCoöperation in the continuing program\nof the committee on health problems\n(JOHN M. DODSON) , 362\nCoordination in part-time education\n(MARGARET M. ALLTUCKER ) , 380\n\nDAVIDSON , WILLIAM M.\n\nA tribute to\n\nWARREN G. HARDING, 836 ; Chairman\nof vocational education group, 922\nDAVIS, MARY DABNEY. The present\nstate of progress of the committee\ndetermining \"a typical kindergarten\nday,\" an index of kindergarten work,\n590\n\nDean of high school girls, 520\nDEFFENBAUGH, W. S. Shall boards of\neducation be independent of municipal\ngovernment? 740\nDefinite program needed for training\nteachers in service ( CHARLES A.\nPHILHOWER) , 929\n\nDEMING, ROBERT C.\n\nSecretary for Im-\n\nmigrant Education group, 923\nDemocracy, 400\nDENNIS , L. H. The administration of\n\nCoordination of educational units for\n\nefficiency (M. B. HILLEGAS ) , 931\nCORNELL, C. B. Developing the individual, 941\n\nCORNING, Н. М.\nOrganization of\ncurriculum materials, 936\nCORSON, DAVID B. Chairman of physical\nand health education group, 917 ; A\nlonger school year, 955\nCountry-the economic basis of national\nlife, The (C. J. GALPIN ) , 726\n\na state program of apprentice training in the building trades, 1007\nDental hygiene in the schools (NILS\nJUELL), 446\n\nDepartment\n\nof\n\nMinutes, 429\nDepartment of\nMinutes, 500\n\nbusiness\ndeans\n\neducation,\nof\n\nwomen,\n\nDepartment of educational publications ,\nprogram, 537\n\n"}
{"page": 1103, "printed_page": null, "text": "1074\n\nNATIONAL EDUCATION AssociATION\n\nDepartment of elementary school principals, minutes , 545, 552\nDepartment of superintendence, Publica-\n\nSome attitudes of\non\n\ntheir\n\nlife\n\nin\n\nAmerica, 570\n\nDrill in arithmetic ( WILLIAM MAXSON ) ,\n\ntions, 1059\n\nDepartments : Business education, 429 ;\nClassroom\n\nteachers,\n\n460;\n\nChild\n\nlygiene, 439; Deans of women, 500 ;\nEducational publications, 537 ; Elementary education, 545 ; Elementary\n\nschool principals, 545 ; Higher education, 565 ; Immigrant education, 565 ;\nKindergarten education, 583 ; Music\neducation, 597 ; Normal schools and\nteachers colleges, 613 ; Physical and\nhealth education, 6373; Rural education, 651 , 715 ; School administration,\n139 ; Science instruction, 753 ; Secondary education, 775 ; Superintendence,\n803 ; Visual education, 963 ; Vocational education, 987\n\nDeveloping\n\nDRACHSLER, JULIUS.\nthe foreign-born\n\nthe\n\nindividual\n\n(С.\n\nВ.\n\nDANA.\n\nTeaching worid\n\neconomics in high schools-abstract,\n430\n\nEARLY, J. J. Progress in school administration in small cities, 933\nEconomics, 430\n\nEconomies in instruction (R. G. JONES ) ,\n955\n\nEconomies through organization ( C. W.\nWASHBURNE) , 954\nEDGERTON, A. H. Present trends and\n\nfriendly enemies of industrial education, 992\n\nEditorial council, 290\nEducating the public to higher standards\n\nof textbook making (C. E. DOUGLASS ).\n\nCORNELL) , 941\nD.VER, WILLIAM.\n\nThe greetings of\n\nChicago, 821\nDevices and methods in natural science\n\n(J. T. SHRINER ) , 768\nDICK, WILLIAM .\n\n564\n\nDURAND, E.\n\nShould the school sec-\n\nretary be under the direction of the\nsuperintendent ? 750\nDifferences in curriculum for grades\n(JOHN M. FOOTE) , 927\nDiscussion of the report of the committee on a comparative study of\ninstruction in consolidated and one-\n\n537; ( CHARLES SWAIN THOMAS) , 541\nEducation bili, 1033 ; Hearings on, 1054\nEducation in the Nation's capital\n(FRANK W. BALLOU) , 171\nEducation week, 95\nEducational books, 1061\n\nEducational expenditures considered as\nan investment (E. C. HARTWELL) , 844\nEducational fads considered as funda-\n\nmental ( O. L. REID) , 849\n\nEducational progress, Report on (IDE\nG.SARGEANT ) , 553\nresources of country life\n(JULIAN E. BUTTERWORTH ) , 730\nElementary school principals, DepartEducational\n\nteacher schools (L. M. FAVROr ) , 667\nDivisions at headquarters, 116 ; Business, 116 ; Records and accounts, 118 ;\nPublications,\n\n120 ;\n\nResearch,\n\n124;\n\nClassroom service, 126 ; Legisiative\nservice, 128 ; Field service, 131 ;\nAdministrative service, 132\n\nDOOSON, JOHN M. Coöperation in the\ncontinuing program of the joint committee on health problems, 362\nDOHERTI , AGNLS E.\n\nHealth of the\n\nMaterial for visual\n\ninstruction, 921 ; Relations of the\nsuperintendent of schools to the teaching corps, 869\nDOUGLASS, C. E. Educating the public\nto\n\nhigher\n\nstandards\n\nof\n\ntextbook\n\nmaking, 537\nDOWNING E. R.\n\nScience instruction in\n\nsome European schools, 772\n\nΓ\n\nEMER ON, WILLIAM R. P. Physical and\nmental urfitness, in children, 918\nEmployment, 791, 792\n(WILLIAM MATHER\nEncouragements\nLEWIS) , 828\n\nENGLEMAN, J. O.\n\nReport of field serv-\n\nice, 131\n\nteacher, The, 364\nDORSEY, SUSAN M.\n\nment of, minutes, 545, 552; Publications, 1057\n\nEnglish, Business, 436\nEthics for teachers, 285\nEvening\n\nschools\n\nin our rural com-\n\nmunities (LILLIA E. JOHNSON ) , 957\nExecutive committee, Minutes of, 79\n\nExecutive committee reports for the\nboard of directors, 73\nExtra- curricula activities, A county-wide\nprogram of ( O. E. PORF ) , 959\n\n"}
{"page": 1104, "printed_page": null, "text": "1075\n\nINDEX\n\nExtra-curricula activities, Value\n(FRANCIS H. J. PAUL) , 916\n\nof\n\nFAVROT, L. M. Discussion of the report\nof the committee on a comparative\nstudy of instruction in consolidated\nand one-teacher schools, 667\nFERGUSON, BERTHA. How high schools\nare coöperating with parents, 502\nFILLERS, H. D. Method of curriculum\nmaking, 940\nFinal report of committee on the teaching of democracy (A. DUNCAN\n\nYOCUM) , 400\n\nFinancing the public schools, 470\nFINEGAN, THOMAS E. Report of committee on visual education, 295\nFiscal support of state teachers' colleges\n(F. R. HAMILTON ) , 389\nFOGHT, HAROLD W. Report of com-\n\nmittee on rural teachers' problems,\n\nGeneral program, 36\nGeneral sessions, 137\nGeography, 975, 976\nGERWIG, GEORGE W. Should the school\nsecretary be under the direction of\nthe superintendent ? 746\nGirls' athletics ( ETHEL PERRIN ) , 643\nGOLDRICH, LEON W. Spiritual values in\nan educational program for democracy, 144\n\nGOMPERT,\n\nWILLIAM H.\n\nOutstanding\n\nessentials of modern school\ntecture, 749\n\narchi-\n\nGRAVES, FRANK P. Nation and its public\neducation, The, 244; Rural education,\n854\n\nGreetings of Chicago\n\n( WILLIAM\n\nDLVLR) , 821\n\nGroups , City, county, and State, 927\nGWINN, J. M. Address at the Walter\nReed General Hospital, 239 ; Simi-\n\n269\n\nlarities versus differences as bases for\n\nFOOTE, JOHN M. Differences in curriculum for grades , 927\n\neducational programs, 352 ; Unifying\nadministration of education with the\n\nFORBUSH, WILLIAM BYRON . Teaching\nbusiness morals, 157\nFORCE, ANNA LAURA. Report of committee on status of American woman\nteacher, 370\n\nForestry as a tool in vocational education (M. C. MERRILL), 1013\nFRASER, HELEN. Ideals women should\nuphold in politics, 508\nFREEMAN , FRANK N. The value of\nvisual aids in education, 918\nFRENCH, WILL. Selecting new materials\nfor the school program, 933\nFROST, NORMAN. Report of the committee on constructive studies, 672\nFunctions of the representative assembly\n(JESSE H. NEWLON ) , 189\nFundamentals of character training\n(EDWIN D. STARBUCK ) , 159\nFuture of the comprehensive high\nschool ( GEORGE S. COUNTS ) , 796\nGALPIN , C. J. The country-the economic basis of national life, 726\nGames and health ( ANNE RAYMOND ) ,\n453\n\neducative processes, 397\nHALE, FLORENCE M. The training of\nteachers for the one-room school, 928\nHAMILTON, F. R. Fiscal support of State\nteachers' colleges , 389\nHARDING, WARREN G. Tribute to, 836\nHARMAN , A. F. Leadership, 959\nHarris memorial fund, 114\n\nHARRIS, WILLIAM T.\nHARTWELL, E. C.\n\nBook on, 1050\n\nBetter trained teach-\n\ners, 953 ; Educational expenditures\nconsidered as an investment, 844; The\nsuperintendent's responsibility in vocational and part-time education, 922\nHARVEY, MARIE TURNER. The Porter\nschool, 674\n\nIHAYS, DUDLEY GRANT. A summary of\nvisual viewpoints, 984; value of\nvisual instruction, 921\nHazards of the superintendency and\nthe next forward step in reducing\nthem (J. H. BEVERIDGE ) , 864\nHeadquarters staff, 21\nHealth education, 440, 442, 443, 446,\n449, 453, 456, 917, 980\n\nGATES, C. R. The small community and\nthe school, 932 ; Vocational education\nin small cities, 940\n\nHealth education in the schools\nGEORGE PAYNE ) , 917\n\nGECKS, MATHILDE C.\n\nHealth, Interesting school children in\n\nligious education, 140\n\nMoral and re-\n\n(ELTON G. LITTELL) , 440\n\n(E.\n\n"}
{"page": 1105, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1076\n\n1\n\nHealth of the teacher, The (AGNES E.\nDOHERTY) , 364\n\nbetter school medical inspection and\nhealth service, 456\n\nHealth problems in education, 274, 361,\n\nHumanizing the grade-school curricu\n\n362\n\nHEFFERAN, MRS.. W. S. How the needs\nof the high school girl are being met\nby the parent, 525\nHigher education, Department of, 565\nHigher education: New administrative\nadjustments ( Lorus D. COFFMAN ) ,\n\nlum (E. M. SIPPLE ) , 943\nHUNTER, FRED M. Discussion of tenure\nreport, 475 ; Relation of supervision\nto the attainment of the major objectives of elementary education, 903;\nreport of the committee of one hundred on the problem of tenure, 251\n\n876\n\nHigh school building (J. H. BEVERIDGE ) ,\n952\n\nHigh school curriculum, The ( W. L.\nSPENCER) , 929\nHILLEGAS, M. B.\n\nCoördination of edu-\n\ncational units for efficiency, 931\nHistory of Association, 182\nHIXSON, HELEN T. Report of the division of records and accounts, 118\nHOKE, R. Κ. The plan and cost of\noperating the schools of Prince George\nCounty, Virginia, 711\n\nHOLLOWAY, H. V. Principles underlying\nschool support, 961\nHOLY, T. C:\n\nRelation of size to cost of\n\noperation in certain schools of Iowa,\n706\n\nIlliteracy commission, Report of, 288\nIlliteracy program, An (\nCHARLES\nMCKENNY) , 423\nImmigrant education, 567; Department\nof, minutes, 565\n\nImmigrant education group, Report of\n(A. B. MEREDITH, chairman) , 923\nIndex of publications of the N. E. A.\n1060\n\nIndustrial education, 992, 993\n\nIndustrial education, The future of (K.\nG. SMITH) , 1002\nIntelligence tests, Uses and abuses of\n(J. H. RISLEY) , 936\nInvestigation of demonstration versus\nlaboratory as a method of teaching\nnatural science (FRED G. ANIBAL),\n771\n\nHome for retired teachers, 114\nHOPKINS, W. R. The need and hope of\nthe city, 859\n\nTypes of important\n\nracial information which teachers of\n\nHORTON, D. W.\nThe validity and\nfuture of the 6-3-3 plan, 942\nHOSIC, JAMES F. Single salary schedule\nin practice, 371\nHOWARD, GEORGE. Problems involved in\nthe administration of State aid for\n\ntransportation, 689\nHow does the instruction in vocational\n\nschools provide for individual differences ? (ROBERT H. RODGERS ) , 996\n\nHow high schools are coöperating with\nparents (BERTHA FERGUSON ) , 502\nHow shall we select the subject-matter\nof the elementary school curriculum ?\n(WILLIAM H. KILPATRICK ) , 903\nHow to get the most out of a short\ncourse for county superintendents\n(MAY TRUMPER ) , 685\n\nHow to raise the standards of county\nsupervision through a research department (JOSEPH A. BAER) , 693\nHow to reach the masses with health\n\neducation ( C. WARD CRAMPTON ) , 980\nHOWE, WILLIAM A.\n\nJENKS, ALBERT E.\n\nWhat we need for\n\nAmericanization should possess, 569\nJOHNSON, LILLIA E. Evening schools in\nour rural communities, 957\nJONES, BURR F. Vocational training in\nthe elementary school, 928\nJONES, LLOYD L. Teaching bookkeeping\nso as to realize its most important\neducational and vocational values,437\n\nJONES, MARY COVER.\n\nConditioning and\n\nreconditioning-an experimental study\nin child behavior, 585\n\nJONES, OLIVE M. The Nation's teachers,\n172\n\nJONES, R. G.\n955;\n\nVisual\n\nEconomies in instruction.\ninstruction\n\nin\n\na city\n\nschool system, 919\nJournal of the National Education Association, present, 1047; former, 1048\nJOYCE, DARRELL. Duties of the superintendent, 946\n\nJUELL, NILS . Dental hygiene in the\nschools- abstract, 446\n\nJunior high schools in Washington\n(FRANK W. BALLOU), 416\n\n1\n\n1\n\n"}
{"page": 1106, "printed_page": null, "text": "1077\n\nINDEX\n\nKeeping things checked up (E. B.\nSELLEW), 939\nKENNEDY, FERN. The county superintendent's relation to his teachers, 956\nKEPPEL, MARK. Teacher, whither goest\nthou? 470\n\nMCLEAN, FANNIE W. Ways and means\n\nof accrediting secondary schools for\nuniversity entrance, 784\nMACLEAN ,\n\nMRS.\n\nISABELLE\n\nD.\n\nThe\n\nPatriotic Education League of Lynn,\nMass., 570\n\nKILPATRICK, WILLIAM H. How shall we\nselect the subject-matter in the\nelementary school curriculum ? 903\nKindergarten education, Department of,\nminutes, 583\nKindergarten work, 590, 591\nKITSON, HARRY D. What is the place\nof analysis in vocational curriculumbuilding, 995\n\nMCSKIMMON, MARY. Principal, The, 195\nMADDEN, MARGARET. The right relationship of coöperation between the\nprincipal and supervisors-the Chicago plan, 548\nMajor objectives of elementary education ( F. G. BONSER) , 890 ; ( CHARLES\n\nKNOX,\n\nchildren's\n\nMaking the high school a social institu-\n\nSelection of essen-\n\ntion (PAUL C. STETSON ) , 951\nMaking the high-ways and by-ways real\nto children ( ELEANOR B. WATSON ) , 976\n\nMARGARET.\n\nOur\n\nneglected inheritance, 150\nKRETSINGER, R. W.\n\ntials of life activities, 934\n\nL. SPAIN ) , 897 ; ( W. H. KILPATRICK) ,\n\n903; ( FRED M. HUNTER) , 908\n\nMALOY, WILLIAM MILES.\nLANGWORTHY, H. W.\n\nSelection of essen-\n\ntials in desirable ideals, 935\nLantern slides, 979\n\nLa Salle-Peru Bureau of Educational\nCounsel, 634\n\nLeadership ( A. F. HARMAN ) , 959\nLEAVITT, FRANK M. Vocational guidance\nessential in vocational education, 922\nLegislative commission, 254, 1054\n\nAthletics and\n\ntheir value for citizenship, 641\nMARRS,, S.. M. N. State school support,\n960\n\nMaterial for visual instruction ( SUSAN\nM. DORSEY) , 921\nMAXFIELD, FRANCIS N. Mental hygiene\nand the school program-abstract, 449\nMAXSON, WILLIAM. Drill in arithmetic,\n564\n\nLesson materials in reading and writing\n\nMAXWELL, GUY E. Working conditions\n\nforeign-born\nilliterate\nfor\nthe\n(HARRIET AHLERS ) , 576\nLEW13, E. E. The powers and duties of\nthe city superintendent, 944\nLEWIS, JOHN W. Score cards for texts\nin adult immigrant classes, 580\n\nessential to highest efficiency and\n\nLEWIS, WILLIAM MATHER.\nments , 828\n\nEncourage-\n\nLibrary, The school , 561\nLife memberships , 134\n\nLincoln Memorial, Address at (FRANCIS\n\neconomy, 614\n\nMedical inspection and health service,\nWhat we need\n\nfor better\n\nschools\n\n(WILLIAM A. HOWE) , 456\nMembership, Former, 1044\nMembers of committees, 23\nMemorial Continental Hall, Address at\n(HOMER H. SEERLEY) , 232\nMental hygiene and the school program-abstract ( FRANCIS N. MAX-\n\nG. BLAIR) , 225\nFIELD), 449\n\nLITTELL, ELTON G. Interesting school\nchildren in health-abstract, 440\n\nMEREDITH, A. B., chairman of immigrant\neducation group , 923\n\nMerit ratings of teachers ( E. R. WHITMCANDREW, WILLIAM . More encouragements , 839\n\nMCCORMACK, Т. J. A critique of educational method, 627\n\nMACCRACKEN, JOHN H. National learning and national life, 209\nMCDONALD, JEANNETTE. Needs of high\nschool girls and how these needs are\nmet by a dean of girls, 520\nMCKENNY, CHARLES. Illiteracy program,\nAn, 423\n\nNEY) , 948\n\nMERRIAM, B. J. The superintendent a\nsalesman of education, 944\nMERRILL, M. C. Forestry as a tool in\nvocational education, 1013\nMethod, A critique of educational ( Т.\nJ. MCCORMACK ) , 627\nMethod of curriculum making ( H. D.\nFILLERS) , 940\n\nMILLER, ELMER G.\n\nThe\n\nvocational\n\n"}
{"page": 1107, "printed_page": null, "text": "1078\n\nNATIONAL EDUCATION ASSOCIATION\n\nneed for business writing in thejunior\nhigh school and how to meet it, 433\nMinutes of Washington convention, 45\nModern education (E. W. BUTTERFIELD) ,\n\ngarten\n\n960\n\nMOELLER, H. C. Raising the standards\nof county supervision through demonstration teaching, 698\n\nMOHLER, LOUIS L. The teaching of\nmusic appreciation as a phase of\nmodern education, 598\nMOONEY, MARY F. As a classroom\nteacher sees it, 207\nMOORE, M. Ε. Parent, teacher, and\nschool, 925\nMoral aims in the training of youth\n(HENRY NEUMANN ) , 817\nMoral and religious education\n(MATHILDE C. GECKS) , 140\nencouragements\n(\nWILLIAM\nMore\nMCANDREWS ) , 839\nMORGAN, JOY E. Report of the division\n\nof publications,\nlibrary, 561\nMORRISON, CORA\n\n120 ;\nB.\n\nThe\n\nschool\n\nSingle\n\nsalary\n\nschedules, 480\n\nMoving pictures, 964, 966, 971, 975, 976,\n980, 982\n\nMusic appreciation, 598\nMusic education, Department of minutes,\n597\n\nMusic in 1836, 1886, 1911, and 1936,\nSchool ( FRANCES CLARK) , 603\n\nMYERS, GEORGE E.\nvocational\n\nNecrology, 347\nNeed and hope of the city, The (W. R.\nHOPKINS) , 859\nNeed of instruments to measure kinder.\n\nAmalgamation of\n\neducation\n\norganizations,\n\n989\n\neducation\n\n( MARY\n\nMAUDE\n\nREED) , 591\n\nNeeds of high school girls and how\nthese needs are met by a dean of\ngirls ( JEANNETTE MCDONALD) , 520\n\nNeeds of the high school girl and how\nmet by the parent ( MRS. W. S.\nHEFFERAN ) , 525\n\nNeeds of the high school girl and how\nthey are met by social and philanthropic organizations\n(ANNE T.\nBINGHAM ) , 528\nNEUMANN, HENRY. Moral aims in the\n\ntraining of youth, 817\nNEWLON,\n\nJESSE H.\n\nBetter organized\n\ncurricula, 954; chairman of major\nobjectives group, 8903 Functions of\nthe representative assembly, 189\n\nNew science of public school publicity\n(P. R. SPENCER) , 932\nNext step in world peace ( FLORENCE\nALLEN), 832\nNormal schools and teachers' colleges,\nDepartment of, minutes, 613\nNORTH, SAMUEL M. Athletics in high\nschool, 644\n\nNORTON, JOHN K. Recent legislation\naffecting the status of the American\nwoman teacher, 377; Report of the\nresearch division, 124\nNutrition\n\nof\n\nthe\n\nschool\n\nchild\n\n(DR.\n\nTALLIAFERRO CLARK) , 442\n\nNation and its public education, The\n(Frank P. GRAVES) , 244\nNation's teachers, The (OLIVE M.\nJONES), 172\nNational cemetery, Gettysburg, Address\nat the ( FRANK P. GRAVES ) , 244\nNational\nof parents and\ncongress\nteachers, 716\n\nNational council of education, secretary's minutes, 350, 394\n\nObjective studies in rural schools (FRED\nD. CRAM) , 663\nObligations of citizenship (LOTUS D.\nCOFFMAN ) , 916\nOfficers of departments, 21\nOfficers of the Association for 1923-24,\n19 ; for 1924-25, 31\n\nOne-teacher schools, 667\nOrchestra, The organization and conduct\n\nNational learning and national life\n\nof a school ( JAMES F. PRICE) , 603\n\n(JOHN H. MACCRACKEN ) , 209\nNational obligations in education (JOHN\nW. ABERCROMBIE) , 823\nNational program for education, 1053\n\nOREM, NICHOLAS. Rural school athletics,\n\nNatural science, 768\n\nNatural science, Investigation of demonstration\n\nversus\n\nlaboratory\n\nmethod of teaching, 771\n\nas\n\na\n\n639\n\nOrganization of curriculum materials\n(H. M. CORNING) , 936\n\nOrganizing a high school and classifying its pupils so as to serve each\nequitably (MARGARET M. ALLTUCKER),\n779 ; ( H. B. WILSON ) , 776\n\n"}
{"page": 1108, "printed_page": null, "text": "1079\n\nINDEX\n\nO'RYAN, JOHN F. Address at the grave\n\nof the unknown soldier, 221\nCallureas neglected\n(MARGARET KNOX) , 150\n\nOur\n\ninheritance\n\nOur national construction program and\nits need of mechanics (D. H. SAWYER ) ,\n1008\n\nOutlook for immigrant education from\n\nthe standpoint of the U. S. Bureau of\nEducation (JOHN J. TIGERT) , 567\nOutstanding essentials of modern school\narchitecture ( WILLIAM H. GOMPERT) ,\n749\n\nParent, The ( MARGARETTA WILLIS\nREEVE), 192\nParent of the high school girl, The, 525\nParents and high school, 502\nParent, teacher, and school ( M. Ε.\nMOORE) , 925\nParent-teacher\n\nPorter school, The ( MARIE TURNER\nHARVEY) , 674\nPowers and duties of the city superintendent (E. E. LEWIS), 944 ; ( FRANK\n\nG.PICKELL) , 945 ; ( DARRELL JOYCE) ,\n946\n\nPRATT, O. C. Budget planning, 952\nPreparation of teachers in the use of\nvisual aids (A. G. BALCOM ) , 971\n\nPresent state of progress of the committee determining \"a typical kindergarten day,\" an index of kindergarten\nwork (MARY DABNEY DAVIS) , 590\nPresent trends and friendly enemies of\nindustrial education (A. H. EDGERΤΟΝ ) , 992\nPRICE, JAMES F. The organization and\nconduct of a school orchestra, 603\n\nPrincipal, The\n\n( MARY MCSKIMMON ) ,\n\n195\n\nassociations\n\nin\n\nrural\n\nschools ( MRS. JOHN B. CLEAVER) , 716\nPart-time education, 380\nPatriotic Education League of Lynn,\nMass. (MRS . ISABELLE D. MACLEAN ) ,\n570\n\nPatriotic pilgrimages' program, 41 ; addresses given at, 221\nPAUL, FRANCIS H. J. The value of\nextra-curricular activities, 916\nPAYNE, E. GEORGE. Health education\nin the schools, 917\nPeace day, 341\n\nPERRIN, ETHEL, Girls' athletics, 643\nPHILHOWER, CHARLES A.\nA definite\nprogram needed for training teachers\nin service, 929\nPhysical and health education, Department of, minutes, 637\nPhysical and health education: discussion (DAVID B. CORSON, chairman) ,\n917\n\nPhysical and mental unfitness in children (WILLIAM R. P. EMERSON ) , 918\nPICKELL, FRANK G. Powers and duties\nof the city superintendent, 945 ; Reorganizing secondary education, 950\nPITIMAN, M. S. Visiting schools, 957\nPlan and cost of operating the schools\nof Prince George County, Virginia\n(R. K. HOKE ) , 711\nPolitics, Ideals women should uphold in\n(HELEN FRASER ) , 508\nPolitics, Women in, 508, 511\n\nPORE, O. E. A county-wide program of\nextra-curricula activities , 959\n\nPrinciples underlying school\n(H. V. HOLLOWAY) , 961\n\nsupport\n\nProblems involved in the administration\n\nof State aid for transportation\n(GEORGE HOWARD, JR. ) , 689\nProgress , Educational, 828\nProgress in school administration in\nsmall cities (J. J. EARLY ) , 933\nProvisions for industrial education in\n\nthe public schools (\nHOWARD\nBRIGGS) , 993\nPsychiatry clinic, 627\nPublications, Miscellaneous , 1050\n\nL.\n\nPublications of the National Education\n\nAssociation, 1041\nPublicity, Public school, 932\nQualities to be possessed by a superintendent of schools (J. E. BURKE) ,\n947\n\nRacial information for Americanization\nteachers, 569\n\nRaising the standards of county supervision through demonstration teaching (H. C. MOELLER) , 698\nRAMSEY,\n\nΕ.\n\nΕ.\n\nCurriculum\n\nof the\n\nstandard high school, 929\nRAYMOND, ANNE. Games and health ,\n453\n\nReal greatness of the American Republic,\nThe (HOMER II. SEERLEY) , 232\n\nREAVIS, W. C. Secondary school reorganization, 951\nRecent legislation affecting the status\n\n"}
{"page": 1109, "printed_page": null, "text": "1080\n\nof\n\nNATIONAL EDUCATION ASSOCIATION\nthe\n\nAmerican\n\nwoman\n\nteacher\n\nREED, MARY MAUDE.\nThe need of\ninstruments to measure kindergarten\n\neducation, 591\nREEVE, MARGARETTA\nThe, 192\n\nWILLIS .\n\nnomenclature ( JOHN W. WITHERS) ,\n337\n\n(JOHN K. NORTON ) , 377\n\nParent,\n\nREID, O. L. Educational fads considered\n\nReport of committee on evaluation of\ninstruction of the Department of\nClassroom\nTeachers\n(\nGUY M.\nWILSON) , 486\n\nReport of committee on health problems\nin education ( Thomas D. WOOD), 274,\n361\n\nas fundamental , 849\n\nRelation of general to vocational education (DAVID SNEDDEN ) , 1003\nRelation of size to cost of operation in\ncertain schools of Iowa ( T. C. HOLY) ,\n706\n\nRelation of supervision to the attainment of the major objectives of\nelementary education (FRED M.\nHUNTER) , 908\n\nRelation of the secondary school to\njunior employment ( J. D. STARK) , 792 ;\n(MARY STEWART) , 791\nRelation of the superintendent of schools\nto the teaching corps ( SUSAN M.\nDORSEY) , 869\nRelation of visual aids to educational\n\nobjectives ( LAURA ZIRBES ) , 964\nReligious education, 140, 144, 150, 157\nReorganization of secondary education,\n\nReport of committee on necrology\n(ERNEST L. CRANDALL) , 347\n\nReport of committee on resolutions, 54\nReport of committee on rural teachers'\nproblems ( HAROLD W. FOGHT) , 269\nReport of committee on tenure (FRED M.\nHUNTER) , 251\nReport of committee on the classification\nof educational material ( THOMAS H.\nBRIGGS) , 336\n\nReport of the committee on the problem\nof retirement allowances (PHILIP E.\nCARLSON ) , 248\nReport of the committee on the status\nof the\n\nAmerican\n\nwoman\n\nteacher\n\n(ANNA LAURA FORCE) , 370\nReport of the committee on the teaching\nof democracy (A. DUNCAN YOCUM ) ,\n400\n\nReport of committee on thrift education\n\n1051\n\nReorganization of the curriculum of the\n\n(ARTHUR H. CHAMBERLAIN ) , 338\n\nelementary schools (F. G. BONSER),\n\nReport of committee on visual education\n\n890\n\n(THOMAS E. FINEGAN ), 295\nReport of committee to coöperate with\n\nReorganization of the elementary school\nto meet major objectives ( CHARLESL.\nSPAIN ) , 897\neducation\nsecondary\nReorganizing\n(FRANK G. PICKELL) , 950\nReport of committee on arithmetic revision ( GUY M. WILSON) , 311\nReport of committee on character education (MILTON BENNION ) , 278\nReport of committee on classroom teach-\n\ners' problems (MARY C. C. BRADFORD) ,\n265\n\nReport of committee on code of pro-\n\nfessional ethics for teachers\n\n( MAY\n\nWADE ) , 285\nReport of committee on constructive\nstudies (NORMAN FROST) , 672\nReport of committee on coöperation with\n\nthe American School Citizenship\nLeague ( MRS. FANNIE FERN ANDREWS ), 341\nReport of editorial council (WILLIAM C.\nBAGLEY) , 290\n\nReport of executive committee for the\nboard of directors , 73\nReport of illiteracy commission (CORA\nWILSON STEWART) , 288\n\nReport\n\nof\n\nlegislative\n\ncommission\n\n(GEORGE D. STRAYER) , 254\nReport of secretary, 97\n\nReport of treasurer, 68\nReport of trustees, 58\nReport on immigrant education (ROBERT\nC. DEMING ) , 923\nReport on summer session's in state\n\nthe world federation of national edu-\n\nteachers' colleges ( JOSEPH E. AVENT),\n\ncation\n\n383\n\nassociations\n\n(AUGUSTUS\n\nO.\n\nTHOMAS) , 272\n\nReport of committee on educational\n\nReports, Curriculum, 1050\nReports of committees, 248\n\n"}
{"page": 1110, "printed_page": null, "text": "INDEX\n\nReports: Arithmetic revision, 311 ;\ncharacter education, 278 ; classroom\n\nteachers' problems, 265 ; code of professional ethics , 285 ; constructive\nstudies, 672; coöperation with world\nfederation of national education asso-\n\nciations, 272 ; educational nomenclature, 337 ; evaluation of instruction,\n486; health problems, 274, 361 ;\n\nnecrology, 347 ; resolutions, 54 ; rural\nteachers' problems, 269 ; tenure, 251 ;\nthe classification of educational mate-\n\nrial, 336; the problem of retirement\nallowances, 2483; the status of the\nAmerican woman teacher, 370 ; thrift\neducation, 338 ; visual education, 295 ;\nto cooperate with the American School\nCitizenship League, 341 ; editorial\ncouncil, 290 ; executive committee, 73 ;\n\nilliteracy commission, 288 ; legislative\n\n1081\n\nRural school demonstration work\n\nin\n\nLa Grange and Johnson counties,\nIndiana, and the new division of\nschoolhouse planning in the State\nDepartment of Public Instruction (H.\nL. SMITH) , 515\nRural teachers' problems, 269\nSafety teaching in our schools (ALBERT\nW. WHITNEY) , 949\n\nSalary, Single, 371, 377, 480\nSalaries, tenure, and pensions, Reports\nrelating to, 1052\nSARGEANT, IDE G. Report on educational\nprogress, 553\n\nSAWYER, D. H. Our national construction program and its need of\nmechanics , 1008\n\nSchool administration, Department of,\nminutes, 739\n\ncommission, 254; secretary, 97 ; treasurer, 68 ; trustees, 58 ; on immigrant\neducation, 923 ; on summer sessions in\nState teachers' colleges, 383 ; on the\nteaching of democracy, 400\n\nSchool and the community, The ; dis-\n\nRepresentative assembly, Functions of,\n\nSchool boards , 740\nSchool health and physical education,\n\n189 ; Members of, 1015 ; Minutes of, 45\nResearch Bulletin of the National Education Association, 1049\nResearch in rural education, Value and\n\nsignificance of ( E. J. ASHBAUGH ) , 656\nResolutions, 54\nRetirement allowances, 248\nRHODES, SARA L.\n\nTribute to Frederick\n\nDouglass made at his home, A, 241\n\nRight spirit in character training, The\nΗ.\n\nUses\n\nand\n\nabuses\n\nof\n\nintelligence tests, 937\nRODGERS, ROBERT H.\n\nHow does the\n\ninstruction in vocational schools provide for individual differences ? 996\n\nROEMER, JOSEPH.\n\nA comparison of\n\nsmall and large high schools , 702\nTeaching foreigners to\nROSE, C. E.\nspeak English, 938\n\nRural education, Department of, minutes,\n651, 715; Journal of, 1058\n\nRural education\n\n( FRANK PIERREPONT\n\nGRAVES) , 854\nRural\n\nschool\n\nathletics\n\nOREM), 639\nRural school\ncommunity\n(MABELL G. BUSH ) , 926\n\n882\n\nDepartment of, Constitution, 647\nSchool library, The (JOY E. MORGAN),\n561\n\nSchool secretary, The, 746, 750\nSchool support, 960, 961\nSchool year, A longer (DAVID\n\nB.\n\nCORSON) , 955\n\nSchoolhouse planning in the State Department of Public Instruction, The\nrural school demonstration work in\n\n(ROBERT H. WRIGHT ) , 917\nRISLEY, J.\n\ncussion, 925\nSchool board organization and the\nsuperintendent ( J. W. STUDEBAKER ) ,\n\n(NICHOLAS\nprogram\n\nLa Grange and Johnson counties,\nIndiana, and the new division of,\n515\n\nScience for the million\nSLOSSON ) , 754\n\nScience\n\ninstruction,\n\n(EDWIN\n\nE.\n\nDepartment\n\nof,\n\nminutes, 753\nScience instruction in some European\nschools (E. R. DOWNING ) , 772\nScience in the elementary school (HOLLAND R. SPERRY) , 761\nScore cards for texts in adult immigrant\nclasses ( JOHN W. LEWIS ) , 580\nSEARSON, J. W. Tentative report of\ncommittee on English, 335\nSecondary education, Department of,\nminutes , 775 ; reorganization of, 1051\n\n"}
{"page": 1111, "printed_page": null, "text": "1082\n\nNATIONAL EDUCATION ASSOCIATION\n\nSecretary's report, 97\n\nSEERLEY, HOMER H. Real greatness of\nthe American Republic, The, 232\nSelecting new materials for the school\n\nprogram ( WILL FRENCH) , 933\nSelection of essentials by desirable\nideals ( H. W. LANGWORTHY) , 935\nSelection of essentials of life activities\n\n(R. W. KRETSINGER) , 934\nSELLEW, E. B. Keeping things checked\nup, 939\nShall boards\n\nof\n\neducation be\n\ninde-\n\npendent of municipal government ?\n(W. S. DEFFENBAUGH ) , 740\nSHANKLAND, S. D. Report of department of superintendence and division\nof administrative service, 132\nShorthand helps, 436\nShould the school secretary be under\nthe direction of the superintendent ?\n(GEORGE W. GERWIG) , 746 ; WILLIAM\nDICK) , 750\nSHRINER, J. T.\n\nDevices and methods in\n\nnatural science, 768\nSimilarities versus differences as bases\n\nfor educational programs (J. M.\nGWINN) , 352\nSIMPSON, I. JEWELL. What functions of\na State supervisor of rural schools are\n\nSingle salary schedule, Experience with\na ( FRANK E. CONVERSE) , 942\nSingle salary schedule in practice, The\n(JAMES F. Hosic) , 371 ; ( CORA B.\nMORRISON) , 480\nSIPPLE, E. M. Humanizing the grade\nschool curriculum, 943\nSix-four-two plan compared with the\n6-3-3 plan ( WILLIAM J. COOPER ) , 947\nSix-three-three plan, The validity and\nfuture of (D. W. HORTON ) , 942\nEDWIN E.\n\nScience\n\nthe elementary school to meet major\nobjectives, 897\nSpelling, a vital factor in the curriculum ( SARAH LOUISE ARNOLD) , 946\nSPENCER, P. R. Art in the public\nschools, 940; The new science of\n\npublic school publicity, 932\nSPENCER, W. L. The high school curriculum, 929\nSPERRY, HOLLAND R. Science in the\nelementary school, 761\nSpiritual values in an educational pro-\n\ngram for democracy (LEON W. GOLDRICH), 144\nSPOONER, JULIA A.\nThe, 200\n\nCitizen teacher,\n\nSTARBUCK, EDWIN D.\n\nFundamentals of\n\ncharacter training, 159 ; Tests and\nmeasurements of character, 357\nSTARK, J. D.\n\nThe relation of the sec-\n\nondary school to junior employment,\n792\n\nState aid for transportation, 689\nState and local support ( MAY TRUMPER),\n960\n\nmost worth-while ? 680\n\nSLOSSON ,\n\nSNEDDEN, DAVID. The relation of general to vocational education, 1003\nSocial and philanthropic work with the\nhigh school girl, 528\nSPAIN, CHARLES L. Reorganization of\n\nfor the\n\nmillion, 754\n\nSmall community and the school (C. R.\nGATES), 932\nSMITH, H. L. The rural school demonstration work in La Grange and\n\nJohnson counties, Indiana, and the\nnew division of schoolhouse planning\nin the State Department of Public\nInstruction, 515\nSMITH, K. G. The future of industrial\neducation, 1002\n\nSMITH, PAYSON . The challenge to American education, 137\n\nState school support (S. M. N. MARRS) ,\n960\n\nState superintendents and commissioners : Discussion (J. M. MCCONNELL,\nchairman) , 960\nState teachers' colleges, Fiscal support\nof, 389\n\nStatus of teacher, 370, 377\nSTEPHENSON, NATHANIEL W. Yale historical films, 982\nStereograph, 979\nSterling-Reed bill, 1023\nSTETSON, PAUL C. City schools and\ncommunity service, 925 ; Making the\nhigh school a social institution, 951\nSTEWART, CORA WILSON . Report of\nilliteracy commission, 288\nSTEWART, MARY. The relation of the\n\nsecondary school to junior employment, 791\n\nSt. Louis county, School administration\nin (C. H. BARNES ) , 958\nSTRAYER, GEORGE D. Report of legislative commission, 2543; What shallbe\nthe Nation's part ? 888\n\n"}
{"page": 1112, "printed_page": null, "text": "INDEX\n\nSTUDEBAKER, J. W.\nSchool board\norganization and the superintendent,\n882\n\nSubject matter most vital for the adjustment of the non-English speaking\nwoman to American life (ELIZABETH\nA. WOODWARD ), 573\n\nSummary of visual viewpoints (DUDLEY\nGRANT HAYS ) , 984\nSummer sessions, State teachers' colleges,\n\nTentative\n\n1083\n\nreport\n\nof\n\ncommittee\n\non\n\nEnglish ( J. W. SEARSON ) , 335\nTenure report, Discussion of (FRED M.\nHUNTER) , 475\nTests and measurements of character\n\n(EDWIN D. STARBUCK) , 357\nTextbook making, Educating the public\nto higher standards of, 537, 541\n\nTHALMAN, J. W. The value of teacher\norganizations, 949\n\n383\n\nDepartment\nof,\nSuperintendence,\nminutes , 803 ; addresses, 817; resolu-\n\nTHOMAS, AUGUSTUS O. Report of committee on coöperation with the world\nfederation\n\nof\n\nnational\n\neducation\n\ntions, 813\n\nHARTWELL) , 922\nSupervision, 908\n\nassociations , 272\nTHOMAS, CHARLES SWAIN. Educating\nthe public to higher standards of textbook making, 541\nThrift education, 338\nTIGERT, JOHN J. Address of welcome,\n165; Outlook for immigrant education from the standpoint of the U. S.\nBureau of Education, 567 ; Work of\nthe Bureau of Education in Alaska,\nThe, 355\nTraining for citizenship in the senior\nhigh school ( MILTON BENNION ) , 916\nTraining teachers for the one-room\nschool ( FLORENCE M. HALE) , 928\n\nSupervision, Improved methods of (W.\n\nTraining teachers in active service'\n\nJ. COOPER) , 950\nSUTTON, WILLIS A.\nThe, 205\n\nTransportation, 689\n\nSuperintendent, The, 864, 869\nSuperintendent a salesman of educa-\n\ntion (B. J. MERRIAM ) , 944\nSuperintendent, Powers and duties of\nthe city, 944, 945, 946\nThe ( WILLIS A.\nSUTTTON ) , 205\nSuperintendent's relation to his school\ndirectors (M. S. BENTZ ) , 956\n\nSuperintendent,\n\nSuperintendent's relation to principals\n(A. G. YAWBERG) , 956\n\nSuperintendent's responsibility in vocational and part-time education (E. C.\n\n(FLORENCE M. WELLMAN ) , 928\n\nSuperintendent,\n\nTAINTOR, S. AUGUSTA. Business English\nas a part of stenographic trainingabstract, 436\n\nTeacher training, 1052\nTeacher, whither goest thou ? ( MARK\nKEPPEL), 470\n\nTeaching bookkeeping so as to realize\nits most important educational and\nvocational values-abstract ( LLOYD L.\nJONES) , 437\n\nTeaching business morals\n\n( WILLIAM\n\nBYRON FORBUSH) , 157\n\nTeaching foreigners to speak English\n(C. E. ROSE) , 938\n\nTeaching of music appreciation as a\nphase of modern education (LOUIS L.\n\nTreasurer's report, 68\nTribute to Frederick Douglass made at\nhis home, A ( SARA L. RHODES) , 241\nTribute to Warren G. Harding ( WILLIAM M. DAVIDSON ) , 836\nTribute to Woodrow Wilson (RANDALL\nJ. CONDON ) , 838\nTRUMPER, MAY. How to get the most\nout of a short course for county\n\nsuperintendents, 685 ; State and local\nsupport, 960\nTrustees' report, 58\n\nTypes of important racial information\nwhich\n\nteachers\n\nof Americanization\n\nshould possess (ALBERT E. JENKS ) ,\n569\n\nTypist, Training a, 435\n\nMOHLER) , 598\n\nTeaching world economics in high\nschools- abstract ( E. DANA DURAND ) ,\n430\n\nUnknown soldier, Address at the grave\nof the (MAJOR GENERAL JOHN F.\nO'RYAN) , 221\n\n"}
{"page": 1113, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1084\n\nValue of moving pictures as an aid to\nteaching languages and citizenship to\nadult foreigners (MAUDE E. AITON ) ,\n966\n\nValue of teacher organizations ( J. W.\nTHALMAN ) , 949\nValue\n\nof\n\nvisual\n\naids\n\nin\n\neducation\n\n(FRANK N. FREEMAN ) , 918\n\nValue of visual instruction (DUDLEY\nGRANT HAYS ) , 920\n\nVisiting schools ( M. S. PITTMAN ) , 957\nVisual aids ( ERNEST L. CRANDALL ) , 921 ;\n(JOSEPH J. WEBER) , 919\n\nVisual aids in education, Value of\n(FRANK N. FREEMAN ) , 918\nVisual education, 295, 918, 1003\n\nVisual education,\n\nDepartment of,\n\nminutes , 963 , 987\n\nVisual imagery in geography ( WALLACE\nW. ATWOOD ) , 975\nState school\nVisual instruction in\nsystem ( A. W. ABRAMS ) , 920\na\n\nVisual instruction in a city school system ( R. G. JONES ) , 919\n\nVocational education, Department of,\nminutes, 987, 1006\nVocational education in small cities (С.\nR. GATES ) , 940\nVocational guidance, 627\n\n922\n\nand\n\npart-time\n\nWashington, D. C., schools, 171\nWATSON, ELEANOR B. Making the highways and byways real to children,\n976\n\nWays and means of accrediting secondary schools for university entrance\n(FANNIE W. MCLEAN) , 784; (ARTHUR\nD. WHITMAN ) , 783\nWEBER, JOSEPH J. Visual aids, 919\nWELLMAN, FLORENCE М. Training\nteachers in active service, 928\nWhat functions of a State supervisor of\nrural schools are most worth-while?\n(I. JEWELL SIMPSON ) , 680\n\nWhat is the place of analysis in vocacational curriculum-building (HARRY\nD. KITSON ) , 995\nWhat shall be the Nation's part?\n(GEORGE D. STRAYER) , 888\nWHITMAN, ARTHUR D. Ways and\nmeans of accrediting secondary\nschools for college entrance, 783\nWHITNEY, ALBERT W. Safety teaching\nin our schools, 949\n\nWHITNEY, E. R.\n\nMerit ratings of\n\nteachers , 948\n\nWILSON, GUY M. Report of committee\non arithmetic revision, 311 ; Report\n\nVocational guidance essential in vocational education ( FRANK M. LEAVITT) ,\nVocational\n\nWashington convention in 1898, 168\n\neducation\n\ngroup, 922\n\nVocational training, 432, 433, 435, 436,\n437\n\nVocational training in the elementary\nschool (BURR F. JONES) , 928\nVocational need for business writing in\nthe Junior high school and how to\n\nof committee on the evaluation of\n\ninstruction, 486\n\nWILSON , H. B. Organizing the high\nschool and classifying its pupils so\nas to serve each equitably, 776 ; chairman of visual education group, 918 ;\n\nWilson, Woodrow, A tribute to, 838 ;\nPilgrimage to tomb of, 241\nWINN, AGNES. Report of the division\nof classroom service, 126\nWILLIAMS, CHARL ORMOND. Report of\n\nmeet it, The (ELMER G. MILLER) , 433\nWADE, MAY. Report of committee on a\ncode of professional ethics for teach-\n\nlegislative service, 128\nWITHERS, JOHN W. Report of committee on educational nomenclature,\n337\n\ners , 285\n\nWalter Reed Memorial Hospital, Address at the (J. M. GWINN ) , 239\nWARREN, MRS. FRANK M. Women in\n\nWomen in politics (MRS. FRANK M.\nWARREN ) , 511\nWOOD, THOMAS D. Report of joint\n\ncommittee on health problems in edupolitics, 511\nWASHBURNE, C. W. Economies through\norganization, 954\nWashington addresses, 137\n\ncation, 274, 361\n\nWOODWARD, ELIZABETH A. Subject matter most vital for the adjustment of\n\n"}
{"page": 1114, "printed_page": null, "text": "1085\n\nINDEX\n\nthe non-English speaking woman to\nAmerican life, 573\nWorking conditions essential to highest\nefficiency and economy (GUY E. MAXWELL) , 614\nWorld federation of national education\n\nassociations, 272\nWorld peace, 832\nWRIGHT, ROBERT H. The right spirit in\ncharacter training, 917\nWriting, Business, 433\n\nYale historical films ( NATHANIEL W.\nSTEPHENSON ) , 982\nYAWBERG, A. G. Superintendent's relation to principals, 956\nYearbook, 1044\n\nYOCUM, A. DUNCAN. Final report of\ncommittee on the teaching of democracy, 400\nZIRBES, LAURA.\n\nThe relation of visual\n\naids to educational objectives, 964\n\n"}
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{"page": 1119, "printed_page": null, "text": "RS\n\nIT\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSIT\n\nMICHIGAN\n\nICHIGAN\n\nSCHIGAN\n\nUNIVERSITY. UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSIT\n\nMICHIGAN\n\n이\n\nMICHIGAN\n\nMICHIGAN\n이\n\nIG 2\n\nUNIVERSIT\n\nMICHIGAN\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nMICHIGAN\n\nAN\n\nCHIG\n\nMIC\n\nN\n\nUNIVERSITY\nN\n\nMICH\n\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nMICHIGAN\n\n이\n\nMICHIGAN\n\nUNIVERSITY\nN\n\nMICHIGAN\n\nMICHIGAN\n\nMI\n\nHI G\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nMIC\n\n이\n\nICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\nCH\n\nNCHIGA\n\nUNIVERSITY\n\nUNIVERSIT\n\nCHIGA\n\nCH\n\nHIGGAN\n\nA\n\nNC\n\nG\n\nN\n\nCHIGA\n\nIG A\n\nUNIVERSITY\n\nN\n\nUNIVERSITY\n\nUNIVER\n\nCHIGA\n\nMICHIGAN\n\nA\n\nHICG\n\nMI\n\nIG\n\nN\n\nN\n\nA\n\nMIC\n\nUNIVERSITY\n\nS\n\nCHIGA\n\nUNIVERSITY\n\nUNIVERSITY\n\nAN\n\nN\n\nA\n\nΣCH\n\nMIC\n\nHIG\n\nMICHIGAN\nI\n\nUNIVERSITY\n\nHIG\n\nN\nA\n\nIGG\n\nΣ\nE\n\nIV\n\nUN\n\nMICHIGAN\n\nMICHIGA\n\nMICHIGA\n\nMICH\n이\n\nAN\n\nI\nCH IG\n\nMICHIGAN\n\nUNIVERSITY UNIVERSITY. UNIVERSIT\nCHIGA\nN\n\nMICHIGAN\n\nMICHIGAN\n\nMI\n\nUNIVERSITY UNIVERSIT\n\nE\n\nIV\n\nUN\n\nF\n\nUNIVERSITY\n\nMICH\n\nMICHIGAN\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nFM\n\nTY\n\n-F MI\nC\nH\nI\nGAN\n\nSI\n\nUNIVERSITY\n\nUNIVERSIT\n\nF\n\nER\n\nM\n\nUNIVERSITY.\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nF\n\nERSIT OF UNIVER\nSITY\nY\n\nF\n\nN\n\nUNIVERSITY\n\nUNIVERSIT\n\nICHIGAN\n\nMICHIGAN\n\nMICHIGAN\n\n・ F MIC\nH\nI\nG\nAN\n\nMI・ F\nCH\n\nRSIT O UNIVER\nSITY. UNIVERSITY.\nYF\nUNIVERSITY\n\nMICHIGAN\n\nY\n\nHI\n\nF\n\nUNIVERSITY. UNIVERSITY UNIVERSIT\nN\n\nIN\n\nMICHIGAN\n\nF.MICHIG\n\nMICHIGAN\n\nAN\n\nMICHIGAN\n\nN\n\nUNIVERSI\n\nMICHIGAN\n\nMIC\n\nG\nMICHI GA\n\nMICHIGAN\n\nHI\n\nMICHIGAN\n\nERSITYMOF UNIVERSIT.Y UNIVERSITY UNIVERSITY UNIVERSITY. UNIVERSITY UNIVERSIT\nI\n\nIG\n\nUNIVERSITY\n\nMICH\n\nUNIVERSITY.\n\nCHIGAN MICHIGAN\n\nUNIVERSITY\n\nN\n\nUNIVERSITY\n\nUNIVERSITY\n\nA\n\nUNIVERSITY\n\nG\n\nCHIGA\n\nMICHIGAN\n\nUNIVERSITY\n\nUNIVERSITY\n\nUNIVERSITY\n\nAN\n\nTY\n\nCHIG\n\nSI\n\nSA\n\nER\n\nMICHIGAN\n\nMICHIGAN\n\nMICHIGAAN\n\nN\n\nMICH\n\nN\n\nMIC\n\nHIG A\n\nIG A\n\nMICHIGAN\n\nம்\nG\n\nUNIVERSIT\n\nUNIVERENly\n\nUNIVERSITY\n\nUNIVERSI\n\n이\n\nY.C UNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nHIC A\n\nMICH\n\nIG\n\nMICHIGAN\n\nTY\n\nUNIVERSITY.\n\nICHIGAN\n\nMIC\n\nMICHIGAN\n\nSI\n\nMICHIGAN\n\nN\n\nER\n\nUNIVERSITY\n\nMICHIGAN\n\nUNIVERSITY\n\nMICHIGAN\n\nRSI O UNIV\nTY F ERSITY UNIVERSITY\nMICHIGA\n\n"}